2020-01-23 TOEFL: writing overview, speaking 3-4

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/a-brief-history-of-alcohol-rod-phillips
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Homework: L17 (complete a chart quesitons)
1 A. Prisms
  B. Plates
  C. Stars
2 A. Antiviral
  B. Antibacterial
  C. Antibacterial
3 A. Refrigerator
  B. Icehouse
  C. Icebox
4 A. Drops
  B. Drops
  C. Drops
  D. Flow
  E. Flow
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Writing Section: fourth and final section, 2 tasks, 55 minutes total (20+30 minutes to write)

1 Integrated: read a text, listen to a lecture about the same topic, write about how they relate
	- 20 minutes to write, 150-225 words, usually 4 paragraphs
2 Independent: answer a choice-question prompt with a short essay
	- 30 minutes to write, 300+ words, usually 4-6 paragraphs
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Integrated Writing Task
- 3 minutes to read a text
	The text starts with some background explanation of the topic.
	Usually the first paragraph also expresses a position on the topic.
	The other (usually three) paragraphs give reasons to support that position.
- Listen to a lecture
	The lecture skips the background and almost always disagrees with the position from the text.
	The speaker responds (usually in the same order) to the three supporting points from the text.
- 20 minutes to write about the points from the lecture and how they relate to points from the text
	You will see the reading passage again during the 20 minutes of writing time.
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Sometimes the text doesn’t really express and support a single position. Instead, it suggests three possible explanations for something or solutions to a problem, and the lecture explains problems or disadvantages with each of them.
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Delta 7.1 - Superfoods.
Take 3 minutes to read and take notes.
R0 = main idea = superpowered foods exist and can have huge benefits to health
R1 = blueberries can protect the brain from age-related problems
R2 = tomatoes (and broccoli and cabbage) can reduce risk of some cancer and lower cholesterol
R3 = garlic lowers LDL cholesterol, helps circulation, prevents cancer
- Because the lecture almost always disagrees with the text, it’s a good idea to try to anticipate or predict possible points from the lecture while you’re reading.
P0 = superpowered foods don’t exist or aren’t as beneficial as the text says
P1 = blueberries aren’t as helpful (maybe there are disadvantages; maybe the advantages aren’t so big; evidence for benefits isn’t very good)
P2 = tomatoes aren’t as helpful as the text says
P3 = garlic isn’t as helpful as the text says
- Sometimes the lecture argues for the opposite conclusion from the text, other times it argues that the evidence from the text is too weak to make the conclusion.
Listen and take notes.
L0 = we can’t really be so confident about the benefits of these specific foods; the evidence isn’t strong
L1 = blueberry studies were done on rodents; we can’t trust the results unless we test on humans
L2 = tomato evidence is all indirect, there’s no direct evidence for those benefits; can’t guarantee you won’t get cancer
L3 = garlic’s effect on cholesterol was after 3 months, but went away after 6 months; cancer studies were only in mice
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The text often makes points like “Because A, therefore B.”
The lecture can make points like, “Because also C, we can’t say therefore B.” This is more common.
It can also make points like, “Actually not A, so we can’t say therefore B.”
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Text: Because John has his umbrella, it’s probably raining outside.
First type of challenge: John brings his umbrella for the sun because he has sensitive skin.
Second type of challenge: That’s actually Amy’s umbrella that she left here yesterday, not John’s.
(Third type of challenge: Amy came in wearing sunglasses, so it’s actually probably sunny outside.)
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Response outline (point-by-point):
paragraph 1: Introduction - explain the topic and summarize the overall views of reading and listening
paragraph 2: first point - summarize R1 and L1, and explain how L1 relates to R1
paragraph 3: second point - summarize R2 and L2, and explain how L2 relates to R2
paragraph 4: third point - summarize R3 and L3, and explain how L3 relates to R3
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example intro:
	The reading and the listening are about foods that may have “superpowers”. The reading states that some foods have incredible benefits to our health and can prevent many diseases. The lecture argues that the evidence for these benefits is not very strong.
	First, the reading talks about blueberries. It says blueberries…. However, the speaker points out that these studies were only done in rodents, so….
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BREAK
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Citation language: to show where an idea comes from
- reporting verbs: the text says / the lecture argues / the author claims / the speaker points out
- “According to the” (text/article/reading/author / listening/lecture/speaker/professor)

Contrast language: to show that two ideas are different
- transition signals: However, / On the other hand, / In contrast,
- conjunctions: but / even though / while / although (These imply that both sides are equally true.)
- verbs: contradicts/opposes/casts doubt on/challenges
	(as in, “This casts doubt on the point from the reading that blueberries can…”)
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Independent Writing Task
There are basically two types of choice question you might see for this task:
- agree/disagree: “Do you agree or disagree with the following statement? _____”
- some people / other people: “Some people believe _____. Others think _____. Which do you prefer?”
The prompt always ends with something like, “Use specific reasons and examples to support your response.”
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Delta 7.1 example
“The government should require all young adults to perform some kind of national service, such as military service or social work.”

Pre-writing: 3-5 minutes
- Read and re-read the prompt to make sure you understand what it’s asking.
- Think of some possible reasons for both sides (2-3 reasons to agree, 2-3 reasons to disagree)
- Brainstorm possible examples to support each reason. (These can be real or invented.)
- Pick the side that you think has better (stronger, clearer, simpler) reasons and examples.
- Write (or type) a short outline to plan the order in which you’ll explain and support each point.

Initial writing: 15 minutes
- Write a thesis statement summarizing your opinion about the question.
- Spend 5 minutes each to write a supporting paragraph for each of your reasons (7 if you have only two)
	(Force yourself to move onto the next one even if you’re not finished.)

Finish body paragraphs: 2-3 minutes
- Go back and finish incomplete sentences and ideas from your body paragraphs.

Introduction and Conclusion: 3-5 minutes
- Add some background to your introduction and summarize the options you’re choosing between.
- Write a concluding sentence (restate your opinion and summarize your reasons)
- Add a “takeaway” to your conclusion, such as a recommendation for the reader (optional)

Corrections: remaining time (2-7 minutes)
- Reread your essay and fix any mistakes you find. This is also your opportunity to add important details or examples if you think a body paragraph is incomplete or unclear.
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Body Paragraphs have three jobs:
- State one of the reasons you have for your opinion.
- Show that the reason is true (often with one or more examples)
- Show that the reason supports your opinion (often with details and explanation)
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Speaking Section: third section, after the break; 4 tasks, about 17 minutes total
1 independent, choice question - 15 seconds to prepare / 45 seconds to speak
2 integrated reading/listening/speaking, campus announcement and conversation - 30/60
3 integrated R/L/S, academic text and lecture (general/specific) - 30/60
4 integrated L/S, academic lecture (summary) - 20/60
(The old TOEFL had 6 tasks, and then they removed questions 1 and 5.)
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Questions 3 and 4 - The responses can be organized in more or less the same way.

1 Introduction: state the overall topic (and summarize what the text or speaker said about it)
2 Lead-in: state what kind of points the professor made (“The professor gives two examples of plants…”)
3 First point
4 Detail/example
5 Second point
6 Detail/example
(7 Conclusion - if you have time)
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Sample notes

Estab. shot = shot @ beginning of scene, gives context (1)
- setting (where/when) and mood/feeling (2)

Prof. saw movie w/ estab. shot
- city, office building, old cars (1940)
- dark, raining, mysterious
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For all three integrated speaking tasks, you can often organize your notes from the text and lecture in the same order that you’ll talk about everything in your response.
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Tomorrow: practice writing in the computer lab, record and evaluate academic speaking tasks