2019-05-02 TOEFL: integrated writing

Homework: use https://www.ets.org/s/toefl/pdf/toefl_speaking_rubrics.pdf to estimate a score for each of your responses from today (p. 610-611 has score descriptions as well)
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https://ed.ted.com/lessons/turbulence-one-of-the-great-unsolved-mysteries-of-physics-tomas-chor
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Writing Section: fourth and final section, two tasks, about 55 minutes total, 20+30 minutes to write
1 integrated: read a text, listen to a lecture about the same topic, 20 minutes to summarize the points from the lecture and explain how they relate to the points from the text (150-225 words)
2 independent: choice question prompt, 30 minutes to prepare, write, and revise your response (300+)
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Integrated Writing
- 3 minutes to read the text (note the topic, the main idea, and the three supporting points)
- listen to a lecture about the same topic, usually with the opposite main idea (note how each point from the lecture connects to those main points from the reading)
- 20 minutes to write about the points from the lecture and how they relate to the points from the reading
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“Summarize the points made in the lecture, being sure to explain how they _______ the specific points made in the reading passage.”
- The verb can be different, but it often tells you the overall relationship between the reading and the lecture:
	challenge, oppose, contradict, cast doubt on
	support, illustrate, demonstrate
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Take 3 minutes to read the passage from ETS 2.3
R0 = main idea = young people read less literature and this is bad
	(The other points don’t support “people read less”, they support “this is bad”.)
R1 = they miss out on important benefits (like imagination, empathy, and understanding of language)
R2 = it lowers the level of culture (because instead they’re reading bad books or watching TV or websites)
R3 = it will also lower the amount of literature that gets written, because publishers won’t pay for it

As you read, it’s a good idea to try to predict possible points you’ll hear in the lecture.
P0 = this is actually good OR this is actually not so bad
P1 = movies (and other things) can also give empathy, imagination, and language
P2 = watching movies (and other things) can also give culture
P3 = authors can self-publish or put their books online

Listen to the lecture and take notes on the main points.
L0 = reading less literature isn’t as much of a problem as the reading claims (“not so bad”)
L1 = many other types of books give the same benefits as reading literature, such as science writing, history, political analysis
L2 = movies and music can also raise the level of culture, not only reading
L3 = sometimes it’s the author’s fault that people don’t want to read modern literature; some authors intentionally write difficult books
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Point-by-point organization is usually the most straightfoward way to write an integrated response.
paragraph 1 - Introduction: state the topic and summarize the main ideas of the reading and lecture (R0 and L0); be clear about how the lecture relates to the reading overall (this is the “thesis statement”)
paragraph 2 - First points: summarize R1, summarize L1 and say how it relates
paragraph 3 - Second points: summarize R2, summarize L2 and say how it relates
paragraph 4 - Third points: summarize R3, summarize L3 and say how it relates
(no conclusion - if you have extra time you should spend it fixing mistakes in your other paragraphs)
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	First, the text says that by reading less literature, people don’t get important intellectual benefits such as using their imagination. However, the speaker points out that people don’t need to read literature to get those benefits. They can also read things like science, history, and political analysis to exercise their imaginations and get other intellectual benefits. This contradicts the point from the reading that less literature means less intellectual benefit.
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BREAK
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Writing Practice - ETS 2 tests 1 and 2
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If you paraphrase the reading, but don’t include points from the listening, you will get a score of 1.
(If you correctly include one listening point, you can get 2. If you include two you can get 3.)

test 1: reading (R. robustus couldn’t hunt, it just scavenged or ate eggs) / listening (R. robustus could hunt young dinosaurs)
test 2: reading (otters are declining because of pollution) / listening (decline is because of predators)
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The main key for integrated writing is understanding the points from the lecture. Organization should be pretty simple (just follow the point-by-point format) and you generally don’t need very complex vocabulary or sentence structure for this task.
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After listening, you should usually notice that only part of each reading point is related to the lecture. That’s the part you should write about.
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Homework: Look at https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf and try to estimate a score for each of your responses from today.