TOEFL iBT Test Content
The TOEFL iBT test has four sections: Reading, Listening, Speaking and Writing.
Test time
The total test takes just under 2 hours to complete, but you should plan for 2.5 hours, allowing 30 minutes for check in.
Test sections overview
Use the table below to view the breakdown of each TOEFL iBT test section.
Section | Estimated Timing | Questions/Tasks | Description |
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Reading | 35 minutes | 20 questions | Read passages and respond to questions. |
Listening | 36 minutes | 28 questions | Answer questions about brief lectures or classroom discussions. |
Speaking | 16 minutes | 4 tasks | Talk about a familiar topic and discuss material you read and heard. |
Writing | 29 minutes | 2 tasks |
Read a passage, listen to a recording, type your response. State and support an opinion in an online classroom discussion. |
To receive official scores, you must answer at least one question each in the Reading and Listening sections, and complete at least one Speaking task and one Writing task
TOEFL iBT READING SECTION
- The TOEFL iBT Reading section assesses how well you can read and understand materials used in an academic environment.
- It includes two reading passages, each approximately 700 words long, with 10 questions per passage. It should take about 35 minutes to complete the Reading section.
- Reading passages are excerpts from university-level textbooks that would be used in introductions to a topic. The passages cover a variety of subjects. Don't worry if you're not familiar with the topic of a passage. All the information you need to answer the questions will be included in the passage. There is a glossary feature available to define words that are not commonly used if you need it.
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One way to build your reading skills is by practicing skimming, which is reading quickly to identify major points. One way to skim is to read the introductory paragraph, then the first sentence of each of the middle paragraphs, and then read the concluding paragraph.
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When you're practicing, try reading a passage twice, the first time skimming to get the main ideas, then read it again more carefully to see if you really DID get those main ideas.
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Types of questions
FACTUAL INFORMATION AND NEGATIVE FACTUAL INFORMATION
Recognize information directly stated in the text, These may include facts such as major ideas, supporting details, or definitions.
Factual Information
Factual Information questions will have phrases like:
- According to the paragraph
- Paragraph X answers which of the following
Negative Factual Information
Negative factual information questions are similar, except that, instead of only one answer being true, three of the four answers are true, and you have to determine which one is false. For negative factual information questions, look for the words “NOT” or “EXCEPT” in capital letters.
Negative Factual Information will have phrases like
- According to the paragraph, which of the following is NOT true?
- The author mentions all of the following EXCEPT
Strategy:
- Scan for Key Words
- Don’t automatically select an answer just because it contains words or phrases from the paragraph. Make sure you carefully evaluate each option to determine if it is correct.
- For the negative factual information questions, remember that you’re looking for an answer that either isn’t in the paragraph, or directly contradicts information in the paragraph.
- Factual Information: evaluate each option to determine if it is correct.
- For Negative Factual Information questions: Answer is either not in the paragraph, or it contradicts information in the paragraph.
Examples:
The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet after the impact. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. The crater, now deeply buried in sediment, was originally about 200 kilometers in diameter.
According to paragraph 3, how did scientists determine that a large meteorite had impacted Earth?
A. They discovered a large crater in the Yucatán region of Mexico.
B. They found a unique layer of sediment worldwide.
C. They were alerted by archaeologists who had been excavating in the Yucatán region.
D. They located a meteorite with a mass of over a trillion tons.
Be careful when selecting your answer, because 3 of the 4 answer choices misstate information from the passage OR contradict information from the passage.
One answer we can definitely eliminate is C, because there is no mention in this paragraph of archeologists working in the Yucatan region.
Choice A looks like what is said here in the last two sentences, where it does say they found the crater in 1990. But they determined in 1980 that there was a meteorite impact, so it’s not choice A.
Choice D is incorrect because it says that “they located a meteorite,” which is not true because what they found was the crater, and other evidence of the meteorite impact, not the meteorite itself.
That leaves choice B, which is supported by the second and third sentences. The second sentence mentions “the worldwide layer of sediment” and the third sentence explains how it is unique. Therefore B is the correct answer.
Now let’s look at a Negative Factual Information question. Here is another paragraph about meteorite impacts from the same reading passage.
And here’s the question.
Negative Factual Information Questions
This impact released an enormous amount of energy, excavating a crater about twice as large as the lunar crater Tycho. The explosion lifted about 100 trillion tons of dust into the atmosphere, as can be determined by measuring the thickness of the sediment layer formed when this dust settled to the surface. Such a quantity of material would have blocked the sunlight completely from reaching the surface, plunging Earth into a period of cold and darkness that lasted at least several months. The explosion is also calculated to have produced vast quantities of nitric acid and melted rock that sprayed out over much of Earth, starting widespread fires that must have consumed most terrestrial forests and grassland. Presumably, those environmental disasters could have been responsible for the mass extinction, including the death of the dinosaurs.
According to paragraph 4, all of the following statements are true of the impact at the end of the Cretaceous period EXCEPT:
A. A large amount of dust blocked sunlight from Earth.
B. Earth became cold and dark for several months.
C. New elements were formed in Earth’s crust.
D. Large quantities of nitric acid were produced.
You know it’s a Negative Factual Information question because of the word EXCEPT in capital letters. So three of the choices are going to match information in the paragraph, and only one will not.
Let’s see how many correct choices we can find by scanning for key words that appear in the answers, like dust, sunlight, cold, dark, elements, crust, and nitric acid. We may also need to look for synonyms of these words.
So if we scan the paragraph for some text about dust and blocked sunlight that corresponds to choice A, we find this, and it’s a match.
Choice B is here, where it talks about the cold and darkness.
There is nothing in the paragraph that talks about new elements or the Earth’s crust, so choice C looks like it might be the answer.
For choice D, we found that information here, where it talks about nitric acid.
So choice C is our answer.
INFERENCE AND RHETORICAL PURPOSE
Inference questions ask you to identify information or comprehend an idea that is not explicitly stated in the reading passage.
You can recognize inference questions because they usually include the words "infer," "imply" or "suggest," like in these examples.
Rhetorical purpose questions are similar, because they also ask for information not explicitly stated. These will ask why the author has presented a piece of information.
Inference questions will have phrases like
- Which of the following can be inferred from paragraph 1 about X?
- The author of the paragraph implies that X…
- Paragraph X suggests which of the following about Y?
Rhetorical questions will have phrases like
Why does the author mention X?
Another tip that will help with rhetorical purpose questions is to make sure you know the definition of these words, because they are often used to describe kinds of rhetorical purposes.
- To illustrate
- To explain
- To contract
- To refute
- To note
- To support
Strategy:
One way to approach these types of questions, if you can't identify the correct answer immediately, is to eliminate wrong answers.
Which of the following can be inferred from the paragraph about the location of the meteorite impact in Mexico?
A. The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990.
B. It was a well-known fact that the impact had occurred in the Yucatán region.
C. Geologists knew that there had been an impact before they knew where it had occurred.
D. The Yucatán region was chosen by geologists as the most probable impact site because of its climate.
Can you identify the correct answer? It's Choice C, because it's supported by this sentence, which indicates that scientists knew in 1980 that there had been an impact…
Let's look at why the other choices can be eliminated.
Choice A is not correct, because there isn't anything written or implied in the passage about geologists keeping the impact site secret.
Choice B is also not correct. Saying that it was a "well known fact" contradicts the passage where it talks about the discovery of the crater in the Yucatan.
Choice D also can't be correct, because the paragraph doesn't mention climate as a factor in the discovery of the impact site.
Now let's look at an example of a rhetorical purpose question. It asks about information from a different paragraph in the same reading passage about meteorites and dinosaurs. It's like an Inference question, but it asks WHY the author includes a particular piece of information.
If an impact is large enough, it can disturb the environment of the entire Earth and cause an ecological catastrophe. The best-documented such impact took place 65 million years ago at the end of the Cretaceous period of geological history. This break in Earth's history is marked by a mass extinction when as many as half the species on the planet became extinct. While there are a dozen or more mass extinctions in the geological record, the Cretaceous mass extinction has always intrigued paleontologists because it marks the end of the age of the dinosaurs. For tens of millions of years, those great creatures had flourished. Then suddenly, they disappeared.
In paragraph 2, why does the author include the information that dinosaurs had flourished for tens of millions of years and then suddenly disappeared?
A. To support the claim that the mass extinction at the end of the Cretaceous is the best-documented of the dozen or so mass extinctions in the geological record
B. To explain why as many as half of the species on Earth at the time are believed to have become extinct at the end of the Cretaceous
C. To explain why paleontologists have always been intrigued by the mass extinction at the end of the Cretaceous
D. To provide evidence that an impact can be large enough to disturb the environment of the entire planet and cause an ecological disaster
When reading each answer choice, the most important part to focus on is the "to clause" at the beginning of each one. Then pick the answer that best describes what the author is trying to do. In this case, the correct answer is C.
VOCABULARY
Vocabulary questions ask you to identify the meanings of words and phrases as they are used in the reading passage. The words that are tested are academic vocabulary that you should know if your English is at the level of a university student. They are not usually words that you can guess from context. So the best general strategy to be ready for this type of questions is to build your vocabulary.
Keep in mind that there's a difference between academic vocabulary and specialized vocabulary. Academic vocabulary words can be used across many fields of study. These are the kind of words you'll be tested on.
Specialized vocabulary words are specific to one field. If words like this are in a TOEFL reading passage, they will be defined for you.
Academic Vocabulary (Expected to know) | Specialized Vocabulary (Defined for you) |
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Here is a tip for increasing your vocabulary:
Many English words come from Latin or Greek. So if you study Latin and Greek roots that will help you remember the meanings of words. And it can also help you figure out the meanings of words you may not know.Latin and Greek roots of English words
Root word | Origin | Meaning | Examples and Definitions |
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bio | Greek | life | Biology- science of life |
cardi | Greek | heart | Cardiac - relating to the heart |
retro | Latin | back | Retrospect - review past events |
vac | Latin | empty | Vacant – not occupied |
For example, if you know that the Latin root "terra" means earth, then when you see this sentence from the passage that talks about the "terrestrial material" found at the impact site, you'll know that it's referring to the material from the earth, not from the meteorite.
terra = earth
Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified.
It's easy to identify Vocabulary questions, because there will be a word or phrase highlighted in the reading passage, and you will see questions like these, with phrases like:
- The word "X" in the passage is closest in meaning to…
- The phrase "X" in the passage is closest in meaning to…
- In stating "X", the author means that…
Example
METRONITE IMPACTS
Here's an excerpt from the passage with the vocabulary word highlighted.
Here's the sample question, which asks the meaning of the word "pose".
There is increasing evidence that the impacts of meteorites have had important effects on Earth, particularly in the field of biological evolution. Such impacts continue to pose a natural hazard to life on Earth.
The word "pose" is closest in meaning to
- claim
- model
- assume
- present
SENTENCE SIMPLIFICATION
Tips
- Select a shorter sentence that has the same meaning as the original sentence.
- Sentence Simplification questions ask you to identify a sentence that has essentially the same meaning as a sentence from the reading passage. The correct answer choice contains the main ideas from the sentence in the passage but may leave out minor or unimportant details. It should restate the most important information in a simpler way.
- Look at complex sentences or paragraphs, and separate the main ideas from less important information.
- Non-essential information can be things like examples, or text in parentheses, or very specific information like numbers or dates.
- The correct answer contains the main ideas restated in a simpler way
- Sentence Simplification questions are easy to recognize because the wording of the question is always exactly the same: "Which of the sentences below best expresses the essential information in the following sentence? Incorrect choices change the meaning in important ways or leave out essential information."
- The highlighted sentence will have both essential and non-essential information. Your job is to pick the answer choice that best includes the essential information and leaves out the non-essential information.
- Answering this type of question will require you to understand the relationship between the pieces of information in the sentence.
- Often, there is an important cause/effect relationship, or there may be a conclusion based on some evidence. So look for those same ideas in the answer choices.
Example:
Here's an example of a sentence simplification question from a passage about meteorite impacts and dinosaur extinction.
This type of question can be challenging, because all of the answer choices will contain words or phrases that are similar to ones in the given sentence.
For example, 3 of the answer choices talk about the explosion…
… 3 talk about fires
… and 3 mention the destruction of plant life
The explosion is also calculated to have produced vast quantities of nitric acid and melted rock that sprayed out over much of Earth, starting widespread fires that must have consumed most terrestrial forests and grassland.
- Scientists believe that large amounts of nitric acid and melted rock were released by the explosion, causing fires that probably destroyed most of Earth's plant-life
- Fires spread out over Earth, burning many forests and releasing nitric acid and other materials into the atmosphere.
- Scientists have calculated the amount of nitric acid and melted rock that was released on Earth after the explosion.
- Scientists believe that large fires in forests must have spread to grasslands and caused explosions that destroyed most of Earth's plants.
So, can you identify the correct answer? It's A, because all of the important information is aligned with the given sentence.
Both the given sentence and choice A talk about the large amounts of nitric acid and melted rock…
…that were the result of the explosion…
…and that started fires that destroyed plant life.
The other responses have content that contradicts the highlighted sentence or just isn't there.
Choice B looks like a good answer at first, because it talks about the fires spreading and burning forests… But choice B says that it was the fires that released the nitric acid, which is different from the highlighted sentence, which says that the nitric acid, along with the melted rock, caused the fires.
Choice C can be eliminated because it leaves out essential information about the fires and the destruction of forests and plant life.
Finally, choice D is incorrect because again, the cause and effect are reversed. This one says that the fires caused the explosions when it was really the other way around.
INSERT TEXT
- Place a sentence in a paragraph where it makes the most sense.
- The Insert Text questions are designed to show that you understand the logical order of ideas in a reading passage.
- In the reading section, every reading passage has one Insert Text question. But instead of choosing from a list of 4 choices, like with most Reading questions, you will click on one of the 4 black squares to insert the text into the paragraph.
- During the real test, you can change the location of the sentence as many times as you need to, so you can see how it works in each of the four places.
Examples:
Look at the four squares [■] that indicate where the following sentence can be added to the passage.
Some companies in the power industry are aware of this wider possibility and are planning sizable wind-farm projects in states other than California.
Where would the sentence best fit?
Since 1980, the use of wind to produce electricity has been growing rapidly. Some companies in the power industry are aware of this wider possibility and are planning sizable wind-farm projects in states other than California. In 1994 there were nearly 20,000 wind turbines worldwide, most grouped in clusters called wind farms that collectively produced 3,000 megawatts of electricity. ■ Most were in Denmark (which got 3 percent of its electricity from wind turbines) and California (where 17,000 machines produced 1 percent of the state's electricity, enough to meet the residential needs of a city as large as San Fransico). ■ In principle, all the power needs of the United States could be provided by exploiting the wind potential of just three states – North Dakota, South Dakota, and Texas. ■
Large wind farms can be built in six months to a year and then easily expanded as needed. With a moderate to fairly high net energy yield, these systems emit no heat-trapping carbon dioxide or other air pollutants and need no water for cooling; manufacturing them produces little water pollution. The land under wind turbines can be used for grazing cattle and other purposes, and leasing land for wind turbines can provide extra income for farmers and rachers.
Since 1980, the use of wind to produce electricity has been growing rapidly. ■ In 1994 there were nearly 20,000 wind turbines worldwide, most grouped in clusters called wind farms that collectively produced 3,000 megawatts of electricity. Some companies in the power industry are aware of this wider possibility and are planning sizable wind-farm projects in states other than California Most were in Denmark (which got 3 percent of its electricity from wind turbines) and California (where 17,000 machines produced 1 percent of the state's electricity, enough to meet the residential needs of a city as large as San Fransico). ■ In principle, all the power needs of the United States could be provided by exploiting the wind potential of just three states – North Dakota, South Dakota, and Texas. ■
Large wind farms can be built in six months to a year and then easily expanded as needed. With a moderate to fairly high net energy yield, these systems emit no heat-trapping carbon dioxide or other air pollutants and need no water for cooling; manufacturing them produces little water pollution. The land under wind turbines can be used for grazing cattle and other purposes, and leasing land for wind turbines can provide extra income for farmers and rachers.
Here's a sample Insert Text question, and the corresponding paragraph.
On-screen: Look at the four squares [■] that indicate where the following sentence can be added to the passage.
This is the criterion emphasized by Darwin's theory of evolution by natural selection.
Where would the sentence best fit?
Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously influence the evolution of life all over the planet. ■ According to some estimates, the majority of all extinctions of species may be due to such impacts. ■ Such a perspective fundamentally changes our view of biological evolution. ■ The standard criterion for survival of a species is its success in competing with other species and adapting to slowly changing environments. This is the criterion emphasized by Darwin's theory of evolution by natural selection. Yet an equally important criterion is the ability of a species to survive random global ecological catastrophes due to impacts.
Note that the sentence says "This is the criterion…" And it's important to look for pronouns. The pronoun here is "this," so there is probably something about a criterion in the previous sentence.
If we insert the sentence at square number 4, the previous sentence talks about "the standard criterion," and the following sentence says "Yet an equally important criterion". So that's a likely choice. And when you read those sentences together, the sentences do flow logically. So this is the correct answer.
One tip for improving your reading is to really know your pronouns, and to practice matching them to the words they refer to in a text. Here are a few of the most common pronouns that you will see when you read.
- This/these
- That/those
- They/them
- Him/her
- He/she/it
- Which
PROSE SUMMARY
- Select three statements that best describe the main ideas in the reading passage.
- The prose summary questions are designed to show that you recognize the major ideas and the relative importance of information in a reading passage. In a prose summary question, there are six answer choices. And you will need to select the three correct choices that express the most important ideas in the passage. The incorrect answer choices will misrepresent information in the passage, or we'll discuss minor points.
- In the real test, you will drag and drop your answers into the box.
- Prose summary questions are worth two points towards your raw score.
- You get two points if you choose all three correct answers.
- You get one point if you choose two correct answers, and
- You get 0 points for one or no correct answers.
- Note that your answers don't have to be in any particular order. And you can change your answers at any point during the allotted time for the reading section. Each reading passage will have one prose summary question.
- This type of question covers the whole reading passage, not just a single sentence or paragraph.
Let's look at a sample prose summary question. Here's the passage about meteorites and dinosaur extinction.
Text, There is increasing evidence that the impacts of meteorites have had important effects on Earth, text continues.
And here's the question.
Asks to select 3 of 6 choices.
Now let's look at each of the answer choices to see which three are correct.
- Answer number one isn't supported by any of the information in the passage. So we know that this one is not correct.
- Answer number two is a factually correct statement, but identifying the specific date when something happened, generally, doesn't qualify as one of the most important ideas. So this one is probably not correct. But let's look at the others to make sure.
- For answer number three, the reference to the crater Tycho is used to give a sense of the size of the crater that struck the Yucatan. However, the topic of meteorite activity on the moon is not a focus of this passage.
- Answer number four combines several facts that together provide a summary of an important idea from the passage. This is supported by information given in paragraphs two and three.
- Answer number five is about the effects of meteorite impacts, which is an important idea of the passage. We can see this in paragraph four, where it talks about the mass destruction from the cold, darkness, and fires and in paragraph five where it talks about the catastrophic results. The other relevant passage, implicating impacts in extinctions, is also highlighted.
- Answer number six is another important idea that is stated in a similar sentence in paragraph five. What is a catastrophe for one group of living things however may create opportunities for another group. So for this question, answers four, five, and six are the correct three choices.
TOEFL iBT LISTENING SECTION
The TOEFL iBT Listening section is designed to measure your ability to understand conversations and lectures in English. It includes listening for:
- basic comprehension
- understanding the speaker's attitude and degree of certainty
- connecting information
Listening questions
You’ll hear lectures and conversations in this section. Both use language you would hear on a university campus.
- 3 lectures, 3-5 minutes each, some with classroom discussion; 6 questions per lecture
- 2 conversations, 3 minutes each; 5 questions per conversation
You can take notes on any audio item throughout the test to help you answer questions.
Test time: It should take about 36 minutes to complete the Listening section.
Types of questions
Watch these videos to learn about the types of questions in the Listening section, plus helpful tips.
Gist-Content and Gist-Purpose
Identify the main point or purpose of the conversation or lecture.
Connecting Content
Predict an outcome, draw a conclusion or understand a cause-and-effect relationship.
Accents
The Listening section includes native-speaker English accents from North America, the U.K., New Zealand or Australia to better reflect the variety of accents you might encounter while studying abroad. For example, listen to this talk about the greenhouse effect (MP3). The lecturer is from the U.K.
TOEFL iBT SPEAKING SECTION
The TOEFL iBT Speaking section measures your ability to speak English effectively in academic settings. The four questions/tasks resemble real-life situations you might encounter both in and outside of a classroom.
Question 1: Independent Speaking Task — requires you to draw entirely on your own ideas, opinions and experiences when you respond.
Questions 2–4: Integrated Speaking Tasks — require you to combine your English-language skills — listening and speaking, or listening, reading and speaking — just as you would in or out of a classroom.
Prep time: You'll get 15–30 seconds of preparation time before each response, and your response will be 45 or 60 seconds long.
Speaking response: To respond, you'll speak into the microphone and your responses will be recorded.
Test time: It should take about 16 minutes to complete the Speaking section.
Scoring: Speaking tasks are scored based on the Speaking Scoring Guides (Rubrics) (PDF) by a combination of AI scoring and certified human raters. Raw scores are converted to a scaled section score of 0–30.
Speaking videos
Watch these videos to learn about the types of questions in the Speaking section, plus helpful tips.
Question 1: Independent Speaking
Express and support your preference between two options.
Question 2: Integrated Speaking
Show your understanding of a campus-related topic.
Questions 3 and 4: Integrated Speaking
Show your understanding of an academic topic.
Accents
The Speaking section includes native-speaker English accents from North America, the U.K., New Zealand or Australia to better reflect the variety of accents you might encounter while studying abroad. Only the first of the four items may have this accented speech.
Below are two examples, both of which use accents from the U.K. In each instance, the example is 15 seconds long, and you would have 45 seconds to respond.
Audio File | Transcript |
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Item 1 (MP3) |
If friends from another country were going to spend time in your country, what city or place would you suggest they visit? Using details and examples, explain why. |
Some people enjoy taking risks and trying new things. Others are not adventurous; they are cautious and prefer to avoid danger. Which behavior do you think is better? Explain why. |
Task | Type | What To Do | Template | ||||
Personal Choice Template | Agree / Disagree | There is a statement, and you must explain whether and why you agree with it or not | Introduction | Transition | Reason 1 | Reason 2 | Conclusion |
I agree/disagree with the idea of (doing) | I feel this way for 2 reasons |
First .. For example |
Second .. For Instance |
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Good Idea / Bad Idea | The question explains a situation, you have to say whether it is a good idea or a bad one | ||||||
Paired Choice | You are given 2 options, you choose one and explain your reasons | In my opinion | |||||
Multiple Choice | You are given several options, you choose one and explain your reasons | ||||||
Campus Announcement Template | You read a campus announcement, article, or letter, in a campus newspaper, that talks about a change, the reading either explains 2 reasons for that change or gives reasons for or against the change. After that, you listen to a conversation between 2 students, one student talks about his or her opinion and provides 2 reasons why he or she holds that opinion | Summarize the announcement, state the student's opinion, and explain his or her 2 reasons | Introduction | Two Reasons |
Transition |
Two Reasons |
Conclusion |
The announcement states that ... |
The notice gives two reasons for that:
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General To Specific Template | |||||||
Academic Lecture Template | |||||||
TOEFL iBT WRITING SECTION
The TOEFL iBT test Writing section measures your ability to write in English in an academic setting and to present your ideas in a clear, well-organized way.
There are two writing tasks.
- Integrated writing task (20 minutes) — read a short passage and listen to a short lecture, then write in response to what you read and listened to.
- Writing for an Academic Discussion task (10 minutes) — state and support an opinion in an online classroom discussion.
You'll type your responses on a computer keyboard.
Test time: It should take about 29 minutes to complete the Writing section.
Scoring: Writing tasks are scored based on the Writing Scoring Guides (Rubrics) (PDF) by a combination of AI scoring and certified human raters. Raw scores are converted to a scaled section score of 0–30.Writing videos
Watch these videos to learn about the questions in the Writing section, plus helpful tips.
Question 1: Integrated Writing
Read a passage and listen to a lecture. Then write a response comparing them.
Question 2: Writing for an Academic Discussion
Share your opinion in an online discussion with a professor and other students.
Do you need to be an expert on the topics?
The writing tasks measure your English proficiency, so you don't need deep knowledge on a specific topic to get a high score. Score raters recognize that each essay is a first draft, and you can receive a high score with an essay that contains some errors.
VOCABULARY
Vocabulary | Translation | Synonyms | Meaning |
Factual | واقعي |
Real, genuine, true, actual, authentic, realistic |
Concerned with what is actually the case rather than interpretations of or reactions to it |
Inference | استدلال , استنتاج ما يستدل عليه | deduction, conclusion, reasoning | A conclusion reached on the basis of evidence and reasoning |
Rhetorical | بلاغي | Relating to or concerned with the art of rhetoric | |
Excerpt | مقتطفات |
part, section, portion, selection |
A passage or quotation taken or selected from a book, document, film, or the like; extract |
Glossary | قاموس مصطلحات | Such a list at the back of a book, explaining or defining difficult or unusual words and expressions used in the text. | |
Cretaceous | العصر الطباشيري | Resembling or containing chalk. | |
Meteorite | نيزك | A stony or metallic mass of matter that has fallen to the earth's surface from outer space | |
Crater | فوهة البركان | A bowl-shaped depression in a surface made by an explosion or the impact of a body, such as a meteoroid | |
Sediment | الرواسب | Material that settles to the bottom of a liquid | |
Crust | قشرة | ||
Excavated | محفور | To make (a hole, tunnel, etc.) by removing material | |
Archeologists | علماء الآثار | ||
Meteorologist | عالم الأرصاد الجوية | One who reports and forecasts weather conditions | |
Lunar | قمري | Of, involving, caused by, or affecting the moon | |
Terrestrial | أرضي | Of or relating to the earth or its inhabitants | |
Contradict | يتعارض | Conflict, contradict, disagree, clash, interfere, collide | To assert to be untrue, often by saying the opposite |
Assertive | تأكيدي | Confident and direct in claiming one's rights or putting forward one's views |