PART A.

INDEPENDENT TASK
TOEFL iBT 4 major types of essay: agreement, preference, detail, and assumption

Type 1. AGREEMENT
Introduction
Option 1: When the question/issue of is brought into view, opinions vary/public
opinions vary. Some people say that + (the side of argument you disagree with).
However, other people, myself included believe that (+ the side of argument you
support).
Option 2: has become a much debated issue nowadays. Some people claim
that..while their opponents suggest. I, personally, find myself agree with the former/
latter view for.. reasons.
Option 3: Nowadays ..has become.A sizable percentage of people argue
that..Others, in contrast, claim that.From my viewpoint,, for the following
reasons.
Body
Paragraph 1: First and foremost/ First/ Firstly/ The first reason why (your choice) is
better is.. For example, .. Because (detail about reason 1), I think that (your
choice) is superior to (the other option).
Paragraph 2: Secondly, . To make it clear, Based on.., (your choice) is better
than (the other option).
Paragraph 3: Finally, I believe (your choice) is better because (reason 3). For
instance..
Refutation: The opponents of this idea might claim that.. However, there is nothing
further than the truth than this/ Nevertheless, this is only true in one respect/ Although
this is undeniably true, (your choice) would bring about more benefits. For example,

Conclusion
Ultimately, I find myself definitely agree with those who assert thatThis is
because

Type 2. PREFERENCE
*** Structures to state preference:
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Prefer noun to noun

E.g. Harry prefers homemade foods to ready-made ones.

Prefer to infinitive rather than to infinitive

E.g. They prefer to pain outdoors rather than to pain indoors.

Would rather verb than verb

E.g. I would rather set the table than wash the dishes.

Have a preference for noun rather than noun

E.g. My family had a preference for meat rather than vegetable.

V-ing is preferable to V-ing

E.g. Using credit cards is preferable to using cash for me.

It is preferable for sb to infinitive

E.g. It is preferable for the workers to use the company cafeteria.

Introduction
Option 1: Whether to V or to V is a question of much controversy. Some people believe
that (the choice you dont choose) is better, while others would love to (your choice).
Personally, I have a preference for (your choice) because
Option 2: When it comes to N/ V-ing, opinions vary greatly. Some people prefer .
However, some other people, myself included believe that.is better because.
Body
Paragraph 1: First and foremost, is preferable as ..A good example is..
Paragraph 2: Adding to that, its advantages inalso makes.a better choice. This
could be illustrated by.
Paragraph 3: Last but not least, .also proves..to be better. For example,.
Conclusion
In summary, ..

Type 3. DETAIL (Similar to the structure of an argument or preference essay.)

Type 4. ASSUMPTION
Introduction
Option 1: Suppose that everyone of us could have a chance to.., I believe there
would be countless different choices. Some people might want to..or. Personally, if
I could ., I would .. There are .reasons leading to this:

Option 2: When we imagine + V-ing, there is a seemingly endless list of choices. A

great number of people would.while others might want to. If I could.., I would..
Body
Paragraph 1: The first reason isA good example is..
Paragraph 2: Another reason isThis can be well illustrated by..
Paragraph 3: The final reason is..For instance,..
Conclusion
In brief, I would choose to.. if I. This can be traced to .main reasons: .

PART B. INTEGRATED TASK

Type 1. CHALLENGING

Challenge (v)

E.g. The lecture challenges the readings claim that winds are beneficial as we can
breathe fresh air provided by them.

Refute (v)

E.g. The lecture presents the negative sides of growing pet tarantulas, refuting the
readings general claim that tarantulas provide great learning opportunities.

cast doubt on

E.g. The professor says ring tones can be annoying in public places. It casts doubt on
the claim presented in the reading that ring tones are fun and entertaining.

question (v)

E.g. The professor asserts that sunlight does us more good than harm, which
questions the harmful effects of sunlight mentioned in the reading.

Confront (v)

E.g. The lecture says parents should be careful about their childrens early language
education. This confronts the readings claim that the earlier children start learning a
foreign language, the better.

run against

E.g. The professor mentions that only a couple of clinical cases have been reported on
the light therapy. This runs against the readings idea that light therapy is the best
treatment for depression.
TEMPLATE
The lecture presents., refuting the readings general claim that

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First, the professor talks about (ideas from the lecture).This confronts the readings
claim that (ideas from the reading).
Besides that, the professor challenges the readings idea that (ideas from the reading)
He/she asserts that (ideas from the lecture).
Finally, the professor says (ideas from the lecture). This casts doubt on the reading,
which says that (ideas from the reading).

Type 2. SUPPORTING

Back up

Give credence to

Support

Give support to

Bolster

Lend some detailed support to

TEMPLATE
Introduction
Option 1: Both the lecture and the reading talk about.
Option 2: The lecture discusses ..to back up the readings ideas about..
Option 3: The lecture talks about.to give support to the readings discussions of.
Body
Paragraph 1: First, the professor says that (ideas from the lecture). According to the
professor, (detail from the lecture). This bolsters the readings claim that (ideas from the
reading).
Paragraph 2: Second, the professor points out that (ideas from the lecture).This gives
credence to the readings idea that (ideas from the reading).
Paragraph 3: Finally, the professor states that (ideas from the lecture). This lends some
detailed support to the readings claim that (ideas from the reading).
Type 3. PROBLEM-SOLUTION

Suggest

Advise

Propose

Address

Recommend

As a solution

TEMPLATE
The reading talks about and the lecture suggests that..
First, the reading mentions (ideas from the reading). As a solution, the professor
mentions (ideas from the lecture).
Furthermore, the reading claims that (ideas from the reading). To address this
problem, the professor proposes that (ideas from the lecture).

Lastly, the reading says (ideas from the reading). To solve this problem, the lecture
recommends that (ideas from the lecture).

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