Contents:
Textbook Resources
Where to find ETS Question Types in the Cambridge Book
Reading:
Reading Question Types Overview, p. 2
Transition and Signal Words Vocabulary list, p. 3
Insert Sentence Questions, p. 5
Practice Insert Sentence Questions, p. 6
Inference Questions supplemental exercises, p. 7
Listening:
Listening Questions Overview, p. 9
Filler phrases in spoken language, p. 9
Campus Vocabulary list, p. 10
Class Activity – Conversations about School-Related Topics, p. 12
Speaking:
Speaking Tasks Overview, p. 13
General Vocabulary Development:
Useful Vocab for Test Questions and Answer Choices,p. 15
Useful Vocab for Academic Tasks, p. 15
Presentation Information, p. 16
Writing:
Useful Vocabulary for the Integrated Writing Task, p. 17
Sample Integrated Writing Task with Sample Essay, p. 18
____________________________________________________________________________________________
Where to Find ETS Question Types and Other Materials in the Cambridge TOEFL Book (not a complete
list):
Reading: referent questions, insert text questions and transition words (p. 167-177, R4-R8 and mini-test2)
Reading: Factual details (p. 178-185, R9-R10)
Reading: paraphrases (p. 185-198, R11-14 and mini-test 3)
Reading: inference questions (p. 199 – 216, R15-21 and mini-test 4)
Reading: summary questions (p. 216-30, R22-4 and mini-test 5)
Reading: charts (p. 222, R24)
Listening: signal words; gist-content questions (p. 257-264, L4-8)
Listening: filler phrases/natural speech (p. 254-257, L1-3)
Listening: facts/detail (p. 272-277, L14-15)
Listening: organization questions (why does the prof say) *(p. 208, R19)
Listening: inferring (p. 287-298, L18-23
Listening: conversations and gist-purpose questions (p. 269 mini-test 1, 1-3 and 10-12; p. 296, mini-test 3, 6-9; p. 301,
practice test, 8-12 and p. 307, 31-35)
Listening: function of speech (p. 287-298, L18-23)
Listening: speaker’s attitude (p. 287-298, L18-23)
Listening: charts (p. 278-286, L16-17 and mini-test 2)
1
TYPES OF READING QUESTIONS (from ETS):
Question type
Question wording
Factual
According to (the author, the
information
passage)…
(The
author/the
passage)
mentions…
Negative factual
information
Inference
Rhetorical
purpose
Vocabulary
Reference
Sentence
simplification
(paraphrases)
Insert text (insert
a sentence)
Prose summary
Fill in a table
NOT (Which of the following is
NOT true?)
EXCEPT (….mentions all of the
following EXCEPT)
Which of the following can be
inferred…
The author implies that…
The author discusses X in order
to…
Why does the author mention…
Tips for answering
Find the specific information in the passage
(wording may change).
Don’t be fooled by answer choices with words
from the passage.
Pay attention to grammar.
Look for what is in the passage (the incorrect
choices) and eliminate them.
Check more than one paragraph.
The answer will not be stated directly in the text.
Find the specific sentence in the text that leads
to the answer.
Learn the meanings of key vocabulary like “to
mention,” “to refute.”
Focus on the paragraph structure (main points,
supporting details).
The word X is closest in meaning
Make sure you choose the meaning of the word
to…
as it is used in the passage.
Reread the sentence, substituting your answer
for the highlighted word.
The word/phrase ___ refers to…
Make sure pronouns agree in number and
person.
Substitute your choice for the highlighted word.
Does it make sense and fit grammatically?
Which of the following best
Break down and simplify the original sentence
expresses the information in the
(identify main subject and verb and clauses).
highlighted sentence?
Check grammar in the answers – subjects and
verbs.
Identify transitions and signal words.
Wrong answers may give opposite information.
Where would the sentence best fit? Use references and transition words as clues.
Read the sentences before and after.
An introductory sentence for a
This question comes at the end and is worth two
brief summary of the passage is
points – leave yourself time for it (if you run out
provided below. Complete the
of time and have to guess, guess earlier
summary by selecting three
questions and not this one).
answer choices…
Use essay and paragraph structure to identify
main points (first/last sentences, introductions
and conclusion).
Eliminate minor points and details (i.e. ideas
mentioned only once, appearing mid-paragraph).
Look for the ideas that were discussed the most.
Complete the table below…
Worth up to 4 points – leave time for this
question at the end.
Think about overall passage structure and use it
to locate correct information.
2
Signal and Transition Words
Comparisons and contrasts:
likewise
Some people have little money, and likewise, little power. Meaning: “also” - the same idea applies to a second
statement (some people have little money, and the same people have little power)
similarly
She was very happy and he was similarly affected. Meaning: She was affected in the same way.
conversely
Black is the absence of color. Conversely, white is all colors. Meaning: The second statement is the opposite of
the first; an opposite idea applies to the second statement
in contrast
Meaning: Conversely; Alaska is the largest state in the Union. In contrast, Rhode Island is the smallest. OR: In
contrast with/to Texas, which is one of the largest states, Rhode Island is the smallest.
in comparison to In comparison to Tolstoy, Dostoevsky wrote short books.
Tostoy wrote very long books. By contrast, Dostoevsky wrote very short books.
by comparison I like Tolstoy, but Dostoevsky, by comparison, is a much better writer.
Both of these mean that one statement is only true in the limited context of a comparison. In other words,
Dostoevsky wrote long books, but Tolstoy’s books are so long that they make Dostoevsky’s look short. So by
comparison, Dostoevsky wrote short books.
even though
same as “although”
although
but; Although she is short, she plays basketball well. “In spite of the fact that”
however
“but” (usually at beginning of sentence); Introduces a counter or restricting idea: She is short. However, she
plays basketball well.
Counter idea: He is smart. However, he failed the test. The two statements are counter to each other, but both
true. Restriction: I will help you. However, you will need to work harder. The second statement is a restriction or
condition on the first.
nevertheless/nonetheless Black snakes look scary. Nevertheless, they are harmless. Similar to “however” – a statement is true in
spite of a counterbalancing situation or previous comment.
instead
The vampire bat does not suck blood. Instead, it laps it very quickly. Meaning: as a replacement for something
(in place of sucking blood, it laps it)
Whereas
The black snake is non-venomous, whereas the rattlesnake can be lethal. The second statement is contrasted to the
first, points out a difference.
while
even though: While a newer car is prettier, it is also more expensive.
Similar to whereas: While the Whig party had strong the support among businessmen, the democrats were popular
with workers.
on the other hand Mice are really cute. On the other hand, they infest homes and contaminate food. Meaning: can be used as
“conversely,” “in contrast,” etc. Can also introduce a counterbalancing statement, similar to “however.”
***CANNOT BE USED TO INTRODUCE ADDITIONAL INFORMATION IN THE MEANING OF “ADDITIONALLY” OR
“MOREOVER,” etc.
Practice: Does it make sense?
7. People often repress painful memories.
1. The rainbow is made up of all the colors of the spectrum. Conversely,
However, those memories are still present and
white is also made up of all colors.
can have a negative affect on a person’s
2. Although the Democratic candidate won the election, he was very
psychological health.
popular.
8. There are many reasons why I prefer the city to
3. Even though the Republican candidate lost the election, he remained
the country. First, I love the hustle and bustle of
influential in American politics.
the city. On the other hand, the city has many
4. Housing prices are still very high in this country. By comparison,
fine restaurants.
Nicaraguan homes are quite affordable.
9. These ancient cities were bursting with art and
5. In contrast to the prices of homes in the Southern States, where home
culture. Nevertheless, they lagged behind the
prices have fallen drastically, home prices in the Northeast continue
rest of the world in the development of weapons
to fall.
technology.
6. While many people support the development of alternative fuels, few 10. While the president is popular right now, the
are willing to sacrifice comfort and convenience in order to use them.
Republicans are gaining supporters every day.
Practice: Write sentences comparing or contrasting the two things:
Americans students………International students
Big cities…………………the suburbs
Old people………………..young people
soccer ………………… American football
Teachers…………………
students
Sneakers…………………
high heels
Women ………………….men
Rich people…………………poor people
Big cities…………………rural areas (the “countryside”)
A Honda Civic…………………A Ferrari
The United States
……….(choose any country)
Washington DC…………………New York City
3
Examples:
in particular
Snakes are good for the environment. In particular, the black snake is very helpful. Introduces a more specific
example of a previous statement.
specifically
Some marine whales, specifically the gray and blue whale, are endangered. Very similar to in particular
such as
Marine mammals such as dolphins and whales breathe through blowholes. Introduces an example of a previous idea
or word, often used in lists of examples
Notably (especially)
There has been much opposition to the bill, notably from farmers. Farmers are the group that is most
opposed to the bill or they are the group whose opposition is most significant
Practice: Does it make sense?
4. Some psychologists claim that repressed memories will eventually
1. Carter Homes was responsible for several subdivisions
erupt from the subconscious. Specifically, the Freudian school
completed in the early 70’s. In particular, they are
claims that such memories are like steam exploding from a steam
known for their work in the Black Oak and Fairfield
engine; they cannot be bottled up indefinitely.
Park neighborhoods.
5. The first creature in space was actually a dog. Specifically, the
2. Real estate agents often say it’s a good time to buy a
United States later sent a monkey into orbit.
home whenever you need one. Specifically, they may
6. Many people prefer to live in cities for the entertainment
advise clients to buy if the client is in need of a home.
opportunities. Such as concerts, theaters , and plays.
3. In recent years there has even been a tendency to
7. Last winter nearly two feet of snow was dumped on the NOVA
remove texts about Columbus from school shelves,
region within a period of two weeks. In particular, some areas
most notably in the California and New York public
got up to three feet of snow that winter.
schools.
Causal relationships:
Results:
Consequently/
As a result
for that reason
accordingly
She broke the rules. Consequently/As a result, she must be punished. Meaning: introduces the result of a
previously mentioned cause;
It rained. For that reason, the basement flooded. (used to introduce the result; mostly interchangeable with
consequently)
(correspondingly, in accordance with something mentioned previously – similar to consequently) The soil
salinity is increased. Accordingly, water absorption is decreased.
Causes:
because (of)
as a result of
Because of the rain, the basement flooded.
Because it rained, the basement flooded.
As a result of her crime, she went to jail. (interchangeable with “because of”)
It rained for 40 days. As a result, our basement flooded.
due to
Due to the rain, it flooded. Interchangeable with “because of”
Since
“because”: Since increased soil salinity affects water absorption, it can cause erosion.
***NOT the same as “since” when used as a part of a time phrase (Since the internet was invented, the
technology has improved a lot.)
As a consequence of same as “because of”
Does it make sense?
1. It rained for 40 days and 40 nights. Consequently, the
animals came two by two.
2. The wind eroded the rocks into strange shapes.
Consequently, some of them no longer even look like
rocks.
3. Overfishing is a serious problem. Because of this, several
environmental groups have formed to try to stop it.
4. As a result of his criminal indictment, the president was
forced to resign.
5. Due to the flooding, it rained heavily.
6.
As a consequence of heavy pollution, the factories emitted a
number of toxins into the air.
7. The problem of the high expensive of thermal energy has not
been overcome. For that reason, electricity remains more
popular.
8. As a result of the high cost of this type of energy, it is quite
expensive.
9. Since dolphins are considerably smarter than fish, some people
feel it is wrong to eat them.
10. Because dogs and wolves evolved from a common ancestor,
they have many similarities.
Write 1-2 sentences about cause and effect using the words (you may change the word/word forms but keep the meaning):
i.e.: monster/fear:
The little boy was afraid to go to sleep because of the monster in the closet.
Cause/effect
Cause/effect
Cause/effect
Cause/effect
Cause/effect
Hurricane/ flood
High heels/ sprained ankle
Party/ failing grade
Lottery/ millionaire
Witch/ frog
Coffee/ insomnia
Allergy/ Sneeze
Baby crying /tired
Smoking/ sickness
Iceberg/ ship sank
Test/ anxiety
snow / Car accident
Flu/ missed class
Tornado / OZ
4
Insert-a-Sentence Questions
1. Answer TOEFL insert a sentence questions using referents:
the (when used with a second reference)
this
these
such
examples:
 The modern cotton gin was created by the American inventor Eli Whitney in 1793 to mechanize the
cleaning of cotton. The invention was granted a patent on March 14, 1794.
 Ely Whitney is credited with inventing the cotton gin in 1793. This machine caused a massive growth
in the production of cotton. Such sudden growth caused cotton prices to plummet.
 A cotton gin (short for cotton engine) is a machine that quickly and easily separates cotton fibers from
cotton seeds, a job previously done by hand. These seeds are either used again to grow more cotton
or, if badly damaged, are disposed of.
2. Answer insert sentence questions using transition words: (see list above)
examples:
 Many people believe that bats are blind. In fact, bats see relatively well even in daylight.
Nevertheless, they usually hunt at night. This is because their food sources are nocturnal.
 For many years it was accepted that Christopher Columbus discovered America. Today, however, we
know that the Vikings landed here much earlier. There were even Viking trading posts operating in
North America hundreds of years before Columbus set sail.
Find where the bolded sentence best fits:
1 Jonathan Cranberry began writing at an early age. 2 He wrote his first book when he was only 12 years old. 3
The book, which was published in 1900, was a huge success.
--------1 He turned to writing plays when he was in his twenties, but was less successful than he had been as a novelist.
2 In 1908 he wrote a play called “The Grapefruit,” which was produced on Broadway. 3 He wrote several more
plays, but none were professionally produced. 4
Critics wrote scathing reviews of the play, which was cancelled after just one week.
--------1 Cotton is a soft, staple fiber that grows in a form known as a boll around the seeds of the cotton plant, a shrub
native to tropical and subtropical regions around the world. 2 The fiber is most often spun into yarn or thread
and used to make a soft, breathable textile. 3 Recently, organic cotton cloth, as well as conventional cotton, has
become widely available. 4
This cloth is the most widely used natural-fiber cloth in clothing today.
--------1 The era of manufactured fibers began with the development of Rayon in France in the 1890s. 2 Rayon is
derived from a natural cellulose and cannot be considered synthetic, but requires an extensive manufacturing
process. 3 A succession of new synthetic fibers were introduced by the chemicals industry in the following
decades. 4
Such processing was less expensive than methods required to produce more naturally derived materials.
5
Practice insert-sentence questions:
1.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous. However, a man
without a gun is also technically breaking the law. For example, the law in one state makes it illegal for men to go without their guns.
Obviously, this law is broken daily. While it was once considered of utmost important that a man be armed and ready for action on the
frontier, it is hardly necessary for a man to tote guns to work today.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous. For example, the
law in one state makes it illegal for men to go without their guns. However, a man without a gun is also technically breaking the law.
Obviously, this law is broken daily. While it was once considered of utmost important that a man be armed and ready for action on the
frontier, it is hardly necessary for a man to tote guns to work today.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous. For example, the
law in one state makes it illegal for men to go without their guns. Obviously, this law is broken daily. However, a man without a gun is
also technically breaking the law. While it was once considered of utmost important that a man be armed and ready for action on the
frontier, it is hardly necessary for a man to tote guns to work today.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous. For example, the
law in one state makes it illegal for men to go without their guns. Obviously, this law is broken daily. While it was once considered of
utmost important that a man be armed and ready for action on the frontier, it is hardly necessary for a man to tote guns to work today.
However, a man without a gun is also technically breaking the law.
2.
As long ago as the thirteenth century, Roger Bacon, the celebrated philosopher and Franciscan friar, postulated that humankind could
fly with the aid of a large ball constructed of thing copper filled with air. Throughout the centuries, other scientific dreamers
hypothesized the construction of a variety of flying devices. It was not until 1783 that the first people, Pilatre de Rozier and the Marquis
D’Arlandes, successfully took off from the ground in a balloon. Leonardo da Vinci, in particular, studied aspects of flight and made
sketches for flying machines.
As long ago as the thirteenth century, Roger Bacon, the celebrated philosopher and Franciscan friar, postulated that humankind could
fly with the aid of a large ball constructed of thing copper filled with air. Throughout the centuries, other scientific dreamers
hypothesized the construction of a variety of flying devices. Leonardo da Vinci, in particular, studied aspects of flight and made
sketches for flying machines. It was not until 1783 that the first people, Pilatre de Rozier and the Marquis D’Arlandes, successfully took
off from the ground in a balloon.
As long ago as the thirteenth century, Roger Bacon, the celebrated philosopher and Franciscan friar, postulated that humankind could
fly with the aid of a large ball constructed of thing copper filled with air. Leonardo da Vinci, in particular, studied aspects of flight and
made sketches for flying machines. Throughout the centuries, other scientific dreamers hypothesized the construction of a variety of
flying devices. It was not until 1783 that the first people, Pilatre de Rozier and the Marquis D’Arlandes, successfully took off from the
ground in a balloon.
3.
Coral reefs and the species that inhabit them have also witnessed an explosion of new diseases. Most of these reported diseases are
infections that have appeared recently or are increasing in incidence or geographic range. Some scientists infer that human activity is
responsible for spreading these afflictions. Perhaps industrial pollution is weakening the immune systems of marine populations and
making them ore susceptible to pathogens.
Coral reefs and the species that inhabit them have also witnessed an explosion of new diseases. Most of these reported diseases are
infections that have appeared recently or are increasing in incidence or geographic range. Perhaps industrial pollution is weakening
the immune systems of marine populations and making them ore susceptible to pathogens. Some scientists infer that human activity
is responsible for spreading these afflictions.
Some scientists infer that human activity is responsible for spreading these afflictions. Coral reefs and the species that inhabit them
have also witnessed an explosion of new diseases. Most of these reported diseases are infections that have appeared recently or are
increasing in incidence or geographic range. Perhaps industrial pollution is weakening the immune systems of marine populations and
making them ore susceptible to pathogens.
6
Inference Questions
Examples: simple inferences:
Sarah has fifteen cats.
You can infer that…Sarah likes cats.
In the early 1900’s, people lived simpler lives.
People live more complex lives now.
People in the Midwest tend to vote more conservatively than people in the Northeast.
American political views vary depending on region.
The more you heat the water, the faster it evaporates.
A pot of boiling water will evaporate faster than the water in a lake.
Use the paragraphs to make an inference. Underline the part of the paragraph that you are basing the inference on.
Number 1 is done for you.
1. In 1900, the theory gained widespread popular appeal through the work of the Swedish chemist Svante Arrhesius,
who argued that spores of life could survive in space and travel between star systems through the pressure of solar
radiation.
You can infer that…before 1900, the theory was not popular.
2. In recent years, the oceans have been seen as a potential source of energy. OTEC, or Ocean Thermal Energy
Conversion, is one way that scientists are trying to harness this energy.
3. OTEC has the potential to become a major source of energy for the world’s growing populations, but there are
obstacles to its full implementation. In particular, the main obstacle created by high initial expenses will have to be
met before ocean thermal energy conversion (OTEC) can compete with conventional sources of energy.
4. In the Neolithic period, starting around 10,000 years ago, perhaps the most important economic revolution in
human history occurred – the commencement of agriculture and the domestication of animals for human
consumption. From this point in time, people could start to rely on a more consistent and much increased food
supply.
5. Due to the domestication of animals and commencement of agriculture during the Neolithic period, starting around
10,000 years ago, considerably larger populations could be supported and people could settle in one place without
the need to migrate in search of food supplies.
6. Fine art objects are different from applied art objects because they do not need to be functional. They are,
however, limited in terms of the materials used to make them. Sculptures, for example, must be able to stand up
and not fall over.
7. The causal relationship between emotions and facial expressions can work in both directions. According to the
facial feedback hypothesis, signals from the facial muscles are sent back to the emotion center of the brain, and so
a person’s facial expression can influence that person’s emotional state. A smile, for example, could give rise to
feelings of good will.
7
Possible answers:
1. In 1900, the theory gained widespread popular appeal through the work of the Swedish chemist Svante Arrhesius,
who argued that spores of life could survive in space and travel between star systems through the pressure of solar
radiation.
You can infer that…before 1900, the theory was not popular.
2. In recent years, the oceans have been seen as a potential source of energy. OTEC, or Ocean Thermal Energy
Conversion, is one way that scientists are trying to harness this energy.
Earlier, the oceans were not seen as potential sources of energy.
3. OTEC has the potential to become a major source of energy for the world’s growing populations, but there are
obstacles to its full implementation. In particular, the main obstacle created by high initial expenses will have to be
met before ocean thermal energy conversion (OTEC) can compete with conventional sources of energy.
If OTEC becomes cheaper, it will be able to compete with conventional energy sources.
4. In the Neolithic period, starting around 10,000 years ago, perhaps the most important economic revolution in
human history occurred – the commencement of agriculture and the domestication of animals for human
consumption. From this point in time, people could start to rely on a more consistent and much increased food
supply.
Before that, people did not have a consistent food supply.
5. Due to the domestication of animals and commencement of agriculture during the Neolithic period, starting around
10,000 years ago, considerably larger populations could be supported and people could settle in one place without
the need to migrate in search of food supplies.
Prior to the Neolithic period, people lived in small groups and migrated in search of food.
6. Fine art objects are different from applied art objects because they do not need to be functional. They are,
however, limited in terms of the materials used to make them. Sculptures, for example, must be able to stand up
and not fall over.
Applied art objects must be functional.
7. The causal relationship between emotions and facial expressions can work in both directions. According to the
facial feedback hypothesis, signals from the facial muscles are sent back to emotion center of the brain, and so a
person’s facial expression can influence that person’s emotional state. A smile, for example, could give rise to
feelings of good will.
A frown could cause feelings of anger.
8
Listening Question Types:
Gist-content
Gist-purpose
Detail
What is the lecture mainly about…mainly
discussing, main topic
Why does the student visit the professor?
Why does the professor ask to see the
student?
Why does the professor explain x?
According to…
Function of what is said
Usually a replay question
What does the professor imply when he says…
Why does the ___ say this?
What can be inferred from…
Speaker’s attitude
Sometimes a replay question
What can be inferred…
What is the professor’s attitude/opinion…
What does the ___ mean when she says…
How does the professor organize the
information?
Why does the professor discuss/mention…
Understanding organization
Connecting content
Making inferences
Fill in a table or chart
√
√
√
What does the professor imply…
What will ___ probably do….
What can be inferred about X?
What does the professor imply when he
says…. (replay)
Overall content, not small portions of lecture
or even stated topic of lecture.
Often stated at beginning of conversation.
Remember you will not be asked about minor
details.
Think about the main idea of the listening
passage.
Remember that the function of speech may
not match what the speaker directly states.
Avoid the literal answer.
Pay attention to context and intonation.
Pay attention to intonation and the speaker’s
tone of voice.
Remember that the words spoken may not
match the meaning.
Usually in lectures.
Pay attention to overall organization – main
topics and supporting points.
Pay special attention to comparisons.
Pay attention to off-topic comments.
Keep track of categories and definitions of
terms in your notes
The answer is probably not directly stated, but
can be understood from what was said.
Correct answers may use vocabulary not
found in the listening passage.
Some common filler phrases and connecting phrases in speech:
OK/All right
right
sure
Sure, the dormitory would look better if they renovated it, but who’s going to pay for it?
Do I want ice cream? Sure!
well
Well, I don’t know. Maybe we should ask the professor what he thinks..
lemme see
Um...lemme see...I think I’m busy tomorrow, but how about Friday?
lemme think
see
If you push this button, you can put your cell phone on vibrate. See?
You can buy the new boots, but then you’ll only have 10 dollars left to buy groceries for the rest of the month. You see?
See, this is how it works: First the water vapor accumulates in the clouds, and then it rains.
let’s say that
Let’s say that you want to open Microsoft Word. You just double click this button here, and the program will start.
um
uh
uh huh
i mean
It’s important to obey the laws. I mean, what if everyone just did anything they wanted? It would be chaos!
not to mention It sure would. Not to mention fun!
in other words This bird weighs 60 pounds. In other words, it’s huge.
after all
I’m sure she’ll be there. After all, it’s her party!
but still
I know he didn’t mean what he said. But still, he hurt my feelings and I don’t think I can forgive him.
9
On Campus Vocabulary
Advisor/Student— Academic Advising
1. General Vocabulary:
Credit Hour— a class that meets 3 hours/week over the course of semester gives your 3 credit hours toward your degree.
Degree Requirements— classes that must be taken as a part of your major.
Required Courses— classes that must be taken as a part of your major.
Core Courses— classes that required for your major and that make up the central curriculum for your degree.
Electives— Classes that can be chosen by you and your advisor either for you minor or to round out your major
Course Catalog— shows all the courses a college or university offers
Course Description— explains what the course covers and can be found in the course catalog.
Prerequisite— is a class that must be taken (and completed) before taking another course.
Course Withdraw— also known as “dropping a course”
Full Load— is usually 18 credit hours in a semester.
Pass/Fail Course— a class where a grade is not given. Instead a student either passes (P) or fails (F) the class.
Admission Requirements— academic or work experience that is needed to be accepted into a program of study
Programs of Study— degrees or majors at a college or university.
GPA— Grade Point Average—A = 4.0 B = 3.0 C= 2.0
Academic Dismissal— means a student is asked to leave a university usually as a disciplinary measure
College vs. University— an institution of learning of the highest level, having a college of liberal arts and a program of
graduate studies together with several professional schools, as of theology, law, medicine, and engineering, and authorized to
confer both undergraduate and graduate degrees.
Practicum— a class that allows students to “practice” their future careers under the supervision of professionals
Distance Learning— a class taken online
Add/drop a course – register for or “un”register for a class at the beginning of the semester
2. Majors and Minors (just some examples):
Accounting
African American Studies
Anthropology
Art History
Asian Studies
Biology
Bio-Defense
Business Administration
Chemistry
Civil Engineering
Communication
Computer Science
Cultural Studies
Dance
Economics
Education
Electrical Engineering
English
Environmental Science
Foreign Language
Geography
Health Science
History
Information Technology
International Relations/ Studies
Latin
Linguistics
Management
Mathematics
Music
Nursing
Philosophy
Physics
Physical Education
Political Science
Psychology
Public Administration
Public Policy
Public Relations
Religion
Social Work
TESL
Theater
Tourism
Go to— http://www.gmu.edu/acadexcel/ for more
majors and colleges
Professor/Student or Student/Student
General Vocabulary:
Office Hours— hours that a professor is available to meet with students in his or her office
Due Dates— the time that an assignment or paper must be turned in by.
Extension— students often ask for “extensions” to due dates when they don’t have time to finish a paper or assignment
Grades
Tuition
Changes to Campus
Changes to Policies
Presentation
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1. Reports:
Dissertation— a treatise or thesis paper written for a doctoral degree at a university
Research Paper/Report
Proposal— a proposition or hypothesis about which a student will write a paper.
Note Cards
Plagiarism— passing off someone else’s work as your own—can be grounds for academic dismissal.
Bibliography— a list of source materials used in preparing a written work or that are referred to in a written work
Citations/ Citing Sources— the act of creating a bibliography to give credit to authors for their ideas and what they have written
Statistics/ Data/ Analysis – types of collected information/the interpretation of the information
Published/ Unpublished Data – data that appears in print and that which you got through other means
Academic Journals – journals specific to a field of study, intended for students and profs, not tgeneral public
Graphs/ Charts
Illustrations - pictures
2. Exams:
Mid-term
Final
Essay Exam
Multiple Choice Exam
Take-home Exam
Open-Book Exam
Blue Book
3. Applications:
Graduate (grad) School Application
Scholarship/Fellowship/Grant Applications
Letters of Recommendation
Personal Statement/Statement of Purpose
4. Places on Campus:
Office of…
Academic and Career Services—
What classes do I need to take? Can I get a job after I graduate?
The Registrar—
I can’t seem to register for the class I need.
Admissions— this is where students make their applications for acceptance at a university
Financial Aid— information on scholarships, loans, or help with paying for college can be found here.
Housing/ Off-Campus Housing— don’t like your roommate? Go here to make a change.
Student Accounts— Your have not paid for your classes yet. You need to go to this office with your credit card.
Computing and Technology— how do I set up my email account?
Other Places:
Student Union— get together with friends and classmates here, and have something to eat or chat
Dormitory (Dorm)— this is on-campus housing where students live
Performing Arts Building— you can see a play here or watch a performance (theatre)
The Stacks— the area of the library where the books are on shelves
Laboratories (lab)— this is where students do science experiments and complete required “lab hours.”
Parking Services (Permits/Fines)— Do you need to register your car so you can park on-campus? Go here.
5.
Student Organizations on Campus & Activities on Campus:
Fraternity— also known as a “frat” this is a group of males that usually live together in a “frat” house on campus
Sorority— a group of female students that usually live together in a sorority house on campus.
Pledge— the process one must go through to become a member of a fraternity or a sorority
Student Government
Student Body Government
Intramural Sports Teams— competitive sports played among students of the same university
Sporting Events (Inter-mural)— competitive sports played between one university’s team and another universities team.
Debate Teams
ROTC— Reserve Officer Training Corp— a training program to prepare college students to be commissioned officers
**Common campus issues:
transportation, housing, classroom space, parking, grades, due dates, field trips, exams, jobs,
applications for things (schools, money, programs), tuition and fees, changes to the campus (knocking down old buildings or trees, new
construction)
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Class activity – with a partner, write a using one of the following scenarios (combines listening “office
hours” conversations and speaking integrated tasks conversations)
1. The University has announced that it is closing the dormitories for renovation during the summer. The
dorms, which were built in the 70’s, will get new bathrooms and communal kitchens with updated
appliances. Summer programs will still be available, but students will have to find off-campus housing.
However, summer programs depend on enrollment, and fewer students may enroll due to the difficulty or
expense of finding off-campus housing, so it’s possible some programs or classes may not be available this
summer. Write a dialog between two students who disagree over whether the renovations are a good idea
or not.
2. A student goes to see her advisor for help with an essay for a fellowship. She isn’t sure what to include in
the essay. The advisor explains to her that she should include some information that shows what makes her
special and different – something that goes beyond what the fellowship committee will already see on her
transcripts. Write a conversation between the student and advisor. You can make up whatever special
qualities you want about the student.
3. The University has announced that it is going to build a new sports stadium that will accommodate more
people. Bathroom and snack facilities will also be expanded. While a new stadium would be nice, the
university may need to increase tuition or fees to pay for it. On the other hand, more seats means more
tickets, and ticket sales could also help pay for the stadium. It’s also not clear how the university will
handle the increased demand for parking on game days. Two students have a conversation about the
possible consequences of the stadium. They disagree. Write their dialog.
4. A student goes to see her professor during office hours. She is concerned that she won’t be able to study
well and be prepared for the mid-term exam, because she has an interview for an internship in another city
the day before. She’ll be travelling all night just to get back in time, and aside from not being able to study
the day before, will probably be very tired. The professor gives her some suggestions. Write their
conversation.
5. The university is building a new science building. The building is going to be “green.” It will have solar
power and be built with recycled and renewable materials. It will be considerably more expensive to build
than a regular building, but will use less power and be better for the environment. Will it cause an increase
in tuition? Are there better uses for this money? Will the savings in electricity be significant enough to
warrant the extra expense? Two students discuss some of these issues as they disagree over whether or not
the green building is a good idea.
6. A student goes to see her advisor. She needs help figuring out which classes she should take this semester
if she wants to graduate early. A regular course load is 15 credits, but she is considering taking more (the
limit is 21 credits). Obviously this will be more difficult, but will save her money on tuition and she can
begin working earlier. But the increased workload would mean less time for part-time work during school
and maybe less time to look for a job and perhaps even poorer grades. Can you think of any other issues?
She discusses the pros and cons of taking the extra classes and graduating early with her advisor. Write
their conversation.
7. The university is planning to knock down the old humanities building in order to build a new parking
garage. There is a parking shortage on campus, and this is especially difficult for students who live offcampus and commute to school every day. It would also help students who have jobs and need to get to
work right way after classes – they wouldn’t have to rely on the slow bus system anymore. On the other
hand, the building is historic. Maybe the university should put that money into a better bus system, and
perhaps there are some important uses that building could serve. Two students disagree and discuss these
issues. Write their dialog.
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Speaking
Speaking task overview:
General tips for speaking tasks:
 Speak at a normal pace
 Try not to pause a long time to think of words or correct grammar – it is better to make a grammar
mistake than have a long pause or a lot of “umms”
 Avoid repeating yourself a lot (especially to correct grammar mistakes)
 Keep talking for the entire time (it is ok if you are cut off mid-sentence)
 Be as specific as possible (for the integrated tasks – give as much detail as possible)
 Give the important information right away and follow with reasons or supporting points
 Organize your answer with words like “first, second”
Independent Tasks:
Task 1: A simple question about you (You are asked to talk about something personal - i.e. a favorite
book, an influential teacher)
Sample question: Choose a famous person you admire and explain why you admire him or her.
Include specific examples and details in your explanation.
Tips for answering:
 If you are asked to choose one thing, choose only one.
 Name your choice right away.
 Give at least one or two good reasons for your choice.
 Choose quickly! There is no right or wrong answer.
Some topics for practice: books, courses, people in your life, famous people, movies, activities
and hobbies, jobs, events in your life, places
Task 2: A choice (You are given two choices and asked for a preference or opinion.)
Sample question: Some people like to visit places they have never been to before. Others like to
visit familiar places. Which do you prefer and why?
Tips for answering:
 State your preference right away.
 Choose ONE. Don’t try to argue both.
 Give at least one, preferably two good reasons for your choice.
 Don’t overthink your choice! There is no right or wrong answer.
Some topics to practice: school, housing, travel, food, hobbies, jobs, friends, family
Integrated Tasks:
Task 3: An announcement/two speakers disagree (You must read an announcement and listen to
a conversation about it. You will be asked about one speaker’s opinion.)
Sample question: The man expresses his opinion of the announcement in the University
newspaper. State his opinion and explain the reasons he gives for holding it.
Tips for answering:
 The two speakers will usually disagree - note the opinions of the speakers and their main
points in your notes (take two-column notes)
 State the speaker’s opinion first
 Give at least two of his/her main points
 Organize your speech with words like “first, second,” etc.
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Some topics for practice: any popular university issue (housing, transportation, parking, tuition
and fees, financial aid, employment, courses, registration, extracurricular activities, campus
buildings and improvement, special programs and academic departments).
Task 4: A reading/academic lecture (You read a short passage about a theory/idea/problem and then
listen to a lecture in which you hear specific examples related to what you read. You are usually asked to
explain how the examples given relate to the theory you read about.)
Sample question: specific to the task
Tips for answering:
 Look for the main theory or idea in the reading and write it in your notes
 Listen for (usually) 2 examples related to the theory or idea and number and write them
in your notes
 Most of the details of your answer will come from the listening portion
 Answer the question that is asked – don’t just start summarizing what you read and heard
 Organize your answer by indicating the examples with words like first, second
Some topics to practice: all academic subjects, but especially biology and psychology
Task 5: A problem and solutions (You listen to a conversation in which a student has a problem and gets
some suggestions from another student, professor or staff member. You must describe the problem and
tell which solution you think is best and why.)
Sample question: The students discuss two possible solutions to the woman’s problem. Describe
the problem, then state which of the two solutions you prefer and explain why.
Tips for answering:
 Make sure to take notes on the problem and (usually) two solutions offered
 Remember to begin by describing the problem, but don’t spend so much time on it that
you don’t have time to choose a solution and defend it.
 Make sure you give at least one good reason for your choice.
 Organize your answer – first the problem, then your choice of solution, then your
reason(s) why
 It is OK to tell why you DON’T like the other solution
Some topics for practice: school-related, such as schedule conflicts, papers, tests, school work,
internships, employment, courses, majors, credits, transportation, extra-curricular activities,
professors, field trips, projects
Task 6: An academic lecture (You listen to a lecture and then are asked a question about it. Usually, the
question gives you the main idea of the lecture and asks you to explain it using examples or points from
the lecture. This question basically tests your ability to identify a main idea and supporting points in a
lecture.)
Sample question: specific to the lecture
Tips for answering:
 Try to identify the main idea and supporting points in your notes
 Pay attention to structure – typically the reading will begin with the main idea and then
give two supporting points
 Organize your answer in the same way as the reading (begin with the main idea, then give
the two supporting points)
Topics for practice: all academic topics
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Useful vocabulary found in toefl questions and answers:
To emphasize To convince
To note
To include (something)
To mention
To suggest
To show
To provide an example (of)
To criticize
To describe
To prove To provide evidence (of/that)
To persuade
To illustrate
To argue To point out
To explain
To refute
To define To make the point that
To support (the idea that)
To encourage (someone to do something)
To inform (someone of/about something)
To contrast (something with something else)
To compare (something with something else)
To introduce (something to someone)
To express (an opinion, attitude)
Useful vocabulary – in context - for scientific/academic tasks (i.e. integrated writing, speaking tasks, reading):
1. Experts from the university's School of Agriculture, Food and Rural Development have shown for the first time that pigs
are capable of complex emotions.
2. Led by Dr Catherine Douglas, the team has employed a technique to 'ask' pigs if they are feeling optimistic or pessimistic
about life as a result of the way in which they live.
3. (The team) found that almost without exception, the pigs in the enriched environment were optimistic about what this new
noise could mean and approached expecting to get the treat
4. In particular, adults are believed to remember negative events better than children
5. As a result, they say, adults are more susceptible to false memories triggered by the emotions attached to the event
6. Gist traces are based on a person's understanding of what happened
7. children are more prone to false memories
8. This finding is significant for child abuse cases
9. children are less likely to produce these false memories
10. meaning-based memory is less likely to influence a child's testimony
11. A child’s testimony is less likely to be influenced by gist memory.
12. Gist memory is less likely to have an influence on a child’s testimony.
13. A Spanish researcher and a Paraguayan scientist have presented the most complete and detailed European study into the
repertoire of sounds used by bottlenose dolphins
14. The study reveals the complexity and our lack of understanding about the communication of these marine mammals.
15. this also represents a significant energy saving
16. The dolphins emit these strident sounds…
17. A new study from Perth's Telethon Institute for Child Health Research shows an association between ADHD and a
'Western-style' diet in adolescents.
18. The research findings have just been published online in the international Journal of Attention Disorders.
19. the study examined the dietary patterns of 1800 adolescents
20. Scientists examined the similarity between scores for both types of twin pairs
21. this study suggests that diet may be implicated in ADHD
22. Research presented at the Annual Meeting of the Society for the Study of Ingestive Behavior suggests that the key to
losing weight could lie in manipulating our beliefs about how filling we think food will be before we eat it, suggesting that
portion control is all a matter of perception.
23. Memories about how satisfying previous meals were also played a causal role in determining how long those meals staved
off hunger
24. The findings could have implications for more effective food labeling.
25. "The extent to which a food that can alleviate hunger is not determined solely by its physical size
26. This has an immediate effect on the portion sizes that we select
27. Those participating in the study also reported a reduced range of animals to which they felt obligated to show moral
concern
28. Prior to their study, it was generally assumed that the only solutions to the meat paradox are for people to simply stop
eating meat
29. Scientists have conducted a series of studies that examined the symbolic meaning of foods and beverages.
30. The authors note that meat has an association with social power
31. Meat-eaters usually claim that meat tastes better than meat alternatives.
32. Our results challenge that claim
33. The ability to recognise faces is largely determined by your genes
34. Researchers also found that the genetic effects that allow people to recognise faces are linked to a highly specific
mechanism in the brain,
35. Anger can actually prompt more careful and rational analysis of another person's reasoning.
36. The article looks at research investigating anger's impact on thinking and decision-making.
37. Anger can impact decision-making/Anger can have an impact on decision-making.
38. In the studies, college students were exposed to arguments attempting to persuade them to unpopular viewpoints.
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In-Class Presentations on Assigned Topics (2-3 per semester, with partner):
Requirements:
1. At least two sources (can be internet)
3. No reading from a paper
2. Powerpoint for pictures only!
4. Handouts for all students
Sample handout:
Name/date
Topic: Soil Erosion
1. What is soil erosion?
2. What are the causes of soil erosion?
3. What are some things that can prevent erosion?
 Vocabulary list: (at least 10 words with APPROPRIATE dictionary definitions)
Presentation 1: Erosion
1. Natural causes of soil erosion – What are the major natural (as opposed to man-made) causes of soil erosion? How does
each one occur? (Explain the process)
2. What are the man-made causes of erosion? – How do human activities cause erosion? Explain the major causes and how
they cause erosion.
3. Preventing soil erosion – What are the main ways to prevent soil erosion? How do they work (explain how certain things
prevent erosion)?
4. Effects of soil erosion – What are the results of erosion? What are some harmful effects of soil erosion?
5. The dust bowl What was the dust bowl? How did it happen? What were some of the economic results of the Dust
Bowl?
Helpful possible sources:
http://en.wikipedia.org/wiki/Erosion
http://soilerosion.net/
http://www.wisegeek.com/what-causes-erosion.htm
http://www.landscapeplanet.com/maintenance-1cause-of-erosion.htm
http://www.omafra.gov.on.ca/english/engineer/facts/
87-040.htm
http://www.scientificamerican.com/article.cfm?id=what-causesbeach-erosion
http://www.crd.bc.ca/watersheds/protection/howtohelp/prevente
rosion.htm
http://en.wikipedia.org/wiki/Dust_Bowl
http://www.english.illinois.edu/Maps/depression/dustbowl.htm
http://www.weru.ksu.edu/new_weru/multimedia/dustbowl/dustb
owlpics.html
Presentation 2: The Industrial Revolution in the USA
1. Effect on women – How did it change the work that women did? What did women do before and what did they do after
the IR (Industrial Revolution)? ____________________
2. Child labor – Did some children work? Why? Were there any laws about it? What were the working conditions like?
3. Effect on workers (men) – How did work change? What new jobs were available? What old jobs disappeared?
4. Important inventions – What were some of the inventions and technological advances that made the industrial
revolution possible? How did technology change during it? ___________________
5. Factories – What were they like? What was the technology like? Who owned them, who worked in them, and what were
the working conditions like? ____________________
6. Social classes – What were the social classes like before the IR and what were they like after? ______________
7. Overview – General information about the industrial revolution – what was it, when was it, why was it important? __
8. Demographics – How did the IR change who lived where? What were the demographics like before and after the IR?
(demographics = income level, education level, race, etc. of groups of people who live in a particular place) _______
9. Immigration – How did industrialization affect immigration to the US? What were the major groups of immigrants and
where did they live and work? ____________________
10. Transportation – What types of transportation were available in the 19th century? How did that affect industrialization?
____________________
11. The textile industry – How was the textile industry changed by industrialization? ____________________
12. Government – How did the government react to the industrial revolution? What important laws or changes were made?
13. Communication – What methods of communication were available in the 18th and 19th centuries? How did
communication methods change during that time? ____________________
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Tips for the Integrated Writing Task:
1 – Remember to summarize only the lecture, NOT the reading. Refer back to the reading where
necessary, but do not summarize large parts of it. Focus on the lecture.
2 – The reading will contain two or three main points. The lecture will address each of these points
(either refuting or supporting them). Divide your essay into paragraphs with one main point from the
lecture in each paragraph. Merely mention how the reading relates to the lecture (do not summarize
details from the reading).
3 – The main points of the lecture may or may not be given in the same order as the corresponding
points in the reading.
4 – Use the vocabulary below to make clear what you are talking about – the lecture or the reading.
5 – Introduction should be minimal and include only the topic of the lecture and reading and how the
lecture relates to the reading.
6 – Conclusion is optional – you don’t need to summarize main points, just mention again how the
reading relates to the lecture.
Useful vocabulary for the integrated writing task:
The lecture(r)/reading talks
about…
The lecture(r)/reading says…
The lecture contradicts the
reading
The lecturer does not agree
with the reading/does not
agree that…
The reading claims…
The reading reports…
The lecturer/reading gives/uses
the example of/that…
According to the
lecture/reading....
The lecturer/reading points out…
Sample outline for the integrated writing task on the next page:
Reading main points:
Animals can sense earthquake
1 - example of animals acting
strangely before quake
2-dogs reported missing in CA before
quakes
3-Chinese town evacuated due to
strange animal behavior before quake
Lecture main points:
No evidence that animals predict earthquake
1 - evidence is anecdotal and people only remember strange
behavior because quake happened (strange behavior happens at
other times too, but no one remembers it)
2 - study in CA shows no relationship between missing dogs and
quakes
3- Haicheng evacuated because of foreshocks, not animal
behavior
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Sample Integrated Writing Task with Sample Essay
Reading
The belief that animals can sense an
earthquake before it occurs has
been held since ancient times.
Lecture
The belief in the value of using animals as
predictors of earthquakes is based on very
weak evidence. No serious scientific
research has shown that this actually
works.
Your Essay
The lecturer does not agree with the
reading. She says that there is no
evidence that animal behavior can
predict earthquakes.
Apparently animals of all kinds act in
peculiar ways just prior to an
earthquake. Examples of unusual
animal behavior include fish jumping
out of water onto the land and wild
animals appearing confused or losing
their natural fear of people.
So why do so many people believe this?
Well, most of the evidence collected
about animal behavior prior to
earthquakes is anecdotal. In other words,
it is based on what people claim to have
observed after the event. Often, after any
sudden major event, people focus on
things they remember happening just
before. So if they noticed an animal
behaving oddly, they would be likely to
remember it if an earthquake happened
just afterward. However, it is likely that
animals behave oddly all the time, but it
usually goes unnoticed because people
have no reason to remember this
behavior.
According to the lecturer, animals do
not really behavior strangely before an
earthquake. She says that people only
remember this behavior because it was
followed by an earthquake. Animals
may behave strangely at other times
too, but no one remembers it because
there is no reason to remember it. This
contradicts the reading passage, which
lists examples of unusual animal
behavior before earthquakes.
In California, it has been reported
that in many instances family dogs
go missing just before an
earthquake.
An example of this is that many people in
CA have reported that a family pet went
missing just before an earthquake.
However, scientists studied reports of
missing animals in conjunction with
earthquakes and found that there was no
real connection between missing pets and
earthquakes.
The lecturer also points out that family
dogs do not really go missing just before
a quake, as the reading reports. She
says this is false and that a scientific
study has shown there is no connection.
A famous example of the successful
use of animal behavior to predict a
quake occurred in China in 1975.
Based on reports of strange animal
behavior, authorities ordered the
evacuation of the city of Haicheng.
Jus a few days later there was a
massive, 7.3 magnitude quake.
Thus, the lives of thousands of
people were saved.
Another popular piece of evidence that
animal behavior predicts earthquakes is
the famous case of the Chinese town of
Haicheng, in which people were
supposedly evacuated just before a major
earthquake, on the basis of strange
animal behavior. It turns out, however,
that the real reason for the evacuation
was a series of foreshocks, like “mini
quakes,” which often happen just before
a major quake.
Finally, the lecturer also explains what
really happened in the Chinese town of
Haicheng. It was evacuated because of
foreshocks, not because of animal
behavior, as the reading claims.
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As you can see, the lecture directly
contradicts all the points in the reading,
and shows that there is no evidence that
animal behavior predicts quakes.