2019-02-15 TOEFL: writing feedback and speaking overview

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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B - Misunderstanding of the main point of the lecture (that it contradicts the text). Explains just the ideas from the text, none of the ideas from the lecture. The grammar isn’t great but it’s understandable.
	1 out of 5 - This doesn’t include any of the points from the lecture.
D - Many incorrect words (“interessante” instead of “interesting”, “advertising” instead of “warning”, “becarefully” instead of “care” or “caution”). Correct summary of only one point from the lecture: that students can lose out if their professors are on television.
	2 out of 5 - This includes one correct point from the listening, but the connections are unclear.
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Homework: decide on scores for the other three responses, predict what scores your responses will get
A - Second point incorrectly talks about the university losing money. The last sentence attempts to explain the third point from the lecture, but isn’t very clear.
	3 out of 5 - The key points are mentioned but aren’t all clear, and there are language problems.
C - This is a good explanation of all three points and counterpoints. It’s clear from the introduction what the reading and the listening say and that they disagree. There are some language errors, but they don’t make anything difficult to understand.
	5 out of 5 - All the major points and connections are clear. Language errors aren’t significant.
E - A little less well organized. Again adds something the second point that wasn’t in the lecture (“he will lose his job”). There are also more grammatical and vocabulary problems than in C. “This stands in opposite to the reading” suggests the rest of this paragraph will be about the reading’s second point.
	4 out of 5 - The major points are included, but they’re a little less clear and somewhat wrong.
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Feedback on your writings.
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Speaking Section
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- third seciton, after the break; 6 tasks, 5.5 minutes of speaking time, about 20 minutes total
1 independent, open-ended - 15 seconds to prepare / 45 seconds to speak
2 independent, choice question - 15/45
3 integrated reading/listening/speaking, campus announcement and conversation - 30/60
4 integrated R/L/S, academic text and lecture - 30/60
5 integrated L/S, conversation about a problem and solutions - 20/60
6 integrated L/S, academic lecture - 20/60
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BREAK
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Any time during the test (not during instructions), you can (and often should) take notes. For speaking tasks, you only read and listen to the material one time. Take notes on the most important points.
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Practice responses to ETS 1.1.
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Look at the Oxford outlines for each speaking task.
Task 5 - I recommend that your notes be organized to show the problem and solutions from the start:

P: man forgot schedule; doesn’t know class
S1: go to computer, check sched for day
	but: maybe late to class
S2: check each class, only 3 possible
	but: embarrassing to walk into wrong class

All you really need to do during the 20 seconds of preparation time is choose which solution you recommend and what reasons you’ll give for it.