托福TPO43[综合写作&独立写作]写作试题+范文汇总

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托福TPO43综合写作范文

In the lecture, the professor is skeptical about the three theories about how agnostids lived in the reading passage. The professor argues about the weakness of the three theories.

In the reading passage, agnostids were free-swimming predators. On the contrary, the professor says that predators require large well-developed eyes, while agnostids had tiny poorly developed eyes, and were sometimes completely blind. They also did not have other special sensory organ to help them find prey. Therefore, agnostids could not be free-swimming predators.

The professor then opposes the reading's idea that agnostids dwelled on the seafloor. The professor states that seafloor dwellers cannot move fast or far and they stay in localized areas. So seafloor dwellers occupy a small geographic area. However, agnostic species inhabited many geographic areas and could not dwell on the seafloor.

Finally, the professor disproves the reading's idea that agnostids were parasites. The professor points out that to avoid killing the host organism, the populations of parasite are not large, but many fossilized agnostics are found and therefore the theory that they are parasites are ruled out.

托福TPO43独立写作范文

When the teacher or the meeting leader says something incorrect, I prefer to wait until the end of the class or meeting and then talk to the teacher or meeting leader rather than interrupt and correct the mistake right away or say nothing.

In the first place, the waiting and talking approach avoids interfering with the consistency of the class or meeting. Usually, the teacher or the leader deliberately designs the whole class or meeting: what comes first and what follows is prearranged. Therefore, the teacher or leader may control the pacing of the class and fulfill the informing task in the assigned time. However, if the teacher or leader is interrupted, he/she has to spend some time explaining or correcting, which may take quite a long time and destroy the schedule. As a result, the consistency of the class or meeting will be interfered with and the efficiency of the class or meeting will be low. For example, last semester, my teacher, Johnson, made a small mistake in his mathematic class when solving a function problem. Tom, my desk mate, quickly found out the mistake and reported it to Johnson, so it took Johnson some time to identify the mistake and to make an explanation to us. Though the mistake was settled, the class was not so consistent, and we did not have enough time to finish the test paper we were going to revise that day. However, if Tom could wait and talk about it later, it would be much better for us to have a consistent class without interruption.

Furthermore, the waiting and talking approach also shows respect for the teacher or the leader. As is known to all, teachers are considered as the academic authority in the school and leaders are of course the sign of power in a company. When being questioned or even challenged in the public, for instance, being pointed out the mistake they may have in class or during the meeting, teachers or leaders may feel disgraced and may consider their authority may be lowered. Besides, pointing out the mistakes in the public also adds pressure to the teacher or leader, which can be seen as rudeness. On the contrary, talking it to the teacher or leader later may be more appropriate because it not only saves face for the teacher but also shows our respect. According to the latest survey conducted by Peking Universities among many teachers and leaders in several major cities, both teachers and leaders prefer discussing the mistake after class or meeting because they feel they are respected, and their authority is not challenged in front of too many people.

In conclusion, I would like to choose the waiting and talking method due to the consistency of the class or meeting as well as the respect for the teacher or the leader.

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