作者：Michael A. Putlack,Stephen Poirier
出版社：群言出版社
格式: AZW3, DOCX, EPUB, MOBI, PDF, TXT
新托福考试专项进阶：高级写作试读：
Introduction
®A. Information on the TOEFL iBT®The Format of the TOEFL iBTB. Information on the Writing Section®
The Writing section of the TOEFL iBT measures test takers' ability to use writing to communicate in an academic environment. This section has two writing tasks. For the first writing task, you will read a passage and listen to a lecture and then answer a question based on what you have read and heard. For the second writing task, you will answer a question based on your own knowledge and experience.1. Types of Writing Tasks（1）Integrated Writing Task● Read -You will read a short text of about 230～300 words on an
academic topic for 3 minutes. You may take notes on the reading
passage.● Listen-After reading the text, you will listen to a lecture discussing
the same topic from a different perspective for about 2 minutes.
You may take notes on the lecture.● Write - You will have 20 minutes to write a 150- to 225-word
summary in response to the following kinds of questions:
Casting Doubt
_ Summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage.
_ Summarize the points made in the lecture, being sure to explain how they challenge specific claims/arguments made in the reading passage.
cf. This question type accounts for almost all the questions that ®have been asked on the TOEFL iBT so far.
Problem-Solution
_ Summarize the points made in the lecture, being sure to specifically explain how they answer the problems raised in the reading passage.（2）Integrated Writing Task
You will have 30 minutes to write an essay of at least 300 words in response to the following kinds of questions:
Agree/Disagree
_ Do you agree or disagree with the following statement? [A sentence or sentences that present an issue] Use specific reasons and examples to support your answer.
cf. This question type accounts for almost all the essay topics that ®have been asked on the TOEFL iBT so far.
Preference
_ Some people say X. Others believe Y. Which opinion do you agree with? Use specific reasons and examples to support your answer.
_ Some people do X. Others people do Y. Which do you think is better? Use specific reasons and examples to support your opinion.2. Writing Scoring Rubrics（1）Integrated Task（Question 1）
Your response to the Integrated Task will be scored according to these criteria:Task DescriptionScoreA response at this level is a well-organized summary of the lecture in connection with the reading. The response includes important points made in the lecture and appropriately explains how they are 5related to important points made in the reading. It shows appropriate language structure and usage, with only occasional minor errors which do not interfere with conveying information and connections.A response at this level contains most of the important points from the lecture and the reading and is generally good in relating the information from the lecture to that of the reading. But it may omit some 4points or explain them imprecisely. It may also show noticeable minor language errors or an occasional lack of clarity.A response at this level includes some important information from the lecture and connects it with the relevant information from the reading. But it may omit one key point made in the lecture and shows only 3limited understanding of the information. Some content or connections between ideas may be incomplete or incorrect; errors in grammar or usage make some sentences unclear.A response at this level does not include sufficient relevant information from the lecture and the reading and is not successful in relating the information from the lecture to that from the reading. It is characterized 2by language errors or expressions that make it difficult for the reader to understand key ideas or to follow connections among ideas.A response at this level contains little or no important points from the lecture and fails to relate information 1from the lecture and the reading. It is poorly written and contains so many language errors that it is difficult to understand it.A response at this level only copies sentences from the reading, is not related to the topic, is written in a 0language other than English, or is blank.（2）Independent Task（Question 2）
Your essay for the Independent Task will be scored according to these criteria:Task DescriptionScoreAn essay at this level effectively responds to the topic and task by clearly stating an opinion and is easy to understand. It is well organized and shows unity, progression, and coherence. It is well developed with 5clearly appropriate examples, reasons, and/or details, and it displays a good command of language, including a variety of sentence structures and well-suited choices of words and idioms to express ideas.An essay at this level responds to the topic and task well, but some points may not be fully supported. It is generally well organized and shows unity, progression, and coherence with only occasional redundancy or lack of clarity. It also is generally well 4developed with appropriate examples, reasons, and/or details, and it demonstrates a good use of language, including various sentence structures and range of vocabulary with occasional language errors that do not obscure the meaning.An essay at this level responds to the topic and task on a basic level with somewhat developed examples, reasons, and/or details. It shows unity, progression, and coherence in spite of occasional, unclear 3connections among ideas. It is also characterized by correct but limited use of grammar and vocabulary, including errors in sentence formation and word choice that may make some sentences unclear or difficult to understand.An essay at this level displays limited development in response to the topic and task, with inappropriate or insufficient supporting details. It has poor organization or connections among ideas and is marked by 2obviously inappropriate word choice or word forms and an accumulation of errors in grammar and/or usage.An essay at this level responds to the task confusingly. It lacks any organization and development. It contains little or no detail or details 1that are not related to the task, and it shows serious and frequent errors in grammar and usage.An essay at this level only contains words from the topic, is not related to the topic, is written in a 0language other than English, or is blank.
How to Use This Book
®How to Master Skills for the TOEFL iBT Writing Advanced is ®designed to be used either as a textbook for a TOEFL iBT writing preparation course or as a tool for individual learners who are ®preparing for the TOEFL test on their own. With a total of 20 units, this book is organized to prepare you for the test by providing you with a comprehensive understanding of the test and thorough practice of essential skills and question types to address the writing tasks on the ®TOEFL iBT. Each unit provides a step-by-step program that can enhance your writing ability as well as familiarize you with the question ®types asked on the TOEFL iBT. At the back of the book are a list of essential essay topics and two actual tests of the Writing section of the ®TOEFL iBT.PART 1 Integrated Writing
In this section, you will practice taking notes while reading an academic passage and listening to a lecture on the same topic. Also, you will practice identifying and expressing the main arguments from both the reading and the lecture on a sentence level.
This section allows you to practice combining the main arguments from both the reading and the lecture in one sentence. It also provides you with a useful template for writing a response.
In this part, you will be presented with a new academic passage and a lecture and will be asked to make a summary on your own. You can evaluate your response with the given checklist.PART 2 Independent Writing
This section will help you brainstorm your ideas about the essay topic. You can practice generating your ideas in a structured way by using a mind map. Try to come up with as many ideas as possible.
This section will help you practice making an outline of your ideas and translating them into sentences. You can practice organizing your brainstormed ideas into a logical sequence and writing the most important sentences in an essay-the thesis statement, topic sentences, and the summary sentence（s）.
This section will ask you to complete an essay based on your outline. You should support your thesis statement and topic sentences with appropriate details, such as general statements, reasons, and examples.
This part offers a new essay topic on which you should write an essay on your own. You have to plan your time to write the essay in 30 minutes. You can evaluate your essay with the given checklist.
This part provides you with a list of essential essay topics reconstructed from the ones that have so far been asked on the ®TOEFL iBT. By practicing writing your essays on these topics, you will effectively prepare yourself for the Independent Writing Task of the ®TOEFL iBT.
This part offers two full practice tests that are modeled on the ®Writing section of the TOEFL iBT. These tests will familiarize you with ®the actual test format of the TOEFL iBT.PART 1Integrated Writing【答案链接】
Unit 1 Anthropology
Unit 2 Biology I
Unit 3 Environment I
Unit 4 Health
Unit 5 History
Unit 6 Archaeology
Unit 7 Astronomy
Unit 8 Business
Unit 9 Biology II
Unit 10 Environment IIOverview■ Introduction®
The Integrated Writing Task on the TOEFL iBT has two parts. The first part is a reading passage, and the second part is a listening lecture that is related to the reading passage. After reading and listening, you must then answer a question related to the passage and lecture.Reading
The reading passage, which covers an academic topic, is typically 230-300 words long, and the reading time is 3 minutes. There is typically an introduction paragraph to begin the passage. Then the reading passage provides some main points in the body. There may or may not be a short conclusion.Listening
The listening lecture is typically 230-300 words long and takes about 2 minutes. The lecture begins with a short introduction and then follows by providing counterpoints that relate to the topic. These points typically cast doubt upon or challenge the arguments that were made in the reading passage. Sometimes, they may provide solutions to the problems posed in the reading.Writing
The ideal response provides information on all the points and counterpoints that are given in the reading and the lecture. The summary should be about 150-225 words long although it may be longer. You should not give an opinion in the summary.■ Question Types1. Casting Doubt● Summarize the points made in the lecture, being sure to explain
how they cast doubt on specific points made in the reading
passage.● Summarize the points made in the lecture, being sure to explain
how they challenge specific claims/arguments made in the
reading passage.
cf. This question type accounts for almost all of the questions that ®have been asked on the TOEFL iBT so far.2. Problem-Solution● Summarize the points made in the lecture, being sure to
specifically explain how they answer the problems raised in the
reading passage.■ Useful Tips1. Casting Doubt
You should mention all three points and counterpoints. You should relate each point and its counterpoint one at a time, providing the reasons why each counterpoint disagrees with the point in the reading passage.2. Problem-Solution
You should note the individual solutions that the lecture provides for each problem. The professor will mention why each solution will work. You should be sure to include the reasons for these solutions in your response.■ Key Strategies1. Note Taking Outlining
_ Take notes on each of the main points in the reading passage and the lecture.
_ Create an outline to show each point and counterpoint.
_ Focus on the main ideas, not the minor ones.2. Synthesizing Organizing
_ Recognize how the points and counterpoints are related to one another.
_ Be sure to mention all three of the points and counterpoints in your response.
_ Paraphrase the sentences from the reading passage and the lecture.
_ Organize your response by including an introduction and, when appropriate, a short conclusion.3. Writing Checking（TOEFL iBT Practice）
_ Write your response from the notes that you made.
_ Be sure to include an introduction, body, and conclusion. However, the conclusion is optional.
_ Check over your writing to make sure that you did not make any mistakes.Sample iBT Question
Directions Now you will see the reading passage for 3 minutes. Remember that it will be available to you again while you are writing. Immediately after the reading time ends, the lecture will begin, so keep your headset on until the lecture has ended.ReadingTOEFL iBT WritingQuestion 1 of 2
The factory is a product of both the eighteenth and, even more so, nineteenth centuries. The rise of factories began in England and eventually spread throughout the world. There were three primary reasons as to why this occurred.
Prior to the creation of factories, the majority of work, including making clothes and even metal tools, was done by hand by people in their homes or in small shops. The main technological achievement that enabled the rise of factories was the steam engine. Originally developed in the mid-eighteenth century to pump water out of deep coal mines, the steam engine provided its user with enough power to do the work of many people. The steam engines people owned, therefore, needed to be centralized in protective buildings to maximize their capabilities. Factories were a direct result of this need.
The steam engine and, later, the internal combustion engine, brought about improved transportation thanks to the inventions of the railroad and steamship. Railroads could transport raw materials to a central point, like a factory, where workers and machines could subsequently transform them into finished products. The railroads and steamships could then turn around and transport these goods to markets throughout the world.
Another key point in the rise of factories, particularly in England, was property rights. Subsistence farming had been a way of life for untold centuries. However, many people did not own their own land but merely farmed wherever they could.“Enclosures,”land that was enclosed by hedges and fences and owned by individuals, became dominant features in England. Those without any land became the suppliers of cheap labor in factories. Additionally, laws preventing private property from government seizure encouraged both the development of the land's resources and the further construction of factories.
Directions Now listen to part of a lecture on the topic you just read about.ListeningTOEFL iBT WritingQuestion 1 of 2Script
Male Professor: It's unquestionable that several, uh, unique circumstances in England enabled the rise of factories to occur. But new technology, improved transportation methods, and advances in property laws are [emphasis] not the reasons why this happened.
Steam engines were crucial components of the Industrial Revolution, yet they needed to be built from something. In fact, it was in iron foundries, where the development of strong iron and then steel occurred, that the key aspect in the rise of factories took place. Iron and steel were integral components for parts of steam engines, for making trains and ships, and for building the factories themselves.
Nor can transportation account for the rise of factories. Many factories were built near the resources, such as coal and water, which they required. That's why we've seen many industrial centers spring up near coal mines and rivers. Think of the Ruhr in Germany as an example. Also, railroads weren't developed until the 1840s and didn't spread around the world until the end of the nineteenth century. Consider that... [pauses] Factories had existed for decades prior to the development of railroads. Additionally, sailing ships were very much in use worldwide even into the early twentieth century, so, well, transportation clearly wasn't that important to factories.
The rise of individual property rights in England encouraged the development of factories and provided a large labor pool. However, this wasn't the case in many countries. Let me see... [pauses] In Russia, the government or noblemen typically owned factories. And many of the first factories in several countries, including England, were used to make weapons or gunpowder for the military. This production was centralized so as to have exact standards for weapons. In fact, there is much evidence that the concept of the factory comes from their early usage as buildings for manufacturing arms.
Directions You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. Typically, an effective response will be 150 to 225 words.
Question Summarize the points made in the lecture you just heard, explaining how they cast doubt on specific points made in the reading.TOEFL iBT WritingQuestion 1 of 2Sample Answer
[Introductory sentence] The reading passage's author is convinced there were several reasons why the rise of factories occurred in England, yet the professor disagrees that they were the main reasons why factories became successful.
[Relation 1] The first reason the reading ascribes to the rise of factories is the steam engine. The reading mentions that since steam engines could do the work of several men, they had to be put in central locations, which gave rise to factories. [Refutation 1] Meanwhile, the professor believes it was not steam engines but the iron and steel used to make them that were the real important factors, especially since they could also make railroads, ships, and factories.
[Relation 2] While the reading passage's author believes the inventions of railroads and steamships enabled raw materials and finished products to be transported quickly worldwide, [Refutation 2] the professor points out that railroads were invented decades after factories and sailing ships were still being used in the twentieth century.
[Relation 3] Finally, the reading notes that property rights forced landless people to work in factories and enabled landowners further to develop factories. [Refutation 3] However, the professor claims that it was really the standardized production of weapons, for which factories often were first used, that led to their rise.
[Conclusion] The reading passage's author and professor clearly disagree on the reasons why the rise of factories occurred.
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