TOEFL TPO -1 Writing Task 1 Sample: Summarize the points made in the lecture, being sure to explain how they cast doubt on the solutions presented in the reading passage. You have 20 minutes to write your essay. You may refer to the reading as you write.

1.Sub Scores

Task fulfillment: 4 Organization: 4 Coherence and Cohesion: 4 Language Use: 3

2.Estimated Scores

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 terms of language use and clarity.

Suggestions for improvement:

• Be more concise in your explanations, avoiding repetition.

• Use a wider range of vocabulary to express your ideas more clearly.

Example 1: Original sentence: "The lecturer, however, asserts that since other animals that live in the same place are also infected, golden fogs can't remain healthy after returning to the wild." Improved sentence: "The lecturer counters this by stating that due to other infected animals inhabiting the same environment, golden frogs cannot maintain their health upon reintroduction to the wild."

Example 2: Original sentence: "It is very likely that frogs can get ill or even die from it." Improved sentence: "There is a high probability that this defense mechanism could cause illness or even death in frogs."

4.Essay structure and organization

The essay has a clear structure with an introduction, body paragraphs, and conclusion. Each paragraph focuses on a specific point with supporting details. However, there could be better transitions between ideas and paragraphs.

Suggestions for improvement:

• Improve transitions between ideas and paragraphs.

• Ensure each paragraph has a clear topic sentence.

Example 1: Original transition: "This argument is challenged by the lecturer." Improved transition: "Contrarily, the lecturer challenges this argument by stating..."

Example 2: Original topic sentence: "Secondly, the author suggests that breeding golden frogs in captivity is a potential resolution." Improved topic sentence: "Another proposed solution mentioned in the reading passage involves breeding golden frogs in captivity."

5. Grammar

The reading and the lecture are both about the golden frog's fungal infection problem. While the author of the article argues that three possible solutions are proposed, the lecturer disputes the claims mentioned in the article. Her position is that none of the solutions are effective or helpful.

According to the reading, a special bacterium that produces detrimental chemicals to fungal cells is discovered. The article mentions that introducing this chemical to the skin of golden frogs can protect frogs from being infected. This argument is challenged by the lecturer. She claims that the effect of the bacterium doesn't last long. The protection is only temporary. Bacteria only show effect during the early stage of skin colonization. After that short period, chemical production stops.

Secondly, the author suggests that breeding golden frogs in captivity is a potential resolution. The article notes that golden frogs can remain disease-free in captivity, so when released in the future, they can remain healthy. The lecturer, however, asserts that since other animals that live in the same place are also infected, golden fogs can't remain healthy after returning to the wild. He goes on to say that healthy golden frogs can get infected when in contact with other infected animals.

Finally, the author puts forth the idea that golden frogs generate natural defenses to overcome fungus. The author contends that golden frogs increase their temperature when they are infected, which drops the growth rate of the fungus. In contrast, the lecturer's stance is that the self-defense system is energy-costing. He says that natural defense can weaken frogs. It is very likely that frogs can get ill or even die from it. As a result, golden frogs can't remain strong and healthy while constantly utilizing natural defense.

Section Title: 6. Revised Essay

The reading and the lecture both discuss the issue of the golden frog's fungal infection problem. While the author of the article proposes three potential solutions, the lecturer disputes these claims, arguing that none of them are effective or helpful.

Firstly, the reading suggests that a specific bacterium, which produces chemicals harmful to fungal cells, could be introduced to the skin of golden frogs to protect them from infection. However, the lecturer challenges this argument by stating that the bacterium's effect is only temporary. She explains that bacteria only produce these chemicals during the early stage of skin colonization, and after this brief period, chemical production ceases.

Secondly, the author posits that breeding golden frogs in captivity could be a viable solution. The article notes that golden frogs can remain disease-free in captivity and thus maintain their health when released back into their natural habitat. Contrarily, the lecturer asserts that since other animals living in the same environment are also infected with fungus, golden frogs cannot remain healthy upon returning to the wild. She further elaborates that healthy golden frogs can become infected when they come into contact with other infected animals.

Lastly, the author presents the idea that golden frogs possess natural defenses against fungus by increasing their body temperature when infected, which subsequently slows down fungal growth. In opposition to this claim, the lecturer contends that this self-defense mechanism is energy-consuming and weakens frogs as a result. She explains that it is highly likely for weakened frogs to fall ill or even die due to their constant utilization of this natural defense strategy. Consequently, golden frogs cannot maintain strength and overall health while relying on this method for protection against fungal infections. (289 words)

Section Title: 6. Revised Essay

The reading and the lecture are both about discuss the issue of the golden frog's fungal infection problem. While the author of the article argues that proposes three possible solutions are proposed, potential solutions, the lecturer disputes the claims mentioned in the article. Her position is these claims, arguing that none of the solutions them are effective or helpful. helpful (Changed "Her position" to "arguing" for a more natural tone).

According to the reading, a special bacterium that Firstly, the reading suggests that a specific bacterium, which produces detrimental chemicals harmful to fungal cells is discovered. The article mentions that introducing this chemical cells, could be introduced to the skin of golden frogs can to protect frogs them from being infected. This infection. However, the lecturer challenges this argument is challenged by the lecturer. She claims that the stating that the bacterium's effect of the bacterium doesn't last long. The protection is only temporary. Bacteria She explains that bacteria only show effect produce these chemicals during the early stage of skin colonization. After that short colonization, and after this brief period, chemical production stops. ceases (Changed "This argument is challenged" to "the lecturer challenges this argument" for a more natural tone).

Secondly, the author suggests posits that breeding golden frogs in captivity is a potential resolution. could be a viable solution. The article notes that golden frogs can remain disease-free in captivity, so captivity and thus maintain their health when released in the future, they can remain healthy. The lecturer, however, back into their natural habitat. Contrarily, the lecturer asserts that since other animals that live living in the same place environment are also infected, golden fogs can't infected with fungus, golden frogs cannot remain healthy after upon returning to the wild. He goes on to say She further elaborates that healthy golden frogs can get become infected when in they come into contact with other infected animals. animals (Changed "He goes on to say" to "She further elaborates" for better flow and consistency).

Finally, Lastly, the author puts forth presents the idea that golden frogs generate possess natural defenses to overcome fungus. The author contends that golden frogs increase against fungus by increasing their body temperature when they are infected, which drops the growth rate of the fungus. subsequently slows down fungal growth. In contrast, the lecturer's stance opposition to this claim, the lecturer contends that this self-defense mechanism is that the self-defense system energy-consuming and weakens frogs as a result. She explains that it is energy-costing. He says that natural defense can weaken frogs. It is very highly likely that frogs can get for weakened frogs to fall ill or even die from it. As a result, golden frogs can't remain strong and healthy due to their constant utilization of this natural defense strategy. Consequently, golden frogs cannot maintain strength and overall health while constantly utilizing natural defense.relying on this method for protection against fungal infections (Changed "He says" to "She explains" for better flow and consistency).

8. Mind Map

- Introduction
    - Reading and lecture discuss golden frog's fungal infection problem
    - Author proposes three solutions
    - Lecturer disputes these claims

- Solution 1: Bacterium on skin
    - Reading: Introduce bacterium to protect frogs from infection
    - Lecture: Bacterium's effect is temporary, chemical production ceases

- Solution 2: Breeding in captivity
    - Reading: Disease-free in captivity, maintain health when released
    - Lecture: Other animals also infected, frogs cannot remain healthy in the wild

- Solution 3: Natural defenses (body temperature)
    - Reading: Increase body temperature to slow down fungal growth
    - Lecture: Energy-consuming, weakens frogs, cannot maintain strength and health

- Conclusion
    - Lecturer argues none of the proposed solutions are effective or helpful

9. Key Words