在托福綜合寫作考試中，考生要通過閱讀內容和聽力內容2個部分來決定你的文章該怎么寫。那么對于聽力部分的分論點及細節是考生需要注意的，應該如何去尋找呢?這里托福范文TOEFL寫作欄目編輯為大家整理了托福綜合寫作定位聽力分論點及細節的方法介紹，希望對大家托福寫作備考有幫助。

這里小編通過TPO中的綜合寫作中的聽力內容還給大家介紹一下如何找到定位聽力分論點及細節。

聽力文本：

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.

聽力主體段I：分論點 + 細節

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：

分論點：信號詞之后，或者反駁核心詞之后，通常就是聽力反駁分論點。

信號詞為聽力反駁論點開始的標志詞，如序數詞first，second，finally;或者提及閱讀中的觀點，如Take Reading Point as example/ Now let’s discuss Reading Point/ What about Reading Point.

反駁核心詞為There is another explanation for…/So…

本段的分論點為燒焦的地方會及時被新的植物覆蓋。分論點出現在信號詞之后。

細節: 聽力中的細節一般包含舉例、數字、原因、比較、反復出現的單詞等

本段共有兩個細節。其一是被火燒的原來長樹的地方現在長了需要開闊和陰涼空間的小型植物;其二是需要高溫種子才能發芽的植物在大火后開始生長。

聽力反駁閱讀的兩種方式：反駁閱讀中已有觀點、提出新的觀點。

本段采取的反駁方式為：反駁閱讀中已有觀點。

段落結構：

分論點：

Scorched areas were in time colonized by new plants.

細節：

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.

聽力主體段II：分論點 + 細節

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：

分論點：信號詞之后，或者反駁核心詞之后，通常就是聽力反駁分論點。

信號詞為聽力反駁論點開始的標志詞，如序數詞first，second，finally;或者提及閱讀中的觀點，如Take Reading Point as example/ Now let’s discuss Reading Point/ What about Reading Point.

反駁核心詞為There is another explanation for…/So…

本段的分論點為動物的數量會恢復，而且大火會給動物的生長帶來新的機會。分論點出現在信號詞之后。

細節: 聽力中的細節一般包含舉例、數字、原因、比較、反復出現的單詞等

本段的細節有兩處。大火后取代原來樹木而生長的小型植物給小型動物提供了極佳的棲息地;而以它們為食的捕食者的數量也會增加。

聽力反駁閱讀的兩種方式：反駁閱讀中已有觀點、提出新的觀點。

本段采取的反駁方式為：提出新觀點。

段落結構：

分論點：

Not only did their populations recover, but the fire also created new opportunities.

細節：

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.

聽力主體段III：分論點 + 細節

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：

分論點：信號詞之后，或者反駁核心詞之后，通常就是聽力反駁分論點。

信號詞為聽力反駁論點開始的標志詞，如序數詞first，second，finally;或者提及閱讀中的觀點，如Take Reading Point as example/ Now let’s discuss Reading Point/ What about Reading Point.

反駁核心詞為There is another explanation for…/So…

本段分論點為第一句。只要1988年的黃石大火不是每年都發生，就不會對旅游業造成問題。分論點出現在信號詞之后。

細節: 聽力中的細節一般包含舉例、數字、原因、比較、反復出現的單詞等

本段有一個細節。1988年大火是因為偶然因素的相互作用：降水少，罕見大風，干燥的灌木聚集。

聽力反駁閱讀的兩種方式：反駁閱讀中已有觀點、提出新的觀點。

本段采取的反駁方式為：反駁閱讀中已有觀點。

段落結構：

分論點：

Fires like the 1988 Yellowstone fire would be a problem for tourism if they happened every year.

細節：

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.

以上就是小編能過實例子來為大家帶來的托福綜合寫作定位聽力分論點及細節的方法介紹(生態學科文章)，希望對大家托福寫作提分有幫助。最后，小編預祝大家托福考試能取得理想的成績。

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