 Hello my people, welcome to the Score Channel. It's a pleasure to be with you again on another wonderful Monday. We're doing our live stream today and today we're gonna be working on the TOEFL. Last week I did a video about the IELTS writings and I showed you guys step-by-step what you gotta do. This week we're gonna do the TOEFL writings. So I got part one and part two queued up for you. So I'm gonna write those live today and so if you're taking the TOEFL, whether you're taking it at home or in a center, this is gonna be very helpful for you. All right, I'm gonna show you exactly how you wanna do it. So let's get into it. Let's just jump right into it. We're gonna go straight to the rubrics because that's gonna be the most important thing that you're gonna have to see here when it comes to the writing portion of this test. So let me take you there. All right, so there are two writings on the test. You've got the integrated and you've got the independent. The integrated test comes first and that's the first one that we're gonna do today. So just wanna show you what they look for. Hello, JVM, what's up? Hi, I appreciate the shout out. Say what's up, everybody, if you're in the chat. Good to see you, appreciate it. So yeah, we're gonna be doing this writing here real simple like and let me just mute my things so people don't be bugging me. All right, so most of the time, now the scoring's a little weird because in TOEFL you get points out of 30, right? Each part of the test is 30 points but you'll see here that the rubrics say five. So basically you just multiply these by three and you'll get your actual score for each portion of the writing. They are equal, 50-50, so both of them are just as important. And if we look at the integrated task levels, most people are gonna probably start out around here and with some practice can get up here. So I wanna show you kind of the differences. If we start at that three level, it says that it's got some important information from the lecture and some connection to the reading. This is integrated because you're gonna get a reading and then you're gonna get an audio. So you have to be able to manage information from both and that's where this but comes in here. It says maybe it only has vague, unclear information. Like you didn't quite get the connection between the listening and the reading. You may have omitted one major key point. We're gonna talk about that. There are three key points that you have to identify. If you miss one of those, I don't care how good you write, you're gonna be stuck here, okay? Maybe you have some incomplete or inaccurate connections. You kind of missed a key detail there that could bring you down as well. So maybe you got all three points but they're just one of them's not developed that well. And errors that cause obscured meanings. Again, you don't have to write perfectly when you take an English test. Everybody always thinks that you gotta have like perfect grammar, perfect spelling and everything. That is not the important issue here. If you look at this, it says, okay, you can have errors but if they obscure the meaning, that's what's gonna bring down your grade. So if we go up to that four level, you have minor language errors but they do not result in anything more than the occasional lapse of clarity. So you know, you can have mistakes. And as long as those mistakes don't confuse the reader, you're good. You're gonna get at least the four. As far as the content though, they say here, you're good at selecting the important information from the lecture and presenting it in relation to the reading, all right? Maybe a little bit of missing information but you got all the points. A five score here is gonna be one where you've really nailed it. Like you got all the points from the lecture and you've responded to them in relation to the reading. So let's go into that. Let's talk about what that looks like, what you're gonna be doing, okay? And we'll go back to this to check out the independent task when we get there but I'm gonna just focus on this for now. What I have is, I have queued up the audio for this and I got the reading first. So the first thing you're gonna get is a text that you have to read and then from there, you're gonna listen to an audio that kind of, in most cases, it goes against the text, right? Whatever you saw in the text is probably wrong and the audio has the right answer and you're gonna have to explain, okay, what are the points from the lecture? How are they refuted, or sorry, from the reading and how are they refuted in the lecture? It's also gonna be really important to take notes. I got my board here for that. If you are taking the test at home, you always should have something to take notes with that is super, super important. So I got my little white board here and I'm gonna show you guys, you know, at some point here, I'll show you guys on camera too what my notes look like once we get going, all right? So the first thing I'm gonna do is read and you got three minutes to read the text. Shouldn't take that long and as I read, now I wanna pay attention to the main points in this reading. I wanna try to find those main points. In the reading, there will always be three key ideas that will be addressed by the lecture so I have to look for those. I have to pay attention and try to find those when I read this and the reading will stay on the screen when you are done with the audio so you don't have to take a bunch of notes on the reading. However, try to make a mental note of those three points. So if I pull up the reading here, let's switch back to this so you guys can see this a little better and maybe I'll turn and begin this a little bit for you. Yeah, that'll help a little bit. I'll try not to cut it off with my face down there. All right, so I'm gonna give myself three minutes starting now, 6.35 we'll go to 6.38. Okay, so we're talking about altruism, it's the opposite of selfishness, gain nothing for themselves. All right, so he says there's lots of examples, humans and other mammals. So I'm already seeing two points, humans and other mammals. Humans sharing food, donating body organs. Okay, they provide little reward to the one performing the act, all right. And then animals, sacrifice food, is this what they're members, me or cat. Okay, so we got this example of a me or cat. Individual acts as a sentinel standing guard looking out for predators, others hunt for food or eat food. If he sees a predator, he'll give an alarm cry, but he goes without food and puts himself in danger. Okay, so I kind of see like, at first I'm seeing two ideas here, but then I realized like he's kind of breaking this idea out into two parts with the same examples. So take a look at how I'm finding my three points, right away I see that like these are two points, but then, and this whole paragraph is about the first point, but then in here we kind of just focus on one example. So it might be kind of tricky to see, but I see two reasons that he makes. So the first is that the sentinel stands guard, right? While others get food. So he's saying that like he's not getting food while he's watching the other animals and like watching for predators. And then there's this sort of second point that he gives this alarm cry alerting the other meerkats. I'm gonna put that in another color. And then he puts himself in danger. He's alone and maybe at more risk to predators. Okay, so that's kind of like the three points in this reading. So this is what you should do when you take the test is try to find those. So what I see is this, right? Humans, that's a whole point. Other mammals, specifically meerkats, but there's kind of two aspects to that. So that's gonna be the three things that I try to listen for when I get to this audio. And since we're about 638, I think I should do that. So from here, we're gonna hear the audio. Now, as is custom at TOEFL, their audios are very much copyrighted. So we have a different voice reading the audio today, but it should work just fine, all right? So what I'm gonna do is have my little whiteboard here take notes while I do this. And I'll show you what I come up with when I'm done. All right, so let's hear that audio. Often in science, new findings force us to re-examine earlier beliefs and assumptions. And a recent study of meerkats is having exactly this effect. The study examined the meerkats behavior quite closely, much more closely than had ever been done before. And some interesting things were found. Like about eating habits, it showed that typically meerkats eat before they stand guard. So the one standing guard had a full stomach. And the study also found that since the Sentinel is the first to see a predator coming, it's the most likely to escape because it often stands guard near a burrow. So it can run immediately into the burrow after giving the alarm. The other meerkats, the ones scattered about looking for food are actually in greater danger. And in fact, other studies have suggested that when an animal creates an alarm, the alarm call might cause the other group members either to gather together or else to move about very quickly, behaviors that might actually draw the predator's attention away from the collar, increasing that animal's own chances of survival. And what about people? What about some human acts that might be considered altruistic? Let's take an extreme case. A, suppose a person donates a kidney to a relative or even to a complete stranger. A selfless act, right? But, doesn't the donor receive appreciation and approval from the stranger and from society? Doesn't the donor gain an increased sense of self-worth? Couldn't such non-material rewards be considered very valuable to some people? Okay, I think that's everything. All right, so that's it. It's pretty quick. You gotta go kind of fast with that and keep up. But one of the things you can kind of pay attention for when you listen to these things is that there are certain parts of the audio where they're not telling you anything and you can use that to sort of catch up. Like at the beginning when she's talking about how new findings and blah, blah, blah, like, that tells me that it's gonna be a refutation of the text, but it's not really giving me a lot of info so I could just kind of process that. I'll show you guys what I have here on Cameradoo. So I put new findings first, because that was like what clued me into the fact that the audio was definitely gonna be against the text. And then, okay, they eat before they guard so that sort of refutes this point in the reading. The sentinel's the first to see, like first to see the predators and he's near the burrow which is where they kind of like enter and exit their tunnels. So that's important because then he actually is in less danger than the others. And even when he makes the alarm, that can make the group freak out. It can either panic or I think I wrote huddle, like get together. And then she jumped into the human aspect which is like kidneys and how you get appreciation from the donor recipient and like good feels for yourself. She said self-worth. I think I just ran out of space in that corner. So that's it. That's all I wrote down for my notes and I think that's pretty solid. That'll give me enough to go on for this, okay? So what we're gonna do right now is I'm gonna write this. I'm gonna write it and this has a 20 minute time for writing when you do this in real life. They tell you here that you should just summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. This is very key. They mentioned the lecture first. I need to structure my text so that the lecture is the priority, not the reading. Remember, they wanna see how well you can handle different pieces of information and they're gonna, I'm gonna be allowed to review this text over and over. So like, it doesn't make sense to focus on the text. You know, that's not showing them anything. That's just showing them I can keep reading. But the lecture, I only got one chance to hear that. So it's gonna always be the priority. They tell you gotta finish in 20 minutes. Generally I try to shoot for about 250 words, maybe a little more if possible, but we'll go into it. So before I go into it, I always wanna outline my work. I say this every week, but it's very important. So my intro is gonna be the main topic and the relation between the passages as a whole. Like, I'm gonna explain that in a second. And then we're gonna go to point one, which I think I'm gonna start with the Meerkat garden food. And then point two was the Meerkat Sentinel and alarm. And then like point three was humans. So we'll organize it that way. You do not have to put these in any specific order. I chose the order of the audio. I generally prefer to follow that order, but you'll notice that in the text, humans came first. And if you wanted to like start there, you could. There's really no rule that says you can't, but that's all we need. We don't need a conclusion on this. All we need to do is write it out, all right? So yeah, knuckles cracked, let's go. All right, so I'm gonna jump into it by starting my intro where I sort of explain the main topic, which in this case is altruism. And then I'm gonna explain how these two passages relate to each other, all right? So did he say, I don't wanna just, yeah, he said a bound. I'm gonna use a different word. You don't wanna just copy word for word what it says in the text. So I'm gonna just say abundant. Okay, so with this introduction, I am just couple sentences explaining what this is about. And I might even wanna add a definition of altruistic, all right? So I make my own little definition of it here too. I think that's good to throw in there to show that I understood that. And then I'm trying to show here that the text is wrong, right? The text says that there's all these examples, but the professor points out that many altruistic acts are not actually altruistic at all. And I put altruistic in quotes there to kind of make that point. I said supposed examples. You wanna be careful because it could make it seem like, you know, you're siding with the text when you're not supposed to. So I make sure to put some words in here like supposed and using altruistic in quotes to show that like the text is definitely wrong and that the professor's right. So that's our first part. So we're gonna go in and jump into part one, right? So that's all it is. Intro is literally just, what are these things about? Define your key terms and then what's the relationship between the two. Clearly text is wrong, lady is right. So point one, okay. So I'm working on this first point and you'll notice that I'm not mentioning the text very much. Again, the thing is I wanna summarize the points made in the lecture. I don't want to talk much about the text. I do need to show how they oppose specific points but I don't have to say, oh, the text said this. You know, I could throw it in here though and we could just do it very simply, right? By just tagging it on at the end of a sentence like this. I don't really need to like constantly be saying in the text it said this, in the lecture it said this. Like try to keep it focused in the lecture, mentioning the text briefly. Mention the points made in the text but don't focus on the text, right? So I'm saying this is the point that was made in the text and I'm saying that doesn't actually happen and then I'm providing all of the information that was given from the lecture. And that is where I'm getting my notes. You know, my notes are helping me out with that a little bit too. Taking a look at those to make sure that I have all the right information, right? Okay, so again, second reason here related to the sentinels, the meerkats and everything. I'm leading into this paragraph. Try to use some connectors saying furthermore is a good idea. I wanna try to use some connecting words here and there. So I'm trying to sprinkle in some of those like in fact and clearly to try to lead into my sentences. And so again, I present this idea that when this happens, this is what you'll see, right? When they sound an alarm, odds are other meerkats will scramble for cover, huddle up for protection, which can attract the eyes of a predator more than the single sound of the sentinels call. So clearly the text argument the sentinels are more exposed and therefore in greater danger is incorrect. And then I add one more point from the lecture to really drive it home, right? They stand near the entrance so they can escape to safety much faster than the others. So again, I'm trying to show that relationship between the two, right? Here's what the lecture said. Here's how that disagrees with what the text said. And here's a little more information to really drive it home, right? So you'll notice that I kind of put the text information in between pieces of the lecture, right? I give a little introductory sentence to kind of help set up the paragraph and let you know exactly what we're talking about. So I build into it, right? And this way we've addressed two of the main points, but I still got to deal with this third one about humans and I'll jump right into that. That one's actually probably the easiest one. Moves in my ability to spell altruistic. All right. Yeah, I think I covered everything here. And I don't really feel the need to really go much into the text. I'm gonna just take a peek. She mentioned sharing a food with strangers. I guess I could tie it into that because she didn't talk about that. Okay, so we are at 367. Dang, I kind of went a little hard on this one. Like I said, I think about 250 is good, but if you do more, that's great. I generally try to encourage people to hit at least 250 on this. And here we are. We're at 350 some, 367, that's great. So just to go over this real quick, now that I got a few minutes, again, we've presented the common thing that they are both discussing, right? They're both discussing examples of altruistic behaviors. Here's a definition of that so that it's clear that I understood the content. And then the relationship between the two. While the text claims that there are abundant examples, the professor's comments reveal that many altruistic acts are not actually altruistic at all. So we got that. The idea about the meerkats is introduced. I mentioned that it was new information that the professor presents, because she started out by saying that, and I thought maybe that'd be a good thing to include for my notes. And then the idea that the sentinels are starving while the other meerkats couple of food is incorrect. We see that they eat before standing guard. That's what she said. So they don't have to go looking for food. And I kind of added this. This wasn't really in the text or the audio, but it just makes sense logically. And I think if you can take a logical conclusion, go for it. We talked about the other advantages, sounding an alarm, they'll scramble for cover or huddle up for protection. So that actually puts them in more danger than the sentinel who is just standing near the entrance to the burrow. So he's gonna be fine. And then when we talk about humans, we have kind things that we do, but are those really altruistic actions? And as the lecture says, they don't have to be physical rewards. Donating an organ makes you feel good and gives you validation from society and gratitude. So that could really mean that nothing can be altruistic. This last stuff here, I probably could have gotten rid of. Like this would be the extra content. I've added a little bit more of my own conclusions to some of these paragraphs, but that's because I understood the content. And by doing that, I think I'm taking that response to that five level, like going just a little bit beyond. I've covered everything in the text, but I'm taking it to that next level. And that right there is what you wanna do with part one, the integrated writing task. Just take notes and try to understand as much as you can. Now if you, there's typically a couple of vocabulary words that you might not get, try anyway. In this one, for example, the word burrow, that is one of those words that they would love you to use in your writing, but you might not know that word. Maybe you don't know how to spell it, try anyway. Don't be afraid of a spelling mistake. They would rather you see, they'd rather see that you understood that word or you heard a word that sounds like burrow and you understood what it meant and you tried to use it correctly. And I made sure that they understood that I understood that word. It's really important to remember that these tests are looking to see if you can handle new information. So they're probably gonna throw one or two words at you that you shouldn't know, that they don't expect you to know. And then the question is, how do you respond to that? If you just hear a word you don't know in an important context and you just ignore it, you're gonna have a bad time because that's something that they're looking to see. And if we go back to our rubrics again, like we can see that, this is something that they're looking for here is that you've got these key points and that if they're incomplete, inaccurate or imprecise, which could happen if you ignore one of those important words, you might go down a little bit. So maybe you could get up in here still without that word burrow, but it's definitely what's gonna keep you from that fifth level, right? You definitely wanna have all the information, that's where the accuracy part comes in. Being able to accurately use the terms that they give you is important. All right, so on that note, now that we've taken care of that business, we're gonna go ahead and do part two, all right? I forgot to turn down my video quality things today, but the internet is running wonderfully. That's a good sign, I like it. All right, part two is really straightforward, my people. This is the easiest type of writing ever. Here it is, here's the instructions and here's my question down here and I'll show you how to do this. So the directions, let me drop this down a little bit so we can make sure we see everything. Directions, for this task, you'll write an essay in response to a question that asks you to state, explain, and support your opinion on an issue. Now, number one thing I always say to people, you guys need to pick a side, all right? Go hard to one side or the other. Don't use profanity or like hate speech but because they will nullify your test for that but go hard, okay? So, if I look at this, I'm gonna have to write about this question and it says, some young adults want independence from their parents as soon as possible. Other young adults prefer to live with their families a longer time. Which do you think is better? I swear, if you start with like, well, it depends. Bad, don't do that, all right? Pick a side, either you are on team, get out of the house as soon as possible or you're on team, live with your parents until they die. Like try to pick a hard position because the harder your position, the easier it is to support it. Like you're not gonna explore the gray area in the space provided here. They give you 30 minutes, they say you'll have at least 300 words. I typically tell people to try to shoot for 450 here. So 450 is kind of my target, I might go even past that but this is what you need to do, pick a side. I am gonna pick this side very clearly because I like that answer and it really resonates with me personally but you know, that's it. Now before we get into this, again, we need to outline our work, say it every week. So I'm gonna get my position and my reason one is gonna be because it gets you mature faster, all right? And reason two, freedom, America. And reason three, let's see, what would be reason three? And I'm not trying to offend nobody here if you still live with your parents but I just wanna make it clear that I'm a believer in this concept of moving out and living on your own. And so right here, these are gonna be four paragraphs and then I'm gonna wrap it up with a conclusion and what I wanna do with my conclusion is a call to action, okay? And I will explain again how to do those when we get to that point. But these will be five paragraphs. I think a five paragraph structure is a really easy way to do this. It's super simple. It's gonna make your life easy, all right? So we're gonna start with my position, okay? So, and I might even tie this into a little bit of current context, you know? Okay, so I have given a little bit of context, a little introduction maybe to why this debate would be happening. I think that's important to do. Why are we discussing this issue? Is there any reason why this issue might come up? And then, you know, I point out that, okay, yeah, there's good reasons maybe for people to do this and I could have built a whole essay around this but I'm gonna make the point that the longer you live with your family, the more you miss out on life. And I'm a firm believer that you should make every effort to live on your own. So I've made my position crystal clear. I don't think there's any debate as to why that is. So I'm not even gonna bother jumping into my reasons here. I'm just gonna start writing my next paragraph, okay? So the first reason is about maturity, all right? And that makes me think I may wanna move this or revise this reason because this is kinda gonna be the opposite of this, I guess, a big baby versus mature. So this could be better in this position but I may also just think about changing this out, actually. So I think I'm gonna change that to something else. Something you should do, like reevaluate because honestly your third option is probably your worst because your first two ideas are probably better and then you run out of ideas and you're on your third idea. So don't be afraid to go back and revise your outline here. And I think I'm gonna put that back in the third position because it goes well after freedom because you have the freedom to find yourself, right? So let's kinda keep in mind we wanna link these ideas together as well. We wanna make it coherent. So I want one idea to naturally lead to the next. So my logic here is like, if you have maturity, then you'll be able to do more things on your own and that will help you figure out who you are and therefore you should go live by yourself. That's basically the flow of my essay. If I were to sum up each paragraph in one position or one sentence, that's how I would do it. So let's, yeah, let's move this down so you guys can see this. All right, what's up everybody, see you. All right, so I got a little paragraph here that just starts out with like a little kinda factual statement. Somebody's doing everything for you and these are things that you need to learn how to do but if you just live at home, you'll probably never learn. Even if you have good parents, it's not worth it. Like you need to learn by yourself. You need to go do this stuff on your own. So I think that covers that pretty well. Freedom, Mark. All right, let's talk about freedom. I like freedom. I like this example, but I think that's one and then we can move on to, move on to this idea that by having that freedom, you can do more things, right? Yeah, I think this is okay so far. So, all right, so I'm making this kind of point here that you get freedom to do whatever you want which is enjoyable, right? You can have fun and go ahead and eat that ice cream before dinner but also that, you know, while some, and I try to sometimes do this by just presenting maybe like another person's argument and countering it to give myself some more content and I just use connectors like although to make sure it's really clear that I'm not claiming that, I don't believe that. This is what some people might say in response to what I'm saying but this is how I'm gonna refute that argument, right? And then it's important for you to take chances and explore the world and learn what you should and shouldn't do and you have the freedom to make mistakes which is gonna help you develop. Okay, so last point here is about finding yourself. I'm gonna tack this on. So I decided to open this one up with a rhetorical question like to kind of get, I always encourage people to think about like throwing in a question or, you know, I have a couple of them in here but also the little things like even saying, you know, that you had to maybe once not go out one night, you know, by saying something like this, I'm encouraging the reader to think about that time that that's happened to them and I'm sure it has and maybe it hasn't but if it has, the reader that is checking my essay is gonna feel connected to what I'm saying and that's gonna have a positive impact on your grade. I can guarantee it. Like that just makes it more enjoyable to read. So always make sure you have a couple of questions or like sort of general statements that could apply to anyone and encourage people to recall things or remember things that you expect them to have done or experienced, right? So here I have my little rhetorical question to start out and I make this bold point that you get a new you, right? You construct your identity and you have to shed those other influences in order to really become who you are. Yeah, throw this in here too, like a good example. You always wanna make sure we have some examples, right? So I've kinda like, so far this is a bit of a vague paragraph. I haven't given any hard, concrete examples, right? But I'm bringing out this point of like, you can be who you wanna be, right? And if you are maybe someone who would face discrimination for example, like LGBTQ plus, you would definitely not have a good time living at home if your family is very conservative and doesn't accept that stuff. So naturally these are people who would definitely have to get out of the house, right? So that's kind of the point I wanna make. All right, so now I wanna get to my conclusion and all I really wanna do here is encourage people to do what I said, okay? Call to action. Call to action means I give a command, I start a sentence with a verb, I tell people what to do, right? And I can also write this as if I was writing to a younger audience who's maybe thinking about this, but I'm gonna take it more general. I don't wanna make it seem like I'm talking to the reader which probably isn't living this experience. So I'm gonna keep it a little more third person here. Yeah, there you go. That's a call to action right there. Pack your bags and get ready for new life. So I restate my position, right? To make it clear that I think everybody should leave their family unit at some point and hey, you know, they'll still be there if you have time to yourself there. Speak a lot from personal experience here is like I've moved away from my family when I was 19 and here I am and I go back and I see them more often now than I used to in part because I can economically but also because I want to more now. Like I've had this time away, it's great but now I wanna spend more time with my family. That's fine. It's a good time for that, you know? I got a decade away. That's plenty for now. So I like to finish it up by just kinda recapping a little bit and hitting this final point with a strong verb. Pack your bags and get ready for new life. Like a strong short command like this is gonna resonate more with the reader. So if we look at our total word count, we should be around 500. That's pretty solid. I was saying like I recommend 450. I think at 500 I've done a good job here and I would probably go back and take a look and see if there's any words that I could try to improve. I tried to change some things up. For example, the word things. Look for words like things, places, people. See if there's any way you can rephrase those words. I was gonna write it again here but I changed things to essential tasks. You know, I tried to diversify my vocabulary a little bit. See if there's anything you can do or anything you've repeated a lot. A lot of times when we write, especially if you get into a bit of a groove, you probably won't realize that you're repeating certain words over and over and over. So you wanna watch out for that. Obviously if it's like an important word for your paragraph like freedom, I'm allowed to repeat freedom, right? I don't have to necessarily rephrase that a hundred different ways. But I do wanna watch out for like, maybe words like different, bad, good. How much do I use those words in here? And I feel like you could typically diversify those with something better. I might change good parents for skillful parents, right? Just to improve that a little bit. I think Lausie's already good for in lieu of bad. I would take a look for any adjectives that I might wanna add as well that I think could be important. But the point here is that, I have covered my points, my three main reasons, and my position's crystal clear. I want you to definitely go live alone. I do not want you to just, you know, stay with your families here. I meant to show you guys the rubric before, but I'm gonna show it to you after and show you what they look for so you can see here. So starting at that three level, this is for the one I just did, the independent writing. Like if you have somewhat developed explanations, like somewhat developed means you didn't use enough examples, you didn't really make it concrete. That's gonna keep your grade low. Connection of ideas may be obscured. That would be like if you have a really hard transition between two ideas, you didn't use any good connecting words. Inconsistent sentence formation word choice that results in lack of clarity. So just like the other one, lack of clarity means you confuse the reader. If you've messed up your stuff and you've kind of like used words that you shouldn't have or used the wrong grammar and it confuses the reader, that brings your grade down. So I think we're well above here. Some points may not be fully elaborated. A lot of times you can use the eyeball test. Like if each of your paragraphs is about the same size, you should be good. If they're all like, you know, decent length, I would say I try to shoot for about a hundred words plus for each paragraph in the body. And I see that they're all like 108, 133, 134. So they're all pretty, pretty well developed. I feel like this one was developed well with fewer words. I don't feel like it's underdeveloped compared to the others. Generally well organized and well developed. I definitely think I've organized it well. I have a clear progression of ideas. So that's here as well. Maybe some unclear connections. Maybe, but I feel like I made all the connections really clear. No errors that do not interfere with meaning can still get you that four level. So that's good. If we go to the five, we see that it effectively addresses the topic and task. So that means I did everything that I needed to do. It's well organized, well developed. Clear explanations, examples, details. You know, I think if I look at my paragraphs, I have examples, right? These are concrete examples of things that your parents do for you. And I think that's solid there, right? Then the freedom stuff. I've talked about going out at night, you know, eating ice cream before dinner. Those are, in my opinion, good examples. I think that clear. Talking about your identity, you know, I gave the example of certain people who may need to have this sort of environment. I think that this is probably the only area where I could have maybe had better examples, you know, with this idea of making decisions without outside influences. It's a pretty abstract concept, so it's a little tough. But I think by the end of it, we got to some solid examples that make it really clear what I'm trying to say. So I feel like this is a pretty solid answer. So that's all they're looking for. It's really not that complicated. I just, I think the two things we have to learn from this, from the first part, take good notes from the listening. Make sure you got all the points that you could from the reading. You know, pay attention to that reading and really identify those three points before you get to the audio, because that's gonna help you a lot. When you write your essay, make sure you outline, make sure your position is clear, make sure you have three distinct reasons. I went back and edited one of these because it felt like it wasn't distinct enough from the others. So I wanted to make sure that they were three very separate reasons and that they don't accidentally blur the lines and end up sounding like the same idea. And that, my people, it's everything you need to do for the TOEFL writing portion. That's really all there is to it. Any questions, any thoughts? Anything else you wanna tell me? I don't know. If you guys got anything you'd like to ask or just wanna say what's up, go right ahead. And if not, then we cool. Thursday, we got a video coming out about the IELTS, so that'll be going up on Thursday. You can check that out. Just like a full section by section guide to sort of help you figure out if you should take the IELTS or how you should approach the test. On the next week after that, we're gonna have a TOEFL video. So that's kinda what I've been doing here. Last week I did IELTS Live. This week's Thursday video is IELTS. And then today is TOEFL Live. Next week, TOEFL video explaining all the TOEFL stuff that you need to know. So if you need to take an English test, we got you covered. We got all the information you need here at score. And if you need some help, you can go to prepwithscore.com and hit us up and tell us, hey, like I want some help with my test. And we got awesome teachers, like my people. I have trained these people, okay? So I'm not trying to take credit for their work. They do great work all on their own. They've come up with better solutions to things that I have in some cases. But you know, we got a really cool team and I'm very proud of their work. So I want you to check it out. And after that, we got more content coming up. I actually made four videos over the last weekend. I had an incredible burst of productivity, which I need to do because I'm gonna be going back to the States for Christmas. I'm gonna try to visit some more universities for university episodes. Got a lot of cool things going on. I'll tell you more about that stuff next week. All right, my people. So have a good night. Thank you very much.