Answer Key - Guide to Writing PDF

Preview

Summary

Learning fast ..essential sources sources sources sources sources sources essential essential essential essential essential essential essential...

Description

TOEFL_ASAK_001-140.qxp

4/21/06

1:16 PM

Page 117

Section 4 Guide to Writing Exercise 25: /p/ as in past vs. /f/ as in fast A. 1. peel-peel S 4. fact-fact S B. 1. fact 2. pace 3. past 4. copy

2. copy-coffee D 5. 6. 7. 8.

3. pin-fin D

feels fine pile fad fears

Exercise 26: /∫ / as in wash vs. /t∫∫/ as in watch A. 1. shop-chop D 3. wish-wish S B. 1. shopping 2. wash 3. catch 4. chose 5. share

2. shoes-choose D 4. much-much S 6. chip 7. leashes 8. shin 9. much room 10. witches

Exercise 27: /v/ as in verse vs. /w/ as in worse A. 1. worse-worse S 4. very-wary D B. 1. vine 2. verse 3. in a while

2. vial-vial S

3. vest-west D

4. west 5. Vinnie

Exercise 28: /l/ as in light vs. /r/ as in right A. 1. late-late S 2. rate-rate S 4. collect-correct D B. 1. correcting 5. rooms 2. right/wrong 6. clock 3. locks 7. free 4. clouds 8. fry

3. long-wrong D

Integrated Writing Preview Test

Exercise 29: /ɵ/ as in thin vs. /s/ in sin, /f/ in fin, and /t/ in tin A. B.

1. think-sink D 2. math-math S 3. tree-tree S 4. both–boat D 5. thought-thought S 1. sink 6. thanks 2. fought 7. boot 3. pass 8. team 4. three 9. thick 5. math 10. free

y Exercise 30: / i / as in heat vs. /I / as in hit

A. 1. seen-seen S 4. feel-fill D B. 1. chip 2. fill 3. leave

2. leave-live D

them with examples. However, there are numerous prob Much of the thesis statement is taken word for word from prompt; it should be re-stated. The response lacks solid s tence development and contains many errors in spelling verb tense, and word usage that make it difficult to unde stand the writer’s ideas. Response 2 Score The writer of this essay acknowledges that there are two to the debate on space research, then takes a clear positi support of it. The writer combines clear sentence structu proper use of grammar and upper-level vocabulary, and numerous examples to support his/her position. The ess shows that the writer is informed about the topic and cle indicates specific benefits of space research and technolo In addition, the essay is very well organized and coheren Response 3 Score The writer understands the assignment and addresses th topic. The response is generally well organized and offer some examples that support the position taken, but som times the connections are difficult to follow. There is ove unity and coherence. However, the essay contains mistak spelling, punctuation, and grammar. The writer also som times chooses inappropriate words and uses words from his/her native language. These errors are distracting but not obscure the writer’s ideas.

3. still-still S

4. heaters 5. ship

Exercise 31: /e y/ as in late vs. /␧/ as in let A. 1. wait-wet D 2. late-let D 3. men-men S 4. date-debt D B. 1. debts 4. taste test 2. pepper 5. lace 3. pen

Section 4: Guide to Writing The Integrated Writing Task Exercise: Scoring the Response Response 1 Score: _2_ This essay has three paragraphs: the opening/thesis paragraph, the body with some supporting ideas, and the conclusion. The writer attempts to follow writing guidelines and makes an effort to organize his/her thoughts and support

Responses for this task will vary, but should include most the following information: The main topic of both the talk and the passage is rese performed on animals. The author of the reading passag supports it because it reduces human suffering, while th speaker finds it unethical and opposes it. The author says that it is possible to experiment on an mals without being cruel, and that researchers should alw make an effort to be humane to animals, using anesthesi and keeping them in clean conditions. The lecturer claim that, in reality, animals are not treated well in research la ratories. They are not adequately anesthetized, and they sometimes abused. According to the author, because animals such as chim panzees are genetically close to humans, there are no rea substitutes for animal testing. The lecturer denies this, sa that today there are many ways to avoid animal testing. T include the use of human tissue samples and computer simulations. The author says that animal testing has been useful a and again throughout history. Some important discover such as Pasteur’s germ theory and the invention of penic occurred because of testing on animals. The lecturer say that many of the drugs that were discovered using anim testing may have been discovered by other means. She a says that some drugs might not have been developed at they had first been tested on animals. For example, if th drug morphine, which kills pain in humans, had first be tested on cats, it might not have been developed becaus stimulates cats. The author concludes by saying that it is not moral to the lives of humans in danger when non-humans can be used. On the other hand, the lecturer believes that anim cannot give their consent to be experimented upon, so e imentation on animals is unethical.

TOEFL_ASAK_001-140.qxp

4/21/06

1:16 PM

Page 118

118 Section 4 Guide to Writing

Lesson 21: Taking Notes and Planning the Integrated Response Exercise 21.1 Notes will vary. The following are given as samples.

Task 2 Passage Notes Sci Fi is FICTION: intel. life only on Earth? 1,000’s of stars, but most stars very different from ours too hot, too big, etc. & even stars w/ planets unlikely to have planets w/ conditions like Earth maybe too close to star, too far away. etc. unlikely to have just enough H2O, right atmos., etc. even if life, is it intel. life? if other intel. life, why not heard from? No response to TV/radio signals Lecture Notes Humans like fish in little lake: not think other lakes or fish in world 400 billions stars in galx if 1 in 1,000 has planets that support life, then there are 400 million of them Life devel’d on Earth in unfavorable places Intelligent life? Carl Sagan, “smart is better” theory intel. helps species survive If 1 in a 1,000 worlds w/ life have intel life, then there are 400,000 intel species in our galx Why not heard from? Maybe not have same interests, techno. Humans self-centered if not admit possibil of intel life—like those fish in lake

Task 3 Passage Notes Gen Australian elect of ’22: only 59% of Aus citizens voted ’24: law make voting in Aus mandatory Today 94% of Aus. vote, tho penalties not severe Also mandatory: Belg Argent. Greece, etc (20% of all democs) In countries w/out mandatory voting (e.g., US, UK) only abt 60% vote (≈ Aus in ’22) Why mandatory? Thom. Jefferson: gov’t gets author. from consent of goverened . . . If not vote, not give active consent Mandat. voting ? mandatory taxation: gov’t depends on taxes gov’t depend on votes Lecture Notes Voter turn-out low in US, UK ➝ discus. of mandat. voting True, voting high in Aus, but better to have people who vote well than big turn-out If voting not mandatory, those who DO vote are well motivated, well informed NOT like taxes: if few people pay taxes, gov’t can’t operate if few people vote, no real effect If not vote, not give consent BUT are exercising freedm to NOT vote perhaps not agree w/ any candid. perhaps feel polit process not offer anything Because you have right to do something doesn’t mean you have oblig (e.g. open own business)

Task 4 Passage Notes 11,000 yrs ago, end of Ice Age, conditions good for mammoths plentiful food, strong herds, favorable climate BUT in short time all extinct Why? 3 theories: 1. “man vs. mammoth” (Paul Martin) Clovis people hunted them to extinction w/dogs, shrp spears 2. Climate: cold, damp, unchanging climate changed to warm, dry climate ➝ deserts no food for mammoths 3. Disease: brght by humans from Old World maybe by lice, fleas? mammoths had no resistance (Ross McPhee) Lecture Notes Probs. w/ all 3 theories 1. Mammoths were big, strong, had tusks thick skin & fat hard to kill Why wld humans hunt mammoths when smaller anim. around? Clovis people few in #, scattered cld only have eaten 10% of mammoths they killed 2. NO sign of infect. in mammoth remains 3. Mammoths endured more severe climate changes, why did this climate change kill them all? And Afric, Ind. elephants survived Maybe 1 theory right . . . maybe combin. of factors . . . but maybe unknown cause

Task 5 Passage Notes In ’65, Pres. Johnson: “Art precious heritage . . . thru art, reveal to ourselves & others inner vision which guides us as nation.” But . . . more and more diff. for artists to support selves esp. experiment. artists In Eur. gov’t support for art In U.S. priv + gov’t support However, gov’t support stable or drop In past, great artist supported by patrons e.g., da Vinci Tchaikovsky Today few pple contrib to indiv artists but artists need $ takes time to make art Need gov’t grants Good invest Study by Ga. Intitu of Tech: $3 billion invested in art ➝ $134 bil. econ reven $24 bil. taxes Lecture Notes Spkr an artist himself but NOT agree w/ gov’t support of indiv artists Compare to plumbers; plumbers useful, but no gov’t support for plumbers, e.g. Not fair to treat plumbers, artists different Great artists before gov’t grants sold art on mrktplace Wht abt unpop artists? Produce what want. if can’t sell, can get jobs e.g., commerc. artists art teachrs In past, artists had PRIVATE sponsors, not gov’t Spkr objts to giving pub $ to one spec grp Some artists have corp sponsors; spkr wld not take corp $, but doesn’t object to that Spending $ on arts organizations like ballet may be good invest., but not on indiv. artists Some programs to help artists waste $ e.g., program in Fr: spec. insur. to help artists

TOEFL_ASAK_001-140.qxp

4/21/06

1:16 PM

Page 119

Section 4 Guide to Writing everyone connected w/ arts applied, even pple who cut actors’ hair program had $1 billion euro deficit Invstmnts in arts NOT always good

Task 6 Passage Notes 2005 Study: neg. effects of TV outweigh pos. effects rschrs analyzed stand. test results & TV habits of 1700 chldrn childrn 6-7 who watched 3+ hrs of TV/day score sig lower on rdg, shrt- term mem. tests Another study: chldrn spend more time watching TV doing anything but sleeping > time watching TV than in school! Replace activ. parents value more: e.g., studying, rdg, sports Chldrn watching TV inactive, eat snacks ads for inapprop foods ➝ overwght Studies show what physch’ists already know: TV harmful, shld be lmtd or elim. from chldrn’s lives Lecture Notes Spkr not fan of TV, esp. commerc. TV BUT . . . not agree with article . . . or auth’s asses. of study Difficult to ban TV for kids . . . just go neighbors’ hse Spkr: study mentioned in article says kids 6-7 get lower test scores if watch 3+ hrs/day BUT kids 3-5 who aver 3+ hrs/day score HIGHER on rdg recog. tests than kids who don’t Important to limt time: For All kids for chldrn >2, NO TV children 2+, 2hrs. a day (leaves time for play and study) Younger kids, edu. TV, little entertainment TV Public TV: no commercials Physical fitness a prob, but not all TV’s fault: If limit to >2 hrs daily, time for physic. activites Teach kids abt nutrition TV not purely good, purely bad

Exercise 21.2 Notes will vary. The following are given as examples.

Outline for Task 2 Main topic: Is there intel. life on other planets? Main idea of the passage: Sci Fi about UFO’s coming Earth, or Earth astron. encountering aliens, but these stories are FICTION: universe a lonely place Main idea of the lecture: Humans like fish in little lake: not think other lakes or fish in world Key Point 1 + supporting information from the passage: 1,000’s of stars, but most stars very diff. from ours too hot, too big, etc. Key Point 1+ supporting information from the lecture: 400 billion stars in galx if 1 in a 1,000 has planets that support life, then 400 million of them Key Point 2 + supporting information from the passage: even if life, is it intell. life? Key Point 2 + supporting information from the lecture: If 1 in a 1,000 worlds w/ life have intel life, then there are 400,000 intel species in our galx Life on earth devel’d in unfvorable palces Carl Sagan, “smart is better” theory intel. helps species survive

Key Point 3+ supporting information from the passage: If other intel life, why not heard from? broadcast radio/TV into space many yrs—why no response? Key Point 3 + supporting information from the lecture: Maybe other forms of life not same interests, techno. Conclusion (if any) Passage: No one in space to listen. Lecture: Humans self-centered: we ARE like those fish who don’t realiz there are other lakes & other fish.

Outline for Task 3 Main topic: Mandatory voting Main idea of the passage: Mandatory voting a good thing Main idea of the lecture: Voter turn-out low in US, UK ➝ discus. of mandat. voting But people should not be required to vote. Key Point 1 + supporting information from the passage: Gen Australian elect of ’22: only 59% of Aus citizens voted ’24: law made voting in Aus mandat. Today 94% of Aus. vote, tho penalties not severe Also mandatory: Belg Argent. Greece, etc (20% of all democs) In countries w/out mandat voting (eg, US, UK) only abt 60% v (≈ Aus in ’22) Key Point 1 + supporting information from the lecture: True, voting high in Aus, but better to have people who vote than big turn-out If voting not mandat those who DO vote are well mot well informed Key Point 2 + supporting information from the passage: Why mandat? Thom. Jeffferson: gov’t gets author. from consent of goverened If not vote, not give active consent Key Point 2 + supporting information from the lecture: If not vote, not give consent BUT are exercising freedm NOT t vote Key Point 3 + supporting information from the passage: Mandat. voting ≈ mandatory taxation: gov’t depends on tax gov’t depend on vote Key Point 3 + supporting information from the lecture: NOT like taxes: if few people pay taxes, gov’t can’t operate if few people vote, no real effect Conclusion (if any) Passage: No conclusion. Lecture: Because you have right to do something doesn’t mean have ob (eg. open own business)

Outline for Task 4 Main topic: Reasons for extinct. of mammoths Main idea of the passage: At end of Ice Age, conditions good for mammoths plentiful food, strong herds, favorable climate BUT in short time all extinct Why? 3 poss. reasons Main idea of the lecture: Probs with all 3 theories. Key Point 1 + supporting information from the passage: 1. “man vs. mammoth” (Paul Martin) Clovis people hunted t to extinction w/dogs, shrp spears

TOEFL_ASAK_001-140.qxp

4/21/06

1:16 PM

Page 120

120 Section 4 Guide to Writing Key Point 1 + supporting information from the lecture: Mammoths were big, strong, had tusks thick skin & fat hard to kill Why wld humans hunt mammoths when smaller anim. around? Clovis people few in #, scattered cld only have eaten 10% of mammoths they supposedly killed Key Point 2 + supporting information from the passage: Climate: cold, damp, unchanging changed to warm, dry climate ➝ deserts no food for mammoths Key Point 2 + supporting information from the lecture: Mammoths endured more severe climate changes, why did this climate change kill them all? And Afric, Ind. elephants survived Key Point 3 + supporting information from the passage: Disease: brght by humans from Old World maybe by lice, fleas? (Ross McPhee) mammoths had no resistance Key Point 3 + supporting information from the lecture: NO sign of infect. in mammoth remains Conclusion (if any) Passage: No conclusion. Lecture: Maybe 1 theory right . . . maybe combin. of factors . . . but maybe unknown cause

Outline for Task 5 Main topic: Gov’t support for artists Main idea of the passage: In ’65, Pres. Johnson: “Art precious heritage . . . thru art, reveal to ourselves & others inner vision which guides us as nation.” Main idea of the lecture: Spkr an artist himself but NOT agree w/ gov’t support for indiv artists Key Point 1+ supporting information from the passage: But . . . more and more diffic. for artists to support selves esp experiment. artists In Eur. gov’t support for art In U.S. priv + gov’t support However, gov’t support stable or drop in U.S. Key Point 1 + supporting information from the lecture: Compare to plumbers; plumbers useful, but no gov’t support for plumbers, e.g. Not fair to treat plumbers, artists different Great U.S. artists before gov’t grants sold art on mrktplace Key Point 2 + supporting information from the passage: In past, great artists supported by patrons e.g., da Vinci Tchaikovsky Today few pple contrib to indiv artists but artists need $ takes time to make art Need gov’t grants Key Point 2 + supporting information from the lecture: In past, artists had PRIVATE sponsors, not gov’t Spkr objts to giving pub $ to one spec grp Some artists have corp sponsors; spkr wld not, accept but doesn’t object to that Key Point 3 + supporting information from the passage: Good invest Study by Ga. Intitu of Tech: $3 billion invested in art ➝ $134 bil econ reven $24 bil taxes Key Point 3 + supporting information from the lecture: Spending $ on arts organiz’s such as ballet companies may be good invest., but not $ spent on indiv. artists Some programs to help artists waste $

e.g., program in France: spec. insurance to help artists everyone connected with arts appled, even pple who cut actors’ hair program had $1 billion euro deficit Invstmnts in arts NOT always good Conclusion (if any) Passage: No conclusion. Lecture: No conclusion.

Outline for Task 6 Main topic: Does TV have neg or pos effect on chldrn? Main idea of the passage: 2005 Study, neg effects of TV outweigh pos. effects Main idea of the lecture: Spkr not fan of TV, esp. commerc. TV BUT . . . not agree with article or auth’s asses. of study . . . Difficult to ban TV for kids . . . just go to neighbors’ hses Key Point 1 + supporting information from the passage: Rschrs analyzed stand. test results & TV habits of 1700 chldrn childrn 6–7 who watched 3+ hrs of TV/day score sig lower on rdg, & shrt- term mem tests Key Point 1 + supporting information from the lecture: Spkr: study mentioned in article says kids 6-7 get lower test scores BUT kids 3–5 who watch a lot of TV scored HIGHER on rdg tests than kids who didn’t Key Point 2 + supporting information from the passage: Another study: chldrn spend more time watching TV than doing anything but sleeping > time watching TV than in school! Replace activ. parents value more: e.g., studying, rdg, sports Key Point 2 + supporting information from the lecture: Important to limit time: For All kids or chldrn >2, NO TV childrn 2+, 2hrs. a day (leaves time for play and study) Younger kids, edu. TV, little entertainment TV Public TV: no commercials Key Point 3 + supporting information from the passage: Chldrn watching TV inactive, eat snacks ads for inapprop foods ➝ overwght Key Point 3 + supporting information from the lecture: Physical fitness a prob, but not all TV’s fault: If limit to >2 hrs daily, time for physic. activities Teach kids abt nutrition Conclusion (if any) Passage: Studies show what physch’ists already know: TV harmful, shld be lmtd or elimin from chldrn’s lives Lecture: TV not pure good or evil: depends on how used

Lesson 22: Summarizing, Paraphrasing, Citing, and Synthesizing for the Integrated Writing Response Exercise 22.1 Notes and summaries/paraphrases will vary. The following are given as examples.

Task 2 Notes on the Passage common systems: parlia. & presid. Parlia: power concent. in elect assembly

TOEFL_ASAK_001-140.qxp

4/21/06

1:16 PM

Page 121

Section 4 Guide to Writing

Task 3 Notes on the Passage Abt. 6,000 langs. spoken but many by increasingly small # people Abt 1⁄2 endang’d Cause: rise of Eng. as global lang Int’l entertain. e.g. movies, TV, music Technology, esp. IT e.g. 75% of all websites Eng = “killer lang,” forcing out smaller langs Summary/Paraphrase of the Passage Today, ab...