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- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- https://ed.ted.com/lessons/how-do-pain-relievers-work/
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- Integrated Writing
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- Remember that on the TOEFL, the points from the lecture and the text are almost always in the same order, which should make the lecture easier to follow than in the Oxford book.
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- Read the ETS 2.3 integrated article and take notes. What are the main points and ideas?
- R0 (main idea) = people don’t read as much literature now and that’s bad
- R1 = miss out on intellectual benefits (empathy, imagination, understanding of language)
- R2 = now people read poorly written books or watch TV, so the level of culture is lower
- R3 = probably there will also be less literature written because publishers won’t support serious writers
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- The lecture almost always disagrees with the article. You should be able to predict at least some of th ideas from the lecture while you read.
- P0 = people don’t read as much literature, but that’s not so bad
- P1 = besides literature there are other things that give these benefits
- P2 = other kinds of books, TV, movies, music, etc. can also have a high level of culture
- P3 = it’s not the customers’ fault that they don’t want to buy something; maybe the marketing or the product are bad (If you write about this, make sure you adjust it to be about literature.)
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- Listen to the lecture. What are its points?
- L0 = it’s not bad that people read less literature
- L1 = a book doesn’t have to be literature to give these benefits; science and history books can do the same
- L2 = movies and music can give the same level of culture as literature; culture isn’t declining, it’s changing
- L3 = it’s the writers’ fault for writing intentionally difficult books that people don’t want to read
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- A point-by-point response is organized like this:
- Paragraph 1: Introduce the topic and summarize R0 and L0 and how they relate.
- Paragraph 2: Summarize R1, then explain L1 and how it relates to it.
- Paragraph 3: Summarize R2, then explain L2 and how it relates to it.
- Paragraph 4: Summarize R3, then explain L3 and how it relates to it.
- (Remember, you will see the reading again while you write your response. Make sure you explain ideas and spell key words correctly.)
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- Independent prompt (same test):
- Some people say that the Internet provides people with a lot of valuable information. Others think access to so much information creates problems. Which view do you agree with?
- Use specific reasons and examples to support your answer.
- The question is NOT whether you think the Internet is good or bad.
- The question is NOT whether you think the Internet does or doesn’t have a lot of information.
- The question IS whether you think the amount of information is good or bad.
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- I would almost always recommend choosing one of the options and sticking to it. “It depends” answers are almost always more difficult to support and organize clearly.
- (If the options aren’t mutually exclusive, you can treat the questions as which side is “mostly true”.)
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- BREAK
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- Timed writing practice - ETS 2.4
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- What do you think the “freshman 15” might be?
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- Homework: p. 91-97, listening practice 2-4 (Listen and take notes, then compare your notes to the sample notes in the book. Did you catch the same information? Did you organize your notes similarly?) I will look at your notes and we will check the Test Questions 2L6, 2L9, and 2L12
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