It is argued in the reading that a plan to relocate rhinos to Botswana carries some intrinsic flaws and cannot be feasible.
It is argued by the lecturer, however, that this concept can actually be achievable.
It is believed, first of all, that this relocation plan should not be attempted because it tends to result to a 5% death rate of the rhinos during or after the relocation.
The lecturer argues, however, that the plan still has its benefits because the rate is comparatively lower than that resulted from poaching, which is running rampant now.
It is also mentioned that the plan will not work because males rhinoceroses only become reproductively mature after turning 12, while female rhinos may be separated from their offspring.
However, the speaker contends that the plan will still work because males of different ages will stay in Africa to stabilize the fertility rate, and it will not separate female rhinos from their young.
Also, the plan may not address the issue of poaching, which will only be seen in the new relocation site.
Disagreeing with such pessimism, the speaker explains that Botswana will be a haven for relocated rhinos because a weaponized force is implemented to prevent poaching, while the immense area there will render it difficult to target the rhinos.
首先，開頭段以「It is argued in the reading... / It is argued by the lecturer...」形成對比式引言，準確指出雙方立場：閱讀質疑遷移犀牛計畫的可行性，而講者則主張其可行。
這種句型明確展現托福整合寫作中「總體對立」的開場策略。
第二段指出閱讀提到「遷移造成5%死亡率」的缺陷，但講者以「與盜獵死亡率相比仍較低」反駁，顯示學生懂得以比較論證呈現講者觀點反駁閱讀理由。
第三段延續對比結構，針對「公犀需12歲才成熟、母犀與幼犀分離」的問題，講者以「保留部分雄犀、母犀不分離」化解，語意精準、邏輯緊密。
第四段再針對「盜獵問題持續」的閱讀觀點，講者指出「波札那設有武裝部隊且面積廣大，難以偷獵」，展現具體證據支撐。
整合作文還是需要文章結構完整、論點明確，每段皆呈現閱讀觀點→講者反駁→理由支持的清晰模式；用詞正式、句式多樣（比較句、讓步句、被動語），符合托福高分整合寫作要求。