2017-11-03 TOEFL: compare/contrast, writing

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/what-in-the-world-is-topological-quantum-matter
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Vocabulary: similarities and differences
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Handout: complete the sentences with correct words or expressions (sometimes more than one answer is possible)
1 similarities between
2 Both...and
3 have in common, both
4 In the same way / Similarly / Likewise, also
5 Similar to / Like
6 resemble / are similar to
7 Neither...nor
8 difference between
9 While / Whereas
10 on the other hand / in contrast / however
11 In contrast to / Unlike / Compared to (especially if it said “easier” instead of “easy”)
12 is different from / differs from
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different: adjective; you can say two things are different or you can talk about different things
difference: noun; you can say there is or isn’t a difference between things
differently: adverb; you can say that a verb happens differently
(similar / similarity / similarly - same distinction)
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both...and = yes/yes
neither...nor = no/no
either...or = yes/no or no/yes (and sometimes “yes or yes”)
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likewise = similarly (at the beginning of a sentence; “similarly” can also be used after the verb but “likewise” cannot)
like (as a preposition) = similar to
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A: I like fish.
B: Me too. (I do too. / So do I.)
A: I don’t like ham.
B: Me neither. (I don’t either. / Neither do I.)
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https://www.wordandphrase.info/analyzeText.asp - type a word or phrase in the box and click “search” to see hundreds of examples (and more information)
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Handout (Collins) p. 21 - Take 2 minutes to do part A
1 b
2 b
3 a
4 b
5 c
part B - Take the rest of the first part of class to complete this paragraph with the correct words.
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BREAK
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1 both
2 like
3 however / on the other hand
4 differ / are different
5 difference
6 Whereas / While
7 resemble (“They often ____ a newspaper report.” - We need a verb to fill the blank.)
8 on the other hand / however / in contrast
9 in common
10 unlike / in contrast to
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Something that both writers have _____ is their ability.
= Both writers have something _____: their ability.
= Both writers have their ability _____.
	- Anything that can fill the blank in the first sentence must be able to fill it in the others, too.
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“Faulkner, who sometimes writes several pages about one scene” is a noun phrase with a relative clause, it’s not a sentence.
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Hemingway conveys strong emotions with just a few lines, unlike Faulkner, who sometimes writes several pages about one scene. - How can we give this same information with “on the other hand”?
Hemingway conveys strong emotions with just a few lines. Faulkner, on the other hand, sometimes writes several pages about one scene.
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Writing Section: fourth and final section of the test, 60 minutes total, 2 tasks
1 integrated: read a text, listen to a lecture on the same topic, 20 minutes to write about the points from the lecture and how they relate to the points from the reading
2 independent: read a prompt (choice question), 30 minutes to write a response
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Reread the text from last week’s integrated writing (ETS 2 test 1)
R0 = main idea = the mammal R. robustus was not an active hunter of dinosaurs
R1 = it’s too small (much smaller than the adult of the species found in its stomach)
R2 = short legs to the side, suited for scavenging and not hunting (because not good for running)
R3 = no teeth marks on the bones in R. robustus’s stomach, suggesting it swallowed an egg instead
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You should be able to predict that the lecture will take the opposite position, because this reading describes a disagreement and picks one side to support with specific evidence.
You should also be able to predict at least generally what some of the specific points from the lecture will be.
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Then relisten to the lecture and note the main ideas.
L0 = robustus was (or might have been) an active hunter of (baby) dinosaurs
L1 = smaller than adult psittacosaurs, but twice the mass of babies, so it could have hunted them
L2 = modern Tasmanian devil has short legs to the side, but is an active hunter (so robustus could have been as well)
L3 = robustus didn’t use its back teeth to chew (no wear on them), so it probably swallowed prey whole and wouldn’t leave teeth marks
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This is fairly typical of contradictory lectures. It doesn’t give strong evidence for the opposing point, but it does give reasons to question the evidence from the text. (All of the evidence from the text is true, it just didn’t mean what the text claims.)
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Integrated response should have four paragraphs: one for the main ideas and one for each supporting point:
1 Topic, R0/L0
2 R1/L1
3 R2/L2
4 R3/L3
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Independent Writing: the prompt is a choice question; choose one position and support it with two or three reasons
A typical response is a five-paragraph essay:
1 Introduction: (some background), explain the positions you’re choosing between, state your choice
2 First supporting reason, followed by details and example to explain the reason and show how it supports your thesis
3 Second supporting reason, followed by details and example to explain the reason and show how it supports your thesis
4 Third supporting reason, followed by details and example to explain the reason and show how it supports your thesis
5 Conclusion: Restate your opinion and summarize your reasons, advice/recommendation/plan/prediction for the future to leave the reader with something at the end
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Homework: DELTA p. 531-532 - Integrated and independent writing from practice test 3 (the audio is at the link in your email, and on the CD that came with your textbook). Email your responses to me at [email protected]