WRITING2

WRITING
SECTION
OVERVIEW
WRITI
This section
evaluates your
ability to write
coherent
academic test.
WRITING
TASKS:

Integrated
Task:
Based on
a reading
passage
and a
lecture:
o 3
minutes to read a passage. (take notes)

o Listen to an academic lecture on the same topic of the
passage. (take notes)
o 20 minutes to write and check your response about the
reading and the listening.
 Independent Task: Free Response.
o 30 minutes to write and check you answer based on the

question display on the screen.
TIPS:
 Write in English as often as you can. Keep a journal or diary in

your computer where you write down the day’s
events and comment on them.
 Time yourself when you write to see how much
you can write in 20 minutes and then in 30
minutes. Get used to writing quickly.
 Search online for examples of essay questions.
 When you type don’t use spellcheck to correct
your spelling. Instead, reread your own writing
and try to find errors.
WRITING SKILL 1: OUTLINING THE INTEGRATED

RESPONSE ESSAY
OUTLING YOUR ESSAY IN THE FOLLOWING WAY:
I. One or two sentences that explain the topic and the
main relationship between the lecture and the reading.
II. Lecture’s first point and how it relates to the reading.
III. Lecture’s second point and how it relates to the
reading.
IV. Lecture’s third point and how it relates.
V. If time – one or two more sentences of conclusion.
Do not organize your response

as first as a summary of the
reading, and then a summary of
the listening. Instead, follow
Ç the
organization of the lecture, and

relate each main point from the
lecture to the corresponding
point form the reading.
WRITING SKILL 2: INTEGRATED IDEAS

You must show the relationship between the lecture
and the reading passage. It is useful to use the
following structure:
Write a summary sentence to show the
comparasion or contrast between two
texts. Example:
The lecture challenges the
information in the reading passage by
relating examples that directly
contradict.
In the lecture, the professor responds
INTRODUCTION to the problem raised in the reading
passage by offering two solutions
Relates the lecture's point to the

reading like:
The lecture says that more than one

definition of a tomato is needed.
However, the reading refers only to
biological definition. (USING TWO
SEPARATE SENTENCES)
BODY The lecture extends the biological
definition of the tomato as a fruit by
adding definitions drawn from how
people use tomatoes. (USING ONE
SENTENCE.)
WRITING SKILL 3: OUTLINING THE

INDEPENDENT ESSAY
Outlining based on reasons for your opinion:
I. BRIEF INTRODUCTION
II. REASON #1
Outlining based on advantages and/or
disadvantages of the choices:
I. INTRODUCTION
II. DISADVANTAGES OF CHOICE
#1 + EXAMPLES
III. ADVANTAGES OF CHOICE #2 +
REASONS & EXAMPLES OF
CHOICE
IV. CONCLUSION
WRITING SKILL
V. BRIEF4:CONCLUSION
ORGANIZING THE
INTRODUCTION AND CONLCUSION
INTRODUCTION:
I strongly believe
that........
In my opinion…
I completely agree
that…..
SUPPORTTING
DETAILS:
Use transition words
(See Writing Skill 5)
CONCLUSION:
In conclusion ..
In summary….
To sum up
WRITING SKILL 5: USING TRANSITIONS TO

CONNECT IDEAS IN THE BODY OF THE ESSAY
Your Independent essay will be rated, in part,
on how well organize, and how smoothly and
logically it moves from one point to the next.
So, it is essential to use transitions to

connect your ideas
PURPOSE TRANSITION WORDS AND

EXPRESSIONS
Moving from the first, to the First, my first reason, in the first
second, and to the last supporting place, second, the next point is,
detail. finally.
Introducing and adding new Not only, but also, in addition,
information. furthermore, also, as well as.
Showing contrast and Contrast: although, even, though,

comparison between main ideas. instead, unlike, on the other hand
Comparison: like, the same as, in

the same way, as well as, similar
to.
EXAMPLES
TASK 1. INTEGRATED TASK

The lecture addresses the issue of whether a tomato is a fruit or
vegetable by saying the biological definition given in the reading
passage, which says a tomato is a fruit, is not sufficient.
The lecturer agrees with the reading by saying that the tomato is
biologically a fruit. However, the professor then goes on to point that
the tomato is legally a vegetable in the U.S. because of a court
ruling in the 1800s. This legal definition let Americans buy tomatoes
from Mexico more cheaply, so it was an important definition.
Furthermore, the professor says that the tomato is treated as a

vegetable: It is found in stores and cookbooks with other vegetables,
and people cook, serve, and eat the tomato as a vegetable. While
the reading does admit the tomato is unlike many other fruits, it
doesn’t treat this difference as significant, which the lecture does.
The lecture’s philosophy is that an object can have more than one
meaning.
In conclusion, the lecture expands the definition of the tomato to

include the biological definition presented in the reading and
additional definitions from law and common use.
TASK 2. INDEPENDENT TASK:
Do you agree or disagree with the following statement?

The first impression is the most important one.
Use specific reasons and examples to support your opinion.
In my opinion, first impressions are extremely important because

they stablish the basis for whether or not we have successful
relationships with people in many aspects of our lives. How we first
perceive someone or how someone first feels about us affects us
socially, academically, and professionally.
Many new and interesting people may come into our lives and we
may only have one chance to create good impressions that led to a
lasting and positive relationship. Therefore, we should always try, no
matter how bad we might be feeling or how unpleasant the situation
is, to put our best foot forward. If we don’t, we could miss the chance
to have special and lifelong for friendships. Not only is making a
good impression in our social life important personally, but it is also
essential for educational success. In my own experience, I always
try to be polite and respecting of my professors from the minute I
join a class. I believe that this has resulted in professors giving me
extra time to discuss my problems. And I also it helped me to
persuade a professor to let me into a class that was already full.
Finally, almost all people will have to interview for a job at some
point in their lives. The interview is the only opportunity you have to
impress a potential employer. During the interview, the employer will
be asking himself, “What kind of a person is this guy? Would he be a
good worker?” So, obviously, you need to make and excellent first
impression by dressing up well and speaking intelligently if you want
to get the job from the other competitors. Because, I believe that
making a good first impression has significant consequences in all
aspects of your life-in social, academic, and workplace relationships-
I always try to be on my best behavior the first time I meet or deal
with other people.
Bibliography: LeRoi, T. & Zemach, D. (2012). “Express to the

TOEFL iBT Test”. United States, New York : Pearson Education.

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WRITING

minutes to read a passage. (take notes)

 Independent Task: Free Response.

o 30 minutes to write and check you answer based on the

 Write in English as often as you can. Keep a journal or diary in

WRITING SKILL 1: OUTLINING THE INTEGRATED

Do not organize your response

organization of the lecture, and

WRITING SKILL 2: INTEGRATED IDEAS

Relates the lecture's point to the

The lecture says that more than one

WRITING SKILL 3: OUTLINING THE

WRITING SKILL 5: USING TRANSITIONS TO

So, it is essential to use transitions to

PURPOSE TRANSITION WORDS AND

Showing contrast and Contrast: although, even, though,

Comparison: like, the same as, in

TASK 1. INTEGRATED TASK

Furthermore, the professor says that the tomato is treated as a

In conclusion, the lecture expands the definition of the tomato to

TASK 2. INDEPENDENT TASK:

Do you agree or disagree with the following statement?

In my opinion, first impressions are extremely important because

Bibliography: LeRoi, T. & Zemach, D. (2012). “Express to the

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