如何突破托福寫作瓶頸2 — 整合寫作篇
繼上上一篇如何突破托福寫作瓶頸 — 獨立寫作篇後，此次想談的是關於準備托福整合寫作的心得。整合寫作的主題大致可分為幾類：考古、歷史、生物和天文。如果你跟我一樣寫作分數總是卡在20初頭，這篇也許能讓你有所收穫。
雖說整合寫作歸類為「寫作」，但其實需要用到三種能力：聽力、閱讀和寫作，因考試時閱讀部分一直都在，難度不會太高，但聽力只能聽一次，因此以下主要分為聽力和寫作準備重點：
一、聽力：
要練習「精聽」！若想達到25分以上，基本上需要練到每一句話都聽得懂，因為在寫文章的時候其實可以直接寫聽到的內容(不一定要換句話說，除非作文的字句重複了)，多寫細節內容才會厚實。練習精聽基本上沒有捷徑，不像泛聽可以依賴關鍵字卻可能漏聽細節。
而練習精聽的方式，我主要採取三種方式：
- shadowing 跟讀法：就是跟著音檔同步念或者等幾秒跟上念。練習的時間可按照自身狀態調整，可先從一句開始，再慢慢拉長時間。練習這個方法背後的主要邏輯是熟悉字的聲音，並能馬上聯想到意思，因此在練習的時候除了模仿聲音語調，還要思考句子的意思。
- 練習主動預測內容：整合寫作常見的主題領域大致分為：考古、生物和天文，因此可就這些相關的領域主動找尋常用的詞彙或說法，主動預測並非是要當預測家，而是透過思考的過程，連結你以往所學的知識詞彙，透過這種連結的方式，能夠深化對於該主題的理解。一般來說，聽力通常都在反駁閱讀的部分，因此在看閱讀時可猜想等一下的講者會怎麼反駁聽者。比如我曾經考過一篇關於基改作物的例子，其中閱讀一個論點提到種植基改作物可以改善環境，當時的猜想就是聽力可能會認為無法改善環境，並思考原因是什麼，也許是影響到生態的多樣性或者害蟲產生抗藥性，雖然最後的答案是培養抗蟲的基改物會讓雜草 grow out of control，但經由這樣的思考能夠過一遍該主題的相關詞彙，這樣即使在聽力時錯過了某些內容，也不會感到太慌張。即使聽不懂一兩句話，也能透過推斷前因後果來猜測整體意思。。
- 聽寫：最傳統的練習方式，聽寫是最花時間練習方式但也是很踏實的方式，建議可每天早晚保持10分鐘的練習習慣。
二、寫作
- 核心邏輯：整合寫作有一套規律可以遵循，大致可分為兩項：「優點&缺點」以及「論點&證據」。也就是說如果閱讀提到某種東西的優點，聽力就會辯駁沒那麼好，或者有一些潛在的缺點，反之亦然；而另一項「論點&證據」即閱讀可能提倡某個理論或論點，聽力可能提出幾點證據反駁此論點。
- 結構：主要分為開頭段、三段主體。主體的段落須著重在聽力的內容，的架構大致分為兩部分：第一部分為寫閱讀的論點，可用一句話蓋括就好；第二部分為描寫聽力的內容，可用三到四句話描寫，除了寫反駁閱讀的論點外，也要寫相應的細節。最後的結論句可寫可不寫，因為重點在於聽力的內容。
- 提升流暢性：
(1)善用 which，可將許多資訊濃縮成一句。
e.g. He emphasizes the shared, uncommon vocabulary across the poems, which is unlikely to be a coincidence among different writers.
(2)增強句子的黏著度 coherence：due to, given, such+ N, despite
(3)be concise: 其實就是要提升精準度。有時候好幾句話其實可以用一句 話 說完。
4. 好用的詞彙：
整合寫作的主題大致可分為幾類：考古、歷史、生物和天文。因此累積整 合 寫作詞彙時，可從兩部分著手：一為累積相關主題常見的詞彙；二為所 有主題都適合的詞彙。以下針對所有主題都適合的詞彙進行分享：
(4-1)主體段落：
- 反駁閱讀論點詞彙：refute, dispute, challenge, argue, explain
- 讓步(部分同意閱讀文章論點，後面接著反駁，適合用在閱讀和聽力的過渡句)：even though, acknowledge the fact that
- 相似/不同：be identical to, be similar to/ bear a similarity to/ bear a striking resemblence on/ resemble
- 因果：lead to, cause, contribute to
- 可用來支持/反對證據：
(1)暗指：inidcate, imply, suggest
(2)明顯的證據證實：signify, serve as a proof, prove, as evidenced by, be substantiated
(3)關聯性：attribute to, be associated with, correlate, indicate a connection
(4)無關聯性/牴觸：unlikely, implausible, less credible, contradict
(5)解釋：account for
(4-2)主體段落結論句：
雖說結論句不一定要寫，但我習慣寫一句總結聽力和閱讀的關聯性。
- align with/consistent with 一致:
e.g. The assumption of surplus energy is not consistent with the observed behavior of marine animals. - valid explanation:
e.g. The instinct-practice theory may not be a valid explanation for why animals play. - tight relationship:
e.g. There is a tight relationship between social functions and playing. - relate to:
e.g. The artifacts found in the tomb relate to the burial practices of ancient civilizations, shedding light on their cultural significance. - can not conclusively deduce (推論):
e.g. We can not conclusively determine that the the bust is of Caesar. - the study concluded that
- this undermines the author’s assumption that:
e.g. The undermines the author’s assumption that the poems may come from the hands of different types.
範例：
The reading claims that pterodactyls diligently tended their eggs and hatchlings. However, the lecturer provided an explanation to argue that there is insufficient evidence to substantiate the claim that they nurtured their offspring.
To begin with, the lecturer questions the reading’s notion that the discovery of pterodactyl egg fossils with adult fossils serves as evidence of pterodactyls offering parental care. She mentions that the presence of fossilized eggs does not necessarily prove that pterodactyls tended to their eggs. Instead, their co-location could have occurred accidentally. To be more specific, natural events like floods or mudslides may have carried the eggs and bodies together. Consequently, the proximity of the fossils does not serve as proof that pterodactyls provided parental care.
She then moves on to cast doubt on the passage’s idea that the presence of undeveloped wing muscles in baby pterodactyls represent evidence of parental care by pterodactyls . She acknowledges that the wings of baby pterodactyls’ are undeveloped; however, she points out that these juvenile still possess the ability to glide short distances. Moreover, she notes that their leg muscles nearly well-developed. Therefore, she suggests that baby pterodactyls can prey on food such as large insects, and possibly even fish. The ability to jumping and gliding provided them with enough agility to escape from predators. As a result, this undermines the author’s assumption that baby pterodactyls were entirely reliant on adults for survival.
In the final point, she refutes the article’s statement that the idea of pterodactyls as diligent parents comes from the close evolutionary relationship to birds. However, she states/argues that the inference/conclusion drawn from these evolutionary relationships is overly simplistic. To be more specific, she points out that similarities between species do not necessarily correlate with similar behaviors. She uses human beings and chimpanzees as an example, highlighting that despite their genetic resemblance, their behaviors differ significantly. Moreover, behavior can vary greatly within a single species. Hence, we cannot easily conclude that pterodactyls exhibited parental care in the same way as birds.
