托福综合写作定位听力分论点及细节的方法介绍(生态学科文章)
在托福综合写作考试中，考生要通过阅读内容和听力内容2个部分来决定你的文章该怎么写。那么对于听力部分的分论点及细节是考生需要注意的，应该如何去寻找呢?这里托福范文TOEFL写作栏目编辑为大家整理了托福综合写作定位听力分论点及细节的方法介绍，希望对大家托福写作备考有帮助。
这里小编通过TPO中的综合写作中的听力内容还给大家介绍一下如何找到定位听力分论点及细节。
听力文本：
Actually fires are natural part of ecological cycle and their role is not just destructive but also creative. That is why the “let it burn” policy is fundamentally a good one, even if it sometimes causes fires on the scale of 1988 Yellowstone fire. Let’s look at what happened after the 1988 fire.
First, vegetation. As you might imagine, scorched areas were in time colonized by new plants. As a matter of fact, the plants in Yellowstone became more diverse because the fire created an opportunity for certain plants that could not grow otherwise. For example, areas where the trees have been destroyed by the fire could now be taken over by smaller plants that needed open and shaded space to grow. And another example, seeds of certain plants species won’t germinate unless they’re exposed to very high levels of heat. So, those plants started appearing after the fire as well.
It’s a similar story with the animals. Not only did their populations recover, but the fire also created new opportunities. For instance, the small plants that replaced trees after the fire created an ideal habitat for certain small animals like rabbits and hares. And when rabbits and hares started thriving, so did some predators that depended on them for food. So, certain food chains actually became stronger after the fire than they were before.
And last, fires like the 1988 Yellowstone fire would be a problem for tourism if they happened every year. But they don’t. It was a very unusual combination of factors that year, low rainfall, unusually strong winds, accumulation of dry undergrowth that caused fire to be so massive. This combination has not occurred since and Yellowstone has not seen such a fire since 1988. Visitors came back to the park next year and each year after that.
听力主体段I：分论点 + 细节
First, vegetation. As you might imagine, scorched areas were in time colonized by new plants. As a matter of fact, the plants in Yellowstone became more diverse because the fire created an opportunity for certain plants that could not grow otherwise. For example, areas where the trees have been destroyed by the fire could now be taken over by smaller plants that needed open and shaded space to grow. And another example, seeds of certain plants species won’t germinate unless they’re exposed to very high levels of heat. So, those plants started appearing after the fire as well.
文本解析：
分论点：信号词之后，或者反驳核心词之后，通常就是听力反驳分论点。
信号词为听力反驳论点开始的标志词，如序数词first，second，finally;或者提及阅读中的观点，如Take Reading Point as example/ Now let’s discuss Reading Point/ What about Reading Point.
反驳核心词为There is another explanation for…/So…
本段的分论点为烧焦的地方会及时被新的植物覆盖。分论点出现在信号词之后。
细节: 听力中的细节一般包含举例、数字、原因、比较、反复出现的单词等
本段共有两个细节。其一是被火烧的原来长树的地方现在长了需要开阔和阴凉空间的小型植物;其二是需要高温种子才能发芽的植物在大火后开始生长。
听力反驳阅读的两种方式：反驳阅读中已有观点、提出新的观点。
本段采取的反驳方式为：反驳阅读中已有观点。
段落结构：
分论点：
Scorched areas were in time colonized by new plants.
细节：
Smaller plants that needed open and shaded space grow in the areas where the trees have been destroyed.
Plants that need high levels of heat to germinate started appearing after the fire.
听力主体段II：分论点 + 细节
It’s a similar story with the animals. Not only did their populations recover, but the fire also created new opportunities. For instance, the small plants that replaced trees after the fire created an ideal habitat for certain small animals like rabbits and hares. And when rabbits and hares started thriving, so did some predators that depended on them for food. So, certain food chains actually became stronger after the fire than they were before.
文本解析：
分论点：信号词之后，或者反驳核心词之后，通常就是听力反驳分论点。
信号词为听力反驳论点开始的标志词，如序数词first，second，finally;或者提及阅读中的观点，如Take Reading Point as example/ Now let’s discuss Reading Point/ What about Reading Point.
反驳核心词为There is another explanation for…/So…
本段的分论点为动物的数量会恢复，而且大火会给动物的生长带来新的机会。分论点出现在信号词之后。
细节: 听力中的细节一般包含举例、数字、原因、比较、反复出现的单词等
本段的细节有两处。大火后取代原来树木而生长的小型植物给小型动物提供了极佳的栖息地;而以它们为食的捕食者的数量也会增加。
听力反驳阅读的两种方式：反驳阅读中已有观点、提出新的观点。
本段采取的反驳方式为：提出新观点。
段落结构：
分论点：
Not only did their populations recover, but the fire also created new opportunities.
细节：
The small plants that replaced trees after the fire created an ideal habitat for certain small animals.
Some predators that depended on them for food started thriving.
听力主体段III：分论点 + 细节
And last, fires like the 1988 Yellowstone fire would be a problem for tourism if they happened every year. But they don’t. It was a very unusual combination of factors that year, low rainfall, unusually strong winds, accumulation of dry undergrowth that caused fire to be so massive. This combination has not occurred since and Yellowstone has not seen such a fire since 1988. Visitors came back to the park next year and each year after that.
文本解析：
分论点：信号词之后，或者反驳核心词之后，通常就是听力反驳分论点。
信号词为听力反驳论点开始的标志词，如序数词first，second，finally;或者提及阅读中的观点，如Take Reading Point as example/ Now let’s discuss Reading Point/ What about Reading Point.
反驳核心词为There is another explanation for…/So…
本段分论点为第一句。只要1988年的黄石大火不是每年都发生，就不会对旅游业造成问题。分论点出现在信号词之后。
细节: 听力中的细节一般包含举例、数字、原因、比较、反复出现的单词等
本段有一个细节。1988年大火是因为偶然因素的相互作用：降水少，罕见大风，干燥的灌木聚集。
听力反驳阅读的两种方式：反驳阅读中已有观点、提出新的观点。
本段采取的反驳方式为：反驳阅读中已有观点。
段落结构：
分论点：
Fires like the 1988 Yellowstone fire would be a problem for tourism if they happened every year.
细节：
It was a very unusual combination of factors that year, low rainfall, unusually strong winds, accumulation of dry undergrowth that caused fire to be so massive.
以上就是小编能过实例子来为大家带来的托福综合写作定位听力分论点及细节的方法介绍(生态学科文章)，希望对大家托福写作提分有帮助。最后，小编预祝大家托福考试能取得理想的成绩。
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