TOEFL Writing Templates by Metages Mesfin
@toeflzone
How to Use Templates First, a note on the word “template.” You may be looking for a full response that you can memorize, simply adding in small details as you write. Unfortunately, that’s not a good idea. If you memorize whole sentences that other students also memorized and used, you will get a 0 on the writing section.
You cannot simply give a whole answer from memory. But you canuse specific words and phrases to structure your essays. If you know a few phrases to start your response, a few to move on to the next idea, and a few to end each thought, then you can better organize your essays. Well organized essays score more highly because they’re easier to understand. So learn the words and phrases we provide you, and start using them in your TOEFL writing practice.
The more you practice using them, the easier they will be to remember and use on test day. After the key phrases for each task, there is a sample essay that shows one way you could use the phrases. That will help you to understand the overall structure of your answers. Happy studying!
Integrated Essay
The first TOEFL essay is “integrated,” which means it includes listening and reading, not just writing. You have to first read a short article (around 300 words in three minutes), then listen to a short lecture (around 2 minutes). In both the reading and the lecture, you will hear three clearly separate points. They are often listed, using words like “first,” and “second.” The same ideas will be addressed in both the reading and the lecture, but they will disagree with each other. (Sometimes, they agree with each other but this is rare). In order to write a good essay, you need to make clear the differences between the reading and the lecture, and clearly separate the three points that are addressed. Although it is possible to write a conclusion to this essay, it is unnecessary, so we will not include summary phrases in this part.
Phrases for the Integrated Essay
Naming the source
● According to [the text/professor]…
● The [text/professor] says that…
● The [text/professor] states that…
● In the [lecture], it was said that…
Listing
● …, for one.
● First,… Second,…
● The first point that the professor makes is… , The second point [he/she] addresses is…
● Besides that,…
● Moreover,…
● What’s more,…
● Next,…
● There’s also the fact that…
● Furthermore,…
● Additionally,…
● Finally,…
Giving examples
● For example,…
● For instance,…
● [The professor] provides the example of [noun]…
● [The professor] elaborates on this by explaining…
Reporting the professor’s opinion
● [The professor] believes that…
● [The professor] disagrees with the text in that…
● [He/she] points out that…
● [He/she] refutes [this point] by noting that…
● [He/she] contradicts [this point] by saying that…
● [He/she] explains that…
Showing a contrast
● On the other hand,…
● Meanwhile,…
● In contrast to [the lecture/the reading]…
● However,…
Clarifying
● That is,…
● In other words,…
Sample Essay
In contrast to the reading passage, which emphasizes the qualities of Rococo art that led to its critical dismissal, the lecturer focuses on redeeming characteristics of the style. The professor disagrees with the text about the significance of the art’s aristocratic audience, subject matter, and use of elaborate decoration.
The passage explains that Rococo art was often created for aristocratic buyers who ignored the poor, but social changes in Europe created an environment that was hostile toward those who catered to the ruling class. However, the professor points out that most art throughout history was actually created for wealthy patrons; Rococo art is not totally unique in that regard. What’s more, she mentions that Rococo artists sometimes worked on public places, like churches, which were clearly not designed for the wealthy alone.
The second point that the professor makes has to do with the subject matter of Rococo art. According to the text, Rococo style was interested in simple leisure and decoration rather than deep philosophical ideas. However, the professor contradicts this by sayingthat Rococo artists put subtlety and sophistication into their work. She gives an example of a painting that depicts three people whose relationships can be inferred just by the details of their facial expressions and postures. She believes that this shows unexpected depth.
Finally, in contrast to the reading passage’s claim thatRococo style is too elaborate, the professor reminds the students that this is a purely subjective point. Others appreciate the more difficult techniques and experimentation used in the paintings.
Independent Essay
The second TOEFL essay is “independent,” which means it requires no outside information. You only write—no listening or reading first. That means you write about your own ideas and opinions. Of course, phrases to express opinions are very important. You also must explain your opinions, so you have to give reasons and examples. It is important to clearly note that you are giving an example or reason when you start to do so.
I recommend structuring your essay into four paragraphs: introduction, reason one, reason two, and conclusion. Although it is possible to write a good essay with another structure, this structure is easiest to follow, and that allows you to spend more time thinking about your vocabulary and grammar, which are very important.
Whereas the integrated essay can look like a list, with “first,” and “second,” at the start of each paragraph, it’s better not to list so clearly in the independent essay. Good writers don’t need to list every time they write! Try to use other transitions, like those given below.
Phrases for the Independent Essay
Expressing your opinion
● I am of the opinion that…
● I believe that…
● The statement in question is [true/false/sensible/problematic] because…
● I [agree/disagree] with the provided statement because…
Giving Examples
● For example,…
● Take, for example, [noun].
● For instance,…
● If…., say,…
● …, such as…
Introducing a reason
● This is primarily because…
● The reason for this is that…
● After all,…
Moving on to another reason
● What’s more,…
● Moreover,…
● Additionally,…
● There is also the fact that…
Adding emphasis
● In fact,…
● Of course,…
● Indeed,…
● Clearly,…
Making a statement based on a reason
● Because of that,…
● As a result,…
● For this reason,…
● Due to that fact,…
● As such,…
Showing a contrast
● On the other hand,…
● Meanwhile,…
● However,…
● In contrast,…
Clarifying
● That is,…
● In other words,…
Concluding
● Essentially, …
● To put it briefly, …
● In all, …
● As mentioned,…
Sample Essay
Some people suggest that affording children over fifteen the right to vote would lead to a better society. After all, the more voices are heard in a democracy, the more legitimacy elected leaders have. Be that as it may, I believe thatsociety would actually be worse off if fifteen-year-olds were allowed to vote. Teenagers are too immature to vote, and often simply copy the preferences of their parents.
First and foremost,fifteen, is simply put, not very old. Children at that age lack the emotional maturity needed to make intelligent decisions when voting. They often feel passionately about a topic one day only to have their interest fizzle out the next; clearly, that causes problems when the decisions made affect people throughout society. Moreover, fifteen-year-olds lack the sophistication needed to distinguish between truly valuable causes and those that are merely exciting. Politicians would simply speak to the emotions of the younger voters during speeches, and teenagers might vote for frivolous policies, such as longer school vacations. However,voting should not be taken so lightly—no choice, arguably, could be of more importance.
I also believe it would be a mistake to allow fifteen-year-olds to vote because they are likely to simply copy the preferences of their parents. For example, during elections, voters are often influenced by economic factors, such as promises to provide tax breaks, the expansion of social aid programs. But fifteen-year-olds are not economically independent. Their financial situations depend on those of their parents. For this reason,their parents would influence them to vote to most help the family financially, which is not honest democracy. To make matters worse, politicians would realize that families usually vote in the same way, and start emphasizing policies helping families at the expense of other interest groups in order to get their votes. For instance, politicians might promise to raise money for schools by taxing businesses. This would effectively give parents a disproportionately large influence.
Essentially,there is a good reason that virtually no country on the planet allows people who are so young to vote. They have yet to mature into responsible tax-paying citizens. As mentioned,their interests are fickle, and not aligned with what is best for society as a whole. It would be a mistake to give them influence in the democratic process.
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