Students often mix up “so” and “so that” in their essays.  Here’s what you should know.

So

“So” is used to indicate an effect or consequence of something.  Like:

I studied hard, so I got a high score.

The effect of studying hard is that I got a high score.

There was a drought, so the people moved west.

The effect of the drought was that people moved west.

I’m tired, so I’m going to bed.

The effect of being tired is that I’m going to bed.

So that

“So that” is used to indicate the purpose or reason for doing something.  Like:

I turned up the heat so that we will feel more comfortable.

My reason for turning up the heat was to make us feel more comfortable.

People moved west so that they could grow crops.

The reason people moved west was to grow crops.

I should go to bed early so that I have plenty of energy tomorrow.

My reason for going to bed early is that I want to have more energy tomorrow.

Some old-fashioned writing uses “in order that” in a similar way.  I don’t recommend using that form in contemporary academic writing.

Rather than

Use “rather than” to state preferences and choices.  Such as:

“He wanted to be a doctor rather than a teacher”

“I prefer to eat pizza rather than salad.”

“I decided to write rather than phone.”

“In the end, we decided to go to Toronto on Friday rather than on Sunday.”

“He’s probably just lazy, rather than stupid.”

Note how each sentence states a choice or preference.  There is not just a comparison.

Than

Use “than” to compare two things without making a choice.  As in:

“Doctors make more money than teachers.”

“Waking up early is more beneficial than staying in bed late.”

“Writing is slower than calling.”

“Cats are smaller than dogs.”

“Attending university at home is cheaper than going to another country.”

Note how every sentence makes a comparison, but no actual choice is made.

Students preparing for the TOEFL often ask something like:

Should I mention the lecture first in each body paragraph? ETS wants me to mention the lecture first, right?  That’s what the instructions say!

My answer is always no. You can do that if you want, but it isn’t mandatory. 

I’m not sure where this misconception came from, but the truth is that ETS doesn’t prefer that test-takers mention the lecture first in each body paragraph.  In the past, I’ve suggested that students check out the Official Guide to the TOEFL and the two Official TOEFL iBT Tests books where the examples usually mention the reading first in each body paragraph.

Check out the screenshots from the new Official Prep Course for the TOEFL sold by ETS.

 

Note how the ETS material specifically recommends mentioning the reading first in each body paragraph. Note how the template suggested by ETS does the same.

You can mention the lecture first if you like (as is noted at the end of the second screenshot), but don’t assume that ETS prefers it that way.

If you can afford it, the ETS course is a helpful product. It dispels some other weird urban legends, which I might highlight here in the days ahead.

The other day, I woke up to TWO emails from random strangers letting me know that their TOEFL scores were cancelled due to something resembling an accusation of plagiarism. The emails themselves weren’t strange – I get weird emails all the time since I am the only a few people writing about the minutiae of standardized language tests online.

What’s fascinating is that back in the day (say, 2021 and earlier) I would get ONE such report each year. Now I get multiple reports of score cancellations due to plagiarism each month. Sometimes multiple reports in a single week.

I don’t have access to the data, but I suspect something is different than before.

In each case, the test-taker gets the exact same un-specific notification:

“In the quality control process, the ETS Writing staff noticed that your response(s) to the integrated/independent Writing task did not reflect a response to the assigned task. This was noticeable since the responses for which you receive a score should be your own original and independent work. Further reviews determined that a portion of your Writing response(s) contains ideas, language and/or examples found in other test taker responses or from published sources.”

No further information is provided, even when specifically requested.

In all but one case, the students have denied (to me) committing actions along these lines.

There have been suggestions that AI is used to detect plagiarism nowadays, but I haven’t gotten a confirmation of that.

I don’t know if any of this matters, but it might be interesting to test-watchers.

I recently cleaned up another one of the AI-generated TOEFL integrated writing questions and uploaded it to YouTube with a complete reading, lecture and sample essay.  Enjoy!

Okay, everyone is probably sick of reading these… but I’ve got a couple more writing questions I made with ChatGPT.  I’ll post them both here, and then start dumping my creations on YouTube or something.  But I will use the blog to share whatever I can come up with for the other section.  Sorry!

Here’s a reading about the colonization of asteroids:

The idea of colonizing asteroids has long been a topic of fascination and speculation in science fiction and popular culture. In recent years, however, the idea of asteroid colonization has become more realistic and feasible, thanks to advances in technology and space exploration. There are many potential benefits to colonizing asteroids, and these benefits make the pursuit of asteroid colonization a worthwhile endeavor.

One of the most obvious benefits of asteroid colonization is the scientific potential. Asteroids provide a unique environment for scientific research due to their small size, low gravity, and lack of atmosphere. Research conducted in these environments could provide valuable insights related to many different academic fields. Not only that, but asteroids could also serve as stepping stones for future missions to other destinations in the solar system, such as Mars or the moons of Jupiter and Saturn.

Another benefit of asteroid colonization is the potential for economic growth and development. Natural resources mined on asteroids could create new industries and job opportunities, which would generate significant revenue for both governments and private companies. Asteroid mining could also reduce the need for resource extraction on Earth, which could help to preserve our planet’s natural environment.

In addition to economic benefits, asteroid colonization could also have important implications for the long-term survival of humanity. Asteroids could serve as potential refuge for humans in the event of a large-scale disaster on Earth, such as an asteroid impact or a nuclear war. Even if such a disaster doesn’t occur, asteroids could provide valuable information regarding the origins and evolution of the solar system, and how life emerged here in the first place.

 

Here is me reading the corresponding lecture:

 

And here is a transcript of the lecture:

While some people argue that starting colonies on asteroids could have many benefits, this claim is not necessarily supported by evidence. In fact, there are several reasons why starting colonies on asteroids may not provide the advantages that are often claimed.

One reason why asteroid colonization may not provide significant scientific benefits is our lack of knowledge about asteroids. Despite decades of space exploration and study, our knowledge of asteroids is still limited. We don’t know how many asteroids exist, what resources they contain, or what conditions are like on their surfaces. Until we have a better understanding of asteroids, it’s very difficult to predict what scientific benefits colonization might provide.

Next, we can’t exactly predict the economic benefits of settling on asteroids. While asteroids are known to contain valuable resources, such as metals and minerals, it’s not clear how much of these resources exist on asteroids, or how much they would be worth when transported back to Earth. It’s not clear whether mining for resources in space would be more cost-effective or efficient than simply getting them through conventional methods here on earth.

Finally, asteroids are just not suitable for long-term human settlement right now. Most asteroids are small and do not have enough mass to generate significant gravitational pull. This means that any human settlements on asteroids would need to be designed to cope with the challenges of low gravity, such as serious difficulty moving around and possible damage to our bones and muscles. These challenges could make living on asteroids extremely uncomfortable and dangerous in the long run.

Well, I’m a little bit obsessed now.  I generated another TOEFL-like integrated writing question using ChatGPT.  I spent about half an hour on this one, generating the passages and revising them to be more TOEFL-like.

(here is my original blog post about this process)

As before, here is the required disclaimer:

“The author generated this text in part with GPT-3, OpenAI’s large-scale language-generation model. Upon generating draft language, the author reviewed, edited, and revised the language to their own liking and takes ultimate responsibility for the content of this publication.”

Here is the reading:

Machu Picchu is a 15th-century Inca citadel situated in the Andean Mountains of Peru. This ancient site has puzzled historians and archaeologists for centuries, with many theories proposed as to its purpose. Archaeologists have put forth three possible reasons for the construction of Machu Picchu.

One possibility is that Machu Picchu was built as a permanent royal estate for the Inca emperor, Pachacuti. As the ruler of a major empire, Pachacuti would have needed a luxurious and impressive residence. Located at the top of a mountain, with breathtaking views of the surrounding landscape, Machu Picchu would have been an ideal location for such a residence. Anyone coming to meet with the emperor would have been impressed by his apparent power and wealth.

Another theory is that Machu Picchu was built as a ceremonial and religious center. The Inca were a deeply religious people, and their empire was filled with temples and shrines dedicated to their gods and goddesses. Machu Picchu, with its impressive stonework and intricate carvings, may have been built as a sacred site for religious ceremonies and rituals. 

A third possibility is that Machu Picchu was built as a defensive fortress. Located at the top of a mountain and surrounded by steep cliffs, the site would have been very difficult to access, but easy to defend. This strategic location, combined with the strong walls and terraces of the citadel, would have made Machu Picchu a perfect military stronghold. Invading armies would have found it a very challenging target.

Here is me badly reading the lecture:

 

Here is a prompt:

Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage.

Here is a transcript of the lecture:

The author’s ideas about the purpose of Machu Picchu  are certainly interesting, but each of them has a few flaws.

A problem with the idea of Machu Picchu as a royal residence is its remoteness. While the site is located in a beautiful area, it’s far from the center of the Inca empire and would have been difficult to access. This would have made it impractical as a residence for the emperor, who probably needed to be close to the political and administrative centers of the empire. For this reason, the site may have been a temporary vacation home for the emperor, rather than a full-time residence.

Next. While the idea that Machu Picchu was built as a ceremonial and religious center is a popular theory, it is not without its flaws. One challenge to this idea is the lack of evidence of religious activity at the site. While the citadel contains impressive stonework and many elaborate carvings, there are no clear indications that it was used for religious ceremonies or rituals. In contrast, other Inca sites, such as the Temple of the Sun in Cusco, contain clear evidence of religious activity, including altars, offerings, and other religious artifacts.

Lastly, it is difficult to claim that Machu Picchu was built as a defensive fortress.  While the citadel contains strong walls and terraces, there are no clear indications that it was used for military purposes. Very few actual weapons or military tools have been found there. The Inca were known for their elaborate military practices, and the remains of their soldiers and weapons have been found at many other Inca sites. The absence of clear signs of military activity at Machu Picchu suggests that it was not used for defensive purposes.

 

Everyone is talking about ChatGPT this week. I wonder: could this technology be used to create a test of English fluency?

Possibly.  In about twenty minutes I was able to generate a TOEFL integrated writing question that looks okay.  I spent about five minutes generating the reading and lecture script, and about 15 minutes revising them to be slightly more “TOEFL-like.”  I used a few extra minute to record the lecture, though I realize now I should have used an AI to generate that as well.

The result isn’t perfect, but it’s fairly close and can certainly be used as practice material.

(Update: I generated an even better one)

The twenty minutes I spent on this compares favorably to the 200 person-hours we used to spend creating this stuff when I worked for a major publisher.  

Before I share the results, here is the standard disclaimer:

“The author generated this text in part with GPT-3, OpenAI’s large-scale language-generation model. Upon generating draft language, the author reviewed, edited, and revised the language to their own liking and takes ultimate responsibility for the content of this publication.”

Here is the reading.  Of course, I took on a topic related to humans vs automation:

Over the past few decades, robots have become an increasingly important tool in space exploration. These machines offer a number of benefits that make them ideal for use in this field. Overall, there are three key benefits of using robots in space exploration.

First, robots are able to operate in environments that are too dangerous or inhospitable for humans. For example, robots can be sent to explore the surface of Mars, where the temperature, radiation levels, and atmospheric conditions are hostile to human life. Robots can also be used to explore the depths of the ocean or the interior of volcanoes, where humans would be unable to survive. By using robots, we can gather valuable data and samples from these extreme environments without putting human lives at risk.

Second, robots are able to perform tasks that are too difficult or complex for humans to do. For example, robots can be equipped with specialized tools and sensors that allow them to conduct experiments or make measurements that are beyond the capabilities of human astronauts. Robots can also be designed to move in unique ways, such as crawling, swimming, or flying, which allows them to access areas that would be difficult or impossible for humans to reach. This can enable robots to gather data and samples from locations that would otherwise be inaccessible.

Third, using robots is less expensive than sending human astronauts to space. They are able to operate for long periods of time without needing to rest, eat, or drink. This makes them ideal for missions that require sustained exploration over many months or even years. For example, a robot could be sent to a distant planet or moon and do its work without costly supplies being sent from earth.

Here is the lecture audio:

 

Here’s a prompt:

Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage.

And here’s a transcript of the lecture:

There are a few problems with the claim that robots are always more useful than human astronauts when it comes to space exploration.

First, while it’s true that robots can operate in dangerous environments, their ability to deal with problems is somewhat limited by their design and programming. The fact is, Robots may not be able to respond to dangerous situations that are unexpected or to adapt to conditions they are not specifically designed for. So… if a robot encounters a unique situation on a distant planet it may be unable to continue its mission. In contrast, human astronauts have the ability to think and problem-solve, which allows them to overcome challenges and adapt to new situations.

Second, robots may not be able to provide the same level of scientific data as human astronauts. While robots can be equipped with sensors and instruments that allow them to gather a wide range of data, they can’t make the same connections as humans. Since robots are limited by their programming and technology,  they may not be able to notice or interpret subtle patterns in the data that they collect. In contrast, human astronauts have the ability to think, reason, and make connections, which can lead to amazing breakthroughs and insights.

Lastly, robots are more expensive to develop and operate than you might think. Building a robot that can function in the harsh conditions of space isn’t cheap. It requires special materials and technology, which can drive up the cost. In addition, once a robot is launched into space, it may be difficult or impossible to repair or upgrade it. This means that a tiny malfunction may destroy the whole mission. In contrast, human astronauts can be trained to troubleshoot and repair equipment, which can help to extend the life of a mission.

It seems like ETS might be taking plagiarism in the TOEFL writing section a bit more seriously than before.

In February of this year, the following sentence was added to the “Why and How ETS Questions TOEFL Scores” page:

“When there are concerns regarding plagiarism in the Writing section, the scores from the test administration are automatically canceled.”

Since then, I’ve been contacted by quite a few students whose scores have been cancelled for this reason.  In every case, the decision has been final, and no appeal process has been provided.  The entire test is cancelled, and no refund is offered.  Before this year I was never contacted about this issue.

Each time, the student gets an email like this:

I am writing to advise that the test scores issued in your name for August 21, 2022 have been canceled. In the quality control process, the ETS Writing staff noticed that your response(s) to the integrated/independent Writing task did not reflect a response to the assigned task. This was noticeable since the responses for which you receive a score should be your own original and independent work. Further reviews determined that a portion of your Writing response(s) contains ideas, language and/or examples found in other test taker responses or from published sources.

Everyone seems to get an almost identical form letter, without many details.  It is not indicated which of the essays was in violation of the misconduct policies.  Nor does it really indicate exactly which of the possible violations was spotted.

Due to the vagueness of the letter, I’m not really able to provide much guidance other than a reminder to not plagiarize when you write an essay.  Don’t memorize examples.  Don’t rephrase examples that other people have written.  Don’t memorize long stretches of content.

It is worth mentioning that when asked, the students with canceled scores have insisted that they didn’t plagarize, or use any “templates” or “shell text” at all.

Part of me wonders if this change is a response to journal articles like this one by Sugene Kim out of Nagoya University who wrote about how plagiarism is a common approach to TOEFL test preparation in South Korea.  

I like the change, of course.  Plagiarism is terrible for everyone involved.  It would be nice to have a bit more information about what is detected in each case, of course.

If this has happened to you, by all means contact me.

Use “since then” to talk about an action that started at a specified point in the past and is still happening today.  As in:

“I met Julie when I was in university.  We have kept in touch since then.”

This means that I am still in touch with Julie.

I should not say:

“I met Julie when I was in university.  We have kept in touch until now.”

The problem is that “until now” implies that I just stopped keeping in touch with Julie.  

I can’t find a good reference in a grammar book, but to my ear “until now” always means that the action has just stopped.  As in:

“Until now, I have gotten good grades.”

This means that I just stopped getting good grades.  

Basically, “until now” implies that a change has happened at the present time.

For more information about how to use “until now” check out this blog post.