The Reading-Listening-Writing Integrated Task Introduction The article discusses the topic of [name the topic], and bases

its argument on the fact that [describe the topic]. The professor discusses articles theory/argument and casts doubts on its validity. First paragraph First, the reading passage states that [x]. In contrast, the professor provides information that [y]. ence, he/she casts doubts on the idea that [not x]. Second paragraph !econd, the article pushes forth the idea that [x]. o"ever, the spea#er contradicts the idea by [y]. $onse%uently, "e can argue that indeed [not x]. Third paragraph Finally, the professor mentions that [x]. contradicts the claim as [y]. o"ever, the lecturer again

Conclusion In summary, the points made in the lecture contrast "ith the reading. The professor demonstrates that [point made]. Therefore "e can say that the passage fails to describe [main topic].

Independent Writing Task Introduction !ome people thin# that [opinion&]. 'thers thin# that [opinion(]. The issue is a controversial one, but in my opinion a closer examination reveals that [ta#e position] for several reasons. I "ill explain my position providing examples to support my point of vie". First paragraph 'ne reason is [reason &]. For example, [example &]. $learly, [restate position]. Second paragraph )nother reason is [reason (]. To illustrate this point, I can "rite about ho" [example (]. Therefore, [restate position]. Third paragraph 'n the other hand, some may argue that [reason other opinion]. For example [examplex other opinion]. o"ever, [cast doubt other opinion]. Conclusion In summary, "hile there are arguments to be made for both sides, it is clear that it is better to [opinion&/opinion(], because all the reasons mentioned above.

TEMPLATES The Reading-Listening-Writing Integrated Task Introduction The article discusses the topic of [name the topic], and bases its argument on the fact that [describe the topic]. The professor discusses articles theory/argument and casts doubts on its validity. First paragraph First, the reading passage states that [x]. In contrast, the professor provides information that [y]. ence, he/she casts doubts on the idea that [not x]. Second paragraph !econd, the article pushes forth the idea that [x]. o"ever, the spea#er contradicts the idea by [y]. $onse%uently, "e can argue that indeed [not x]. Third paragraph

Finally, the professor mentions that [x]. the claim as [y]. Conclusion

o"ever, the lecturer again contradicts

In summary, the points made in the lecture contrast "ith the reading. The professor demonstrates that [point made]. Therefore "e can say that the passage fails to describe [main topic]. Independent Writing Task Introduction !ome people thin# that [opinion&]. 'thers thin# that [opinion(]. The issue is a controversial one, but in my opinion a closer examination reveals that [ta#e position] for several reasons. I "ill explain my position providing examples to support my point of vie". First paragraph 'ne reason is [reason &]. For example, [example &]. $learly, [restate position]. Second paragraph )nother reason is [reason (]. To illustrate this point, I can "rite about ho" [example (]. Therefore, [restate position]. Third paragraph 'n the other hand, some may argue that [reason other opinion]. For example [other opinion]. o"ever, [cast doubt other opinion]. Conclusion In summary, "hile there are arguments to be made for both sides, it is clear that it is better to [opinion&/opinion(], because all the reasons mentioned above.