2016年6月英語六級非提綱式作文寫作模板
非提綱式作文及寫作模板
一、名言哲理性作文
模板一：
①_______(概述某事物的作用). However, as _____(相關人物)once put it, _____(引用名言). It is well established that______ (給出論點).
?、贐linded by ______(錯誤觀念), we often take it for granted that ______ (錯誤觀念). However, ______(指出現狀). For instance, ______(舉例說明現狀). What’s more, ______(進一步舉例說明).
?、跘s far as I am concerned, ______(得出結論).
模板二：
①The saying ______(引用名言). However, ______(指出論點).
?、贗n my opinion, ______(給出自己的觀點). Such examples might be given easily. ______ (舉例論證自己的觀點).
?、跦ave you ______(提出疑問)? If not, ______(提出倡議).
二、圖畫型作文
圖畫性作文包括漫畫作文和圖表作文。
模板一：
?、賅hat the drawing vividly depicts is that_____(圖畫主題).The picture illustrates that ______(圖畫反映的現象).
②Those who favor______(觀點1). In contrast, people who hold the opposite opinion maintain that ______(觀點2).They think that ______(原因). And the cartoon above ______(舉例1). For another example, ______(舉例2).
③As far as I am concerned, ______(表達自己的觀點). I suggest that______(提出解決措施).
模板二：
①As is vividly indicated in the above chart/ table/ graph, ______(圖表主題). Especially in ______ (關鍵時間), ______ (圖表最大特點).
②The reasons for ______ (描述現象) are as follows. Firstly, ______(原因1). Secondly, ______(原因2). Thirdly, ______(原因3).
?、跢rom the changes reflected in the chart/ table/ graph, we can predict/ see that ______ (得出結論). For one thing, ______(產生的影響1). For another, ______(產生的影響2).
模板三：
?、賂he cartoon above is thought-provoking. ______(描述圖畫). Apparently, the cartoon ironically demonstrates a truth that ______(揭示寓意).
?、贘ust as ______(亮出觀點). First of all, ______(論據1). Let’s take______(相關事物)as an example, ______(舉例1). In addition, ______(論據2). Therefore, ______(得出結論).
?、跿o sum up, ______(總結全文).
模板四：
①From the two charts/ According to the charts/ According to the figures given in the charts, we can see that ______(圖表數字的變化趨勢).
?、赪e can see from the statistics that ______ (圖表變化細節1). This means that______ (說明原因). In addition, the figures also tell us that ______(圖表變化細節2). From it we can see that ______ (說明原因).
?、跩udging from the figures, we can predict that______ (得出結論).
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