Page 330 REVIEW OF SECTION 3: READING

TIP: The answer to the quest on on the r ght s !e o" the s#reen s a$wa%s "oun! n the &art o" the &assage ' s ($e on the $e"t s !e o" the s#reen) *ou !o not ha'e to s#ro$$ through the &assage to " n! the answer) Simulations for Section 3 In or!er to &re&are "or the e+&er en#e that %ou w $$ ha'e on the Co,&uter-.ase! TOEF/0 use the CD-RO1 that su&&$e,ents th s (oo2) /o#ate the Rea! ng Se#t on on 1o!e$ Tests 3-4) The #o,&uter w $$ s ,u$ate the Rea! ng Se#t on on the Co,&uter-.ase! TOEF/) These ,o!e$ tests are #o,&uter-ass ste!) The Rea! ng Se#t on o" the Co,&uter.ase! TOEF/ s not #o,&uter-a!a&t 'e) As &art o" %our stu!% &$an0 (e sure to re' ew a$$ o" the quest ons n a$$ o" the 1o!e$ Tests) 5se the E+&$anator% Answers on the CD-RO1 or on &ages 367-686) I" %ou !o not ha'e a #o,&uter0 %ou #an st $$ s ,u$ate so,e o" the "eatures o" the Co,&uter-.ase! TOEF/) Se#t on 3 o" 1o!e$ Tests 3-4 n Cha&ter 9 o" th s (oo2 s &r nte! n two #o$u,ns to g 'e %ou the sa,e 2 n! o" ' sua$ ,&ress on that %ou w $$ ha'e when %ou rea! "ro, a #o,&uter s#reen) The on-s#reen ! re#t ons "or #o,&uter-ass ste! quest ons are a$so &r nte! n the (oo2)

Page 337 ADVICE FOR T:E READING SECTION: CO1P5TER-.ASED TOEF/

Practice reading on a computer screen) Rea! ng on a #o,&uter s#reen s ! ""erent "ro, rea! ng on a &age) F rst0 there s genera$$% $ess te+t ' s ($e; se#on!0 %ou ,ust s#ro$$ nstea! o" turn ng &ages; an! " na$$%0 there ,a% (e qu te a "ew #ons or other ! stra#t ng ' sua$s surroun! ng the &assage) To (e#o,e #o,"orta($e w th rea! ng on a #o,&uter s#reen0 %ou shou$! ta2e a!'antage o" e'er% o&&ortun t% %ou ha'e to &ra#t #e) I" %ou ha'e a #o,&uter0 s&en! t ,e rea! ng on the s#reen) E'er%th ng %ou rea! w $$ he$& %ou ,&ro'e th s new s2 $$) Practice reading the kinds of topics you will find on the Reading Section. An ne+&ens 'e en#%#$o&e! a on CD-RO1 wou$! (e a goo! n'est,ent) The 2 n!s o" &assages "oun! on the Co,&uter-.ase! TOEF/ are 'er% s , $ar to those "oun! n a (as # Eng$ sh en#%#$o&e! a) I" %ou !o not ha'e a #o,&uter0 %ou ,a% (e a($e to $o#ate so"tware "or an Eng$ sh en#%#$o&e! a at a $o#a$ $ (rar% where a #o,&uter s a'a $a($e "or &u($ # use) Become familiar with the directions for each of the question types. The ! ""erent t%&es o" quest ons w $$ a&&ear at ran!o,) D re#t ons w $$ a&&ear w th ea#h quest on0 (ut " %ou a$rea!% re#ogn <e the t%&e o" quest on &resente!0 an! %ou are "a, $ ar w th the ! re#t ons0 %ou w $$ sa'e t ,e) The $ess t ,e %ou ha'e to s&en! rea! ng ! re#t ons0 the ,ore t ,e %ou w $$ ha'e to rea! the &assages)

Page 333 OVERVIEW OF T:E WRITING SECTION Page 336 REVIEW OF WRITING ESSA* Page 339 OVERVIEW OF T:E WRITING SECTION

=5IC> CO1PARISON PAPER AND PENCI/ TOEF/ AND CO1P5TER-.ASED TOEF/ ESSA* Pa&er an! Pen# $ TOEF/ Test o" Wr tten Eng$ sh The essa%0 a$so #a$$e! the Test o" Wr tten Eng$ sh ?TWE@0 s o""ere! " 'e t ,es ea#h %ear) *ou ,ust se$e#t a TOEF/ test !ate when the TWE s s#he!u$e! " %ou nee! an essa% s#ore) Co,&uter-.ase! TOEF/ Wr t ng The essa% s requ re! as &art o" e'er% TOEF/) *ou ,ust wr te the essa% as the $ast &art o" %our TOEF/ e+a, nat on)

When %ou reg ster "or the TOEF/ on one o" the !ates when the TWE s o""ere!0 %ou !o not ha'e to reg ster se&arate$% "or the TWE) It s o""ere! at no a!! t ona$ #ost) There s on$% one to& # "or ea#h essa% E'er%one ta2 ng the TOEF/ wr tes an essa% on the sa,e to& #) *ou !o not 2now an% o" the to& #s "or the essa%)

When %ou reg ster "or the TOEF/0 %ou are auto,at #a$$% reg stere! "or the Wr t ng Se#t on) It s o""ere! at no a!! t ona$ #ost) There s on$% one to& # "or ea#h essa% The #o,&uter se$e#ts a to& # "or %ou) It ,a% not (e the sa,e to& # that s se$e#te! "or so,eone e$se ta2 ng the TOEF/ that !a%) A$$ o" the to& #s "or the essa% are &u($ she! n the TOEF !nformation Bulletin "or Co,&uter-.ase! Test ng "ree o" #harge "ro, ETS) The% are a$so $ ste! on the ETS we( s te at www)toe"$)org 1ost o" the to& #s as2 %ou to agree or ! sagree w th a state,ent or to e+&ress an o& n on) There are three t%&es o" to& #s #o,,on$% use! on the Wr t ng Se#t on: "rgument. Argue (oth s !es o" an ssue0 an! ta2e a &os t on) 8) Persuasion) Agree or ! sagree w th a state,ent0 an! su&&ort %our o& n on) 3) E#tension) .ase! on se'era$ e+a,&$es that su&&ort an argu,ent0 #hoose another e+a,&$e0 an! g 'e reasons "or the #ho #e) The to& #s are 'er% genera$ an! !o not requ re an% s&e# a$ <e! 2now$e!ge o" the su(Ae#t to answer the,) *ou ha'e th rt% , nutes to #o,&$ete the essa%) *ou #an #hoose to han!wr te %our essa% on &a&er or t%&e t on the #o,&uter) *ou ha'e one &age to organ <e %our essa%) Th s &age s not gra!e!) *ou ,a% organ <e n an% wa% that s he$&"u$ to %ou B notes0 a $ st0 an out$ ne0 or a !raw ng) *ou ,a% use %our " rst $anguage on th s &age) *our essa% w $$ not (e s#ore! "or neatness0 (ut the rea!ers ,ust (e a($e to un!erstan! what %ou ha'e wr tten) *ou shou$! wr te a(out 300 wor!s0 or three to " 'e short &aragra&hs) 7)

1ost o" the to& #s as2 %ou to agree or ! sagree w th a state,ent or to e+&ress an o& n on) There are three t%&es o" to& #s #o,,on$% use! on the TWE: 7) "rgument. Argue (oth s !es o" an ssue0 an! ta2e a &os t on) 8) Persuasion) Agree or ! sagree w th a state,ent0 an! su&&ort %our o& n on) 3) E#tension) .ase! on se'era$ e+a,&$es that su&&ort an argu,ent0 #hoose another e+a,&$e0 an! g 'e reasons "or the #ho #e) The to& #s are 'er% genera$ an! !o not requ re an% s&e# a$ <e! 2now$e!ge o" the su(Ae#t to answer the,) *ou ha'e th rt% , nutes to #o,&$ete the essa%) *ou han!wr te %our essa% on &a&er &ro' !e! n the test ,ater a$s) *ou ha'e one &age to organ <e %our essa%) Th s &age s not gra!e!) *ou ,a% organ <e n an% wa% that s he$&"u$ to %ou B notes0 a $ st0 an out$ ne0 or a !raw ng) *ou ,a% use %our " rst $anguage on th s &age) *our essa% w $$ not (e s#ore! "or neatness0 (ut the rea!ers ,ust (e a($e to un!erstan! what %ou ha'e wr tten) *ou shou$! wr te a(out 300 wor!s0 or three to " 'e short &aragra&hs)

A s#a$e "ro, 7 to 6 s use! to gra!e the essa%) The s#a$e s &r nte! on &age 3C0) *our essa% w $$ (e s#ore! (% two &ro"ess ona$ tea#hers0 rea! ng n!e&en!ent$%) When the two s#ores ! ""er (% ,ore than one &o nt0 a th r! tea#her w $$ rea! an! s#ore %our essa%) The s#ore s re&orte! se&arate$% "ro, the TOEF/ s#ore) It w $$ not (e n#$u!e! n #o,&utat on o" the tota$ TOEF/ s#ore an! w $$ not a""e#t %our s#ore on the ,u$t &$e #ho #e TOEF/) Directions for the Essay Paper and Pencil TOEFL

A s#a$e "ro, 7 to 6 s use! to gra!e the essa%) The s#a$e s &r nte! on &age 3C0) *our essa% w $$ (e s#ore! (% two &ro"ess ona$ tea#hers0 rea! ng n!e&en!ent$%) When the two s#ores ! ""er (% ,ore than one &o nt0 a th r! tea#her w $$ rea! an! s#ore %our essa%) The s#ore! s #o,( ne! w th the s#ore on the Stru#ture Se#t on) It w $$ (e "a#tore! n the se#t on s#ore at 30 &er#ent)

The ! re#t ons "or the Pa&er an! Pen# $ TOEF/ are re&r nte! w th the &er, ss on o" E!u#at ona$ Test ng Ser' #e ?ETS@ "ro, the o"" # a$ !nformation Bulletin "or the Pa&er an! Pen# $ TOEF/) ABOUT THE TWE TEST I" %ou ta2e the TOEF/ test n august0 O#to(er0 De#e,(er0 Fe(ruar%0 or 1a%0 %ou w $$ a$so ta2e the Test o" Wr tten Eng$ sh ?TWE@) *ou w $$ ha'e 30 , nutes to wr te an essa% on the one to& #s &r nte! n %our TWE test (oo2) *ou w $$ not nee! s&e# a$ 2now$e!ge o" the to& #s) *ou w $$ wr te %our essa% on a two-s !e! answer sheet atta#he! to %our TOEF/ answer sheet) When %ou are to$! to (eg n wor20 rea! the nstru#t on an! the essa% quest on #are"u$$%) *ou ,ust wr te on$% on the ass gne! to& #s) I" %ou wr te an essa% on a ! ""erent to& #s0 t w $$ not (e s#ore) *ou w $$ &ro(a($% want to s&en! a "ew , nutes th n2 ng a(out the 2 n! o" essa% %ou w $$ wr te0 an! %ou ,a% w sh to ,a2e a "ew (r e" notes) The test su&er' sor w $$ te$$ %ou where to ,a2e %our notes "or the wr t ng test) P$an to ta2e at $east 80 , nutes to wr te %our essa% a"ter %ou ha'e rea! the nstru#t on an! ,a!e notes) TWE PRA TI E TOPI S The TWE test uses a 'ar et% o" wr t ng tas2s that resear#h has !ent " e! as t%& #a$ o" those requ re o" #o$$ege an! un 'ers t% stu!ents) As ,ore s $earne! a(out other 2 n!s o" a#a!e, # wr t ng0 the TWE test w $$ use a!! t ona$ t%&es o" essa% quest ons)

The "o$$ow ng &ra#t #e to& #s are e+a,&$e "ro, a#tua$ TWE tests) Practice To!ics A So,e &eo&$e sa% that the (est &re&arat on "or $ "e s $earn ng to wor2 w th others an! (e #oo&erat 'e) Others ta2e the o&&os te ' ew an! sa% that $earn ng to (e #o,&et t 'e s the (est &re&arat on) D s#uss these &os t ons0 us ng s&e# " # e+a,&$e o" (oth) Te$$ wh #h one %ou agree w th an! e+&$a n wh%) Practice To!ics B In'ent ons su#h as e%eg$asses an! the sew ng ,a#h ne ha'e ha! ,&ortant e""e#ts on our $ 'es) Choose another n'ent on that %ou th n2 s ,&ortant) G 'e s&e# " # reasons "or %our #ho #e) Practice To!ics Rea! an! th n2 a(out the "o$$ow ng state,ent: Tea#hers shou$! ,a2e $earn ng enAo%a($e an! "un "or the r stu!ents) Do %ou agree or ! sagree w th the state,entD G 'e reasons to su&&ort %our o& n on)

Page 334 REVIEW OF WRITING ESSA* Computer-Based TOEFL The ! re#t ons "or the Co,&uter-.ase! TOEF/ are re&r nte! w th the &er, ss on o" E!u#at ona$ Test ng Ser' #e ?ETS@ "ro, the o"" # a$ !nformation Bulletin "or the Co,&uter-.ase! TOEF/) In th s se#t on0 %ou w $$ ha'e an o&&ortun t% to !e,onstrate %our a( $ t% to wr te n Eng$ sh) Th s n#$u!es the a( $ t% to generate an! organ <e !eas0 to su&&ort those !eas w th e+a,&$es or e' !en#e0 an! to #o,&ose n stan!ar! wr tten Eng$ sh n res&onse to an ass gne! to& #s) On the !a% o" the test0 an essa% to& #s w $$ (e g 'en to %ou) *ou w $$ ha'e 30 , nutes to wr te %our essa% on that to& #) .e"ore the to& #s s &resente!0 %ou ,ust #hoose whether to t%&e %our essa% on the #o,&uter or to han!wr te %our essa% on the &a&er essa% answer sheet &ro' !e!) S#rat#h &a&er w $$ (e g 'en to %ou "or ,a2 ng notes) :owe'er0 on$% %our res&onse han!wr tten on the essa% answer sheet or t%&e! n the essa% (o+ on the #o,&uter w $$ (e s#ore!)

The essa% to& # w $$ (e &resente! to %ou on the #o,&uter s#reen) The essa% s#reen w $$ (e s , $ar to th s:

*ou #an #$ #2 on "e#t an! onfirm Ans$er to en! the Wr t ng Se#t on at an% t ,e) At the en! o" 30 , nutes the #o,&uter w $$ auto,at #a$$% en! the se#t on)

Th s Re' ew #an (e use! to &re&are "or (oth the Pa&er an! Pen# $ TOEF/ an! the Co,&uter-.ase! TOEF/) For the ,ost &art0 the sa,e t%&es o" to& #s are teste! on (oth the Pa&er an! Pen# $ TOEF/ an! the Co,&uter-.ase! TOEF/) The essa%s on (oth the Pa&er an! Pen# $ TOEF/ an! Co,&uter-.ase! TOEF/ are s#ore! us ng the sa,e s#a$e) Page 33E REVIEW OF STRATEGIES AND TOPICS FOR T:E WRITING SECTION Three Ste!s for Writin% Short Essays There are three ste&s that ,ost goo! wr ters "o$$ow n organ < ng the r wr t ng) *ou shou$! use these ste&s when %ou wr te a short essa%) F rst0 te$$ %our rea!er what %ou are go ng to wr te) Se#on!0 wr te t) Th r!0 te$$ %our rea!er what %ou wrote) To $oo2 at these ste&s another wa%0 %our essa% shou$! ha'e three &arts: 7) A goo! (eg nn ng 8) Se'era$ goo! #o,,ents 3) A goo! en! ng In th s re' ew o" wr t ng0 we w $$ ! s#uss an! g 'e e+a,&$es o" the three &arts o" a short essa%0 us ng the t%&es o" to& #s that %ou w $$ " n! on the TOEF/) A Good Beginning Th s s where %ou te$$ the rea!er what %ou are go ng to wr te) A goo! (eg nn ng has #erta n requ re,ents)

A good beginning is short. Two or three senten#es s enough to te$$ %our rea!er how %ou &$an to a&&roa#h the to& #s A good beginning is direct. In th s #ase o" #o,&ar son0 state (oth s !es o" the argu,ent n %our " rst senten#e) In a short #o,&os t on0 %ou !onFt ha'e enough t ,e "or n! re#t a&&roa#hes) A good beginning is an outline. The se#on! senten#e usua$$% out$ nes the organ <at on) It g 'es the rea!er a genera$ !ea o" %our &$an) Good Comments Th s s where %ou wr te) Good comments include several points. A short essa% ,a% ha'e (etween two an! " 'e &o nts) 5sua$$%) The wr ter se$e#ts three) In the #ase o" a #o,&ar son0 three reasons s a stan!ar! argu,ent) Good comments are all related. A$$ o" the #o,,ent shou$! re$ate to the genera$ state,ent n the " rst senten#e) Good comments are logical. The &o nts shou$! (e (ase! on e' !en#e) In the #ase o" a #o,&ar son0 the e' !en#e shou$! #o,e "ro, sour#es that #an (e # te!0 su#h as a te$e' s on &rogra, that %ou ha'e seen0 an art #$e that %ou ha'e rea! n a ,aga< ne0 a (oo2 that %ou rea!0 or a $e#ture that %ou ha'e hear!) Good comments are not udgments. O& n on shou$! (e !ent " e! (% &hrases su#h as0 G n ,% ' ew0H G n ,% o& n on0H or G t see,s to ,e that)H Further,ore0 o& n on shou$! (e (ase! on e' !en#e) O& n on that are not (ase! on e' !en#e are Au!g,ents) Iu!g,ents usua$$% use wor!s $ 2e Ggoo!H or G(a!0H Gr ghtH or Gwrong)H Iu!g,ents are not goo! #o,,ents) A Good Ending Th s s where %ou te$$ the rea!er what %ou wrote) A good ending is summar!. The $ast senten#e s s , $ar to the " rst senten#e) In a short essa%0 a goo! en! ng !oes not a!! new n"or,at on) It !oes not ntro!u#e a new !ea) A good ending is not an apolog!. A goo! en! ng !oes not a&o$og <e "or not ha' ng sa ! enough0 "or not ha' ng enough t ,e0 or "or not us ng goo! Eng$ sh)