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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 |
分數總覽 
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.
取得作文批改與文法糾錯，以及詳細分數報告。
取得寫作批改
Sample Writing Review
分數總覽
4.5 / 6
AI 評審
任務完成度
5/5
整體組織
4/5
支持內容的相關性與品質
4/5
文法使用
2/5
字彙使用
3/5
連貫與銜接
4/5
文法修正與回饋
修正說明
詳細回饋
任務完成度
優點
整體組織
優點
支持內容的相關性與品質
優點
文法使用
優點
字彙使用
優點
連貫與銜接
優點
紅色為修正內容
藍色為學術語言建議
綠色為整體評論
藍色為學術語言建議
綠色為整體評論
詳細回饋
作文文法修正與改進建議
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.
任務完成度
優點
- 寫作目的與請求清楚
- 能交代自己是讀者與支持者的背景
- 語氣禮貌，問題直接
- 提供了問題發生時的重要細節
寫作目的與請求清楚：這封信用簡單明確的方式說明寫信原因。你提到提交詩作時系統出錯，並希望確認投稿狀態；「Could you please tell me about the status of my submissions?」這句話讓請求非常直接，也符合這封信的目的。
背景交代良好：你先說明自己是雜誌讀者，也表達喜歡這本雜誌。這能幫助工作人員理解你的身分與關心原因，開頭也顯得友善。
語氣禮貌：你使用了「I hope you are fine」和「Could you please...」等禮貌表達，讓請求更專業、也更容易被接受。
問題細節充足：你提到提交了兩首詩、使用線上投稿表單、頁面出現錯誤並變成空白，而且沒有收到確認信。這些資訊能幫助對方查詢系統問題。
弱點未發現明顯弱點。
整體組織
優點
- 段落結構清楚
- 從稱讚、問題到請求的順序合理
- 每一段都有明確重點
- 篇幅簡潔，沒有離題內容
段落結構清楚：信件分成三個短段落，第一段提供背景與稱讚，第二段說明問題，第三段提出請求。讀者可以很容易一步一步理解。
邏輯順序自然：你先建立正面語氣，再說明發生的問題，最後提出希望對方協助的事項。這樣的順序有助於讀者快速掌握情況。
段落焦點明確：每段都只有一個主要功能，因此整體清楚且容易閱讀。
篇幅適中：內容沒有加入無關故事或過長解釋，能尊重讀者時間。
弱點- 段落之間的轉折可以更自然
- 結尾可以加入一句簡短收束語
段落轉折：從稱讚雜誌到描述問題的轉換略突然。可在第二段開頭加上「However」或「Recently, I had an issue」讓語氣更順。
結尾收束：問題之後可加上「Thank you for your help.」這類簡短句子，使信件更完整、更有禮貌。
改進練習- 在第二段開頭加入一個轉折詞，並在結尾加入一句感謝。
- 用「背景 → 問題 → 請求」檢查每一句是否放在正確段落。
- 練習三種結尾：感謝、可配合提供資訊、期待回覆。
支持內容的相關性與品質
優點
- 所有細節都圍繞投稿問題
- 具體說明了行動與結果
- 清楚解釋困惑原因：沒有收到確認信
- 請求禮貌且與問題直接相關
內容集中：信件沒有加入不相關資訊，始終圍繞投稿、網站錯誤與確認狀態。
細節具體：你說明嘗試提交兩首詩、使用線上表單、按下提交後頁面出錯。這些步驟能幫助工作人員追查。
困惑原因清楚：沒有收到確認信是很重要的支持細節，能合理說明你為什麼擔心投稿沒有成功。
請求明確：最後的問題正好對應前文細節，要求確認投稿狀態，符合整封信的目的。
弱點- 部分描述不夠精確
- 事件順序可透過小幅修改更清楚
描述精確度：「show error and become blank」不夠自然，可改成「showed an error message and then the page went blank」。
時間順序：使用一致的過去式會更清楚，例如「After I uploaded my files and clicked the submit button, the page showed an error and became blank.」
改進練習- 用精確過去式重寫問題句，加入「error message」與「went blank」。
- 加入一個精確細節，例如日期，練習強化支持但不離題。
- 用「行動 → 系統反應 → 對你的結果」描述兩個類似技術問題。
文法使用
優點
- 雖有錯誤，但意思清楚
- 禮貌問句使用正確
意思清楚：即使有文法錯誤，讀者仍能理解情況與請求，主要想法完整。
禮貌問句正確：「Could you please tell me about the status of my submissions?」是正確且禮貌的問法，顯示你能使用情態助動詞與禮貌句型。
弱點- 主詞動詞一致與複數形式
- 過去事件需要一致使用過去式
- 冠詞與限定詞
- 介系詞與自然搭配
- 詞形與常見搭配
主詞動詞一致：「one of your reader」應改為「one of your readers」；「It make me more confidence」應改為「It makes me more confident」；「my poems was received」應改為「my poems were received」。
時態一致：已完成的動作應使用過去式，例如 uploaded、clicked、showed、became。
冠詞：需要加入 a/an/the，例如「a chance」、「the submit button」、「an error」。
介系詞：submit by the form 不自然，可用「through」或「via the online submission form」。
詞形：「confident」是形容詞，比「confidence」更適合用在 makes me more confident；「share their work」也比「share their works」自然。
改進練習- 練習修正主詞動詞一致，例如 It make → It makes、poems was → poems were。
- 用過去式重寫第二段。
- 為短名詞片語補上 a/an/the。
- 練習在投稿相關句子中選擇 through/via/by/with。
字彙使用
優點
- 禮貌用語合適
- 情感與主題字彙有效
- submission(s) 與 confirmation email 使用正確
禮貌用語：你使用「I hope you are fine」與「Could you please...」，適合正式信件。
主題字彙：poetry magazine、deep、emotional、inspired、peaceful 等字符合情境，也能表達你的感受。
專門用語：submission(s) 與 confirmation email 是此情境中合適且精確的詞。
弱點- 部分搭配不自然或錯誤
- 重複與較弱的強調詞
- 描述錯誤時缺少更精確的技術用語
搭配：「give chance」應為「give a chance」或「offer opportunities」；「more confidence」應為「more confident」；「share their works」通常改為「share their work」。
重複：「really like... very much」重複，可改成「I really enjoy your poetry magazine」。
技術用語：可用「showed an error message」、「went blank」或「crashed」更精確描述問題。
改進練習- 配對常見搭配：offer opportunities、submit via、receive confirmation、show an error message。
- 用 enjoy、appreciate、value 改寫 really like。
- 用 error message、blank page、crashed 寫三個版本的問題句。
連貫與銜接
優點
- 想法順序合理
- 有使用連接詞
- 因果關係清楚
- 段落短而易讀
順序合理：信件從背景開始，接著說明問題，最後提出請求，讓讀者能快速理解並回覆。
連接詞：because、Every time、After、so 等字呈現原因與時間順序。
因果清楚：頁面出錯且未收到確認信，因此不確定投稿是否成功，這個關係容易理解。
段落易讀：三個短段落適合螢幕閱讀，也讓每部分目的明確。
弱點- 部分連接詞不自然
- 時間順序可透過一致過去式更清楚
連接詞：「Every time when I read」不自然，可改為「Every time I read」或「When I read」。
時態順序：保持過去式能讓事件更清楚，例如「After I uploaded my files and clicked the submit button, the page showed an error and became blank.」
改進練習- 在信中加入或替換 However、Then、After that、Therefore。
- 用 so、because 或 after 合併兩個描述錯誤的短句。
- 分別用現在式與過去式重寫問題描述，比較哪個更清楚。
評分標準報告
任務完成度 5/5
完整回應任務/題目，內容發展充分
任務完成度是指你回應題目的完整程度。TOEFL 評分者希望看到能直接回答問題、想法相關且發展充分的回應。完成任務代表完整回答題目的所有部分。
如何改進
請申請批改以查看此內容
...
整體組織 4/5
組織相當清楚，但段落統一性可能有些小問題；包含開頭與結尾
整體組織是指你如何安排作文中的想法，包括是否能運用基本文章結構，並圍繞主要想法組織不同段落。
如何改進
請申請批改以查看此內容
...
支持內容的相關性與品質 4/5
大多數想法都與任務/題目相關
包含多個能支持作者立場的良好想法
支持內容的相關性與品質是指作文內容與想法。內容應直接與題目相關，並有幾個主要想法支持你的觀點或立場；這些想法應具說服力。
如何改進
請申請批改以查看此內容
...
文法使用 2/5
有幾個明顯的形式與用法問題，會影響意思表達
包含一些不同文法形式，但仍有不必要重複
主要依賴簡單句型（simple and
文法使用是指你如何運用英文文法、句構與基本寫作規範。評分者希望看到你能正確使用已掌握的文法，並用多樣句型表達想法。
如何改進
請申請批改以查看此內容
...
字彙使用 3/5
有一些詞形錯誤，可能造成困惑
使用範圍有限但大致合適的字詞與片語
用字大致準確，但讀者仍需稍作理解
字彙使用是指你如何運用英文詞彙。評分者希望看到你能正確、精準地使用不同字詞，並用廣泛詞彙幫助讀者理解。在整合寫作中，評分者也會看你是否能把聽力或閱讀中的新字詞融入寫作。
如何改進
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...
連貫與銜接 4/5
整體能良好連接想法，但少數連結可能不夠清楚
包含轉折、開頭與結尾表達
整體有一定統一性
連貫與銜接是指你如何整合想法並連接句子。評分者希望看到文章能自然地從一個想法推進到下一個想法，不讓讀者感到困惑。
如何改進
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Dinosaurs
Dinosaurs
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範例語法批改
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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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.