lesson one 托福寫作.ppt

1、TOEFL Writing Module,Lesson 1,Episode 1,Course outline Course characteristics Relevant learning materials and websites Introduction to TOEFL writing,Overview on TOEFL iBT,25%,60min,25%,60min,25%,20min,25%,50min,IBT 寫作考試形式,Integrated Writing綜合寫作 + Independent Writing獨(dú)立寫作,Course outline,Have a basic k

2、nowledge of the writing part Accumulate enough vocabulary and sentence structure for future writing plus a solid grammatical foundation Get familiarized with the organization of integrated writing and improve relevant skills in this part,Course outline,Learn to think in an organized way Be able to w

3、rite clearly and coherently Manage to accomplish a qualified essay in a given time,Course characteristicsrequirements,Characteristics: lecturepractice Requirements: “三本一腦“ Learning materials: OG :the official guide to the TOEFL test （ETS:/toefl） 185題庫 TPO,書籍： College writing skills

4、with readings 美國大學(xué)英語寫作 John Langan The elements of style William Strunk Jr./E. B. White,iBT integrated writing,Integrated writing,Reading material 3min,Listening material 2min,Summarize the key points in the lecture, compared with the reading passage.,150225字,20minutes,summarize,View on a topic,poin

5、t 1,point 2,point 3,Cast doubts,Challenge the view,Answer the problems,Strengthen the specific points,Support the view,綜合寫作必備的四種能力,閱讀理解能力 聽力，筆記能力 總結(jié)歸納能力 轉(zhuǎn)述能力,How your responses are scored,that their response will be evaluated for content (accuracy and completeness), and for appropriate use of langua

6、ge and sentence structure; that their response should show that they understand the major ideas and important information in the passage and lecture, and their relationship; and that “This writing task is not asking for your opinion; it is asking you to give an answer, in an organized and well-writt

7、en way, based on the information in the passage you read and short lecture you heard.” (quoted from ),Scoring criteria,Score Task Description 5 A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information

8、in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections. 4 A response at this level is generally good in selecting the important i

9、nformation from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading. A re

10、sponse is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.,sample,a sample for integrated task,Conclusion,Evidence

11、1,Evidence 3,Evidence 2,Supporting example,Supporting example,Supporting example,.,.,.,Conclusion,Evidence 1,Evidence 3,Evidence 2,Supporting example,Supporting example,Supporting example,.,.,.,Reading,Listening,sample response scoring 5 and 4,Raters Comments for 5 There are several errors of spelli

12、ng, word formation, and subject-verb agreement in this response; however, most of these errors seem to be the result of typing errors common to first drafts. This writer does an excellent job of presenting the lecturers points that contradict the arguments made in reading passage. The writer is very

13、 specific and has organized his points so that they are parallel with one another: in each of the supporting paragraphs, the lecturers observation of what really happened is given first, then explicitly connected to a theoretical point from the reading. The final paragraph contains one noticeable er

14、ror (“influent”), which is then used correctly two sentences later (“influential”). Overall, this is a successful response and earns a score of 5.,Raters Comments for 4 The writer of this response is clearly attempting to interweave the points from the passage and lecture and does a good job of disc

15、ussing what the lecturer says about group decision-making and the issue of some group members failing to contribute. The writers second point, however, is not as clearly stated as the first and third points. The key sentence in this paragraph (“The people who made themselves leaders in the group may

16、 just be wrong in certain decisions, or just simple thing something is so creative, when in reality it is not and it would not work, but the rest of the people would nevertheless still follow them, and end up not doing well at all”) is difficult to follow. This is what the Scoring Guide calls “an oc

17、casional lapse of clarity” in a response that earns a score of 4. Overall, this is still a very strong response that directly addresses the task and generally presents the relevant information from the lecture.,iBT independent writing,Independent writing,A.D (Agree or Disagree),E.X （ Explanation ）,P

18、.R (Preference),Do you agree or disagree with.?,Which do you prefer？,Answer what, how, which, why.?,獨(dú)立寫作出題形式,Do you agree or disagree with the following statement：It is easier for parents raising children nowadays than 50 years before. (2013.3.24) You have received a gift of money. The money is enou

19、gh to buy either a piece of jewelry you like or tickets to a concert you want to attend. Which do you buy? Use specific reasons and details to support your answer. (NO. 33) If you could ask a famous person one question, what would you ask? Why? Use specific reasons and details to support your answer. (NO.91),A.D,P.R,E.X,How essays are scored,Development Organization Language use,the amount and kinds of support (examples, details, reasons) for your ideas clearly appropriate example,sth raters will notice when you fail to organize; helps readers to follow your ideas without becoming con