Integrated Writing Task Integrated Writing Task --1 1

We learn more by looking for the answer to a question and

not finding it than we do from learning the answer itself.

ContentsContents

• Introduction

• Strategy

• Structure of your essay

• How to write

• Remember

• Sentence variety

• Comparison and

Contrast• How to write

• How the task is phrased

• Before you start writing

Contrast

• Formulas

• Example

IntroductionIntroduction

• Involves reading(3mins) & listening

• Time -20mins

• Word limit- 125-225

• Demonstrate your ability to communicate in writing • Demonstrate your ability to communicate in writing

about academic information after reading and

listening

Why Integrated Writing?Why Integrated Writing?

• Measures your ability to understand-

– Academic reading

– Short lecture

• You have to -• You have to -

– Determine the relation between the 2 sources of

information

– Organize & compose a response in standard

English

StrategyStrategy

• Take notes

– on the main idea

– supporting details

– in abbreviations

– in symbols– in symbols

• Be Alert to main ideas, like

– policy

– Practice

– Position

– Hypothesis

– phenomenon

Structure Of Your Essays 1Structure Of Your Essays 1

• Basic structure that includes three parts:

– An introduction

– The body

– A conclusion– A conclusion

• Follow this structure in your outline, too.

• Plan on writing a five-paragraph essay

• Listing one idea for each paragraph.

Structure Of Your Essay 2Structure Of Your Essay 2

• The body of the essay is divided into three

supporting ideas:

– Support 1

– Details with examples– Details with examples

– Support 2

– More details. Use links

– Support 3

– Concluding with final details

An OutlineAn Outline

• Outlines are an important part of your planning

process.

• Help in putting ideas in a logical order

• Alert you to any gaps in your supporting examples • Alert you to any gaps in your supporting examples

How to WriteHow to Write

• Connect the lecture & the reading– Bring contrasting details together with a contrast marker.

– Use analogy indicators to state comparative details.

• Organize the ideas---unity &coherence– Refer to the notes & plan.

– one liner theme intro. from listening & reading.– one liner theme intro. from listening & reading.

– use markers to organize details.

– restate the theme in conclusion

• Use-– Appropriate examples

– Explanation

– Variety of words

– Phrases,

– Sentence structures

If The Lecture Challenges The InfoIf The Lecture Challenges The Info

• Arguments/explanations that contradict a practice, policy, position or hypothesis(against)-2

• Summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passagesure to explain how they cast doubt on specific points made in the reading passage

• Summarize the points made in the lecture, being sure to explain how they challenge specific claims/arguments made in the reading passage.

• Summarize the points made in the lecture, being sure to specifically explain how they answer the problems raised in the reading passage.

If The Lecture Supports Or If The Lecture Supports Or

Strengthens The InformationStrengthens The Information

• Arguments/explanations that support(for)-1

• Summarize the points made in the lecture, being

sure to specifically explain how they support the sure to specifically explain how they support the

explanations in the reading passage.

• Summarize the points made in the lecture, being

sure to specifically explain how they strengthen

specific points made in the reading passage

Before You Start WritingBefore You Start Writing

• Reading passage will reappear

• Make a short outline of the points you wish to make

• Use scratch paper

• Draw connecting lines between reading notes & • Draw connecting lines between reading notes &

lecture notes to show relationships.

RememberRemember

• You are NOT being asked for your opinion

• You have to explain how the points in listening

relates to the reading points

• Write in full English sentences• Write in full English sentences

Your Response Must HaveYour Response Must Have

• Accurate presentations of each point as presented in

the reading and lecture

• Coherent structure to enable the reader to

understand what points in the lecture relate to what

points in the reading.

– Specific ideas , Explanation,

– Arguments

– language that makes sense

Key Elements Key Elements -- 11

• Take notes in

– Fragments

– Symbols

– Abbreviation

– and acronyms– and acronyms

• Infer meaning from

– context,

– logic

– attitude

– cohesive devices

Identify The Type Of Passage Identify The Type Of Passage

• Expository: defines describes explain

• Argumentative: defends a position for or against the

main topic

• However both are not entirely exclusive, arguments • However both are not entirely exclusive, arguments

may include definition before the writer supports or

rejects an argument

Key Elements Key Elements -- 22

• Pay attention to main idea, purpose, attitude

• Connect details to the main idea

• Use text as a guide for the lecture

• Pay attention to specific degrees of contrast or • Pay attention to specific degrees of contrast or

comparison

• Organize your summary

Sentence VarietySentence Variety--PreferPrefer

• The speaker prefers…….to……

• The writer prefers ……rather than …..

• The writer prefers …….instead of……

• The speaker prefers to agree with …..rather than • The speaker prefers to agree with …..rather than

accept…..

• The speaker would prefer to ……rather than….

• The lecturer would rather …..than …..

Opposing OpinionsOpposing Opinions

• The lecturer argues/believes/thinks/feels/ states

that +opposing opinion

• The lecturer focuses on/makes an argument that

+opposing opinion

• The writer argues that….but the speaker contradicts

this point by arguing that….

• The professor is certain that…..the author on the

other hand recognizes that….

Totally/Partially Agree Or DisagreeTotally/Partially Agree Or Disagree

• According to the Lecturer/ professor/ text/ author/

writer

• The Speaker agrees/ endorses/ supports/ thinks/

feels/ mentions/ discusses/ includes/ refers to

• The speaker disagrees, opposes, rejects, challenges

• The writer is for...however, the speaker is against it

in

• The lecturer partially rejects/ refute the theory/

interpretation/ point of view…

More StructuresMore Structures

• Although the speaker is supportive of ….,the speaker

is against it ….

• The speaker supports all…..but the writer opposes

it….

• Unlike the speaker ,the writer disapproves of…• Unlike the speaker ,the writer disapproves of…

• The writer’s position is different from the speaker’s

in ….

• The writer and speaker have different positions in…

• The writer’s and speaker’s position/take/ stand are

not alike in….

ConclusionsConclusions

• Overall ,the writer/speaker makes a strong/weak/

more complicated/simple argument than the writer

• Finally, it can be concluded that the writer/speaker

seems very optimistic /clear/positive while the

speaker/writer is more cautious

Comparison And ContrastComparison And Contrast

Adverbs/Transitions Phrases Verbs

Comparison similarly, also,

likewise, in the same

way

like(prep),alik

e, similar,

comparable,

equal(adj)

fit, match,

mirror, reflect,

equal,

resemble,equal(adj) resemble,

compare to,

support,

reinforce

Contrast on the other hand, in

contrast, however

although, even

though,but,yet

unlike(prep),

not alike,

dissimilar,

different(adj)

differ, not

match, not fit,

contrast with

,contradict,

clash

Formula Formula -- AgreementAgreement

In the lecture the professor made several points about _______. The lecture agrees that ______. The points made by the professor agree with ____ in fact, the examples used by the professor support ______. The lecturer demonstrates objective evidences to strengthen the reading passage _______

Furthermore, the professor bolsters the reading by stating that ______. The professor claims that _____ this point agrees with the reading, which contends that ______.

Finally, the professor states that, in support of the reading _____ specifically ____ this perfectly reinforced what the reading passage indicates because, ______

(optional words; entertains, uphold, corroborate, backs, justify, substantiate, advance ,concurs)

FormulaFormula--DisagreementDisagreement

In the lecture, the professor makes several points about_____ The professor argues that _____ however, the reading passage contents that ______ The professor’s lecture casts doubt on the reading by using a number of points that are contrary to the (issues raised)_________ in the reading

The first point that the professor uses to cast doubt on the reading is that_____ According to the professor, _____ differs from the is that_____ According to the professor, _____ differs from the reading. The reading states ____. Further , the point made by the professor casts doubt on the reading because ______ The professor claims that ____ however, the reading states _________ this point is contradicted by ____

Finally, the professor stated that,_______ on the contrary to reading ____ in other words, this directly contradicts what the reading passage indicates, because ________

(Optional words, differ from, disagree with, refute, conflict with, challenge)

FormulaFormula--Partial Agreement Partial Agreement

The speaker and the writer are in partial agreement with the ……

They both agree that…..

The speaker strengthens the points mentioned in the reading, by

giving the example of…… ,however , he dismisses the idea of …

Further ,in support of his opinion he gives additional details. These Further ,in support of his opinion he gives additional details. These

facts are in contrast with the reading text, which states that…..

Nonetheless, the professor believes that the author is right with

regard to …. He backs this….since……

Hence ,in conclusion it can be observed that the speaker and the

author have different reasons and opinion regarding…but they

are in favor of …

Integrated Writing Example:Integrated Writing Example:

Reading:

In a vote that took place at the International Astronomical

Union Conference on August 24th, 2006, Pluto lost its status as a planet in

our solar system. Pluto was originally discovered in 1930 when scientists

were searching for something that was interfering with Uranus's orbit.

Though Pluto was estimated to be similar in size to Earth, it was later Though Pluto was estimated to be similar in size to Earth, it was later

discovered that it was even smaller than our own moon, as well as many

other moons. It is now known that there are thousands of planetary

objects similar to Pluto, including Eris which is slightly larger than Pluto.

Choosing to reclassify Pluto to a dwarf planet honors the fact that science

is about making new discoveries. While it was a sad day for Pluto lovers,

people in general have accepted the idea, and the next generation of

children will grow up knowing only eight planets and thinking nothing of

it. As Mike Brown, the astronomer who discovered Eris, noted following

the IUC's decision, "science is self-correcting."

Next you will listen to part ofNext you will listen to part of

a lecture on the same subjecta lecture on the same subjectTranscript of lecture:

As you all likely know by now, Pluto has been officially demoted to a dwarf planet.

What this means is that we will no longer include it as part of our solar system. The debate about whether

or not Pluto should hold its status as a planet created such a conflict within the community of world

astronomers that it has been called the Great Pluto War. The decision on whether or not to demote Pluto

was put to a final vote by astronomers from around the world at the International Astronomical Union

Conference. However, when I say from around the world, I don't mean worldwide. In fact, less than 10%

of the world's astronomers voted, and most of those who were at the conference had already gone home

by the last day when the vote took place. Of more than 10 000 potential voters, less than 500 took part, by the last day when the vote took place. Of more than 10 000 potential voters, less than 500 took part,

mainly because there was no way for them to cast their vote without actually being at the conference.

Many astronomers believe that if electronic voting had been an option, Pluto along with two other

celestial objects, would now be considered planets. Furthermore, the definition that was decided upon for

a planet that it must clear the neighborhood around its orbit doesn't technically hold up, since Earth,

Mars, Neptune, and Jupiter all have asteroids as neighbors.

The IUC decision disappointed many people outside the astronomy community too. You see, there are

more than a few Pluto lovers out there. Some were so angry at the resolution that they began putting

petitions together to have the ruling overturned. In New Mexico, where Pluto's discoverer was a resident,

state officials have declared March 13th, Pluto Planet Day. Children in particular have a thing with Pluto

and are perhaps the least willing to part with it. The name for the now dwarf planet was put to a vote in

1930. And incidentally, Pluto, which was chosen unanimously by a group at the observatory where it was

discovered, had been submitted by a young schoolgirl.

Summarize the points made in the lecture, Summarize the points made in the lecture,

explaining how they cast doubt on the points made explaining how they cast doubt on the points made

in the reading passage. in the reading passage.

Sample Response

Pluto lost its status as a planet in our solar system at the International Astronomical Union Conference

in 2006. The decision has been wrapped in controversy ever since.

The reading suggests that the decision was generally accepted and was based on the

new scientific information that has been learned since Pluto's original discovery. However, the new scientific information that has been learned since Pluto's original discovery. However, the

lecture refutes this idea, suggesting that the astronomy community was not fairly represented in

the vote to demote Pluto to dwarf status, and that many people disagree with the decision.

According to the reading, Pluto was demoted due to its size. However, the professor

points out that the reason Pluto was demoted was because it doesn't fit the new definition of a

planet. According to the new definition, a planet must clear the neighborhood around its orbit.

While Pluto does not, neither do other planets including Earth. Technically speaking, many planets

have asteroids as neighbors, therefore, they do not clear their orbit.

Finally, the reading implies that people will soon forget that Pluto was ever a planet.

In contrast, the professor talks of petitions and special ways that citizens are honoring the beloved

planet Pluto. While the reading notes that children will not know any differently when they grow

up without Pluto in their solar system, the professor claims that the lost planet will always have a

place in children's hearts as it did from the very beginning.

Essay Checklist Essay Checklist

• Do I have an interesting introductory sentence?

• Do I have a thesis?

• Does my introduction state the topics that I plan to cover?

• Does each paragraph have a topic sentence?

• Do I use examples and reasons to support my points?

• Is my spelling and punctuation correct?

• Do I use simple grammatical structure that I am comfortable with?

• Do I use transitional phrases?

• Have I covered both sides of an issue fairly?

• Did I prove my thesis?

• Does my conclusion end with an interesting thought or idea?

End of PresentationEnd of Presentation