TOEFL iBTのWritingセクションの得点が伸びずに悩んでいませんか？
本日は、前回の記事の連載として、本日はWritingセクションの回答テンプレートと回答例をご紹介します！
経験上、ライティングセクションで最低25点以上を高得点を目指される方にはオススメのテンプレになります！
※本ページはプロモーションが含まれています
1. TOEFL Writingテンプレートの重要性と注意点
まず、前回の記事でも触れた内容と重複しますが、TOEFLでテンプレートを使うメリットとデメリット改めて整理をしておきます。
テンプレートのメリット
メリットその１
TOEFL受験当日は「どういうフレーズを使えばいいか」と神経を使っている時間がないので、ライティングのテンプレがあれば内容にフォーカスできる
メリットその２
Writing用のテンプレがあると、書く情報量を事前にある程度調整できるので、時間切れを防ぐことができる
テンプレートのデメリット
デメリットその１
テンプレ＝高得点という保証はない
デメリットその２
TOEFLでは、完全にコピペをすると、減点になる可能性がある（なので、当記事で紹介するテンプレートはありきたりな表現を避けるようにしています。）
以上、テンプレートを利用するメリットとデメリットを理解した上で、Writingセクション各問題別のテンプレートに進みましょう！
2. TOEFL Writing問題別テンプレート
それでは、Integrated TaskとIndepent Taskに分けて、本題のライティング用テンプレートと回答例をご紹介します。
Integrated Task
Integrated Taskのポイント
まず、TOEFLのIntegrated Taskはパッセージを読み、関連した講義を聞き、その内容をWritingでまとめる問題ですね。
大抵の場合は、講義がパッセージの主張の弱さを指摘するパターンです。
Independent Taskに比べ、Integrated Taskは予め準備して使えるフレーズ（特に「主張」「異議」などに関するもの）が多いので、こちらはテンプレートがあると非常に助かります。
なお、表現の幅で得点を稼ぐために、レベルが高めの英単語やフレーズを入れています。
Integrated Taskのテンプレート
イントロ
The topic discussed in the reading passage and the lecture concerns お題の要約. The author of the reading passage supports this idea; however, the professor questions the validity of this argument by shedding light on a few unwarranted points upon which it rests.
理由１つ目
(1) One of the shortcomings of the author’s claim is that Readingの問題点（簡潔）
(2) The article posits that Readingの主張内容（補足）
(3) In contrast, the professor rebuts this claim by pointing out that Listeningの主張内容（簡潔）
(4) The author’s argument cannot be fully substantiated because Listeningの主張内容（補足）
理由２つ目
(1) Another point of contention lies in the author’s assertion that Readingの問題点（簡潔）
(2) Whereas the author argues in the article that Readingの主張内容（補足）, the professor finds this argument untenable.
(3) S/he elaborates on this counterargument by Listeningの主張内容（補足）
理由３つ目
(1) Lastly, the professor disputes the author’s point regarding Readingの問題点（簡潔）
(2) Although the passage claims that Readingの主張内容（補足）, the professor is not entirely convinced.
(3) To illustrate his point/argument, the professor discusses Listeningの主張内容（補足）
結論
In summary, the professor calls into question the author’s assertion that お題の要約. By providing the counterarguments and elaborating on the details discussed above, s/he demonstrates how they can undermine the overall validity of the author’s claim.
Q1の回答例
イントロ
The topic discussed in the reading passage and the lecture concerns the introduction of electronic medical record systems to replace the existing paper-based method. The author of the reading passages supports this idea; however, the professor questions the validity of it by shedding light on a few unwarranted points upon which it rests.
ボディー
One of the shortcomings of the author’s claim is that electronic systems help reduce costs. The author posits that they do not require a significant amount of space necessary to store paper records. Furthermore, electronic access to the records will enable hospitals to decrease expenses associated with copying, faxing, or transporting the information. In contrast, the professor rebuts this claim by point out that doctors will continue to keep paper records not only because they serve as a backup, but also because physical signatures are required by law. Therefore, the author’s argument cannot be fully substantiated because the storage costs will likely remain the same in contrast to what this proposal suggests.
Another point of contention lies in the author’s assertion that electronic systems help hospitals avoid errors. Whereas the author argues that such errors as illegible handwriting and incorrect transcription of data can be prevented if hospitals adopt electronic records, the professor finds this argument untenable. She elaborates on his counterargument by pointing out that errors cannot be prevented perfectly. She goes on to explain that it is not the doctors but the nurses who will likely enter data electronically because the doctors will continue to record relevant information manually while examining their patients. Therefore, the errors discussed in the reading passage will unlikely be mitigated.
Lastly, the professor disputes the author’s point regarding how electronic systems will aid research. Although the passage claims that electronic data will facilitate the medical research process by making it easier to organize and go through medical records, the professor is not entirely convinced because of the difficulty of accessing medical information. To illustrate, she discusses how medical information is subject to strict laws, whose complicated procedures make it difficult for researchers to collect the data they need. Moreover, patients have legal rights to block the use of their data, a further challenge that renders the alleged advantage questionable.
結論
In summary, the professor calls into question the author’s argument as to how electronic medical record systems provide benefits worth considering. By providing the counterarguments and elaborating on the details discussed above, she demonstrates how they can undermine the overall validity of the author’s claim.
Independent Task
Independent Taskのコツ
続きまして、TOEFLのIndepedent Taskのテンプレートと回答例のご紹介です。
こちらは二者択一であったり、ざっくりとしたStatementがお題として提示され、自分の意見をまとめる問題ですね。
例えば、今回の例題は以下のものを使用しています。
It is more important for students to understand ideas and concepts than to learn facts.
なお、SpeakingのQuestion 1同様に、この手の問題の難しさは、ライティングのアイディアが出てこないことですね。
つきましては、WritingやSpeakingのIndependent Task向けのネタ集については、こちらの記事をご覧ください。
Independent Taskのテンプレート
イントロ
(1) In this day and age, テーマ has played an increasingly vital role in our society, drawing widespread attention/which has become a highly debated issue. ←お題の背景にあたる一般論の紹介
(2) While some claim that お題の要約, others go so far as to argue otherwise.
(3) This is clearly a subjective and nuanced topic in nature; however, if I had to choose, I would agree with the idea that 賛成する側の意見の要約 for three reasons.
理由１つ目
(1) The primary reason is 簡潔な理由
(2) For instance, 具体例
(3) 補足（対比）
4. In this way, it stands to reason that 賛成する側の意見の要約
理由２つ目
(1) In addition, 簡潔な理由
(2) To illustrate this point, 具体例
(3) 補足（対比）
(4) As the case of 具体例 exemplifies how 簡潔な理由,it is fair to say that 賛成する側の意見の要約
理由３つ目
(1) Lastly, 簡潔な理由
(2) For example, 具体例
(3) 補足（対比）
(4) In view of 具体例, 賛成する側の意見の要約
結論
In summary, while there are arguments to be made for both sides, the examples above lend credence to the view that 賛成する側の意見の要約.
Independent Taskの回答例
イントロ
In this day and age, the ability to exercise our thought based on different kinds of information available to us has played an increasingly vital role in our society, drawing widespread attention. While some claim that ideas and concepts are more important for students to learn than facts, others go so far as to argue otherwise. This is a subjective and nuanced topic in nature; however, if I had to choose one side, I would agree with the idea that ideas and concepts are more important in education for a few reasons.
ボディー
The primary reason is that ideas and concepts guide facts, not the other way around. In other words, facts alone do not mean much without associated ideas and concepts. For instance, Japan’s education system is known for its focus on rote learning, placing great value on learning facts. In this landscape, historical facts such as the year in which WWII ended frequently appear on standardized tests. However, without a conceptual understanding of and context as to why or how this war took place, the fact that it ended in 1945 does not mean much. In this way, educationally speaking, it stands to reason that it makes more sense for students to learn ideas and concepts first.
In addition, facts can be interpreted in many different ways without relevant ideas and concepts, which can lead to confusion. To illustrate this point, we have become accustomed to news coverage reporting how many COVID-19 cases have been confirmed each day. The facts in this context, such as the number of new cases, appear to provide an objective view of the ongoing pandemic. However, some may think 200 cases a day is significant, while others do not find it as serious. What would be helpful in the assessment of this situation is, for example, a careful analysis by experts who have a conceptual understanding of pandemics, such as how they spread and how to prevent them from spreading in the first place. As the case of the COVID-19 pandemic exemplifies how important ideas and concepts are, it is fair to say that, in education, fostering the ability to learn ideas and concepts is more important.
Lastly, ideas and concepts foster critical thinking — an invaluable quality that students should acquire through their education. For example, the concept of racism, which refers to prejudice against people of color, is an essential yet complex concept to master for students. If educators use this concept as a starting point for discussion on contemporary racism, there are a number of questions that they can prompt students to ask, such as “Why is this concept relevant in the first place?”. On the contrary, if we simply present a racism-related fact, such as when the Black Lives Matter movement started, it does not encourage students to deeply reflect on the concept of racism. In view of this, because facts alone do not encourage students to think, learning ideas and concepts should be prioritized.
結論
In summary, while there are arguments to be made for both sides, the examples above lend credence to the view that ideas and concepts, rather than facts, are more important for students to learn. Considering the ways in which ideas and concepts guide facts, facts can be (mis)interpreted in various ways, and critical thinking can be fostered through ideas and concepts, I am more inclined to support the statement.
最後に
いかがでしたか？
本日は、TOEFL Writingセクションで高得点を目指す英語学習者の皆さまに、回答例とテンプレートをお届けしました！
ライティング対策として、テンプレートだけに頼るのは良くないですが、上記を参考にオリジナルフレーズや英単語を加えながら、試験までに自信の持てるテンプレートを準備しておいてください！
皆さんがその他実践されている英語学習法や、記事の内容やテンプレートのリクエストがあれば、是非コメントやお問い合わせください。
このようなちょっとした工夫でも成長につながるということを信念に、みなさんの1日1％の成長（＝当ブログでいう”成功”）をサポートしていきたいと思います。
そのためにも、英語講師やコーチングの経験をもとに、学習にまつわる生産性や効率性、また具体的なツールなどをテーマに定期的に情報配信していきます。
Happy Learning!
