本场托福考试的综合写作部分，ETS给出了一个比较少见的城市建设的话题。TPO考题中目前还没有综合写作涉及到城市建设的话题，但有两道题的部分主体段存在相似的思路。在TPO52中，讨论到了开发小行星的矿产资源后，供需关系会影响收益。在TPO53中，讨论到了收高额香烟税给部分居民及全面禁烟带来的负面影响。
Keywords: influx, profitable, publicity
可以类比下列这些TPO的综合写作。
TPO52
阅读部分：
总观点：人类应当在小行星建立殖民地：
• 因为小行星重力低，所以很适合非常起飞；
• 一些小行星有珍贵的稀有元素；
• 一些小行星离地球的轨道（orbit）十分接近，容易到达。
听力反驳：
这三个方法都有明显的缺陷，殖民小行星非常不现实。
• 低重力下容易起飞，但是低重力环境有一些风险，如人类会失去肌肉，骨密度也会降低。即使是只在飞船里呆几个月的宇航员都有这些问题，更不用说会长期居住在小行星的人了；
• 开采稀有金属看起来有利可图，但其实比较复杂。我们必须考虑到昂贵的运输成本。而且大量开采这些金属后，它们的市场价格会降低，利润会减少；
• 有的小行星容易到达，但是不容易返回。小行星的轨道可能是不规律的，有时接近地球，有时远离地球。即使人们登陆时轨道离地球很近，之后可能会转离地球，甚至比火星到地球的距离还远。
此类考题在TPO中还未出现，真题也极少出现。请同学们多关注考情回顾，补充少见的话题和词汇。
题目解析：
12月8日的独立写作是一道非常比较友好的题目。教育类话题一直是托福独立写作的高频话题，三选一的形式大家也不陌生。本体的难度在于：，部分考生可能对学前儿童的已有能力或学前教育的重点不是很了解；第二，三选一题型中的比较关系如何在文章得以清晰的展现。
段落安排可以采取两种形式：，两个主体段写所选选项的优点，第三个主体段写未选选项们的缺点；第二，写两个或三个主体段，在每个段落中比较两个选项或三个选项。
请参考如下范文：
Starting school can be both exciting and terrifying for many kids, since new places and strangers can easily make young children curious but insecure. Consequently, it is not uncommon to see young parents seeking secrets of helping kids fit in kindergarten and elementary schools. Of all the methods mentioned in the statement, I think chatting with children is the most effective way to aid them in preparing for school life.
To begin with, it is easiest for kids to understand what schooling is through casual conversation with family members. Neither children’s book nor parent adage can be inclusive, no matter how hard the editors and professionals have tried. This is because reading materials can never contain everything due to limited space and restricted perspectives. Therefore, a child usually only acquires common sense about school through reading books or listening to others. Conversely, talking with kids can involve almost every question they have about schools. In other words, it provides children comprehensive and, more importantly, customized version of what school life will and will not be like. This is essential because each child may have a particular worry about school. For instance, before my sister was enrolled in primary school, she was anxious whether she would be kicked out if she couldn’t get along well with the cats in schoolyard. Such misgiving was seldom illustrated in children’s books but it did bother her. Luckily, via talking with her about this concern and some others, my parents had made it crystal what the local elementary school required.
Furthermore, small talk contributes most to mental preparation. Sometimes little boys and girls can hardly understand new terms like “schedule” or “assignment”; they may find such words conceptional and the uncertainty leads to unease. However, children will feel increasingly secure after each time they talk with their parents or family members about their worries. What is assured and reassured during the conversations is the belief that their parents will always be on their side so nothing will go wrong. Thus, strong family bonding will encourage kids to face potential difficulties and unsureness in future school life. In contrast, a child’s doubts and fear about new environment are unlikely to be eradicated by stories, whether they are read by him or his family. The main reason is a person, especially one aged from 3 to 6, can hardly build a stronger relationship with imaginary figures than with his family members. As a result, he will not experience as supported as those who have conversations with parents about school life.
Helping children thrive on times of transition is crucial to their childhood and future development. Compared with reading or listening, talking with kids can better prepare them for their new life. Personally, I suggest all parents start conversations with their children before sending the latter to schools.
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