Integrated writing

Свои творения - на суд общественности

Модератор: Max

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whatsuup
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Re: Integrated writing

Непрочитанное сообщение whatsuup » Пн авг 05, 2013 5:13 am

chemist писал(а): для себя я решил что это идеальный пример того, как можно писать сочинения такого типа:


The lecture casts doubt on the main idea of the reading, which states that antibiotics are wonder drugs.

The professor discusses resistance to antibiotics. He makes the point that new types of bacteria appeared soon after hospitals started to use antibiotics. However, the passages states the antibiotics have made it possible for hospital patients to survive during and after surgery because antibiotics are wonder drugs.

The professor explains how bacteria develop resistance to antibiotics. If you are an antibiotic, it will kill the bacteria. However, the passage states that antibiotics are powerful tools to fight disease. They are chemicals with the power to destroy specific microorganisms.

Finally, the professor states that resistance has caused several diseases to return. Two examples are pneumonia and tuberculosis. Penicillin is no longer a cure for pneumonia. You can give a patient a large amount of penicillin, but he might die anyway. However, the passage states that just ten thousand units of penicillin four times a day will cure pneumonia in most patients.

то есть Вы считаете, что такое эссе по содержанию и структуре заслуживает максимальной оценки?

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whatsuup
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Re: Integrated writing

Непрочитанное сообщение whatsuup » Пн авг 05, 2013 5:15 am

chemist писал(а):
В качестве примера мне нравится один из учебника Delta Key версия та, что выложена на этом сайте. Стр 403,
а можете посоветовать какой-нить учебник с большим количеством хороших примеров?

Vesta87.87
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Re: Integrated writing

Непрочитанное сообщение Vesta87.87 » Пн авг 05, 2013 5:55 am

whatsuup писал(а):
Vesta87.87 писал(а):
ну в этом плане насколько я знаю они interchangeable, то есть можно и
The idea which this should be done... Here is the book which I gave you yesterday.
Неверно. Они не interchangable, так как имеют разные функции.
хм...ну допустим...
тогда чем будут отличаться предложения:
1.)Here is the book which I gave you yesterday
2.)Here is the book that I gave you yesterday
Тем, что первое предложение неверное.

chemist
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Re: Integrated writing

Непрочитанное сообщение chemist » Пн авг 05, 2013 6:18 am

.
Последний раз редактировалось chemist Вт ноя 25, 2014 12:51 pm, всего редактировалось 1 раз.

Vesta87.87
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Re: Integrated writing

Непрочитанное сообщение Vesta87.87 » Пн авг 05, 2013 6:52 am

Я скину скоро примеры и templates этого задания. У меня неплохой учебник Cracking the TOEFL IBT 2013.

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whatsuup
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Re: Integrated writing

Непрочитанное сообщение whatsuup » Пн авг 05, 2013 7:54 am

Vesta87.87 писал(а): 1.)Here is the book which I gave you yesterday
2.)Here is the book that I gave you yesterday

Тем, что первое предложение неверное.
Вы имееет ввиду в американском варианте?
Последний раз редактировалось whatsuup Пн авг 05, 2013 7:59 am, всего редактировалось 1 раз.

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whatsuup
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Re: Integrated writing

Непрочитанное сообщение whatsuup » Пн авг 05, 2013 7:55 am

Vesta87.87 писал(а):Я скину скоро примеры и templates этого задания. У меня неплохой учебник Cracking the TOEFL IBT 2013.
ждем)

Vesta87.87
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Re: Integrated writing

Непрочитанное сообщение Vesta87.87 » Пн авг 05, 2013 10:13 am

Как и обещала, вот темплэйты из книги:
Template #1: Casting Doubt on a Lecture
Summarize the points made in the lecture, explaining how they cast doubt on the reading.

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 from lecture).
II. Detail for point #1
According to the (professor/teacher/instructor), (detail for point #1 from the lecture).
III. Opposing point 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/lecturer/instructor) casts doubt on the reading because (how lecture is different from reading).

Paragraph #3: Body Paragraph
I. Transition/point #2 from lecture
Another point that the (professor/teacher/instructor) uses to cast doubt on the reading is (point #2 from lecture).
II. Detail for point #2
The (professor/teacher/instructor) claims that (detail for point #2 from the lecture).
III. Opposing point from reading
However, the reading states (point #2 from reading).
IV. Explanation of relationship between reading and lecture
This point is contradicted by (point #2 from lecture).

Paragraph #4: Conclusion
I. Topic sentence
In conclusion, the points made in the lecture contrast with the reading.
II. Summary
(Points #1 and #2 from the lecture) demonstrate that (main idea of the reading) is in doubt.

olechkapie
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Re: Integrated writing

Непрочитанное сообщение olechkapie » Пн авг 05, 2013 10:16 am

whatsuup писал(а):
Vesta87.87 писал(а): 1.)Here is the book which I gave you yesterday
2.)Here is the book that I gave you yesterday

Тем, что первое предложение неверное.
Вы имееет ввиду в американском варианте?
В любом "варианте" это неграмотно. Американский английский и "английский" английский могут различаться написанием определенных слов и пунктуацией, но грамматика везде одна и та же.

Vesta87.87
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Re: Integrated writing

Непрочитанное сообщение Vesta87.87 » Пн авг 05, 2013 10:19 am

Template #2: Showing Support for a Reading
Summarize the points made in the lecture, explaining how they support the reading.

Paragraph #1: Introduction
I. Topic sentence
In the lecture, the (professor/teacher/instructor) made several points about (the topic).
II. State main idea of lecture
The (professor/teacher/instructor) argues that (main idea of the lecture).
III. Transition/main idea of reading
The points made by the (professor/teacher/instructor) agree with (main idea of the reading passage).
IV. Thesis statement
In fact, the examples used by the (professor/teacher/instructor) support (main idea of the reading passage).

Paragraph #2: Body Paragraph
I. Transition/point #lfrom lecture
The first point that the (professor/teacher/instructor) uses to sup¬port the reading is (point #1 from the lecture).
II. Detail for point #1
According to the (professor/teacher/instructor), (detail for point #1 from the lecture).
III. Opposing point from reading
(Point #1) supports the reading, which holds that (point #1 from the reading passage).
IV. Explanation of relationship between reading and lecture
The point made by the (professor/lecturer/instructor) supports the reading because (why lecture agrees with the reading).

Paragraph #3: Body Paragraph
I. Transition/point #2 from lecture
Furthermore, the (professor/teacher/instructor) bolsters the read¬ing by stating that (point #2 from the lecture).
II. Detail for point #2
The (professor/teacher/instructor) claims that (detail for point #2 from the lecture).
III. Opposing point from reading
This point agrees with the reading, which contends that (point #2 from the reading).
IV. Explanation of relationship between reading and lecture
The (point #2 from lecture) shows the truth of the reading because (how point #2 agrees with the reading).

Paragraph #4: Conclusion
I. Topic sentence
In conclusion, the points made in the lecture support the reading.
II. Summary
(Points #1 and #2 from the lecture) demonstrate that (main idea of the reading) is valid.

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