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TOEFL Writing Task 1 (Writing Based on Reading and Listening)
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Task 1 の概要 課題⽂の読解 3 分→講義 2 分→ライティング 20 分
Task 1 の質問:
・Summarize the points made in the lecture, being sure to explain how they oppose [respond to, challenge, cast doubt on] specific points made [specific theories discussed] in the reading passage.
TOEFL Writing Task 1 (Writing Based on Reading and Listening)
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Task 1 Template English Intro
(1)The reading passage claims [states, argues] that….. (2)However, the lecture convincingly explains that…., by effectively disproving [refuting/ casting doubt on] the three points made in the passage.
・as a result, as a consequence, consequently, because of this, accordingly, thus, therefore; however, although…, while…, in fact, atually な ど のtransition を使って講義で与えられた因果関係や対⽐などを整理すること。 ・講義の詳細をそのまま書く必要はなく、情報をわかりやすく⾔い換えながら講義よりやや短めに書く(サマライズ)。 ・keywords をサポートする具体的数字や具体例は書いた⽅がよい。
Body 2 (1) The second point is [Noun 名詞]. (2) The reading passages insists that ….
しかしながら、講義は以下のように説明している ・However, the professor in the lecture effectively [convincingly] explains [shows, illustrates, clarifies, explicates] that… ・However, the lecturer makes the argument that….
課題⽂で述べられた3つのポイントに疑いを投げかけることによって ・by disproving [refuting/questioning/casting doubt on/throwing doubt on/calling into question] each point made in [by] the passage
A は B にとってプラスになる/マイナスになる
・ A benefits [improves/ boosts/ encourages/ enhances/ strengthens/ contributes to/ helps/ advances/ makes a positive contribution to] B. ・A has a positive effect [impact/ influence] on B. ・A is useful for [beneficial to/ favorable to/ helpful to/ helpful for] B. ・A does not benefit B. ・A has a negative [detrimental/harmful/ adverse/ damaging] effect [impact/ influence] on B. ・A harms [worsens/ weakens/ deteriorates/ impairs] B. ・A can hinder [hamper/ impede/ discourage/ limit/ curb] B. ・Because of A, B suffers. /B has more trouble due to A. ・A is not useful [beneficial] for B. ・A is detrimental [harmful/ damaging] to B. ・A is counterproductive to B.
課題⽂では( A )と⾔っていたが、講義では[ B ]
・According to the passage, ( A ) . However, a new study shows that [ B ]. ・The reading passage argues that ( A ), but, according to closer studies, that is not always the case.
TOEFL Writing Task 1 (Writing Based on Reading and Listening)
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・The passage claims that ( A ). However, new discoveries contradict [confute/ refute/ disprove/ rebut] that claim. ・Although the reading passage insists that ( A ), newly found evidence revealed that [ B ]. ・The reading passage states that ( A ). However, it turned out that [ B ]. ・The reading passage argues that ( A ). However, the opposite holds true. ・The passage insists that ( A ). However, that is at odds with newly discovered facts. ・In the passage it is said that ( A ). However, it is the opposite of what the latest research revealed. ・It is true that ( A ). However, it does not follow that…. ・Although ( A ), in fact that does not necessarily mean …. ・Despite the fact that (A), that does not mean… ・Just because ( A ) does not mean ….
Xゆえに、X を考慮すると[X の観点から] ・because of X/ due to X/ thanks to X/ owing to X/ on account of X ・in terms of X/ in view of X/ in the light of X/ considering X/ concerning X/ with regard to X/in connection with X/ in respect of X
X は正しくない[X= the assumption/ this theory/ this view]
・X is not necessarily true [correct/ the case]. / X is simply false [incorrect/ untrue]. / X is not what actually happened. / X is not in accordance with reality. / X cannot be supported [substantiated/ verified/ backed up] by evidence. ・New studies [research] disproved [refuted /rebutted/ denied/ discredited/ challenged/ contradicted] X./ Further studies proved X false. / New evidence does not support [validate/ substantiate/corroborate] X./ New evidence is at odds with [in conflict with/ in disagreement with]X.
Model Essay 1 The reading passage argues that professors who appear on TV benefit themselves, the college where they teach, and the general public. However, the lecture convincingly explains that frequent TV appearances are not good for anybody, by casting doubt on the three points made in the passage. The first point is the benefits of the professors themselves. The passage claims that frequent TV appearances enhance the reputation of professors and therefore it is beneficial to themselves. However, that is the opposite of what the lecture explains. Such professors are regarded as TV entertainers, not serious researchers among professional scholars. As a result, those professors will have fewer opportunities to attend serious academic conferences nor to receive research funding, due to their negative reputation among peers. The second point is the benefits of the college. The passage insists that those professors who appear on TV can contribute to the college by making it popular. However, that is not always the case. According to the lecture, appearing on TV requires a lot of time to prepare, including preparation for the material, transportation time, and even some time to make up. Consequently, those professors are actually wasting a lot of time that they could use for the college by helping students or doing research. The third point is the benefits of the general public. The passage suggests that professors appearing on TV can contribute to the general public by educating them. However, that is not necessarily true. The TV networks are not interested in having the professors explain the in-depth knowledge about the topics they talk about. Rather, all the professors are expected to do is just give simple background knowledge and brief history of the topics just to make the program look more authentic. Their job can easily be taken over by reporters who study the same topic. (290)
Task 1 Model Essay
The reading passage argues that communal online encyclopedias are much less valuable than
traditional printed encyclopedias. However, the lecture convincingly explains that is not true,
by effectively refuting the three points made in the passage.
The first point is errors. The passage states that, since entries in communal online
encyclopedias are often written by non-experts, they can be inaccurate and unreliable. However,
that is not the case. No encyclopedia, online or offline, is perfect. What counts most is how
easily and quickly the mistakes can be corrected. In this regard, online encyclopedias are better
than traditional printed ones, in that inaccurate information in online encyclopedia can be
corrected much faster.
The second point is hacking. The passage argues that unscrupulous users and hackers can
corrupt the content of articles. However, this argument cannot be supported by evidence. In
fact, online encyclopedias have already taken measures to prevent their content from being
changed by vandals or hackers. Some important information is presented in a “read-only”
format, in such a way that cannot be revised. Also, special editors are always monitoring what
is happening to content and eliminate malicious revisions.
The third point is what’s worth knowing about. The passage insists that communal online
encyclopedias often give more than enough space to trivial topics, creating a false impression
about which information is important and which is not. However, that is not simply true.
Actually, the fact that online encyclopedias contain information on all kinds of subjects is not a
weakness but a strength, because the diversity of topics covered by online encyclopedias is a
true reflection of the diversity of people’s interests. On the other hand, traditional printed
encyclopedias have limited space, and thus editors who choose the entries do not always take