TOEFL IBT WRITING

Integrated TOEFL
Doi voi dang nay can luu y nhung dieu sau:
No comment
No I !e us
No co"y
No your #D$% #D&
'onclusion (o"tional)
Dang *: +eu cau so sanh diem ,hac -iet giua
listening and reading Tense chia theo -ai reading
Tem"late: In the sets o. material -oth the listening
and the reading .ocus on # -ut the listening casts
dou-t on the reading at / main "oints ( thuong la 0
"oints)
#t the .irst "oint -oth/11( neu ra van de ca hai -ai
huong den) !hile//1 ( cung mot van de nhung lai
co y ,ien ,hac nhau)
#t the second and third "oint cung tuong tu
E2am"le : De cac -an easy hieu minh &d * "assage:
In the sets o. material -oth the listening and the
reading .ocus on the "ath !hich the 3nited 4tates
should ta,e in its very -eginning to ta,e sha"e -ut the
listening casts dou-t on the reading at t!o "oints:
At the first point, both the reading and the listening
showed much concern about 3145s economic system
-ut they had totally different opinions1 $e..erson held
his strong -elie. in //1 6o!ever 6amilton
disagreed !ith this suggestion//
#t the second "oint -oth o. read and list argued
a-out "olitical as"ect -ut they !ere on di..erent
sides1 ///11
Dang 7: Bai reading neu mot van de hay * de.inition
va listening neu e2am"le de e2"lain1 Tense chia doan
nao theo doan do reading theo reading listening theo
list
In the sets o. material !hile the reading "rovides /1
The listening gives an e2am"le o. /1 To su""ort%
e2"lain .or the issues o. the reading1
In the reading /1 is discussed
In the listening the lecturer tal,s a-out//1
NOTE: co the dung ca &ad8 adv trong -ai nghe dua
vao -ai essay
Dung &N trong reading de "ara"hrase
INDE9ENDENT E44#+
0 dang hay ga" : do u agree: !hich "re.er
!hat%!hy%ho!:
Introductory "aragra"h: doan mo -ai gom ;
cau
*1 Introduce the to"ic
71 General -ac,ground in.ormation < 0 narro! the
to"ic (hai cau nay go" lam *)
;1 List the su- to"ic
'au * :!ays to introduce the to"ic
*1 =an,ind has "aid great attention to #
71 There has a""eared% e2isted < endless discussion
over #
'ontroversy over #
De-ate on #
71 # has < attracted% dra!n< much social concern

01 # has al!ays -een a hotly> de-ated to"ic
;1 Wh/1 To do 4T has caused a ?uestion .or
discussion
@1 Whether 4<& have caused//1
A1 # has attracted much man,indBs attention
E2am"le: >!hether children should do morning
e2ercise or not has greatly attracted much social
concern1
>The !ay to !or, e..iciently has al!ays -een a hotly>
de-ated issue1
'au 7< 0 the !ays to give -ac, ground
in.ormation
0 dang: do u agree: !hich "re.er: What %
!hy ho! =oi dang co cach give -ac,
ground rieng
1 What why- how: ( Voi dang nay chu ngu thuong la
people)
a> "eo"le are trying to .igure out% .ind out the real
causes
-> =any reasons% various%numerous reasons have
-een introduced% "resented%
c> There a""ear numerous reasons e2"laining .or
this "henomenon1
d> This "henomenon is resulted .rom numerous
reasons1
e> This "henomenon leads to numerous
conse?uences (luu y cai nay dung ,hi de -ai hoi ve
conse?uences &d : "overty creates conse?uences1
What:)
E2am"le: Why "eo"le should !ear .ashiona-le
clothes has caused a ?uestion .or discussion1 There
a""ear numerous reasons e2"laining .or this
"henomenon1
! Which prefer" (#hong dung li#e- want- prefer-
choose)
To -e in .avor o.
4ho! great interest in
4ho! strong -elieve in advantage o.
To -e mad on%at
To -e craCy a-out
To .ind # more -ene.icial% a great marvel%a great
miracle%a great !onder1
6oac : D "eo"le have D reasons .or their choice
-et!een # and B
E2am"le: Being a leader or mem-er:
There has a""eared endless discussion over the
social "osition1 4ome "eo"le are craCy a-out -eing
a leader !hile others .ind -eing a mem-er a great
marvel1
$%! &o u agree"
Tend E tendency
9ro"ose>"ro"osal
Decide>decision
#rgue>argument
Believe>-elie.
4tate >statement
Doi voi dang nay minh viet luon cau so ; (list the sub
topic) de cac -an de hieu1
'emplate cau ( cua dang nay: "ersonally% .rom my
"oint o. vie!% as .ar as I ,no!% as .ar as I am
concerned < I strongly% de.initely%
certainly%totally%a-solutely < agree%disagree !ith
hoac a""rove % disa""rove o. hoac o""ose%su""ort1 <
Ns (tendency% "ro"osal% argument% -elie.% decision)
E2am"le: Tourism should -e develo"ed do u agree:
Tourism has al!ays -een a hotly>de-ated to"ic1
=any "eo"le "ro"ose% -elieve % state that tourism
should -e !iden1 9ersonally I strongly agree !ith
that "ro"osal%-elie.%statement1
'au ;: Ways to list su- to"ic: doi voi cau ;
nay moi dang cung co mot cach viet rieng


1! What)why)how:
Ad*: critically dee"ly thoroughly clearly1
V: analyCe discuss "resent demonstrate revie!
loo, into% indicate re.lect1
Ad+ : main ma8or ty"ical certain de.inite1
,s: reasons causes

'o ; cach viet:
a> =y !riting% my essay% my "a"er !ill #dv < & the
#d8 < Ns
-> =y !riting aims at #dv < &ing < the < #d8 <Ns
c> The "ur"ose o. my !riting is to #dv < & < the <
#d8 < Ns1
d> 'ertain reasons !ill -e #dv < & (ii) in this "iece o.
!riting1
E2am"le: Why "eo"le should !ear .ashiona-le
clothes has caused a ?uestion .or discussion1 =any
reasons have -een "resented1 =y !riting !ill dee"ly
analyCe ma8or reasons1
D E2am"le: 9overty creates conse?uences1 What:
9overty has attracted much social concern1 There
a""ear various conse?uences that this "henomenon
has leaded to1 The "ur"ose o. my !riting is to
critically analyCe those1
- Which prefer:
9ersonally% .rom my "ers"ective% as .ar as I ,no!% as
.ar as I am concerned the .ormer % the later is my
great choice
6O#': I .ind the .ormer % the latter "re.era-le1
6O#' I am in .avor o.% sho! great interest in% hold
strong -elieve in advantages o. the latter% the .ormer1
E2am"le: There has a""eared endless discussion over
social "osition1 4ome "eo"le are craCy a-out -eing a
leader !hile others are in .avor o. -eing a mem-er1
9ersonally the latter is my great choice1 ( y noi thich
la mem-er)
0> Do u agree Da viet o tren

'ON'L3DING 9#R#GR#96 ( doan ,et
-ai)
In short % in summary % in a !ord% in conclusion% all
in all% to sum u"% in conclude1 < sum up (restate
discussion> 2em cau cuoi mo -ai) < e-press yours
(comment suggestion advice)
Ways to sum u"
*1 In short .or all mentioned a-ove 4 < adv< &
( 2em cau cuoi mo -ai)
71 In short not only #B -ut also ' are
<convincing%"ersuasive < reasons % methods .or
my o"inion% agreement "re.erence1
01 By &>ing &>ing &ing 4< #dv<&
;1 In short # B ' greatly convince me .or my
choice
Ways to e2"ress yours
I strongly -elieve% suggest% recommend% advise
<that < 4 ( chF ngG "han mo -ai) < should <
consider my analysis% discussion% e2"lanation (
./01 ta#e my analysis) discussion) e-planation
into consideration) < to ado"t "ro"er guidelines%
"olicies on st%ho! to do ( ./01 to ma#e a wise
choice)
E2am"le: In short "o"ulariCing one country5s
image su""orting the economy and !idening the
domestic mar,et are the e..ective -ene.its o.
e2"anding tourism1 I strongly -elieve that the
government should consider my analysis to ado"t
"ro"er "olicies to develo" their countryBs tourism1

BR#IN4TOR= (0 minutes)
(.oc cach brainstorm *a name group truoc #hi
chuyen sang template cua phan than bai)
4te"s to -rainstorm .or an essay:
*1 Ta,e a side ( agree or not) de"end on
-ac,ground not on ho--y%interest
71 Raise a ?uestion
9ersonal s"eci.ic (vd : !hy children should do
e2ercise: Ban se dat cau hoi thanh !hy my sister
should do e2ercise: Nghia la -an huong toi mot
doi tuong cu the gan gui voi ca nhan -an de
easy to get ans!ers)

01 List the ans!ers ( ,hoang H ans!ers )
;1 Grou" the ans!ers
@1 Name the grou" ( "arallel noun "hrase)
2-ample 1: Why "eo"le !ant to live long:
#gree> why should 3 li*e a long"
a> see grandchildren >*
-> hel" their children >*
c> en8oy li.e >7
d> Try ne! things >7
e> Devote to li.e >0
4roup -1: see grandchildren hel" their children
,ame of the group: .amily attachment
4roup-: en8oy li.e try ne! things
,ame of the group: "ersonal en8oyment

4roup %: social de*otion
Them 7 vd minh hoa cho names o. the grou"s hay
chinh la main ideas cua -ai:
Famous athletes can earn -illion I a year1 Do you
thin, they deserve such high income:
#gree:
*1 $o- re?uirement
> "ractice a lot !or, hard
> Talent
71 'ountry contri-ution
> Bring honor to country
01 9ersonal sacri.ice
> get trauma "ressure (lose% !in)
> 9ersonal li.e goes "u-lic1
Enter university as soon as "ossi-le or ta,e ga"
year:
Ta,e ga" year:
*1 9ersonal re.reshment% "ersonal en8oyment
> rela2 travel
71 4ocial contri-ution
> Ta,e volunteer !or,
01 =a8or "re"aration
> Learning a-out college and its course
> Figure out .avorite 8o-s
;1 Financial "re"aration
> earning money .or attending college

=#IN IDE#4
5inh liet #e nhung main ideas (names of the
groups) 'heo tung field:
*1 4T3D+
a1 Grou" !or,:
> Jno!ledge e2change
> Friendshi" enhancement
> 4"iritual rela2ation
> Future "re"aration
-1 !hat ma,e a good teacher :
> Good academic ,no!ledge:
> Teaching method
> 6igh res"onsi-ility
c1 6el" .reshmen:
> 9roviding .ull course orientation1
> creating .or studentBs interaction
> O..ering more .inancial aid
d1 Enter 3ni% ta,e ga" year:
> 9ersonal en8oyment
> 4ocial contri-ution
> =a8or "re"aration
e1 Other:
> Team !or, s,ills
> Res"onsi-ility
> 4ocial status% "osition1
,/'2: doi *oi linh *uc study hay gap nhung main
ideas (names of groups)sau:
Future "re"aration (high "aid 8o- social status s,ills)
Jno!ledge enhancement ,no!ledge accumulation
study e..iciency s,ills enhancement (time
management s,ill communication s,ill/)
Full develo"ment com"rehensive develo"ment ("hat
trien ca s,ill academic art e2"erience)
4el. assessment talent e2"lorer% talent e2"osure sel.
challenge1
'areer% ma8or%course < orientation1
4chool image
71 FIN#N'E:
a! 6and made% machine "roducts: ( machine "roduct
is ans!er)
> "ersonal en8oyment ( convenient time
saving to do other !or,s)
> Economic stimulation% "romotion% gro!th
b! Long li.e !or,er% seasonal !or,ers: ( hiring long
li.e !or,er is ans!er)
> Financial saving ( money to train )
> Wor,ing e..iciency ( e2"erience
,no!ledge !or, security)
> 'om"any 5s interaction ( .amiliar !ith
com"anyBs manner relationshi")
c! /thers: ( names of groups .ay gap 6)
Financial saving !ise invest economic% glo-al
crisis social% economic sustaina-ility .ood%8o-
su""ly
01 9OLITI'4% 4O'IET+: 'ac main ideas ( names
o. the grou"s)
Environmental damage% destruction
Natural damage%destruction
4ocial disorder social devotion social trend social
contri-ution social security
'ultural e2change cultural erosion cultural
destruction
'ountry image country erosion glo-al integration
#!areness im"rovement ( tiet ,iem ,o vut ac -ua
-ai/)
;1 4ELF F#=IL+ REL#TION46I9
Family attachment .amilyBs su""ort .amily trend

9ersonal en8oyment ( lin, to viec thoa man so thich
ca nhan) "ersonal re.reshment1

Relationshi" enhancement communication
destruction (Television com"uter11)

4el.>sacri.ice "ersonal sa.ety sel.> challenge
sel. assessment1
6ealth colla"se health damage health
im"rovement1
,/'2: ban co the tu dat them nhung names of the
groups #hac

9#R#GR#96 (*7K !ords)
TE=9L#TE: 9han than -ai thuong gom 0 doan
*1 First and .oremost
In the .irst "lace < to"ic sentence <
#t the *
st
analysis
Initially
Lin,ing !ord * 0>; sentences
Lin,ing !ord 7 0>; sentences
4um u" * sentence
71 In the second "lace
4econd o. all < to"ic sentence
#t the second analysis
Furthermore

Lin,ing !ord* 0>; sentences
Lin,ing !ord7 0>; sentence
4um u" * sentence
01 Lastly .inally last -ut not at least < tuong tu nhu 7
doan tren

Ways to write topic sentence
What I "ut on my "riority is # (name o. the grou"
main idea) cau nay chi danh lam to"ic sentence cho
doan *
# hold no less im"ortant role % im"ortance in/1 cau
nay chi dung lam to"ic sentence cho doan 7 or 0
# dra!s much o. my consideration%attention
# "lay an integral%vital%essential "art in /
What convinces me is #

LINJING WORD *
It can not -e denied that/
The .act is that/11
It is !ell noted that/1
It is common ,no!ledge that/1
It is !idely ,no!n that /1
O-viously/1% it is o-vious that/1
It is a""arent that//1
Needless to say/11
It is clearly seen that/11
LINJING WORD 7
9O4ITI&E: =ore interestingly/
=ore im"ortantly/
=ore nota-ly /1
=ore remar,a-ly/
Besides% moreover% .urthermore1
Negative: more seriously/1
=ore dangerously//
43= 39 ( cau chot cuoi moi
doan)
Without dou-t% -eyond any dou-t% -y and large%
indeed < *sentence

What a%an ad8 NL
6o! ad8 N is %are

E2am"le: lay mau * doan de hieu ve tem"late
3nitially, what 3 put in my priority is the future
preparation 1 3t is apparent that !hen -eing urged to
do house !or, children are sure to -e less laCy1 Their
-odies are made to move and their -rains are made to
!or,1 That is -ene.icial .or them to train themselves
to -e more active and .le2i-le1 5ore notably
re?uiring children to do house !or, creates them a
golden chance to -e inde"endent1 Through house
!or, children are -ound to learn a-out -asic
Things needed .or their li.e and can do them alone
!ithout "arentsB hel"1 3n deed, house !or, is the -est
!ay .or children to "re"are themselves .or their
.uture lives1
GR#==#R I443E4
Tong ho" ngu "ha" cac structure co the dung de lam
-ai viet da dang chat che
Trong -ai viet hay dung McanBB de tranh la" co the
thay the can -ang cac structure:
*1 '#N N to -e certain to do st
To -e -ound to do st
To -e li,ely to do st
To -e sure to do st
There is li,elihood .or s- to do st
To stand a golden chance to do st
To create a golden chance .or s- to do st
It is -ene.icial .or s- to do st
The -est !ay .or s- to do st is to do
71 WILLN 4 < certainly% < &
De.initely
4urely
9ro-a-ly%"ossi-ly
01 =#JE 4B DO 4TN to -e made to do
To urge s- to do
To stimulate s- to do
To as, % re?uire s- to do
To -e advised to do
To -e re?uired% urged to do
;1 LET N to allo!% "ermit s- to do
Ena-le
Encourage
To -e allo!ed to do
To -e involved in
To stand a golden chance to do
To .ree s- .rom &ing
To -e .ree .rom &ing
TO ma,e s- not doN to "revent s- .rom doing
To -e "rotect% "revent .rom
@1 L#'J: to lac, st to -e short o. st
To su..er .rom the lac,% the shortage o. st
A1 Need: need to do st ( chia dt need) chu ngu la s-
Need doing ( chia dt need) chu ngu la st
&d: dreams need doing
What needs doing:
H1 a "iece o. advice% ne!s% ,no!ledge
=any "ieces o. advice% ne!s%,no!ledge
O1 in the corner: close area (co -oundary)
#t the corner: o"en area

P1 In .ront o.% at .ront o.
# tree is in .ront o. my house (tree ,o "hai la *
"han cua house)
# tree is at .ront o. my house (tree la * "han
cua house)

*K1 Treat%cure:
Treat: "rocedure (?ua trinh)
'ure: result (,et ?ua)
There is no cure .or your laCiness
Treat s- N to "ay .or s- : chieu dai

**1 Ta,e: mang di 2a ,hoi nguoi noi
Bring: tien lai gan nguoi noi
Fetch: chay di ,iem va mang lai cho nguoi noi
Fetch s- st .etch st .or s-
Bring st to s-% -ring st along% !hith s-
Ta,e over 4TN to -e in charge o.
Be res"onsi-le to s- .or doing st


Bear the res"onsi-ility to s-
*71 Ta,e a.ter s-: same character
Loo, li,e s-: same a""earance
To resem-le: same -oth

*01 IF N OnceQ only -y ving can s- &
Than,s toQ # ena-les me to/
With #Q !ithout #Q !hen
'#' D#NG J6#':
Ngoai 0 dang thuong ga" do u agrees% !hich "re.er%
!hat>!hy>ho! co hai dang nua la I%=E%=+ va
W6#T #RE T6E #D&#NT#GE4 #ND
DI4#D&#NT#GE4 OF/1
I% =E%=+
Ruestions:
i1 +our .riend has enough money either to
go on a holiday or to -uy a -i,e:
#dvise him%her1
ii1 There is a "lan to -uild a .actory in your
community1 Do you o""ose or su""ort:
iii1 Image that you are lost in 4#6#R# and could
ma,e a !ish1 What do you !ish:

T6#N B#I:
Firstly% initially -ene.it * hoac dra!-ac, * < lin,ing
!ord * > current situation (0>;sentences) < lin,ing
!ord7 > ho! # changes the current situation1
4um u"
Lin,ing !ord *: similar to abo*e lin#ing words 1(the
fact is that7)
Lin,ing !ord 7: than#s to8 A enables me to8 only by
V-ing can 3!!8 with the appearance of A7!
E2am"le: There is a "lan to -uild a .actory in your
community1 Do you o""ose or su""ort:
Outline:
O""ose: Environmental "ollution
'urrent situation: =y "lace is no! !ell>air
=any trees
The river is so "ure
6o! a .actory changes the current situation:
> smo,e and gas "olluted air
> Dust smo,e ,ill the trees
> 4u-stances are discharged .rom the .actory
unclear the river1
3nitially, what 3 put in my priority is the
en*ironmental pollutionQ it is the fact that the "lace
!here I am living in is no! .resh>aired !ith so many
trees1 The rivers are "ure !ith no ru--ish1 It is such a
?uiet and "eace.ul "lace1 6o!ever with the
appearance o. the .actory the air is not de.initely
.resh and the river is no longer clean -ecause
"oisonous su-stances .rom the .actory1 The trees !ill
-e ,illed -y the smo,e and gas .rom the chimneys1
Besides the noise !hich comes .rom the .actory
surely annoys the local residents 5lives1 3n deed, it
can not be denied that -uilding a .actory destroy the
healthy environment1

W6#T #RE the advantages and
disadvantages o./1:
/n the positi*e side, it can not be denied that/1 (3se
lin,ing !ord * to !rite to"ic sentences) / 5ore
notably 7 (use lin,ing !ord 7 to add more details)1
4um u" (indeed% -y and large/)
On the negative side also use lin,ing !ords and
!ays to sum u" in order to !rite1

NOTE: &ao hom thu nay 2em cach cac -an viet
theo tem"late: ID: toeflibt9mrsgiang:yahoo!com
9ass!ord: ;anamsau
D#+ L# =OT B#I =#3 hoan chinh .ollo! strictly
tem"late minh lay tren mrsuccess*n!wordpress!com
co the thuong 2uyen vao !e-site nay de 2em:
Childhood is the most important period in ones life
What "eriod in oneBs li.e "lays the most im"ortant role has attracted much social concern1
4ome "eo"le su""ose childhood is the signi.icant time .or develo"ment o. human -eings1
#s .ar as I am concerned I do agree !ith the statement1
First and .oremost !hat I "ut in my "riority is "hysical develo"ment1 It is clearly seen
that -a-ies develo" the most ?uic,ly in the childhood "eriod1 'hildrenBs -ody gro!s u"
daily and s!i.tly during three .irst years1 The develo"ment in the "eriod turns into
essential .undamental to .orm healthy -ody1 Thus it signi.icantly a..ects to -ody o.
human,ind until they are old1 =ore im"ortantly childrenBs -rain also starts esta-lishing
cognition1 In the "eriod time the nerves cells are im"roved too much that creates
connection -et!een their a!areness and the !orld1 It is the most sensitive time o. -rain
-ecause they are easily a..ected -y outside .actor1 The e..ects are li,ely to result in
thought and -ehavior !hen they mature1 Needless to say the develo"ment o. -a-y have
remar,a-le in.luence on -ody and intelligent o. "eo"le long time latter1
In the second "lace !hat deserves my great attention is studying e..iciency1 It is !idely
,no!n that "eo"le study the most ?uic,ly in their childhood1 When they !ere -orn the
!orld around them li,es a !hite "a"er1 Whenever -a-ies encounter a ne! interesting
thing they immediately save it on their memory1 'learly they easily a-sor- the image
a-out surround !orld1 =ore crucially study methodology o. children is a-solutely
s"ecial1 They al!ays try to imitate merely any images !hich they see and .eel e2cited1
They gradually learn ne! ,no!ledge -y an una!areness !ay1 The lessons at the moment
"lay signi.icant role to .orm !orld outloo, o. human -eings many year latter1 Indeed
studying in childhood "eriod creates golden chance .or -a-y to loo, over the !orld1
Last -ut not least .amily attachment is note!orthy1 It is o-vious that childrenBs
characteristic o.ten resem-le o. .amily mem-ers !ho interact !ith them .re?uently1 The
"eo"le turn into e2am"les .or them to gro! u" -oth "hysical and mental1 4ons .or
instance o.ten tend to li,e .ather daughters !ant to mimic motherBs characteristic1 =ore
nota-ly children .eel most clearly sentiment o. their -eloved "eo"le in this childhood
"eriod1 =other carry a child in the uterus during P months a.ter that the child is loo,
a.ter care.ully -y .ather grant "arent -rothers etc1 4entiment o. -a-y gro!s u" !ith the
care -asing to .orm coCy .amily relationshi" .or a long time1 Without dou-t -a-ies in
childhood time drive .amily mem-ers closer1
In summary not only "hysical gro!th studying e..iciency -ut also .amily attachment is
convincing reasons to "rove the most im"ortant role o. childhood in "eo"leBs li.e1 I
strongly recommend that "arent should consider care.ully my analysis to a""roach "ro"er
teaching methodology !ith their children1