上海新航道托福培訓(xùn)小編特別整理了托福考試的詳情，這次給大家?guī)?lái)了寫(xiě)的關(guān)于2021年6月26日托福獨(dú)立寫(xiě)作范文及解析。希望幫助考生對(duì)照文本更好的研究真題，充分備考，爭(zhēng)取理想成績(jī)，實(shí)現(xiàn)留學(xué)夢(mèng)想。

托福獨(dú)立寫(xiě)作題目

Some people think that learning in a smaller class is better, while others think that learning in a bigger class is better. Which one do you agree with?

1

In terms of the debate over what the optimum(最佳的) class size is, advocates of big classes believe such classes are more energetic, encouraging students to think actively, while others favor smaller classes that can provide a favourable ambience (氛圍) for study. I am convinced of the latter claim.

2

Bigger classes can indeed develop students’ certain qualities. Specifically, a class with more students does not allow teachers to work one-on-one with(一對(duì)一) each of them, and they can therefore learn to think independently in the way of working with peers. However, in most big classes, disruptions may come ahead of the cultivation of independence and ability to work in team. It doesn’t take a leap of imagination to picture(不難想象) how chaotic the class would be during in-class discussions: (具體噪音是些啥) noises like constant rustling of papers, whispering, and students moving their seats would distract students, and odds are good that(極有可能) those absent-minded students would think nothing but where the noises are from. (記得做出對(duì)比，而且要點(diǎn)對(duì)點(diǎn)，也就是嘈雜VS 安靜) Unlike bigger classes, smaller ones, with few distractions, enable students to stay focused on the topic. Without digressions(離題), the efficiency is largely improved.

3

Moreover, teachers of bigger classes often waste a great deal of time on administrative tasks like (列舉) taking attendance and passing out papers. Worse, those teachers, in a rush to  (匆匆忙忙) grade a huge stack of papers, may find it impossible to provide individual feedback and they may simply give the grade in addition to a quick comment or two. (同樣的，展開(kāi)對(duì)比。圍繞點(diǎn)：精細(xì)反饋VS粗糙反饋) On the contrary, teachers of smaller classes do not have to deal with too many miscellaneous matters, and they therefore have more time to instruct students, in which case more detailed feedback may be provided as a result. More importantly, with fewer students, the best student and the poorest student in the class are not quite so far apart, simplifying the teaching process. In this way, with tailored (量身定做的) and elaborated(詳解的) feedback, students can better reflect on their mistakes and weaknesses, and the teaching quality is boosted.

4

Smaller classes enable students to bond with each other. Instead of being another face in a huge crowd, students are more likely to develop deep and lasting relationships with other students around them in smaller classes. This also has academic benefits: if one student has question about homework, he/she is more likely to know who to call for a quick chat. (不妨采取這樣的措辭取代“ask questions”，因?yàn)楦挟?huà)面感) (這是舉個(gè)人事例的好地方呀， 同學(xué)們還快動(dòng)手)

5

In conclusion, small classes, as opposed to bigger ones, can provide optimum conditions for effective learning,