New TOEFL Full Score Writing + Speaking

Author: Wang Ling
Publisher:
Publish Date: 2006-01-01
Features: Speaking and writing in English both belong to the "output" skills and are also a distinctive part of the new TOEFL. Unlike all other exams, the speaking section, although a newly added component of the new TOEFL, still follows ETS's well-structured and clearly divided question patterns, divided into three parts and six types of questions. These six types of questions are clearly presented in the table of contents. This book divides each type of question into a separate chapter, with a clear introduction to the question type at the beginning of each chapter, followed by numerous examples and detailed test answers. These answers are collected from actual test-taker responses, compared with multiple scoring criteria provided by ETS, and revised to provide practical guidance. Some test-takers might think the speaking section of this book is relatively "thin" and question whether the author was too hasty. This is not the case. After careful consideration and comparison, the author ultimately decided that the content volume is well-founded. First, the quality of a speaking book does not lie in its thickness but in the accuracy of the material. In other words, this book aims to help candidates achieve high scores in the new TOEFL with precise speaking skills, rather than cluttering it with excessive speaking material that confuses readers or making it a "notebook" with large fonts and sparse content. More precisely, this book is a highly targeted "speaking test" guide. On the other hand, compared to the old TOEFL, the new TOEFL writing section only adds one "listening-reading" mini-essay, with no significant changes to the main essay. Therefore, in addition to incorporating the author's years of successful teaching research on the main essay, this book also conducts extensive analysis on the listening-reading mini-essay and draws the following conclusion: notes are key, and templates are universal. In other words: the accuracy of notes taken from the listening material for the mini-essay is directly related to exam performance; the organization of language and structure is directly related to exam performance.