Integrated wrting-TOEFL

Test Tips on TOEFL Integrated Writing
Aspect 1: Reading vs. Listening: Which one matters the most? Many students are often thrown off by this question. After all, isn’t it an equal divide in terms of both the reading and the listening? Well – almost. To be quite honest, the prompt for the integrated writing will always go as follows: “Summarize the lecture, making sure to cast doubt (or compliment) points made in the reading.” Remember – this means your primary task is to summarize the lecture, bringing in information from the reading when it’s relevant and worthy to do so. All in all, the lecture tends to make up the bulk of your essay, as it’s what you’re summarizing. The reading is brought in only when it makes sense to do so. So, I would say the integrated essay, in terms of a breakdown of actual information, goes as follows: Lecture: 60% Reading: 40% Again, always make sure to refer back to the directions. “Summarize the lecture” is always the first three words of the integrated writing task prompt.
Aspect 2: Point by Point vs. Block Format
Which way is the best to write your TOEFL essay? Well, there are two ways to do so: point by point and block. What are the differences? Let’s see:
• Point-by-point structures the essay according to points, or specific facts and details taken from both the reading and the listening. For example: you make one statement about the lecture and provide either a point of similarity or contradiction to that point from the reading in the first paragraph. The same for the second paragraph, the third, etc… This is an essay structured around shared information. • Block format is a bit easier in that it structures half of your essay about the lecture and half about the reading. The details, or specific bits of knowledge from each are not juxtaposed against one another as in the point-by-point.
Which is better, you may ask? Here’s my advice: If you have a relatively good grasp of both the content of the lecture and the reading – go for point by point. If you are unclear about both the reading and the listening and you are hesitant to attempt to structure such an essay – block format is viable.
Words of wisdom: Block format is a last resort. Strive for an integrated essay that’s point by point; the mark of an advanced writer!
Aspect 3: How should my Essay be Structured?
Technically, your essay should be anywhere from 150 – 225 words. That totals to about two long paragraphs, or three moderately short ones. Do you need an introduction? Absolutely. But, my advice is to keep it brief. A common way to begin the integrated essay is: “Both the reading and the listening talk about ______.” Give us a general idea of what the topic is before we get into points of similarity or contradiction.
A conclusion? Well, only if you have time. This essay is roughly half the length or two thirds the length of your independent essay, so a conclusion several sentences long is not all that realistic in twenty minutes. If you have time and are not sacrificing seconds from the editing stage, feel free to include a general concluding sentence restating what you said in your introduction with more specifics. However, if you’re running out of time and want to make sure and leave two minutes to edit – simply end your integrated essay with your final point of similarity or contradiction.
Above all – draw connections from the reading and the listening whenever possible.

Paragraph 1: Introduction I. Topic sentence In the lecture, the (professor/teacher/instructor) made several points about (topic) II. State main idea of lecture The (professor/teacher/instructor) argues that (the main idea of the lecture) III. Transition/main idea of reading However, the reading contends that (the main idea of the reading) IV. Thesis statement The professor`s lecture casts doubt on the reading by using a number of points that are contrary to (the main idea of the reading). Paragraph 2: Body paragraph I. Transition/point 1 from lecture The first point that the (professor/teacher/instructor) uses to cast doubt on the reading is (point 1 in the lecture) II. Detail for point 1 According to the (professor/teacher/instructor), (detail for point 1 from the lecture) III. Counterpoint from reading (Point 1) differs from the reading in that the reading states (point #1 of the reading) IV. Explanation of relationship between reading and lecture The point made by the (professor/teacher/instructor) casts doubt on the reading because (how lecture is different from reading) Paragraph 3: Body paragraph I. Transition/point 2 from the lecture Another point that the (professor/teacher/instructor) uses to cast doubt on the reading is (point