Text-to-Speech

Text-to-Speech

Students: Please see this website so we can practice using it. RJ

Dear Students:

Today we had an interesting class of interpretation practice, translation, the red secular dust of the earthly world, and the basics of etymology (submit). We also discussed Randall's Cyber Listening Lab and Drew's script-o-rama.com.

HOMEWORK:
1) Prepare for next week's Video-taped Presentations. You will work with a partner and interpret consecutively in Mandarin and English. Each session (you and your partner will do ONE session) should last about 3-4 minutes. Please choose a topic that is related to NDHU and preferably around the Liberal Arts Building.

2) If you didn't post your homework on the blog for last week, please do so. Just don't post it on the same one as the others from last week or I won't know which one is yours.

3) Please read Chapter One over and tell me if you are missing any pages.

"Essay Writing Tips for the TOEFL Test"

Free English Newsletters:

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The Test of Written English® (TWE) is an essay test that gives you an opportunity to demonstrate your skill at performing academic writing tasks similar to those required of students in North American universities. This includes the ability to generate and organize ideas on paper, to support those ideas with examples or evidence, and to compose in standard written English a response to an essay question. Because the TWE® is intended to measure composition skills rather than reading comprehension skills, topics are brief and easy to read. They are not based on other reading material.

When you take the TWE® test, you will be given one topic on which to write an essay. TWE® topics are designed to be fair and appropriate for international students and require no specialized knowledge of any given subject matter.

After administration of a test, the essays are read by qualified markers who assign scores based on a six-point scale. The TWE® score is not incorporated into your total TOEFL® score. Instead, a separate TWE® score is reported on the TOEFL® score report.

This newsletter includes the following:

Types of essay test questions
Working within time limits
Parts of the Essay

~ Introduction
~ Body
~ Conclusion

Types of essay test questions:

In general, there are three types of essay test questions on the TOEFL®:

Type 1 - Agree or disagree with a statement

This type of question will ask you to read a statement and decide whether you agree or disagree with it.

EXAMPLE: Do you agree or disagree with this statement?

Subjects such as art, music, and drama should be a part of every child’s education.

Use specific reasons and examples to support your opinion.

Type 2- Defend an opinion

In this type of essay question you will be presented with two points of view of a particular topic and be asked to choose one side to support.

EXAMPLE: Some people think that the family is the most important influence on young adults. Other people think that friends are the most important influence. Which view do you agree with? Use examples to support your position.

Type 3- Explain the importance of a development, invention, or phenomenon.

In this type of essay question you have to explain the reasons for or causes of something. You may also have to describe its qualities.

EXAMPLE: What is the most important product or resource in your country? Why is it important? Use specific reasons and details to support your answer.

Time Limit:

You have 30 minutes to write the essay, and this is a major problem for many test-takers; they simply run out of time before the essay is completed and/or proofread. Use those 30 minutes wisely! A good plan is to use your time like this:

Prewriting: 3-5 minutes. This includes reading the question and knowing what you are to do, organizing your ideas, and writing a simple outline.

Writing the essay: 20 minutes. In each essay, there should be an introduction (4-6 sentences) with a thesis statement, a body (two to four paragraphs), and a conclusion (4-5 sentences).

Editing: 5 minutes. Use the final 5 minutes to check your spelling, punctuation, grammar, and word choice.

Parts of the Essay

Introduction:
The introduction should start on a general level with brief lead-in statements and gradually focus in on the specific topic of the essay. Think of it as an inverted triangle, with general statements at the beginning and more specific statements at the end. In the introduction, the reader should find the main idea of the essay expressed in the thesis statement. The reader should be able to tell what specific points about the main idea will be discussed and in what order they will be developed. The lead-in statements could (1) make a striking assertion, (2) use a split anecdote (a story that is begun in the introduction and is finished in the conclusion), (3) use an interesting detail, statistic, or quotation, or (4) ask a provocative question. The introduction should make the reader want to continue reading.

Remember:
i) Start with a general overview of topic and lead-in statements
ii) Finish with a thesis statement (which includes points of argument)

Body:
The body is the 'heart' of your essay. It will support the views you stated in your thesis statement. A good TOEFL® essay will have two or three (sometimes even four) well-written paragraphs in the body. Each body paragraph should provide clear examples to support your thesis statement. Be sure to use transition words and phrases such as on the one hand/other hand, however, although, in contrast, first, in addition, finally, and so on.

Each body paragraph should begin with a topic sentence. This topic sentence should be a major point of argument that supports the thesis statement. Primary support sentences are general statements that support the topic sentence. The secondary support sentences, that support the primary support sentences, provide specific details, quotes, statistics, or real-life examples. Each paragraph should end with a concluding sentence that briefly summarizes the ideas presented in the paragraph. Here is an outline:

Body Paragraph 1 (develops first point of argument)
Topic sentence
Primary Support
Secondary Support
Primary Support
Secondary Support
Primary Support
Secondary Support

Body Paragraph 2 (develops second point of argument)
Topic sentence
Primary Support
Secondary Support
Primary Support
Secondary Support
Primary Support
Secondary Support

Body Paragraph 3 (develops third point of argument)
Topic sentence
Primary Support
Secondary Support
Primary Support
Secondary Support
Primary Support
Secondary Support

Conclusion:
The structure of the concluding paragraph can be thought of as a regular triangle with specific statements at the beginning and more general statements at the end. Thus, the beginning should include a summary statement that recaps the thesis, a sentence that restates the major points of argument, and a wrap-up statement. The conclusion could also contain the end of a split anecdote that would finish the story begun in the introduction. The wrap-up statement could contain insights of the essay writer, encourage the reader to take action, emphasize the importance of one of the points of argument, or create a solid sense of finality.

Remember:
i) Start with specific statements (summary/paraphrase of thesis statement)
ii) Conclude with more general wrap-up statement(s)

Additional comments:
Read the essay question carefully, and do exactly what the question asks you to do. Don't go off-topic (i.e.: write about something not related to the question)! If you practice a lot and follow the above advice carefully, you'll have a much better chance of writing a good essay.

Good luck!

Please listen in as RJ interviews a former student, Student I, about her experience in the class. Hear the newest, the truth, the unexpected!
RJ

OOPS! A STUDENT CALLS JUST AS RJ IS PREPARING TO RECORD A MESSAGE! LET"S LISTEN IN...

TEN EXAMPLES OF THE THREE QUESTIONS YOU WILL MAKE FOR HOMEWORK

Students: Please listen to RJ's comments ABOVE that describe the assignment!
Thanks and good luck!

RJ==================================================================

1)
W: Steven, did you see that?
M: See what? What now?
W: That shadow over there in the corner over your shoulder. It’s moving again.
M: Oh come on Melinda! Is this another one of your shenanigans?
W: No, this time there really is something in the corner moving towards us.
M: Yeah right!
Question: What can we infer about Steven?

A. He believes Melinda.
B. He knows Melinda has a sixth-sense.
C. He is terrified of the shadow in the corner.
D. He is incredulous about Melinda's statement.

=============================================================================

2.
W: Wow, your paper is really impressive, indeed. I mean you’ve copy others’ work like a real professional. Tommy, if you want credit for this course, you’ll need to submit another draft by the next class period. Or, do…
M: But professor, I spend several hours revising this draft and proofing my errors. This is my best work. My original work.
W: I can see that you did spend some time on the paper. In fact, you’ve done a great job of copying other’s work without giving them credit. As a professor, I take issue with these obviously plagiarized citations. I mean you’ve done a professional copy job here!

Question: How does the professor reaction to the man’s paper?

A. She considers the paper to be professional quality.
B. She is offended by his behavior.
C. She is impressed by his work.
D. She is eager to read more of his papers.
=================================================================================

3.
M: So do you think Billy will hit it off with the new manager?
W: Well, funny you should ask me that. I was just wondering the exact same thing. To be honest, I don’t think much of the new manager. He’s always on edge about something.
M: That’s why I think he and Billy should be like peas in a pod.
W: You think so?
M: Sure, birds of a feather flock together.

Question: What can we infer about Billy’s personality?

A. He is arrogant.
B. He is patient and forgiving.
C. He is quick tempered.
D. He is surreptitious.

============================================================================

4.
M: Hey, Mildred, what did you think of Titanic?
W: Titanic? You mean the movie? Oh I love those Hollywood movies in which a poor street rat meets a wealthy princess rich girl and, contrary to everything we know about social distance and class-related relationship boundaries, they fall in love in a matter of minutes. What a great, great story!
M: So. What you mean is that you liked it?

Question: Judging from the conversation, how will the woman probably respond.

A. Yes. It was my favorite movie.
B. No. I am not interested in impossible love stories.
C. Of course. If we can find the DVD, let’s go watch it again.
D. I’m not sure. I have not made up my mind yet.
==========================================================================

5.
(M) Alec de Luc often said that taking a meal without wine was like hosting a wedding without the bride. De Luc was obviously talking about the great wines of France. But strangely enough almost all of the countries of Europe, with the exception of England, whose acidic soil, torrential rainfall, and constantly overcast climate make it a place unfavorable for the cultivation of grapes of the caliber required for good wine, have produced wine that is arguably as good or better than that of France.

Question: According to this talk, which of the following does not account for the lack of wine production in England?

A. Heavy rainfall.
B. Acid rain.
C. Soil
D. Clouds
================================================================================

6.
(W) One of the unusual aspects of experiencing earthquakes in Taiwan is the fact that if you are in a building you often hear the tremor more than you feel it. Most non-natives of Taiwan report the utter thrill they feel when the entire room begins to shift and the walls suddenly seem alive and breathing. Last week in Hualien, we had such a strong earthquake that my coffee cup almost crashed to the floor. It would have been a serious loss, too, especially considering the cost of a good cup of java in Taiwan.

Question: Judging from the statement, which of the following words would describe the woman’s attitudes towards earthquakes?

A. Terrified.
B. Amused.
C. Flabbergasted.
D. Alarmed.
=================================================================================

7.
(M) Did you know that whales and dolphins are mammals like you and me? Both species are said to be the ancestors of a now extinct dinosaur fish-like creature that once roamed the seas in search of prey. And what is more interesting is that whales and dolphins were probably first land animals who, over many, many years, lost their legs to fin. Perhaps this explains precisely why whales and dolphins move their torso vertically up and down while swimming, which is in direct opposition the swimming motions made by non-mammal sea animals.

Question: What does the speaker imply about how non-mammal sea animals swim?

A. They move their bodies up and down to swim.
B. They use horizontal body movements to swim.
C. They exert force first upwards and then downwards to swim.
D. They swim in a series of haphazard, random motions.
==================================================================================

8.
(M) And probably the greatest aspect of the new KIA Euro Star, one of Taiwan’s newest and most highly sought after automotive imports, is the fact that it has been crafted with the passengers’ safety in mind. First of all, the front grill is shorn of a single beam of double threaded metal steel allow that not only absorbs impact but also prevents itself from breaking into small sharp metal shards at the point of impact. Having discussed the front bumper, let’s continue our discussion now by mentioning the Euro Star’s key back-bumper safety feature, the way in which triple stranded polyurethane fibers have been interwoven with airplane aluminum to absorb shock and lessen the danger to the occupants.
Question: According to the talk, what makes the car so safe?

A. Its aerodynamic design and streamlined body.
B. Internal safety features like air cushions and crumple zones.
C. The fact that it contains airplane aluminum.
D. The material of which it is made.

===============================================================================

9.
M: So, Betsy, tell me about how it felt to fly after 9-11?
W: Well, first you went to the airport and saw ambulances and soldiers. Then, after waiting in line for several hours, you would go though several security checkpoints. Finally, you would get on the plane and hear a lecture from the flight attendants about airline safety.
M: So it was pretty exhausting, huh?
W: Yes, but better safe than sorry.
Question: How does the woman probably feel about air travel after 9-11?

A. Infuriated by the tedious safety procedures.
B. Indignant and annoyed.
C. Accusative and vengeful.
D. Complacent and accepting.

=======================================================================

10.
(M) Last month’s performance of “The Last Passion of Christ” was probably the most mediocre play that I have ever seen. Directed by Steven Giles, the former pop music star and singer, there seemed to be a heavenly host of non-stop flaws, mistakes, and, well, just overall below acting. Of course, had the troupe elected to do something to decorate the stage, perhaps the show would not have been so mind-numbing and monotonous.
Question: What word best describes the speaker's attitude towards this production?

A. Unfettered praise.
B. Adulation.
C. Negative.
D. Congratulatory.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

ANSWERS:
1. B
2. D
3. C
4. B
5. B
6. B
7. B
8. D
9. D
10.C
===============================================================================

Please listen to RJ's initial introduction to this course. Just click here ...

ABC Asia Pacific - Nexus - English Bites - BMX Dangers

ABC Asia Pacific - Nexus - English Bites - BMX Dangers: "DR CHRIS KIRBY: In the last year or so at the Children's, we've seen a series of children actually have the handlebar penetrate the abdominal wall and do major, serious, life-threatening injuries to the intestine and blood vessels.

NICOLE ELY: 12-year-old Jordan Day is just one example of the sort of patient Dr Kirby is starting to come across.

Eight weeks ago, the dedicated BMX fan was riding his beloved bike in a park near his house.

JORDAN DAY: Got lots of air, came down about here, and probably landed about here, and fell off my bike and slid down the hill to about here, and I was just laying down with my arms up and my stomach open.

PAT DAY, JORDAN'S MOTHER: So I raced down here to the park assuming that Jordan had perhaps badly grazed his knee, and found that Jordan was laying on the ground with a severe stomach injury with about a quarter of his large intestine exposed."

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