2018-03-30 TOEFL: writing practice

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Do you have any questions about my comments on your independent writing?
Remember: “On the other hand” is really the only way you can say this expression.
Make sure to use the correct forms of words (e.g. “creative” vs. “creativity”).
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Writing Section: last part of the test, after speaking; about 1 hour total for 20+30 minutes of writing
1 integrated: 3 minutes to read a text, then listen to a lecture on the same topic, 20 minutes to write about the points from the lecture and how they relate to points from the reading
2 independent: read a choice question prompt, write an essay to state and support your opinion
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DELTA p. 565 - Take 3 minutes to read the text.
What are the main points from the text?
R0 (main idea/position) = earthworms are good
R1 = they help the soil (mixing nutrients, improve drainage, move duff deeper into the soil)
R2 = they help plants (create channels for roots, help with humus, bodies provide nutrients)
R3 = they help animals (food source for many animals, so it helps the whole food web)
(You will have the text again while you write, so the first time you read, you don’t really need to take more detailed notes than this.)
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Now listen to the lecture and take notes.
L0 (main position) = earthworms are harmful, not helpful
L1 = they damage the soil, destroy soil cover, the layer of duff disappears
L2 = when the duff disappears, wildflowers also disappear, because it contains nutrients that the flowers need to sprout
L3 = removing the duff hurts animals too, because it is a habitat for many animals, and when those animals disappear, the animals that eat them also disappear. It affects the whole food web and forest ecosystem
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The prompt is always something very similar to this (possibly with a different verb):
“Summarize the points made in the lecture, being sure to explain how they refute specific points made in the reading passage.”
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One way to organize your response is point-by-point: four paragraphs, one for the main positions and one for each of the supporting points
1 Introduction: state the topic and summarize the main idea of the lecture and the text (and state whether the lecture supports or opposes the text)
2 First point: summarize the first point from the lecture (L1) and explain how it relates to the first point from the reading (R1)
3 Second point: summarize the second point from the lecture (L2) and explain how it relates to the second point from the reading (R2)
4 Third point: summarize the third point from the lecture (L3) and explain how it relates to the third point from the reading (R3)
(5 Conclusion: if you have time, you can write a conclusion)
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You should use citation language in your integrated writing response to say where each idea is from:
- in the text, according to the reading, the author says, the writer believes
- in the listening, according to the lecture, the speaker says, the professor believes
You should also use contrast language when the points from the lecture contradict points from the text:
- on the other hand, in contrast, however, nevertheless
- This contradicts/opposes/challenges/casts doubt on/refutes the point from the text that…
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	“The third point from the lecture is that earthworms cause problems for animals. The duff is a habitat for many insects and small animals, so when the duff disappears, those animals disappear. Then the animals that eat those animals also disappear. This contradicts the point from the text that earthworms are good for the food web because they are food for many animals.”
	- 63 words (three body paragraphs like this and a short introduction is more than 200 words)
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Independent: Make sure you’re sticking to the specific topic of the question you’re asked. Also make sure that each point is clearly connected to your main opinion.
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BREAK
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Writing test: type your responses to ETS 2 test 4 and email them to me.
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Homework: If you want more feedback on your writing, send me a self-evaluation explaining what you think went better or worse than last week, and what you will try to improve on for the next TOEFL writing you do