[[

Sample Essay
/Topic
The reading and the lecture both discuss whether wind power is a good replacement for fossil fuels.
The reading says that wind power is a clean and efficient way to provide electricity. The lecture, however,
disagrees by stating that there are a number of problems with wind power.
Main idea of lecture

Main idea of reading

Key point 1 ~
The reading and the lecture first discuss the pollution made by wind power. The reading states that
wind power is good for the environment because it does not pollute the air. Conversely, the lecture says
that the turbines used to make wind power pollute the
Supporting info from lecture

I
I. .
I:
I

I
I
I

Supporting info from reading

Keypoint2 ~
The reading and the lecture next discuss the amount of energy created by wind power. The reading
says that wind power can create enoug~:./.rgy to power a small town. The lecture, on the/other hand,
clalfns that wind power will not be able create enough power to replace fossil fuels.

;y

environme~th noise.

Supporting info from reading

Supporting info from lecture

Keypoint3 ~
Lastly, the reading and lecture discuss the sustainability of wind power. The reading says that wind
power is sustainable because wind will never run out. The lecture, though, argues that wind power is
only sustainable in places that receive a lot of wind~.
/

Supporting info from reading

Supporting info from lecture

In conclusion, the speaker says that wind power is not as good a replacement for fossil fuel as the
reading states. While the reading claims that wind power may one day replace the need for other power
sources, the speaker argues that wind power alone cannot replace fossil fuel.
~, Summary of reading and lecture main points

Preview

. .!,

'1

439 -

Independent Writing Task Preview

The following is a sample Independent Writing task similar to the one you will see when you take the
test. You will first see a prompt on your screen describing the task.

II

Some students think that it is better to attend a university near where they live. Other students

. ~.

would rather attend a university far away from home. Which would you prefer? Give specific
reasons and examples to support your answer.
You

will then have 30 minutes to plan and write your response for this task.

A sample outline of a

response and a sample response .can be found below.

Sample Outline

~:

Introduction:
Topic
Thesis statement
Body:
Key point 1
Topic sentence
Reasons, examples, and details
Key point 2
Topic sentence
Reasons, examples, and details
Key point 3 (optional)
Topic sentence
Reasons, examples, and details
Conclusion:
Restatement of thesis and concluding sentence

]_~

v;_ _ 440 Preview

"

;U

1.,1
''

Sample Essay
/

Topic

Many students believe that it is better to go to universities close to where they live. However, I do

"'
"O

not agree with this. In my opinion, it is better to go to a university in a place that is far away from where
you live. There are three main reasons why I believe this.

25
z

~ Thesis statement

C'l

,._.

i ~.;.

Topic sentence

To begin, I think it is important to explore a new place when you go to university. Many people want
to stay in their own towns to go to university because they already know the city. In my opinion, it is
better to go to a new place because you get to have new experiences. For example, I want to go to
university in Seattle bec0use I know it is very different from my own town.

~ Reasons, examples, and details

Topic sentence ~
/..

\'

In addition, I think students should go to university far from their parents so that they can learn to
be.independent. Some students rely too much on their parents even after they leave for university.
However, students will learn quite a bit more about how to live by themselves if they go to university far
away. That way, parents will not be able to interfere in the students' lives.

~ Reasons, examples, and details

Topic sentence

Lastly, I think that students should go to university in a new place so that they can meet new friends.

It is better to make new friends when you go to university so that you can learn about people from other
places. You might not do this if you go to university in your own city.

~ Reasons, examples, and details

/

Restatement of thesis

Therefore, I think it is better to go to university far away from your own city. I think this makes the
whole university experience better.

I
I
Preview

441

I
I
I

ll

Integrated Writing Process

;
I

Read a Passage &

Listen to a Lecture
Note-taking

i
'

r1

I.

'
:~
-~'

:-f
'I'

'

Understanding the
Question (Prompt)

Final Copy

JJ
/

Planning & Writing

Summarizing
Citing information
Paraphrasing

Revising & Editing

)
.;f.

;i
'"..'~'~ 442
-,,

[
Preview

------ ---~-,.,.---_----- -----~,-/,;.~.:.

--::;,;.-_

..;

------.-~-~---,

,_,_

,Independent Writing Process

~z

zG'>

L.
r:_-.,_

"',,

Understanding the
Question & Brainstorming

~z

. G'>

JJ
Outlining &
Planning

Final Copy
I

Writing a Draft

~'-----

Revising & Editing

__ /

.. ---~---

1. Read the question carefully and be sure that you understand the task.
2. Make a mind map or a traditional outline.
3. Using your mind map or outline, decide on a thesis statement.
4. Make sure that the topic sentences support the thesis statement.
5. Make sure that all supporting ideas relate to the topic.
6. Read through your draft again while editing and making revisions.

Preview

443 - - .

..

---~---,_,--_-

-'

t;~l;i~~i1~i1~~~~~\:~;~1,:

' ,.

chap1~r1;'~;'c::orgal1izlng 1nf'lrrr1::itinn}!t?\:,;tW~F~

~J~1~;~~~'.~~;~~~raph;~;i~g i

.....

fefChapter:~.i:+!:,Making. Collne~tiohs
.:~.... ~ >.: , ;,''.~~'.;i,~~~;.:r;:,~,f.~7~\~:~>.. .

;;KVocaijgli\fyJteview
t. :.
.. '
..

'r;::

')--:~.;:::)., :..-;:.,~;~'!

.votaHl'.iiafy ll~vieW 2
. '

... :?;.;!i:,:S;\'. . .
"" '

. -~ ';

\\):_:,,.,

,:.';,

..

'. ~

:1',i:

:>!

'

'

>,;

Necessary Skills

Understanding information from both the reading and the listening passages
Taking notes on the reading and listening passages
Using information from your notes in your writing
Synthesizing the information taken from both the reading and listening passages

t
!'

Strategies
Though preparation time is limited in the writing portion of the test, it is nevertheless
important to use this time to plan the organization of your response. This way, your
response will be more relevant and coherent. An organizational process for preparing
your response is detailed below. In each step, there are certain things to keep in mind.

~--P_.r_oc_e_s_s_~jj~--------~p_tr_al_e_gY~.~~i~:~~_''._.~-="--_~>!

You will not see the prompt until after you finish reading
and listening, so taking notes is essential. Take notes on
major points from both the reading and the lecture.

Read, listen, and

take notes.

~Read the prompt and

Identify what kind of relationship between the reading and

the lecture the prompt asks you to discuss.

l_~nderstand the ta.sk.

Select "'oo
your notes.

~-1

Choose the points you need to discuss. Think about how

points in the lecture relate to points in the reading. The
listening passage will present details that challenge
information presented in the reading, present a counter
example, or describe the consequences of an attempt to
solve a problem presented in the reading.

I --------------- - - - - - - - - -

-------------~------~
-------~~----~-,

: Organize the ideas.

L ....-----------

---~

i-1nc~~~i1~;~~ati~-~-from both the reading and the lecture.

Clearly show the relationship between information presented
'. in the lecture and that presented in the reading. Limit the
time for organizing to less than two minutes in order to give
: yourself more time for writing and editing.

,,_J I----~---------------------------'
Organizing Information

447

-.'.~-, ;.

Urban Planning
l!.XH~~E.:i-~:.;o.i~1;;J!l.(',Xf.TI";;;;..;,.iK1''~''"'"'''~:F.c;,;C-f''"

~Step

1<!' :;'.;-;.;-;;

'<' ,.., . .-

Read the following passage. Then look at the note diagram and fill in the missing information.

,..-----------------------

1,
'i

Many metropolises today face a severe problem in terms of air pollution

and overcrowded streets, roadways, and bridges. One powerful public
policy tool that can remedy this problem is called congestion pricing. In
short, congestion pricing is a system by which motorists pay a fee to use
certain roads, bridges, and tunnels during peak times of the day. In other
words, a motorist who wants to use a busy street during rush hour will
now have to pay a fee to do so. There are three advantages to this policy.
First, congestion pricing gets more people to use public transportation.
By raising the cost of using the roadways, individuals are encouraged
not to drive. Instead, they are encouraged to find alternative means of
transportation such as mass transit (trains, buses, subways), biking, and
walking. Getting more individuals to give up driving and start using public
transportation will thereby reduce air pollution from vehicle emissions.
Second, congestion pricing, by taking more cars off the roadways,
means faster commuting times for everyone. Drivers that decide to pay
for the right to prive during peak periods will face less traffic and can
reduce the time spent in their daily commute. Similarly, with less overall
congestion, buses will also be able to reach their destinations more quickly.
Third, congestion pricing is essentially an equitable solution that will
benefit the majority. This policy will only punish those who choose to
pollute the air. By increasing the cost to pollute, more people will choose
not to; therefore, everyone will benefit with cleaner air.

metropolis:
city

overcrowded:
a larger quantity of people
than is wanted
remedy:
to solve

congestion:
the state of being crowded
with people or vehicles
motorist:
the driver of a motor vehicle

thereby:
because of; by means of

emission:
a substance that is sent out
into the air
equitable:
fair for all people involved

----------
Main idea:

There are three advantages of using - - - - - - - - - - - - - - - to control pollution and congestion.

Key point 1: It will make more people use - - - - - - - - - - - - - - - - because

they will not want to drive.
Key point 2: It will make _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ faster for everyone by
taking cars off the road.

l<ey point 3: It will benefit _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ because it only

punishes people w h o - - - - - - - - - - - - - - ' - - - - - -

''"'. - - 448
~ ~-~

Chapter 1

'.,

1~

-'
'I'.

~Step

Now listen to a lecture related to the topic in Step 1. Fill in the blanks of the note diagram
below with keywords or key phrases used in the lecture, l@fi!t

Main idea:

Congestion pricing is not the _ _ _ _ _ _ __

_ _ _ _ _ _ _ _ _ _ _ for reducing
congestion and pollution.

Key point 1:

advantage:
a benefit of something

extensive:
large In size or scope

It will not result in faster _ _ _ _ _ _ _ _~-

causes pollution

--------~because buses will be too

proponent:
a person that supports a
set of ideas

crowded.
Key point 3:

policy:
a plan or set of rules made
by an organization or
company

It may not m a k e - - - - - - - - - - - public transportation because many public transportation

systems are not good enough.

Key point 2:

It will not benefit

many people do not have any other choice.

because

I[

polluter:
a person or thing that

implement:
to begin to use the ideas in
e plan
penalize:
to punish someone

affordable:
inexpensive_

-----~Step

Review your notes from both the reading and the lecture. Pay attention to the main ideas and
supporting details. Using the information from your notes, complete the following outline;

__ .,.,-!\

Introduction:
Main topic:
Main idea of the reading p a s s a g e : - - - - - - - - - - - - - - - - - - - - - Main idea of the lecture: - - - - - - - - - - - - - - - - - - - - - - - - -

I
I
I
I;

Organizing Ir.formation

----

449 _ ,

Body:
Key point 1:
,_:.

Supporting information from the reading passage: - - - - - - - - - - - - - - - -

Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

Key point 2: - - - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage:

Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

'.

r:

[,
I'

!:

Key point 3: - - - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage:

Supporting information from the lecture:

Conclusion:
Summary: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ;

:'

.I

~Step

Use the main ideas and details from Steps 1, 2, and 3to complete the passage. Include information
from both the reading and the lecture.
The lecture and the passage both discuss congestion pricing, a policy that _ _ _ __
people for driving during busy times of the day. While the passage says that congestion pricing is
_ _ _ _ _ , the lecturer argues that it is not a good idea.
According to the passage, the policy
people to use public
transportation instead of cars, which will lead to less
. The lecturer
points out that in some cities, buses do not go to all neighborhoods. As a result, many people will not
be able to get around. Next, the passage claims that it makes travel
because it
___________ traffic. However, the lecturer
that commute times will
increase. Lastly, the passage states that congestion pricing is _ _ _ _ _ and beneficial to
everybody. The lecturer shows that the policy puts additional
stress on
drivers who do not have a lot of extra money.
There are many issues surrounding congestion pricing. The lecture and passage both
______ some of the issues.

::,'/-- 450 Chapter 1

" .
i,i

"'
)

lil
1,

History
",w.'Ja"1.>M<ilYMllli<!!>.~wn;,:nw1.~;,_,,,.,~--"';";.>:,,,._,_,,_,.:.

~Step

G\

-:..- .. -

1
------~----------~-~------

I
I
I

In 1952, a team of archaeologists found a copper scroll that had

been hidden in a cave for nearly 2,000 years. It is now called the Copper
. Scroll. Once the researchers were able to translate the text inscribed on
it, they understood that it was a list of buried treasures. However, there are
many reasons to believe that it does not describe a real treasure.
The scholar assigned to translate the copper scroll concluded that
the list is a work of fiction meant to entertain people. This would not be
surprising as there were many traditional stories in ancient Israel, the
land where the scroll originated. These stories spoke of hidden treasure
from Solomon's Temple.
Another reason the information on the scroll is believed to be false is
that it mentions a treasure of up to 174 tons of gold and silver, an
amount that seems too large for biblical times. In today's terms, that
amount of precious metals would be worth around one billion dollars. It
is very unlikely that anyone in ancient Israel could have amassed that
Jli
amount of wealth.
Finally, even if the scroll did point to real treasure, it has yet to be
found. This is because the sixty-four locations the scroll describes are
referred to vaguely or have ancient place names whose meanings and
locations are no longer known.

Main idea:

[
[
;;j

Read the following passage. Then look at the note diagram and fill in the missing information.

l '

archaeologist:
a scientist who studies past
civilizat!ons and cultures

translate:
to change words from one
language to another
inscribe:
to write or cut words into
something
assign:
to give someone a task or
job

Imaginary:
a thought from the
imagination; not from reality

---1

precious:
valuable; worth a lot of
money
amass:
to gather or collect
something

vaguely:
not clearly; not precisely

The Copper Scroll did not describe a - - - - - - - - - - - - - - -

Key point 1: The Copper Scroll was likely a _______ because there were many similar
stories in Israel.

Key point 2: The amount of treasure described in the scroll seems ___________
to be real since it would be worth one billion dollars today.
Key point 3: The _______ has never been found because the descriptions in the scroll
are vague.

Organizing Information

451 ----->

~Step

n Now listen to a lecture related to the topic in Step 1. Fill in the blanks of the note diagram
below with keywords or key phrases used in the lecture. ti!!lfili
"

I!

Main idea:

There is evidence to suggest that the _ _ _ __

in the Copper Scroll is _ _ _ __

scholar:
a person who has studied a
particular field in great depth

Key point 1:

Since the Copper Scroll uses _ _ _ _ _ _ __

________ , it is probably real.

technical: difficult to understand

without special training or
knowledge

Key point 2:

The amount of treasure described in the scroll might

not be
as some people think because
money was worth different amounts in different places.

generation:
a group of people born at
about the same time

It may be possible t o - - - - - - - - - because another scroll might exist.

region:
a particular area in the
world

Key point 3:

,:

ancient:
veiy old

modest:

somewhat small or
inexpensive
upheaval:
a time of significant change
detailed:
including many facts or
parts; complete

"------------,-------~Step

Review your notes from both the reading and the lecture. Pay attention to the main ideas and
supporting details. Using the information from your notes, complete the following outline.
Introduction:
Main topic:
Main idea of the reading passage: - - - - - - - - - - - - - - - - - - - - - l

Main idea of the lecture: ------------------------~

i:!;;,_._

452 Chapter 1

~l-~;; :-;:-~-,cc-;-.:--~J_;,i;;;.:2'2:;:;:-c:;;;.--"ro;;;-;eJc;;cc:o-t.;--"ccc;~.;:-~;:C:-

-----

--~-

'

Body: ,

....

Key point 1: - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage: -----~---------

"

Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

Key point 2: - - - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage:

I

Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

Key point 3: - - - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage: - - - - - - - - - - - - - - . I

Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

Conclusion:
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Summa~:

~Step

Use the main ideas and details from Steps 1, 2, and 3 to complete the passage. Include information
from both the reading and the lecture.

Both the lecture and the passage discuss the Copper Scroll. While the passage says that the
______ described in the scroll does not actually
, the lecturer argues the
treasure is real.
According to the passage, the scroll is an old sto~ that was passed down over generations. The
lecturer
this claim by explaining that the scroll used - - - - - - - - - that is not used in folk tales. The passage also argues that the treasure is much too large to be real.
In response, the lecturer
that the amount in the scroll may be _ _ _ _ __
than it seems; therefore, it is probably real. Last, the passage claims that the treasure is
- - - - - - - - - - t o find because the directions on the scroll are not _ _ __
The lecturer says that a different map mentioned in the copper scroll probably has better
_ _ _ _ _ _ _ _ _ _ to the treasure.
The myste~ of the copper scroll has inspired many arguments. Some people still think it is
_ _ _ _ _ _ _ _ _ _ , while others think it is only a sto~.

Organiziiig Information 453 - :

--~

---'"""

-~--

..

---'

._,~---

_,

Environmental Science
~Step

Read the following passage. Then look at the note diagram and fill in the missing information.
derive:
Biofuels are a type of energy source that is derived wholly from plant
to make something out of
or animal sources. Supporters of biofuels claim that these alternative
something else
energy sources will help us meet our energy needs while overcoming the
associated:
connected to
disadvantages associated with fossil fuels. However, biofuels cannot
power:
replace fossil fuels.
to give something energy
First of all, biofuels are not more environmentally friendly than fossil
agricultural:
related to farming
fuels. Many biofuels supporters would suggest that using biofuels is a
crop:
cleaner way to power automobiles than gasoline. However, these biofuels
a plant grown for food
are actually worse for the environment than gasoline. Some pollute the
consume:
to
use something that goes
environment even more than fossil fuels.
away after you use it
Second, biofuels do not have an unlimited supply. Fossil fuels were
vast:
very large in slze or scope
created over millions of years, and today they are running out. Supporters
supplement:
of biofuels suggest that plant-based biofuels can be grown anywhere
to add to something else
and therefore can provide us with an unlimited supply. The problem is,
most of the world's agricultural land is already used. Jo grow biofuel
crops means we would have to grow less food or cut down forests, both
of which would have negative consequences.
Finally, biofuels. cannot meet the energy demands of large nations
like the United States or China. These large countries consume vast
amounts of fossil fuels to power their economies. It is not possible to
grow enough plant-based biofuel crops to meet such large-scale demand.
The best that biofuels can do is supplement that demand .
.,___...... ----------------------------------.... ---------..--------.. ---~-. -----------'"'. _J

Main idea:

_______ cannot replace fossil fuels.

Key point 1: Biofuels are not more __________________ than fossil

fuels because they also pollute the environment.

Key point 2: Biofuels do not have ___________________ because

most agricultural land is already being used.

Key point 3: Biofuels cannot meet the world's

because we need too much fuel.

t.~~--

454

1'::

'1:

--~-..

Chapter 1

"

1.

Step 2

c:

Now listen to a lecture related to the topic in Step 1. Fill in the blanks of the note diagram
below with .keywords or key phrases used in the lecture. @f!fj

Main idea:

Ethanol is not a substance that we can use to

substance:
a particular type of liquid,
solid, or gas

Key point 1:

Ethanol is not _ _ _ _ _ _ _ _ _ _ _ __

replace:
to use one thing instead of
another

gasoline; in fact, it produces more pollution.

Keypoint2:

Ethanol requires more

than we have

available because there is not enough for both food

and fuel crops.
Key point 3:

Ethanol cannot meet the _ _ _ _ _for fuel in the

world because we do not have enough land.

efficient:
working well without
wasting time or resources

massive:
very large
demand:
the desire for a particular
thing
stark:
very clear and often
unpleasant
production:
the act of making
something
hardly:
used to say that something
almost does not happen at
all

----------

Step 3
Review your notes from both the reading and the lecture. Pay attention to the main ideas and
supporting details. Using the information from your notes, complete the following outline.
Introduction:
Main topic:
Main idea of the reading p a s s a g e : - - - - - - - - - - - - - - - - - - - - - Main idea of the lecture: - - - - - - - - - - - - - - - - - - - - - - - -

zGl

Body:
Key point 1: - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage: - - - - - - - - - - - - - - - -

Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

Key point 2: - - - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage:

Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

Key point 3: - - - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage: - - - - - - - - - - - - - - - -

i
'

Supporting information from the lecture: - - - - - - - - - - - - - - - - - - -

Conclusion:

Summa~: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

~Step

Use the main ideas and details from Steps 1, 2, and 3 to complete the passage. Include information
from both the reading and the lecture.
Both the lecture and the passage discuss biofuels as a possible - - - - - - - - - - to fossil fuels. The passage states that they cannot replace current fuel sources. The lecturer supports the
_ _ _ _ _ with a discussion about ethanol, a biofuel made from corn.
To begin, the passage says that biofuels are no better for the _ _ _ _ _ _ _ _ __
than fossil fuels. The lecturer
the claim by showing that ethanol creates more pollution
than
. Then the passage states that biofuels place
on
land resources. The lecturer agrees, adding that the
of ethanol makes
corn more expensive. Lastly, the passage says that biofuels cannot meet the world
for
fuel. Again, the lecturer agrees. He says that there is no way that enough ethanol could be produced to
_ _ _ _ _ the needs of the world.
Both sources discuss biofuels. They give three reasons why biofuels cannot _ _ _ _ _ fossil
fuels .
.,

'\',1,-- 456 Chapter 1

li I

ii.l:':.

- - - - - - ------------- -

----------------~

--~---"'~

---~---

- - - --

--

~-

---

Environmental Science
~Step

Read the following passage. Then look at the note diagram and fill in the missing information.

-----

,,;

Polylactic acid (PLA) is a natural substance derived from corn that

can be used to create a biodegradable plastic. Today, containers made
of PLA, called corntainers, are beginning to replace disposable petroleumbased plastic containers. These corntainers are much better for the
environment for three distinct reasons.
The principal advantage of PLA containers over petroleum-based
plastic containers is that the former can be composted, while the latter
cannot. Thus, after being used, a corntainer can be returned to the Earth
as fertilizer. Corntainers biodegrade into two harmless byproducts:
carbon dioxide and water. Plastic, on the other hand, releases toxic
chemicals into the environment.
Because PLA containers are biodegradable, they will take up less
space in landfills. Today, disposable plastics account for one quarter of
the space in landfills. It can take over 1,000 years for plastics to break
down.
Corntainers, on the other hand, break down in around 90 days.
,ll>i
Using corntainers and composting them will save valuable landfill space.
Finally, switching from petroleum-based plastics to PLA plastics is
the socially responsible thing to do. It is better for the environment and
therefore benefits everyone. It is our responsibility as citizens to protect
the environment and minimize the harm that we cause to it. Corntainers
help us do just that.

---~

biodegradable:

able to be broken down

Into natural substances

IL
[

disposable:

able to be thrown away

petroleum:
oil found underground
distinct:
clear
principal:
most fmportant; main
byproduct:

something produced in the

making of something else
landfill:
a place.where trash is
stored
minimize:
to make something as small
as possible

--~4-------~-------------

Main idea:

Corntainers are better for - - - - - - - - - - - for three main reasons.

Key point 1: Corntainers can be-----~- which returns them to the Earth as fertilizer.
Key point 2: Corntainers take up ___________ in landfills because they will
biodegrade.

Key point 3: Using corntainers is t h e - - - - - - - - - - - - - - - - - - - - thing to do because it is better for the environment.

Organizing lnfornldtion

457 --1

l!!!=~m!!!!!!!l!!l!!!!!!!~!!!!l!!!!!!'!!!!l!!!!!!J!!!!!!!!!!!!!ll!li!~~------"------jllliiiiii-----..._.~----..-----i----;
:;-_=----

-----=""-c~cc'--=. ---~'-''~ 0=~:=:::~--

-------

=-

.=-=:,o.::-:c-::-=::.~---~

~3'=-~~==-

~Step

() Now listen to a lecture related to the topic in Step 1. Fill in the blanks of the note diagram
below with keywords or key phrases used in the lecture. &Mf!fii
Main idea:

Corntainers do not solve _ _ _ _ _ _ _ _ __

Key point 1:

Corntainers r e q u i r e - - - - - - - - - - - _ _ _ _ _ _ _ _ _ _ in order to break down.

Key point 2:

Many corntainers end up in _________

because people do not understand how to recycle
them.

Key point 3:

There is n o t h i n g - - - - - - - - - - - about using corntainers because people need corn to

eat.

derivative:
something that comes from
something else
facility:
a building or room designed
.for a specific purpose

subject:
to cause something to
expe_rlence an event
microbe:
a tiny living thing that can
only be seen with a
microscope
sustained:
continuous; not changing
proper:
correct; appropriate
rapidly:
quickly
source:
the place where something
comes from

-~----~-------------

~Step

Review your notes from both the reading and the lecture. Pay attention to the main ideas and
supporting details. Using the information from your notes, complete the following outline.
Introduction:
Main topic:
Main idea of the reading p a s s a g e : - - - - - - - - - - - - - - - - - - - - - -

Main idea of the lecture: - - - - - - - - - - - - - - - - - - - - - - - - -

~;~:,____

458 Chapter 1

i,i ' !'-J =~-:::---==:-:::-:-------y-~~-.--.-_--, -';---~--- --... -~--,-,~--.-t-=~~,,.--,~~---:

\ i

l!_

Body:
Key point 1: - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage: - ' - - - - - - - - - - - - - - - - - - -

'

~~
Supporting information from the lecture: - - - - - - - - - - - - - - - - - -

l.

Key point 2: - - - - - - - - - - - - - - - - - - - - - - - - - Supporting information from the reading passage:

Supporting information from the lecture:

Key point 3: --------------------~------

Supporting information from the reading passage: - - - - - - - - - - - - - Supporting information from the lecture: - - - - - - - - - - - - - - - - - ' - - - - -

: Conclusion:

'"summ'~ry: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~Step

Use the main ideas and details from Steps 1, 2,and 3 to complete the passage. Include information
from both the reading and the lecture.
Both the lecture and the passage discuss PLA containers (corntainers). Though the passage
______ corntainers as an eco ..friendly
to other plastic
packages, the lecturer says they do not benefit the environment.
According to the passage, corntainers are good because they ___________
easily and turn into fertilizer. The lecturer
the claim. She shows that the
----process for corntainers is long and complicated. The passage also
states that corntainers are beneficial because they
tl1e amount of waste that ends up
in landfills. However, the lecturer disagrees, saying that rnany corntainers end up in ______,
anyway. Finally, the passage says that using corntainers is
responsible. They help the
environment, and thus,
everyone. In contrast, the !ecturer argues that it is actually
___________ to produce plastic with corn that could be used to feed the hungry.

,,

Many people are interested in doing what is best for the environment. The passage claims that
corntainers are eco-frienclly, but the lecturer disagrees.

. .
I''
.,,

Or"ganizi119 lnforn1a1ion

459 - - . ,

Necessary Skills
~~~~;lNX!.S."1Lce~1.;;,~=t~eft.'l'-",'('';,,J,'"T_:,,-,-

Understanding the original text accurately

Using your own words to convey essential information and ideas from the reading
and the lecture
Being al:lle to express the same information using different vocabulary and sentence
structure

The Process of Paraphrasing

~f!~J!~~Nmm:w-,;f:''l'>r~'''~;,";-1;

',''''

'

Understand the full meaning of the original text.

Take notes on the passage. Write down key information including a few phrases,
major points, and important details.
WITHOUT looking at the original passage, paraphrase the information in your own
words, just by looking at your notes.
Check the original passage for any missed key information.

Strategies
Use related words and phrases, including synonyms and antonyms of words and
concepts in the original passage.
Example: The average daytime temperature in the Gobi desert does not often' go
below 38C. -+The average daytime temperature in the Gobi desert is usually at or
above 38C.
" Change word forms, and rephrase to make things simpler.
Example: for organization -+ in order to organize
people at the age of thirty -+ thirty-year-old people
" Use different sentence structure.
Example: Many Asian countries export rice to North America. -+ Rice is exported
to North America by many Asian countries.
Change the order of presentation of the information.
Cite information from the original source by using signal words.
Example: According to the professor/passage ...
The professor says/mentions/states/argues/believes/found that ...

Paraphrasing

461 - -

Climatology
~'l:Il'[tJW.'ll'ifl",~~>;,'>Jf"~i<'!.~_{~,;:>;f~;,:;>~J:.ii:'',;~,~,;".''."C:l-.>~>-<"

~Step

'r,',~::'.'.'~:-!-'!\~-,'.--\'''-'."'1~:.

-;,

Read the following passage. Predict how the listening passage may contrast with the reading.
Then look at the note diagram and fill in the missing information.
11

I:

l
r:

;:I

Global warming is the theory that temperatures on the Earth's

surface are increasing. Scientists who study the weather over time,
called climatologists, have three reasons to believe that global warming
is occurring.
First, scientists recently learned that there is more carbon dioxide in
our atmosphere than ever before. By studying very old pieces of ice,
they determined that the levels remained the same for nearly 10,000
years. However, the levels have since increased by thirty-one percent,
and experts predict that they will continue to rise. The high amounts of
carbon dioxide is significant because the gas keeps the Earth's heat
from escaping. Therefore, the more carbon dioxide in the atmosphere,
the hotter the temperatures.
Second, the Earth's ice caps, the massive sheets of ice found at the
North and South Poles, are quickly melting as the Earth gets hotter.
According to scientists, over the past century, the ice caps have started
to melt at unbelievably rapid rates. For example, between 1997 and
2002, about nineteen cubic miles of ice melted each year in Greenland's
icecap. More recently, however, the figure has jumped to fifty-seven
cubic miles per year.
Finally, records show that global temperatures have steadily increased
over the past hundred years. The temperatures are measured and
recorded by two separate facilities, the Hadley Center and NASA Both
use data collected with state-of-the-art equipment to calculate the
average global temperature of the planet. Time after time, the results
stay the same: temperatures on Earth are, in fact, increasing.

IVlain idea:

atmosphere:
the mixture of gases around
the Earth
determine:
to find out the truth about
something

significant:
important or noticeable
rapid:
fast or sudden
figure:
an amount expressed in

numbers
facility:
a building where a particular
activity takes place
calculate:
to solve by using math
average:
formulated by adding two
or more amounts together
then dividing the total by
the number of amounts

Climatologists believe t h a t - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - for three reasons.

Key point 1: There is more-------~-~-------------
than ever before, which raises the Earth's temperature.
Key point 2: The Earth's ice caps are ____________ as the Earth gets hotter
Key point 3: The - - - - - - - - - - - - - - - - - h a s been steadily increasing.

~--~'.1---

462 Chapter 2
- : ~
: ~~ -_c:-. '.:, -;. ~.:~-

i
,._<

.,.;

~Step

','
IL

,:

Below is important information from the reading passage above. After each sentence are two
possible paraphrases of it. Choose the best paraphrase for each sentence.

,"

If_'
[

'
'

;==---<::

A. Scientists learned that carbon dioxide levels stayed the same for almost 10,000 years by examining

t..

changes in very old pieces of ice.

1. Ten-thousand-year-old ice can help scientists learn more about temperatures long ago.
2. Scientists know from studying ice that carbon dioxide levels did not change much for 10,000
years.

B. The Hadley Center and NASA use the best technology available to figure out the average global
temperature.
1. Two facilities calculate the average global temperatures using high-tech tools.
2. Advanced technology is being developed by two facilities to find the average global temperature.

C. In the space below, write a paraphrase of the main idea of the reading passage.

~.~ Step 3 '.'.

in Now listen to a lecture related to the topic in Step 1. Fill in the blanks of the note diagram

.f

below with keywords or key phrases used in the lecture. ltl!tlifi

:1.

Main idea:

KeY point 1:

Key point 2:

Global warming is not ___________

on Earth.

telltale:
clearly showing something
secret or hidden

Carbon dioxide levels' have not increased

compelling:
attracting strong interest

- - - - - - - - - - - i n the past quarter

century.

dramatically:
suddenly and noticeab~

There are many different factors that

- - - - - - - - - - t o the melting of ice
caps.

Key point 3:

Reported average global temperatures are not

___________ because the facilities
do not inciude all temperatures in the average.

factors:
something that influences
the result of something else
recede:
to become less; to withdraw
inaccurate:
not completely correct or
exact

misleading:
confusing or deceptive
publish:
to make Information
available lo the pubic

Paraphrasing

463 ---.:'"

~Step
:

Choose the sentences that best combine the main idea and key points from the reading passage
and the lecture.

1. a. The reading says that high levels of carbon dioxide demonstrate that global warming is occurring.
b. While the reading says that global warming is happening now, the lecture says it is not.

2. a. The reading and the lecture both discuss the effects of carbon dioxide on global temperatures.

"'I

.i~.I

b. The reading states that high carbon dioxide levels do not indicate mat temperatures are rising,
though the lecture disagrees with this statement.

ti
,,f
r!it
I~'

3. a. The passage suggests that ice caps are melting because of rising global temperatures. The lecture,
however, says that ice caps melt because of many other reasons.
b. The passage says that global warming is causing the world's ice caps to melt. The lecture discusses
the effects of volcanoes on global warming.

j'

4. a. The author of the passage and the speaker agree that average global temperatures have increased
in recent years.
b. Though the author of the passage says that temperature increases have been recorded, the
speaker says that the records are inaccurate.

~Step

A. Changing Keywords
Below are four incomplete paraphrases of key information from the reading passage and the
lecture. Fill in the missing parts with words or phrases from the box. These words and phrases
are synonyms or are similar in meaning to the actual words used in the reading passage and
lecture.
1. currently I slowly I unlikely I accurate I changing I supportive
2. solved I worsened I maintained I policy I strategy I view
3. confirm I understand I indicate I factors I chemicals I ways
4. amenity I facilities I building I unmonitored I inaccurate I biased

__J

1. While the reading says that global warming is _ _ _ _ _ taking place, the lecture says tl1at
temperatures are not - - - - ' - 2. The reading states that carbon dioxide levels have _ _ _ _ _ _ _ _ _ _ global warming,

though the lecturer disagrees with this _ _ _ __

3. The passage suggests that melting ice caps _ _ _ _ _ rising temperatures. The lecture,

however, says that ice cap loss is due to many other

4. The author of the passage says two
have recorded temperature increases over the
past hundred years, the lecturer points out that the records are _ _ _ _ _ _ _ _ __
ii---

464

Chapter 2

B. Changing Sentence Structure

Complete the following paraphrases of the sentences from part A above.

1. The lecture says that temperatures are not _ _ _ _ _ , while the reading says global warming
is _ _ _ _ _ taking place.

2. The lecturer disagrees with the _ _ _ _ _ presented in the reading, which claims that carbon
dioxide levels have

,,
~z

Ill

global warming.

C\

3. It is suggested in the passage that melting ice caps _ _ _ _ _ global warming; however, the
lecture says other _ _ _ _ _ might be responsible.
4. The lecturer shows that average global temperature records are _ _ _ _ _ _ _ _ __
though the passage says that two _ _ _ _ _ _ _ _ _ _ provide proof that average

temperatures have increased.

~Step

Read the following sentences taken from the reading and the lecture. Create new sentences by
combining the ideas in each pair of sentences.

1. ; a. However, the levels have since increased by thirty-one percent, and experts predict that they will
continue to rise.
b. The fact is that over the past quarter century, carbon dioxide levels have increased by only two
percent.

2.

a. The temperatures are measured and recorded by two separate facilities, the Hadley Center and
NASA.
b. It turns out that even with the most advanced technology, their figures are still inaccurate.

Paraphrasing

465 - -

Psychology

l
f

t'

;;:m;x.:;i.1;;,_;-.:._'"""'"'""?*"'-\0'":'"~'';

i,j

r~{'.1
_iili

~~

:-',

'

~Step

"

,,,-,.,

', _,,

Read the following passage. Predict how the listening passage may contrast with the reading.
Then look at the note diagram and fill in the missing information.

iJ

:dil

'<i\::
.i'
f:j

i::;

Many adults want to protect children from all negative influences.

However, this natural desire to protect children often interferes with the
freedom of play. Adult interference in children's playing is problematic for
three reasons.
First, adult interference in children's playing can hurt children's creativity.
Children who have the freedom of unstructured playtime often create
rules for themselves and their playmates. They imagine complex worlds
and share colorful fantasies. This helps them develop their creativity and
imagination. When an adult interferes with a child's play, it can have the
detrimental effect of stunting their creativity.
Second, children need to develop positive peer role models and
relationships. Part of childhood is learning how to relate to one's peers.
This complex process involves imitating peers, learning socially acceptable
communication, and negotiating to get one's needs and wants met.
Developing positive peer relationships, particularly among young children,
is something learned during playtime. When adults interfere in children's
playing, they can delay or hamper the development of these important
social skills.
Finally, children need to learn how to stand up for themselves. Just
like adults, children must learn how to deal with difficult peers. One of
the main reasons adults, especially parents, interfere in children's playing
is to protect children from bullies or other difficult children. The problem
is that children often suffer more when an adult inteNenes on their
behalf. Children will never learn to resolve these situations themselves
when an adult interferes.

ili _,1

'!
I~

r ll

~
:~I

id

I':1'

I:
1:

r'r

I
!

desire:
a want of something
interference:
an unwanted action meant
to change a situation
detrimental:

harmful; damaging
stunt:
to lessen or stop the
growth of something

peer:
someone of the same age
acceptable:

considered good in a
particular situation
hamper:
to stop something from
happening normally

intervene:
to become involved in a
situation in order to change
it

'----------------------------
Main idea: Adult interference in - - - - - - - - - - - - - - - - - - is problematic.
Key point 1: Adult interference can hurt-----------------~
Key point 2: Children need to develop p o s i t i v e - - - - - - - - - - - - - - - - which is done through playtime.
Key point 3: Children need to learn t o - - - - - - - - - - - - - - - - - - - -

\"~'7'\!----"--

1'.,'

.!:. ~j
;f,,

466

Chapter?

..;

r-...
[
,

Cl

~Step

Below is important information from the reading passage above. After each sentence are two
possible paraphrases of it. Choose the best paraphrase for each sentence.

A. Unstructured playtime allows children to make their own rules and share inventive fantasies, which
helps them develop their creativity and imagination.

[[

f'

1. Children who have unstructured playtime have a chance to develop their fantasies.
2. Unstructured playtime gives children freedom that helps them develop many skills.

B. Adult interference can keep a child from forming skills thafi\Nill

help him or her relate to others.
,,.
1. Children might not learn social skills because of adulfinterference.
2. Forming skills as a child depends on how much he or she relates to others.

C. In the space below, write a paraphrase of the main idea of the reading passage.

I
I
) I
I I
I

~Step

n l\lpw listen to a lecture related to the topic in Step 1. Fill in the blanks of the note diagram
b,fi!low with keywords or key phrases used in the lecture. i\j\flfU
)';
~--;-------

M~in idea:

Adults need to _ _ _ _ _ _ _ children's

playtime.

Key point 1:

Adults need to monitor playtime to make sure it is

___________ because many
children will get into trouble otherwise.

Key point 2:

Children need adultl not peers, as

------+-----because
children
.\
learn bad behavior from other children.

Key point 3:

Adults need to monitor children to _ _ _ _ _ __

them.

consequence:
a result of something
monitor.
to watch something to make
sure it. happens correctly
unstructured:
nqt organized

stimulate:
to cause-interest in
something
. prlmarily:
mainly
engage:
to participate in an activity
cruel:

very mean
deal with:
to take action to solve a
problem

~-----------------~--------~----------

Paraphrasing

467 ------.....

"

~.

11I. I,i
I:

1li'

i
:

1J{

i:a

l~

b
ii:

i1Ji: l
f.!1

il:lii

~Step

Choose the sentences that best combine the main idea and key points from the reading passage
and the lecture.

L_,

i<'.
,,.
,,

1. a. Though the reading discusses adult interference in children's playtime, the lecture disagrees by
stating that it is good.

Ii

,i
I

l!l

fI:.'1
J
.kl

l,

1.:,1

;i
;;

..

L;_,
!i
ii

b. While the reading states that adult interference in children's playtime is problematic, the lecture
says that adults need to interfere in playtime.
2. a. While the author says that adult interference can hurt creativity, the speaker thinks that adults

should monitor playtime to make sure it is positive.

b. Adult interference can hurt children's creativity, so adults need to monitor playtime to make sure
it is positive.
3. a. According to the author, children need to develop positive peer role models. However, the speaker

says that children need adults, not peers, as role models.

b. The author states that children need positive role models, while the speaker does not believe that
this is true.
4. a. The author of the passage discusses whether children should learn to stand up for themselves.

The lecture, though, discusses whether adults should monitor playtime.

b. The author states that children need to learn to stand up for themselves, while the lecture states
that adults need to monitor children to protect them.

~Step

A. Changing Keywords
Below are four incomplete paraphrases of key information from the reading passage and the
lecture. Fill in the missing parts with words or phrases from the box. These words and phrases
are synonyms or are similar in meaning to the actual words used in the reading passage and
lecture.
1. states I describes I implies I challenging I difficult I troublesome
2. change I harm I stop I look I see I watch
3. good I helpful I useful I require I want I ask
4. shelter I defend I raise I mothers I people I parents
1. While the reading

that adult interference in children's playtime is _ _ _ __

the lecture says that adults need to interfere in playtime.

2. While the author says that adult interference can _ _ _ _ _ creativity, the speaker thinks that
adults should _ _ _ _ _ playtime to make sure it is positive.

. --,.,,_,_,

._.,.. i-'.' ___ ,,__ - -

':

3. According to the author, children need to develop

peer role models. However, the
speaker says that children
adults, not peers, as role models.

4. The author states that children need to learn to

themselves, while the lectwe states
that
need to monitor children to protect them.
B. Changing Sentence Structure
Complete the following paraphrases of the sentences from part A above.

1. - - - - - - - - - - - that adult interference in children's playtime is troublesome,

while _ _ _ _ _ _ _ _ _ _ _ that adults need to interfere in playtime.

2. While the author says that creativity can be

the speaker thinks that playtime should be
positive.

to make sure it is
}

.,,

~,..,
m

3. Children need to develop

though, says that children require

""

according to the author. The speaker,

as role models.

....

4. The author states that children need to learn t o - - - - - - - - - - - _ _ __

____________ that parents need to monitor children to protect them.

~Step

kead the following sentences taken from the reading and the lecture. Create new sentences by
combining the ideas in each pair of sentences.

1.

a. When adults interfere with children's playing, it can have the detrimental effect of stunting their
creativity.
b. They need adults to guide them toward positive activities that help them develop their creativity'
during playtime.

2.

a. Children will never learn to resolve these situations themselves when an adult interferes.
b. Sometimes children need their parents to help them deal with their peers.

Paraphrasing 469

&

--1

-]~

Biology
~ ~;:'i'i,'.~;.o..<T.X'~-l~>1jeJtWl\l,}<:11>U1o.%kHGU.<.'~-"'';~__.,,,, w ... ;:.-,-,,,, --'

~Step

Read the following passage. Predict how the listening passage may contrast with the reading.
Then look at the note diagram and fill in the missing information.

::

The dodo was a considerably large and plump bird, standing three
feet tall with a grey body, a hooked beak, and a plume of white feathers
on its rump. If once inhabited an island in the Indian Ocean, and in the
late 17th century, it suddenly went extinct. There is little doubt that the
disappearance of the dodo is a direct result of over hunting by humans.
One reason the dodo fell victim to over hunting was that, unlike most
birds, it was flightless. Despite its large body, the dodo had small, weak
wings, which could not propel it into the air. Therefore, it constituted easy
prey for the human settlers, who would swiftly kill the bird as it walked
through their camps. It was not long before the dodo's population
severely dwindled.
The dodo's unusual friendliness also contributed to its extinction.
lsola\ed from human contact for the entirety of its evolutionary existence, the
dodo greeted the new visitors with a complete lack of fEiar. Rather than run
or hide, the birds approached hunters with child-like curiosity and innocence,
a habit that meant sudden death for much of the dodo population.
In addition, researchers have found evidence in caves of humans killing
dodos in mass quantities. In one particular cave in Europe, researchers
found the bones of many dodos. There are many such caves in Europe
where dodos were taken from their island and killed.

plump:

large and round; slightly fat

plume:

a group of feathers
extinct:

no longer existing
propel:

to push something in a
particular direction
swiftly:
quickly
dwindle:

to slowly become smaller

existence:
lhe state of being real
curiosity:

the quality of wanting to

learn more about things

~---.-----~-~----------~-

Main idea: T h e - - - - - - - - - - - - - - - - - - - is a result of over hunting.

Key point 1: It became extinct b e c a u s e - - - - - - - - - - - - - - - - - - - Key point 2: I t s - - - - - - - - - - - - - - - - - - - - also led to its extinction.
Key point 3: Researchers f o u n d - - - - - - - - - - - - - - - - - - - - in caves.

-'------~---

- -------

----

------------------

- --

--------- ...

~--

~Step

Below is important information from the reading passage above. After each sentence are two
possible paraphrases of it. Choose the best paraphrase for each sentence.
A. Human hunters found the flightless dodo an easy target, which quickly led to a significant decrease
in the dodo population.
1. Humans hunted the dodo often because the bird would refuse to fly.
2: The dodo population declined in part because humans found it easy to hunt them.
B. Having never encountered humans before, dodo birds did not know to protect themselves and
would often curiously approach hunters.
1. When dodos came into contact with humans, they did not defend themselves.
2. Dodos wanted to know more about humans because they had never seen them before.
C. In the space below, write a paraphrase of the main idea of the reading passage.

i!. ~Step 3
. f; (;) Now listen to a lecture related to the topic in Step 1. Fill in the blanks of the note diagram

.t

below with keywords or key phrases used in the lecture. i@fij+

. Y.
-~

Main idea:

It was not over hunting but _________

_ _ _ _ _ _ that led to the dodo's disappearance.

Key point 1:

Humans did not even like _ _ _ _ _ _ _ __

_ _ _ _ _ _ _ _ because it tasted very bad.

Key point 2:

Humans were not the main hunters; ______

_________ were.

coincidence:
an event where two related
things happen by chance
praise:

to talk in a posttive way

about something

abandon:

Key point 3:

There is little evidence of _ _ _ _ _ _ _ _ __

_ _ _ _ _ _ _ _ _, but plenty of evidence of
predators killing dodos.

to stop doing something

pursue:

lo follow In order to capture

something
vulnerable:

easy to attack; weak

repopulate:
to increase the numbers of

a species in an area

scant:
very liltle
predator:

an animal that hunts

another animal for food

Paraphrasing 471

----1

~Step

Choose the sentences that best combine the main idea and key points from the reading passage
and the lecture.

1. a. The author thinks that the disappearance of the dodo was a result of over hunting. However, the
speaker says that it was not over hunting, but other factors that led to its disappearance.
b. The author thinks that the disappearance of the dodo was a result of over hunting. The speaker
agrees by stating that the remains of many dodos were found in caves.

2. a. The author says the dodo became extinct because it was flightless. The speaker says that
humans did not even like dodo meat.
b. The author states that the dodo became extinct because it was flightless, but the speaker thinks
that it was because humans fed their meat to their dogs.
3. a. Though the reading says that its unusual friendliness also led to the dodo's extinction, the lecture
argues that humans were not the main hunters; other animals were.

b. Though the reading says that humans were not the main hunters of the dodo; other animals were,
the lecture argues that its unusual friendliness also led to its extinction.
4. a. The reading and the .lecture both discuss whether there was evidence of humans killing dodos.
They disagree on this point.

b. The reading says that researchers found evidence of humans killing dodos in caves, but the lecture
says that there is little evidence of humans killing dodos.

~Step

A. Changing Keywords
. Below are four incomplete paraphrases of key information from the reading passage and the
lecture. Fill in the missing parts with words or phrases from the box. These words and phrases
are synonyms or are similar in meaning to the actual words used in the reading passage and
lecture.
1. surprise I cause I consequence I reasons I movements I changes
2. while I when I since I look I enjoy I burn
3. strange I bad I useless I key I large I important

~-4_.f_a_ct_l_s_u_b_st_an_c_e_l_p_ro__o_f_l_m_o_d_e_st_l_s_o_m_e_l_s_ca_n_t_ _ _ _ _ _ _ _ _ _ _ _

,_J

1. The author thinks that the disappearance of the dodo is a _ _ _ _ _ of over hunting.
However, the speaker says that it was not over hunting, but other
, that led to its
disappearance.

2. The author says it became extinct _ _ _ _ _ it was flightless. The speaker says that humans
did not even

dodo meat.

3. Though the reading states that the dodo's

lecture argues that humans were not its

friendliness also led to its extinction, the

hunters; other animals were.

4. The reading says that researchers found

of humans killing dodos in caves, but the
lecture says that there is
evidence of humans killing dodos.

[
I[

B. Changing Sentence Structure

Complete the following paraphrases of the sentences from part A above.
1. The author thinks that over hunting caused - - - - - - - - - - - - - - - - - - - - - However, the speaker says that it was other factors, not _ _ _ _ _ _ __
that led to its disappearance.
2. The author says the dodo became extinct because it was flightless, while the
humans did not _ _ _ _ _ _ _ _ _ _ _ __

>> .

I
I

says that

3. The reading says that the dodo's strange friendliness also led to its extinction, _ _ _ _ __

- - - - - - - - - - - - - - - - that humans were not the key hunters; other

animals were.

I
I

sp~aker

,
"

4. The reading says that

was
*;;found in caves by researchers, but the lecture says that there is scant evidence of humans killing
dodos.

;~

+ ~Step 6
Read the following sentences taken from the reading and the lecture. Create new sentences by
combining the ideas in each pair of sentences.
,

1.

a. Isolated from human contact for the entirety of its evolutionary existence; the dodo greeted the
new visitors with a complete lack of fear.
b. Rather, its fearlessness made it vulnerable to the animals humans brought with them.

2.

a. In one particular cave in Europe, researchers found the bones of many dodos.
b. Although a few dodos did make it back to Europe on Portuguese ships, archaeologists have
turned up scant evidence of human dodo hunts.

i
'

. !

I.

Paraphrasing 473 - -

.i~f~~~.~,. ,~,~-c..............~...........-r

~ St.ep 1
Read the following passage. Predict how the listening passage may contrast with the reading.
Then look at the note diagram and fill in the missing information.
pest:
DDT is a human-manufactured chemical once used to control the
a small animal or insect that
spread of unwanted insects. It was used during World War II to kill
annoys you
mosquitoes carrying dangerous human diseases, and afterwards to get
hazard:
something 1hat is
rid of agricultural pests. Over time, however, scientists discovered that
dangerous
DDT did much more harm than good.
accumulate:
to become larger over time
DDT, although designed to protect humans and plants from diseaseIngest:
carrying insects, is itself a hazard to the environment. It accumulates in
to eat or drink something
the soil and in small bodies of water and is then ingested by animals such
produce:
fruit and vegetables
as fish and birds. Because DDT is not easily digested, it gets stored in
resistance:
the body and builds up over time. Too much DDT can poison and even
the ability not to get sick
kill wildlife. It is, for example, a major factor in the decline of the bald eagle.
from something
DDT also endangers the health of humans who consume produce
combat:
to fight or oppose
sprayed with DDT. Studies have shown that exposure to DDT increases
something
the risk of diabetes, birth defects, and various forms of cancer. The effects , transmit:
to send something from
of DDT consumption were found to be so severe that the United States
one place to another
eventually banned the chemical.
Finally, DDT has failed to effectively combat disease-carrying
mosquitoes, and thus diseases like malaria continue to spread. Not long
after DDT was first introduced on the market, mosquitoes began
developing a resistance to the chemical. It was not long before
mosquitoes could once again easily transmit deadly diseases.
----
--------------

Main idea: Scientists discovered that DDT

than _____

l<ey point 1: DDT is a ________ to the ________ because it can poison

and kill wildlife.
Key point 2: DDT can endanger t h e - - - - - - - - - - - - - - - - - - - by causing a number of diseases.
Key point 3: DDT has failed to c o m b a t - - - - - - - - - - - - - - - - - - because insects became resistant to the DDT.

- -- 474

Chaptc1 Z

; ~ Ste!J 2
Below is important information from the reading passage above. After each sentence are two
possible paraphrases of it. Choose the best paraphrase for each sentence.

A. DDT is a chemical that was originally used during World War II in order to combat disease-carrying
mosquitoes and other pests.
1. A chemical, DDT, was first used as weapon of war during World War II.
2. World War II era scientists used DDT to get rid of mosquitoes and other bugs.

[
[

B. Animals often end up eating pockets of the chemical that has collected in the soil and various water
sources.
1. DDT collects in the soil and in the water, where it is often consumed by animals.
2. Soil and water are the most important resources to protect from DDT.

C. In the space below, write a paraphrase of the main idea of the reading passage.

~Step

3
~\

(T Now listen to a lecture related to the topic in Step 1. Fill in the blanks of the note di.~gram
}"

''below with keywords or key phrases used in the lecture. fil'il!!f&!

Main idea:

DDT is not as bad as some people believe, and it has

Key point 1:

DDT can, in some cases, __________

- - - - - - - - - - - because it kills insects

that cause disease.

Key point 2:

i
~,

notorious:
well-known for something
bad
insecticide:
a chemical used to ~II
insects

toxic:
poisonous

DDT can also b~nefit _ _ _ _ _ _ _ _ __

by stopping diseases that kill humans.

Impair:
to make something worse
or less effective

escalate:

Key point 3:

DDT h a s - - - - - - - - - - - - - ______ in the past, and millions of lives have

been saved.

to increase in intensity
inconclusive:
not certain
devastating:
very damaging
intensive:
involving a lot of energy or
a lot of parts

~------------------------------------------------

-----------------

Paraphrosing

475 - - .

~Step

Choose the sentences that best combine the main idea and key points from the reading passage
and the lecture.

1. a. The reading states that even though scientists discovered that DDT did more harm than good,
DDT is not as bad as some people believe, and it has many benefits.
b. Though the reading says that scientists discovered that DDT did more harm than good, the lecture
argues that DDT is not as bad as some people believe, and it has many benefits.
2. a. The reading says that DDT is a hazard to the environment. On the other hand, the lecture says

that DDT can, in some cases, benefit the environment.

b. While the reading says that DDT is a hazard to the environment, DDT can, in some cases, benefit
the environment.
3. a. Both the reading and the lecture state that DDT can endanger the health of humans, and the

lecture argues that it also kills insects.

b. While the reading states that DDT can endanger the health of humans, the lecture argues that
DDT can actually benefit human health.

,,-;!

.--:1:,,

>!

-~ -I .
' l '

l;

4. a. According to the reading, DDT has failed to combat disease-carrying mosquitoes. However, the
lecture states that DDT has effectively controlled diseases in the past.

b. According to the lecture, DDT has failed to combat disease-canying mosquitoes. However, the
reading states that DDT has effectively combated diseases in the past.

~Step

A. Changing Keywords
Below are four incomplete paraphrases of key information from the reading passage and the
lecture. Fill in the missing parts with words or phrases from the box. These words and phrases
are synonyms or are similar in meaning to the actual words used in the reading passage and
lecture.
1. found I studied I denied I advantages I benefits
2. damage I danger I harm I is I with I may
3. allows I responds I says I help I suppose I advance
4. fight I enable I breed I quickly I efficiently I successfully
1. Though the reading says that scientists _ _ _ _ _ that DDT did more harm than good,

the lecture argues that DDT is not as bad as s6me people believe, and it has many
2. The reading says that DDT is a

says that DDT

to the environment. On the other hand, the lecture

, in some cases, benefit the environment.

[(
3. While the reading _ _ _ _ _ that DDT can endanger the health of humans, the lecture argues
that DDT can

human health.

4. According to the reading, DDT has failed to _ _ _ _ _ disease-carrying mosquitoes. However,

the lecture states that DDT has
combated diseases in
the past.

If

B. Changing Sentence Structure

Complete the following paraphrases of the sentences from part A above.

1. According to the reading, scientists _ _ _ _ _ _ _ _ _ _ _ did more harm than good.

However, the lecture
not as bad as some people believe.

and is

1.

'

G'l

2. While _ _ _ _ _ _ _ _ _ _ _ that DDTisadangertotheenvironment, _ _ _ _ __

_ _ _ _ _ that DDT may, in some cases, benefit the environment.

3. While the reading says that _ _ _ _ _ _ _ _ _ _ _ can be endangered by DDT, the

lecture argues that DDT can really benefit human health.

4.

says that DDT has failed to fight disease-carrying mosquitoes.

ijjowever, according to the lecture,
combated diseases in'!the past.

st~p 6
Read the following sentences taken from the reading and the lecture. Create new sentences by
combining the ideas in each pair of sentences.

1.

a. DDT is, for example, a major factor in the decline of the bald eagle.
b. Insect-born diseases have been known to wipe out huge populations of species.

2.

a. The effects of DDT consumption were found to be so severe that the United States eventually
banned the chemical.
b. Such diseases have far more devastating effects on human health than DDT ever had.

Paraphrasing 477 -~.j

--~--

-,;:- __