TOEFL Writing Task 1 (Writing Based on Reading and Listening)

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Task 1 の概要 課題⽂の読解 3 分→講義 2 分→ライティング 20 分

Task 1 の質問：

・Summarize the points made in the lecture, being sure to explain how they oppose [respond to, challenge, cast doubt on] specific points made [specific theories discussed] in the reading passage.

Task 1 の reading passage 課題⽂の特徴（主張と３つのポイント）：

・課題⽂は最初に３分間提⽰され、⼀旦消えて 2 分間の講義があり、再び２０分間の解答中に出現するので課題⽂の内容をいちいち暗記する必要はない。 ・多くの場合第１段落の前半は keywords（topic）の説明・定義など。 ・多くの場合第１段落の後半や however の後などに課題⽂の主張が来て、その後に３つのポイントが続く。 ・多くの場合課題⽂は４段落で書いてあるが、そうでない場合でも４段落のつもりで読むのが良い。課題⽂の主張をサポートする３つの根拠や証拠を意識して読むこと。後の講義を楽に聞くために、課題⽂の３つのポイントをスクラッチペーパーにメモしておくのが楽。

Task 1 の講義 の特徴（３つのポイントの反証）：

・講義は 2 分少々。まず冒頭で、新しい発⾒があったことなどに触れながら課題⽂の主張を疑い、課題⽂の３つのポイントの反証に進むパターンが多い。 ・課題⽂で提出された３つのポイントにどのように（どんな keywords を使って）反証するかを聞き取る。それぞれのポイントに反対する際に⽤いられるkeywords は２つあることが多い。keywords は⾔い換えて繰り返したり、あるいは強調して話される。 ・ボディ部分では結論から話してその後に根拠づけが語られることもあれば、逆にやや具体的な話から始めてあとから結論が述べられることもある。 ・ポイントの反証パターンとしては、 （１）課題⽂のポイントを単純に否定して、その証拠を挙げる

[例：課題⽂は「氷河期において温度上昇があった」と述べ、講義では「新しい証拠に基づいてそもそも温度上昇はなかったことが判明した」と述べる]、

TOEFL Writing Task 1 (Writing Based on Reading and Listening)

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（２）課題⽂のポイントそのものは事実であるが、実はそれが課題⽂の主張を裏付けておらず、むしろ逆であることを証拠に基づいて説明する [例：課題⽂は「氷河期において温度上昇があり、これが昔の地球温暖化を証明する」と述べ、講義では「確かに氷河期に温度上昇はあったが、これは温暖化と呼べるほどのものではない。実は⻑期的には寒冷化だ。」と述べる]、

（３）課題⽂では主張に対して A という証拠を挙げ、講義ではそれとは別のB という証拠を挙げ課題⽂の主張を否定する [例：課題⽂では「植物の化⽯から氷河期の温度上昇があったと分かる」と述べ、講義では「植物よりもっと有効な証拠がある。動物の化⽯だ。動物の化⽯からは氷河期の温度は 1%下がったことが裏付けられる」と述べる]、 の３つのパターンが頻出。

・講義の全てを書き取るのは無理だし、その必要も全くない。しかし、ある程度メモを取らないと解答にポイントを再現できないので能率よくメモを取ることが必要。３つのポイントがどのように（どんな 2 つの keywords によって）反証されるかを中⼼にメモする。ディクテーションではなくサマリーが求められているので最初からサマライズしてメモを取る。⾃分にだけ分かるよう省略してメモを取る。英語のままメモをとっても良いが、⽇本語でも OK。また具体的数字なども満点を取るためには必要になる。

TOEFL Writing Task 1 (Writing Based on Reading and Listening)

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てんぷれーと⽇本語版

(1) 課題⽂は「・・・」と主張してるね。 (2) しかし、講義では「・・・」と説明してるよ。

その際に、課題⽂の３つのポイントが⾒事に反論されてるよ。 (1) 第⼀のポイントは〇〇だね。 (2) 課題⽂では「・・・」と⾔ってるね。 (3) しかし、これは間違ってるね。 (4)(5)(6)実は「A で、B なんだよ」

(1)第⼆のポイントは〇〇だね。 (2)課題⽂では「・・・」と⾔ってるね。 (3)しかし、これは間違ってるね。 (4)(5)(6)実は「C で、D なんだよ」

(1)第三のポイントは〇〇だね。 (2)課題⽂では「・・・」と⾔ってるね。 (3)しかし、これは間違ってるね。 (4)(5)(6)実は「E で、F なんだよ」

TOEFL Writing Task 1 (Writing Based on Reading and Listening)

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Task １ Template English Intro

(1)The reading passage claims [states, argues] that….. (2)However, the lecture convincingly explains that…., by effectively disproving [refuting/ casting doubt on] the three points made in the passage.

Body 1 (1) The first point is [Noun 名詞].

(2) The passage suggests that …..

(3) However, that is not always the case.

(4)(5)(6)講義で挙げられた根拠を残り２、３⽂ぐらいで書く。「課題⽂のポイントが講義でどのように否定・反証されているか、その際にどんな２つのkeywords が使われたか」を明確にする。

・as a result, as a consequence, consequently, because of this, accordingly, thus, therefore; however, although…, while…, in fact, atually な ど のtransition を使って講義で与えられた因果関係や対⽐などを整理すること。 ・講義の詳細をそのまま書く必要はなく、情報をわかりやすく⾔い換えながら講義よりやや短めに書く（サマライズ）。 ・keywords をサポートする具体的数字や具体例は書いた⽅がよい。

Body 2 (1) The second point is [Noun 名詞]. (2) The reading passages insists that ….

(3) However, new studies revealed that…

(4)(5)(6)講義で挙げられた根拠を残り２、３⽂ぐらいで書く。「課題⽂のポイントが講義でどのように否定・反証されているか」を明確にする。

Body 3 (1) The third point is [Noun 名詞]. (2) In the passage, it is said that….

(3) However, in fact, it turned out that…

(4)(5)(6)講義で挙げられた根拠を残り２、３⽂ぐらいで書く。「課題⽂のポイントが講義でどのように否定・反証されているか」を明確にする。

注）必要な情報を全て書き込んで２７０語ぐらいで書くのが満点になりやすい。２７０語を短時間で書く

ためにテンプレート・頻出表現を覚えておこう。

TOEFL Writing Task 1 (Writing Based on Reading and Listening)

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Task 1 の解答でよく使う表現（覚えよう！）

課題⽂は・・・と主張している ・The reading passage argues [states/ insists/ contends/ maintains/ claims/ suggests] that……….

しかしながら、講義は以下のように説明している ・However, the professor in the lecture effectively [convincingly] explains [shows, illustrates, clarifies, explicates] that… ・However, the lecturer makes the argument that….

課題⽂で述べられた３つのポイントに疑いを投げかけることによって ・by disproving [refuting/questioning/casting doubt on/throwing doubt on/calling into question] each point made in [by] the passage

A は B にとってプラスになる/マイナスになる

・ A benefits [improves/ boosts/ encourages/ enhances/ strengthens/ contributes to/ helps/ advances/ makes a positive contribution to] B. ・A has a positive effect [impact/ influence] on B. ・A is useful for [beneficial to/ favorable to/ helpful to/ helpful for] B. ・A does not benefit B. ・A has a negative [detrimental/harmful/ adverse/ damaging] effect [impact/ influence] on B. ・A harms [worsens/ weakens/ deteriorates/ impairs] B. ・A can hinder [hamper/ impede/ discourage/ limit/ curb] B. ・Because of A, B suffers. /B has more trouble due to A. ・A is not useful [beneficial] for B. ・A is detrimental [harmful/ damaging] to B. ・A is counterproductive to B.

課題⽂では（ A ）と⾔っていたが、講義では[ B ]

・According to the passage, ( A ) . However, a new study shows that [ B ]. ・The reading passage argues that ( A ), but, according to closer studies, that is not always the case.

TOEFL Writing Task 1 (Writing Based on Reading and Listening)

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・The passage claims that ( A ). However, new discoveries contradict [confute/ refute/ disprove/ rebut] that claim. ・Although the reading passage insists that ( A ), newly found evidence revealed that [ B ]. ・The reading passage states that ( A ). However, it turned out that [ B ]. ・The reading passage argues that ( A ). However, the opposite holds true. ・The passage insists that ( A ). However, that is at odds with newly discovered facts. ・In the passage it is said that ( A ). However, it is the opposite of what the latest research revealed. ・It is true that ( A ). However, it does not follow that…. ・Although ( A ), in fact that does not necessarily mean …. ・Despite the fact that (A), that does not mean… ・Just because ( A ) does not mean ….

Xゆえに、X を考慮すると[X の観点から] ・because of X/ due to X/ thanks to X/ owing to X/ on account of X ・in terms of X/ in view of X/ in the light of X/ considering X/ concerning X/ with regard to X/in connection with X/ in respect of X

X は正しくない[X= the assumption/ this theory/ this view]

・X is not necessarily true [correct/ the case]. / X is simply false [incorrect/ untrue]. / X is not what actually happened. / X is not in accordance with reality. / X cannot be supported [substantiated/ verified/ backed up] by evidence. ・New studies [research] disproved [refuted /rebutted/ denied/ discredited/ challenged/ contradicted] X./ Further studies proved X false. / New evidence does not support [validate/ substantiate/corroborate] X./ New evidence is at odds with [in conflict with/ in disagreement with]X.

Model Essay 1 The reading passage argues that professors who appear on TV benefit themselves, the college where they teach, and the general public. However, the lecture convincingly explains that frequent TV appearances are not good for anybody, by casting doubt on the three points made in the passage. The first point is the benefits of the professors themselves. The passage claims that frequent TV appearances enhance the reputation of professors and therefore it is beneficial to themselves. However, that is the opposite of what the lecture explains. Such professors are regarded as TV entertainers, not serious researchers among professional scholars. As a result, those professors will have fewer opportunities to attend serious academic conferences nor to receive research funding, due to their negative reputation among peers. The second point is the benefits of the college. The passage insists that those professors who appear on TV can contribute to the college by making it popular. However, that is not always the case. According to the lecture, appearing on TV requires a lot of time to prepare, including preparation for the material, transportation time, and even some time to make up. Consequently, those professors are actually wasting a lot of time that they could use for the college by helping students or doing research. The third point is the benefits of the general public. The passage suggests that professors appearing on TV can contribute to the general public by educating them. However, that is not necessarily true. The TV networks are not interested in having the professors explain the in-depth knowledge about the topics they talk about. Rather, all the professors are expected to do is just give simple background knowledge and brief history of the topics just to make the program look more authentic. Their job can easily be taken over by reporters who study the same topic. (290)

Task 1 Model Essay

The reading passage argues that communal online encyclopedias are much less valuable than

traditional printed encyclopedias. However, the lecture convincingly explains that is not true,

by effectively refuting the three points made in the passage.

The first point is errors. The passage states that, since entries in communal online

encyclopedias are often written by non-experts, they can be inaccurate and unreliable. However,

that is not the case. No encyclopedia, online or offline, is perfect. What counts most is how

easily and quickly the mistakes can be corrected. In this regard, online encyclopedias are better

than traditional printed ones, in that inaccurate information in online encyclopedia can be

corrected much faster.

The second point is hacking. The passage argues that unscrupulous users and hackers can

corrupt the content of articles. However, this argument cannot be supported by evidence. In

fact, online encyclopedias have already taken measures to prevent their content from being

changed by vandals or hackers. Some important information is presented in a “read-only”

format, in such a way that cannot be revised. Also, special editors are always monitoring what

is happening to content and eliminate malicious revisions.

The third point is what’s worth knowing about. The passage insists that communal online

encyclopedias often give more than enough space to trivial topics, creating a false impression

about which information is important and which is not. However, that is not simply true.

Actually, the fact that online encyclopedias contain information on all kinds of subjects is not a

weakness but a strength, because the diversity of topics covered by online encyclopedias is a

true reflection of the diversity of people’s interests. On the other hand, traditional printed

encyclopedias have limited space, and thus editors who choose the entries do not always take

people’s interests into consideration. (290)