本场综合写作重复2020年8月23日和2010年2月27日真题。除了练习TPO外，考生在备考时也要关注真题回顾。物品或生物行为的目的和功能是综合写作中经常涉及的话题，有一些TPO题目全文或部分段落涉及相关考点：如TPO25，49等。
Keywords: consolidate memory, conserve energy, toxin
可以类比下列这些TPO的综合写作。
TPO25 Clay Jars是否用作电池
阅读部分：
总观点：在伊拉克出土的瓦罐不是用来做电池的：
分论点3
• 这些瓦罐约2200年前制作，那时没有电器，人们无需用电。
听力反驳：
总观点：它们是用作电池的。
分论点3
• 电池可以产生微弱的电流，造成轻微的刺激。古代人以此说服别人它们有看不见的力量。此外，电还可以用来治疗。现代医疗有时用轻微电流刺激肌肉、减缓疼痛。古代人也可以这样使用电池。
TPO49 Humpback Whales Navigate by Stars
阅读部分：
总观点：座头鲸能够长距离迁徙的原因是它们利用星星导航
• 座头鲸非常聪明，有极高的认知能力，可以用星星导航；
• 长距离直线迁徙需要地标参考。座头鲸在海中，它们无法依赖陆地上的地标，但可以用星星做参考；
• 座头鲸有一个不寻常的行为（spy-hopping）：它们会将头伸出水面几分钟。这个行为在海洋动物中非常罕见。这个行为也许是为了看星星。
听力反驳：
总观点：阅读中的证据都没有说服力
• 动物能否用星星导航和智商高低无关。比如鸭子的智力平平，但是它们会用星星导航。这个能力是天生的，与智商无关；
• 座头鲸能够感受到地磁。座头鲸的脑中有biomagnetite。一般来说，如果动物的大脑中有这种物质，它们就可以感受到并利用地球磁场来导航；
• spy-hopping可能和看星星无关。有一些动物也有这个行为，比如鲨鱼这么做是为了寻找猎物，而且鲨鱼也不迁徙。此外，座头鲸在白天也有spy-hopping这个行为，那时并不能看到星星。
题目解析：
3月24日的独立写作重复2017年7月15日考题，讨论儿童教育中采用全科教师（一位教师教授所有科目）和分科教师（一位教师教授一门科目）的利弊。对于许多同学来说，这道题中全科教师这一概念比较陌生，在构思时可以带入具体情境思考利弊，或从我们较熟悉的分科教师的利弊出发，进行反面论证。本题同意的理由可以写分科教师能够更好地教授知识，学生能够尽早学习如何适应不同的教学风格，老师压力较小等；不同意的理由可以写全科教师有助于培养师生之间的信任，营造更好的课堂环境，有助于学生心理成长，构建知识之间的相关性等。
段落安排可以采取两种形式：第 一，一边倒，即所有主体段均支撑自己的主观点；第二，写一个让步转折段，再组织两个正面论述段。
请参考如下范文：
Elementary education is crucial to one’s academic development and mental growth. In order to achieve these such goals, different education systems are designed and conducted. Some primary schools assign only one teacher to a specific class, letting him handle all curricular subjects. Supporters for such a measure believe that it is an easier way to build trust and security in classroom. However, in my opinion, kids should be taught by different teachers so they can learn better and hone their adaptability.
Some people may argue that courses in primary schools are so simple that almost any well-educated person can easily understand the content and effortlessly explain it. Therefore, there is little difference between teachers specialized in one course and those trained in all subjects. In fact, this is a prevailing misunderstanding about teaching. Not only should a teacher possess sufficient knowledge, but he needs to consider how to illustrate that effectively during his class. When writing a lesson plan, teachers often ponder about how to set up intriguing lead-ins and warm-ups. Also, they usually demonstrate the connection between the lessons and the things students like or care about. All these call for time and effort from a teacher. If one has to teach multiple courses, he has to allocate less energy to each subject. Indeed, a qualified primary school teacher can explain all the things in textbooks once he gets well trained, but his class is likely to be less effective.
Additionally, when taught by more than one person, students can get familiar with and adapt to different teaching styles. It is true kids are less skillful in learning, so they may find it difficult to follow the instructions from different teachers. However, since each teacher will only be in charge of one or two courses in secondary school, elementary students should fully prepare for that in advance. Since schoolwork is neither too difficult nor overloaded for young kids, they have sufficient time to learn how to deal with different requirements from various teachers. For instance, when I was in grade 3, my teacher Linda took a year’s leave and Sam took her place. At first, I could hardly catch up with Sam, since Linda always demonstrated teaching goals in the beginning while Sam preferred to leave them a secret for students to find out. However, as Sam often asked us “what am I doing” or “why did I do that” during the courses, I learned to summarize and predict during classroom activities. Those skills are quite helpful in the following years because some of my teachers would rather elicit information than demonstrate it directly.
As students have better chances to gain more knowledge and train for future study if they attend courses taught by different teachers, I highly recommend elementary schools to adopt such a teaching assignment.
