TOEFL TPO 49 Writing Task 1 Sample: Summarize the points made in the lecture, being sure to explain how they cast doubt on the specific points made in the reading passage.

1.子项得分 Task fulfillment: 4 Organization: 4 Coherence and Cohesion: 4 Language Use: 3

2.预估分数 Estimated Score: 25

3.任务完成度 整体来说，你的文章在任务完成度方面表现得相当不错。你成功地总结了听力课程中的观点，并解释了它们如何对阅读材料中的观点产生质疑。然而，有一些建议可以帮助你进一步提高任务完成度：

• 在引用听力材料时，尽量使用更精确的细节和例子。这将使你的论证更具说服力。

• 注意检查拼写错误和语法错误，以确保文章更加流畅。

示例1： 原文：In other words, it is likely that humpback whales use magnisium to navigate rather than stars in the sky. 修改后：In other words, it is likely that humpback whales use Earth's magnetic field to navigate rather than stars in the sky.

示例2： 原文：He also says that spy-hopping happens in the daytime when there is no stars visible in the sky. 修改后：He also mentions that spy-hopping often occurs during the day when no stars are visible in the sky.

4.文章结构与组织 Your essay has a clear structure and organization, with an introduction, body paragraphs, and a conclusion. Each paragraph focuses on a specific point and provides supporting details from both the reading and listening passages. However, there are some suggestions for improvement:

• Improve transitions between ideas and paragraphs to enhance the flow of your essay.

• Revise sentence structures to avoid repetition and make your writing more engaging.

Example 1: Original: The reading passage and the listening lecture both delve into the phenominon that humpback whales navigate long distances by refering to stars. Improved: Both the reading passage and the listening lecture explore the phenomenon of humpback whales navigating long distances by referring to stars.

Example 2: Original: To begin with, the article asserts that humpback whales' complicated brain structure makes it possible that they are intelligent encough to use stars to navigate. Improved: Firstly, the article asserts that the complex brain structure of humpback whales suggests they possess sufficient intelligence to use stars for navigation.

5. 语法批改

The reading passage and the listening lecture both delve into the phenominonphenomenon(misspelling) that humpback whales navigate long distances by referingreferring(misspelling) to stars. While the reading passage presents three explanations to support the possibility, the listening lecture challenges these main points by offering counterarguments.

To begin with, the article asserts that humpback whales' complicated brain structure makes it possible that they are intelligent encoughenough(misspelling) to use stars to navigate. However, the professor opposes this notion, citing that there is no real connection between intelligent and the using stars for orientation. He explains that other birds such as ducks can also use stars to navigate, but their intelligent remains average level, demonstrating that there is no correlation between intelligent and orientation skills. Therefore, what is said in the reading is irrational.

Secondly, the writer states that humpback whales are capable of swimming in traightstraight(misspelling) lines, serving as evidence that they are sensitive to external signs, which demonstrating that they can navigate by using stars. The speaker, though, rebuts this idea by positing that animals able to navigate mainly depend on the sense of external forces such as magnisiummagnesium(misspelling). Furthermore, he points out inside humpback whales’ brains, there are specificalspecific(misspelling) area that are related to sensory. In other words, it is likely that humpback whales use magnisiummagnesium(misspelling) to navigate rather than stars in the sky. Hence, the conclusion in the reading is untenable.

Thirdly, the author claims that humpback whale's behavior, spy-hopping, suggesting they are looking at stars to gather information for orientation. In contrast, the lecturer disputes this statement because he contends that the specilaspecial(misspelling) behavior, spy-hopping, has nothing to do with looking at stars for navigation. To further illustrate his viewpoint, he says that it is not rare that animals displaying spy-hopping, for instance, sharks will do spy-hopping when they are hunting instead of migrating, proving that spy-hopping irrelevant with navigating. He also says that spy-hopping happens in the daytime when there is no starsthere are no stars(Possible agreement error 'there's' + plural noun) visible in the sky.

Section Title: 6.文章修订

The reading passage and the listening lecture both delve into the phenomenon of humpback whales navigating long distances by referring to stars. While the reading passage presents three explanations to support the possibility, the listening lecture challenges these main points by offering counterarguments.

To begin with, the article asserts that humpback whales' complicated brain structure makes it possible that they are intelligent enough to use stars to navigate. However, the professor opposes this notion, citing that there is no real connection between intelligence and using stars for orientation. He explains that other birds such as ducks can also use stars to navigate, but their intelligence remains at an average level, demonstrating that there is no correlation between intelligence and orientation skills. Therefore, what is said in the reading is irrational.

Secondly, the writer states that humpback whales are capable of swimming in straight lines, serving as evidence that they are sensitive to external signs, which demonstrates that they can navigate by using stars. The speaker, though, rebuts this idea by positing that animals able to navigate mainly depend on their sense of external forces such as Earth's magnetic field. Furthermore, he points out inside humpback whales’ brains there are specific areas related to sensory perception containing biomagnetite. In other words, it is likely that humpback whales use Earth's magnetic field to navigate rather than stars in the sky. Hence, the conclusion in the reading is untenable.

Thirdly, the author claims that humpback whale's behavior of spy-hopping suggests they are looking at stars to gather information for orientation. In contrast, the lecturer disputes this statement because he contends that this special behavior has nothing to do with looking at stars for navigation. To further illustrate his viewpoint, he says it is not rare for animals displaying spy-hopping; for instance, sharks will do spy-hopping when they are hunting instead of migrating, proving that spy-hopping is irrelevant to navigating. He also says that spy-hopping happens in the daytime when there are no stars visible in the sky. (337 words)

Revised essay: Section Title: 7.文章批改

The reading passage and the listening lecture both delve into the phenominon that phenomenon of humpback whales navigate navigating long distances by refering to stars. referring to stars (corrected "phenominon" to "phenomenon" and "refering" to "referring"). While the reading passage presents three explanations to support the possibility, the listening lecture challenges these main points by offering counterarguments.

To begin with, the article asserts that humpback whales' complicated brain structure makes it possible that they are intelligent encough enough (corrected "encough" to "enough") to use stars to navigate. However, the professor opposes this notion, citing that there is no real connection between intelligent intelligence (corrected "intelligent" to "intelligence") and the using stars for orientation. He explains that other birds such as ducks can also use stars to navigate, but their intelligent intelligence remains at an average level (corrected "intelligent remains average level, level" to "intelligence remains at an average level"), demonstrating that there is no correlation between intelligent intelligence and orientation skills. Therefore, what is said in the reading is irrational.

Secondly, the writer states that humpback whales are capable of swimming in traight lines, straight lines (corrected "traight lines" to "straight lines"), serving as evidence that they are sensitive to external signs, which demonstrating demonstrates (corrected "demonstrating" to "demonstrates") that they can navigate by using stars. The speaker, though, rebuts this idea by positing that animals able to navigate mainly depend on the their sense of external forces such as magnisium. Earth's magnetic field (corrected "magnisium" to "Earth's magnetic field"). Furthermore, he points out inside humpback whales’ brains, brains there are specifical area that are specific areas related to sensory. sensory perception containing biomagnetite (added details for clarity). In other words, it is likely that humpback whales use magnisium Earth's magnetic field to navigate rather than stars in the sky. Hence, the conclusion in the reading is untenable.

Thirdly, the author claims that humpback whale's behavior, spy-hopping, suggesting behavior of spy-hopping (corrected "behavior, spy-hopping," to "behavior of spy-hopping") suggests they are looking at stars to gather information for orientation. In contrast, the lecturer disputes this statement because he contends that the specila behavior, spy-hopping, this special behavior (corrected "specila behavior" to "special behavior") has nothing to do with looking at stars for navigation. To further illustrate his viewpoint, he says that it is not rare that for animals displaying spy-hopping, spy-hopping (corrected sentence structure for clarity); for instance, sharks will do spy-hopping when they are hunting instead of migrating, proving that spy-hopping is irrelevant with to navigating. He also says that spy-hopping happens in the daytime when there is are no stars visible in the sky.sky (corrected "no stars" to "no stars visible").

8. Mind Map

- Introduction
  - Reading passage and listening lecture on humpback whales navigating by stars
  - Three explanations in reading passage
  - Counterarguments in listening lecture

- Point 1: Intelligence and navigation
  - Reading: Complicated brain structure indicates intelligence for star navigation
  - Lecture: No connection between intelligence and star navigation (e.g., ducks)

- Point 2: Swimming in straight lines
  - Reading: Sensitivity to external signs, evidence for star navigation
  - Lecture: Dependence on Earth's magnetic field, biomagnetite in brains

- Point 3: Spy-hopping behavior
  - Reading: Suggests looking at stars for orientation information
  - Lecture: Unrelated to star navigation, other animals also spy-hop (e.g., sharks), daytime occurrences

9. Keywords