TOEFL Writing – Task 1

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TOEFL Writing – Task 1

TOEFL Writing – Task 1

Hi. Welcome back to I’m Adam.
Today’s lesson is for those of you who will be taking the TOEFL test. And, as usual, when
I do a lesson about the English tests, I will speak at a more natural pace, a little bit
faster than usual. If you’re a beginner, don’t worry, you can still listen and still practice
your listening skills, and get some vocabulary from the lesson. But it will be a little bit
faster, perhaps a little bit more difficult. Let’s begin. So, we’re looking at the TOEFL task 1, the
writing section. This is the integrated task. I’ll put it this way. Now, what does that
mean by “integrated”? It means they’re giving you… Giving you a reading section, they’re
giving you a listening section, and they’re wanting you to write. So you’re practicing
three skills in one task. Okay? Not easy, but not that difficult if you practice it.
So I’m going to give you four tips on how to approach this
section of the test. Now, for those of you who have done the practice
test, or have taken an actual TOEFL test, or are preparing for one, you know that what
will happen is you will be given a reading section-okay?-you will be given three minutes
to read it and prepare whatever notes you need, then… This will be on the computer
screen. Then it will disappear, then you will hear a lecture that is related somehow to
what you read. That will go on for about a minute or two, and then it will stop. Then,
you will be given the question. Basically, the question is going to tell you how to relate
the listening to the reading. Okay? It is crucial that you take notes, both for the
reading and the listening. You can’t try to keep all of this in your head. It will not
help you when you… When you have to start writing. You will have 20 minutes to write.
You should aim for about 200 words, let’s say. That should be enough to convey all of
the information that they’re asking. What you have to remember is
right away, they’re… You’re going to have to do one of two things.
You’re either going to have to counter. You have to show how the listening, the lecture
counters or goes against what was written in the passage, or how the listening supports
what was written in the passage. Okay? It’s going to be one of those two things. So, as
soon as the listening starts, you have to understand right away: Are you going to be
countering? Are you going to be supporting? You don’t need to wait for the question. It
should be very obvious to you, as soon as the lecturer starts to give the lecture: What
is he doing, or what is she doing? Is she going against the reading, or is she giving support
to the reading? Or is she giving information that draws on information from here that they
work together? So counter or support, identify it right away, and then you
know how to set up your notes. So, here, I showed you a very basic way of
taking your notes. Take out with the reading first, obviously, you’re going to have three
minutes. Skim the reading. What does that mean? It means look through it pretty quickly.
Don’t read every word; you don’t need to. Although the reading disappears from the screen,
it does come back. When the listening is finished and they give you your question and the timer
starts, the reading comes back. If you need to go back and get some more information,
you can do that. It’s there. So, of course, that means you have to concentrate very hard
on the listening. You only hear it once, it doesn’t come back. If you didn’t get
any information, you’re out of luck. So, set up your notes like this. Put your
reading here. Make sure you get your first point with the example, your second point
with the example, your third point with the example. Okay? Once this is set up, the listening
becomes easier, because now you’re just going to be matching points. So this point, what
was said for that point? What was said for this point is going to be said here. What
was said for this point is going to be said here. Usually, there will be no more than
three. Sometimes it’ll just be two. Rarely will you have four, but usually three is the
right number. So, look for three points here with their examples, look for… Listen for the
three points here that basically correspond. Now, keep in mind, often they will be followed
in the same order; you’ll get first point, second point, third point, it will be followed
in the same order. Sometimes it’ll be mixed up. It doesn’t matter. If this point was said
first, and then this point was… They went like this, it doesn’t matter. You can still
go like this. It doesn’t affect the strategy, because you’re still going to be matching
point for point when you’re actually writing your summary. Okay? So, skim. Read very quickly.
Now, how are you going to do that? You’re going to not worry about details right away
in the reading. You’re going to go for the general idea and the general points. You’re
not… You’re not going to worry about details. Again, these, you will concentrate on the
details in the listening, and then when the reading comes back, you can go back to it
and make sure they match. Okay? So you’re going to focus. This is where
all your information… This is where your main
information is coming from. Read the topic sentences of every paragraph.
Remember, and when you’re doing your writing as well, especially for task 2, every paragraph
should begin with a topic sentence. It should give the reader an idea of what this paragraph
is about. One paragraph, one main idea. Many sub points, but one umbrella idea, one general
idea. So read the topic sentences, and identify the key term or key terms, or identify the
key focus of this paragraph. Once you have those key focus or key terms, then you’re
looking for those key terms in the rest of the paragraph. If you’re talking about the topic sentences,
members… Like, this is the one you’ll see on the ETS site as the example, way… How
to manage groups. Do you do team work, or do you let individuals do it? Right? So
the first paragraph is talking about… Excuse me. The first paragraph is talking about how teams
work better. Okay? This is in the reading section, and then team members. Then the key
word is “team members” or “group” or anything that’s related to that. In the rest of the
paragraph, you’re looking for those words: “team”, “group”, “team”, “group”, etc. And
you’re looking for the verbs associated with them. So: “Groups work better together.”,
“Groups want to achieve together.”, “Groups help each other.” So: “work together”, “achieve
more”, etc., all these verbs. So that’s what you’re going to be looking for, that’s what
you’re going to be writing. Your point one, they work better together. Two, they help
each other. Three, they take responsibility as a group. No individual gets
promoted or demoted alone. In the listening, you’re going to be listening
for those same ideas as you had here, and you’re going to give the examples, too. Examples
are very, very, very important. You have to mention at least two key examples in your
summary. Again, you don’t have to try to include everything. You can’t; you don’t have time,
you don’t have space. 200 words, 225, it’s not enough. Okay? But you have to have at
least a couple of key examples to show the contrast. Okay? And… Okay, we’re going to
get to another point of which details to pick out, but remember that you’re looking for
key terms so you can set up your notes like this. Okay? Let’s look
at some more ideas. Okay, so now you’re thinking: “Okay, well,
what do I write down? What do I pay attention to from the reading or from the listening?”
Okay? So we’re looking at picking out details. What kind of details or which details should
you note down? So, take note of repetitions. Anything that’s been stressed, anything that’s
been said more than once is something that’s obviously very important to either the reading
or the lecture, so make sure that you pay attention to repetition, and take note of
that. Again, if you… If it’s repeated in the le-… Sorry. In the listening, you can
relate it back to the reading after when it comes back to you. Okay? So pay attention
to anything that’s being repeated. Don’t try to include everything. Now, with…
Which details are going to get you the score? That’s really irrelevant. Okay? It’s not important.
They don’t expect you to get everything. So if Student A gets these two points, and Student
B gets, like, A, B, and student… The other student gets C, D, that’s okay, as long as
they are strong points. Of course, Student A and Student B eventually will get at least
one point that’s the same. Okay? Try to get all the main arguments, but don’t try to put
all the details. Okay? Especially names. So I’ve put here “names”, we’re going to look
at that in a second. If you can’t spell the name or if you couldn’t hear it, don’t try
to write it. Let it go, but make sure you still get that argument. Okay?
We’ll talk about that in a second. Follow the order the lecturer did. So, in
your writing, how you’re going to present the points, do it according to how the liste-…
The listening section gave it to you, how the lecturer presented it, because then it’s
easier to follow the notes, as we saw before, and then relate those back to the reading. Your
focus is always going to be on the listening section, more than the reading. So you want to
follow the lecturer’s order of presentation, and he or she will stress the points in order
of importance. So the first point is probably the most important, the second is probably
second most important, and so on. So follow that order. Next: Focus on the key terms from the reading.
So whatever key terms you took from the reading in your notes, like we saw before, you’re
going to listen for those in the lecture, and you’re going to make sure you note them
down as well, so then you can do the comparison or contrast accordingly. And again, names are only useful if you actually
know them, you can spell them, and you know how to capitalize or not capitalize, etc.
If they’re comparing movies, for example, and you… The lecturer gives an example of
a movie, usually they’ll give you ones that you can spell or the ones that are very common,
but if you didn’t catch it, don’t worry about it. Get the argument. Don’t worry about the
movie name. Or if you have two other good arguments, concentrate on those. Use lots of synonyms. I think I walked into
that, sorry. Use lots of synonyms. That’ll give you the vocabulary bonus points. Again,
you’re still writing, you still have to be demonstrating your ability to write based on
understanding, or reading, and a listening passage, but you still have to show vocabulary.
Use synonyms as much as you can. Okay, so that’s in terms of the details. Next, in terms of the actual writing, what
you should do, what you should not do. Do not use personal pronouns. Don’t say: “I”, don’t
say “me”, don’t say “my”. This has nothing to do with you. You’re listening to the…
You’re reading the author, you’re listening to the lecturer. These are two people who
gave you information, and all you are doing is giving a summary. Okay? So you’re not giving
your own opinions, you’re not doing anything except basically rehashing or saying again
what you read and what you listened to. You can use the pronoun “we” only if the lecturer
used the pronoun “we”. If he or she used it in the lecture, go ahead and use it.
But, if not, don’t add it. What you should do: “The author states
this”, “The lecturer states that”, or “The passage says this”, or “The lecturer suggests that”. No “I”,
no “you”, no “he”, no “she”. “Author”, “lecturer”, “author”, “lecturer” or: “passage”,
“lecturer”, “passage”, “lecturer”. Those are the only pronouns, those are the only references
you’re going to use in your writing to keep it a summary. Okay? One more and we’re…
And we’re good to go. Okay, finally, a lot of people are not sure
how to set up their summary, how to do their writing itself. Right? Remember you have 20
minutes. You’re going to have to do a lot of work in a very short amount of time. You
want to have your structure set up. Now, if you took your notes properly, the way I showed
you at the beginning: “Reading, point, point, point, example, example”, then it’s already done.
All you have to do is put it into paragraphs and sentences. So, a very straightforward structure. The
introduction. The reading passage states what? The professor or lecturer… If it’s a professor,
they will tell you if it’s a professor, etc. If you’re not sure, just say: “Lecturer”,
because it’s always somebody giving a lecture; it’s fine. “The lecturer counters or supports”,
etc. “this by saying that”. That is it. That is all you need to say in the introduction.
Just get to the point. This is… One is saying this, and the other is saying that. Is there a
contrast? Is there support? Is there addition? Etc. Body paragraph one, you’re going to give the
first argument made. Now, how you begin, it’s up to you. You can say: “The lecturer”, “The
professor suggests that the reading’s idea of”, whatever the point is, “is wrong because…”
Or: “The reading says that…” Or: “Uses this example to support this idea. The lecturer
counters by saying this and that.” Give the reading one sentence
per paragraph. Again, you’re concentrating on the
listening. Okay? How… You’re going to say: “How does the listening contradict or how does the
listening support what was written in the passage?” Excuse me. Focus on the listening. Give the reading
one sentence just to give the point, give the example, and then concentrate on
how the listening relates to that point. Body paragraph one, point one, example one.
Body paragraph two, point two, example two, etc. Three, four, it depends on how many points
you want to mention. Three should be enough, which would mean you would have four paragraphs:
introduction, three body paragraphs. Now, you do not need a conclusion paragraph,
you do not need a conclusion statement because you’re not making a conclusion. You’re not
reaching a conclusion. Okay? All you’re doing is giving a summary. And you don’t need to
give a summary statement at the end because the whole thing is a summary, so you don’t
need to say: “So, overall, the lecturer or the professor thinks that…” Well, no. If
you didn’t do it here, you’re not going to do it here. Okay? It’s all in the body. Make
sure all the information is there. You’re done. Get ready for the task 2, get ready
for the essay, the independent. Okay? If you’re not sure about
some of this stuff, come to, ask me all
the questions you want in the forum. I’ll put a little quiz on there to
make sure you understand the little subtleties and the
little key points, here. Don’t forget to subscribe to my YouTube
channel, and I’ll see you again soon. Bye.

100 thoughts on TOEFL Writing – Task 1

  1. hello i would like to share this with you and please give me your comments

    the reading passage promotes that the business companies who follow the groups approach to achieve their projects was done in a scussful way, while the professor counters that by saying many points such as not all the group members will participate, team can take more time, and one in-optimistic member can drop out/off the projects.

    The passage suggests by having more than one member who works together they will have more knowledge and experiences.
    In contrary, the professor says by grouping the employees to work together as a team some of them did not collaborate and get a free ride as the professor mentions.

    While the reading passage states the benefits of forming groups to finish the company projects in an efficent way by distributing the tasks on the group members so they can finish on time and achieve all the work in less time. the professors oppose that by giving an example of a group who takes a lot of time just to plan and set an agreement and that takes more time than individuals work.

    the passage states that if the project has more than one person to finish in that way people will have more courage to take a risky decision because no one will be abused. on the other hand, the professor says that if we follow this approach it could lead the project to fail by one pessimistic opinion who said "this will not work"

  2. Thanks Adam! I did well on the TOEFL EXAM writing part, because of your video about the writing section for TOEFL , very good and effective!

  3. Can we make two parts in the first part about the author and the second part of paragraph about the lecturer part

  4. For each body paragraph, should we write the relation between reading and lecture after writing point in reading and its example?

  5. What tenses should we use to describe the article or lecture? present or past tense? The professor said or the prof. says?

  6. Hi everyone. I'm gonna take the test at the end of the year. Does the test still follow that pattern or does it need to be updated? Thanks

  7. Your english it's british or american? I'm going to try to do this exam in some months and I have the struggle of understanding perfectly to some people and almost nothing to others😅

  8. Great video thank you but i have one question,
    How many words are we supposed to aim for in the TOEFL Writing integrated task, please ?

  9. All of your learning video's are great too !

    And all the other teachers are goods too !

    I give these learning video's 🌟🌟🌟🌟🌟

    Thank you for teaching me because I am a struggling student that watch these learning channels to get better grades .

    Plus this particular teacher in this video usually explains things in a way ,
    I can comprohend it alot easier and it makes a person feel much better about learning for the grade and his videos also make a learner feel more advanced after listening to his teachings .

    It's great and its made for all audience learnings and / or struggling students too , such as my self with grammar , structures .

    Therefore , an extra thank you goes to his teaching for teaching a struggling student trying to learn , 😃

    Thanks again teacher's …

  10. Hey there, I’m a person who is eager to practice plus take course for TOEFL therefore, is there anybody here willing to to help me? If so, plz reply back.

  11. Hi, Adam! I took TOEFL today and I used all the tips you gave in the video. It help A LOT! I cannot be more thankful for your priceless pieces of advice you give for us, your subscribers. I kept in my mind to plan my essay before writing, I also made sure that I used "In my opinion". "The first/second reason", "Moreover", etc. I felt confident writing my essays because I knew how to operate and deal with those. Thank you very much! I appreciative it!

  12. Hi Adam!! very glad to subscribe. I am studying with your videos which are so helpful due to your explanations!!!!! In addition, I am wondering if you could share any page where we can find lectures and text that are similar to the test. Thank you so much 🙂

  13. thanks alot adam for me am the beginner but i believe that your support will help me to achieve my goal

  14. Thank you! Adam. i don't know exactly what English level do i in. speacialy i want to get out of child english. now i am here. hope to pump up my E. level like my age person shoul be.

  15. I just did the the toefl ITP and got 477 without taking any preparation courses, do you think I should retake the test?🤔

  16. Adam you are an incredible teacher. I can't thank you enough for the help you provide all your viewers. I took the examen on may 4th and got 24 points on writing thanks to you!


  18. Thank you Adam for your video 🙂 Our tutors are recommending your videos to students studying English!

  19. Is paragraphs important for writting the summary
    I decided my essay into paragraphs and in order to write my essay within 225 words ended up putting 1 or 2 sentences per paragraphs.

    Please suggest me about the paragraph division .

  20. Look how much work invested in these videos.. even the in description box ☺️
    Thanks a million 🌷
    Now I’m looking for writing task 2 ✍🏻

  21. thank for the useful tips.
    just one thing,.
    would you please provide me with a sample integrated writing piece so i would better comprehend the structure or format of it.
    thank you in advance.

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