RWS-TOEFL
Fall 2, 2015
Today’s Agenda
► QA
► WRITING TASKS 1& 2
► Integrated Writing Skill 1
► Writing Diagnostics
Let’s start!
► Do you have any question about reading section of TOEFL?
► Let talk about writing.
Now let's do the integrative writing diagnostic test.
►
Log in to the course website
►
Home>integrated writing diagnostic
►
And follow the prompts on the screen
Homework
► Review Notetaking PPT .
► Read “note taking” part in the textbook ( page xxii)
► Read Writing Skill 1 and familiarize your self with
the skill.
Today’s Agenda
► Warm up
► Diagnostic Reading Test
► Reading skill 1
Reading Diagnostic Test
You have got two options:
► Take the diagnostic test in your textbook.
► Go the following website, take the test and report your score to me.
http://www.examenglish.com/TOEFL/TOEFL_reading1.htm
► You have 30 minutes to complete this activity.
► You have to show me your score in the end.
Words and their meanings
Think of word : Plate
Reading Skill 1
Think about what each word in the list means.
►
gamut
►
taciturn
►
engender
►
baobab
►
gossamer
►
square
►
steam
►
pride
►
fold
►
freeze
Now let me put them in context.
►
The entire gamut of question, from easy to hard.
Range
►
A taciturn rather than outspoken person Quiet
►
Mean comments that engender negative feelings Cause
►
Under the baobab's long branches Kind of tree
►
The gossamer layer of bridal gown Delicate / light
►
Now let me put them in context.
►
A square meal with all the food groups Balanced
►
Yell and scream to let off steam Emotion/ anger
►
A pride of lion, including young and old Group
►
A struggling business hat may fold Fail
►
Freeze rents instead of raising them
Fix
Now let practice!
►
Activity sheet R1B
Homework
► Review Listening Skill 1.
► Complete all the exercises in RS 1 (pages 10-20).
► Jot down your questions and bring them to class
on Thursday.
Today’s Agenda
► Q&A : Homework
► Writing Skill 1
► Writing Skill 2
Writing Skill 1
The Writing task consists of two different styles of writing:
• The Integrated writing task
• The Independent writing
task
The Integrated Writing Task
• Tests your ability to synthesize two sources:
o One Lecture
o One Academic Reading
Your essay must focus on the lecture.
• Even though the focus should be on
the lecture, you must incorporate
the reading as well.
Parts of the Integrated Essay
• The Introduction:
o This need only be about one or two sentences.
• The body:
o Usually three paragraphs of about three to four sentences
• The Conclusion:
o This need only be one sentence.
It is very similar to the
Introduction.
The Introduction
The introduction must have the following bits of information:
1. The topic that was discussed in both the lecture and the reading.
2. What each source said about the topic.
3. The connection between the lecture
and the reading.
Introduction Examples
• In this set of materials, the reading and the lecture both discuss (put topic here). While the reading states that (state the reading's position on the topic), the lecture opposes that position in three ways.
• Both the reading and lecture talk about (state topic). The author argues that (state reading's position); however, the lecturer counters the reading with the following three points.
• Discussing the topic of (state topic), the reading suggests that (reading's position). However, the lecturer disagrees with the reading for the following reasons.
The main idea for the introduction is that you state the topic, the positions of the reading and lecture, and the connection between the two. **Special tip: The connection is usually opposition!
(95% of the time!)
The Body Paragraphs
1. You must focus on the lecture!
2. You must mention the reading!
• There will always be 3 reasons that match up between the reading and lecture. These are usually ordered in the same way in the reading and lecture.
o For example, the first reason you read about in the reading is also the first reason you hear argued against in the lecture.
• Write from the perspective of the lecture. You need only mention the reading briefly.
o For example: To begin, although the author stated that vivisection is necessary to develop drugs that benefit humans, the lecturer disagrees by stating that there are many alternatives to using animals including computer simulations and previous lab studies that can be just as effective.
Reading Lecture Notice how much is written about the lecture!
The Body Paragraphs
• Use transitional phrases that show the connection between the lecture and reading. E.g.:
Even though the reading…..the lecture While the reading….the lecturer
Although the author….the speaker
• Use transitional phrases that show the next reason or topic To begin, First
Secondly, next, another reason
Thirdly, finally, the final reason
In sum, In conclusion, In the end
Targeting written Fluency on computer
► The purpose of this activity is to write as much as you can in a short period of time.
► No one will read what you write.
► You have 30 seconds to think about the following topic.
Describe how you spent your last weekend.
► Now you have 2 minutes to write as much as you can on the topic.
► When you are done, count the number of words that you
produced.
Writing Skill 1:
Note the Main Points as you Read
Noting the Main Points in the Reading passage
Topic: Make sure you understand (and take notes) on the Topic
Main Points: Focus on (and take notes) on the Main Points that support the
Topic
Activity-Passage A: Giant Pandas
Topic:
► The resemblance of the giant panda to the bear, cat, or raccoon
Main Points:
► Resembles bear in size and shape
► Resembles raccoon in black fur around eyes
► Resembles cat in vertically slit pupils
Activity- PASSAGE B: Video Games
Topic
► study about the positive effects of playing video games
Main Points
► 100 university students played video games for 10 hours
► students were asked to report on positive feelings
► 100 percent reported experiencing positive feelings
Activity-Passage C: Hillary and Yeti
Topic:
► Yeti tracks Hillary believed he found
Main Points:
► Some tracks found by Hillary were much larger than the footprints of any known animal
► Tracks believed by Hillary to be those of a Yeti
Activity-PASSAGE D: Columbus
Topic:
► Columbus’s belief about the shape of the Earth
Main points :
► many others believed the world was flat
► Columbus believed the world was a globe
More Practice
► Turn to p. 252 in your books.
► Read passage 3.
► Note the Topic and the Main Points of the
passage.
Homework
►
Textbook: Complete all the exercises related to Integrated Writing Skill 1 (pp.
249-252).
Writing Skill 1
► W1B
► Go to your group.
► Read the first passage and take notes on the topic and main points.
► Discuss the notes you took.
Passage A
Topic: the resemblance to the bear, cat or raccoon Main Ideas:
► Resembles bears in size and shape
► Resembles raccoon in black fur around eyes
► Resembles cat in vertically slit pupils
Warm up activity
►
The purpose of this activity is to write as much as you can in short period of time.
►
This activity helps you to improve your typing skills.
►
No one will read what you write.
►
Are you ready?
►
You have 30 seconds to think about the topic
►
Describe how you will spend rest of your day today.
►
Now you have 2 minutes to write.
►
Count the number of words that you produced.
Reading Skills
Vocabulary Questions
Ask the examinee to identify the meanings of individual WORDS or PHRASES as they are used in the passage
► Remember a word might have more than one
meaning but ONLY one meaning would be relevant in the passage
► In TOEFL iBT, words are unusual, technical or have
special meanings in the context
Vocabulary Questions
EXAMPLE
► The word X in the passage is closest in meaning to…
► In stating X, the author means that…
To answer you should identify the expression(s) as it is used in the
passage.
Reference Questions
Ask you to identify referential relationships between the words in the passage(mostly the
relationship between a pronoun and its antecedent)
Example:
► The word X in the passage refers to…..
To answer – the word or expressions chosen could perfectly be
substituted to the choice
Factual Information Questions
These questions:
focus on facts, details, definitions or other information presented by the author
ask a examiner to identify specific information that is typically mentioned only in one part of the passage do not generally ask about general themes that the passage as a whole discusses
The answer to these question/relevant information can often be found in one or two
sentences
Factual Information Questions: Example
❖ According to the paragraph, which of the following is true of X?
❖ The author’s description of X mentions which of the following?
❖ According to the paragraph, X occurred because…
❖ According to the paragraph, X did because…
❖ According to the paragraph, why did X do Y?
❖ The author’s description of X mentions which of the following ….?
Negative Factual Information Questions
► Ask the examinee to verify what information is true and what information is NOT true or NOT included in the
passage based on the information stated
► To answer:
►
Locate the relevant information in the passage
►
Verify three or four TRUE answers
Examples:
►
According to the passage, which of the following is NOT true of X?
►
The author’s description of X mentions all of the following
Inference Questions
► Measure the ability to comprehend an argument or an idea that is strongly implied but explicitly stated in the text
Example:
►
If an effect is cited, the cause might be asked
►
If comparison is made, comparison may be inquired
Explicit meaning of the author’s words, and the logical
implication of such words are very important.
Inference Questions: Example
►
Which of the following can be inferred about X?
►
The author of the passage implies that X…
►
Which of the following can be inferred from paragraph n about X?
To answer – Choose an answer that is important or true and that is
inferable from the passage.
Rhetorical Purpose Question
Ask the examinee:
WHAT type of information an author presented WHY the author has presented a particular
information Examples
► The author discusses X in paragraph 2 in order to…
► Why does the author mention X?
► The author uses X as an example of…
To answer – focus on logical links between sentences and
paragraphs
Sentence Simplification Questions
►
Ask to choose a sentence that has the same essential meaning as a sentence that occurs in the passage
Examples:
►
Which of the following best expresses the essential information in the highlighted sentence?
To answer – should not contradict the main argument of the paragraph in which the
sentence occurs, or the passage as a whole
Insert Text Questions
Give examinee a new sentence & ask where in the passage it would best fit
Examples:
►
Look at the four squares ( ) that indicate where the following sentence could be added to the passage:
To answer: Structure should be fit Logical connection should be ensured
How to answer Insert Text Questions
►
Structure should be fit
►
Logical connection/conjunction should be ensured
Frequently used conjunctions
►
On the other hand
►
For example
►
On the contrary
►
Similarly
►
In contrast
►
Furthermore, or Further
►
Therefore
►
In other words
►
As a result
Prose Summary Questions
Ask the examinee to:
pick the choices that best express the most important ideas in a passage
to recognize the major ideas by distinguishing them from minor ideas
to distinguish the relative importance of information in a passage
Prose Summary Questions
Examples:
An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This passage discusses fundamental differences between applied-art objects and fine-art objects.
❖ ________________________________
❖ ________________________________
❖ ________________________________
Fill-in Table Questions
Measure the ability to conceptualize and organize major ideas and other important
information across the passage and place them in appropriate categories
Require the ability to understand rhetorical functions such as cause-effect relationships,
compare-contrast relationships, arguments and
the like
To answer Fill-in Table Questions
► Pick the choices that are slightly more detailed
outline; Correct answers represent major ideas and important supporting information in the passage
Examples:
►
