TOEFL iBT Writing Task 1 新托福綜合小作文
The Reading-Listening-Writing Integrated Task
Jeenn Lee Hsieh essay3663@hotmail.com
Copyright 2004-2005 English Testing Service
海外大學(xué)教師謝振禮復(fù)習(xí)ETS官方通告
》Via computer delivery, examinees are given some time to read and take notes if they wish about a reading passage. They then listen to a lecture and are allowed to take notes during the lecture. The reading passage then reappears along with a question and examinees are given 20 minutes to key in their responses.
The directions and question appear on the screen as the following （電腦銀幕上出現(xiàn)題外指示+Task 1 試題）:
"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."
》They respond to （考生回答時(shí)）:
Summarize the points made in the lecture you just heard, explaining how they cast doubt on points made in the reading.
（歸納你所聽(tīng)來(lái)的要點(diǎn)，并說(shuō)明這些要點(diǎn)和你所閱讀來(lái)的要點(diǎn)之間到底有什么疑點(diǎn)。）
The reading passage remains present and examinees can use their notes. Examinees are told in the instructions in advance of this writing task
--that their response will be evaluated for content (accuracy and completeness), and for appropriate use of language 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 written way, based on the information in the passage you read and short lecture you heard."
--that typically an effective response would be 150-225 words.
》Integrated Writing Rubrics (Scoring Standards 評(píng)分標(biāo)準(zhǔn)):
Score Level 5=30 Points （評(píng)分五級(jí)=滿分30）
A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information 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.
》Sample Topic (TOEFL iBT Writing Task 1)
READING: First examinees see the following reading passage on their computer secreen for three minutes: 閱讀部分（礙于版權(quán)，不予轉(zhuǎn)載）
A narrator then says, "Now listen to part of a lecture on the topic you just read about."
LISTEN: They view a professor standing in front of a class.
They (test-takers) listen to: 視頻講稿（礙于版權(quán)，不予轉(zhuǎn)載）
》謝振禮老師：節(jié)錄復(fù)習(xí)新托福綜合作文的指示
--只要求回答試題，所以考生無(wú)需提出自己的意見(jiàn)。
--同時(shí)評(píng)估答題內(nèi)容的正確與完整，以及恰當(dāng)?shù)氖褂谜Z(yǔ)言與句型。
--考驗(yàn)考生是佛理解（閱讀+聽(tīng)力）要點(diǎn)的相互連貫關(guān)系。
--20分鐘，字?jǐn)?shù)要求150-225字。結(jié)構(gòu)有組織，表達(dá)有效率。
--芝麻文法拼字小錯(cuò)，如果無(wú)傷大雅，則不予扣分。
》實(shí)驗(yàn)報(bào)告（Sample Report）：
About the value of group work, the professor's lecture has cast doubt on the essential points provided in the reading passage. There are several contradictions between theory and practice, in relation to the way influential 'leaders' could run the show either in the right or wrong direction, eventually toward success or failure of the project.
Citing a research by a firm, the professor attacks some "advantages" of group work as illustrated in the passage. For one thing, team members as a whole do not feel especially responsible for success or failure since the results are shared evenly. Further, not every member likes to contribute as much as possible because nobody gets recognition for doing a better job. The lecturer adds that this is because the group "spreads responsibility" to all the members involved.
At another point, experiment is also different from theory. The speaker says that groups are slow in progress, with one meeting after another without reaching an agreement as to which decision to follow. When finally leaders emerge, it is hard to predict success or failure of the project. There is no such thing as the individual team member having a much better chance to "shine," only that, when the project fails, all are to blame. The lecture does not agree with the passage which indicates "taking part in a group process can be very rewarding for members of the team." (Sample writing by Jeenn Lee Hsieh)
The Reading-Listening-Writing Integrated Task
Jeenn Lee Hsieh essay3663@hotmail.com
Copyright 2004-2005 English Testing Service
海外大學(xué)教師謝振禮復(fù)習(xí)ETS官方通告
》Via computer delivery, examinees are given some time to read and take notes if they wish about a reading passage. They then listen to a lecture and are allowed to take notes during the lecture. The reading passage then reappears along with a question and examinees are given 20 minutes to key in their responses.
The directions and question appear on the screen as the following （電腦銀幕上出現(xiàn)題外指示+Task 1 試題）:
"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."
》They respond to （考生回答時(shí)）:
Summarize the points made in the lecture you just heard, explaining how they cast doubt on points made in the reading.
（歸納你所聽(tīng)來(lái)的要點(diǎn)，并說(shuō)明這些要點(diǎn)和你所閱讀來(lái)的要點(diǎn)之間到底有什么疑點(diǎn)。）
The reading passage remains present and examinees can use their notes. Examinees are told in the instructions in advance of this writing task
--that their response will be evaluated for content (accuracy and completeness), and for appropriate use of language 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 written way, based on the information in the passage you read and short lecture you heard."
--that typically an effective response would be 150-225 words.
》Integrated Writing Rubrics (Scoring Standards 評(píng)分標(biāo)準(zhǔn)):
Score Level 5=30 Points （評(píng)分五級(jí)=滿分30）
A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information 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.
》Sample Topic (TOEFL iBT Writing Task 1)
READING: First examinees see the following reading passage on their computer secreen for three minutes: 閱讀部分（礙于版權(quán)，不予轉(zhuǎn)載）
A narrator then says, "Now listen to part of a lecture on the topic you just read about."
LISTEN: They view a professor standing in front of a class.
They (test-takers) listen to: 視頻講稿（礙于版權(quán)，不予轉(zhuǎn)載）
》謝振禮老師：節(jié)錄復(fù)習(xí)新托福綜合作文的指示
--只要求回答試題，所以考生無(wú)需提出自己的意見(jiàn)。
--同時(shí)評(píng)估答題內(nèi)容的正確與完整，以及恰當(dāng)?shù)氖褂谜Z(yǔ)言與句型。
--考驗(yàn)考生是佛理解（閱讀+聽(tīng)力）要點(diǎn)的相互連貫關(guān)系。
--20分鐘，字?jǐn)?shù)要求150-225字。結(jié)構(gòu)有組織，表達(dá)有效率。
--芝麻文法拼字小錯(cuò)，如果無(wú)傷大雅，則不予扣分。
》實(shí)驗(yàn)報(bào)告（Sample Report）：
About the value of group work, the professor's lecture has cast doubt on the essential points provided in the reading passage. There are several contradictions between theory and practice, in relation to the way influential 'leaders' could run the show either in the right or wrong direction, eventually toward success or failure of the project.
Citing a research by a firm, the professor attacks some "advantages" of group work as illustrated in the passage. For one thing, team members as a whole do not feel especially responsible for success or failure since the results are shared evenly. Further, not every member likes to contribute as much as possible because nobody gets recognition for doing a better job. The lecturer adds that this is because the group "spreads responsibility" to all the members involved.
At another point, experiment is also different from theory. The speaker says that groups are slow in progress, with one meeting after another without reaching an agreement as to which decision to follow. When finally leaders emerge, it is hard to predict success or failure of the project. There is no such thing as the individual team member having a much better chance to "shine," only that, when the project fails, all are to blame. The lecture does not agree with the passage which indicates "taking part in a group process can be very rewarding for members of the team." (Sample writing by Jeenn Lee Hsieh)