TOEFL template (Writing task 1) 1. Begin with a topic sentence that sentence that summarizes the main point of the lecture. Examples: • According to the lecture, … • Based on the lecture, … • The lecturer states/believes that … • The lecturer talks about … • The lecturer discusses … supports the main point of the 2. Next, explain whether the passage refutes or supports lecture. 3. Examples (Contrast): • By contrast, the author of the passage explains/states/posits that … • The author of the passage, however, disagrees with this idea/belief. Instead, he/she believes that … • The author of the passage, however, doubts this idea/belief and thinks that … • The author challenges this point, however, by explaining/suggesting/positing that … Examples (Agreement): • This line of thinking agrees with that of the author, who states that … • The author of the passage agrees with this notion/idea/belief, stating that … • Likewise, the author of the passage explains/states/posits that … • The author of the passage supports this idea/belief, explaining that … PARAGRAPH 2 (BODY) In this paragraph, you’ll want to focus on one of the key points in the lecture and explain whether the passage refutes or supports this idea. 1. Introduce the main point you’ll point you’ll be discussing. Examples: • First, the lecturer asserts/claims/suggests that … • For one, the lecturer thinks/believes that … • The first point the lecturer makes is that … 2. Next, describe this particular point in more detail and detail and then discuss how the passage either refutes or supports it. I suggest using one to two sentences here.
Examples: • On the other hand, the author asserts/claims/suggests that … • Likewise, the author thinks/believes that … • This concept is refuted/supported by the passage, which asserts/claims/suggests that …
3. Finally, conclude your paragraph by explaining what this difference or similarity means. Examples: • This difference/similarity ultimately means/indicates that … • Basically, the lecturer/author is saying that … • The lecturer and author are essentially in agreement with each other. Both think/believe that … • Clearly, the lecturer and author maintain different views on …
PARAGRAPH 3 (BODY) In this paragraph, you’ll focus on another key point in the lecture and again discuss how the passage either agrees or disagrees with this idea. The structure here is essentially identical to that of paragraph 2, so make sure you are using new transitions and varying your word choice. 1. Start by introducing the second point in the lecture you’ll be discussing. Because this is your second body paragraph, do not use transitions such as “first” or “first of all.” Examples: • Second, the lecturer argues/contends/asserts that … • Next, the lecturer suggests/proposes that … • Another key point the lecturer makes is that … 2. Next, explain this key point in more detail and elaborate on how it is either refuted or supported by the passage. As with paragraph 2, I recommend using one to two sentences here. Examples: • In other words, the lecturer is suggesting/proposing that … • The author, however, agrees/disagrees with this idea/belief, suggesting/proposing that … • Similarly, the author argues/contends/asserts that … 3. Finally, explain what this difference or similarity means. Examples: • What this difference/similarity means is that … • This difference/similarity in thinking tells us that … • Evidently, the lecturer thinks/believes that … , whereas the author thinks/believes that …
