Con cessi on c lau se Although there are many advantages to living in the city, Even though technology can damage the environment, Despite !he differences among cultures, In spite of the benefrts of studying In a group. • Begin with a concession dause • Make a direct statement 01 opinion >- Use an Dutil sentlft •• Opinion Direct a talement _ Subject Verb I prefer life in a small town. I think it causes more good than harm. I believe that peace is possible. I prefer to study alone. Some books call the secood sentence in an essay the topic sentence, the oontrolling sen- tence, !he thesis sIBtement, or the organizing sentence. The purpose of th is sentence is to out- line the essay for the reader. Here are some examples 01 outline sentences. Firat sen tence: Although there are many advantages to living in the city, I prefer lite in a small town. OuUine sentence: Three personal experiences convince me that small towns provide a better lile style. FIrat sentence: Despite the differences among cultures, I believe that peace is possible. OuU l ne sentence : HistOl)' provides several encouragi ng examples. Firat sentence: In spite of the benefits of studying in a group, I prefer to study alone. Outline sentence: There are three reasons why I have this preference. • Outline the essay fo r the reader • Write an outli ne sentence >- Thl l k II Entillslo How do English-speaking writers think? According to research by Robert Kaplan, they orga- nize their thoughts in a linear pattern. This means that they think in a straighlline. Detalts and examples must relate to the main points. Digressions are nollncluded . '01 '" ,'" 2&8 REVIEW OF TO EFL. IBT SECnONS For essays that require an opinion, th e organization would look like this; Opinion , Outline Sentence , Reason 1 , ExampleJDetail Reason 2 , ExamplelDetail Reason 3 , Example/Detail Conclusion In my view, school unifo rm s are a good idea , Three reasons convince me that wearing uniforms will i mp rove the edu- cation al experience of students. In the first place, unilonns are not as expensive as brand name clothi ng. For example, a new school uniform costs about $30, but designer jeans and a name-br and shirt cost five times t hat alT\CHJnl. An expensive book would be a better Investment. Second, It is eas i er to gilt ready for school. When there are five choices, it requires time and thought to decide what to wear. Uniforms simp lily the problem of chooSi ng a shirt 10 comple- ment a certain pair of pa nts and, fu rt hermor e, selecllng socks and shoes to go with them. All of these decisions take lime and divert atten- l ion from preparing for classes. Finally, students who wear uniforms identify themselves with their schoo l. Wearing the sc h oo l colors establish es that each student Is part of the group. In conclusion, I th ink schools t haI requ ir e uni f or ms send a positive me s- sage to their studenls. They communicate thai il is more important 10 be the best slude nt lhan ills to have the bes t clothing. • Th ink in a straight line • Connect eac h Idea with the next > Write a strong conclusion In TO EF L e ss ays , it is not appropriate to apologize for not having written enough, for not hav- ing enough ti me, or for not us i ng good English skills. An apology will cause you 10 lose po inls. tn addition, a good conclusion does not add n ew information. It does not introduce a ne w idea. A strong conclusi on is more l ike a sum mary 01 the Ideas in one last sentence. • Summarize the main Idea • Avoid apologi es and new topics M Ichr, :1y klfr prtp,<1f WAITING 2M APPLYING THE ACADEMIC Sl(ILlS TO THE TOEfl • Taking Not Taking notes is an important academic skill for the Writing section because you will use them to organize your essay. Because you will not be graded on the notes, yOlt should not worry about maki ng them perfect. It is more important for them to be useful to you . • Paraphrasing In the integrated essay, you must be careful not to use the exact words from the reading or the lecture. Plag iarizing will result in a fa iling score on the essay. You must use the skills that you le arned to paraphrase in your essay. • S rlzlng As you will remember, summarizing Is one 01 the steps In synthesizing. You wi ll often be asked to summarize the primary source before you relate it to the secondary source. • Synthesizing Part 1 of the Writi ng section is the integrated essay. II is a synthesis of information from a read- ing pa ssage and a lecture. Synthesizing Is Ihe most importanl academic skillfO( the integrated essay. QUIZ FOR THE WRlnll6 SECTION This is a quiz for the Writing section of the Next Generation TOEFL (iBn. This section tests your ability to write essays in English. During Ihe quiz, you will respond to two writing ques- tions. You may lake notes as you read and listen to academic In fannallon. You may use your notes 10 write lhe essays. Once you begin, you have 20 minutes to write the lirst essay and 30 minules to write the second essay. Ow". 1 Reading Passage TIme : 3 minutes A win-win negotiation is concluded when both parties galn something 01 value in exchange fO( maki ng concessions. Although the balance 01 power may change during the negotiation process, negotiators on both sides must remaln open 10 opllons that will ultimately allow lor a lair exchange. To achieve a resolution that benefits both parties, everyone inVOlved mu st be willing to l is ten carefully to each other's concerns. To arrive at a conclusion that Is good 10( everyone, negotiators must reveal what they value and what they don't value. Good negotia- tors look lor somethi ng that their side does not value but to which the other side assigns a high value. By oltering it , Ihey lose nothing, but the other side gains some th ing, thereby leeting more disposed 10 concede something thallhe other side perceives as valuable. In additiOn 10 cl II( 27 0 REY IEW OF TOEFL - IBT SECTIONS listening for ways to help the other side, everyone has to be aware of the limitations that bolh sides may bring to the table. The re are some options that ca n no t be explored because they are nol possible f or one of the parties. F or example, a price that does not allow a profit margin for the company that manuf.actures it Is no t a point of nagotJatloo, unless the other side can offer a way 10 increase profits or productivity. If t ha t Isn 't possible, then perhaps a service that saves the bll)'er money might be a way 10 balance the firm pricing structure of t he goods. A win·win negotiation allows both parties to feel tha! they made a good deal, but another positive outcome Is the way that t he people involved leel about each other. In traditional bar- gaining. people on opposite sides of a negotiation tend to view each other as adversaries, a rela ti onship that is often difficult to change alter the negotiation has ended and the collabora· tion Is supposed to begin. In a win ·win setting, the parties approach the negotiation as col· leagues who want to support each other's success. When the deal has been made and the collaboration begins, the people involved are already committed to wor1<ing together for their mutual benefit. Qu es tion 1, Lec ture , CO 5, Track 4, N ow listen to a lecture on the same topic as t he passage you have Ju st read. Quest i on Summarize the points m ade in the reading passage, and then explain how the case study from the lecture supports the reading. Writing Time: 20 minutes Typical Response: 1 50-225 words Qu e stion 2 Some people like to communicate by e·mail and voice mall. Other people tike to communlcale by telephone or lace·lo·face. Which type of communication do you pr ele r, and why? Be su re to Include details and examples to support your opinion. Writing Time: 30 minutes Typi c;"!l Rospon50: 300-350 words Thi s Is the end of the Writing Quiz, To check your answers , refer to the Progreaa Chart for the Writing Quiz, Chapter 7, page 550. M 1 flal chraneny a' sk~ml pravv WRmNG 271 STUDY PLAN What did yo u learn from taking the quiz? What will you do differently when you take the model tests in the next chapter? Take a lew minutes to think and then write a sentence or two to help you revise your study plan. EXTRA CREDIT A fter you h ave completed this chapter , you may want to continue a review 01 writing . H ere are some suggestions. Become familiar with the independent writing topics. Topics previously used for inde- pendent questions on the CST TOEFL Writing section are listed in the TOEFL Information Bul- letin available free from Educational Testing Service. They are also listed on the web site at WiIoW.ets.oty. Read through the questions, and think about how you woukl respond to each of the topics. Since most of them requi re you to state an opinion. it is helpful to fo rm a general opinion on each topic. Reed good examplftS of exposi tory writ ing. Research confirms that reading is importa nt to the development 01 writing. This means that one of the best ways to learn 10 wrile well is 10 read good models of writing. By being exposed to good writing, you will acquire good tech- niques. Th at is why this book contains examples of the answers that excellent writers might create in response to the questions in this review chapter and In the Writing sectlon of each rnodeI lest. It is important to read these example answers carefully. Remember that you will be asked to produce expository, not literary essays. F or this reason, yo u should read opinion essays instead of short stories. It is also a good idea to read summaries of content material. Many popular college textbooks in English provide summaries at the end of the chapters. In general, these summaries are good models fo r you to read. DPnoNS FOR EVALUAnON It is difllcult to evaluate your own writing. II you are taking an English class, ask your teacher to use the checklists in this chapter to evaluate your writing. You need to know how you are pro- gressing in relationship to the criteria on the checklists because that Is how you will be evalu- ated on Ihe T OEFL If you do not have good options to have your writing evaluated witho ut a fee. there are lee- based options that will provide professional evaluations. See page 781 for delails. ADVISOR 'S OFFICE Keep your eyes on the destination, not on the road. There are short roads and tong roads to the same destination, but the important point is to arrive where you want to be . Of course, there are several reasons why you prefer to achieve a st.lCC8ssful SCOfe on the TOEFL the first time that you attempt it. It is costly to take the test again. and you are eager 10 begin your academic studies or professional life. Nev- ertheless, a goal is seldom destroyed by a delay, so don' destroy your positive atti- tude, either. If you take the time 10 prepare. you will probably be able to take the short road, but if you have oot studied English very Ioog, you may need more prac- tice. Please don't compare yourself to anyone else. They are on their road, and you are on yours. Jus l keep going. You will gel there. ,I ", , MORE L TESTS MODEL TEST 3: PROGRESS TEST READING SECTION The Reading section tests your ability to understand reading passages like those in college textbooks. The passages are about 700 words in length. This is the short format lor the Reading section. On the short formal, you will respond 10 three passages. After each passage, you will answer 1 2-14 questions aboU1 it. Most questions are worth 1 point, bul the last question in each passage is worth more than 1 point Yoo will have 60 minutes 10 read al l 01 the passages and answer the questions. You may take notes while you read, but notes are not graded. You may use your notes to answer the ques - tions. Some passages may i ndude a word or phrase that is undertined in blue. Click on the word or phrase 10 see a glossary definition or 8ICplanation . Choose the best answer for muhiple-choioe questions. Follow the directions on the page or on the saeen for computer-assisted que stions. Click on Next 10 go 10 the next question. Click on Ba ck to relum 10 the previous question. You may return 10 previous que stions lor all of the passages in the same reading part, but after you go to the next part, you will not be able to return to passages in a previous part. Be sure that you have answered all of the questions for the passages In each part before you click on N ext at the end of the passage to molle to the next part. You can click on Revi ew to see a chart of the ques tions you have answered and the questions you have not answered in each part. From this screen, you can return to the question you want to answer in the part that Is open. A dod< on the screen will show you how much time to have to complete the Reading section. 27 4 MORE MODEL TE S TS PART I 11041., 1 "Symbiotic R",,'oRShlps" Symbio SiS is a close, long.lasting physical relali Oflship between two differ· ent species. In other words, the two species are usually in physical contact and at least one 01 them itiii.Nii some sort 01 bene lit lrom this contact. There are three different categories 01 symbiotic relationships: parasitism, commensal· is m, and mutualism. Parasitism is a relationship in wh i ch one organism, known as the parasile, lives in or on another organism, known as the host. Irom which n derives nour· ishment. Generally, the parasite is much smaller than the host. Although the host Is harmed by the Int eractIOn , it Is general ly not killed Immediately by the parasite, and some host individuals may live a long time and be ~ little aHected by their parasites. Some . are much more destructive than others, h"",." ,. standing interaction between the parasite and the host, the two species gener- ally evolve in such a way that they can accommodate one anot her . It is not in the parasite's best interest to kill its host. II it does. it must fi nd another. like· wi se, the host evolves defenses against the parasite, often reducing t he harm done by the parasite to a level the host can ~ @ Parasites that live on the surface of their hosts are known as ectopara- sites. Fl eas , lice. and some molds and mildews are examples of ectoparasites. 16I Many other parasites, like tapeworms, malaria parasites, many kinds 01 bac· teri a, and so me fung i, are called endoparas lt es becau se they live inside the bodies of their hosts. IBl A lapeworm lives in the intestines of its host where Ills able to res i st being digested and makes use of the nutrients In the intestine. ICI Even plants can be parasites. Mistletoe is a flowering plant that is parasitic on trees. It establishes itself on the surface 01 a tree when a bird transfers the seed to the tree. 1\ then grows down inlo the water·conducting tissues of the tr ee and uses the water and minerals it obtains from these tissues to support its own growth. IIl1 If the relationship between organisms is one in which one organism benefits while the other is not affected, it is called commensalism. It is possible to visu- alize a parasit ic relationship evo l ving Into a commensal one. Since parasites generally evolve to do as little harm to Iheir host as poss i ble and the host is combating the negative effects 01 the pa rasite, they might eventually evolve to the point where the host is not harmed at all. There are many examples of com - mensal relationshi ps . Orchi ds often use trees as a surface upon which to grow. The tree Is not harmed or helped, but the orchid needs a surface upon which 10 establish it self and also benefits by being close to the top of the tree. where it M 1 , chranenya' s ~ml pravv . Topics previously used for inde- pendent questions on the CST TOEFL Writing section are listed in the TOEFL Information Bul- letin available free from Educational Testing Service. They are also. going. You will gel there. ,I ", , MORE L TESTS MODEL TEST 3: PROGRESS TEST READING SECTION The Reading section tests your ability to understand reading passages like those. reading part, but after you go to the next part, you will not be able to return to passages in a previous part. Be sure that you have answered all of the questions for the passages In each part