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Master the updated 2026 TOEFL Integrated Writing task with four scored model responses on GM crops. Includes exact rubric breakdowns, academic vocabulary, and mistake analysis.
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Master the updated 2026 TOEFL Integrated Writing task with four scored model responses on GM crops. Includes exact rubric breakdowns, academic vocabulary, and mistake analysis.
Reading Passage: Argues that genetically modified (GM) crops will solve three major agricultural challenges: (1) increased drought resistance reduces irrigation needs, (2) engineered pest-resistance eliminates the need for chemical pesticides, and (3) enhanced nutrient profiles will combat malnutrition in developing nations. Lecture: The professor directly challenges each point. (1) GM drought-tolerant varieties actually require more initial water and specialized soil conditions, negating water savings. (2) Target pests rapidly develop resistance, forcing farmers to use stronger, more toxic chemical blends. (3) Nutrient-enhanced GM crops are patented and sold at premium prices, making them inaccessible to low-income populations who need them most. Task: Summarize the points made in the lecture, explaining how they cast doubt on specific points made in the reading passage.
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(Note: ETS now scores writing on a 1–6 CEFR-aligned scale. The 0–120 legacy scale runs in parallel during the transition period.)
The reading says GM crops are good for farming because they resist drought, stop pests, and help malnutrition. But the professor disagrees with these points. First, the reading claims drought-resistant plants save water. The professor says they actually need more water at the beginning and special soil. So they do not save water like the author thinks. Second, the author says GM crops do not need pesticides. The lecturer says bugs get stronger and farmers must use stronger chemicals. This means more chemicals are used, not less. Finally, the text says GM crops have more nutrients and will stop hunger. However, the professor points out that these seeds cost too much money because of patents. Poor farmers cannot afford them, so malnutrition will not be fixed. In conclusion, the lecture shows that the reading is wrong about all three benefits of GM crops.
Why it scores 3.0:
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The reading passage promotes genetically modified crops as a solution to agricultural problems, but the lecture directly contradicts these claims. Initially, the author argues that drought-resistant GM crops will lower irrigation demands. Conversely, the lecturer explains that these engineered varieties actually demand substantial water during early growth stages and thrive only in specific soil types, which cancels out any potential water conservation. Next, the text states that genetic engineering makes crops immune to pests, reducing pesticide application. The speaker challenges this by noting that insects quickly adapt to the modifications. Consequently, farmers end up spraying more concentrated, harmful pesticides to protect their harvests. Lastly, the reading highlights that nutrient-fortified GM crops will reduce malnutrition in poorer regions. The professor counters this by emphasizing that corporate patents drive up seed prices, placing them out of reach for the low-income communities that suffer from food insecurity. Therefore, the lecture systematically dismantles the reading's optimistic claims.
Why it scores 4.0:
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The passage posits that genetically modified crops will revolutionize agriculture by improving drought resilience, reducing pesticide reliance, and alleviating global malnutrition. The lecturer, however, systematically refutes each assertion, arguing that the practical realities undermine these theoretical benefits. Regarding drought tolerance, the author claims GM varieties significantly cut water consumption. The professor disputes this, clarifying that these crops actually require intensive initial irrigation and specialized soil amendments to survive early growth phases, which ultimately negates any long-term conservation. Concerning pest management, the reading suggests built-in genetic defenses eliminate chemical sprays. The speaker counters that pests rapidly evolve tolerance to the engineered traits, compelling growers to apply increasingly potent and ecologically damaging pesticide cocktails. Finally, while the author touts nutrient-dense modifications as a panacea for food insecurity, the lecturer highlights a socioeconomic barrier: corporate patenting inflates seed costs, effectively locking out subsistence farmers who cannot afford premium biotech seeds. Consequently, the lecture demonstrates that the reading’s proposed advantages are either biologically unsustainable or economically inaccessible.
Why it scores 5.0:
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While the reading advocates genetically modified crops as a tripartite solution to water scarcity, pesticide overuse, and nutritional deficits, the lecture thoroughly dismantles each premise by exposing practical and economic constraints. First, the author contends that drought-resistant cultivars drastically reduce irrigation requirements. The professor refutes this, noting that such engineered strains demand substantial initial hydration and highly specific soil compositions to establish themselves, rendering any projected water savings illusory. Second, the passage asserts that inherent pest resistance will curtail chemical pesticide application. The lecturer challenges this biological assumption, explaining that target insects rapidly mutate and develop immunity, thereby forcing agriculturalists to deploy increasingly toxic chemical formulations to maintain crop yields. Lastly, the text posits that biofortified varieties will eradicate malnutrition in developing economies. The speaker undermines this humanitarian claim by pointing out that proprietary patent structures artificially inflate seed prices, effectively pricing out the very smallholder communities suffering from nutritional deficiencies. Ultimately, the lecture reveals that the reading’s purported benefits are either biologically unfeasible or economically exclusionary, leaving the proposed agricultural paradigm fundamentally flawed.
Why it scores 6.0:
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| Rubric Area | Level 3.0 | Level 4.0 | Level 5.0 | Level 6.0 | |---|---|---|---|---| | Content Accuracy | Identifies main points but misses synthesis | Maps all 3 contrasts accurately | Precise, nuanced contrast mapping | Flawless integration of causal/logical links | | Organization | Mechanical transitions, list-like | Clear progression, standard transitions | Seamless academic framing | Sophisticated rhetorical flow | | Language Control | Frequent simple sentences, minor errors | Competent, occasional awkward phrasing | Accurate complex structures | Near-native grammatical precision | | Lexical Resource | Basic vocabulary, repetition | Solid academic terms, minor collocation issues | Strong domain-specific lexis | Exact, context-perfect academic phrasing |
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