作者：武汉新航道北美考试院 托福写作组 卢雅静
本次综合写作重复2015年10月24日和2017年9月16日真题，2019年目前进行的40余场托福考试中有多场重复往年考察过的真题，已经考过的的真题被重复考察的可能性还是比较高的，考生平时备考时也可以以历年真题为材料进行备考练习。考题内容针对于考察历史遗物的真假的内容，在TPO中有部分材料涉及到相关话题。
Key words: gold mask, Ancient Greek, antique, treasure
可以类比下列TPO的综合写作：
TPO3
阅读部分：
总论点：有一幅展览的画不是伦勃朗画的
分论点1：画中人物的身份和打扮不一致，伦勃朗不会犯这种错
分论点2：光影的处理有问题
分论点3：作画的画板是木头块拼起来的，伦勃朗没用过这种
听力部分：
总论点：这幅画是伦勃朗画的
分论点1：衣服上的改动是后来有别人加上去的
分论点2：加上的衣服和原来的光影不符合
分论点3：木板是后来的人加上的
TPO35
阅读部分：
总论点：猜测一个Voynich manuscript的来源
分论点1：来自于一个植物学家Anthony Ascham，因为手稿上的画和他某一本书上的图片很像
分论点2：来自于一个伪造家Edward Kelley
分论点3：来自于Wilfrid M. Voynich本人
听力部分：
总论点：三个来源都不对
分论点1：植物学家书上的画也是抄的别人的
分论点2：手稿上的code很复杂，Edward Kelley没必要制作这么复杂的赝品
分论点3：手稿上的墨迹来自于很多年前，Wilfrid M. Voynich不可能有那么久远的墨水
题目解析：
11月17日的独立写作是一道新题，有很多同学拿到手会有点慌，但其实之前有类似的题目出现在20190628和20191019，分别是说控制小孩作作业的时间和限制学生玩电脑的时间，尤其可见教育类与时间安排相关的题目还是比较多的，同学们需要提高警惕。
事实上这道题目也没有那么难，在小孩子课程长度的问题上，正反方分论点都有很多可以扩充。选择上短时间课程的理由可以从整体课程多样性的安排、课程压力和学生课堂注意力方面入手；选择长时间课堂的同学可以从课堂教学手段、教学安排、学习效果方面入手。
作文的段落结构可以采取两种形式：，两段认可自己的所选立场，最后一段通过让步的方法对对方立场进行合理反驳；第二，举两到三个理由证明己方立场合理，在每一段结尾和对方立场进行简单对比即可。
请参考一下范文：
In most elementary schools around the world, quick shifts are the order of the day. Young students sit in classes for about 45 minutes, then bell clangs, students must shift their gears mentally as they move from one subject to the next, typically several times a day. Today, some educators are questioning whether this way of scheduling the school days, behind which has a long tradition, is effective or a barrier to deliver good instructions. From my perspective, I believe that this typical class period is conducive for students comprehensively.
First, shorter class period allows the pupils to explore their interests. With shorter classes, students are able to accept education from different subjects every day. Apart from basic subjects like math, literature, physics and biology, other courses and activities such as art, music and physical education can also be woven into the day. Curriculum arrangement of this kind enables students at a young age to have access to various studying fields, broaden their horizon, as well as live up their potential and arouse their studying interests. In this way, not only will they be encouraged to concentrate more on study, but also it contributes to give full play of the strengths of every pupil from an early period, which is a necessary assistance for their future development.
Moreover, students’ studying pressure can be considerably alleviated. In order to promote the studying efficiency in shorter classes, teachers are forced to simplify the educational resources and optimize their teaching patterns. Therefore, the students’ strain of previewing lessons can be reduced. What’s more, instead of being overwhelmed by the tremendous amount of knowledge teachers inculcate in one hour or more, pupils just need to grasp some important and concise contents each class. After class, they will not be required to accomplish plentiful assignments and tasks either. Rather, it is possible for them to entertain or play sports with friends and families. The shorter class period leaves the young students enough space to relieve pressure and gain both mental and physical development.
Indeed, the educators who embrace the longer class period argue that the extended classes make it easier for teachers to put various teaching methods including cooperative learning, hands-on activities, long-term projects, and interdisciplinary lessons into practice. In this way, teachers are able to not only attempt new technologies in class but also pass on more knowledge to students. However, for young students at the age of five to ten, it will be an arduous mission for them to survive a class lasting more than one hour. Lacking self-discipline, they are more likely to feel bored and tune out, which makes it possible that during the second half section of the classes, the studying efficiency will dramatically collapse.
In conclusion, I am a firm proponent of the shorter class period for pupils around five to ten.
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