TOEFL Writing: Integrated Task

Tips

简单总结阅读的内容，给出听力与阅读内容的关系，一般为反对，转折对比
Repeating 会被狠狠扣分。包括一字不漏抄写阅读的内容，抄写题干内容。所以使用原文内容要改写paraphrase。重复还包括，一直重复使用某一个单词，比如使用However超过三次。
笔记简洁，抓重点词，名词和动词。
三个主要观点，三个反驳观点一定要准确、简洁有力。
听力的每一个观点有2到三个细节做支撑。For example, …, moreover, …, So, …
多用主动语态，特别是主要观点。使用A cause B而不是B is caused by A
句子不宜太长，不用超过两个逗号。
句子不宜太短，要用一些连接词、非谓语、从句等, leding to …。
句与句之间使用一些过渡词。Moreover, However, As a result, Consequently.
重述paraphrase阅读的内容，避免大量抄写，不要copy reading的文字，否则会被扣分
taking-notes: put your own words
阅读部分一定要简化和控制，否则时间不够，听力部分的理由和细节是重点
阅读部分的观点，一句话带过，不要解释原因了。否则时间不够，也不需要解释原因，因为考的不是总结阅读的内容，考的是总结听力内容。
写作的观点，给出细节和原因解释。
最好最好有1分钟的proofreading时间
reading said … , listening argues that … 这种得不了高分，太过简单，没有连接
在3分钟阅读时间内，要完成reading的笔记。避免在写作时候会看，因为会浪费写作时间。
重点要求是仔细总结lecture的内容，reading的部分一句话带过即可。
reading 分论点: the author points out that …. because …
lecture 反驳: However, the lecture argues that … because …. For example, . As a result/consequently/therefore, …

The lecture states that …. should be … The … because …. Moreover, the … also….

满分标准

5/5: A typical essay at this level:

may address some parts of the task more effectively than others
is generally well-organized and well-developed
uses details to support a thesis or illustrate idea
displays facility in the use of language
demonstrates some syntactic variety and range of vocabulary, though it will probably have occasional errors

扣分点

Repeating

一字不漏抄写阅读的内容，抄写题干内容。所以使用原文内容要改写paraphrase。
一直重复使用某一个单词，比如使用However超过三次。最好不要重复使用任何实意单词。
重复一种句型。there be …, can be …

语法错误

拼写错误

过多使用被动语态

英语中选择合适的主语很重要，要用最重要的事情做主语。被动语态尽量不要使用，除非想要强调被动，或者不知道主动发出者。

主谓一致

He likes/ we like

观点不明确

一定要直接了当表明观点。先说观点，再论证。

论证不充分

没有举例，没有逻辑

没有过度连接词

In addition
Moreover
However
Conversely
In conclusion
Firstly, secondly, thirdly

Answer Structure

Introduction: State the main topic and connection between passages.
Body Paragraphs: Present main ideas from the text and connect them to ideas from the lecture.
Conclusion: Summarize differing perspectives from the two sources.
Use connectors to enhance the structure and logic of your writing.
Language Considerations Maintain a consistent tense, avoid spelling and grammar errors, adhere to the word count, avoid passive voice, and refrain from stating personal opinions.

Taking notes of reading

一定要做笔记，写作时候不要回看
不要试图理解背景知识，快速理解作者观点
写作时候不要抄写阅读的内容，用笔记和自己的话

Strategy: Introduction

Mission: quickly scan through the first sentence for the subject and the go directily to the last sentence(thesis statement) and get the author’s postion.

Strategy: Body Pararaph(1,2,3)

Mission 1: Read through the first sentence and quickly write the controlling idea
Mission 2: Summarize and write down 1-2 the important details

Note Structure

Author POV:

Argument 1:

Argument 2:

Argument 3:

Write the Introduction

Use compound/complex sentence.

The general idea/subject
The author and Speakers’s POV
The 3 Controlling ideas Debated

不要用这种模式：the reading said …., the lecture said … 这不是在联系信息，这是在copy信息。

20 minutes Time Management

3 minutes Introduction
5 minutes Body paragraph 1
5 minutes Body paragraph 2
5 minutes Body paragraph 3
2 minutes proofread

Template

Introduction Start with a brief introduction that provides context for your response. Summarize the main topic or argument presented in the reading passage and the lecture. Clearly state your thesis or main idea, indicating how you will address the relationship between the reading and the lecture.

Example: “In the reading passage, the author discusses [topic], asserting that [main argument]. However, the lecturer challenges this viewpoint by presenting [counter argument]. In this essay, I will examine the relationship between the reading passage and the lecture to determine [thesis statement].”

Body Paragraphs Develop your response with two or three body paragraphs, each focusing on a different aspect of the relationship between the reading passage and the lecture. Start each body paragraph with a topic sentence that introduces the main point or argument you will discuss. Provide specific examples, details, and evidence from both the reading passage and the lecture to support your points. Analyze the similarities and differences between the information presented in the reading passage and the lecture. Use transition words and phrases to connect your ideas and ensure coherence within and between paragraphs.

Example:

Topic Sentence: “One key point raised in the reading passage is [topic].”
Supporting Details: “For example, the author mentions [specific detail or evidence from the passage].”
Analysis: “This demonstrates [interpretation of how the detail supports the main argument].”
Transition: “In contrast, the lecturer provides a different perspective on [topic].”
Supporting Details: “During the lecture, it is mentioned that [specific detail or evidence from the lecture].”
Analysis: “This challenges the argument made in the reading passage because [explanation of how the detail contrasts with the passage].”
Repeat this structure for each body paragraph, focusing on different aspects of the relationship between the reading passage and the lecture.

Conclusion Summarize the key points you’ve made in your response. Reinforce the relationship between the reading passage and the lecture, highlighting any significant insights or conclusions. End with a closing statement that reinforces your thesis and leaves a lasting impression on the reader.

Example: “In conclusion, while the reading passage argues [main argument], the lecture provides compelling evidence to suggest [alternative perspective]. By considering both viewpoints, it becomes clear that [reiterate thesis statement]. Further research may shed additional light on this complex issue.”

模版1

Integrated Essay Template (Writing Question One) The Introduction No matter what question style is used, write your introduction using the following template:

The reading and the lecture are both about _____.
While the author of the article argues that ____, the lecturer disputes the claims mentioned in the article.
His position is that _____.
The Body Paragraphs
Use the following templates for the body paragraphs:
According to the reading _____.
The article mentions that _____.
This lecturer challenges this argument.
He claims that _____.
Additionally, he points out that ______.
Therefore, … –
Secondly, the author suggests ______.
The article notes that _____.
The lecturer, however, asserts that ______.
He goes on to say that ______.
Therefore, … –
Finally, the author puts forth the idea that _____.
The author contends that _____.
In contrast, the lecturer’s stance is _____.
He says that _____.
Therefore, … You don’t need a conclusion.

模版2

Both the reading and the lecture talk about 对象. In the lecture, the professor is skeptical about the idea of the reading passage that 阅读中的主旨（首段第一句）. The professor argues that the ideas mentioned in the reading are unconvincing.

Firstly, in the reading passage, 阅读论点一（首句）. On the contrary, the professor says that …. Therefore, …

Secondly, the professor then opposes the reading’s idea that 阅读论点二（首句）. The professor states that…. Therefore, …

Thirdly, the professor disproves the reading’s idea that 阅读论点三. The professor points out that … Therefore, …

模版3

Introduction Paragraph 1 Here, candidates must begin writing integrated task TOEFL with a sentence like:

The lecture and the reading passage both talk about (topic). The articles support the thought that (thought) and/but the lecturer feels that (sayings). The lecturer and the author agree/disagree on points 1/2/3, which I have discussed in detail in the following essay.

Body Paragraph 2 + 3 + 4 As per this reading passage (statement 1), the point of discussion of this article is that (discussion). This point is (challenged/affirmed) by the lecturer in the audio clip. He or She states that (statement).

Secondly, the author talks about (statement 2). The article says that (point of discussion). The lecturer agrees/claims that (audio content) in its response. He or She goes on to say that (discussion).

Finally, the author suggests that (statement 3). He or She means that (explanation). The lecturer agrees/disagrees with this point stating (statement). He or She notes that (explanation).

Candidates may or may not give a one-line conclusion at the end

Sample Response(REM)

The reading and lecture are both about REM sleep. While the author of the article presents several benefits of this stage of the sleep cycle, the lecturer challenges the author’s claims. list three benefits …

First, the author argues that REM sleep helps us process information acquired throughout the day and makes it easier to form long-term memories. According to the article, people who get a lot of REM sleep are better intellectual abilities. The lecturer, however, notes that other stages of the sleep cycle might be just as important, or more important, as REM sleep when it comes to our intellectual abilities. He notes that attributing this entirely to REM sleep might not capture the true complexity of the human brain.

Next, the article points out that dreams that occur during REM sleep help us to maintain our mood and emotional well-being. It mentions that people who get plenty of REM sleep are more positive, while people who do not get enough REM sleep might suffer from mood disorders. In contrast, the lecturer points out that dreams are not always positive. Sometimes they can be distressing and could actually have a negative impact on our emotional well-being.

Finally, the author argues that REM sleep helps us maintain a proper balance between sleeping and being awake. The article says that over time it ensures that we get enough sleep to maintain our energy levels without oversleeping. The lecturer doesn’t agree with this claim. He points out that we all know people who have irregular sleep patterns without much REM sleep who still have lots of energy and are able to function just fine in their day to day lives. He suggests that this means we might not need regular REM sleep in order to function effectively.

In conclusion, the article and lecture are both about the possible benefits of REM sleep. The author presents three possible benefits, while the lecturer presents counterarguments to the author’s claims.

综合写作模版(总分总)

开头段 The author and lecture material hold contrary opinions on how to stop the spread of the cane toad in Australia.

They’ve got sharply contrasting views on how/what

下面三段写：各自观点，相互关系（反对/同意），反驳的理由（细节）

第一点 Firstly, although the writer points out that doing something is …, the lecture challenges that … ；反驳理由，有细节

第二点 Secondly, The second way the author gives is that …. However, the professor argues that …. because ….

第三点 Thirdly, the speaker believes the third way in the passage of using a disease-causing virus to control the cane toad populations is a bad idea. He states that …., which would be an ecological disaster because ….

All in all,

多样化表达

阅读：the author, the reading, the reading passage, the article
听力：the lecture, the listening, the listening passage, the lecture, the lecturer, the professor, the speaker
认为(reporting words)：claims, believe, hold, suggest, support, argue, think, assert, states, points out, propose, describe, say, explain, tell, warn
反驳: refutes(驳斥), oppose(反对), argue, challenge, doubt, disagree（不同意）,contradicts, weakens, casts doubt on, dismisses, challenges this idea, disputes
但是/转折: however, although, on the other hand, in contrast, but, nevertheless, nonetheless, still, yet, though, although, In contrast, Conversely
顺承：According to the article, According to the lecture, moreover
结果：as a result, consequently, so, effect, therefore
原因: since, because, as, due to,reason, for,
According to the article
The professor, though, challenges this idea.
which could be problematic
Moreover

Understood, here are some common synonyms for those words:

Believe:

think, suppose, assume, presume, deem, reckon, conjecture, surmise

Hold:

consider, regard, view, judge, deem, esteem, account, reckon

Suggest:

propose, recommend, advise, counsel, urge, advocate, put forward

Support:

back, endorse, approve, uphold, champion, defend, advocate for

Point out:

indicate, highlight, note, remark, observe, draw attention to, underscore

Argue:

contend, maintain, assert, insist, reason, debate, dispute

Think:

ponder, contemplate, reflect, muse, deliberate, cogitate, ruminate

These are just a few examples of synonyms that could be used in place of those key words. Let me know if you need any clarification or have additional requests!

Skill Building Tips

Practice paraphrashing, which is expressing the same idea in different ways.
Build your vocabulary
Practice using synonyms when you write
Practice identifying main points. Listen to recorded lectures and write down the main points.
Read two articles on the same topic and write a summary of each. Explain ways they are similar and ways they are different.

Example: Birds fly through glass

Glass, a prevalent building material in modern architecture, is a significant hazard to wild birds. They frequently mistake it for open air, resulting in injuries. The reading passage offers three promising methods to avert these bird injuries. However, the listening passage challenges their potential effectiveness.

Firstly, the reading passage states that replacing regular glass with one-way glass, which is transparent in only one direction, could help prevent crashes of birds. Because birds cannot see in this kind of glass, they will not try to fly through it. However, the listening passage claims that one-way glass reflects lights, and it looks like a mirror that will reflect the sky on one side for birds. Because birds don’t understand the reflected sky is a mirror, they will still fly through it.

Secondly, the reading passage holds that adding colorful designs on regular window glass, like stripes painted over the glass, could let birds see the building, thus avoiding them trying to fly through it. However, the listening passage disagrees with the method. Because the designs on the buildings could look like open holes, if the birds see them, they are going to fly through them. If the design patterns are too small, it’s hard for people to see through them, which is also a bad idea.

Thirdly, the reading passage thinks that adding a magnetic field attached to the buildings will direct away the birds; since birds use magnetic fields to navigate when flying, they can recognize them. However, the listening passage holds that birds don’t use magnetic fields to navigate when flying across short distances; they only use them on long-distance travel. In short-distance travels, they use eyes and bright light to navigate, so the buildings will still be a problem for them.

Here is a 260-word revised and optimized essay addressing the hazards of glass in modern architecture for wild birds and the potential solutions discussed in the reading and listening passages:

Glass, a prevalent building material in modern architecture, poses a significant threat to wild birds. Birds often mistake transparent glass for open air, resulting in collisions that can lead to injuries and fatalities. The reading passage outlines three promising methods to mitigate these bird-glass collisions, while the listening passage challenges the potential effectiveness of these solutions.

The first proposed solution is the use of one-way glass, which is transparent in only one direction. The reading passage suggests that this type of glass could prevent bird crashes, as birds would be unable to see through it. However, the listening passage counters this idea, arguing that one-way glass can reflect the sky, creating a mirror-like effect that birds may still attempt to fly through, not recognizing the glass barrier.

Secondly, the reading passage suggests adding colorful designs, such as stripes, to regular window glass to help birds perceive the barrier. The idea is that these visual cues would allow birds to recognize the presence of the glass and avoid collisions. Yet, the listening passage raises concerns that birds may mistake these design patterns for open holes and attempt to fly through them. Additionally, if the designs are too small, they may not be visible enough for birds to effectively detect the glass.

The third solution discussed in the reading passage involves attaching magnetic fields to buildings, as birds use magnetic fields for navigation during long-distance flights. However, the listening passage contends that birds primarily rely on visual cues and bright light for short-distance navigation, rendering magnetic fields ineffective in deterring birds from colliding with glass structures in urban settings.

Overall, the listening passage presents a more nuanced and critical evaluation of the proposed solutions, highlighting the limitations and potential drawbacks of each approach. Addressing the hazards of glass in modern architecture for wild birds will require a more comprehensive and evidence-based strategy that takes into account the complex behaviors and navigation mechanisms of birds.

Sample Response(5/5)

The lecturer talks about research conducted by a firm that used the group system to handle their work. He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened for real.

First, some members got free rides. That is, some didn’t work hard but gotrecognition for the success nontheless. This also indicates that people who worked hard was not given recognition they should have got. In other words, they weren’t given the oppotunity to “shine”. This derectly contradicts what the passage indicates.

Second, groups were slow in progress. The passage says that groups are nore responsive than individuals because of the number of people involved and their aggregated resources. However, the speaker talks about how the firm found out that groups were slower than individuals in dicision making. Groups needed more time for meetings, which are neccesary procceedures in decision making. This was another part where experience contradicted theory.

Third, influetial people might emerge, and lead the group towards glory or failure. If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is nobody that has enough influence to counter the decision made. In other words, the group might turn into a dictatorship, with the influential party as the leader, and might be less flexible in thinking. They might become one-sided, and thus fail to succeed.

Control the spread of cane toads

The author and lecture discuss whether new regulations for handling and storing coal ash should be created. The author proposes three reasons that these rules should not be used: regulations exist, concerns about recycling coal ash, and increased cost. However, the lecture argues that stricter rules should be adopted.

Firstly, the author thinks that effective environmental regulations already exist. However, the lecture refutes that these rules are not sufficient. Although we have rules for disposing of coal ash in disposal ponds or landfills, they are only applied on old ponds or landfills. The ponds and landfills do not affected by the rules. So, stricter rules should be used on both old and new ponds and landfills.

Secondly, the author suggests that strict rules could discourage consumers and affect the sales of coal ash products. However, the lecture disagrees with opinion by saying that strict rules do not mean consumers will stop using coal ash products. For example, mercury is very toxic and has been successfully recycled under strict rules for over 50 years, and its consumers are not concerned about the strict rules. So, strict rules on recycling coal ash would not affect the sales of related products.

Thirdly, the author proposes 1that strict new regulations would increase the costs for 2the power companies, pushing the electricity price higher. In contrast, the lecture argues that the additional costs of new rules are worth it. Although the total increased costs are about 15 billion dollars, 3the electricity will only be increased by one percent. One percent of electricity price increase is small for a better environment.

Core verbs

如：make：

create, produce, perform, do, execute, bring about, cause, form, manufacture, fashion, construct, build, put up, set up, put together, compose, devise