2018-11-30 TOEFL: int writing

https://ed.ted.com/lessons/the-standard-model-of-particle-physics-jonathan-butterworth
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Writing Section: fourth and final section, two tasks, about 60 minutes total, 20+30 minutes of writing
1 integrated: read a passage, listen to a lecture about the same topic, 20 minutes to write about the points from the lecture and how they relate to the points from the reading passage
2 independent: read a choice question prompt, 30 minutes to write and support your answer
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DELTA extra test 2 - Take 3 minutes to read about hydropower. Take notes on the key points of the text.
R0 (main idea) = hydroelectric power is good
R1 = convenient and can increase or decrease with need
R2 = good for the environment
R3 = efficient and inexpensive; water will always be there, unlike fuels for other types of power
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Listen to the lecture and take notes.
L0 = there are a lot of disadvantages to hydropower
L1 = not convenient for people displaced by the construction
L2 = toxic chemical accumulate above the dam, dangerous and expensive to clean; negatively affects fish and bird populations
L3 = there are hidden costs (including bird and fish effects); water supply can change with weather patterns and drought
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A point-by-point response is organized like this:
1 Introduction: state the topic and summarize the positions R0 and L0, being clear how they’re related
2 First points: summarize R1 and L1, being clear how they’re related
3 Second points: summarize R2 and L2, being clear how they’re related
4 Third points: summarize R3 and L3, being clear how they’re related
A block format response is organized like this:
1 Introduction (same as above)
2 Reading summary: summarize all of R1, R2, and R3
3 Lecture summary and integration: summarize L1, L2, and L3, and explain which reading points each one responds to
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Citation Language: to tell where the different points and ideas come from
- According to the text/article/author//lecture/listening/speaker/professor, …
- The first point from the text/reading/lecture/listening is that…
- The reading/author/listening/speaker says/states/argues that…
- The author/speaker believes/thinks that…
- In the author’s/professor’s opinion,...
- In the text/lecture, the author/speaker says…
Contrast Language: to explain how the two passages contradict each other
Transition signals: On the other hand, On the contrary, In contrast, However, Despite this,
Conjunctions: but / even though / although / while / whereas
Verbs: challenge / oppose / cast doubt on / contradict / refute
	(“The lecture [verb]s this point, arguing that…”)
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While it’s nice to have a variety of vocabulary and grammatical structures, this shouldn’t be your main focus. The most important thing is to correctly summarize the points from the reading and the lecture and to accurately explain the relationship between them.
https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf
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BREAK
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Read the text for test 5.
R0 = academics and sports are more important than the arts, because they help with future careers
R1 = basic skills come from reading and writing classes; literacy is more important than creativity
R2 = problem-solving comes from math and science classes
R3 = teamwork and collaboration come from sports
Listen to the lecture.
L0 = the arts also help build skills for future careers
L1 = creativity is an important basic skill for future careers
L2 = solving problems is also an important skill in the arts / art classes also help with problem-solving skills
L3 = collaboration is necessary for many performing arts, such as theater (even if you’re not one of the main actors)
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While you’re reading, try to anticipate points the lecture might make to challenge the points in the reading.
If you don’t catch the main points of the listening, you can use your predictions as guesses.
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Otters
R0 = otter populations are declining because of pollution (not predators)
R1 = there are sources of it near Alaska and pollution was found in water samples there
R2 = other mammal populations also decreased (seals and sea lions), so it’s something that affects the whole ecosystem, and orcas usually don’t eat such small prey
R3 = populations decreased more in some locations than others, possibly due to uneven concentrations of pollution along the coast
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L0 = predation is more likely than pollution
L1 = no dead otters, which would be surprising for pollution but expected for predation
L2 = humans killed the whales orcas usually eat, so now they eat smaller mammals such as otters, seals, and sea lions
L3 = the locations where populations decline more are easier for orcas to access, and populations haven’t decreased in areas that orcas can’t access easily
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Homework: write an integrated response to the text and lecture about Jane Austen’s portrait (I’ve emailed you with a link to the text and lecture)