Tài liệu The complete guide to the toefl ibt writing part 6 pptx

CHECKING AND EDITING THE INTEGRATED RESPONSE You should give yourself three to four minutes after writing the Integrated Response to check your response look for mistakes and to edit it

Task 6

CHECKING AND EDITING THE INTEGRATED RESPONSE

You should give yourself three to four minutes after writing the Integrated Response to check your response (look for mistakes) and to edit it (correct the mistakes) Of course, because you are working on the computer, you can make changes easily and neatly There are three main types of problems that you should

be looking for

(A) Checking and Editing Content and Organizational Errors

There will not be enough time to make any major changes in the organization of the responses However, you should quickly check for problems

1 Problems in the Introduction

> Does your introduction include the main topic of the passage and the lecture?

> Does it explain the author's point of view? The speaker's?

2 Problems in the Body Paragraphs

> Does the body of the passage compare the main points of the passage and the lecture?

> Does the response accurately restate the ideas of the passage and lecture?

> Is there a balance between ideas from the passage and the lecture?

> Are there unnecessary details or “outside information” in the body? (If so, delete them.)

> Is the language in the lecture paraphrased?

3 Problems in the Conclusion

> Does the conclusion summarize the main points of the lecture and passage?

> Did you state your own opinion in the conclusion or elsewhere in the pas- sage? (If so, delete it.)

(B) Checking and Editing Grammatical Errors

When checking/editing the Integrated Task, you can look for many types of grammatical errors Some of the more common ones are listed here For explana- tions, examples, and exercises involving these and other written structures, see the Writing Tutorial on Grammar (pp 706-729)

1 Sentence Fragments and Run-on Sentences Check for sentence fragments that do not contain a subject, a verb, or some other necessary element Check for run-on sentences that go on “too long,”

joining clauses without connectors Split these into two sentences or join them correctly (See Grammar Point 1 in the Writing Tutorial, page 706)

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Verb Errors These errors are so common that you should automatically check all the verbs in your response Check for tense errors, subject-verb agreement, and active/passive errors (See Grammar Point 5 in the Writing Tutorial,

pp 720-721)

Pronoun Errors

Check for pronoun agreement Make sure a singular pronoun refers to a singu- lar noun and a plural pronoun refers to a plural noun (See Grammar Point 7 in the Writing Tutorial, pp 725-726)

Singular and Plural Errors Check nouns to make sure a singular noun is used when needed and a plural noun when needed

Word Forms

Be sure you are using the correct form (adjective, adverb, noun, or verb) of the word (See Grammar Point 4 in the Writing Tutorial, pp 716-718)

There are, of course, many other types of grammatical errors If you have ever taken a writing class, look at the corrections the teacher made on your papers to see what kinds of mistakes you commonly made, and look for those mistakes when you check your essay

(C) Checking and Editing Mechanical Errors

1 Spelling Errors Look for words that you may have misspelled Look especially for words that are similar in your language and English but have different spellings However, don't spend too much time looking for spelling mistakes—the scorers will not subtract much for misspellings unless they are especially frequent or make it difficult for the scorers to understand your response

Punctuation Errors The most important thing to check is that each sentence ends with a period or,

in the case of questions, with a question mark Also check for commas after ini- tial adverb clauses, between cities and states or cities and countries, and between dates and years Be sure to leave a space after every punctuation mark Capitalization Errors

Be sure that you have capitalized the first word of every sentence, the names of people and places, and the word J

Paragraphing Problems Make sure that you either indent paragraphs (begin the first line of each para- graph half an inch from the left margin) or skip a line (leave an empty line) between paragraphs

EXERCISE 24.1 Focus: Checking and editing organizational/content errors, grammatical errors,

and mechanical errors in paragraphs from Integrated Writing Responses

Directions: Each of the following paragraphs contains a number of mistakes Find

as many mistakes in the paragraph as possible Correct the mistakes, writing in the

space between the lines Then use your corrections to rewrite the paragraph The

first sentence of paragraph 1 is done as an example

Paragraph 1

According the passage, there ne-cheuld be mandatory retirement age The

author say that this practice takes valuable worker from the work force Older

worker has the most experience and making them to retire wastes theirs talent

Further more, the author tells that studies show that older worker can to do

most jobs as well younger worker I know this is true because my uncle was

manager of a railroad station, but he have to retire at age of 65 because of the

company policy The lecture, however, say that if older worker stay on job, then

no possible for young worker to get promotion or more responsible Also say

that, despite there are exceptions, many young workers have qualities that

employer need, such as concentration, memmory, and energize

According to the passage, there should not be a mandatory retirement age

Paragraph 2

The speaker says that no many animals can capture the attentions of both young or old people like a dinosaur One of the most well known dinosaurs is the animal we used to call as the “brontosaur.” Everyone familiar with this dinosaur It has appearing in museums, movies, advertisements, even in cartons such like The Flintstones But in recently, this animal has other name It is now called as the “apatosaurus.” The speaker believes that we should keep their name as the “brontosaur.” The author of the article that we read is not agree with this concept He says is not scientific or fair to name this creature as a brontosaur In 1877 a scientist who’s name was Marsh found the bones of a dinosaur and he named it as apatosaurus In 1879 another scientist who’s name was Cope found the bones of a dinosaur He has believed it was a difference species and called it a brontosaur but later was learned that these two animals were same A international commission for naming animals has rules that say the name given for the first animal to discover is name that should use

Therefore the name apatosaurus is really correct

Paragraph 3

Both of the aurthor and the lecturor discuss about the same sociological study

The study about online education The author takes the positive point of view

One of his points, he citing that in study statistics shows that high percent of

students think online course very affective The lecturor concentrates in negative

point He says even though students think affective, a higher percent of students

in online course dropping out of class before finish then in “face-to-face” (f2f)

class He says students in online classes don’t like study alone and feel isolation

But aurthor says maybe changes in technology in future will solve some of

todays problems with online classes | agree that there are more advantages to

“{2f” classes and | would rather take this kind of class

Paragraph 4

article—it say that vanishing languages because of english is a killer language most magazine television website etc are in english and this kills small languages

lecture—it say that english not main reson for killing “vanishing languages.” it say true many magazine and news paper are in english but few comparing to those in language of country or region and movie and television it say english only penetrating big city and where tourist go, but national and regional lan- guage penetrating all part of country or region he say english can often coexist with other language for example in singapore “singlish” spoken (singapore

english) but not danger to other languages in singapore

EXERCISE 24.2 Focus: Checking and editing organizational/content errors, grammatical errors, and mechanical errors in your own Integrated Responses

DirEcTIONs: Check and edit Tasks 1, 2, and 3 that you wrote for Exercise 23.1 If you wrote these responses on computer, check and edit on the computer as well If not, you may use the spaces below to rewrite your responses

Rewrite for Task 1

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Z a) Rewrite for Task 2

Rewrite for Task 3

EXERCISE 24.3

Focus: More practice checking and editing organizational/content errors, gram-

matical errors, and mechanical errors in your own Integrated Responses

Directions: Check and edit tasks 4, 5, and 6 that you wrote for Exercise 23.2 If you

wrote these responses on the computer, check and edit on the computer as well If

not, you may use the spaces below to rewrite your responses

Rewrite for Task 4

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644 Section 4 Guide to Writing

Rewrite for Task 5

Rewrite for Task 6

THE INDEPENDENT WRITING TASK

Skills that are required to successfully complete the Independent Writing Task include the abilities to

understand the prompt and what it asks you to do

“brainstorm” ideas and take notes on the ideas that you come up with organize your ideas into an outline

clearly state and explain your opinion or preference support your ideas with examples, reasons, and details write a unified, well-organized, and coherent response based on the prompt use correct grammar and sophisticated vocabulary

use transitions so that one idea flows smoothly into another write a variety of sentence types

tion, capitalization, and so on)

vy word-process (type) your response After you have completed the Integrated Writing Task, you will see the direc- tions for the Independent Writing Task After you click on Dismiss Directions you will see the prompt (the topic you must write about) You will be able to see the prompt as you are working on the response

THE PROMPT

The prompt provides you with the topic about which you must write There is no choice of topic All of the prompts are very general and do not require any special knowledge or experience The prompts will never be about controversial topics such as drugs or international politics

Here are some common contexts for prompts:

art and culture friendship

famous people travel transportation communication business entertainment (TV, movies, books)

648 Section 4 Guide to Writing

There are three common types of prompts:

1 Defend an opinion

This type of prompt presents two points of view and asks you to choose one side to support The prompt usually follows this pattern: “Some people believe

A, but other people believe B Which do you believe?”

Sample Some people believe that money spent on space research benefits all of

humanity Other people take the opposite view and say that money spent on this type of research is wasted Tell which point of view you agree with and explain why, using specific details and reasons

2 Agree or disagree with a statement

This type of prompt presents a general statement and asks whether you agree

or disagree with it

Sample

Do you agree or disagree with this statement?

It is much easier to learn in a small class than in a large one

Use specific examples and reasons to support your answer

3 Explain the importance of a development, invention, or phenomenon

This type of prompt essentially says, “There are many important Xs in the world What do you think is the most important?”

Sample Developments in transportation such as the automobile have had an enormous impact on modern society Choose another development in transportation that you think is of great importance Use specific examples and reasons for your choice