2020-02-13 TOEFL: writing, speaking 3 intro

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/the-wild-world-of-flesh-eating-plants-kenny-coogan
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Homework: p. 170-173 - 3L13 and 3L14
1 b
2 a b e
3 b
4 b
5 - 3 2 1 4
1 b
2 - 2 3 1
3 d
4 d (It was fake, so it wasn’t actually dangerous and the “learners” didn’t actually suffer.)
5 a c
6 b c
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Look at your writing feedback from last week. Do you understand all of the comments?
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this - one thing here
these - many things here
that - one thing there
those - many things there

live - verb (or, pronounce with long ‘i’, the adjective, like “live music”)
life - noun (the plural is “lives”)

Pay attention to whether you’re using singular or plural pronouns.
- You need to live your own life.
- We need to live our own lives.
- They need to live their own lives.

Remember that you need to explain clearly how your reason supports your opinion. Someone might think that needing more responsibility is a bad thing, so you need to be clear about why developing responsibility is good.
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Integrated Writing - This is the first writing task you have, before the independent response.
- 3 minutes to read a short text about a topic (note at least the main points)
- listen to a lecture about the same topic, which almost always disagrees with each point
- 20 minutes to write about the points from the lecture and how they relate to the reading
	(Even if you were uncertain before, the prompt usually tells you the overall relationship.)
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Delta 7.2 - Hydroelectric power
R0 = main point = hydropower is good
R1 = convenient and can increase or decrease with demand
R2 = clean and green (no GHGs like fossil fuels, sustainable)
R3 = cheap and efficient; water cycle naturally replenishes water; there are rivers wherever there’s enough rain
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While reading, you should also try to think about some possible counterarguments to each of the points.
(Sometimes this won’t be possible because you’re totally unfamiliar with the topic.)
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Listen and identify the main points from the lecture.
- When you listen, try to organize your notes with the same structure as the notes from the reading
L0 = there are a number of disadvantages to hydropower
L1 = not convenient for the people who have to relocate for the construction
L2 = long-term environmental issues, like the accumulation of toxic metals above the dam (dangerous and expensive to clean); negative effects on fish and birds
L3 = water supply can change with weather conditions and drought
- If the lecture focuses on different details from the paragraph than you expected, it’s a good idea to go back and add to your reading notes before you start writing.
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If the reading and listening don’t have exactly the same organization (e.g. the order of ideas), I’d suggest that you organize your response the same way as the listening. (Most important is that you pick one or the other and be consistent.)
I generally recommend a point-by-point response with four paragraphs:
1 Introduction: State the topic and summarize the overall positions of the reading and the listening
2 First point: Summarize L1, explain which details from the reading it relates to and how it relates
3 Second point: Summarize L2, explain which details from the reading it relates to and how it relates
4 Third point: Summarize L3, explain which details from the reading it relates to and how it relates
(You don’t need a conclusion, and if you have extra time it’s better to spend it making corrections.)
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BREAK
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There is some additional language that’s useful for integrated writing:

citation language - to show where the ideas come from
- According to the text/reading/article/author//audio/listening/lecture/speaker, …
- The text/author//listening/lecturer says/argues/states/claims/explains…
- The author/speaker thinks/believes… (Remember that only people can have beliefs.)
	(I don’t really believe things I say someone claims, and I do believe things I say someone explains.)

contrast language - to show how ideas oppose each other
- In contrast, / However, / On the other hand, / Nevertheless, [to introduce new sentences]
- although / even though / while / whereas / despite (the fact that) [to connect ideas in one sentence]
- This opposes/contradicts/casts doubt on/challenges/calls into question/refutes the point that…
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Example:
    The reading and the lecture are about hydroelectic power. The reading explains several advantages of hydropower. The lecture, on the other hand, says that there are a number of problems with hydropower.
    First, the speaker explains that many people have to be relocated when a new hydroelectric dam is built, because their homes will be flooded by the lake the dam creates. This is very inconvenient for residents near a dam, which contradicts the point from the reading about how hydropower is a conveineint source of electricity.
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Copy from the text, nothing from the lecture - 0
Paraphrase the text, nothing from the lecture - 1 (at best)
Miss two points from the lecture - 2 (at best)
Miss one point from the lecture - 3 (at best)
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Possible patterns of organization for contrast pairs:
- reading says X is good, lecture says X is actually bad (or at least not as good as reading says)
	(or the opposite)
- reading says option A is more reasonable than B, lecture says B is more reasonable
- reading says statement S is true, lecture says it’s false (or at least that evidence isn’t convincing)
- reading gives explanations/proposals/possibilities for a situation, lecture describes problems with each
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Speaking Section: third section after the break
1 independent, choice question - 15 seconds to prepare / 45 seconds to speak
2 integrated reading/listening/speaking, campus announcement and conversation - 30/60
3 integrated R/L/S, academic text and lecture - 30/60
4 integrated L/S, academic lecture - 20/60
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The third task is sometimes called the “general/specific” task.
- 45-50 seconds to read a paragraph defining or introducing a concept (and giving general information)
- lecture where a professor gives specific information (examples or details) of the concept
- 30 seconds to prepare your response
- 60 seconds to speak
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Cambridge symbiosis example

reading:
symbiosis = relationship bt. 2+ organisms
types:
	- mutualism = both benefit (+ +)
	- parasitism = one benefits, one is harmed (+ -)
	- commensalism = one benefits, other unaffected (+ 0)
		obligate = it needs the other species to survive
		facultative = it’s not necessary, just helpful

lecture:
reviews the three types of relationship
- sometimes unclear: bee and orchid - orchid looks like female bee, male bee mates and pollinates
	- helps the flower, ? about bee, so unclear relationship
- sometimes changes:
	- bacteria on skin: normally commensal, becomes parasitic if there’s a burn (infection)
	- shrimp and crabs on coral: normally commensal, becomes mutual if stars attack (defend)
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You’d want to take notes about the bee and the orchid while listening, even though it turns out the question is only about relationships that can change.
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You can organize your response like this:
1 Introduction: Summarize the text (what is symbiosis? what are the three types?)
2 Lead-in: describe what kind of points the professor makes (He gives two examples of relationships that can change from one type to another).
3 First point: “First, he talks about bacteria on our skin.”
4 Detail/example: “This is normally commensal because it helps the bacteria and doesn’t affect us, but when the skin is burned, it becomes…”
5 Second point:
6 Detail/example: “This is also commensal most of the time, but when sea stars attack…”
(7 Conclusion - if you have time)
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The fourth response can be organized in exactly the same way, except that the information for your introduction also comes from the lecture. (Misconceptions example from Cambridge PT1)