TOEFL Writing Task 1 Sample: Directions: You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. Typically, an effective response will be 150 to 225 words. 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

25. 3.任务完成度

整体来说，文章较好地完成了任务要求，概括了听力中的观点，并解释了它们如何对阅读材料提出的观点产生质疑。但是，有一些建议可以帮助改进文章：

1. 在引述听力观点时，尽量使用更多的同义词或短语，以避免重复使用相同的词汇。

2. 注意语法错误和不自然的表达，这些可能会影响读者理解文章内容。

示例：

• 原文：“They carelessly supplied the lead in a sloppy way, which accidentally make the lead ran down into the can and contaminated the foods.” 改进后：“They carelessly applied the lead, causing it to accidentally run down into the can and contaminate the food.”

• 原文：“Therefore, they might overlooked and applied other factors to explain their uncomfortableness.” 改进后：“Therefore, they might have overlooked it and attributed their discomfort to other factors.”

4.文章结构与组织 文章的结构和组织方面表现良好，有明确的引言、主体和结论。每段都集中讨论一个具体观点，并提供支持细节。在段落和观点之间也有清晰的过渡。然而，有一些建议可以帮助改进文章：

1. 在引言部分简要介绍阅读和听力材料的主题，以便为文章提供背景信息。

2. 在段落之间使用更多的过渡词或短语，以增强文章的连贯性。

示例：

• 原文：“The reading passage proposes three explanations in an attempt to dispute the point that the cause of death to British naval crew is lead substances from canned food, however, the lecturer holds opposite viewpoint towards these explanations, asserting that the canned food is the attributor of crew death.” 改进后：“The reading passage proposes three explanations to dispute the idea that lead from canned food caused the death of British naval crew members. However, the lecturer opposes these explanations and asserts that canned food was indeed responsible for their deaths.”

• 原文：“Contrasting to the ideas presents in the reading that...” 改进后：“In contrast to the ideas presented in the reading...”

5. 语法批改

The reading passage proposes three explanations in an attempt to dispute the point that the cause of death to British naval crew is lead substances from canned food, however, the lecturer holds opposite viewpoint towards these explanations, asserting that the canned food is the attributorattributed(misspelling) of crew death.

Firstly, the reading states that melted lead only used for small quantity and for the purpose of seal the lids outside ofoutside(outside of (outside)) the package, it is unlikely to contact with the food inside the can. Nevertheless, the lecturer maintains that workers who manufactured cans were under huge pressure of dealing huge amounts of products at a short time. They carelessly supplied the lead in a sloppy way, which accidentally make the lead ran down into the can and contaminated the foods.

Contrasting to the ideas presents in the reading that the cause of death is unlikely triggered by sealed cans since there was no report from other boat using same food supplies, the speakers contendscontend(punctuation + plural noun + singular verb) that crew members at other boats were not received testto test(This rule identifies whether the preposition 'to' is missing in a sentence.) for poison caused by the lead. It is difficult to recognize whether crew members were poison or notnot,(This rule identifies whether commas are missing in a sentence.) since at that time they were always characterized by having tiredness and headache. Therefore, they might overlookedoverlook(Non-infinitive verb after modal verbs) and applied other factors to explain their uncomfortablenesscomfortableness(misspelling).

Finally, Whilewhile(Checks wrong uppercase spelling of words that are not proper nouns) the writer provides a plausible explanation that the water purification system with lead pipping might be responsible for crew death, the professor disagrees with this idea. Instead, the water purification system was used for purifying the salt water for steamthe steam(This rule identifies whether the article 'the' is missing in a sentence.) powered engine, and crew membersmember's(This rule identifies whether there is a missing apostrophe before an 's'.) daily usage of water was depends on a separate system, which further contradicts the idea presented in the reading.

Section Title: 6.文章修订

The reading passage presents three arguments to refute the idea that lead poisoning from canned food caused the death of the British naval crew. However, the lecturer contradicts these points and maintains that canned food was indeed responsible for the crew's demise.

Firstly, the reading claims that a small amount of melted lead was used to seal the lids on cans, making it unlikely for the lead to come into contact with the food inside. In contrast, the lecturer asserts that workers who produced these cans were under immense pressure to complete a large volume of work in a short time. Consequently, they applied the lead carelessly, causing it to run down into the cans and contaminate the food.

Secondly, while the reading suggests that canned food could not have caused lead poisoning since no reports were made from other ships using similar supplies, the lecturer contends that crew members on other vessels were not tested for lead poisoning. Identifying lead poisoning was difficult at that time due to its symptoms—tiredness and headaches—being easily overlooked or attributed to other causes. Thus, it is possible that sailors on other ships did experience lead poisoning from canned food but went undetected and unreported.

Lastly, although the writer proposes a plausible explanation attributing crew deaths to water purification systems with lead piping, the professor disagrees with this notion. The water purification systems were primarily used for converting saltwater into freshwater for steam engines rather than for drinking or cooking purposes. Crew members relied on a separate system for their daily water needs, which further undermines the argument presented in the reading passage. (272 words)

Section Title: 7.文章批改

The reading passage proposes presents three explanations in an attempt to dispute the point that the cause arguments to refute the idea (change "dispute the point" to "refute the idea" for better clarity) that lead poisoning from canned food caused the death of death to the British naval crew is lead substances from canned food, however, crew. However, the lecturer holds contradicts these points (change "holds opposite viewpoint towards these explanations, asserting that the explanations" to "contradicts these points" for better flow) and maintains that canned food is the attributor of crew death. was indeed responsible for the crew's demise.

Firstly, the reading states that claims that a small amount of melted lead only was used for small quantity and for the purpose of to seal the lids outside of the package, on cans, making it is unlikely to for the lead to come into contact with the food inside the can. Nevertheless, inside. In contrast, the lecturer maintains asserts that workers who manufactured produced these cans were under huge immense pressure (change "huge pressure" to "immense pressure" for better word choice) to complete a large volume of dealing huge amounts of products at work in a short time. They Consequently, they applied the lead carelessly supplied the lead in a sloppy way, which accidentally make the lead ran (change "supplied...sloppy way" to "applied...carelessly" for better clarity), causing it to run down into the can and contaminated the foods. cans and contaminate the food.

Contrasting to the ideas presents in Secondly, while the reading that the cause of death is unlikely triggered by sealed cans suggests that canned food could not have caused lead poisoning since there was no report reports were made from other boat ships using same food similar supplies, the speakers lecturer contends that crew members at other boats on other vessels were not received test for poison caused by the lead. It is tested for lead poisoning. Identifying lead poisoning was difficult to recognize whether crew members were poison at that time due to its symptoms—tiredness and headaches—being easily overlooked or not since at that time they were always characterized by having tiredness and headache. Therefore, they attributed to other causes (change "they might overlooked and applied other factors to explain their uncomfortableness. factors..." to "...attributed to other causes" for better clarity). Thus, it is possible that sailors on other ships did experience lead poisoning from canned food but went undetected and unreported.

Finally, While Lastly, although the writer provides proposes a plausible explanation that the attributing crew deaths to water purification system systems with lead pipping might be responsible for crew death, piping, the professor disagrees with this idea. Instead, the notion (change "idea" to "notion" to avoid repetition). The water purification systems were primarily used for converting saltwater into freshwater for steam engines rather than for drinking or cooking purposes. Crew members relied on a separate system was used for purifying the salt for their daily water for steam powered engine, and crew members daily usage of water was depends on a separate system, needs, which further contradicts the idea undermines the argument presented in the reading.reading passage.

8. Mind Map

• Introduction

  • Reading passage arguments
  • Lecturer's counterarguments

• Argument 1: Lead sealing

  • Reading: Small amount, unlikely contact with food
  • Lecture: Careless application, contamination

• Argument 2: No reports from other ships

  • Reading: No reported cases on other ships
  • Lecture: Lack of testing, overlooked symptoms

• Argument 3: Water purification systems

  • Reading: Lead piping in water systems caused poisoning
  • Lecture: Separate system for drinking water, not the cause

9. Keywords

Section Title: 6. Article Revision

The reading passage presents three arguments to refute the idea that lead poisoning from canned food caused the death of the British naval crew. However, the lecturer contradicts these points and maintains that canned food was indeed responsible for the crew's demise.

Firstly, the reading claims that a small amount of melted lead was used to seal the lids on cans, making it unlikely for the lead to come into contact with the food inside. In contrast, the lecturer asserts that workers who produced these cans were under immense pressure to complete a large volume of work in a short time. Consequently, they applied the lead carelessly, causing it to run down into the cans and contaminate the food.

Secondly, while the reading suggests that canned food could not have caused lead poisoning since no reports were made from other ships using similar supplies, the lecturer contends that crew members on other vessels were not tested for lead poisoning. Identifying lead poisoning was difficult at that time due to its symptoms—tiredness and headaches—being easily overlooked or attributed to other causes. Thus, it is possible that sailors on other ships did experience lead poisoning from canned food but went undetected and unreported.

Lastly, although the writer proposes a plausible explanation attributing crew deaths to water purification systems with lead piping, the professor disagrees with this notion. The water purification systems were primarily used for converting saltwater into freshwater for steam engines rather than for drinking or cooking purposes. Crew members relied on a separate system for their daily water needs, which further undermines the argument presented 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

25. 3.任务完成度

整体来说，这篇文章在任务完成度方面表现得相当不错。作者成功地总结了听力部分的观点，并与阅读部分的理论进行了对比。然而，文章在语言使用方面有待提高。有些句子表达不够准确，导致意思不够明确。建议在写作时更加注意语言的准确性和流畅性。

示例1： 原文：The water near Malta has to flow down hill and up hill for several times before arriving at the farmland, indicating that the grooves cannot be irrigation channels. 修改：The water in Malta would have to flow downhill and uphill several times before reaching the farmland, which indicates that the grooves could not have functioned as irrigation channels.

示例2： 原文：Instead of straight channels which reveal the connection between the sun and planets, these grooves have channels changed directions for many times. 修改：Unlike straight channels that demonstrate a connection between the sun and planets, these grooves change directions multiple times, making it unlikely for them to serve an astronomical purpose.

4.文章结构与组织 本篇文章的结构和组织方面表现良好。作者采用了清晰的段落划分，每个段落都集中讨论一个特定的观点，并提供了支持细节。然而，在段落之间的过渡方面还有待加强。建议在写作时更加注意使用过渡词汇和短语，以提高文章的连贯性和一致性。

示例1： 原文：Secondly, the reading suggests that the groves might be tracks made by wheeled vehicles. 修改：Moreover, the reading passage suggests that the grooves might have been tracks created by wheeled vehicles.

示例2： 原文：Lastly, the reading posits that the grooves may have been constructed for astronomical purpose like other grooves found in Europe. 修改：Furthermore, the reading passage posits that the grooves may have been constructed for astronomical purposes, similar to other grooves found in Europe.

5. 语法批改

The reading passage presents three theories to explain the origin of the grooves in Malta, while the lecturer argues that none of the theories can be considered as the origin of them. Firstly, the reading mentions that the grooves served as channels to carry water, to irrigate crops in Malta. However, the lecturer contends that the irrigation channels require water flowing down the lake nearbynearby,(This rule identifies whether commas are missing in a sentence.) which geographical condition doesn't exist in Malta. The water near Malta has to flow down hill and up hill for several times before arriving at the farmland, indicating that the grooves cannot be irrigation channels. Secondly, the reading suggests that the groves might be tracks made by wheeled vehicles. Additionally, the soft rock consisted in Maltese limestones enabled the tracks deeper than similar tracks found in other locations. The lecturer challenges this idea by arguing that the lack of animal trace in the groves make this suggestion unsettled, as the ancient carts always pull by animals. Lastly, the reading posits that the grooves may have been constructed for astronomical purposepurpose,(This rule identifies whether commas are missing in a sentence.) like other grooves found in Europe. The lecturer disputes this assertion by stating that thisthese('this' vs. 'these') grooves are different from others which have astronomical purpose. Instead of straight channels which reveal the connection between the sun and planets, these grooves have channels changed directions for many times. Thus, these grooves cannot be recognized as structures to observe astronomy.

Section Title: 6.文章修订

The reading passage presents three theories to explain the origin of the grooves in Malta, while the lecturer argues that none of the theories can be considered as the origin of them. Firstly, the reading mentions that the grooves served as channels to carry water, to irrigate crops in Malta. However, the lecturer contends that the irrigation channels require water flowing down from a lake nearby which geographical condition doesn't exist in Malta. The water near Malta has to flow downhill and uphill for several times before arriving at the farmland, indicating that the grooves cannot be irrigation channels.

Secondly, the reading suggests that the groves might be tracks made by wheeled vehicles. Additionally, the soft rock consisting of Maltese limestone enabled the tracks to be deeper than similar tracks found in other locations. The lecturer challenges this idea by arguing that the lack of animal trace in the groves makes this suggestion unsettled, as ancient carts were always pulled by animals.

Lastly, the reading posits that the grooves may have been constructed for astronomical purposes like other grooves found in Europe. The lecturer disputes this assertion by stating that these grooves are different from others which have astronomical purposes. Instead of straight channels which reveal connections between celestial bodies such as sun and planets, these grooves have channels changing directions many times. Thus, these grooves cannot be recognized as structures for astronomical observations. (237 words)

The reading passage presents three theories to explain the origin of the grooves in Malta, while the lecturer argues that none of the theories can be considered as the their origin of them. ¶ (changed "the origin of them" to "their origin" for better flow). Firstly, the reading mentions that the grooves served as channels to carry water, to irrigate crops in Malta. However, the lecturer contends that the for irrigation channels require to work, water flowing must flow down the from a nearby lake nearby which – a geographical condition that doesn't exist in Malta. Malta (rephrased for clarity). The water near Malta has to flow down hill downhill and up hill for uphill several times before arriving at the farmland, indicating that the grooves cannot be irrigation channels.

Secondly, the reading suggests that the groves might be tracks made by wheeled vehicles. Additionally, the soft rock consisted in consisting of Maltese limestones limestone enabled (changed "consisted in" to "consisting of" for proper grammar) the tracks to be deeper than similar tracks found in other locations. The lecturer challenges this idea by arguing that the lack of animal trace traces in the groves make makes this suggestion unsettled, as the unsettled (changed "trace" to "traces" and "unsettled" for better word choice), as ancient carts were always pull pulled by animals.

Lastly, the reading posits that the grooves may have been constructed for astronomical purpose purposes like other grooves found in Europe. The lecturer disputes this assertion by stating that this these grooves are different from others which have astronomical purpose. purposes. Instead of straight channels which reveal the connection connections between the celestial bodies such as sun and planets, planets (added details for clarity), these grooves have channels changed changing directions for many times. Thus, these grooves cannot be recognized as structures to observe astronomy.for astronomical observations (changed "observe astronomy" to "astronomical observations" for better word choice).

8. Mind Map

- Introduction
  - Reading passage: three theories for grooves in Malta
  - Lecturer: none of the theories are correct

- Theory 1: Irrigation Channels
  - Reading: grooves carried water for crops
  - Lecturer: no nearby lake, water must flow uphill and downhill

- Theory 2: Wheeled Vehicle Tracks
  - Reading: soft Maltese limestone made tracks deeper
  - Lecturer: no animal traces, ancient carts pulled by animals

- Theory 3: Astronomical Purposes
  - Reading: similar to other European grooves with astronomical purposes
  - Lecturer: Malta's grooves change direction, not straight channels for celestial observations

- Conclusion
  - None of the theories can explain the origin of Malta's grooves.

9. Keywords

6. Essay Revision

The reading passage presents three theories to explain the origin of the grooves in Malta, while the lecturer argues that none of them can be considered as their origin. Firstly, the reading mentions that the grooves served as channels to carry water, irrigating crops in Malta. However, the lecturer contends that irrigation channels require water flowing down

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

2.预估分数

22. 3.任务完成度

整体来说，文章回答了题目要求的问题，但在一些方面还有待改进。首先，在引用阅读材料的观点时，需要更准确地表达原文的意思。其次，在论述听力部分的观点时，可以更详细地解释为什么这些观点对阅读材料产生质疑。最后，在语言使用方面，需要注意词汇和语法的准确性。

例1： 原文：The lecturer counter the statement in the reading passage through 3 powerful points and sufficient evidences. 修改：The lecturer counters the statements in the reading passage by presenting three strong points with sufficient evidence.

例2： 原文：However, the lecturer disagree this opinion for the bacteria wouldn't dominant the ocean system... 修改：However, the lecturer disagrees with this opinion, stating that the bacteria would not dominate the ocean system...

4.文章结构与组织 文章的结构可以进一步优化。首先，引言部分可以更简洁明了地概括阅读和听力材料之间的关系。其次，在正文部分，每个段落应该专注于一个具体的论点，并提供足够的细节支持这个论点。最后，在结论部分，需要总结文章中讨论过的观点，并明确表达听力材料对阅读材料的质疑。

例1： 原文：The reading passage explores the problem of whether using the bacteria to clean up the oil spill is problematic. 修改：The reading passage discusses the potential problems of using bacteria to clean up oil spills, while the lecture counters these arguments.

例2： 原文：Firstly, the article writer propose that... 修改：In the first point, the reading passage argues that... However, the lecturer refutes this by stating that...

5. 语法批改

The reading passage explores the problem of whether using the bacteria to clean up the oil spill is problematic. The lecturer counter the statement in the reading passage through 3 powerful points and sufficient evidences. Firstly, the article writer proposeproposes(punctuation + singular noun + plural verb) that the bacterial population would drastically increasedbe increased(it would (be) appreciated) by feeding on oil spill, and bacteria will stall in the area after the cleaning. However, the lecturer disagreedisagrees(punctuation + singular noun + plural verb) this opinion for the bacteria wouldn't dominant the ocean system, this is because the bacteria is fed on a single resource-the oil, also, after clean up the oil spill, bacteria would dieddie(Non-infinitive verb after modal verbs) up. Secondly, the article writer posits that the bacteria at oil spill site is given extra nutrientsnutrients,(This rule identifies whether commas are missing in a sentence.) which permits them to grow. On the contrary, the lecturer states that compare with the damage ofdamage to(Collocation: damage of/to) oil spill the drawback from bacteria's growth can be ignored, for the traditional methods are slow, and the oil must stay in sea for a long time which caused a long lastinglong-lasting(Hyphenated words: long lasting) damage. Moreover, the lecturer considerconsiders(punctuation + singular noun + plural verb) an effective ecosystem should re-balance the environment quickly. Finally, the lecturer counter with the oil companies would keep carefully prevent the oil spill accidents whereas the article supposed the companies wouldn't pay attention to precaution for the solution with bacteria is cheap and efficient, the lecturer concur that even the cost of bacteria cleaning is lower, they have to afford other cost for the oil spill such as the transportation. In another word, there are still many motivationmany motivations(Possible agreement error: 'many/several/few' + singular countable noun) for them to prevent the accidents. In conclusion, the lecturer clearly identifies the weaknesses in the reading passage and convincing lyLY(misspelling) shows that the central argument in the reading, oppose the bacteria cleaningcleaning,(This rule identifies whether commas are missing in a sentence.) is incorrect.

Section Title: 6.文章修订

The reading passage discusses the potential issues with using bacteria to clean up oil spills, while the lecture counters these concerns with three strong points and ample evidence. Firstly, the reading suggests that a dramatic increase in bacterial population due to feeding on oil spills could lead to these bacteria dominating the area after cleanup. However, the lecturer disagrees, stating that bacteria would not dominate the ocean ecosystem since they rely on a single resource - oil. Once the oil spill is cleaned up, the bacteria would die off.

Secondly, the reading posits that providing extra nutrients for bacteria at oil spill sites would promote their growth. In contrast, the lecturer argues that compared to the damage caused by oil spills, any drawbacks from bacterial growth can be overlooked. Traditional cleanup methods are slow and allow oil to remain in the sea for extended periods, causing long-lasting damage. Furthermore, an effective ecosystem should be able to rebalance itself quickly.

Lastly, while the reading claims that companies might become less cautious about preventing spills if they believe bacteria can clean them up cheaply and efficiently, the lecturer counters this by stating that even if bacterial cleanup costs are lower, companies still have to bear other expenses related to oil spills such as transportation costs. In other words, there are still plenty of incentives for them to prevent accidents.

Overall, the lecturer effectively identifies weaknesses in the reading passage's argument and convincingly demonstrates that opposing bacterial cleanup is not well-founded. (251 words)

The reading passage explores the problem of whether discusses the potential issues with using the bacteria to clean up the oil spill is problematic. The lecturer counter the statement oil spills, while the lecture counters these concerns with three strong points and ample evidence (Changed "problematic" to "potential issues" and "powerful points and sufficient evidences" to "three strong points and ample evidence" for better clarity and word choice). Firstly, the reading suggests that a dramatic increase in the reading passage through 3 powerful points and sufficient evidences. Firstly, the article writer propose that the bacterial population would drastically increased by due to feeding on oil spill, and bacteria will stall in spills could lead to these bacteria dominating the area after the cleaning. cleanup. However, the lecturer disagree this opinion for the bacteria wouldn't dominant disagrees, stating that bacteria would not dominate the ocean system, this is because the bacteria is fed ecosystem since they rely on a single resource-the oil, also, after clean up the oil spill, resource - oil (Rephrased for better clarity). Once the oil spill is cleaned up, the bacteria would died up. die off (Changed "died up" to "die off" for correct grammar).

Secondly, the article writer reading posits that the bacteria at oil spill site is given providing extra nutrients which permits them to grow. On the contrary, for bacteria at oil spill sites would promote their growth. In contrast, the lecturer states that compare with argues that compared to the damage of oil spill the drawback caused by oil spills, any drawbacks from bacteria's bacterial growth can be ignored, for the traditional overlooked (Changed "ignored" to "overlooked" for better word choice). Traditional cleanup methods are slow, and the oil must stay slow and allow oil to remain in the sea for a long time which caused a long lasting extended periods, causing long-lasting damage. Moreover, the lecturer consider Furthermore, an effective ecosystem should re-balance the environment quickly. Finally, be able to rebalance itself quickly (Rephrased for better clarity).

Lastly, while the reading claims that companies might become less cautious about preventing spills if they believe bacteria can clean them up cheaply and efficiently, the lecturer counter with the oil counters this by stating that even if bacterial cleanup costs are lower, companies would keep carefully prevent the oil spill accidents whereas the article supposed the companies wouldn't pay attention to precaution for the solution with bacteria is cheap and efficient, the lecturer concur that even the cost of bacteria cleaning is lower, they still have to afford bear other cost for the oil spill expenses related to oil spills such as the transportation. transportation costs (Rephrased for better clarity). In another word, other words, there are still many motivation plenty of incentives for them to prevent the accidents. In conclusion,

Overall, the lecturer clearly effectively identifies the weaknesses in the reading passage and convincing ly shows that the central passage's argument in the reading, oppose the bacteria cleaning and convincingly demonstrates that opposing bacterial cleanup is incorrect.not well-founded (Changed "incorrect" to "not well-founded" for better word choice).

8. Mind Map

9. Keywords

Section Title: 6. Article Revision

The reading passage discusses the potential issues with using bacteria to clean up oil spills, while the lecture counters these concerns with three strong points and ample evidence. Firstly, the reading suggests that a dramatic increase in bacterial population due to feeding on oil spills could lead to these bacteria dominating the area after cleanup. However, the lecturer disagrees, stating that bacteria would not dominate the ocean ecosystem since they rely on a single resource - oil. Once the oil spill is cleaned up, the bacteria would die off.

Secondly, the reading posits that providing extra nutrients for bacteria at oil spill sites would promote their growth. In contrast, the lecturer argues that compared to the damage caused by oil spills, any drawbacks from bacterial growth can be overlooked. Traditional cleanup methods are slow and allow oil to remain in the sea for extended periods, causing long-lasting damage. Furthermore, an effective ecosystem should be able to rebalance itself quickly.

Lastly, while the reading claims that companies might become less cautious about preventing spills if they believe bacteria can clean them up cheaply and efficiently, the lecturer counters this by stating that even if bacterial cleanup costs are lower, companies still have to bear other expenses related to oil spills such as transportation costs. In other words, there are still plenty of incentives for them to prevent accidents.

Overall, the lecturer effectively identifies weaknesses in the reading passage's argument and convincingly demonstrates that opposing bacterial cleanup is not well-founded.

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 虽然你的文章涵盖了阅读和听力材料中的观点，但在某些方面仍有改进的空间。首先，在总结听力材料时，需要更详细地解释教授是如何反驳阅读材料中的论点的。此外，尝试使用更准确和专业的词汇来描述画像和相关证据。

示例1（改进前）：She found that the painter did not act in Austen's hometown when she was a girl. 示例1（改进后）：The lecturer points out that the canvas used for the painting was sold by a man named William Legg, who only started selling canvases when Austen was already 27 years old, suggesting that the painting was created later than claimed.

示例2（改进前）：In this case, the girl in the painting might be one of Austen's cousins. 示例2（改进后）：The professor argues that it is more likely that the subject of the portrait is one of Austen's relatives, such as her distant niece Marianne Kempian, who could have resembled her.

4.文章结构与组织 Your essay has a clear structure with an introduction, body paragraphs, and a conclusion. However, there is room for improvement in terms of organization and transitions between ideas and paragraphs. Make sure to use appropriate transition words or phrases to connect your ideas smoothly.

Suggestions for improvement:

• Use clear topic sentences at the beginning of each body paragraph to introduce the main point.

• Include appropriate transition words or phrases to connect ideas and paragraphs.

Example 1 (Before): Firstly, the reading material claims that Austen's family members have already recognized it as a true portrait of Austen. Example 1 (After): To begin with, although the reading material claims that Austen's family members have already recognized it as a true portrait of Austen, the lecturer disputes this by stating...

Example 2 (Before): Secondly, the reading passage says that the new-fond portrait is similar to the painting that Cassandra sketched. Example 2 (After): Furthermore, while the reading passage asserts that the newly discovered portrait is similar to Cassandra's sketch, the lecturer counters this argument by explaining...

5. 语法批改

The reading passage posits that a paint that full -length portrait of a teenage girl is Austen's portrait. It mentions three reasons to support this view. However, the professor in the lecture counters this point by (Two consecutive spaces)presenting three arguments Firstly, the reading material claims that Austen's family members have already recognized it as a true portrait of Austen. In contrast, the lecturer contends that these family members recognized it when Austen died for almost 70 years. Therefore, those family members have never seen Austen, much less know what she looks like.
Secondly, the reading passage says that the new-fond portrait is similar to the painting that Cassandra sketched. However, (Two consecutive spaces)the professor takes an opposing stance on this issue by arguing that there are many Austen cousins in her big family. They are similar to each other because they were still teenagers at that time. In this case, the girl in the painting might be one of Austen's cousins. Finally, the passage mentions that the painting's style links it to OziasBias(misspelling) Humphrey, a painter who was active during the period when Austen was a girl. However, the professor challenges this point by observing the area in which the painter acted at that time. She found that the painter did not act in Austen's hometown when she was a girl. When they acted in the same place, Austen was already being a woman.

Section Title: 6.文章修订

The reading passage asserts that a full-length portrait of a teenage girl is likely to be Jane Austen's portrait, providing three reasons to support this view. However, the lecture counters these points by presenting three contrasting arguments.

Firstly, the reading material claims that Austen's family members have recognized the portrait as a true representation of Austen. In contrast, the lecturer contends that these family members identified it nearly 70 years after Austen's death. Consequently, those family members had never seen Austen and could not accurately confirm her appearance.

Secondly, the reading passage states that the newly-discovered portrait bears similarities to Cassandra's sketch of Austen. However, the professor takes an opposing stance on this issue by arguing that there were many female cousins in Austen's extended family who resembled each other due to their similar ages at that time. As such, the girl in the painting might be one of Austen's relatives rather than Jane herself.

Finally, the passage mentions that the painting's style links it to Ozias Humphrey, a painter who was active during the period when Austen was a teenager. However, the professor challenges this point by examining where Humphrey worked at that time and found no evidence suggesting he painted in Austen's hometown when she was young. By the time they were both in the same location, Austen had already grown into an adult woman. (230 words)

Revised essay: Article Revision

The reading passage posits that a paint that full -length asserts that a full-length portrait of a teenage girl is Austen's portrait. It mentions likely to be Jane Austen's portrait, providing three reasons to support this view. view (changed "posits" to "asserts" for clarity and "full -length" to "full-length" for correct formatting). However, the professor in the lecture counters this point by these points by presenting three contrasting arguments (rephrased for better flow).

Firstly, the reading material claims that Austen's family members have already recognized it the portrait as a true portrait representation of Austen. Austen (rephrased for clarity). In contrast, the lecturer contends that these family members recognized identified it when Austen died nearly 70 years after Austen's death (corrected "died for almost 70 years. Therefore, years" to "nearly 70 years after Austen's death"). Consequently, those family members have had never seen Austen, much less know what she looks like. Austen and could not accurately confirm her appearance (rephrased for better flow).

Secondly, the reading passage says that the new-fond states that the newly-discovered portrait is similar to the painting that Cassandra sketched. However, bears similarities to Cassandra's sketch of Austen (corrected "new-fond" to "newly-discovered"). However, the professor takes an opposing stance on this issue by arguing that there are were many Austen female cousins in her big family. They are similar to Austen's extended family who resembled each other because they were still teenagers due to their similar ages at that time. In this case, time (rephrased for clarity). As such, the girl in the painting might be one of Austen's cousins. relatives rather than Jane herself (improved sentence structure).

Finally, the passage mentions that the painting's style links it to Ozias Humphrey, a painter who was active during the period when Austen was a girl. teenager. However, the professor challenges this point by observing the area in which the painter acted examining where Humphrey worked at that time. She time and found that the painter did not act no evidence suggesting he painted in Austen's hometown when she was a girl. When young (rephrased for better flow). By the time they acted were both in the same place, Austen was location, Austen had already being a woman.grown into an adult woman (rephrased for clarity).

8. Mind Map

Mind Map:

- Introduction
  - Reading passage: portrait likely Jane Austen
  - Lecture: counters with contrasting arguments

- Argument 1
  - Reading: family recognition
  - Lecture: family members never saw Austen, unreliable identification

- Argument 2
  - Reading: similarities to Cassandra's sketch
  - Lecture: many female cousins resembled each other, could be a relative instead of Jane Austen

- Argument 3
  - Reading: painting style links to Ozias Humphrey, active during Austen's teenage years
  - Lecture: no evidence of Humphrey painting in Austen's hometown at that time, timing mismatch 

9. Keywords

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 从任务完成度的角度来看，这篇文章基本上回答了问题，但还有一些可以改进的地方。首先，在引用阅读材料和听力材料时，可以更准确地使用引号。此外，尝试使用更多的同义词来避免重复单词。

Example 1: Original: The speaker, on the contrary, argues against this evidence by saying that the landscape described in the stories cannot be firmly connected to those islands in the route. Improved: The lecturer, however, refutes this claim by stating that the landscapes mentioned in the stories cannot be conclusively linked to those islands along the journey.

Example 2: Original: To be specific, the created boat is twelve meters longer than the boat in old style. Improved: Specifically, the reconstructed vessel is twelve meters longer than boats of that era.

4.文章结构与组织 The essay has a clear structure with an introduction, body paragraphs addressing each point from the lecture and reading passage, and a conclusion. However, there is room for improvement in terms of organization and transitions between ideas and paragraphs.

Suggestions for improvement:

• Use clearer transition words or phrases to connect ideas within paragraphs.

• Ensure each paragraph focuses on one main idea and provides supporting details from both reading and listening passages.

Example 1: Original: Second, the passage claims that scientists have revealed an old Irish ships in Brendan's era by only using materials available at that time... Improved: In contrast to the second argument presented in the reading passage, which claims that scientists have reconstructed an old Irish ship from Brendan's era using only materials available at that time...

Example 2: Original: The lecturer, by contrast, points out that there are other marks that do not resemble the old Irish language. Improved: However, the lecturer counters this claim by pointing out that there are other markings found which do not resemble the ancient Irish script.

5. 语法批改

The reading passage provides three pieces of evidence to support that Brendan and his crew from Ireland were the first Europeans who reached North America. However, the professor disagrees and presents counterarguments respectively. The reading states that referred to some written stories, some places on the route to North America are recorded in the journal of Brendan's travel. The speaker, on the contrary, argues against this evidence by saying that the landscape described in the stories cannot be firmly connected to those islands in the route. To elaborate, the ships in the "Island of ship" recorded in the journal can be raised by other people instead of Brendan and his crew; and "the burning hills" may not be referred to as the volcanoes in Iceland but some hills which had fire. Second, the passage claims that scientists have revealed an old Irish ships in Brendan's era by only using materials available at that time, and proven that canit can(This rule identifies whether the preposition 'it' is missing in a sentence.) travel across Atlantic Oceanacross the Atlantic Ocean(Determiners preceding geographical terms). The professor, however, reckons that the boat that scientists created is not the exact copy of boats onof(This rule identifies wrong preposition usage.) Brendan's era. To be specific, the created boat is twelve meters longer than the boat in old style. Therefore, eventhougheven though(misspelling) this new boat is proven to have the ability to achieve North America, it cannot be inferred that the smaller boat at Brendan's time can do the same thing. Third, the article maintains that some old marks in North America, which look like old Irish letters from Brendan's era, can be inscribed by Brendan's clew. The lecturer, by contrast, points out that there are other marks that do not resemble the old Irish language. Specifically, they look like pictures and images of the Sun and trees. Nevertheless, compared to the old Irish languagelanguage,(This rule identifies whether commas are missing in a sentence.) which only had letters. theseThese(Checks that a sentence starts with an uppercase letter) marks are more likely to be created by native AmericansNative Americans(Checks upper/lower case spelling of some proper nouns) who used both pictures and letters.

Section Title: 6.文章修订

The reading passage provides three pieces of evidence to support the claim that Brendan and his crew from Ireland were the first Europeans to reach North America. However, the professor disagrees and presents counterarguments for each point.

Firstly, the reading states that some written stories about Brendan's voyage seem to reference places on the route to North America. The speaker, on the contrary, argues against this evidence by saying that the landscape described in the stories cannot be firmly connected to those islands en route. To elaborate, the sheep mentioned in the "Island of Sheep" could have been raised by other people instead of Brendan and his crew; and "the burning hills" may not refer to volcanoes in Iceland but rather hills where fires had been set.

Secondly, the passage claims that scientists have reconstructed an old Irish boat from Brendan's era using only materials available at that time and demonstrated its ability to travel across the Atlantic Ocean. The professor, however, contends that this reconstructed boat is not an exact replica of boats from Brendan's era. Specifically, it is twelve meters longer than boats used in ancient times. Therefore, even though this new boat has proven capable of reaching North America, it cannot be inferred that smaller boats from Brendan's time could do the same.

Lastly, the article maintains that some old markings in North America resembling old Irish letters from Brendan's era could have been inscribed by his crew. The lecturer disputes this claim by pointing out that there are other marks which do not resemble old Irish writing. Specifically, they look like pictures and images of suns and trees. In contrast to old Irish language which only had letters, these marks are more likely to have been created by Native Americans who used both pictures and letters in their writing system. (307 words)

Revised essay: Section Title: 7.文章批改

The reading passage provides three pieces of evidence to support the claim that Brendan and his crew from Ireland were the first Europeans who reached to reach North America. However, the professor disagrees and presents counterarguments respectively. for each point.

The Firstly, the reading states that referred to some written stories, some stories about Brendan's voyage seem to reference places on the route to North America are recorded in the journal of Brendan's travel. (Changed "refer" to "reference" for better clarity). The speaker, on the contrary, argues against this evidence by saying that the landscape described in the stories cannot be firmly connected to those islands in the route. en route (Changed "in the route" to "en route" for better phrasing). To elaborate, the ships sheep mentioned in the "Island of ship" recorded in the journal can be Sheep" could have been raised by other people instead of Brendan and his crew; and "the burning hills" may not be referred to as the refer to volcanoes in Iceland but some rather hills which where fires had fire. been set (Changed "which had fire" to "where fires had been set" for better clarity).

Second, Secondly, the passage claims that scientists have revealed reconstructed an old Irish ships in boat from Brendan's era by using only using materials available at that time, and proven that can time and demonstrated its ability to travel across the Atlantic Ocean. The professor, however, reckons that the contends that this reconstructed boat that scientists created is not the an exact replica of boats from Brendan's era (Changed "the exact copy of boats on Brendan's era. To be specific, the created boat era" to "an exact replica of boats from Brendan's era" for better phrasing). Specifically, it is twelve meters longer than the boat in old style. boats used in ancient times. Therefore, eventhough even though this new boat is has proven to have the ability to achieve capable of reaching North America, it cannot be inferred that the smaller boat at boats from Brendan's time can could do the same thing. same.

Third, Lastly, the article maintains that some old marks markings in North America, which look like America resembling old Irish letters from Brendan's era, can be era could have been inscribed by Brendan's clew. his crew (Changed "Brendan's clew" to "his crew"). The lecturer, by contrast, points lecturer disputes this claim by pointing out that there are other marks that which do not resemble the old Irish language. writing. Specifically, they look like pictures and images of the Sun and trees. Nevertheless, suns and trees (Changed "the Sun" to "suns" for consistency). In contrast to the old Irish language which only had letters, these marks are more likely to have been created by Native Americans who used both pictures and letters in their writing system (Changed "Nevertheless, compared to the old Irish language which only had letters. these marks are more likely to be created by native Americans who used both pictures and letters.letters." to a clearer sentence structure).

---

8. Mind Map

1. Introduction

   • Essay structure
   • Lecture points

2. First Argument

   • Written stories
   • Landscape descriptions
   • Counterargument: alternative explanations for landscape features

3. Second Argument

   • Reconstructed boat
   • Materials from Brendan's era
   • Counterargument: boat size discrepancy, cannot infer smaller boats' capabilities

4. Third Argument

   • Old markings in North America
   • Resemblance to old Irish letters
   • Counterargument: other marks not resembling Irish writing, more likely Native American origin

9. Keywords

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

2.预估分数 Estimated Score: 22

3.任务完成度 从任务完成度的角度来看，文章基本上涵盖了阅读和听力材料中的主要观点，并尝试对它们进行了比较。然而，文章在表达某些观点时存在一定的模糊性，需要更清晰地说明阅读和听力材料之间的关系。此外，有些句子表达不够准确，可能会让读者产生误解。

改进建议：

1. 更清晰地说明阅读和听力材料之间的关系。

2. 改进句子表达，避免产生误解。

示例：

1. Instead of "The specific argument is challenged by lecturer, claiming that rebellions do not have a chance to against government successfully, as there is an army to protect the government.", you can write "The lecturer challenges this argument by stating that the city-state rebels would not have been able to successfully resist the central government's powerful army, especially since Sargon had ordered the destruction of their protective walls."

2. Instead of "Owing to the north have irrigation water, which offers crops ever green, even during a long reducing rain the crops would not be impacted.", you can write "The lecturer argues that the Akkadians had advanced agricultural technology, such as irrigation techniques and grain storage methods, which would have allowed them to maintain a functioning food supply chain even during periods of reduced rainfall."

4.文章结构与组织 从文章结构和组织的角度来看，文章具有一定的结构，包括引言、正文和结论。然而，文章在组织上还有改进的空间。首先，引言部分可以更明确地指出文章将讨论阅读和听力材料之间的关系。其次，在正文部分，每个段落应更清晰地表达一个观点，并提供支持细节。最后，应使用明确的过渡词汇来连接不同的观点和段落。

改进建议：

1. 在引言部分明确指出文章将讨论阅读和听力材料之间的关系。

2. 每个段落都要清晰地表达一个观点，并提供支持细节。

3. 使用明确的过渡词汇来连接不同的观点和段落。

示例：

1. For the introduction, you can write "The reading passage presents three theories explaining the short-lived nature of the Akkadian Empire, while the lecture disputes these claims by providing counterarguments."

2. For better organization in body paragraphs, you can start each paragraph with a clear topic sentence, such as "The first theory presented in the reading passage suggests that frequent rebellions within the city-states led to the empire's breakup; however, the lecturer argues that this is unlikely due to the powerful central government's army."

5. 语法批改

The reading and listening are both about Akkadian Empire, with the author in the reading passage presenting three theories about the reason why Akkadian Empire only exists for a short of period. The lecturer disputes these claims made in the article, by stating that there isare(Detects potentially wrong usage of "is") no convincing explanations made in reading. Firstly, according to the reading material, frequent rebellions inside the city-states facilitate breakup of the empire, since the weak government could not deter city-states to be free from obligations. The specific argument is challenged by lecturer, claiming that rebellions do not have a chance to against government successfully, as there is an army to protect the government. There is a wall in the city destroyed, which means rebellion even have no ability to protect the wall, thus, it cannot be possible that the army easily defeat. Second, in the article, it is said that affecting of insufficient food supply chain lead to disappearing of a country. The author mentions that the north exposed to a period supporting with little rainfall. The lecturer, however, asserts that suffering a low percentage of parsipitationparticipation(misspelling) cannot generate worsened farming conditions. Owing to the north have irrigation water, which offers crops ever greenevergreen(Hyphenated words: ever green), even during a long reducing rain the crops would not be impacted. Third, the author posits that wandering dominate the trade relationship cause damage to the Akkadian’s trade economy. In the contrast, the professor’s stance is that merchants can search new partner instead of trading with two foreign countries which against the Akkadians. The evidence shows that the Akkadians trade with the partner in west when they disrupt breakup with east partners. Therefore, new connection with new partners stimulate the Akkadians’ economic development by gaining new resource.

Section Title: 6.文章修订

The reading and listening passages both discuss the Akkadian Empire, with the author of the reading passage presenting three theories about why the empire was short-lived. The lecturer disputes these claims, stating that there are no convincing explanations provided in the reading.

Firstly, according to the reading material, frequent rebellions within the city-states facilitated the breakup of the empire, as a weak government could not deter city-states from seeking freedom from their obligations. The lecturer challenges this argument, claiming that rebellions did not have a chance to successfully oppose the government since there was an army to protect it. Furthermore, Sargon had ordered city walls to be destroyed when he initially conquered these city-states; thus, without protective walls, rebellions would have been easily defeated.

Secondly, in the article, it is suggested that insufficient food supply chains led to the empire's collapse. The author mentions that an extended period of little rainfall affected agricultural conditions in the north. However, the lecturer asserts that suffering from low precipitation would not have generated worsened farming conditions because advanced irrigation techniques allowed them to bring water over long distances and store grain for extended periods. As a result, they could maintain a functioning food supply chain even during periods of reduced rainfall.

Lastly, the author posits that attempts by Akkadians to dominate trade relationships caused damage to their economy. In contrast, the professor argues that merchants could seek new trading partners instead of solely relying on those who resisted Akkadian dominance. Evidence shows that when trade was disrupted with eastern partners, Akkadians established connections with western partners such as those in Mediterranean Sea region. Therefore, forming new connections stimulated economic development by providing access to new resources and compensating for any losses incurred due to resistance from previous trading partners. (299 words)

The reading and listening are passages both about discuss the Akkadian Empire, with the author in of the reading passage presenting three theories about the reason why Akkadian Empire only the empire was short-lived (Changed "only exists for a short of period. period" to "was short-lived" for clarity and conciseness). The lecturer disputes these claims made in the article, by claims, stating that there is are no convincing explanations made in reading. provided in the reading (Changed "made in reading" to "provided in the reading" for better phrasing).

Firstly, according to the reading material, frequent rebellions inside within the city-states facilitate facilitated (Changed "facilitate" to "facilitated" for correct tense) the breakup of the empire, since the as a weak government could not deter city-states to be free from seeking freedom from their obligations. The specific argument is challenged by lecturer, lecturer challenges this argument, claiming that rebellions do did not have a chance to against successfully oppose (Changed "against" to "oppose") the government successfully, as since there is was an army to protect the government. There is a wall in the it. Furthermore, Sargon had ordered city destroyed, which means rebellion even walls to be destroyed when he initially conquered these city-states; thus, without protective walls, rebellions would have no ability to protect the wall, thus, it cannot be possible that the army been easily defeat. defeated.

Second, Secondly, in the article, it is said that affecting of suggested that insufficient food supply chain lead to disappearing of a country. chains led (Changed "lead" to "led" for correct tense) to the empire's collapse. The author mentions that the north exposed to a an extended period supporting with of little rainfall. The lecturer, however, rainfall affected agricultural conditions in the north. However, the lecturer asserts that suffering a from low percentage of parsipitation cannot generate precipitation would not have generated worsened farming conditions. Owing to the north have conditions because advanced irrigation water, which offers crops ever green, techniques allowed them to bring water over long distances and store grain for extended periods. As a result, they could maintain a functioning food supply chain even during a long reducing rain the crops would not be impacted. periods of reduced rainfall.

Third, Lastly, the author posits that wandering attempts by Akkadians to dominate the trade relationship cause relationships caused damage to the Akkadian’s trade their economy. In the contrast, the professor’s stance is professor argues that merchants can search could seek new partner trading partners instead of trading solely relying on those who resisted Akkadian dominance. Evidence shows that when trade was disrupted with two foreign countries which against the Akkadians. The evidence shows that the eastern partners, Akkadians trade established connections with the partner in west when they disrupt breakup with east partners. western partners such as those in Mediterranean Sea region. Therefore, forming new connection with new partners stimulate the Akkadians’ connections stimulated economic development by gaining providing access to new resource.resources and compensating for any losses incurred due to resistance from previous trading partners.

8. Mind Map

- Introduction
  - Akkadian Empire
  - Reading passage theories
  - Lecturer's counterarguments

- Rebellions
  - Reading: frequent rebellions weakened the empire
  - Lecture: army protection and destroyed city walls prevented successful rebellions

- Food Supply Chains
  - Reading: insufficient food supply due to low rainfall
  - Lecture: advanced irrigation techniques maintained food supply chain

- Trade Relationships
  - Reading: attempts to dominate trade damaged economy
  - Lecture: new trading partners compensated for losses and stimulated economic development

- Conclusion
  - Lecturer disputes reading passage theories

9. Keywords