TOEFL TPO 15 Writing Task 1 Sample: Summarize the points made in the lecture, being sure to explain how they cast doubt on specific solutions presented in the reading passage.
legacy_task_page.hero_subtitle
legacy_task_page.sample_count
legacy_task_page.legacy_notice_title
legacy_task_page.legacy_notice_body
legacy_task_page.task_overview_title
legacy_task_page.reading_passage
The cane toad is a large (1.8 kg) amphibian species native to Central and South America. It was deliberately introduced to Australia in 1935 with the expectation that it would protect farmers' crops by eating harmful insects. Unfortunately, the toad multiplied rapidly, and a large cane toad population now threatens small native animals that are not pests. Several measures have been proposed to stop the spread of the cane toad in Australia.One way to prevent the spread of the toad would be to build a national fence. A fence that blocks the advance of the toads will prevent them from moving into those parts of Australia that they have not yet colonized. This approach has been used before: a national fence was erected in the early part of the twentieth century to prevent the spread of rabbits, another animal species that was introduced in Australia from abroad and had a harmful impact on its native ecosystems.Second, the toads could be captured and destroyed by volunteers. Cane toads can easily be caught in simple traps and can even be captured by hand. Young toads and cane toad eggs are even easier to gather and destroy, since they are restricted to the water. If the Australian government were to organize a campaign among Australian citizens to join forces to destroy the toads, the collective effort might stop the toad from spreading.Third, researchers are developing a disease-causing virus to control the cane toad populations. This virus will be specially designed: although it will be able to infect a number of reptile and amphibian species, it will not harm most of the infected species; it will specifically harm only the cane toads. The virus will control the population of cane toads by preventing them from maturing and reproducing.
legacy_task_page.question
Summarize the points made in the lecture, being sure to explain how they cast doubt on specific solutions presented in the reading passage.
legacy_task_page.user_samples_title
task_page.user_sample
The reading passage explores the issue of solving the cane toad problem in Australia, and several reasons are provided in support of the arguments. Although the author's arguments seem credible and substantiated, the lecturer cast several doubts on it for solid reasons, which I will discuss below. Even though the reading passage suggests that the government can build a national fence to prevent the spreading of cane toads, the lecturer claims that this method will fail because cane toads can still spread through streams. She states that the young toad can still pass through the fence to another place by the waterway. Therefore, the speaker's argument disapproves of its counterpart in the passage. Second, the statement held by the writer indicates that volunteers could solve toads’ problems. Conversely, the speaker refutes the idea by providing a valid reason that it won't be successful if the untrained volunteer exists. She concluded that the writer overlooks the importance of the training for those volunteer. The untrained volunteer may misclassify the eggs of the toads with the native frogs, which can lead to acerate of frog extinction. In essence, there is no evidence that recruiting volunteers can deal with this issue. Lastly, the lecturer precisely identifies the weakness in the reading that the virus may be harmful to the ecosystem. She convincingly points out that the virus can affect other species, and the virus can be transported to another region, which will destroy their original habit. As a result, the virus may help solve this problem is a poor-formulated thesis. Based on the evidence provided above, it can be clearly seen that the stance on both sides is paradoxical. While the claims in the reading passage seem plausible, the speaker disproves them by compelling reasons.
task_page.evaluation_result
1.Sub Scores
-
Task fulfillment: 4
-
Organization: 4
-
Coherence and Cohesion: 4
-
Language Use: 3
2.Estimated Scores
- Estimated Score: 25
3.Task completeness The essay does a good job of summarizing the points made in the lecture and explaining how they cast doubt on the solutions presented in the reading passage. However, there is room for improvement in language use and clarity. To enhance your essay, consider using more precise vocabulary and avoiding repetition. Additionally, ensure that your sentences are clear and concise.
Example 1: Original sentence: "She concluded that the writer overlooks the importance of the training for those volunteer." Improved sentence: "She concludes that the author underestimates the importance of proper training for these volunteers."
Example 2: Original sentence: "As a result, the virus may help solve this problem is a poor-formulated thesis." Improved sentence: "As a result, relying on the virus to solve this problem is a poorly formulated approach."
4.Essay structure and organization The essay has a clear structure with an introduction, body paragraphs, and conclusion. Each paragraph focuses on specific points from both the reading passage and lecture. However, there could be better transitions between ideas and paragraphs to improve coherence.
Example 1: Original transition: "Even though...the lecturer claims..." Improved transition: "While building a national fence may seem like an effective solution according to the reading passage, the lecturer contends that..."
Example 2: Original transition: "Second...Conversely..." Improved transition: "Another proposed solution in the reading passage involves using volunteers to capture and destroy cane toads; however, the lecturer raises concerns about this approach by stating..."
5. Grammar
The reading passage explores the issue of solving the cane toad problem in Australia, and several reasons are provided in support of the arguments. Although the author's arguments seem credible and substantiated, the lecturer cast several doubts on it for solid reasons, which I will discuss below.
Even though the reading passage suggests that the government can build a national fence to prevent the spreading of cane toads, the lecturer claims that this method will fail because cane toads can still spread through streams. She states that the young toad can still pass through the fence to another place by the waterway. Therefore, the speaker's argument disapproves of its counterpart in the passage.
Second, the statement held by the writer indicates that volunteers could solve toads’ problems. Conversely, the speaker refutes the idea by providing a valid reason that it won't be successful if the untrained volunteer exists. She concluded that the writer overlooks the importance of the training for those volunteerthis volunteer('this' vs. 'these'). The untrained volunteer may misclassify the eggs of the toads with the native frogs, which can lead to acerateacetate(misspelling) of frog extinction. In essence, there is no evidence that recruiting volunteers can deal with this issue.
Lastly, the lecturer precisely identifies the weakness in the reading that the virus may be harmful to the ecosystem. She convincingly points out that the virus can affect other species, and the virus can be transported to another region, which will destroy their original habit. As a result, the virus may help solve this problem is a poor-formulated thesis.
Based on the evidence provided above, it can be clearly seen that the stance on both sides is paradoxical. While the claims in the reading passage seem plausible, the speaker disproves them by compelling reasons.
Section Title: 6. Revised Essay
The reading passage explores the issue of solving the cane toad problem in Australia, and several reasons are provided in support of the arguments. Although the author's arguments seem credible and substantiated, the lecturer casts several doubts on them for solid reasons, which I will discuss below.
Even though the reading passage suggests that the government can build a national fence to prevent the spreading of cane toads, the lecturer claims that this method will fail because cane toads can still spread through streams. She states that young toads can still pass through the fence to another place by waterways. Therefore, the speaker's argument disapproves of its counterpart in the passage.
Second, the statement held by the writer indicates that volunteers could solve toads’ problems. Conversely, the speaker refutes this idea by providing a valid reason that it won't be successful if untrained volunteers exist. She concludes that the writer overlooks the importance of training for these volunteers. Untrained volunteers may misclassify cane toad eggs with those of native frogs, which can lead to an acceleration of frog extinction. In essence, there is no evidence that recruiting volunteers can effectively deal with this issue.
Lastly, the lecturer precisely identifies a weakness in the reading: that using a virus may be harmful to ecosystems. She convincingly points out that this virus can affect other species and be transported to other regions, which will destroy their original habitats. As a result, using a virus as a solution is poorly formulated.
Based on the evidence provided above, it can be clearly seen that both sides present paradoxical stances. While claims in the reading passage seem plausible initially, upon further examination by compelling reasons from the speaker they are disproven. (291 words)
The reading passage explores the issue of solving the cane toad problem in Australia, and several reasons are provided in support of the arguments. Although the author's arguments seem credible and substantiated, the lecturer cast casts several doubts on it them for solid reasons, which I will discuss below. (Changed "it" to "them" for clarity)
Even though the reading passage suggests that the government can build a national fence to prevent the spreading of cane toads, the lecturer claims that this method will fail because cane toads can still spread through streams. She states that the young toad toads can still pass through the fence to another place by the waterway. waterways (changed "the waterway" to "waterways" for better flow). Therefore, the speaker's argument disapproves of its counterpart in the passage.
Second, the statement held by the writer indicates that volunteers could solve toads’ problems. Conversely, the speaker refutes the this idea by providing a valid reason that it won't be successful if the untrained volunteers exist (changed "the untrained volunteer exists. exists" to "untrained volunteers exist" for consistency). She concluded concludes that the writer overlooks the importance of the training for those volunteer. The untrained volunteer these volunteers (changed "those volunteer" to "these volunteers"). Untrained volunteers may misclassify the cane toad eggs of the toads with the those of native frogs, which can lead to acerate an acceleration (changed "acerate" to "acceleration") of frog extinction. In essence, there is no evidence that recruiting volunteers can effectively deal with this issue.
Lastly, the lecturer precisely identifies the a weakness in the reading that the reading: that using a virus may be harmful to the ecosystem. ecosystems. She convincingly points out that the this virus can affect other species, species and the virus can be transported to another region, other regions (changed "another region" to "other regions"), which will destroy their original habit. habitats (changed "habit" to "habitats"). As a result, the using a virus may help solve this problem as a solution is a poor-formulated thesis. poorly formulated (changed "poor-formulated thesis" to "poorly formulated").
Based on the evidence provided above, it can be clearly seen that the stance both sides present paradoxical stances (changed "stance on both sides is paradoxical. paradoxical" to "both sides present paradoxical stances"). While the claims in the reading passage seem plausible, plausible initially, upon further examination by compelling reasons from the speaker disproves they are disproven (changed "disproves them by compelling reasons.reasons" to "upon further examination by compelling reasons from the speaker they are disproven").
8. Mind Map
- Solving the Cane Toad Problem
- Reading Passage
- National Fence
- Volunteers
- Using a Virus
- Lecture Points
- Fence Ineffective (Toads spread through streams)
- Untrained Volunteers (Misclassification, native frog extinction)
- Virus Harmful to Ecosystems (Affects other species, destroys habitats)
9. Key Words
| Word | Phonetic Symbol | Part of Speech | English Definition | English Translation | Sample Sentence |
|---|---|---|---|---|---|
| Cane Toad | /keɪn toʊd/ | Noun | A large, poisonous toad native to Central and South America, introduced to Australia | N/A | The cane toad problem in Australia has been difficult to solve. |
| National Fence | /ˈnæʃənəl fɛns/ | Noun | A barrier built by a government to prevent the spread of an invasive species | N/A | The government proposed building a national fence to stop the cane toads from spreading. |
| Volunteer | /ˌvɒlənˈtɪr/ | Noun | A person who freely offers their time and services for a cause | N/A | Volunteers were recruited to help control the cane toad population. |
| Misclassify | /mɪsˈklæsɪfaɪ/ | Verb | To incorrectly categorize or classify something | - | - Untrained volunteers may misclassify cane toad eggs with those of native frogs. |
| Extinction | /ɪkˈstɪŋkʃən/ | Noun | The state or process of a species, family, or larger group ceasing to exist | - | - Misclassification of eggs can lead to an acceleration of frog extinction. |
| Virus | /ˈvaɪrəs/ | Noun | A biological agent that reproduces inside the cells of living hosts | - | - The reading passage suggests using a virus to control the cane toad population. |
| Ecosystem | /ˈiːkoʊˌsɪstəm/ | Noun | A biological community of interacting organisms and their physical environment | - | - The lecturer argues that using a virus may be harmful to ecosystems. |
| Habitat | /ˈhæbɪtæt/ | Noun | The natural home or environment of an animal, plant, or other organism | - | - Introducing a virus could destroy the original habitats of other species. |
| Paradoxical | /ˌpærəˈdɒksɪkəl/ | Adjective | Seemingly absurd or self-contradictory | - | - Both sides present paradoxical stances on solving the cane toad problem. |
| Disprove | /dɪsˈpru:v/ | Verb | To show that something is not true | - | - Upon further examination by compelling reasons from the speaker, the reading passage's claims are disproven. |
Section Title: 6. Revised Essay
The reading passage explores the issue of solving the cane toad problem in Australia, and several reasons are provided in support of the arguments. Although the author's arguments seem credible and substantiated, the lecturer casts several doubts on them for solid reasons, which I will discuss below.
Even though the reading passage suggests that the government can build a national fence to prevent the spreading of cane toads, the lecturer claims that this method will fail because cane toads can still spread through streams. She states that young toads can still pass through the fence to another place by waterways. Therefore, the speaker's argument disapproves of its counterpart in the passage.
Second, the statement held by the writer indicates that volunteers could solve toads’ problems. Conversely, the speaker refutes this idea by providing a valid reason that it won't be successful if untrained volunteers exist. She concludes that the writer overlooks the importance of training for these volunteers. Untrained volunteers may misclassify cane toad eggs with those of native frogs, which can lead to an acceleration of frog extinction. In essence, there is no evidence that recruiting volunteers can effectively deal with this issue.
Lastly, the lecturer precisely identifies a weakness in the reading: that using a virus may be harmful to ecosystems. She convincingly points out that this virus can affect other species and be transported to other regions, which will destroy their original habitats. As a result, using a virus as a solution is poorly formulated.
Based on the evidence provided above, it can be clearly seen that both sides present paradoxical stances. While claims in the reading passage seem plausible initially, upon further examination by compelling reasons from the speaker they are disproven.
legacy_task_page.current_toefl_title
legacy_task_page.current_toefl_desc
Raggiungi il Punteggio che Desideri!
Con LingoLeap, il tuo esperto nella preparazione agli esami di inglese
Ottieni il Punteggio dei Tuoi Sogni in Meno Tempo