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- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- Homework: write a response to this prompt -
- Some people believe that success in life comes from taking risks or
- chances. Others believe that success results from careful planning. In your
- opinion, what does success come from? Use specific reasons and examples
- to support your answer.
- email me your responses at [email protected]
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- Read the three essays. Note the good things and bad things about each one, and choose a score you think each one would get, based on the descriptions on p. 419.
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- Essay 1: 2.5 or 3 points
- - Position is clear but not well stated. Confusion between “me” and “you”, and “spontanous” doesn’t make any sense there.
- - Supporting reasons aren’t so clear or so clearly different. The first one could be something like, “don’t plan too specifically because you never know what’s going to happen”, but this isn’t mentioned until the end of the paragraph.
- - “First of all” sentence should be split into three. (New ones with “It’s necessary” and “My advice”.)
- - Second supporting reason could start with a clear transition, like, “Secondly”.
- - Missed opporunity for a specific personal example with “A lot of people told me”.
- - Conclusion seems to argue for an equal balance of planning and risk-taking, but the thesis statement is in favor of taking chances. (The first supporting paragraph also seems to argue more for balance than for taking chances, so maybe that should have been the thesis statement instead.)
- Essay 2: 3.5 points
- - Overall organization is very clear; good use of transition signals.
- - Some confusion between general “you” and specific “I”.
- - Some problems with tenses and word forms (e.g. noun vs. adjective) that make the meaning unclear.
- - Number problems with “that experiences” and “that challenges”.
- Essay 3: 3.5 or 4 points
- - Clear overall organization.
- - Two supporting reasons don’t seem very different from each other. (If the first focused on self-confidence and believing in yourself, then it would be more distinct from the second, about abilities.)
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- Reflexive pronouns: when the subject and object are the same
- myself / ourselves
- yourself/yourselves
- himself
- herself / themselves
- itself
- (1st and 2nd person use possessives, 3rd person uses object pronouns)
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- Listening section: second part of the test, after reading
- - 60-90 minutes, 2 or 3 sets of 3 listening passages each (1 conversation and 2 academic lectures or discussions), 16-18 questions per set.
- - You have 10 minutes to choose the answers for each set, but this doesn’t include listening to parts of the audio again, or to hearing each question read aloud.
- Question types:
- - detail (about specific information from the listening)
- - purpose (why is the conversation happening, why does the professor use a particular example)
- - main idea / gist (What is the discussion mainly about?)
- - prediction (What will the student probably do next?)
- - attitude
- - inference (What can you conclude or infer about the topic?)
- - function (Why does the person say this? What do they mean when they say this?)
- - organization (How is the lecture organized?)
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- https://www.youtube.com/watch?v=t3CjTU7TaNA - Take notes on the video and pay attention to how it’s organized.
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- BREAK
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- Listening Test (ETS Test 5)
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