新托福综合小作文：读+听=写 - 雅思(IELTS)-全程雅思学习-雅思中国网

TOEFL iBT Writing Task 1 新托福综合小作文
The Reading-Listening-Writing Integrated Task
Jeenn Lee Hsieh essay3663@hotmail.com
Copyright 2004-2005 English Testing Service
海外大学教师谢振礼复习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 （电脑银幕上出现题外指示+Task 1 试题）:

"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 （考生回答时）:

Summarize the points made in the lecture you just heard, explaining how they cast doubt on points made in the reading.
（归纳你所听来的要点，并说明这些要点和你所阅读来的要点之间到底有什么疑点。）

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 评分标准):

Score Level 5=30 Points （评分五级=满分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: 阅读部分（碍于版权，不予转载）

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: 视频讲稿（碍于版权，不予转载）

》谢振礼老师：节录复习新托福综合作文的指示

--只要求回答试题，所以考生无需提出自己的意见。

--同时评估答题内容的正确与完整，以及恰当的使用语言与句型。

--考验考生是佛理解（阅读+听力）要点的相互连贯关系。

--限时20分钟，字数要求150-225字。结构有组织，表达有效率。

--芝麻文法拼字小错，如果无伤大雅，则不予扣分。

》实验报告（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)

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