2020-03-27 TOEFL: writing

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Homework (optional): look again at the integrated writing task about smart cars
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In the car example, there were three supporting points from the text to support the main idea that smart cars will be great:
R0 = main idea = smart cars will be good
R1 = safer b/c they can automatically stop and turn to avoid collisions
R2 = quicker b/c they can travel faster and closer together without traffic problems
R3 = less expensive b/c more efficient driving means less frequent repairs
- Remember: you’ll see the text again while you write, so you don’t need to get all the details now.

In the lecture, you usually hear opposing points to each point from the text:
L0 = main idea = smart cars will be bad
L1 = computers make mistakes, driving faster and closer together can make accidents worse than now
L2 = won’t improve traffic because more people will get cars if they drive themselves, so congestion will increase
L3 = technology in smart cars is expensive and will be much more expensive to replace
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Example introduction:
	The reading and the lecture are about smart cars: cars that mostly drive themselves using computers. The reading describes three huge advantages that smart cars will have, and the lecture challenges each of those points by explaining several disadvantages that smart cars have.

Example first paragraph:
	First, the reading states that smart cars will be safer. Computers will automatically stop and turn to avoid accidents much more reliably than human drivers. However, the speaker points out that computers can still make mistakes. Furthermore, with cars driving faster and closer together, accidents might be much worse than they are now.
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A point-by-point response is organized like this:
paragraph 1: Introduction - state the topic and summarize the main point of view of the two sources
paragraph 2: First point - summarize R1 and L1 and be clear how they relate
paragraph 3: Second point - summarize R2 and L2 and be clear how they relate
paragraph 4: Third point - summarize R3 and L3 and be clear how they relate
(You do not need a conclusion. If you have extra time at the end, you should check for mistakes.)
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https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf - Description of the score levels for TOEFL writing. (The reader gives you a score from 0 to 5, and then ETS converts those scores for both tasks into a total score from 0 to 30.)
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“even” is a focus adverb which can change meaning a lot based on where it is in the sentence

They even use their imagination. = They use their imagination, and this is impressive or surprising.
They don’t even use their imagination. = They don’t use their imagination, and this is surprising because it’s very simple and easy to use your imagination.

Not even Barbara can do it. = Barbara is very competent, but it is very difficult, so no one (including her) can do it.
Even Barbara can do it. = Barbara is very incompetent, but it is very simple, so everyone (including her) can do it.

Barbara can do even this. = This is difficult, but Barbara is competent, and so she can do many things, including this difficult task.

You can think of “even ____” as meaning something like “most others, including ____, which you might not expect”.

Even when it’s raining, I go for a run every day. = I go running on most days, including when it’s raining.
Even if I study, I won’t pass this test. = I won’t pass in most situations, including if I study.
Even though it’s raining, I’m going to go running. = I’m going to go running as usual, but you might not expect that because it’s raining.
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Even when it’s raining, I’m going outside. = I always go outside, including when it rains.
	- “when” is real but uncertain; it sometimes rains, and on those occasions I still go outside
Even if it’s raining, I’m going outside. = I’m going outside at some specific time, including if it’s raining.
	- “if” is possibly real or not; “even if” means the condition doesn’t matter
Even though it’s raining, I’m going outside. = It is really raining right now.
	- “though” is real (could be any tense, but it’s definitely true)
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In your writing, it’s important to know that “even though” (like most contrast language) tells us that thing is definitely true, so you can use it to report what the reading or listening said, but you shouldn’t use it to state both opposing opinions on a topic.

OK: Even though the reading said smart cars will improve traffic, the evidence for this is lacking.
OK: Even though smart cars will reduce the number of accidents, they may not be safer because the severity of accidents will increase.
WRONG: Even though smart cars are safer, they may not be safer.
	- This doesn’t make sense, because you’re asserting that both clauses are true.
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One of the most difficult things about independent writing is managing your time. (This can be a problem for writers at any level.)
The main suggestion is give yourself a time limit of 5 minutes per body paragraph when you’re first writing your response. Force yourself to move on and start the next paragraph even if you don’t feel finished with the current one.

Timing
3-5m    prewriting
    - brainstorm a few possible reasons for both sides of the question
    - try to think of details and/or examples to support some of those reasons
    - pick the side with better reasons/examples, and write a short outline with ideas in order
< 1m    thesis/lead-in
    - Write a thesis statement (explaining your opinion in your own words) and lead-in
15m body paragraphs
    - limit yourself to 5m each (or 7 if you have two) for your supporting paragraphs
    - you can come back later to finish ideas, but it’s best to at least start each paragraph first
5m  intro and conclusion
    - write a conclusion sentence (restate your thesis and summarize your reasons)
    - add to the introduction (background, summary of the options you’re chooosing between)
    - add to the conclusion if you want to give a recommendation or prediction
5m  finish up and make corrections
    - finish any incomplete ideas from your body paragraphs (but don’t add new ideas now)
    - check your entire response for mistakes that you can fix
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You can use https://www.typingtest.com/ to check and improve your typing speed.
	(If you can type at least 20 words per minute, you should be fine on TOEFL.)
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BREAK
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Writing Practice - ETS Guide test 3 - independent only
Email your responses to me when you’re finished.
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Look at some sample responses to the task you just did. What’s good and bad about each one?
A - 2 - “Although this response is clearly geared toward the topic, underdevelopment of the writer’s main ideas and a limited command of the language earn this essay a score of 2.” The organization (too many paragraphs) makes it unclear what (or how many) specific reasons there are.
B - 5 - This is very well organized and each point is well developed with details and examples. There are some minor grammar problems but they never interfere with understanding.
C - 1 - “Although substantially longer than the average essay with a score of 1, this response earns the low score because it contains consistent language errors that make the overall essay difficult, if not impossible, to comprehend.”
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Homework (optional): If you want more detailed feedback than a score and a few sentences, email me with a self-evaluation of your writing today. What did you do well? What do you need to do better?