| 资料下载专区 | |||
| 托福TPO写作范文 | 托福考后回忆试题 | 托福教师预测试题 | 托福15天小练习 |
导语：托福写作考什么？主要包括综合写作和独立写作，针对托福写作水平较为薄弱的考生，我们提供了托福TPO写作精选范文。在日常备考中多读多背范文，了解托福写作思路，才能有所进步。更多托福题目分享请点击进入托福听力、托福口语、托福阅读、托福写作等频道，新东方托福考试网祝您考试顺利！
Many parents and education experts are convinced that children will work more efficiently when they work independently on projects. People holding believe group work will take long hours to reach consensus; some children taking a free ride will make the process more time-consuming. From my perspective, however, students work more efficiently when they must work together on projects than when they are asked to work independently.
First, it is working together that helps students improve their efficiency. When required to do assignments, students often gain more insights in group discussions as brainstorming, assisting individuals view things from different points of view. Last month when I was preparing an international competition, for example, I really hoped that I could finish my speech draft without any error, accurately showing my coherence and logic. Unfortunately, it always was pointed out some mistakes and incoherence, which actually annoyed me a lot. Having realized it was hard for students like me to overcome such mistakes by their own in time, my teacher divided us into four study groups and encouraged us to exchange our drafts. The next day when group members and I checked the same lecture, my classmate James advised us to read one of drafts and marked all incorrection as we found. Another classmate Tom suggested us to arrange individual’ s work, like one exclusively responsible for introduction, one for body paragraphs and so forth. After attending the group discussion, I soon finished revising my draft, satisfied and fulfilled. In this way, students work more efficiently when they work together on academic projects.
Working together is so indispensable when it comes to developing students ‘sense of responsibility. Students today are always advised to do some social activities like civic engagement activities. Working together on these social activities enables them to strengthen their awareness of responsibility and enhance understanding, having wider range of knowledge. When my elder sister Silvia was a third year college student, for example, she was required to do a research about people’ s reactions to waste batteries recycling among different age groups or income levels. At the very beginning, she poured scorn on such an activity, claiming that it was meaningless and not related to her life. After she joined a group, however, things went smoothly, turning into an utterly different picture. Silvia observed that her team members constantly asked strangers concerning their attitudes toward batteries recycling, giving rise to her confusion. Thus, she tried to participate their actions, listening to what people talked, what people cared about, why people gave different answers and how recycling behavior vary from one age group to another. Under her team members’ explanation and help, Silvia gradually realized her responsibility as a citizen, collecting people’ s ideas about waste batteries, to do some meaningful things that she can to better protect our environment.
In conclusion, not only does working with others improve efficiency, but also it is conducive to developing people’s sense of responsibility.
