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新托福考試寫作部分的第一個(gè)任務(wù)是“Integrated Task”即綜合寫作，它是一種全新的題型，大部分學(xué)生對(duì)于如何應(yīng)對(duì)綜合寫作缺乏相關(guān)的知識(shí)和經(jīng)驗(yàn)，很大程度依賴于教師的指導(dǎo)，其中一個(gè)重要的方面就是如何安排文章的結(jié)構(gòu)。對(duì)此，ETS并沒有給出詳細(xì)的官方建議，只是在ETS公開的綜合寫作評(píng)分標(biāo)準(zhǔn)中，給出了5分（即滿分）作文的定義如下：
A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.
可以看出，ETS并沒有規(guī)定一篇綜合寫作應(yīng)該使用某種固定的結(jié)構(gòu)模式，而只是從信息點(diǎn)的準(zhǔn)確提煉，信息組織的條理性和語言的準(zhǔn)確性這幾個(gè)角度定義了一篇滿分作文。然而實(shí)踐中，這樣的指導(dǎo)性建議太為籠統(tǒng)。學(xué)生還是期望教師能夠給出一種易于理解的，安全有效的且操作性強(qiáng)的結(jié)構(gòu)，在考試時(shí)依照這個(gè)結(jié)構(gòu)構(gòu)建文章的主體，并以此為基礎(chǔ)填充細(xì)節(jié)，從而快速高效地完成作文。
朗閣海外考試研究中心的老師經(jīng)過一段時(shí)間的教學(xué)，總結(jié)出兩種適合新托福綜合寫作的結(jié)構(gòu)安排，為了形象理解，稱為“點(diǎn)對(duì)點(diǎn)”型和“面對(duì)面”型的結(jié)構(gòu)，本文就將對(duì)這兩種結(jié)構(gòu)進(jìn)行分析和比較。
一、“點(diǎn)對(duì)點(diǎn)”的結(jié)構(gòu)
“點(diǎn)對(duì)點(diǎn)”的結(jié)構(gòu)指的是把綜合寫作中的閱讀材料和聽力材料的每一個(gè)對(duì)應(yīng)點(diǎn)都單獨(dú)提煉出來用一個(gè)段落加以闡述。這種結(jié)構(gòu)的優(yōu)點(diǎn)是可以把閱讀文章和聽力材料的對(duì)應(yīng)關(guān)系更細(xì)致地進(jìn)行說明，使文章層次感強(qiáng)，同時(shí)反映出考生提煉信息和對(duì)比信息的能力更高。比如下面的一篇范文就是ETS給出的滿分作文，是一篇典型的“點(diǎn)對(duì)點(diǎn)”型的結(jié)構(gòu)安排方式。
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Introduction —Relationship between reading and lecture
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The lecturer talks about research conducted by a firm that used the group to handle their work. He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened in reality.
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First Point of Contrast
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First, some members got free rides. That is, some didn’t work hard but got recognition for the success nonetheless. This also indicates that people who hard were not given recognition they should have gotten. In other words, weren’t given the opportunity to “shine”. This directly contradicts what the passage indicates.
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Second Point of Contrast
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Second, groups were slow in progress. The passage says that groups are more responsive than individuals because of the number of people involved and aggregated resources. However, the speaker talks about how the firm found that groups were slower than individuals in decision making. Groups needed time for meetings, which are necessary procedures in decision making. This is another place where experience contradicted theory.
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Third Point of Contrast
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Third, influential people might emerge and lead the group towards glory If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is nobody that has influence to counter the decision made. In other words, the group might turn dictatorship, with the influential party as the leader, and might become less in its thinking. They might become one-sided, and thus fail to succeed.
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二、 “面對(duì)面”的結(jié)構(gòu)
“點(diǎn)對(duì)點(diǎn)”的結(jié)構(gòu)指是最理想的結(jié)構(gòu)安排模式，但有時(shí)候考生并不能準(zhǔn)確地尋找到閱讀和聽力材料之間的對(duì)應(yīng)點(diǎn)。這有可能是因?yàn)殚喿x和聽力材料之間的對(duì)應(yīng)點(diǎn)本身就不是很明顯，或者由于考生自身的能力問題，沒有完全聽懂或看懂，則要寫成“點(diǎn)對(duì)點(diǎn)”的結(jié)構(gòu)安排模式，難度會(huì)比較大。遇到這種情況，朗閣海外考試研究中心則建議考生可以嘗試使用“面對(duì)面”的結(jié)構(gòu)安排模式。它與“點(diǎn)對(duì)點(diǎn)”的結(jié)構(gòu)安排模式的區(qū)別在于，“面對(duì)面”作文的結(jié)構(gòu)并不是逐條闡述對(duì)應(yīng)點(diǎn)，而是在總的闡明聽力和閱讀文章之間的關(guān)系后，分別總結(jié)聽力材料或閱讀材料的要點(diǎn)，從“面”上闡述聽力和閱讀材料之間的聯(lián)系。以下一篇范文也是根據(jù)ETS提供的一套模考題所寫的范文，由于此題很難“點(diǎn)對(duì)點(diǎn)”地分析聽力和閱讀之間的關(guān)系，因此采取了“面對(duì)面”的寫法。
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Introduction —Relationship between reading and lecture
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The lecturer talks about the natural process of crystallization and how the speed of cooling can influence such process, which is proved by Bowen’s crystallization experiment explained in the reading passage.
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Points in the lecture
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Natural crystallization happens when magma, which is extremely hot in its molten form deep in the earth, gradually cools off when it moves towards the surface of the earth. During the cooling process, the energy from heat is lost, and the atoms which compose the magma begin to move more slowly, forming into an orderly pattern, which turns the magma into a solid crystal structure. However, if the cooling process takes place too rapidly, then there is not enough time for the atoms to be arranged into such an orderly pattern. Therefore, crystallization can’t take place. Instead, a brittle, glass-like material will form.
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Points in the Reading
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Norman Bowen’s experiment in the 1920s proved this theory. By collecting and melting elements in rocks, Norman created artificial magma in his laboratory. He first cooled the magma slowly, as in the natural crystallization process, and got mineral crystals. But then he suddenly replaced this normal cooling with rapid freezing, and found frozen glass materials surrounding the solid crystal structure.
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可以看出，“點(diǎn)對(duì)點(diǎn)”和“面對(duì)面”的結(jié)構(gòu)有各自的特點(diǎn)，但總的來說“點(diǎn)對(duì)點(diǎn)”的結(jié)構(gòu)在“對(duì)比型”的新托福綜合寫作中要更適用一些，因?yàn)樗馨衙茳c(diǎn)逐一呈現(xiàn)，更細(xì)致地體現(xiàn)了聽力和閱讀材料之間的關(guān)系。但掌握“面對(duì)面”的結(jié)構(gòu)也很有必要，因?yàn)樗梢赃m用一些聽力和閱讀材料之間的關(guān)系是一致、延伸或解釋型的考題。此外，在考生無法尋找到所有的對(duì)應(yīng)點(diǎn)時(shí)，用“面對(duì)面”的結(jié)構(gòu)也算是一種補(bǔ)救措施。
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