2019-10-10 TOEFL: writing practice

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/how-do-we-study-living-brains-john-borghi-and-elizabeth-waters
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Look at other responses to last week’s writing task. What’s good and bad about each one.
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Writing Section: fourth and final section, about 55 minutes total, 2 tasks
1 integrated: read a passage, listen to a lecture about the same topic, 20 minutes to write about how the points from the lecture relate to the points from the reading
2 independent: read a choice question prompt, 30 minutes to prepare, write, and revise a response
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Integrated
- 3 minutes to read a text (usually 4 paragraphs)
	During this time, note the overall position and three main points of the text.
- listen to a lecture about the same topic
	Take notes on the points from the lecture and some supporting details.
- read/hear the prompt
- 20 minutes to write about the points from the lecture and how they relate to points from the reading
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DELTA 7 - test 1 - take 3 minutes to read the text
R0 (main idea) = there are some foods that have “superpowers” and help prevent many problems
R1 = blueberries help brain function and movement, and can prevent aging-related damage
R2 = tomatoes reduce cholesterol and cancer; broccoli and cabbage reduce other cancers
R3 = garlic lowers cholesterol and reduces cancer
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Knowing that the lecture usually contradicts the text, you can often make some predictions about possible points from the lecture:
P0 = these foods don’t have superpowers / these foods also have problems
P1 = rat research may not apply to humans / other research shows problems with blueberries
P2 = ? / maybe there are unhealthy chemicals in tomatoes
P3 = mouse research may not apply to humans / garlic causes problems
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Now listen to the lecture and take notes.
L0 = evidence for superpowers is exaggerated and sometimes misleading
L1 = we can’t be sure rodent research applies to humans
L2 = no direct proof, only indirect evidence and speculation (guesswork)
L3 = lower cholesterol after 3 months, but not 6 (temporary effect); cancer research was mice
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“Summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage.”
A point-by-point response has the same organization as the reading and the listening:
paragraph 1: Introduction - summarize the main point of the reading and listening (and be clear about the relationship - does the listening support or contradict the reading?)
paragraph 2: first point - summarize R1 and L1 and be clear how L1 relates to R1
paragraph 3: second point - summarize R2 and L2 and be clear how L2 relates to R2
paragraph 4: third point - summarize R3 and L3 and be clear how L3 relates to R3

	The reading and the listening are about foods with “superpowers”. The reading says that many foods have amazing powers to reduce problems and improve health. The lecture contradicts the points from the reading and argues that the evidence isn’t strong.
	First, the reading talks about blueberries. Blueberries help with brain function and can reduce problems related to aging in the brain. However, the listening points out that studies on blueberries and the brain have only been done on rats, and we can’t be sure those effects also apply to humans.
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https://www.sciencealert.com/everything-we-eat-both-causes-and-prevents-cancer
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Independent Writing
- 30 minutes to read a prompt and to prepare, write, and revise your response
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A five-paragraph response can look like this:
1 Introduction: give some background and make it clear what options you’re choosing between, then state your own opinion
2-4 Body paragraphs: state your reason, give details and examples to show that the reason is true and that it supports your main opinion
5 Conclusion: restate your opinion and summarize your reaspons, give the reader a “takeaway”, such as a recommendation or prediction for the future
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BREAK
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Writing Practice - ETS Guide test 2
When you finish, email your responses to me.
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https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf - Description of score levels for both writing tasks.
(Your book also has a description on p. 613-614)
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Homework: Give a score (1 to 5) to each of the sample responses to today’s writing tasks.