Software to Download
I recommend practicing with THIS SOFTWARE for Windows because it has only the basic features that the TOEFL writing section will provide.
Task 1 - Integrated
- Reading: 230-300 words, 3 min TIMER
- Listening: 230-300 words, around 2 min
- Writing: 20 min TIMER
Directions: 150 - 225 words
Directions: 300 words
- Don't rewrite long parts of the reading. Of course you wouldn't, and I say "long" as you may want to take something from there. You can but only that parts that you can COMPARE WITH THE LECTURE.
- Hence, write more from the lecture (they are actually super easy lectures compared to the ones from the listening).
- Don't limit your number of words. This is awkwardly true. Some innocent though nearly fluent speakers seem to have the cutest questions regarding the test, so follow the recommended suggestions.
- Don't spend much time in the conclusion (even 2 lines would be enough), and if you don't have sufficient time left, don't write it because it doesn't matter much for this task.
- Make and memorize your own template that you can follow on the test. I may post mine later on.
- There's a 3vs2-reasons myth. There has to be always an introduction, conclusion
- Don't spend much time in the conclusion. You should make it because you will have your TEMPLATE.
Here's an example of an essay written by some toefl-test taker.
Both the reading passage and the lecture are discussing discounts. Whereas the reading passage points out the advantages of this course of action, the listening contradicts the arguments.
First of all, reading passage mentions that by providing "daily deals", companies can attract new customers. The author of the reading believes that discounts are cost-efficient ways for new businesses to generate greater interest in their brands. This concept is refuted by the lecturer, which claims that this type of customers are referred to as "bargain hunter", and are very unlikely to pay full price of the product.
Secondly, the reading states that discounts increases the brand recognition that will result the increase in the sales. This point is challenged by the lecturer, she believes that sometimes discounts can generate negative effect on the brand, because some customers will believe that the discounted products are lower quality.
Lastly, the reading passage argues that discounted price will attract the attention of the media, which will increase the brand awareness and boost profit. The lecturer, on the other hand posits that even though this attention is necessary, the result isn’t lasting as usual, in other words it isn’t enough to leave long-lasting impression on costumers.
As we can see, the reading passage and the lecture show opposing ideas regarding the effectiveness of offering items at a significant discount.
These would be my corrections for this.
Both the reading passage and the lecture are discussing discounts. Whereas the reading passage points out that <OPINION stated in the reading>, stressing the advantages of this course of action, the listening contradicts those arguments by stating that <OPINION stated in the lecture>.
First and foremost, the reading passage mentions that by providing "daily deals", companies can attract new customers, so the author of the reading believes that discounts are cost-efficient ways for new businesses to generate interest in their brands. This concept is refuted by the lecturer as he claims that this type of customers are referred to as “bargain hunters” and are very unlikely to pay the full price of a product. <Moreover, he questions ...>
In addition to customer attraction, the reading states that discounts increase the brand recognition and, consequently, results in an increase of sales. This point is challenged by the lecturer because she believes that sometimes discounts can generate a negative effect on the brand because some customers will believe that the discounted products are lower quality. <He also alleges that ...>
Lastly, the reading passage argues that discounted price will attract the attention of the media, which will increase brand awareness and boost profit. The lecturer, on the other hand, posits that even though this media attention is necessary, the result isn’t lasting; in other words, it isn’t enough to leave a long-lasting impression on costumers. <He refers to ..., and then he gives an example of ...>
As we can see, the reading passage and the lecture show opposing ideas regarding the effectiveness of offering items at a significant discount.
- Listening: 230-300 words, around 2 min
- Writing: 20 min TIMER
Directions: 150 - 225 words
Task 2 - Independent
- Writing: 300 words, 30 min TIMERDirections: 300 words
Recommendations
Task 1 - Integrated
- Recommended length: 270+ words, because there's usually not much to write.- Don't rewrite long parts of the reading. Of course you wouldn't, and I say "long" as you may want to take something from there. You can but only that parts that you can COMPARE WITH THE LECTURE.
- Hence, write more from the lecture (they are actually super easy lectures compared to the ones from the listening).
- Don't limit your number of words. This is awkwardly true. Some innocent though nearly fluent speakers seem to have the cutest questions regarding the test, so follow the recommended suggestions.
- Don't spend much time in the conclusion (even 2 lines would be enough), and if you don't have sufficient time left, don't write it because it doesn't matter much for this task.
Task 2 - Independent
- Recommended length: 370+ words. You will see some claiming they have written 420+. Those are the ones you should avoid taking advice from because their reality is probably almost opposite to yours.- Make and memorize your own template that you can follow on the test. I may post mine later on.
- There's a 3vs2-reasons myth. There has to be always an introduction, conclusion
- Don't spend much time in the conclusion. You should make it because you will have your TEMPLATE.
Here's an example of an essay written by some toefl-test taker.
Both the reading passage and the lecture are discussing discounts. Whereas the reading passage points out the advantages of this course of action, the listening contradicts the arguments.
First of all, reading passage mentions that by providing "daily deals", companies can attract new customers. The author of the reading believes that discounts are cost-efficient ways for new businesses to generate greater interest in their brands. This concept is refuted by the lecturer, which claims that this type of customers are referred to as "bargain hunter", and are very unlikely to pay full price of the product.
Secondly, the reading states that discounts increases the brand recognition that will result the increase in the sales. This point is challenged by the lecturer, she believes that sometimes discounts can generate negative effect on the brand, because some customers will believe that the discounted products are lower quality.
Lastly, the reading passage argues that discounted price will attract the attention of the media, which will increase the brand awareness and boost profit. The lecturer, on the other hand posits that even though this attention is necessary, the result isn’t lasting as usual, in other words it isn’t enough to leave long-lasting impression on costumers.
As we can see, the reading passage and the lecture show opposing ideas regarding the effectiveness of offering items at a significant discount.
These would be my corrections for this.
Both the reading passage and the lecture are discussing discounts. Whereas the reading passage points out that <OPINION stated in the reading>, stressing the advantages of this course of action, the listening contradicts those arguments by stating that <OPINION stated in the lecture>.
First and foremost, the reading passage mentions that by providing "daily deals", companies can attract new customers, so the author of the reading believes that discounts are cost-efficient ways for new businesses to generate interest in their brands. This concept is refuted by the lecturer as he claims that this type of customers are referred to as “bargain hunters” and are very unlikely to pay the full price of a product. <Moreover, he questions ...>
In addition to customer attraction, the reading states that discounts increase the brand recognition and, consequently, results in an increase of sales. This point is challenged by the lecturer because she believes that sometimes discounts can generate a negative effect on the brand because some customers will believe that the discounted products are lower quality. <He also alleges that ...>
Lastly, the reading passage argues that discounted price will attract the attention of the media, which will increase brand awareness and boost profit. The lecturer, on the other hand, posits that even though this media attention is necessary, the result isn’t lasting; in other words, it isn’t enough to leave a long-lasting impression on costumers. <He refers to ..., and then he gives an example of ...>
As we can see, the reading passage and the lecture show opposing ideas regarding the effectiveness of offering items at a significant discount.
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