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 Integrated Writing Task with Sample Essay:
Reading
Lecture
Your Essay
The belief that animals can sense an
earthquake before it occurs has been
held since ancient times.
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.
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.
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.
Practice Integrated Writing Tasks:
1.
Peptic Ulcers, p. 416 in Cambridge TOEFL:
Vocabulary:
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*Condition – in this context, a health problem
*Symptoms – outward signs
Affliction – disease or illness
Weight loss – losing weight
Nausea – feeling sick to the stomach
*Lifestyle – way of living your daily life
Diet – what you eat
Digestion – physiological process in which the body breaks down food
Protective – adj for something that protects
*Psychological – in the mind
Overindulge/nce – (verb/noun), usually eating too much, but could be something besides eating
Inhibit – to prevent or reduce
Relieve – to make better
Injur – to cause harm
Underlying cause – the fundamental cause
*Treatment – in this context, the medical management of a health problem
To get to the root of the problem – to find the underlying cause
Recur – to occur again, happen again, come back
*Antibiotics – medicines that kill bacteria in the body
Breakthrough – important discovery
Acid – corrosive substance
Enzyme – a chemical produced in the body
Digestive system – stomach and intestines – organs for digesting food
Gastrointestinal tract – part of the digestive system where food is absorbed and digested
Lining - layer
Mucous layer – liquid produced by body
Abdomen – belly
Read “Peptic Ulcers” on p. 416 and answer the question:
Summarize the lecture, explaining they cast doubt on the points made in the reading.
Use the vocabulary words above. You should use at least five - ten. You must use the words with an *.
2.
Collaborative Learning
Reading:
Many teachers today use “collaborative learning,” or group work, in their classes. There are many
educational reasons for requiring students to participate in group activities.
One benefit of collaborative learning is that students are more satisfied with their classes because they
feel that their contributions to the group are noticed and appreciated. They feel that their work is
valued by the group. If they do well at a task, they feel that both the group and the teacher recognize
their success.
Another benefit of collaborative learning is that working with a group and for the benefit of the group
motivates some students. Even students who don’t usually work hard will work harder when in a
group. They feel a sense of responsibility to the group.
Discussion:
Discuss the answers to these questions in a group. When you are finished discussing, briefly write
down your own answers (it will not be collected).
1. How do you feel about group work in class? Do you like to work in a group or not?
2. When you work in a group, do you feel that your contribution to the group is valued by the
group members and the teacher? Why or why not?
3. When you work in a group, do you work harder or not as hard as you usually do? Why or why
not?
Write the following essay using the information above. How does your own
experience support or cast doubt on the reading? 30 minutes.
3.
Mary Celeste, p. 177 in Cambridge TOEFL
vocabulary :
Brigantine - ship
Crude - unrefined
*En route – on the way
*Abandoned – left empty
*Drift – to float, unattached to anything and not with any power
*Cargo – goods, supplies, products – things that are transported
Inspect – check over
Salvage – to save something used or damaged
Inquiry – investigation, questioning
*Desert – to leave
*Lifeboat
Intact – together, all in one piece, all there
*Hatch – opening to another level on a ship
Seaworthy – able to sail
Vessel - ship
Alien – being from outer space
Abduction - kidnapping
Sea-monster – giant scary creature that lives in the sea
Outlandish - ridiculous
Credible – could be true
Piracy – theft on the sea
Discount – dismiss as untrue
Untouched – not touched or tampered with
Mutiny – (noun and verb) when the crew of a ship takes over and overthrows the authorities (captain)
Plausible – believeable
Voyage - trip
Mutineers – the crew that mutinies
Forsaken – abandoned (old fashioned word)
Seismic – related to earthquakes, the movement of the earth’s plates
Epicenter – center/source of an earthquake
To be subjected to something – to make something undergo a particular kind of treatment
Shocks – mini quakes
Imminent – happening soon
*Combustible – able to catch fire and burn easily
*Severed - cut
*Dangle - hang
Evacuees – people who evacuated
Crisis – difficult period or event
Capsize – tip over
*Occupant – resident, inhabitant
*Disappear without a trace – disappear with no signs left
Assignment: Summarize the story of the Marcy Celeste and tell what you think happened to the occupants of the ship.
You may choose any possibility, but you must give at least 2 reasons to support your opinion.
Merit pay is a system in which teacher pay is tied to their classroom performance. Classroom performance is
usually measured by student test scores. Merit pay can mean a bonus of a few hundred dollars to a few thousand dollars,
or it can directly impact the pay scale of the teacher.
Teachers: No merit to merit pay arguments
Arguments for merit pay have no merit. Merit pay would unfair to teachers and would be detrimental to
students. The largest problem with this system of compensation is the question of how a teacher’s merit would be
determined. In most cases, it is determined by student test scores. This is problematic for a number of reasons.
First, most educational research shows that standardized testing does not measure student achievement,
progress, or even potential. They can only measure skills that can be demonstrated on paper, such as memorized facts
and superficial knowledge, and they can only measure them at one particular moment. Such tests do not measure skills
that will be essential in an evolving global marketplace. If schools are to emphasize 21st century skills like innovation,
creativity, technical skills, and critical thinking—standardized testing actually discourages them. Standardized tests
concentrate on memorization, statistics, details and factual information. They cannot test skills such as creativity.
Another cause for concern is that curriculum, in response to increased accountability to testing, will pare itself
down to test-prep. This has been proven by other states, like New York, who have seen this detrimental shift because of
the emphasis on testing. How are students going to compete nationally, let alone globally, if they can only think inside
the box (or in this case—inside the bubble)? If teachers are held accountable only for test scores, then they will only
teach information necessary for the test. They will spend all their time taking practice tests and learning about testtaking skills and tricks. This is not a quality education.
Finally, many teachers work specifically with students who typically do poorly on standardized tests. For
example, some teachers teach autistic students, learning-disabled or emotionally disabled students, or mentally
retarded students. Teachers in low-income areas will also be unfairly punished, as students living in poverty are often
affected by factors such as homelessness and lack of parental education. Teachers cannot control factors such as
students missing school or living in a home with little parental support. There are great shortages in teachers for such
populations, because they are so challenging to work with. Since such students are unlikely to do well on standardized
tests, and therefore teachers who work with them will make less money, the shortage of these teachers will only
increase. Good teachers will prefer to work in places where they can make more money, and will migrate out of these
areas.
Teacher merit pay is unfair and will do nothing to improve education. On the contrary, it will damage the
already imperfect system that we have now. Instead, we should consider measures that address the underlying
problems of student achievement, such as poverty. Of course, this would be much more difficult and would shine a light
on the larger inequities of our society. It is much easier to hold teachers accountable for everything.
Merit Pay Has Merit
Teacher merit pay is gaining momentum among lawmakers. Even teacher unions have lessened their opposition
to such systems. There are a number of reason why such a system would lead to better schools for American children.
First, Americans value hard work and our capitalist system hinges upon rewarding such results. Most professions offer
bonuses and salary increases to exemplary employees. Why should teaching be the exception? The fact that a sloppy
teacher and a dedicated teacher earn the same salary just doesn’t sit right with most people.
Incentivized teachers will work harder and produce better results. What motivation do teachers currently have
to go above and beyond the job's basic requirements? Teachers are currently paid based on educational level and years
on the job. That means that no matter how hard a teacher works or how well they teach, their salary is unaffected.
Likewise, they can do a terrible job, but if they have been doing a terrible job for 30 years, they will still make the
district’s top salary. The simple possibility of extra cash would most likely translate into smarter teaching and better
results for our children.
Merit Pay programs will help recruit and retain the nation’s brightest minds. Most teachers have considered
leaving the classroom and entering the corporate workplace for the benefits of less work and more money potential. In
fact, most teachers leave the teaching profession in only five years. Low pay and long work hours are not attractive
enough to retain the smartest people in the teaching profession. Particularly intelligent and effective teachers might
reconsider leaving if they felt that their extraordinary efforts were being recognized in their paychecks.
Finally, merit pay would also inspire the best college students to give the profession more consideration. Such
students rarely choose teaching as a profession, because they consider it to be low-paying and not to have significant
opportunities for salary growth. Most college students who major in education are actually among the lowestperforming college students. Thus the teaching pool consists primarily of the country’s least talented students. By tying
teaching salaries to performance, the profession would look more modern and attractive, thus drawing the best young
college graduates to the classroom.
Detrimental = harmful
Compensation – payment for work
Curriculum – the subjects and material that is taught
Accountability – responsibility, answerability
“bubble” – the bubble you fill in on the test sheet
Test prep – test preparation
Shortage – deficiency, too few number
Migrate – move
Momentum – gain momentum – grow in popularity
Hinges – depends on
Incentivized – given an incentive (like a bonus or reward)
Corporate workplace – work in private companies, instead of public schools or government
Recruit = attract
Retain – keep
Teaching “pool” – group of available teachers (for work)
vocabulary list for Productivity and Rewards:
1. principle – rule, guideline
2. to reward – to give a reward to someone (can be
money or other benefits)
3. to tend to be – to be likely to be something; He tends
to be shy (he is usually shy).
4. Enterprise – business venture (i.e. a company)
5. Productivity – noun, how productive something is,
how fruitful (her productivity is low = she doesn’t
accomplish much work)
6. Stock – finance term – shares of a company (can mean
what an individual owns or the total shares of the
company that have been sold)
7. Compensation – payment – in business usually means
money
8. Promotion – noun, an upward move in a job (she got a
promotion, and now she’s the boss)
9. Reassignment – to be assigned to something else, such
as to be given a different (but not necessarily better)
job in a company
10. Bonus – extra sum of money sometimes given to
employees outside of their regular salary
11. index of… an indicator (as in some sort of mark or
measurement)
12. performance – effectiveness at work
13. to increase – to get bigger
14. consultant – someone who is hired independently to
advise a company on a particular matter
15. incentive – something that encourages someone or
motivates someone (can be anything)
16. to advocate – to support, to argue for something
17. the _____er, the _____er…the bigger they come, the
harder the fall…. – expresses a direct relationship
between the two comparitives
18. tacit – understood but not spoken
19. to set in motion – to cause something to move (can
include a process or series of events)
20. to argue – to provide evidence or supporting details
for a main idea (as in an essay or scientific theory)
21. perceived value – the value that someone thinks
something has
22. within reach – attainable, possible to achieve
23. to strive – to try
24. to decline – to go down, be reduced
25. controlled study – a scientific study that is carefully
regulated and measured
26. long-term – over a long period of time
27. counterproductive – the opposite of productive;
harmful to productivity
28. manipulate – to control or influence in a sneaky way
29. to conceal – to hide
30. collaborative/collaborate – adj/verb – to work
together with other people (like group work)
31. to withhold – to keep back, not give