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Question
2025年9月17日C套学术讨论范文

题目
Your professor is teaching a class on education. Write a post responding to the professor’s question.
In your response, you should do the following.
• Express and support your opinion.
• Make a contribution to the discussion in your own words.
An effective response will contain at least 100 words.

Dr. Achebe
This week, we’ll examine issues in education reform. For example, some educators think that by focusing mainly on foundational knowledge in subjects like reading, math, and science, schools are not fully preparing students for success in the workplace. These educators argue that soft skills-non-academic skills such as empathetic or having a strong work ethic-should be part of the curriculum, with classroom time dedicated to developing these skills. Do you agree? Why or why not?

Claire
I agree. While students need a strong foundation in academic subjects, soft skills are important because they affect how well students do their work. If classroom time is set aside for these skills, students will take them seriously and their academic work will benefit. Teachers could design lessons so that students learn about a skill and then do role-playing activities with classmates.

Andrew
Soft skills are important, but I don’t agree with using classroom time to work on them. I’m not sure how teachers would measure students’ progress in developing these skills. If students’ progress can’t be measured on something being taught, I’m not sure if there’s any point to teaching it.

范文正文

I believe that soft skills should be included in the curriculum. The reason is that such courses equip students with essential abilities, and incorporating soft-skill training into classes can help them gain a competitive edge in other areas.【表语从句+动名词作主语】For instance, in a public speaking class, a student is taught clear strategies for expressing ideas, both verbally and in writing, as well as practical techniques for listening and responding, such as identifying the main gist and paraphrasing key points. Moreover, varied classroom activities expose the student to a range of public speaking skills and constructive, non-adversarial forms of argumentation. Before enrolling in the course, he became easily nervous when speaking in front of others and often blanked out when faced with unexpected questions. Through systematic training, however, he learns how to calm his nerves before speaking and, more importantly, how to buy himself time by using appropriate filler expressions like “well,” “I mean,” or “you know,” which help clear his thoughts and organize ideas into coherent sentences.【并列结构+定语从句】These experiences enable him to develop a strong ability to express himself clearly, communicate effectively, and persuade others. Later, when he runs for chairman of the student union, these skills enable him to perform confidently in interviews and earn broad support, trust, and recognition from his peers. Therefore, training in soft skills is indeed a valuable means of building essential non-academic competencies and improving one’s ability to manage pressure and achieve tangible advantages in future academic and professional settings.

写作思路和特色

这道题是2025年9月17日C套托福学术讨论写作真题，也是托福考试中反复出现的学术讨论写作题目之一，出现在2024年3月6日。在这一道表明立场题目中，教授询问：学校是否应该在课堂上专门安排时间来培养学生的软技能（如同理心或职业道德等）？Claire认为应该，因为如果在课堂上专门安排时间来培养软技能，学生就会更加重视这些能力，学业表现也会因此受益；Andrew则认为不应该，因为教师无法确定如何衡量学生在软技能方面的进步，因此没有必要在课堂上教授这些技能。

这篇文章采用了“个人观点+因果论证+举例论证+总结”的写作结构，围绕“软技能是否应该纳入课程体系”这一核心观点展开论证。文章首先在开头明确立场，指出软技能课程能够帮助学生获得关键能力，并在学业及其他竞争场景中形成优势，奠定全文论点基础。接着，文章通过一个具体而完整的例子展开论证：以公共演讲课程为切入点，详细说明学生在课程中学习到的表达、倾听与回应策略，以及通过多样化课堂活动接触到的非对抗性论证方式。随后，文章引入对比论证，回顾学生在接受训练前因紧张而表现失常的状态，再转向系统训练后的变化，重点刻画其在情绪管理和思维组织方面的提升，并通过使用填充语争取思考时间这一细节增强论证的真实感和说服力。之后，文章将课堂能力迁移到真实情境中，以竞选学生会主席为例，说明软技能如何帮助学生在面试中自信表现并赢得他人支持。最后，文章总结全文，回扣中心论点，强调软技能训练在培养非学术能力、缓解压力以及为未来学业和职业发展创造实际优势方面的价值。

文章整体思路清晰、层层递进。在语言上，文章表达具体，例证细节丰富，避免空泛说理；在论证逻辑上，采用“观点—例证—对比—延伸—总结”的论证方式，体现出较强的论证完整性和说服力。

用词用语整理

【表语从句+动名词作主语】
“The reason is that such courses equip students with essential abilities, and incorporating soft-skill training into classes can help them gain a competitive edge in other areas.” 这句话直接说明文章支持将软技能纳入课程体系的根本理由，并为后文通过具体案例展开论证“软技能如何赋予学生能力并形成竞争优势”奠定逻辑基础。其中，表语从句和动名词作主语这两种结构分别从解释原因和概括做法两个层面增强了句子的逻辑清晰度和因果论证的概括性，使核心观点表达得更加严谨、有力。

【并列结构+定语从句】
“Through systematic training, however, he learns how to calm his nerves before speaking and, more importantly, how to buy himself time by using appropriate filler expressions like ‘well,’ ‘I mean,’ or ‘you know,’ which help clear his thoughts and organize ideas into coherent sentences.” 这句话在文中起到承上启下并深化例证的作用，具体展示了系统训练如何将抽象的软技能培养转化为可操作的表达策略，从而为后文论证这些能力在真实竞争情境中的实际价值做好铺垫。其中，并列结构通过并列“how to calm his nerves before speaking”和“how to buy himself time”两个学习成果，系统呈现训练带来的多层次提升；定语从句“which help clear his thoughts and organize ideas into coherent sentences”则对前文提到的填充语使用效果进行补充说明并强化因果解释，明确其功能与实际价值。两种结构有机结合，使例证更具体、更具说服力。

equip...with...（使……具备……，让……拥有……）：固定的动词搭配，表示为某人或某物配备所需的工具、能力、资源或条件，使其能够完成某项任务或应对某种情况。在文章中以简洁有力的方式突出课程为学生赋予具体能力的核心价值，为后文对能力细化说明和实例展开提供概括性语义支撑。
例句：
The new policy equips local governments with greater financial autonomy.
这项新政策赋予地方政府更大的财政自主权。

competitive edge（竞争优势）：表示在与他人、他方或其他方案竞争时，因具备某种能力、资源或策略而更容易胜出的一项独特优势。常见搭配有gain / have / maintain a competitive edge（获得/拥有/保持竞争优势）。在文章中将软技能的培养直接与可感知的优势和成果相结合，从而提升文章论点的说服力。
例句：
Learning to analyze data can give graduates a competitive edge in the job market.
学习数据分析能力可以让毕业生在就业市场中拥有竞争优势。

gist（要点，主旨）：指一段话、一次讨论、一篇文章中最重要、最核心的信息，而不是细节，强调整体理解而非逐字理解。在文章中通过列举抓要点这一可操作的技能，使抽象的表达与倾听能力变得清晰、可教学，也增强了例证的真实性。
例句：
You don’t need to read every paragraph carefully to get the gist.
你不需要逐段精读，也能抓住大意。

paraphrasing（改写，转述）：指在不改变原意的前提下，用不同的词汇和句式重新表达同一信息。在托福写作和口语中，paraphrasing的核心作用在于避免重复题目或原文用词，体现考生在理解内容基础上的再表达，而非简单照抄；同时，它在一定程度上也能展示考生的词汇多样性和语言掌控能力。在文章中具体展示软技能课程如何训练学生对信息的重组与转述能力，从而强化文章关于软技能具有实际应用价值的论证。
例句：
Paraphrasing helps students express complex ideas more clearly in their own words.
改写可以帮助学生用自己的话，更清楚地表达复杂的观点。

non-adversarial（非对抗性的）：形容词，意思是不以对立、冲突为目的的，强调的是一种态度、方式或环境，不是你输我赢，而是沟通、协作、解决问题。在文章中强调课堂所培养的不是对立性的争辩，而是理性、合作、建设性的表达和交流能力，从而丰富了软技能内涵并增强论证的深度。
例句：
The workshop encourages a non-adversarial approach, where participants exchange ideas without trying to defeat opposing views.
这场工作坊鼓励一种非对抗性的方式，参与者在交流观点时并不试图击败对立意见。

argumentation（论证，论述）：指有逻辑地提出观点，并通过理由、证据和分析来支撑这一观点，强调理性、有结构的说理过程。在文章中将学生在课堂中学到的表达活动上升为有结构、有策略的论证能力，从而增强软技能课程的专业性和文章整体的说服力。
例句：
The essay lacks clear argumentation, as the author lists facts without explaining how they support the main claim.
这篇文章缺乏清晰的论证，因为作者只是罗列事实，却没有解释这些事实如何支持核心观点。

blanked out（突然想不起来）：常见动词短语，核心意思是因为紧张、压力、疲劳等原因，突然什么都想不起来，大脑一片空白。在文章中生动呈现学生在接受训练前因紧张而思维“断片”的真实困境，从而为后文展示软技能训练带来的显著改善奠定逻辑基础。
例句：
Under pressure, even experienced speakers can blank out for a few seconds.
在压力之下，即使是有经验的演讲者，也可能会短暂地大脑空白。

calm his nerves（平息情绪）：意思是使自己冷静下来，缓解紧张、焦虑或不安的情绪，尤其是在面对压力、挑战或突发情况之前或过程中。nerves在这里不是指神经系统，而是指紧张情绪、心理压力。相反地，get on one’s nerves则表示让某人感到烦躁、恼火、神经紧张。在文章中calm one’s nerves将软技能训练的效果从抽象能力落到可感知的心理调控层面，为后文论证表达能力提升提供必要的前提条件。
例句：
Small routines, such as organizing notes, can help students calm their nerves under pressure.
在压力之下，一些小习惯（比如整理笔记）可以帮助学生稳定情绪。

filler expressions（语气填充词，口语缓冲表达）：指的是说话者在思考、犹豫或组织语言时，用来填补空白时间的表达。它们通常不承载实质信息，但在口语中非常常见，既可以避免长时间沉默，使表达更自然，又可以给说话者争取思考时间，在一定程度上缓和语气、降低紧张感。在文章中通过展示学生在真实表达中可直接运用的演讲策略，使软技能训练显得具体、可操作且具有现实应用价值。
例句：
Filler expressions are often used in spoken English to give speakers time to think.
填充语在英语口语中常被用来给说话者争取思考时间。

coherent（条理清楚的，连贯的）：形容词，意思是表达、想法、论述等是前后连贯的、有条理的、逻辑清晰的。它强调的是结构和逻辑是否连得上，而不是单个句子对不对，在托福写作和口语评分中，它直接影响是否可以被理解。在文章中则明确软技能训练的最终目标不仅是说出来，而是将想法组织成逻辑清晰、连贯有序的表达。
例句：
Using clear transitions helps students produce more coherent writing.
使用清晰的过渡词可以帮助学生写出更连贯的文章。

runs for（参选，争取）：表示为了某个职位、荣誉或资格而参加竞争，多见于政治、组织等正式语境，也适合托福写作中的社会/职场话题。其中的run并不是跑步的意思，而是表示参选、竞逐、争取。在文章中将课堂中习得的软技能自然过渡到校园公共事务这一实际场景中，以验证其现实适用性和价值。
例句：
Many young professionals are reluctant to run for leadership positions because of the pressure involved.
许多年轻职场人士因为压力过大，不愿意竞逐领导职位。

means（方法, 手段）：名词，指实现某个目的的方法、手段、方式。请留意means的单复数形式不变，它的谓语动词取决于语义的单复数，比如This means is effective.（这一种方法是有效的）或These means are outdated.（这些方法已经过时）。在文章中将软技能训练明确界定为实现能力提升和竞争优势的有效途径，从而强化文章结尾句对核心论点的逻辑总结。
例句：
Education is often viewed as a means of reducing social inequality.
教育常常被视为减少社会不平等的一种手段。