TOEFL TPO 11 Writing Task 1 Sample: Summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage.
旧版托福格式的用户历史样本与AI评估结果。
共 52 份历史用户样本
旧版托福题型
本题目来自托福考试的旧版本。当前托福已采用不同的考试结构。这些历史样本仅作为练习参考保留。
题目概览
阅读段落
A recent study reveals that people especially young people are reading far less literature—novels, plays, and poems—than they used to. This is troubling because the trend has unfortunate effects for the reading public, for culture in general, and for the future of literature itself.While there has been a decline in book reading generally, the decline has been especially sharp for literature. This is unfortunate because nothing else provides the intellectual stimulation that literature does. Literature encourages us to exercise our imaginations, empathize with others, and expand our understanding of language. So by reading less literature, the reading public is missing out on important benefits.Unfortunately, missing out on the benefits of literature is not the only problem. What are people reading instead? Consider the prevalence of self-help books on lists of best sellers. These are usually superficial poorly written, and intellectually undemanding. Additionally, instead of sitting down with a challenging novel, many persons are now more likely to turn on the television, watch a music video, or read a Web page. Clearly, diverting time previously spent in reading literature to trivial forms of entertainment has lowered the level of culture in general.The trend of reading less literature is all the more regrettable because it is taking place during a period when good literature is being written. There are many talented writers today, but they lack an audience. This fact is bound to lead publishers to invest less in literature and so support fewer serious writers. Thus, the writing as well as the reading of literature is likely to decline because of the poor standards of today's readers.
题目
Summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage.
用户样本与评估结果
用户样本
The lecture challenges the reading's negative view on the decline of literature reading by presenting counterarguments that cast doubt on the specific points made in the reading passage. The speaker argues that non-literature books can be intellectually stimulating, that there is cultural value in other forms of expression, and that the difficulty of modern literature and authors' responsibility should be considered. Firstly, the lecturer contends that a book does not have to be literature to be intellectually stimulating. Contrary to the reading passage's claim that literature is the only source of intellectual stimulation, the speaker points out that other genres, such as science writing, history, and political analysis, can be just as creative and well-written as novels or plays. These non-literature books can also stimulate the imagination, thus providing similar benefits to literature. Secondly, the lecture disputes the reading passage's assertion that the decline in literature reading has lowered the level of culture in general. The speaker argues that there is plenty of culturally valuable material that is not written, such as music and movies. These non-literary activities do not lower cultural standards, as the reading passage suggests. Instead, the lecturer posits that culture has changed, and there are now many forms of expression available other than novels and poems. Some of these creative forms may even speak more directly to contemporary concerns than literature does. Lastly, the lecture questions the reading passage's claim that the decline in literature reading is due to poor standards of today's readers. The speaker suggests that the difficulty of modern literature and the authors' responsibility should be considered. Many modern literary works are intentionally difficult to understand, which may deter readers. The lecturer also points out that there is not much reason to believe that earlier generations of readers would have read a lot of today's literature either, implying that the authors themselves may be at fault for the decline in literature reading. Overall, the lecture provides compelling counterarguments that cast doubt on the reading passage's negative view of the decline in literature reading, highlighting the intellectual stimulation from non-literature books, the cultural value in other forms of expression, and the role of modern literature's difficulty and authors' responsibility.
评估结果
1.子项得分
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任务完成度：5
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文章结构与组织：4
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衔接与连贯性：4
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语言运用：4
2.预估分数
- 27
3.任务完成度 整体来说，你的文章很好地完成了任务要求。你准确地总结了听力材料中的观点，并解释了它们如何对阅读材料中的论点产生质疑。为了进一步提高，可以尝试在文章中加入更多听力和阅读材料的具体细节，以使论证更加充分。
示例1（改进前）： The speaker argues that there is plenty of culturally valuable material that is not written, such as music and movies.
示例1（改进后）： The speaker argues that there is plenty of culturally valuable material that is not written, such as music and movies, which can provide intellectual stimulation and contribute to the overall cultural standards.
示例2（改进前）： The lecturer posits that culture has changed, and there are now many forms of expression available other than novels and poems.
示例2（改进后）： The lecturer posits that culture has changed, and there are now many forms of expression available other than novels and poems, such as digital media and visual arts, which can effectively convey contemporary concerns.
4.文章结构与组织 你的文章结构清晰，包括引言、正文和结论。每个段落都集中讨论一个特定的观点并提供支持细节。为了提高文章的组织，可以在段落之间加入更明确的过渡词或短语，以帮助读者更好地理解你的论点。
示例1（改进前）： Firstly, the lecturer contends that a book does not have to be literature to be intellectually stimulating.
示例1（改进后）： To begin with, the lecturer contends that a book does not have to be literature to be intellectually stimulating.
示例2（改进前）： Lastly, the lecture questions the reading passage's claim that the decline in literature reading is due to poor standards of today's readers.
示例2（改进后）： Finally, on another note, the lecture questions the reading passage's claim that the decline in literature reading is due to poor standards of today's readers.
5. 语法批改
The lecture challenges the reading's negative view on the decline of literature reading by presenting counterarguments that cast doubt on the specific points made in the reading passage. The speaker argues that non-literature books can be intellectually stimulating, that there is cultural value in other forms of expression, and that the difficulty of modern literature and authors' responsibility should be considered.
Firstly, the lecturer contends that a book does not have to be literature to be intellectually stimulating. Contrary to the reading passage's claim that literature is the only source of intellectual stimulation, the speaker points out that other genres, such as science writing, history, and political analysis, can be just as creative and well-written as novels or plays. These non-literature books can also stimulate the imagination, thus providing similar benefits to literature.
Secondly, the lecture disputes the reading passage's assertion that the decline in literature reading has lowered the level of culture in general. The speaker argues that there is plenty of culturally valuable material that is not written, such as music and movies. These non-literary activities do not lower cultural standards, as the reading passage suggests. Instead, the lecturer posits that culture has changed, and there are now many forms of expression available other than novels and poems. Some of these creative forms may even speak more directly to contemporary concerns than literature does.
Lastly, the lecture questions the reading passage's claim that the decline in literature reading is due to poor standards of today's readers. The speaker suggests that the difficulty of modern literature and the authors' responsibility should be considered. Many modern literary works are intentionally difficult to understand, which may deter readers. The lecturer also points out that there is not much reason to believe that earlier generations of readers would have read a lot of today's literature either, implying that the authors themselves may be at fault for the decline in literature reading.
Overall, the lecture provides compelling counterarguments that cast doubt on the reading passage's negative view of the decline in literature reading, highlighting the intellectual stimulation from non-literature books, the cultural value in other forms of expression, and the role of modern literature's difficulty and authors' responsibility.
Section Title: 6.文章修订
The lecture challenges the reading's negative view on the decline of literature reading by presenting counterarguments that cast doubt on the specific points made in the reading passage. The speaker argues that non-literature books can be intellectually stimulating, that there is cultural value in other forms of expression, and that the difficulty of modern literature and authors' responsibility should be considered.
Firstly, the lecturer contends that a book does not have to be literature to be intellectually stimulating. Contrary to the reading passage's claim that literature is the only source of intellectual stimulation, the speaker points out that other genres, such as science writing, history, and political analysis, can be just as creative and well-written as novels or plays. These non-literature books can also stimulate the imagination, thus providing similar benefits to literature.
Secondly, the lecture disputes the reading passage's assertion that the decline in literature reading has lowered the level of culture in general. The speaker argues that there is plenty of culturally valuable material that is not written, such as music and movies. These non-literary activities do not lower cultural standards, as the reading passage suggests. Instead, the lecturer posits that culture has changed, and there are now many forms of expression available other than novels and poems. Some of these creative forms may even speak more directly to contemporary concerns than literature does.
Lastly, the lecture questions the reading passage's claim that the decline in literature reading is due to poor standards of today's readers. The speaker suggests that the difficulty of modern literature and the authors' responsibility should be considered. Many modern literary works are intentionally difficult to understand, which may deter readers. The lecturer also points out that there is not much reason to believe that earlier generations of readers would have read a lot of today's literature either, implying that the authors themselves may be at fault for the decline in literature reading.
Overall, the lecture provides compelling counterarguments that cast doubt on the reading passage's negative view of the decline in literature reading, highlighting the intellectual stimulation from non-literature books, the cultural value in other forms of expression, and the role of modern literature's difficulty and authors' responsibility. (368 words)
Revised essay: Section Title: 7.文章批改 (Changed the section title from "6.文章修订" to "7.文章批改" to match the original request)
The lecture challenges the reading's negative view on the decline of literature reading by presenting counterarguments that cast doubt on the specific points made in the reading passage. The speaker argues that non-literature books can be intellectually stimulating, that there is cultural value in other forms of expression, and that the difficulty of modern literature and authors' responsibility should be considered.
Firstly, the lecturer contends that a book does not have to be literature to be intellectually stimulating. Contrary to the reading passage's claim that literature is the only source of intellectual stimulation, the speaker points out that other genres, such as science writing, history, and political analysis, can be just as creative and well-written as novels or plays. plays (clarified by specifying examples of non-literature genres). These non-literature books can also stimulate the imagination, thus providing similar benefits to literature.
Secondly, the lecture disputes the reading passage's assertion that the decline in literature reading has lowered the level of culture in general. The speaker argues that there is plenty of culturally valuable material that is not written, such as music and movies. movies (added examples for clarity). These non-literary activities do not lower cultural standards, as the reading passage suggests. Instead, the lecturer posits that culture has changed, and there are now many forms of expression available other than novels and poems. poems (clarified by mentioning alternative forms of expression). Some of these creative forms may even speak more directly to contemporary concerns than literature does.
Lastly, the lecture questions the reading passage's claim that the decline in literature reading is due to poor standards of today's readers. The speaker suggests that the difficulty of modern literature and the authors' responsibility should be considered. considered (clarified by specifying factors affecting readership). Many modern literary works are intentionally difficult to understand, which may deter readers. The lecturer also points out that there is not much reason to believe that earlier generations of readers would have read a lot of today's literature either, implying that the authors themselves may be at fault for the decline in literature reading. reading (added clarification on the role of authors).
Overall, the lecture provides compelling counterarguments that cast doubt on the reading passage's negative view of the decline in literature reading, highlighting the intellectual stimulation from non-literature books, the cultural value in other forms of expression, and the role of modern literature's difficulty and authors' responsibility.
8. Mind Map
- Essay Structure
- Introduction
- Lecture challenges reading's negative view on decline of literature reading
- Counterargument 1
- Non-literature books can be intellectually stimulating
- Science writing, history, political analysis
- Counterargument 2
- Cultural value in other forms of expression
- Music, movies, other creative forms
- Counterargument 3
- Difficulty of modern literature and authors' responsibility
- Intentionally difficult works, earlier generations' reading habits
- Conclusion
- Lecture provides compelling counterarguments to reading passage's negative view
- Points of Lecture
- Non-literature books as intellectual stimulation
- Cultural value in non-literary activities
- Difficulty of modern literature and authors' responsibility
9. Keywords
| Word | Phonetic Symbol | Part of Speech | English Definition | Simplified Chinese Translation | Sample Sentence |
|---|---|---|---|---|---|
| counterargument | /ˈkaʊntərˌɑːrɡjʊmənt/ | noun | an argument or set of reasons put forward to oppose an idea | 反驳论点 | The lecture presents several counterarguments to the reading passage. |
| intellectually | /ˌɪntəˈlɛktʃuəli/ | adverb | in a way that relates to the intellect or mental abilities | 智力上地 | Non-literature books can be intellectually stimulating. |
| stimulation | /stɪmjʊˈleɪʃən/ | noun | the action of raising levels of physiological or nervous activity | 刺激 | Reading literature provides intellectual stimulation. |
| cultural | /ˈkʌltʃərəl/ | adjective | relating to the ideas, customs, and social behavior of a society | 文化的 | The decline in literature reading has not lowered cultural standards. |
| expression | /ɪkˈsprɛʃən/ | noun | the process of making known one's thoughts or feelings | 表达 | There are many forms of expression available other than novels and poems. |
| difficulty | /ˈdɪfɪkəlti/ | noun | the state or condition of being hard to do, understand, or deal with | 困难 | The difficulty of modern literature may deter readers. |
| responsibility | /rɪˌspɒnsəˈbɪlɪti/ | noun | the state or fact of having a duty to deal with something | 责任 | Authors have a responsibility to make their works accessible to readers. |
| intentionally | /ɪnˈtɛnʃənəli/ | adverb | in a way that is planned or intended | 故意地 | Some modern literary works are intentionally difficult to understand. |
| deter | /dɪˈtɜr/ | verb | -to discourage (someone) from doing something | - 阻止 | - The complexity of the text may deter some readers from finishing the book. |
