Not a member of Pastebin yet?
Sign Up,
it unlocks many cool features!
- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk - notes from all classes
- ---
- Find and correct mistakes in your writing from the weekend.
- ---
- You can learn things on your own, but you still need a teacher for the difficult tricks.
- - This is okay, though a bit informal to use general “you”. The good thing is, it won’t be confusing.
- A person can learn things on his or her own, but still needs a teacher for the difficult tricks.
- - This is also fine, though “he or she” and “his or her” every time can get repetitive.
- People can learn things on their own, but they still need teachers for the difficult tricks.
- - This is fine, though with both “people” and “teachers” plural, “they” might become confusing.
- ---
- With a prompt that includes two or more third-person people or groups, the simplest way to avoid confusion is probably to use generic “you” for the main people (and “he” or “she” or “they” for others, such as family, teachers, professors, etc.).
- - The main reason to do this is time. You may not have enough time on the TOEFL to carefully check all of your sentences for clarity. In college, more formal, “objective” third-person essays are usually better.
- ---
- You can talk about something, or you can discuss it. You can’t discuss about it.
- ---
- When you give reasons why it’s good to learn from a teacher, you need to show that those things require a teacher or are significantly easier with a teacher’s help. Why can they be harder or impossible to find without a teacher?
- More generally, if you’re comparing two options, you can’t just say why one option is good, you have to explain why it’s better than the other option. In other words, why is the other option bad in comparison?
- ---
- BREAK
- ---
- https://www.weather.gov/box/winter (Boston area)
- https://www.weather.gov/okx/winter (NYC area)
- ---
- Reading Question Types (and example questions from yesterday’s test)
- - fact (1, 5, 9, 11): scan for key words (or synonyms) from the question, or for key words from the answer choices to decide if each one is correct or incorrect
- - vocabulary (2, 4, 8, 10, 12): read the sentence, see how the word is used, look for context clues
- - purpose/method (3, 7) (asking why or how the author mentions or explains something)
- - paraphrase (6): look for answers that don’t leave out important information and that keep the connection between the ideas (often information will be presented in a different order)
- -
- -
- -
- - sentence insertion (13): look at references to previous or later information; make sure the new sentence doesn’t break apart an idea in the original paragraph
- - summary (14): eliminate answers that are just minor details or false according to the text
- - organization/categories (not on this test) (like fact questions, but with more answer choices)
- ---
- If you make 3 or more choices correctly, you get half that many points (rounded up)
- 3 choices = 2 points (like summary questions)
- 5 choices = 3 points (most common organization questions)
- 7 choices = 4 points (some organization questions)
- You lose one point for each incorrect answer, down to 0.
- ---
- Homework: check over the rest of your test and see if you understand why you got some answers wrong
Advertisement
Add Comment
Please, Sign In to add comment
