biology
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[1] A ratite is any of a diverse group of large, flightless birds of the infraclass Palaeognathae. The name “ratite” refers to their flat sternum that is distinct from the typical sternum of flighted birds because it lacks the keel. Flightless birds are birds that have ev...
[1] A ratite is any of a diverse group of large, flightless birds of the infraclass Palaeognathae. The name “ratite” refers to their flat sternum that is distinct from the typical sternum of flighted birds because it lacks the keel. Flightless birds are birds that have ev...
TOEFL reading LessonsCompleted: 0 / 74
Tips to improve your reading speed
To get a high score on the TOEFL reading section, you need to have a fast reading speed.
To have a fast reading speed, you need to improve your vocabulary and practice dissecting sentences. One strategy to dissect a
sentence is to look for the subject and verb of the sentence. Finding the subject and verb will help you better understand the main idea of said sentence. Keep in mind, a common feature of a TOEFL reading passage is to join strings of ideas to form long compound sentences.
This produces large chunks that students have a hard time absorbing. Do not get overwhelmed by its length, just look for the subject and verb,
the rest of the ideas will flow.
Keep in mind, having a slow reading speed makes skimming or scanning a reading passage more difficult. The process of quickly skimming through a reading passage for specific keywords or main ideas is a requirement for you to employ successful reading strategies to improve your TOEFL reading score. In other words, skimming is a critical skill to ensure you complete all questions in the allotted time frame.
Keep in mind, having a slow reading speed makes skimming or scanning a reading passage more difficult. The process of quickly skimming through a reading passage for specific keywords or main ideas is a requirement for you to employ successful reading strategies to improve your TOEFL reading score. In other words, skimming is a critical skill to ensure you complete all questions in the allotted time frame.
TOEFL Reading Strategies
Once you can read and comprehend a passage with a rate of, at least, 220 words per minute, you'll be ready to start implementing our strategies.
All too often, students spend too much time reading the passages and not enough time answering the questions. Here is a step by step guide for tackling the reading section.
1.Skim through the entire reading passage and get a rough idea of what the reading passage is about.
2.Read the question and start scanning the paragraph for related words or keywords from the question. (Most questions will tell you which paragraph the question is referring too.)
3.Quickly read the sentence with the related keywords and the sentences surrounding it to find the answer.
4.Can't find the answer? Skip this question and come back later. There are at least 3 reading passages each with 14 questions. Complete all the questions that do not require you to thoroughly read the passages. Once done, go back to each skipped question and now read the passage carefully keeping note how much time and questions you have left.
2.Read the question and start scanning the paragraph for related words or keywords from the question. (Most questions will tell you which paragraph the question is referring too.)
3.Quickly read the sentence with the related keywords and the sentences surrounding it to find the answer.
4.Can't find the answer? Skip this question and come back later. There are at least 3 reading passages each with 14 questions. Complete all the questions that do not require you to thoroughly read the passages. Once done, go back to each skipped question and now read the passage carefully keeping note how much time and questions you have left.
TOEFL Reading Question Types
The TOEFL reading test contains 10 different question types:
| Vocabulary | Lesson: Vocabulary Question |
| Reference | Lesson: Reference Question |
| Essential Information | Lesson: Essential Information Question |
| Inference | Lesson: Inference Question |
| Sentence Insertion | Lesson: Sentence Insertion Question |
| Purpose | Lesson: Purpose Question |
| Detail | Lesson: Detail Question |
| Negative Factual | Lesson: Negative Factual Question |
| Complete the Summary | Lesson: Complete the Summary Question |
| Complete the Table | Lesson: Complete the Table Question |
Riepilogo punteggi 
0 / 1
Reference
0/1
Rhetorical Purpose
0/1
Complete the Words
0/1
Gist purpose
0/1
Organization
0/1
Select in Passage
0/1
Inference
0/1
Negative Factual Information
0/1
Detail
0/1
Complete the Summary
0/1
Complete the Table
0/1
Essential Information
0/1
Vocabulary
0/1
Insert a Sentence
0/1
Hello! :)
Submit your reading answers to auto generate this report.
Submit your reading answers to auto generate this report.
Fatti valutare il testo con correzioni grammaticali e un report dei punteggi dettagliato.
Richiedi una correzione writing
Sample Writing Review
Riepilogo punteggi
4.5 / 6
Valutazione IA
Completamento del compito
5/5
Organizzazione generale
4/5
Pertinenza
4/5
Grammatica
2/5
Vocabolario
3/5
Coerenza
4/5
Correzioni grammaticali e feedback
Legenda delle correzioni
Feedback dettagliato
Completamento del compito
Punti di forza
Organizzazione generale
Punti di forza
Pertinenza
Punti di forza
Grammatica
Punti di forza
Vocabolario
Punti di forza
Coerenza
Punti di forza
Correzioni in rosso
Suggerimenti di linguaggio accademico in blu
Commenti generali in verde
Suggerimenti di linguaggio accademico in blu
Commenti generali in verde
Feedback dettagliato
Correzioni grammaticali e feedback
I hope you are fine. My name is Philip and I am one of your reader. readers. I really like your poetry magazine very much because the poems are very deep and emotional. Every time when I read the magazine, I feel inspired and peaceful. I also like that you give a chance for to new writers to share their works. It make makes me more confidence confident to send my poems.
Last week, I tried to submit two of my poems by through the online submission form on your website. After I upload uploaded my files and click clicked the submit button, the page suddenly show showed an error and become became blank. I did not receive any confirmation email, so I am not sure if my poems was were received or not.
Could you please tell me about the status of my submissions? I worry that maybe they did not go through.
Last week, I tried to submit two of my poems by through the online submission form on your website. After I upload uploaded my files and click clicked the submit button, the page suddenly show showed an error and become became blank. I did not receive any confirmation email, so I am not sure if my poems was were received or not.
Could you please tell me about the status of my submissions? I worry that maybe they did not go through.
Completamento del compito
Punti di forza
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
DebolezzeSpiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Organizzazione generale
Punti di forza
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
DebolezzeSpiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Pertinenza
Punti di forza
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
DebolezzeSpiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Grammatica
Punti di forza
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
DebolezzeSpiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Vocabolario
Punti di forza
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
DebolezzeSpiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Coerenza
Punti di forza
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
DebolezzeSpiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Rapporti punteggio per criterio
Completamento del compito 5/5
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione
Richiedi una correzione per visualizzare questo contenuto
...
Organizzazione generale 4/5
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione
Richiedi una correzione per visualizzare questo contenuto
...
Pertinenza 4/5
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione
Richiedi una correzione per visualizzare questo contenuto
...
Grammatica 2/5
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione
Richiedi una correzione per visualizzare questo contenuto
...
Vocabolario 3/5
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione
Richiedi una correzione per visualizzare questo contenuto
...
Coerenza 4/5
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione: Completamento del compito. Organizzazione generale. Pertinenza. Grammatica. Vocabolario. Coerenza.
Spiegazione
Richiedi una correzione per visualizzare questo contenuto
...
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Question:
Dinosaurs
Dinosaurs
Correzioni grammaticali di esempio
Several doubt doubts about the accuracy of the memoir writting written by the Chevalier de Seingalt are raised in the reading reading, but the professor clarify clarifies the seeming contradictions in the Chevalier's accounts to defend the memoir.
The professor explain explains that the Chevalier was rich in assets, but poor in the cash, while he lived in Switzerland and had to occasionally borrow funds while waiting for its his assets to selling. Accordingly, sell. According to the professor, being low on cash fund funds is not the same as being financially poors. poor. However, in reading the reading, someone who borrowing borrows large of amounts of money could not be wealth, wealthy, therefore the Chevalier must have lied about his wealthy life in Switzerland.
The skepticism regards regarding the reliability of the recorded conversations with Voltaire is challenging challenged by the professor as well. She explains that, due to the habit of recording each conversation with Voltaire immediately afterward, the Chevalier was able to recall those discussions in detail even after several years had passing. passed.
Finally, the professor refute refutes the idea briber that bribery was how the Chevalier got out of prison. She point points out that because even the other prisoners who had better resources were unable to successfully bribe their way out of prison prison, it was very unlikely that bribery was how he escaped. Also, she notes the existences existence of government papers recording repair work done to the Chevalier's prison cell ceiling as strong evidence that his escaping escape from the prison was accurately recorded.
The professor explain explains that the Chevalier was rich in assets, but poor in the cash, while he lived in Switzerland and had to occasionally borrow funds while waiting for its his assets to selling. Accordingly, sell. According to the professor, being low on cash fund funds is not the same as being financially poors. poor. However, in reading the reading, someone who borrowing borrows large of amounts of money could not be wealth, wealthy, therefore the Chevalier must have lied about his wealthy life in Switzerland.
The skepticism regards regarding the reliability of the recorded conversations with Voltaire is challenging challenged by the professor as well. She explains that, due to the habit of recording each conversation with Voltaire immediately afterward, the Chevalier was able to recall those discussions in detail even after several years had passing. passed.
Finally, the professor refute refutes the idea briber that bribery was how the Chevalier got out of prison. She point points out that because even the other prisoners who had better resources were unable to successfully bribe their way out of prison prison, it was very unlikely that bribery was how he escaped. Also, she notes the existences existence of government papers recording repair work done to the Chevalier's prison cell ceiling as strong evidence that his escaping escape from the prison was accurately recorded.
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LessonsCompleted: 0 / 77
Writing Template for Scenario 1: Contradiction
This scenario is the most common scenario. In this scenario, the lecture will contradict or cast doubt on the key points in the reading passage.
Writing Template:
The reading and the lecture are both about ______. Whereas the author of the reading states that _______, the lecturer suggests that ________. The lecturer casts doubt on the main points made in the reading by providing two/three reasons.
First of all, according to the reading, _____________. However, the lecturer disputes this point. He/She says that _________. Furthermore, he/she mentions that ___________
Secondly, the reading states that _______. Nevertheless, the lecturer refutes this argument. He/She argues that __________. In addition, he/she points out ________.
Finally, the reading claims that _________. On the other hand, the lecturer believe that _____. He/She thinks that _______. Moreover, he/she feels that ________
In conclusion, although the reading and the lecture are both about _______, the two/three main points made in the reading are effectively challenged by the lecturer.
First of all, according to the reading, _____________. However, the lecturer disputes this point. He/She says that _________. Furthermore, he/she mentions that ___________
Secondly, the reading states that _______. Nevertheless, the lecturer refutes this argument. He/She argues that __________. In addition, he/she points out ________.
Finally, the reading claims that _________. On the other hand, the lecturer believe that _____. He/She thinks that _______. Moreover, he/she feels that ________
In conclusion, although the reading and the lecture are both about _______, the two/three main points made in the reading are effectively challenged by the lecturer.
Writing Template for Scenario 2: Supporting with examples
Note: This scenario rarely appears in a TOEFL Test, but still necessary to learn.
In this scenario, the main points of the lecture are examples that support the key points in the reading passage.
The reading and the lecture are both about _____________.
The reading states that ____________. The lecture builds upon those same ideas to give a more comprehensive picture with two/three examples.
First of all, according to the reading, _________. Supporting this idea, the lecturer explains that _________. Furthermore, he/she mentions that __________.
Secondly, the reading states that_______. The lecturer then goes on to explain that ________. In addition, he/she points out ________.
Finally, the reading claims that _______. In support of this idea, the lecturer brings up the point that ________. (Optional) Moreover, he/she feels that _________.
In conclusion, although the reading and the lecture both discuss __________, the two/three main points made in the reading are effectively supported by the lecturer.
First of all, according to the reading, _________. Supporting this idea, the lecturer explains that _________. Furthermore, he/she mentions that __________.
Secondly, the reading states that_______. The lecturer then goes on to explain that ________. In addition, he/she points out ________.
Finally, the reading claims that _______. In support of this idea, the lecturer brings up the point that ________. (Optional) Moreover, he/she feels that _________.
In conclusion, although the reading and the lecture both discuss __________, the two/three main points made in the reading are effectively supported by the lecturer.
Master TOEFL Integrated Writing Task
Step 1: Read the passage
The passage is important in giving you general background information of the topic. Read the passage carefully and make sure you understand it well. Take notes of the main ideas of the passage but do not go into too many details. Even though there will be a three minute timer for you to read the passage, the passage is actually displayed while you are writing your essay. Your goal while reading the passage the first time should be to understand the main points in each paragraph.
Step 2: Take notes during the lectureNeedless to say, you need to take careful notes during the lecture. Unlike the passage, you will not have a chance to listen to the lecture again, so make sure you take careful notes of either the contrast between the passage and the audio or the similarities. The lecture will provide wither counter examples and disagreements or will provide examples to further prove the passage correct. Every main point from the passage is discussed again in the lecture, but with a different angle and attitude. For example, if the lecture is disagreeing with the reading and the reading says "teamwork allows individuals to respond quicker to their assignments", then the lecture might say "teamwork takes away the opportunities for hard working, talented individuals to be recognized".
Step 3: Organize your responseThere are many ways to organize an essay, but there are still a few good rules you can follow. The essay should have three sections: introduction, body, and conclusion. See the "TEACHING" tab in Independent Writing for an overview of the basic essay format.
1)
Introduction
Write a short and concise introduction for your essay. This introduction should include an explanation of your topic, and how the article and the professor
either agree or disagree with each other about the topic. Keep this introduction short. Do not go into details of the reasons. You will only need to introduce the topic briefly, so the reader knows what to expect in the body section.
2)
Body
This section should include 2 to 3 paragraphs, each one with the main point that is mentioned in the reading. So each paragraph should start with a
sentence that introduces the point to be discussed in the paragraph.
Use the specific examples from the article and lectures. Use the same paragraph structure for all the paragraphs in the body section. Remember to start a
new line for every paragraph. Don't clump all the paragraph together as a big block, and also do not break a paragraph into many small paragraphs. Each
topic should be contained in one paragraph only. Do not copy the article or the lecture into your essay. This is your essay so all the information
should be conveyed in your own words. Paraphrase as much as you can. Use a variety of words and sentence structures to avoid repetition in your essay, as
well.
3)
Conclusion
Write a short conclusion to sum up the whole essay. This conclusion can be considered a paraphrased version of the introduction. Restate the list of the
main points and how the article and the professor either agreed or disagreed. Because this is the last section of the essay, many people tend to run out
of time do not write a conclusion. First of all, running out of time can be avoided with proper organization and following our process. Secondly, forgetting to write a conclusion is a big mistake that you should avoid. Even if there is only one sentence in the conclusion,
you still need to have one. It is essential for an essay to have three sections. Missing one section will make the essay incomplete, and that will cost you
some points.
You should time yourself so that you have about 5 minutes left to review your essay. Fix typos, check for inconsistencies of the tenses of the verbs, the plurality of the subjects and verbs, and add transition words wherever you see fit. Having good transitions will gain you some extra points. Make sure the essay flows in a logical order.