genesiss

Congrats! It's a fantastic score :tup:

it's harder than the real reading

Cambridge's tests are harder than the actual exam. Try to up your score to 26 in writing and 26 in listening and you'll have above 25 in both on the actual exam. Moreover, the speaking is not good at all and the writing are way harder than the real test.

I am applying in Brown U(ED - just one more essay and I send my application), Northwestern U, Stanford U and Washington and Lee U. In England - Oxford. I kinda screwed SAT 1 - just 1900 (cr 530, wr 600, math 760) , but on 4th OCT I am going to kick it's a*s SAT 2 math 1c 800 SAT 2 physics 740 - will retake on NOV 1st SAT 2 math 2c - nov 1st those are my scores up to now. I have several very strong EC :p btw I'm gonna be undergraduate student.

I suggest you call them. That way you can explain to them that you need your result badly for some application. If they tell you crap again inform them that you'll be calling every single day till they tell you your result... Don't know if it'll work. But just emailing them is obviously pointless...

I think that it is really good - you paraphrased the text ;) I don't know much but I think it's OK :tup:

What do you mean by application stuff? exams scores or?

Well - no one knows what's in the heads of ETS team, so... but really - this topic is awful! PS can you write your score when you know it? Thanks!

You cannot underline on the real exam :crazy:

:) The actual exam is easier than the Cambridge tests. For eg I get only 25-26 on the Cambridge' reading sections but on the real test I got 29. Keep doing tests ;) and you'll be fine (for that you should try to find Barrons CD - it has 7 tests that are really good (especially the reading and listening sections)).

Go read some posts in "Just finished my TOEFL" - there is a lot of information. I recommend you to use Cambridge + Barrons

Hi explorer_on, :) The Integrated Writing is the easier of the writing tasks. :grad: You have to read a text about some topic. The text will be written in that way: Introduction (to acquaint you with the topic and the position of the passage about some issue); First argument supporting the position of the passage; Second argument [=/=]; Third argument [=/=]; Sort of conclusion. [bounce] Then you'll listen to a lecture that will refute or support the position of the reading passage (most of the time the listening refutes the statements made in the reading passage). Your lecture will have the same construction: Introduction (to acquaint you with the topic and the position of the listening about some issue); First argument supporting the position of the listening passage; Second argument [=/=]; Third argument [=/=]; Sort of conclusion. Your task is to summarize important points made in the listening passage and then to write an essay where you explicitly show how the listening passage refutes the arguments made by the reading passage. How do you do that: you rewrite (not using the same words!) the topic sentences from the reading then from what you've heard and written down from the listening you make a "summary" and write it in a paragraph. For example: Moreover, the reading passage states that blq blq blq... On the other hand, the listening claims that blq blq blq Of course you should include many details from what you've written down while listening -> this is the point of this task. Don't forget that you don't need to write a conclusion! [w00t] So - you just need to find the topic sentences in the reading passage, to write them down in order to be easier for you to find the key "ideas" of the listening passage. Of course, you have to take notes during he listening passage - your essay is mostly of these notes. Here is one of my essays - I don't say it is good (it'll most probably get 3,5-4 on the exam :(). Just to see how the essay should be organized: Cambridge Integrated Writing Task Test 5 The passage discusses the advantages of working in a team while the lecturer casts doubt on the points made by the passage. First of all, the passage states that teams come up with superiordecisions as there are a lot of different people in the team. The lecturer, on the contrary, believes that there is a phenomenon by which group members arrive at disastrous decisions. He points out that in a team there could be individuals who want to conform to irrational solutions. Moreover, individuals who raise objections are ignored. Another challenging difference is that the passage points out that it is positive that the responsibility is spread around while the lecturer states exactly the opposite. The lecturer gives an example of an escaped prisoner. Also, in the text is stated that it is advantageous to work in a team as the team members are reassuring each other and thus reaching correct decisions. The lecturer casts doubt on this statement by giving the example of a car fiasco. The public didn't like the new product and as a result the fiasco was near a bankrupt. I hope I helped you a bit! [goodjob]

I don't think this will affect your final score - it's something really insignificant as an error.

I don't have any idea but I suppose they do send other scores. Don't you worry - TOEFL is just a requirement - you pass this or not. If you've scored 80 in your first test and after that 103 for eg each university will consider only your higher result. Again - it's not an admission criteria [at least in USA&England]

I think that your ideas are strong - if you've connected them well according the task you'll have above 4 (with minor grammar and vocabulary errors). Don't worry about the Integrated Writing Task - most probably you've done well ;) . If you're confident about your other sections then you really should expect above 100! :grad: About the speaking section - it is usual for anyone to run out of time. In fact, I think it is better that way instead of finishing earlier! So - don't worry! After I learned my score (I expected above 100) I was 100% sure that there is God haha so He is watching after the poor ETS victims :) I hope you get the desired score!