2016-10-24 TOEFL: int writing and listening test

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
---
Homework: Write a “perfect” integrated response to this reading and listening 4.1.B. (the transcript of the lecture is on p. 664
	Email or share it with me at [email protected]
---
http://ed.ted.com/lessons/how-much-of-human-history-is-on-the-bottom-of-the-ocean-peter-campbell
---
Individually, read the writing responses.
Are all the points clear? Are the connections between them clear? What score would you give each one?

Then talk with your partner to see if you noticed the same things.
(p. 386 has a description of each score, 0-5, integrated writing can get)

Response 1:
“These ideas support the point in the reading that people with visual-spatial talents are able to…”

Response 3:
“Competent people can visualize how the game that the player is playing is proceeding.
	- This sentence is a bit awkward, but has no grammar mistakes.

	The reading describes three main features of visual-spatial intelligence and the lecture illustrates this type of intelligence by explaining how it is involved in the game of chess.
	According to the reading, there are three main features of visual-spatial intelligence. First, people with visual-spatial intelligence can perceive patterns well and can draw objects after seeing them for only a short time. Second, people with high visual-spatial intelligence can visualize and manipulate three-dimensional objects in their minds. Finally, visual-spatial intelligence is associated with good visual memory and imagination, as well as the ability to predict and plan ahead.
	According to the lecture, skilled chess players illustrate all three of these qualities. First, the lecture states that chess masters can draw a picture of a chessboard they have seen for just a few seconds if the pieces are set in meaningful positions (which are positions a real chess game could have). This illustrates the point in the reading that people with visual-spatial intelligence are able to perceive patterns and draw objects after seeing them for only a short time. (continue with the ideas on p. 599)
---
The “Answer Key” section of your textbook has summaries of the key points of every practice integrated writing activity. Those points (and similar wording) are what you could use in the third paragraph of a block-format response, though you still need to summarize the points from the reading and use transition signals between the points.
---
Make sure you’re always clear about whether an idea comes from the reading or from the lecture.
	- Use phrases like “in the reading”, “in the article”, “the author”, or “in the lecture”, “in the listening”, “the professor”.
	- Don’t use pronouns like “they” if it isn’t clear which “they” you’re talking about (is it people with good visual-spatial intelligence, or is it chess masters?)
Make sure you’re very clear about the connection between the lecture’s points and the reading points.
	- Use phrases like, “This casts doubt on the point from the reading that…” or “This illustrates the point from the reading that…”
---
BREAK
---
Listening Test (ETS official past tests, Test 1, p. 36-49)
1 A D
2 C
3 A D
4 D
5 B
write the score out of 7
6 C
7 no, yes, yes, no (4 points)
8 D
9 B
10 C
11 C
write the score out of 9
12 B
13 D
14 C
15 C
16 B D
17 D
write the score out of 7
18 B
19 C
20 D
21 C
22 A D
write the score out of 6
23 C
24 D
25 A
26 B
27 D
28 C
write the score out of 6
29 B
30 B D
31 C
   D
   A
   B (4 points total)
32 A
33 C
34 D
write the score out of 10
---
Write the total out of 45