Tài liệu Speaking and Writing Strategies for the TOEFL iBT part 15 doc

In addition, the lecturer claims that zoos have value.. Also, the professor in the lecture argues that the reading is totally wrong about that.. In sum, the reading argues that zoos are

When the reading time is up, the reading passage will leave the screen It will be replaced by the lecture As you listen:

1 Look at the Lecture side of your note map

2 Anticipate the counter argument using the black-and-white rule

3 Listen for signal words that identify the opinion, the body paragraphs and the conclusion Note the cause-and-effect relationship in each

TASK: Take notes as you listen to a lecture on teleconferencing

Lecture

G however

Ti however

C

Ti however

C

Ti however

C

C however

Listen to the lecture; summarize it

Step #2

CD Track

#3

When the lecture ends, it will leave your computer screen The reading passage will return You will also see the prompt

TASK: Using the reading notes already illustrated and your lecture notes,

write a first draft using either point-by-point or block style Type your essay Don’t time yourself Just write Replay the lecture as needed for practice

Check your first draft for coherence using the Integrated Essay

Proficiency Checklist on page 314

TASK: Rate your teleconferencing essay using the Integrated Essay Rating

Guide on page 316

Prompt Summarize the points made in the lecture and show

how they cast doubt on the points made in the reading

Read the prompt; write a first draft

Step #3

Check your first draft for Coherence using OPDUL=C

Step #4

Revise your first draft using your revision checklist

Step #5

Step #6 Submit your essay

Check the following integrated essay for proficiency using OPDUL=C What

problems can you identify?

According to OPDUL=C, this essay demonstrates:

A lack of language use-paraphrasing (OPDUL=C), specifically word choice

A lack of unity-synthesis (OPDUL=C), specifically topical unity

A lack of development-summarization (OPDUL=C) of the introductions, the bodies and the conclusions

Combined, these three problem areas result in a lack of coherence (OPDUL=C) Let’s analyze each so you can avoid these mistakes on test day

He argues that zoos are a bad investment

In addition, she claims that zoos have value

First, he says that zoos are a waste of money They use money that could help poor neighborhoods

Moreover, she argues against this

Next, he claims that zoos are not good for animals He uses many clear examples, such as small cages

Also, she argues that he is totally wrong about that

Finally, he contends that zoos take up valuable land

In addition, she gets really angry about that

In sum, he argues that zoos are a waste of money

In conclusion, she disagrees

Three Common Problems

1

2

3

Look at the sample essay once again Note he and she Because he and she are not identified, we do not know who represents the reading and who represents the lecture This results in a lack of language-use paraphrasing, specifically word choice (OPDUL=C), and a lack of topical unity-synthesis (OPDUL=C)

Next, look at how he and she have been replaced by the reading and the lecturer

He argues that zoos are a bad investment

In addition, she claims that zoos have value

First, he says that zoos are a waste of money They use

money that could help poor neighborhoods

Moreover, she argues against this

Next, he claims that zoos are not good for animals He uses

many clear examples, such as small cages

Also, she argues that he is totally wrong about that

Finally, he contends that zoos take up valuable land

In addition, she gets really angry about that

In sum, he argues that zoos are a waste money

In conclusion, she disagrees

The reading argues that zoos are a bad investment

In addition, the lecturer claims that zoos have value

First, the reading says that zoos are a waste of money They use money that could help poor neighborhoods

Moreover, the lecturer argues against this

Next, the reading claims that zoos are not good for animals The reading uses many clear examples, such as small cages Also, the professor in the lecture argues that the reading is totally wrong about that

Finally, the reading contends that zoos take up valuable land

In addition, the lecturer gets really angry about that

In sum, the reading argues that zoos are a waste money

In conclusion, the lecturer disagrees

Lack of Language Use-Paraphrasing

1

Note the transitions in the sample essay below They are transitions of addition (adding information) They should be transitions of contrast This demonstrates a lack of proficient language use-paraphrasing, specifically word choice (OPDUL=C), and a lack of unity-synthesis, both grammatical and topical (OPDUL=C)

Next, look at how the writer is now using transitions of contrast This demonstrate unity-synthesis and language use-paraphrasing and (OPDUL=C)

The reading argues that zoos are a bad investment

In addition, the lecturer claims that zoos have value

First, the reading says that zoos are a waste of money They use money that could help poor neighborhoods

Moreover, the lecturer argues against this

Next, the reading claims that zoos are not good for animals The reading uses many clear examples, such as small cages

Also, the professor in the lecture argues that the reading is

totally wrong about that

Finally, the reading contends that zoos take up valuable land

In addition, the lecturer gets really angry about that

In sum, the reading argues that zoos are a waste of money

In conclusion, the lecturer disagrees

The reading argues that zoos are a bad investment

However, the lecturer claims that zoos have value

First, the reading says that zoos are a waste of money They use money that could help poor neighborhoods

Conversely, the lecture argues against this

Next, the reading claims that zoos are not good for animals The reading uses many clear examples, such as small cages

On the contrary, the professor in the lecture argues that the

reading is totally wrong about that

Finally, the reading contends that zoos take up valuable land

In contrast, the lecturer gets really angry about that

In sum, the reading argues that zoos are a waste of money

Countering that, the lecturer disagrees

Lack of Unity-Synthesis

2

When summarizing the main points in the reading and in the lecture, make sure that you identify and describe the cause-and-effect relationship in the opinions, the body paragraphs and the conclusions The cause-and-effect relationships are the reasons each arguer gives to defend his or her position

Lack of development-summarization (OPDUL=C), especially in the

body paragraphs, is a big reason why integrated essays receive a low

score

The reading argues that zoos are a bad investment

However, the lecturer claims that zoos have value

First, the reading says that zoos use money that could help

poor neighborhoods For example, in Washington DC, the zoo

got more tax money than the public schools As a result,

many schools closed but the zoo got a new elephant exhibit

Conversely, the lecturer argues that the money for the elephant exhibit was donations She also says that the

Washington DC school problem is due to bad government

not a lack of tax money

Next, the reading claims that zoos are not good for animals

like the panda It cannot breed in captivity The reading

says the panda would do better in the wild

On the contrary, the professor in the lecture argues that the

panda’s habitat is disappearing Returning pandas to the wild is not an option

Finally, the reading contends that zoos take up valuable

land that could be used to build houses This would create

jobs

In contrast, the lecturer argues that building houses is a

short-term solution to job creation Building zoos would

create permanent jobs

In sum, the reading argues that zoos are not a good

investment

Countering that, the lecturer claims that we need zoos to

save wild animals from extinction Building zoos is how we

can invest in the environment

Lack of Development-Summarization

3

Warning!!

Mapped out, you can see how G+3TiC=C gives the writing raters what they are trained to look for: a coherent integrated essay that demonstrates OPDUL=C

Transitions (T) are in bold, supporting illustrations (i) in italics, the opinions (G) and the conclusions (C) underlined

G = general = The reading argues that zoos are a bad investment However, the lecturer claims that zoos have value

TiC = specific = First, the reading says that zoos use money that

the public schools As a result, many schools closed

but the zoo got a new elephant exhibit

Conversely, the lecturer argues that the money for

the elephant exhibit was donations She also says

that the Washington DC school problem is due to bad government not a lack of tax money

TiC = specific = Next, the reading claims that zoos are not good for

The reading says the panda would do better in the

On the contrary, the professor in the lecture argues

that the panda’s habitat is disappearing Returning

pandas to the wild is not an option

TiC = specific = Finally, the reading contends that zoos take up

This would create jobs

In contrast, the lecturer argues that building

houses is a short term solution to job creation

Building zoos would create permanent jobs

C = general = In sum, the reading argues that zoos are not a

Countering that, the lecturer claims that we need

zoos to save wild animals from extinction Building zoos is how we can invest in the environment

ETS says: “An effective [integrated essay] would be 150-225 words.”

How many words is the integrated essay above?

TASK: Rate the zoo essay above using the Integrated Essay Rating Guide on page

316 Compare your rating to the one on page 339

Remember!

Q

A

TASK: For each of the following tasks, use G+3TiC=C and the six steps to

demonstrate OPDUL=C in your argument-counter argument integrated essay

Check each for proficiency using the Integrated Essay Proficiency Checklist on page

314 Rate each using the Integrated Essay Rating Guide on page 316

Directions: Read the following passage You have 3 minutes

Now listen to a lecture on the same topic

Writing Practice

Task #1

Many of my colleagues will disagree, but I believe that the time is right

to legalize marijuana Yes, this is a hot-button issue; however, there are good reasons why the growing and selling of marijuana should no longer be

a criminal offense in the United States

First, the federal government needs money A lot of money The

federal deficit is now running into the trillions Where is the tax money

going to come from to pay off this massive debt? Marijuana According to

Business Week Magazine, “if the cost of retailing and distributing marijuana

is the same for cigarettes, then the taxes from marijuana would be

approximately $40 to $100 billion per year.” As you can see, marijuana would be an excellent source of tax revenue to help pay off the national debt

A new source of tax revenue is not the only benefit of legalizing

marijuana Once marijuana is legalized, the crime rate will dramatically

drop By reducing marijuana related-crimes, state and national police

agencies, for example, will be able to focus their limited resources on other crimes such as border security and terrorism Let’s face it, the so-called

“War on Drugs” has been a dismal failure Isn’t it time to wake up to the fact that marijuana is here to stay?

Finally, there is the issue of choice If I have the right to drink alcohol and smoke cigarettes, why shouldn’t I have the right to smoke marijuana? The Constitution clearly states that every American has the right to “life, liberty and the pursuit of happiness.” According to the Constitution, I have the right to enjoy marijuana just like many enjoy alcohol and tobacco And

if marijuana kills me, just like alcohol and tobacco kill millions every year, that is my right and my choice too By legalizing marijuana, this double standard will end

CD Track

#4

After listening to the lecture, read the prompt

TASK: You have 20 minutes to write your response

Directions: Read the following passage You have 3 minutes

Now listen to a lecture on the same topic

In the late eighteenth century, just after the revolution, a young

America was looking for heroes it could call its own They found one in

Christopher Columbus By sailing to the New World, Columbus left the old world behind, a world dominated by kings and nobles who controlled the land By leaving the old in search of the new, Columbus symbolized

America’s determination to break free of Britain and King George the Third and establish a new republic free of old world tyranny and enslavement

Later, in the early nineteenth century, Americans viewed Columbus as the symbol of progress Columbus was seen as a free man, a pioneer

seeking new lands and new fortunes, a fearless adventurer much like the tens of thousands of Americans streaming west, risking their lives seeking fortune in new, unexplored territories west of the Mississippi Americans

were indeed bold and courageous They liked their heroes the same way Columbus fit the mold perfectly

America of today, much like America of the past, is a country of

contrasts and fragmentation Political parties and religions proclaim their individual messages while regional boundaries divide us between north and south, east and west Yet what brings us together as Americans is the name Christopher Columbus Now, and in the past, we see in Columbus a man

who embodies the spirit of freedom in which the right to “pursue life, liberty and happiness” is alive and well

Now you can see why Americans consider Columbus to be one of our nation’s founding fathers, right up there with George Washington and

Thomas Jefferson Next Columbus Day, spend some time thinking about

what Christopher Columbus means to America

CD Track

#5

Task #2

Prompt Summarize the points made in the lecture and show how they cast doubt on the points made in the reading

TASK: You have 20 minutes to write your response

Directions: Read the following passage You have 3 minutes

Now listen to a lecture on the same topic

A rising trend in education is online schools Google “online schools” and you will get thousands of hits with schools offering every type of

diploma and degree But is an online education all its cracked up to be? Let the facts speak for themselves

One of the big attractions of enrolling in an online school is

convenience However, many distance learners fall into the trap of thinking that they can fit an online course into their schedules Just log on after work

or on the weekend, and the homework gets done If only it were so easy A flexible schedule takes a lot of discipline, especially if you’re a working

parent with a family to look after In fact, the drop out rate for e-courses is

very high A report in the Chronicle of Higher Education found that “drop

out rates range from 20-50% for distance learners as compared to 10-20% for their face-to-face counterparts.” Obviously, flexibility is not always a

good thing

Another issue is credibility Think about it: Do you want a degree from

an internet school nobody’s heard of, or do you want a degree from a brick-and-mortar university? Many students still want the name of an established academic institution on their resume One unfortunate student, however, enrolled in an online school only to graduate and learn that the school had a bad reputation among Human Resource professionals Who looks at your resume first? The people in Human Resources

Then there is the issue of personal interaction Part of an on-campus education is to meet face-to-face with your professors and peers Such

interaction is a vital part of the educational process yet it has been

eliminated with the rise of e-courses If you are the type of student who

needs regular, face-to-face student-teacher interaction, then an e-course would not be a wise investment

Task #3

CD Track

#6

Prompt Summarize the points made in the lecture and show how they cast doubt on the points made in the reading