揭開(kāi)托福寫(xiě)作的真面目

　　托福獨(dú)立寫(xiě)作題目見(jiàn)多了，你就會(huì)發(fā)現(xiàn)處處是針對(duì)人性的拷問(wèn)和對(duì)價(jià)值的權(quán)衡。

　　“你是否同意移居其他城市會(huì)造成老朋友的丟失”其實(shí)是在問(wèn)，“友誼能否經(jīng)得起距離的考驗(yàn)”;“你喜歡看教育類(lèi)節(jié)目還是娛樂(lè)節(jié)目”其實(shí)是在呼吁答題者考量“媒體內(nèi)容對(duì)于觀(guān)眾的正負(fù)面影響”;而“你是否同意年長(zhǎng)的朋友給予的建議更優(yōu)”其實(shí)是在質(zhì)問(wèn)“年齡”與“智慧”是否具有正比例關(guān)系;甚至，它激起了關(guān)于“或許有時(shí)人們需要的不是更正確的而是更適合的建議”的思索。

　　我們?nèi)羰菍⑼懈＊?dú)立寫(xiě)作擬人化，他一定是個(gè)眉頭緊蹙、竭思苦慮的年輕人，像米開(kāi)朗琪羅的大衛(wèi)永眺羅馬那樣，他心系天下，事無(wú)巨細(xì)地憂(yōu)愁著、永遠(yuǎn)警醒。

　　他曾重重地從理想的云端跌落，被慘敗擊潰。因此他問(wèn)：“是不是人就不該懷抱野望，而要更務(wù)實(shí)地跟隨唾手可得的夢(mèng)想?”

　　他看到一邊是經(jīng)濟(jì)與科技蒸蒸日上的發(fā)達(dá)國(guó)家，另一邊是掙扎在生存危機(jī)里的第三、第四世界，感到殘酷與荒謬。于是他問(wèn)：“太空探索是否是種財(cái)力的浪費(fèi)?”

　　他渴望成功，因此他會(huì)問(wèn)：“商業(yè)應(yīng)是敢于冒風(fēng)險(xiǎn)，還是要保守地靜待時(shí)機(jī)?”

　　他想要效益化地利用自己的時(shí)間，因此他會(huì)問(wèn)：“大學(xué)生應(yīng)該學(xué)習(xí)他們感興趣的專(zhuān)業(yè)還是選擇將來(lái)就業(yè)容易的專(zhuān)業(yè)?”

　　他困惑、迷茫，對(duì)自己沒(méi)有身份認(rèn)同感，因此他會(huì)問(wèn)：“人應(yīng)該特立獨(dú)行，還是隨波逐流?”

　　他深陷迷思，想要事業(yè)有成、風(fēng)光無(wú)限、成為人們眼中理性跋扈的金融大亨，卻又舍不得詩(shī)與遠(yuǎn)方、水仙花和白月光。對(duì)，他就是這樣膚淺、幼稚，透過(guò)他二元論的狹隘視角將一切極端地分割和歸類(lèi)，非此即彼的處世態(tài)度，卻又妄圖魚(yú)與熊掌兼得。

　　托福獨(dú)立寫(xiě)作就是這樣一個(gè)令人憐愛(ài)又鄙夷的小孩。

　　而我們要做的便是為他答疑解惑，驅(qū)逐彷徨的迷霧。

　　這其中他最喜愛(ài)問(wèn)的，就是“深度VS廣度”這一價(jià)值觀(guān)沖突。

　　例如2016年10月22日的考題：Some believe that young people should do various activities while others believe that they should focus on one activity that is important to them. Which one do you think is better and why?

　　又例如官方題庫(kù)中的一道經(jīng)典題目：Some universities require students to take classes in many subjects. Other universities require students to specialize in one subject. Which is better?Use specific reasons and examples to support your answer.

　　筆者認(rèn)為對(duì)這類(lèi)涉及到“泛OR專(zhuān)”、“廣OR深”話(huà)題的題目，采用支持“廣泛涉獵、綜合發(fā)展(dabble in multifarious bodies of knowledge in order to develop into a well——rounded person)”的立場(chǎng)是更好駕馭且更符合大眾的價(jià)值觀(guān)取向的。

　　那么具體論證段落又該怎樣下筆呢?這里向大家推薦一種視角：太過(guò)專(zhuān)業(yè)反而有礙于解決問(wèn)題(有點(diǎn)“淹死的都是會(huì)游泳的”的意味)。

　　試看以下段落：

　　School is a path to convergence in most cases. You start out broad and end at a point, from kindergarten where you’re learning multiple subjects to a PhD where you’re expected to master the most specific area of one topic.

　　However，as elegantly concluded by Abraham Maslow，“if all you have is a hammer，everything looks like a nail，” a depth of knowledge can narrow one’s focus so much that they approach problem solving in the worst way. Instead of thoroughly breaking down a problem，they make it larger and more complex.

　　(漢譯：上學(xué)就如同一個(gè)萬(wàn)法歸宗的過(guò)程。始于萬(wàn)象，止于一方——在學(xué)前班時(shí)我們還學(xué)著各種不同的科目，到了修博士時(shí)卻被要求成為僅一個(gè)方面的導(dǎo)師。然而太過(guò)局限于一種視角的話(huà)反而會(huì)陷入盲區(qū)，無(wú)法順利解決問(wèn)題，就像馬斯洛說(shuō)的那樣：“如果你只有一把錘子，那一切都會(huì)看起來(lái)像個(gè)釘子”。相反，這樣的人會(huì)使問(wèn)題更嚴(yán)峻復(fù)雜，而不是徹底瓦解它。)

　　以上文字相當(dāng)適宜作為開(kāi)篇段落來(lái)回答此類(lèi)題目。它很自然地概括了由泛至專(zhuān)的教育大環(huán)境，起到了短暫的讓步作用;而后很快轉(zhuǎn)折，利用名人名言作為起承轉(zhuǎn)合的軸承，讀起來(lái)邏輯銜接流暢，不會(huì)突兀。

　　這里筆者要提醒大家務(wù)必要記得Abraham Maslow(one of the most cited American psychologists of the 20th century)!只要遇到物質(zhì)VS精神的話(huà)題，均可以用到他的“馬斯洛需求層次理論”(Maslow’s hierarchy of needs)。(譬如能夠切入“友誼和人際關(guān)系很重要因?yàn)槿说淖晕覍?shí)現(xiàn)取決于它們的前提”這個(gè)角度。)

　　當(dāng)然了，支持泛與專(zhuān)結(jié)合的立場(chǎng)也是個(gè)相當(dāng)不錯(cuò)的抉擇，對(duì)于擅長(zhǎng)辯證思維、文筆成熟的考生而言是最能夠展示自己寫(xiě)作水平的立場(chǎng)。那么文章的最后是幾段這種中立立場(chǎng)的素材，推薦大家學(xué)習(xí)和積累。

　　Oh，did I mention that 知識(shí)的“寬”是breadth而不是width哦。

　　You always need some of each. Possessing only a depth of knowledge would make you an idiot savant，fantastically capable at one thing and helpless in all other matters.

　　Having only a breadth means you know a little about everything, but not enough to be useful at anything. There is a certain amount of depth needed for broad knowledge to be useful.

　　If you are trying to push the boundaries of human knowledge, depth is important. It's why PhDs can be very specific. You need to know nearly everything about a very specific topic. However，breadth is still useful，as it can let you draw on ideas from other areas.

　　Breadth of understanding is an expression of the ability to operate across disciplinary boundaries in a coherent and productive way, with principles drawn from different disciplines. Depth of understanding depends upon mastery of a body of knowledge, but it is not to be confused with knowledge, and is not necessarily commensurate with the number of courses taken in a subject.

　　Depth and breadth of understanding depend upon，and they themselves contribute to, independence of thought; they contribute also to a love of learning.