2016-10-27 TOEFL: writing practice and feedback

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Reading:
R0 - main idea
R1 - first supporting point
R2 - second supporting point
R3 - third supporting point
Listening:
L0 - main idea
L1 - first supporting point
L2 - second supporting point
L3 - third supporting point
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Block:
- R0/L0 (introduction)
- R1, R2, R3 (summary of the reading)
- L1, L1/R1, L2, L2/R2, L3, L3/R3 (summary of the listening points AND how they relate to the reading)


Point-by-point
- R0/L0 (introduction)
- R1, L1, L1/R1 (summary of the first point of each, AND how they relate)
- R2, L2, L2/R2
- R3, L3, L3/R3
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Your “thesis statement”, in the introduction, will be that the listening illustrates the points made in the reading or that it casts doubt on the points made in the reading.
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Integrated and Independent Reading in the computer lab
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BREAK
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esprit de l'escalier = literally “spirit of the stairway”, the phenomenon when you think of a witty comeback or remark as you’re leaving (going down the stairs), when it’s too late to say it
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Look at the handout from the ETS book (p. 68-69). It summarizes the main points from the reading and listening. (You should definitely have noticed the three reading points, because they each had their own paragraph heading.) (These are R1, R2, R3 and L1, L2, L3.)
R0 - Dinosaurs were probably endotherms (warm-blooded).
L0 - The evidence for endothermy is not as strong as the reading suggests. (Dinosaurs may not have been endotherms.)


Often the lecture will challenge or cast doubt on the evidence of the reading, but not necessarily draw the completely opposite conclusion.
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In your sample responses, what is the format of both integrated tasks? - point-by-point
What are the strengths and weaknesses of each response?


One problem with point-by-point is that it can feel very repetetive, but you MUST clearly explain how the points from the lecture relate to the corresponding points from the reading.
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When you read, try to predict the points the lecture might make to challenge or illustrate the points in the reading. This will help you notice each main point in the listening. (There’s also a chance that you guessed correctly and can write about your idea if you completely missed what the listening said.)
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Independent - Look again at the p. 68-69 handout. It describes successful ways to agree or disagree with the statement.
Think of reasons why people would or wouldn’t use as many cars. You can then write one supporting paragraph for each reason, or write three supporting paragraphs to support the reason you think is most likely.
(If you want to remain neutral, you should give reasons for both an increase and decrease in the number of cars and argue that we can’t know which will have more influence.)


“FINALLY” IS NOT A CONCLUSION SIGNAL
- It signals the last supporting point or example.
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The introduction to an independent writing can often include things like, “Many people believe… because…. However, others think … because…. In my opinion,...”
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The independent task is basically a five-paragraph essay, which is very commonly used in American middle and high schools, so there are millions of websites with suggestions on this essay format.