CONECTORS

Lista de los conectores en inglés más frecuentes

Conectores en inglés de introducción
Son los conectores que utilizamos para exponer una idea. Por esto, se colocan al principio de la
frase.
▪ First / First of all : primero, antes que nada. Suele seguir una enumeración o una idea > First of
all, I’d like to thank you for being here. Then, let me introduce you my business partner.
▪ In / At the beginning : en, al principio > At the beginning we thought to work as a team.
▪ To begin : para empezar > To begin I’d like to talk about what we want to achieve.
Conectores de adición en inglés
Los conectores en inglés que expresan un aumento son los más frecuentes. Estos conectores en
español los expresamos con «y» y en inglés «and».
Otro conector muy utilizado en español es «además». Además en inglés puede expresarse de
diferentes formas como verás aquí debajo:
▪ Secondly: obviamente se usa después de first (segundo) > First, you did a good job. Secondly,
you delivered in time.
▪ Then / Next: después, luego, siguiente > I went to the bar, then I met him. Next thing I remember,
we were drunk.
▪ Also / too: también. Also se usa al principio de la frase, después del sujeto. Mientras que too se
usa al final de la frase > You should wear a scarf too.
▪ As well as: además de > She brought me a cake as well as a present.
▪ Moreover / furthermore: además, es más > Moreover, Grace broke a glass too!
▪ In fact / as a matter of fact: de hecho > You misunderstood, as a matter of fact.
▪ Actually: de verdad, en realidad > After all these texts, I can’t wait to actually meet John.
▪ Anyway: en cualquier caso, de todas formas > I didn’t mean to be harsh with Kevin anyway.
▪ Besides: además > The movie was bad. Besides, I don’t like that director.
▪ By the way: a propósito, por cierto > By the way, I saw your mother at the grocery store
yesterday.
▪ In the same way: de la misma manera > The braidsmaids were dressed in the same way.
▪ In other words: en otras palabras, dicho de otro modo > I’m very busy these days; in other words,
I can’t help you anymore.
▪ That is to say: o sea, es decir > That dress is very particular. That is to say, I won’t never wear it.
▪ In addition: además > Paul brought some ice cream in addition.
▪ Such as: como, por ejemplo > I like flowers, such as roses and sunflowers.
▪ Like: como, por ejemplo > The bar has a lot of sandwiches, like with egg salad, tuna, ham and
cheese.
▪ Above all: sobretodo > I want the party to be fun above all.
▪ Or rather: o, o mejor > You should listen to them more, or rather you should actually do what they
say.
Conectores de contraste u oposición

Para expresar una idea contraria a lo que hemos dicho, utilizamos los conectores de oposición.
▪ However: de la manera que, como > I hear you. However, I disagree.
▪ While: mientras > While this works for me, I can see why it’s not good for you.
▪ Instead of: en lugar de > Fred should be studying more, instead of hanging out so often.
▪ Nevertheless / nonetheless: sin embargo, aún así > I don’t agree with you completely,
nevertheless I’ll help you.
▪ If not: si no > If it’s a sunny day tomorrow we can go to the sea. If not, let’s make a nice dinner at
home.
▪ Whereas: mientras que > My father likes to sky whereas my mother is a good swimmer.
▪ Unlike: a diferencia de > Unlike my brother, I like vegetables.
▪ Contrary to: contrariamente a > Contrary to the weather forecast, it was a beautiful day today.
▪ In comparison (to): en comparación, comparado con > Greg’s a genius; my grades are bad in
comparison.
▪ In spite of: a pesar de, pese a > In spite of your efforts to explain me, I didn’t understand, sorry.
Conectores comparativos en inglés

Los utilizamos para expresar un grado de igualdad o diferencia entre diferentes elementos de la
frase. En esta ocasión, no se trata de conectores formados por una sola palabra, sino que se
componen por dos palabras separadas de un adverbio o adjetivo.
▪ As: como
▪ As … as: tan … como
▪ Not… as/ so…as: no tan… como
▪ As if/ as though: como si
▪ Than: que
Conectores condicionales en inglés

Utilizamos los conectores condicionales cuando queremos expresar una condición positiva o
negativa entre dos parte de la frase.
▪ If: si > If you really like pizza, you should try Mario’s.
▪ Unless : a menos que, a no ser que > I can come with you, unless you want to go alone.
▪ As long as / so long as : siempre y cuando, en tanto que, mientras que > Her mother told him he
could play soccer as long as his grade were good.
▪ Otherwise: si no> Behave, otherwise you won’t go to the concert.
▪ In case: por si, por si acaso > In case you get hungry, there’s a meatlof in the fridge.
▪ Supposing: suponiendo que, en caso de que > Supposing they accepted our invitation, what will
we have for dinner?
Conectores en inglés causales

Podemos utilizar los conectores de causa para expresar una unión de causa y efecto de un hecho. El
conector de causalidad más común es because.
Pueden utilizarse al principio de la frase, o en medio de la frase para unir dos ideas.
▪ Because: porque > Hillary was promoted because she worked very hard.
▪ Because of: por esto, a causa de > We can’t sell our home easily because of the plumbing
problems.
▪ Due to : debido a > Sally was late due to tube strike.
▪ Thanks to: gracias a > My party was a blast thanks to this great DJ.
▪ For: para > Tom brought her a doughnut to make up for he knew her very well.
▪ As: mientras, porque, aunque > The dog ran away as it fears pigeons.
▪ Since : desde > Since Ben knows her well, he will toast her at her birthday party.
▪ This is the reason why : esta es la razón por la que, por esto> His new novel is very different
from the previous ones. This is the reason why it’s selling bad.
▪ This is why : esto es porque lo que > Erin you look great! Thanks, this is why I love my
hairdresser!
▪ For this reason : > Those trees have some disease, for this reason they will be cut down.

Conectores de finalidad y consecuencia en inglés

Para expresar la finalidad o una conclusión en inglés de una acción o bien la consecuencia que se
deriva de la misma:
▪ So: entonces > Kate will move to France so she’s learnig French.
▪ For: por> The eagle is making a nest for her baby birds.
▪ So as to: para, con el objetivo de > Let me know when you decide so as to I can organize my
schedule.
▪ Thus / Therefore: así, por consiguiente > The student didn’t like his teacher therefore he didn’t
study.
▪ In consequence / consequently: entonces > Lisa forgot to set an alarm, consequently she’s late
for work.
▪ As a result: como resultado, como consecuencia > I spent my weekend sleeping. As a result I
was very active on Monday.
▪ Though: sin embargo, aunque > The waiter was impeccable though his clients were very
annoying.
▪ In this / that case: en este/ en ese caso> It’s getting cloudy, maybe it will rain. In that case, we
have umbrellas.
▪ That is why: por esto > I need a shoulder to cray on, that is why I called you, my friend.
▪ In order to: para, con el fin de > In order to have a good harvest, the farmer has to protect his field
from crows.
▪ Finally finalmente > Finally the mechanic fixed my car.
▪ At the end / in the end : al final > In the end, my grandmother was right.
▪ At last: al fin, por fin> My daughter is going to take her last exam at last.
▪ In conclusion / to conclude: en conclusión, para concluir > In conclusion, our firm has had a
great year.
▪ To sum up: en resumen > To sum up my presentation, we need to invest more in marketing.
Independent Essay Examples
Do you agree or disagree with the following statement? “Overall, the widespread use of the
internet has a mostly positive effect on life in today's world."d

Most people agree that modern technology affects society in many different ways. In my opinion,
access to the Internet is enormously beneficial to both individuals and communities as a whole. I
feel this way for two reasons, which I will explore in the following essay.

To begin with, online investigative reporting helps to expose political corruption and keep
politicians honest. In the past, there were only a limited number of news outlets, which often had
deep connections to powerful politicians. As a result, they were extremely hesitant to criticize
them. These days, however, there are many independent publications on the Internet that are
willing to expose political misbehavior. For example, an online magazine recently published a
story revealing that the mayor of my hometown had taken bribes from a property developer. The
report was so detailed and well-researched that the mayor had no choice but to resign. Although
the evidence was not difficult to locate, only this independent website was willing to write about
it. This example demonstrates how the Internet helps to strengthen democracy in the modern
world.

Secondly, people are more motivated than ever to become politically active because they
can freely exchange ideas online. In countries all over the globe, people use social networking
services to share their ideas and opinions. While in the past people might have thought that they
were alone in their beliefs, today they realize that others share their ideas. My own experience
demonstrates this concept. When I was a university student, I learned that a municipal park near
my apartment was going to be demolished to make room for a massive parking lot. This bothered
me a lot because I enjoyed spending my free time in the park. At first I thought that there was
nothing that I, as an individual, could do to stop this from happening. However, I later joined a
Facebook group dedicated to opposing the plan. When the members of the group learned how
many people in the city loved the park we were happy to get together and enthusiastically protest
in front of city hall until our voices were heard. I am convinced that finding each other on that
social networking platform gave us the courage to actively protect our park.

In conclusion, I strongly believe that the Internet has a positive effect on our lives. This is
because online journalism strengthens our democracy, and because social networking sites
encourage people to be get involved in local politics. (411 words).
Question 2

Some students prefer classes with frequent discussions between the professor and the students
with almost no lectures. Other students prefer classes with many lectures and almost no
discussions. Which do you prefer? Use specific reasons and examples to support your answer.

Every student has their own preferred learning style, and therefore it is impossible to
accommodate all of them. In my opinion, the best classes are those which include a lot of
discussions. I feel this way for two reasons, which I will explore in the following essay.

To begin with, classes where we have the opportunity to speak help to develop our
intellectual abilities. Classes where the teacher does most of the talking are very passive, on the
other hand, and do not help us grow academically. They mostly involve the memorization of
facts and details which do not help us in the long run. For example, I recently took a political
science class that changed the way I think about the world. The cut and thrust of debate in the
class made me consider where my political beliefs came from and if they were even correct. I
was required to listen to the opinions of others, so I was a more open-minded person after the
class finished. I believe that I would not have developed in such a way by just listening to
lectures. This example demonstrates how valuable intellectual conversations can be.

Secondly, classes that involve a lot of interactions can help students develop the skills
necessary to work well in groups. Many freshman students arrive at university very shy and
unable to communicate well. Talking with their peers teaches students how to communicate
effectively, and they can use this skill to excel in their future careers. My older brother’s
experience demonstrates that this is true. When he started university he was a very introverted
person and did not enjoy collaborating with others. However, after four years of participating in
debates, discussions and presentations in his classes he became a very confident public
speaker. As a result, when he began his career after graduation, he excelled in group work and
was seen by his co-workers and supervisors as a natural leader. He was promoted quickly and
advanced through the ranks of his company. Without participating in discussions with his
professors and classmates he would not have developed the skills necessary to succeed in this
way.

In conclusion, I feel strongly that classes which are centered on discussions between
professors and students are preferable to those in which the professor does all of the
talking. This is because these classes help students develop academically, and because they
teach students the skills that they need to achieve success in the future. (411 words)
Question 3

Do you agree or disagree with the following statement? It is better to use printed material such as
books and articles to do research than it is to use the internet. Use specific reasons and
examples to support your answer.

It is critically important for students to use the best available resources when they conduct
research. In my opinion, it is far better to use printed materials than online sources. I feel this
way for two reasons, which I will explore in the following essay.

To begin with, printed materials such as books and articles are more reliable than
websites. This is because websites can be edited by anyone in the world, regardless of whether
or not they are qualified academics. As a result of this, even articles in popular online
encyclopedias often contain incorrect and biased information. My own experience demonstrates
the danger of relying too heavily on web-based sources of information. Two semesters ago, I
was assigned a research paper in a freshman history class. I cited data that I found on Wikipedia
which later turned out to be completely incorrect. This data was so hopelessly wrong that my
professor spotted it immediately, causing me to fail the assignment and receive a fairly low grade
in the class at the end of the semester. If I had taken the time to compare what I had read online
to a book or a scholarly article I would not have included it, and would not have received such a
terrible score in the class.

Secondly, books are superior to online articles because they cover topics in much
detail. Textbooks are significantly longer than online articles, so they are more useful to
students. Students who use them when doing projects can also look at the detailed indexes
which they include to focus on very specific topics. For example, when I wrote an essay last
semester in a history class, the very first book that I consulted contained a long description of the
both the underlying causes and long-term effects of the historical event I was writing about. In
contrast, most of the online articles that I consulted contained little more than superficial facts
and dates. I based my research on the book rather than these articles, so I was able to write a
very insightful essay.

In conclusion, I strongly believe that printed information is more useful than online
resources. This is because books and printed journals are less likely to be biased or contain
errors, and because books provide a superior level of detail. (383 words
Question 4

Do you agree or disagree with the following statement? Grades encourage students to learn. Use
specific reasons and examples to support your opinion.

As modern education continues to develop, the usefulness of grades as a form of assessment

has been called into question. Personally, though, I believe that grades do encourage students
to learn. I feel this way for two reasons, which I will explore in the following essay.

To begin with, grades motivate students to approach their studies in a deep and
meaningful fashion. When a student feels that his grades are on the line, he will spend more
time working on his assignments and will therefore absorb more information and will achieve
more comprehension. On the other hand, students who do not have to worry about their grades
will achieve merely a superficial understanding of the topics they are studying. My own
experience as a student demonstrates convincing evidence of this. During my sophomore year I
had to complete a major assignment in a political science class I was taking. According to the
course syllabus, the assignment would make up about half of my total grade in the class, so I
approached my work with diligence and care. I wrote a compelling speech and spent hours
preparing for every possible question my classmates could think of. If the presentation had not
been graded, I would not have prepared so much for it. Just like me, students all over the world
today are motivated to work hard by the chance to achieve high grades from their professors.

Secondly, grades motivate students because they are a way to determine which people in
a group are objectively most intelligent. Grades are assigned in a systematic way, so they
clearly demonstrate which students in a class are the best and brightest. For example, in my
freshman year I took a literature class where students merely got a “pass” or “fail” grade at the
end. Since only a moderate amount of effort was required to pass the class, I completed my
assignments and presentations quite half-heartedly. In contrast, when I took a graded class on
the same subject in my junior year I spent hours in the library researching my papers so that I
could show my professors that I was intellectually superior to my classmates. This may appear
somewhat shallow, but in today’s competitive academic environment it is absolutely necessary
for students to distinguish themselves.

In conclusion, I strongly believe that grades encourage students to learn. This is because
they force students to approach their studies with enthusiasm and diligence, and because they
give young learners a way to distinguish themselves from their peers. (419 words)
Neighbors are the people who live near us. In your opinion, what type of neighbor is the best to
have?

• someone who is quiet

• someone who we are similar to
• someone who is supportive
Use specific details and examples in your answer.

Our lives can certainly be affected by the people in our neighborhood, even if we do not
interact with them on a daily basis. In my opinion, it is critically important to have neighbors that
are very supportive of us. I will explore the reasons why I feel this way in the following essay.

First of all, our lives are full of unplanned emergencies and supportive people in our
neighborhood help us most when they occur. Oftentimes, the people living close to us are the
only ones who can provide essential assistance when things go terribly wrong. For instance, my
family experienced a major house fire several years ago. It was a traumatic experience that
happened in the middle of the night, and we lost many of our personal belongings. No one was
injured, but we suffered an extreme amount of emotional trauma. However, the damage was
reduced thanks to the quick thinking of a compassionate neighbor who immediately called the
fire department when he saw what was happening, and who also provided us with clean clothes,
food and a place to stay for the night. This example demonstrates how important it is to have
kind and supportive neighbors when a crisis happens.

Secondly, it is a lot easier to raise a family in today’s hectic society if our neighbors are
willing to lend a hand. In addition to unexpected disasters, today we often have face unplanned
professional requests. My own experience demonstrates this reality. Five years ago, I was living
with my wife and two sons in our apartment in Tokyo. My wife was at work, and I was home
taking care of the children. All of sudden I received a call from my boss who needed me to drive
across the city to give a presentation to one of our company’s new clients. I panicked at first
because I knew I could not take the kids along, however I simply called our next door neighbor
and asked if she would keep an eye on them for the rest of the evening. She readily agreed, so I
was able to meet the clients. Had she not been so supportive, I wouldn’t have been able to fulfill
my boss’s request, and I would have faced some repercussions the next day.

In conclusion, I strongly believe that it is incredibly helpful to live near supportive

people. This is because such people can help us handle life’s unexpected emergencies, and can
make it easier to deal with both family and work obligations.
Question 8

Some people like to travel with a companion. Other people prefer to travel alone. Which do you
prefer? Use specific reasons and examples to support your choice.

These days tourism is more accessible than ever, and everyone has their favorite travel style.
Personally, I think it is a really wise idea to travel with a partner. I feel this way for two reasons,
which I will explore in the following essay.

First of all, going on a trip with a companion is more economical than vacationing
alone. As a result of leisure travel becoming more and more popular, hotel operators have
raised their prices to astronomical levels. Discounts for solo travelers are fairly uncommon
nowadays, so sharing a room with a friend is an effective way to cut costs. Not only that, but
people traveling in pairs have better access to package deals on tours, entrance fees and other
activities. My own experience is compelling evidence of this. When my girlfriend and I traveled
together through Peru last year, we were able to rent an entire hotel room for less than the cost
of two separate beds in a shared dorm. Over the course of our month-long trip, we saved several
hundred dollars in this way. Because we saved so much money, we were able to change our
plans and extend our trip for almost an entire week. Had we not taken the trip together, we would
not have been able to do that.

Moreover, it is much easier to talk to local people when traveling in a pair, and this makes
a trip much more rewarding. While a lone stranger can be seen as intimidating, a traveling
couple is often considered more approachable. For instance, when my girlfriend and I took the
trip to South America that I mentioned above, we were often welcomed into people’s homes and
businesses with open arms. The individuals who invited us often pointed out that they were
willing to do so because we looked so happy, friendly and cheerful spending time together. In
contrast, when I visited Bolivia by myself the previous year, I wanted to make the same kinds of
connections, but it was almost impossible to achieve my goal. It is true that a solitary traveler
may actually be quite kind and outgoing, this can be somewhat difficult to determine from a
distance.

In conclusion, I definitely prefer to travel with a companion rather than alone. This is
because there are significant financial benefits of doing so, and because traveling with a partner
makes it easy to interact with strangers. (402 words)
Question 13

Some people like to spend their money as soon as they earn it, while others think it is better to
save their money for some time in the future. Which do you prefer? Use specific reasons and
examples to support your opinion. Do not use memorized examples.

Money concerns are a major cause of stress and anxiety in the modern world. In my opinion, it
is a really wise idea to save money for the future. I feel this way for two main reasons, which I
will explore in the following essay.

To begin with, older people are able to make better financial decisions than youngsters
due to their experience and maturity. Young people, who have very little worldliness, are prone
to spending their money on products that are mostly useless and which they quickly tire
of. Older people, on the other hand, know which purchases will result in long-term happiness
and satisfaction. My own experience is a compelling example of this. When I was young, I spent
a tremendous amount of money on video games and comic books which I enjoyed only for a
short time. Later, when I enrolled in university, I did not have enough savings to pay for my
tuition, and was forced to take out a significant number of student loans. Even today, several
years after graduation, I regret not saving much money as a teenager. These days I am a lot
more conservative when it comes to spending, and carefully consider all of my future expenses.

Secondly, life is full of unexpected emergencies which can cause a lot of anxiety if we do
not have a lot of money saved up. According to reports in the media, more than seventy-five
percent of all bankruptcies in my country are the result of medical bills. I am totally aware that it is
humiliating to lose our financial independence in this way. For example, last year my uncle
suffered a major heart attack which required him to undergo very expensive cardiac surgery. He
did not have enough money to pay for this procedure, so he had to ask his elderly parents for a
loan. They were able to help him because they had resisted the urge to spend and saved money
through their entire lives. He felt extremely embarrassed about begging his parents for
assistance, especially as he could have avoided the situation by emulating their frugal behavior.

In conclusion, I believe that it is better to save money for the future rather than spend it
right away. I feel this way because we gain the ability to make better financial decisions as we
mature, and because saving money helps us avoid the humiliating effects of unexpected financial
emergencies. (405 words)
INTEGRATED ESSAYS EXAMPLES

• Television Appearances by University Professors (casting doubt)

The reading and the lecture are both about the value of television appearances by university
professors. The author of the reading argues that it is very worthwhile for academics to make
such appearances. The lecturer casts doubt on the claims made in the article. He believes that
these appearances are not particularly useful.

First of all, the author claims that by appearing on television, university professors can
broaden their audience and will be viewed as experts in their subjects by more people than ever
before. The author believes that this can increase their importance as academic
professionals. This point is challenged by the lecturer. He says that professors who go on
television are viewed by their peers as entertainers rather than as true academics. The lecturer
claims that because of this problem, being a celebrity could even affect their ability to get funding
for their work.

Secondly, the author states that television appearances can be beneficial for the
universities themselves. It is argued that the prestige of the university is increased when one of
their faculty makes a high profile media appearance. The lecturer rebuts this argument. He
suggests that universities can suffer because celebrity professors do not have much time for their
research and students. He argues that rather than carrying out their duties, they spend a lot of
time rehearsing, traveling and getting made-up for their appearances.

Finally, the author mentions that there is a net benefit to the public when a professor
appears in the media. It is suggested that television is usually quite shallow and that professors
can provide a very useful remedy to this problem. The lecturer, on the other hand, feels that
television networks do not want to present meaningful content. He says that the abbreviated
presentations that professors give on television are no more useful than what a regular reporter
could deliver.
 • Iron Fertilization (casting doubt)

The reading and the lecture are both about iron fertilization, which is the introduction of iron into
oceans in order to stimulate the bloom of plankton which absorbs carbon dioxide from the
air. The author of the reading believes that this is not an effective way to halt global
warming. The lecturer casts doubt on the claims made in the article. She thinks that iron
fertilization is a very effective way to prevent this serious problem.

First of all, the author claims that plankton does not lock away as much carbon dioxide as
has previously been assumed. The reading notes that previous estimates fall short of actual
amounts that will be absorbed as a result of iron fertilization. This point is challenged by the
lecturer. She says that the plankton does absorb a very significant amount of carbon
dioxide. Furthermore, she points out that recent studies of the phenomenon have not been
carried out for long enough to accurately measure how much dangerous CO2 can potentially be
locked away within the plankton.

Secondly, the author states that the process of iron fertilization results in the formation of
too many dangerous toxins. It is argued that that the toxins produced can lead to very harmful
phenomena like red tides. This argument is rebutted by the lecturer. She suggests that the
production of toxins is not a major problem. She elaborates on this by mentioning that when
global warming is no longer a threat the process can be called off and we will not have to worry
about toxins any more.

Finally, the author mentions that iron fertilization can have a negative effect on eco-
systems. He is of the opinion that the presence of so much plankton will favor certain species
which will disrupt naturally occurring food chains. The lecturer, on the other hand, feels that the
problem of global warming is much more serious than that of disrupted eco-systems. She puts
forth the idea that global warming is critical to the natural environment of the entire earth.
 • Wheat and Beer (from "Cracking the TOEFL 2016")

The reading and the lecture are both about the consumption of wheat by humans in the pre-
historic period. The author of the reading believes that bread was the first product produced from
wheat. The lecturer casts doubt on the claims made in the article. She thinks that, in fact, beer
was the first product that resulted from wheat production.

First of all, the author claims that early humans prepared wheat for consumption by
grinding it between two stones. He notes that wheat was much easier to consume if it was
ground to to a thin paste in advance, rather than just being chewed raw. This point is challenged
by the lecturer. She says that it was not necessary to grind wheat as it could be sprouted
naturally in a moist environment. Furthermore, she points out that sprouted wheat is sweeter,
softer and more nutritious than ground wheat.

Secondly, the author states that early humans would have easily discovered how to bake
bread by exposing their ground wheat to fire. He argues that baked bread could be stored for
long periods of time which would have greatly increased the value of wheat as food. This
argument is rebutted by the lecturer. She suggests that humans during this period did not know
how to cook food with fire. She notes that applying fire to food in order to make it more palatable
was simply not an obvious idea at that time.

Finally, the author mentions that early humans would have noticed the effects of yeast
spores landing on the ground wheat paste when it was left out in the open. He is of the opinion
that the bubbles that formed when the yeast landed indicated to people that baked bread would
be lighter and easier to eat than raw wheat. The lecturer, on the other hand, feels that
fermentation happened very quickly when wheat paste was put into storage. She puts forth the
idea that the nice taste of the bubbles that formed when fermentation happened would have
been more likely to lead to beer production than to bread production.
 • Wave Farms (from "Hackers Actual Test")

The reading and the lecture are about wave farms, which are considered to be a possible
alternative to fossil fuels. The author of the reading believes that these facilities have many
advantages. The lecturer casts doubts on the author’s claims. He does not believe that they are
particularly advantageous.

First of all, the author notes that wave farms are reliable sources of power because they utilize
waves which are constant and predictable. As a result, it is possible to guess exactly how much
energy they can produce. The lecturer disagrees with this assertion. He says that wave
generators are not very reliable because they often experience technical problems because of
the harsh environment they operate in. He points out that for this reason the amount of power
they produce fluctuates wildly.

Secondly, in the article it is mentioned that wave farms do not harm the environment. It is pointed
out that they do not burn fossils fuels, so no harmful gasses are emitted into the environment.
This point is challenged in the lecture. The lecturer says that the convertors used in the stations
contain damaging chemicals that can sometimes leak into the surrounding ocean. He asserts
that these will have a very bad effect on marine organisms when this happens.

Finally, the author observes that wave farms do not affect the attractiveness of the surrounding
area. It is mentioned that they float just near the surface of the ocean, so they cannot be spotted
by local people. The lecturer, on the other hand, posits that they actually do clash with local
scenery. He says that they are painted bright colors so they can be detected by ships, which
means that tourists can also spot them from beaches.
 • The Anasazi (from "Hackers Actual Test")

he reading and the lecture are both about the mysterious disappearance of the Anasazi people.
The author argues that drought was the cause of their disappearance. The lecturer casts doubt
on this belief. She does not believe that there is enough evidence to support this assertion.

First of all, the author notes that bones of Anasazi people indicate that they suffered from
malnutrition. The author posits that this is a sign that there was not enough rainfall for them to
grow enough crops to feed themselves. The lecturer challenges this claim. He points out poor
nutrition was common among the Anasazi no matter how much food was grown. He notes that
farmers gave most of their crops away to religious leaders so that they would perform
ceremonies for them.

Secondly, it is mentioned in the reading that the Anasazi settlements were sealed up, so they
must have intended to return to them after they were abandoned. This is exactly what they did
during dry periods that occurred previously. This point is made doubtful by claims in the lecture.
The lecturer observes that the dry period ended shortly after the Anasazi left the settlements, but
they did not return. He says that if they had left because of a drought, they would have come
back once it was over.

Finally, the author raises the point that the Anasazi people later ended up in areas with ample
water supplies. This suggests that they were trying to escape drought conditions. The lecturer,
on the other hand, points out that many of them moved to what is now Arizona, which is an area
without much water and is not suitable for farming. He claims that if they were running from dry
conditions, it is odd that they would move to a place which was even more arid.
 • Trans Lunar Phenomena (from "Hackers Actual Test")

The reading and the lecture are both about transient lunar phenomena (TLP), which are short
color changes that are occasionally seen on the surface of the moon. The reading presents three
possible explanations for this phenomenon, but the lecturer feels that none of these explanations
are plausible.

To begin with, the author suggests that the TLP are caused by gas found beneath the moon’s
surface which is sometimes ejected into the atmosphere. It is argued that this theory is supported
by the fact that TLPs are often seen near craters which the gas can escape from. The lecturer
casts doubt on this claim. He says that it is just a coincidence that the TLPs are seen near
craters, which are the most common feature of the moon. He observes that a NASA probe which
detected gas near a major crater might have only found a small amount of it.

Secondly, the author observes that the TLPS might just be bright clouds of dust floating above
the surface of the moon. It is mentioned that this dust can reflect light, leading to the observed
phenomenon. The lecturer, in contrast, says that dust clouds would have to be massive in order
to be observed from Earth. However, there is no evidence of a large amount of dust on the
moon.

Thirdly, the author posts that TLPs might be a product of solar radiation. The article notes that
magnetic storms occurring on the sun release radiation which might illuminate certain sections of
the lunar landscape. The lecturer challenges this assertion. He points out that the dates when
TLPs have been observed do not match the dates of known solar flares. He observes that for the
most part, there is no relationship between these two events.
1. Contradiction:
The lecture contradicts or casts doubt on the key points in the reading
passage.
2. Supporting with Examples:
The lecture supports the key points in the reading passage.

Below you will see writing templates for both scenarios.

TOEFL Writing Template #2: - Contradiction Question Type

The reading and the lecture are both about ______. Whereas the author of the
reading states that _______, the lecturer suggests that ________. The
lecturer casts doubt on the main points made in the reading by providing
two/three reasons.

First of all, according to the reading, _____________ .However, the lecturer

disputes this point. He/She says that _________. Furthermore, he/she
mentions that ___________

Secondly, the reading states that _______. Nevertheless, the lecturer refutes
this argument. He/She argues that __________. In addition, he/she points out
________.

Finally, the reading claims that _________. On the other hand, the lecturer
believe that _____. He/She thinks that _______. Moreover, he/she feels that
________

In conclusion, although the reading and the lecture are both about _______,
the two/three main points made in the reading are effectively challenged by
the lecturer.

TOEFL Writing Template #3: - Supporting with Examples

Question Type
The reading and the lecture are both about _____________. The reading
states that ____________. The lecture builds upon those same ideas to give a
more comprehensive picture with two/three examples.

First of all, according to the reading, _________. Supporting this idea, the
lecturer explains that _________. Furthermore, he/she mentions that
__________.

Secondly, the reading states that_______. The lecturer then goes on to

explain that ________. In addition, he/she points out ________.

Finally, the reading claims that _______. In support of this idea, the lecturer
brings up the point that ________. (Optional) Moreover, he/she feels that
_________.

In conclusion, although the reading and the lecture both discuss __________,
the two/three main points made in the reading are effectively supported by the
lecturer.