1. education
2. english as a second language

Intensive
English for Academic Purposes
iEAP
Curriculum:
How to Use this Document
© iEAP Program - Faculty of Education, University of Calgary (2010)
Table of Contents Intensive English for Academic Purposes Documents Overview Final Report Report Summary How to Use these Documents – Instructional Materials List of iEAP Materials booklets iEAP Materials Explained iEAP Unit Templates Weeks 1-­‐2: Humanities & Social Sciences -­‐ Weeks 3-­‐4: Science & Engineering Weeks 5-­‐6: Business & Communications iEAP Pre and Post Testing Materials Explanation Outline of Pre-­‐post testing materials Explanations of individual Pre/Post Tests iEAP Program Entrance Survey Reading proficiency Writing proficiency Passive Knowledge of English vocabulary Gates-­‐McGinitie Vocabulary Nation’s Levels Test Academic Word List Sub-­‐-­‐-­‐list Yes/No test Active use of English vocabulary Vocabulary profiles of student writing Fill in the blank productive vocabulary test Non-­‐Language based criteria Surveys i. Strategy Inventory of Language Learners ii. Student motivation survey iii. post-­‐program evaluations and interviews Pre & Post Test Sequencing iEAP Program Pre & Post Tests iEAP Program Entrance Survey Nation’s Levels Test Academic Word List Sub-­‐-­‐-­‐list Yes/No test iEAP productive vocabulary test iEAP Persuasive Report Writing Assessment (pre) iEAP Persuasive Report Writing Assessment (post) iEAP post-­‐Program Evaluation/Survey Strategy Inventory of Language Learners Student motivation survey 2 2 2 2 2 2 2-­‐3 4-­‐9 4 6 8 10 10 11 11 11 11 11 11 12 12 12 12 13 13 13 13 13 14 17 25 35 44 46 48 55 58 iEAP – How to use these Documents – Instructional Materials Intensive English for Academic Purposes This document provides a short orientation to the iEAP program teaching materials and an explanation of how they are organized and how they could be used by an iEAP instructor. The actual pre/post-­‐tests make up the bulk of this bound volume. In addition to the teaching & assessment materials that are discussed and/or presented in this volume, the remaining iEAP program printed documents include the following: Language Learning Support for First –Year Post Secondary English Language Learners: Curriculum Design and Development – Final Report This document provides a more comprehensive background on the theory and rationale behind the iEAP program Additionally, it includes a description of the process that went into the iEAP curriculum development as well as some of the some of the results of the initial iEAP Pilot that was conducted in the summer of 2010. Language Learning Support for First –Year Post Secondary English Language Learners: Curriculum Design and Development –Report Summary This document is two page summary of the iEAP program development project and was created for the use of office of the Minister of Alberta Employment and Immigration. How to Use these Documents – Instructional Materials The instructional materials for this six-­‐week course are presented in eight separate booklets of instructional materials and resources, as follows: 1. Week 1 – Social Sciences and Humanities 2. Week 2 – Social Sciences and Humanities 3. Week 3 – Science and Engineering 4. Week 4 – Science and Engineering 5. Week 5 – Business 6. Day 26 – Business 7. Day 27 – Business 8. Days 28-­‐29 – Business Each of these booklets contains the resources necessary for the implementation of lessons, which are presented in chronological order. Each of the 30 days (minus a final day for post-­‐testing and one day for the August bank holiday) begins with an overview lesson plan, which outlines the goals for the day, the in-­‐class tasks, classroom instructions, and homework information. The documents following a day’s lesson plan are the materials associated with that day’s instructional sequence. 2
iEAP – How to use these Documents – Instructional Materials Course handouts, answer keys, presentation slides, readings, etc. are all found in chronological order. Furthermore, all materials are clearly labeled at the bottom of the page with corresponding file names found in the daily lesson plans to facilitate the finding of resources. Page numbers are also found on each page, which correspond to the table of contents at the beginning of each booklet. Slides are also included in this document, and the electronic files for these Keynote presentations are included in the electronic version of these documents. Not all of the electronic materials, such as videos, are included in this document, but transcripts are included where applicable. Information is provided in daily lesson plans about where to find audiovisual materials such as lectures, videos, and documentaries. Due to the nature of the curriculum, which favours the use of authentic materials, a number of original documents are used throughout the course. Those who intend to use this document as a classroom guide are advised that they are responsible for understanding copyright agreements and licensing for in-­‐class usage of any of these materials, which are all readily available at the University of Calgary Visual Resource Library, video rental outlets, or online through the iTunes store or iTunes University. In the case where original newspaper articles or book chapters and/or excerpts are used, copyright has been abided in that less than 10% of the book is used or it is widely available copyright-­‐free online. Although the curriculum is designed as a six-­‐week intensive program, we feel that the materials can quite easily be implemented in a variety of ways. This course has 120 in-­‐class instructional hours and students are also expected to contribute the same amount of time outside of class on their own. This extra homework time could quite easily be integrated into class time to make the course longer and provide students with more focused and guided help with their assignments and readings, in a high school setting, for example. Furthermore, this program can also be quite easily adapted for use in other cities, with a bit of research on the part of the instructor to better contextualize the materials. Although many of the materials are from the Calgary area, the issues presented are relevant in many places. Finally, we feel that this type of curriculum should be fairly easy to integrate in a number of different scenarios and sufficient information is provided in the booklets to facilitate this. We strongly encourage instructors to also inform themselves about sustained content, accelerated learning, generation 1.5 and the issues facing these students to best understand the rationale behind the development of this unique project. 3
Planning a Theme: Learning by Design (Roessingh, 2001)
Theme Title:! Plan-It Calgary I: The Past, Present & Future of Calgary
Rational: Academic skill & language learning within the Social Sciences & the Humanities
Broad Theme Goals: Post-Secondary Academic Preparation
Core Objectives!
Strategies!
Language Learning
•
•
•
•
•
•
•
•
•
•
•
•
•
prediction
speculation
semantic mapping
finding info
arranging/planning
evaluating
learning
using a checklist
cooperating w/
peers
setting goals
identifying
purpose
dictionaries
personal
dictionary
guessing vocab
Academic
Language !
!
!
!
Concepts
!
!
!
!
!
!
Materials/Content
• identity
• systematicity
Forms:
• comparison
• verb tense
• modals of
possibility
Functions:
•
•
•
•
• social
conventions
The Past
• 1st year textbooks
• newspapers
• documentary video
• non-fiction book
• guest speakers
• field trip
!
!
Reading
Comprehension
and Proficiency:
Lesson Overview
Vocabulary:
• municipal
planning
• AWL-academic
!
Target Group: University of Calgary bound E.L.L.
Level: EAP
Instructional Sequence (3-courses run concurrently)
Reading
Comprehension and
Proficiency: Main
Activities
Writing and
Grammar:
Lesson
Overview
Writing and
Grammar: Main
Activities
• rights/
responsibilities
giving opinions
formal register
asking questions
agreeing/
disagreeing
• note-taking
• understanding
charts &
tables
• summarizing
• grouping
Content Specific
Objectives:
• prepare for
academic
demands
within social
sciences and
humanities at
university
Concepts:
• sustainability
• urban sprawl
• political process
Knowledge:
• Calgary history
• the essay
• academic research
Calgary in the Past
and Present
Newspaper articles
and pictures
Blog-writing
Free writing,
fluency
Introduction:
Introductions,
Setting Goals
Session 2
Canadian Studies:
Pioneer Moment
First year textbook comprehension,
vocabulary
Parts of Speech,
metalanguage
Personal rules,
dictagloss,
grammar
assessment
Naheed Nenshi:
TED video
Note-taking,
comprehension
questions
Session 3
Canadian Studies:
Oil and the Birth of
AB
First year textbook
reading - vocabulary,
comprehension
The Writing
Process
Doing research,
finding sources
Workshop:
Finding online
materials
Compiling sources
for report
Session 4
Book Club: The
New CIty
Group discussion,
extensive reading.
Learning cities,
promoting diversity
The Writing
Process
Thesis
statements,
citations
Field Trip:
Doucette Library
Focus on report
writing
Session 5
Newspaper Article:
Gentrification
Comprehension,
vocabulary
The Writing
Process
Peer Editing,
feedback,
evaluation
Film: Inglewood
Taking notes,
answering
questions
Session 6
Newspaper
Articles: Ethnic
Enclaves- Jigsaw
Present articles,
evaluate POV
(Research
Report)Letters
to Editor
Formal Letters,
Blogs
Lecture:
Choices and
Consequences
Note-taking,
comprehension
questions
Session 7
City of Calgary
Document
Comprehension,
vocabulary
Essays, Tenses
Dictagloss,
sample essay
Documentary:
Radiant City
Note taking,
vocabulary,
comprehension
Session 8
Newspaper
Articles
Jigsaw, presentation,
argument
Essay
preparation:
Making
Arguments
Avoiding fallacies,
tense auction
Documentary:
Radiant City
Note taking,
vocabulary,
comprehension,
discussion
Session 9
City of Calgary
Document
Scavenger hunt,
online, scanning for
info
Evaluating and
Assessing
writing
Self and peer
assessment
Debate
Preparation:
Sharing opinions,
(dis)agreeing,
videos
Session
10
Book Club: The
New City
Global cities,
Connecting immigrants
with jobs, Unbounded
cities
Quiz, the Writing
Process
Vocabulary usage
quiz, peer editing
(essays)
Debate:
In class “city
council” debate
Model for Developing Academic Proficiency
Learning Tasks:
•
•
APA formatting assignment
personal dictionary
Assessment Strategies:
•
•
web blog/journalling
online scavenger hunt
Communication:
Main Activities
Session 1
• rules/regulations
• individual/
community
Communication:
Lesson
Overview
•
•
research report
academic essay
•
•
book club reports/presentations
debate
Planning a Theme: Learning by Design
Theme Title:! Plan-It Calgary II: The Past, Present & Future of Calgary
Core Objectives! !
!
!
!
!
!
!
!
Rational: Academic skill & language learning within Science & Engineering
Broad Theme Goals: Post-Secondary Academic Preparation
Strategies!
Language Learning
• vocabulary
• finding the main
idea
• editing
• timed writing
Academic
• summarizing
• researching
• pre-reading &
scanning
• note-taking details
• using a database
• presenting
• collaborative
research
• time management
• qualifying &
mediating
information
• giving feedback
Language !
Concepts
• Week 3/4
materials
academic vocab
• AWL-academic
• hedging
• reporting verbs
• quantifiers
• adverbs of
frequency
Forms:
•
•
•
•
•
tenses
passives
reported speech
question forms
indirect speech
•
• Sustainability
• causality
• Private & Public
space
• Public and
industrial policy
• wasteful vs.
compact cities
Content Specific
Objectives:
• prepare for
academic
demands
within
Science &
Engineering
summarizing
hedging
reporting findings
scanning
note-taking
finding resources
asking questions
Concepts:
• Health and the
Built
Environment
• Health Effects of
Air Quality
• Thermal/Solar
Power
commercial
technology
• Atmospheric
Chemistry
Knowledge:
• academic
research
Learning Tasks:
Book Club
summarizing
•
•
•
• responsibility
Functions:
•
•
•
•
•
•
•
•
Government &
WHO
reports
Promotional and
instructional
videos on
the Okotoks
Drake
Landing
Solar
Community
non-fiction book
guest speakers
Field Trip
!
!
Reading
Comprehension
and Proficiency:
Lesson Overview
Materials/Content
Vocabulary:
Model for Developing Academic Proficiency
•
•
!
!
(Roessingh, 2001)
Instructional Sequence (3-courses run concurrently)
Target Group: University of Calgary bound E.L.L.
Level: EAP
Reading
Comprehension
and Proficiency:
Main Activities
Writing and
Grammar: Lesson
Overview
Writing and
Grammar: Main
Activities
Communication:
Lesson Overview
Session
1
The Built
Environment &
Health
Pre-reading
Strategies
Summarizing
Writing A Research
Proposal
Summarizing
Dictogloss
Research Proposal
Health & Built
Environment Video
(Kamloops)
Note-taking
With Prompts
Session
2
The Built
Environment &
Health
Scanning For Spec.
Info (scavenger
Hunt)
Writing A Summary
Finding Resources
Summarizing
Video: Weather &
The Built
Environment
Take Notes
Comare/share
Quiz
Session
3
Finding And Using
Cited Documents
The Main Idea
Find 4 References ,
Highlight Main
Ideas, Present To
Class
Workshop - Using
Electronic
Databases
Identify Types Of
References
Find Specific Articles
Key Word Searches
Watch & Take
Notes: Weather &
The Built
Environment
Video 2 & 3
Weather & Built
Environment
Session
4
Health & The Built
Environment &
Policy
Critical Thinking
References:
Questions
Plan-It Calgary Scenarios
Summarizing
Weather & The
Built Environment:
Quiz
Online Quiz(based On
Previous Dayʼs
Videos)
Session
5
Reading Scientific
Research
Research Jigsaw
Research
Proposals
Peer & Self-Editing
Videos:
Presentation Skills
Doʼs & Donʼts
Of Presenting
Session
6
Book Club - The
New City
Compact Cities
Wasteful Cities
Lab Reports
Organization &
Format
Using Raw Data
Visiting Lecturer
Air Quality Station
Lecture:
Atmospheric
Chemistry
Field Trip
Session
7
Newspaper:
Okotoks Water
Pre-reading
Strategies
Noting Hedging
Newspaper
Lab Reports And
The Passive Voice
Passives In Lab
Reports
Grammar Auction
Podcast: The
Watery Road To
Hell (Water Quality
& Flow)
Note-taking
Discussion
Session
8
Solar Thermal
Energy
Vocab
Comprehension
Discussion
Hedging
Citation Practice
Powerpoint
Synthesis
Assignment
Solar Power
Videos
Note-taking
Quiz
Session
9
Drake Landing
Jigsaw
Read / Compare /
Present
Drake Landing:
Passives
Hedging Practice
(writing Paragraphs)
Invention Idea
Lab Report
Presentations
Session
10
Book Club - The
New City
Efficient Eco Cities
Editing Lab Report
Productive Vocab
(weeks 3-4)
Peer & Self-Editing
Vocab Writing Quiz
Lab Report
Presentations
Assessment Strategies:
•
•
library research
self & peer editing
Communicatio
n:
Main Activities
•
•
Lab Report
Research Proposal
•
•
Lab Report Presentation
Planning a Theme: Learning by Design (Roessingh, 2001)
Theme Title:! Plan-It Calgary III: The Past, Present & Future of Calgary
Core Objectives! !
!
!
!
!
!
!
!
!
Rational: Academic skill & language learning within Business & Communications
Broad Theme Goals: Post-Secondary Academic Preparation
Strategies!
Language Learning
Language !
Concepts
• municipal
planning
• AWL-academic
• investment
• editing
• presentations
• synthesizing info
•
• articles
Functions:
• formal
correspondence
• hedging
• paraphrasing
Target Group: University of Calgary bound E.L.L.
Level: EAP
Reading
Comprehension and
Proficiency: Main
Activities
Writing and
Grammar:
Lesson
Overview
Writing and
Grammar: Main
Activities
Communication:
Lesson
Overview
Communication:
Main Activities
Business Magazine
Articles And Vocab
Formal Business
Writing: Email
Emails -rules,
Error Correction
Entrepreneurs
Case Studies
In-class Research,
Oral Reporting
Session 2
Business Plan I
Biodiesel In BC Concept Statement
Formal Business
Writing: Covers
Data Analysis,
Cover Letters
Presentation:
Self-evaluation
Videos Of Student
Presentations
• economic
feasibility
Session 3
Marketing
Marketing Textbook
Business Vocabulary
Data
Commentary
Peer Review
Paraphrasing
Market Research
On-campus
Marketing Survey
• social and
environmental
responsibility
Session 4
Book Club: The
New City
Discussion - Roles:
Thinking Cities
Planning Cities
Market Research
Survey Report
Paraphrasing
Metaphor
Peer Review
Market Research
Presentations
Present Data Of
Survey Report
Asking Questions
Session 5
Green Businesses
Vocabulary Review
Timed Reading:
Harvard Business
Review
Articles
Count/non-count
Nouns And
Articles (a/an/the)
CBC Video:
Greenventions I
Dragonsʼ Den Video
(Business Pitches)
Session 6
Elevator Pitches
Dragonsʼ Den Tips
AWL Cloze
Writing Process
Market Reports Feedback, Editing
Dictogloss
Instructional
Video: Business
Plans
Video On Effective
Business Plans
Post-video Quiz
Session 7
Elevator Pitches
Quiz
Quiz On The Previous
Dayʼs Reading
Vocab Review &
Fluency Practice
Crossword (week
5-6 Vocabulary)
Collocations
CBC Video:
Greenventions II
Video: Dragonsʼ
Den Greenvention
Contest
Session 8
Book Club: The
New City
Discussion - Roles:
Conclusion
AWL Writing
AWL Paragraphs
Business
Pitches
Mock Dragonsʼ Den
Presentations
Guest Dragons
• business
evaluation
• academic
integrity
Content Specific
Objectives:
• prepare for
academic
demands within
Business &
Communications
Knowledge:
• Business plan
• elevator pitch
• academic research
Session 9
Model for Developing Academic Proficiency
Learning Tasks:
Book Club
Emails / Cover letters
Instructional Sequence (3-courses run concurrently)
Introduction To
Social
Entrepreneurs
Concepts:
• socialentrepreneurs
• triple-bottom line
•
•
!
Session 1
• entrepreneurism
Forms:
Business
Innovation
• 1st year textbooks
• business
magazines
• instructional videos
• non-fiction book
• guest speakers
!
Reading
Comprehension
and Proficiency:
Lesson Overview
Vocabulary:
• vocabulary lists
• deriving meaning
from context
Academic
Materials/Content
!
Post-Program Assessment & Evaluation
Assessment Strategies:
•
•
Survey Research
Paraphrasing
•
•
Survey Data Analysis Report
Business Concept Statement
•
•
Book club reports/presentations
Dragonsʼ Den Business Pitch
iEAP – How to use these Documents – Instructional Materials iEAP Pre and Post Testing Materials Explanation In addition to formative and summative assessment of language proficiency and academic preparedness, a variety of other factors are examined for diagnostic and research purposes as well as to provide data for a program evaluation. A variety of in-­‐house tools have been developed and previously developed assessment tasks are also used. Each of the tests and surveys, along with an explanation (where required) of each are included in the following pages. 1) Pre-­‐course and post-­‐course evaluation: a. language based criteria: i. reading proficiency 1. Gates-­‐McGinitie Reading Measure ii. writing proficiency 1. in-­‐house assessment tools based on the University of Calgary’s retired Effective Writing Test iii. passive knowledge of English vocabulary 1. Gates-­‐McGinitie Vocabulary Measure 2. Nation’s level test 3. Academic Word List Sub-­‐list Yes/No test (in -­‐house) iv. active (productive) use of English vocabulary 1. vocabulary profiles of student writing a. K1-­‐K2/AWL/Off-­‐List b. BNC-­‐20 2. productive vocabulary test (in house) b. non-­‐language based criteria: i. Strategy Inventory of Language Learners (SILL-­‐Oxford, 1990) ii. student motivation survey iii. post-­‐program student and instructor evaluations 2) Demographic information will be collected to inform both pedagogy and research a. first language and additional languages / language use at home, social, academic b. high school diploma results c. high school transcripts d. age on arrival / Grade on arrival e. planned program of study 10
iEAP – How to use these Documents – Instructional Materials iEAP Program Entrance Survey. (Pre-­‐test only) Ideally, this form should be used to select candidate students for the iEAP program. These include students who 1) plan to attend post-­‐secondary education following graduation from high school, 2) have not had a parent or guardian whose first language is English and 3) who have met (or are expected to meet) university entrance requirements. It is also expected that students who meet these criteria will have an English 30-­‐1 mark of between 50-­‐70 %. Students who have received more than 70% on the provincial departmental exam would not normally be allowed to enroll in the iEAP program. Additional questions on the entrance survey have been designed to inform instruction and/or facilitate further research in this area. Ethics approval for research is the responsibility of the investigators. Reading proficiency (Pre-­‐ & Post-­‐Test) The Gates-­‐McGinitie Reading Measure is a standardized measure of reading widely used in K-­‐12 public school systems throughout North America. For the first pilot course of the iEAP program, two different forms of the grade 9 test were used for pre-­‐ and post-­‐ testing. The test is composed of short passages from a variety of disciplines followed by multiple choice items. It is commercially available in Canada from Nelson Education and is not included in this package. This test was used because of its reliability, its face-­‐validity in the K-­‐12 education system, and because it provides an additional method by which the course materials might be calibrated to the reading level of the learners. Writing proficiency (Pre-­‐ & Post-­‐Test) An in-­‐house assessment tool based on the University of Calgary’s retired Effective Writing Test was developed. The prompt is designed to elicit an academic expository response that requires the test-­‐taker to comment on data provided in the prompt. Student essays can be blind-­‐graded by trained markers at the University Effective Writing Centre for a small fee of $9 per test. The prompt and the instructions are included in this package. Passive Knowledge of English vocabulary Three separate tools to measure learners’ passive vocabulary have been included in the iEAP curriculum. 1. Gates-­‐McGinitie Vocabulary Measure (Pre-­‐ & Post Test) This vocabulary test is included with the Gates-­‐McGinitie Reading test described above. This test is widely used in the K-­‐12 educational. 2. Nation’s level test. (Nation & Beglar, 2007) (Pre-­‐ Test only) 11
iEAP – How to use these Documents – Instructional Materials This tests an individual’s ability to recognize the meaning of words that comprise increasingly infrequent word lists of 1000 words each. There are 10 questions derived from random words from each list. If the test-­‐taker is accurate on 7/10 questions, they may proceed to the next round of 10 questions. The Nation’s level test provides – at the same time – a rough estimate of the passive vocabulary size of the test-­‐taker and also an indication of which word lists would be the optimal source of targeted vocabulary instruction. The results of this test in particular informed the iEAP Program’s vocabulary component. 3. Academic Word List Sub-­‐list Yes/No test (in -­‐house) (Pre-­‐ & Post Test) The vocabulary items for this test were all words that can be found within the reading/listening materials of the iEAP program (PlanIt Calgary theme). Each set of questions tests on words from the Academic Word List sub-­‐lists. This test provides test-­‐takers with a mixed list of plausible false words and true words from each of the AWL sub-­‐lists (Coxhead, 1998, 2000). Test-­‐
takers are asked to mark there level of knowledge of each word: 1) never seen this word before, 2) I have seen this word but don’t know what it means, 3) I know what this word means but have never used it in my own speech or writing, 4) I know how to use this word. The number of false words that are not marked as “1” is subtracted from the number of words that are marked as 2 or above. Active use of English vocabulary 1. Vocabulary profiles of student writing (Pre-­‐ & Post Test) Student essays are analysed for productive vocabulary by using online vocabulary profiling tools (Cobb, 2003). Vocabulary in students’ essays is matched with the Nation’s British National Corpus frequency lists. Learners who possess a rich vocabulary will use a greater proportion of rarer words and fewer common words in their writing. 2. Fill in the blank productive vocabulary test (in house) (Pre-­‐ & Post Test) Each page has a box of words that must be matched with gapped sentences in which only one of the words can fill-­‐in the blank. Test-­‐takers must transform each of the words into the appropriate word form (part of speech, number, tense and subject agreement, collocation, etc.). Words for this test and for iEAP target vocabulary were specifically chosen from iEAP (PlanIt Calgary) materials based on their frequency within the materials and also on their infrequency in the British National Corpus. In general, the 120 most frequent words in the iEAP materials, which were also 12
iEAP – How to use these Documents – Instructional Materials the rarest words in the BNC were chosen for this test. Words on the 1-­‐2 thousand word lists, which comprise the most common words in English, were never included in any iEAP productive test. Non-­‐language based criteria Surveys (post-­‐test only) The following three surveys are used once at the end of the iEAP program. They have been designed to assess student behaviors and attitudes related to reading and language learning. The first two survey’s listed here are included in this booklet. i.
ii.
iii.
Strategy Inventory of Language Learners (SILL-­‐Oxford, 1990) student motivation survey post-­‐program student and instructor evaluations and interviews Pre-­‐ & Post-­‐Test Sequencing The sequencing of the pre-­‐ and post-­‐tests is important and should be administered in the following order: 1. essay 2. Yes-­‐No Vocabulary Tests 3. Gates – MacGinitie 4. Nation’s Level’s Test (diagnostic: pre-­‐test only) 5. Productive Vocabulary Tests 6. Post-­‐test surveys and instructor interviews. (post-­‐test only) 13
iEAP Program Entrance Survey (All information will be kept confidential) Family name______________________________________ Given Name(s):___________________________________ UC Student ID:_____________________________ High School:_____________________________________________ Home address: __________________________________________________________________________________________ Phone number:____________________________________ cell: ________________________________________________ English 30-­‐1 provincial exam score (percentage): _____% English 30-­‐1 instructor score (percentage): _____% Current UC faculty (if applicable):_________________________________ Target UC faculty (if different from your current faculty) __________________________________________ 1) English is the main language used by my family at home: No If No, which language is mainly used in your home? _________________________________ 2) English is the first language for at least ONE of my parents/guardians at home: Yes Yes No If No, which language(s) is (are) the first language(s) of your guardians? _______________________________ _________________________________ IF YOU ANSWERED “NO” TO BOTH QUESTIONS 1 & 2, PLEASE CONTINUE THE SURVEY ON THE OTHER SIDE 14
3) Please check the following: I was born in Canada Yes No I immigrated to Canada. Yes No Your age of arrival in Canada?___________________ How long have you been in Canada? ________years ____months I can do the following in another language: understand speech (if yes, which language(s)? _____________________________________________) speak (if yes, which language(s)? _____________________________________________) read (if yes, which language(s)? _____________________________________________) write (if yes, which language(s)? _____________________________________________)
where and for how long did you learn to read and write? 1) Where: _____________________________________________________________________________________________ When: from _______________ to: ______________________ 2) Where: _____________________________________________________________________________________________ When: from _______________ to: ______________________ 3)Where: ____________________________________________________________________________________________
When: from _______________ to: ______________________ ______________________________________________________________________________________________________ What are your reasons for considering this course? ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________ 15
iEAP – Summer 2010 Registration Agreement Student Name: ___________________________________Phone:_______________________________ Mailing Address: ________________________________________________________________________ City: _____________________________Province:__________ Postal Code:_____________________ Email:___________________________________ UCID:___________________ Parent/Guardian’s Name:___________________________________ Phone:___________________ (if under 18 years of age) Terms of Agreement I understand that a $500 deposit fee will be initially charged to register, but that upon successful completion of the iEAP program it will be refunded to me. I also understand that successful completion of the program (a grade of “C” or higher) requires my adherence and full academic commitment to the iEAP program course outlines and expectations, as distributed and made known to me per iEAP instructional staff. I realize that it is my responsibility to know what my grade is throughout the course. I have read the above expectations qualifying my successful participation in the iEAP program, and that a refund of my $500 deposit will _*only*_ be made if I meet the requirement as listed above. I have received my course outline and understand the iEAP program expectations to successfully complete the program." Signed:____________________________ Date:__________________________ $500 Deposit:________________ (Paid in Full) Received by:_______________________________ Date: _______________________ Administrative Officer, EAP Program 16
iEAP Levels Vocabulary Test
Name: ________________________________
Date______________
LEVELS TEST OF VOCABULARY - RECOGNITION
This is a vocabulary test. It has 140 questions.
What you do: In each question, you must choose the right meaning to go with the word in
CAPITAL letters. Click in the small circle beside the best meaning. Here is an example.
1. CAT: The cat sat on the mat.
a.
b.
c.
d.
animal that chases dogs
animal that carries people
animal that chases a mouse
animal that eats fruit
In the example, the best meaning for CAT is answer “c. animal that chases a mouse,” so circle
“c.” (as shown below).
1. CAT: The cat sat on the mat.
a.
b.
c.
d.
animal that chases dogs
animal that carries people
animal that chases a mouse
animal that eats fruit
1
17
First 1000
1.
SEE: They saw it.
a. cut
b. waited for
c. looked at
d. started
Second 1000
1.
MAINTAIN: Can they maintain it?
a. keep it as it is
b. make it larger
c. get a better one than it
d. get it
2.
TIME: They have a lot of time.
a. money
b. food
c. hours
d. friends
2.
STONE: He sat on a stone.
a. hard thing
b. kind of chair
c. soft thing on the floor
d. part of a tree
3.
PERIOD: It was a difficult period.
a. question
b. time
c. thing to do
d. book
3.
UPSET: I am upset.
a. tired
b. famous
c. rich
d. unhappy
4.
FIGURE: Is this the right figure?
a. answer
b. place
c. time
d. number
4.
DRAWER: The drawer was empty.
a. sliding box
b. place where cars are kept
c. cupboard to keep things cold
d. animal house
5.
POOR: We are poor.
a. have no money
b. feel happy
c. are very interested
d. do not like to work hard
5.
PATIENCE: He has no patience.
a. will not wait happily
b. has no free time
c. has no faith
d. does not know what is fair
6.
DRIVE: He drives fast.
a. swims
b. learns
c. throws balls
d. uses a car
6.
NIL: His mark for that question was nil.
a. very bad
b. nothing
c. very good
d. in the middle
7.
JUMP: She tried to jump.
a. lie on top of the water
b. get off the ground suddenly
c. stop the car at the edge of the road
d. move very fast
7.
PUB: They went to the pub.
a. place where people drink and talk
b. place that looks after money
c. large building with many shops
d. building for swimming
8.
SHOE: Where is your shoe?
a. the person who looks after you
b. the thing you keep your money in
c. the thing you use for writing
d. the thing you wear on your foot
8.
CIRCLE: Make a circle.
a. rough picture
b. space with nothing in it
c. round shape
d. large hole
9.
STANDARD: Her standards are very
high.
a. the bits at the back under her shoes
b. the marks she gets in school
c. the money she asks for
d. the levels she reaches in everything
9.
MICROPONE: Please use the microphone.
a. machine for making food hot
b. machine that makes sounds louder
c. machine that makes things look bigger
d. small telephone that can be carried around
10.
10.
BASIS: I don't understand the basis.
a. reason
b. words
c. road signs
d. main part
PRO: He's a pro.
a. someone who is employed to find out
important secrets
b. a stupid person
c. someone who writes for a newspaper
d. someone who is paid for playing
sport etc
2
18
Fourth 1000
1.
COMPOUND: They made a new
compound.
a. agreement
b. thing made of two or more parts
c. group of people forming a business
d. guess based on past experience
Third 1000
1.
SOLDIER: He is a soldier.
a. person in a business
b. student
c. person who uses metal
d. person in the army
2.
RESTORE: It has been restored.
a. said again
b. given to a different person
c. given a lower price
d. made like new again
3.
JUG: He was holding a jug.
a. A container for pouring liquids
b. an informal discussion
c. A soft cap
d. A weapon that explodes
4.
SCRUB: He is scrubbing it.
a. cutting shallow lines into it
b. repairing it
c. rubbing it hard to clean it
d. drawing simple pictures of it
5.
DINOSAUR: The children were pretending
to be dinosaurs.
a. robbers who work at sea
b. very small creatures with human
form but with wings
c. large creatures with wings that
breathe fire
d. animals that lived a long time ago
6.
7.
2.
LATTER: I agree with the latter.
a. man from the church
b. reason given
c. last one
d. answer
3.
CANDID: Please be candid.
a. be careful
b. show sympathy
c. show fairness to both sides
d. say what you really think
4.
TUMMY: Look at my tummy.
a. cloth to cover the head
b. stomach
c. small furry animal
d. thumb
5.
QUIZ: We made a quiz.
a. thing to hold arrows
b. serious mistake
c. set of questions
d. box for birds to make nests in
6.
STRAP: He broke the strap.
a. promise
b. top cover
c. shallow dish for food
d. strip of material for holding things
together
INPUT: We need more input.
a. information, power, etc. put into
something
b. workers
c. artificial filling for a hole in wood
d. money
7.
PAVE: It was paved.
a. prevented from going through
b. divided
c. given gold edges
d. covered with a hard surface
CRAB: Do you like crabs?
a. sea creatures that walk sideways
b. very thin small cakes
c. tight, hard collars
d. large black insects that sing at night
8.
VOCABULARY: You will need more
vocabulary.
a. words
b. skill
c. money
d. guns
9.
REMEDY: We found a good remedy.
a. way to fix a problem
b. place to eat in public
c. way to prepare food
d. rule about numbers
10.
ALLEGE: They alleged it.
a. claimed it without proof
b. stole the ideas for it from someone
else
c. provided facts to prove it
d. argued against the facts that
supported it
8.
DASH: They dashed over it.
a. moved quickly
b. moved slowly
c. fought
d. looked quickly
9.
ROVE: He couldn't stop roving.
a. getting drunk
b. travelling around
c. making a musical sound through
closed lips
d. working hard
10.
LONESOME: He felt lonesome.
a. ungrateful
b. very tired
c. lonely
d. full of energy
3
19
Sixth 1000
1.
DEVIOUS: Your plans are devious.
a. tricky
b. well-developed
c. not well thought out
d. more expensive than necessary
Fifth 1000
1.
DEFICIT: The company had a large
deficit.
a. spent a lot more money than it
earned
b. went down a lot in value
c. had a plan for its spending that used
a lot of money
d. had a lot of money in the bank
2.
3.
4.
5.
WEEP: He wept.
a. finished his course
b. cried
c. died
d. worried
NUN: We saw a nun.
a. long thin creature that lives in the
earth
b. terrible accident
c. woman following a strict religious life
d. unexplained bright light in the sky
HAUNT: The house is haunted.
a. full of ornaments
b. rented
c. empty
d. full of ghosts
COMPOST: We need some compost.
a. strong support
b. help to feel better
c. hard stuff made of stones and sand
stuck together
d. rotted plant material
6.
CUBE: I need one more cube.
a. sharp thing used for joining things
b. solid square block
c. tall cup with no saucer
d. piece of stiff paper folded in half
7.
MINIATURE: It is a miniature.
a. a very small thing of its kind
b. an instrument to look at small objects
c. a very small living creature
d. a small line to join letters in handwriting
8.
PEEL: Shall I peel it?
a. let it sit in water for a long time
b. take the skin off it
c. make it white
d. cut it into thin pieces
9.
FRACTURE: They found a fracture.
a. break
b. small piece
c. short coat
d. rare jewel
10.
BACTERUM: They didn't find a single
bacterium.
a. small living thing causing disease
b. plant with red or orange flowers
c. animal that carries water on its back
d. thing that has been stolen and sold
to a shop
4
2.
PREMIER: The premier spoke for an
hour.
a. person who works in a law court
b. university teacher
c. adventurer
d. head of the government
3.
BUTLER: They have a butler.
a. man servant
b. machine for cutting up trees
c. private teacher
d. cool dark room under the house
4.
ACCESSORY: They gave us some accessories.
a. papers allowing us to enter a country
b. official orders
c. ideas to choose between
d. extra pieces
5.
THRESHOLD: They raised the threshold.
a. flag
b. point or line where something changes
c. roof inside a building
d. cost of borrowing money
6.
THESIS: She has completed her thesis.
a. long written report of study carried out
for a university degree
b. talk given by a judge at the end of a
trial
c. first year of employment after
becoming a teacher
d. extended course of hospital treatment
7.
STRANGLE: He strangled her.
a. killed her by pressing her throat
b. gave her all the things she wanted
c. took her away by force
d. admired her greatly
8.
CAVALIER: He treated her in a cavalier manner.
a. without care
b. politely
c. awkwardly
d. as a brother would
9.
MALIGN: His malign influence is still felt.
a. evil
b. good
c. very important
d. secret
10.
VEER: The car veered.
a. went suddenly in another direction
b. moved shakily
c. made a very loud noise
d. slid sideways without the wheels turning
20
Seventh 1000
1.
OLIVE: We bought olives.
a. oily fruit
b. scented pink or red flowers
c. men's clothes for swimming
d. tools for digging up weeds
Eighth 1000
1.
ERRATIC: He was erratic.
a. without fault
b. very bad
c. very polite
d. unsteady
2.
QUILT: They made a quilt.
a. statement about who should get their
property when they die
b. firm agreement
c. thick warm cover for a bed
d. feather pen
2.
PALETTE: He lost his palette.
a. basket for carrying fish
b. wish to eat food
c. young female companion
d. artist's board for mixing paints
3.
STEALTH: They did it by stealth.
a. spending a large amount of money
b. hurting someone so much that they
agreed to their demands
c. moving secretly with extreme care and
quietness
d. taking no notice of problems they met
3.
NULL: His influence was null.
a. had good results
b. was unhelpful
c. had no effect
d. was long-lasting
4.
KINDERGARTEN: This is a good
kindergarten.
a. activity that allows you to forget your
worries
b. place of learning for children too young
for school
c. strong, deep bag carried on the back
d. place where you may borrow books
4.
SHUDDER: The boy shuddered.
a. spoke with a low voice
b. almost fell
c. shook
d. called out loudly
5.
BRISTLE: The bristles are too hard.
a. questions
b. short stiff hairs
c. folding beds
d. bottoms of the shoes
5.
ECLIPSE: There was an eclipse.
a. a strong wind
b. a loud noise of something hitting the water
c. The killing of a large number of people
d. The sun hidden by a planet
6.
BLOC: They have joined this bloc.
a. musical group
b. band of thieves
c. small group of soldiers who are sent ahead
of others
d. group of countries sharing a purpose
6.
MARROW: This is the marrow.
a. symbol that brings good luck to a team
b. Soft centre of a bone
c. control for guiding a plane
d. increase in salary
7.
DEMOGRAPHY: This book is about demography.
a. the study of patterns of land use
b. the study of the use of pictures to show facts
about numbers
c. the study of the movement of water
d. the study of population
7.
LOCUST: There were hundreds of locusts.
a. insects with wings
b. unpaid helpers
c. people who do not eat meat
d. brightly coloured wild flowers
8.
AUTHENTIC: It is authentic.
a. real
b. very noisy
c. Old
d. Like a desert
9.
CABARET: We saw the cabaret.
a. painting covering a whole wall
b. song and dance performance
c. small crawling insect
d. person who is half fish, half woman
10.
MUMBLE: He started to mumble.
a. think deeply
b. shake uncontrollably
c. stay further behind the others
d. speak in an unclear way
8.
9.
10.
GIMMICK: That's a good gimmick.
a. thing for standing on to work high above
the ground
b. small thing with pockets to hold money
c. attention-getting action or thing
d. clever plan or trick
AZALEA: This azalea is very pretty.
a. small tree with many flowers growing in
groups
b. light material made from natural threads
c. long piece of material worn by women in
India
d. sea shell shaped like a fan
YOGHURT: This yoghurt is disgusting.
a. grey mud found at the bottom of rivers
b. unhealthy, open sore
c. thick, soured milk, often with sugar and
flavouring
d. large purple fruit with soft flesh
5
21
Ninth 1000
1.
HALLMARK: Does it have a hallmark?
a. stamp to show when to use it by
b. stamp to show the quality
c. mark to show it is approved by the
royal family
d. Mark or stain to prevent copying
2.
PEASANTRY: He did a lot for the peasantry.
a. local people
b. place of worship
c. businessmen's club
d. poor farmers
3.
EGALITARIAN: This organization is egalitarian.
a. does not provide much information about itself to
the public
b. dislikes change
c. frequently asks a court of law for a judgement
d. treats everyone who works for it as if they are
equal
4.
WEIR: We looked at the weir.
a. person who behaves strangely
b. wet, muddy place with water plants
c. old metal musical instrument played
by blowing
d. thing built across a river to control
the water
MYSTIQUE: He has lost his mystique.
a. his healthy body
b. the secret way he makes other people think
he has special power or skill
c. the woman who has been his lover while he is
married to someone else
d. the hair on his top lip
5.
WHIM: He had lots of whims.
a. old gold coins
b. female horses
c. strange ideas with no motive
d. sore red lumps
UPBEAT: I'm feeling really upbeat about it.
a. upset
b. good
c. hurt
d. confused
6.
CRANNY: We found it in the cranny!
a. sale of unwanted objects
b. narrow opening
c. space for storing things under the
roof of a house
d. large wooden box
7.
PIGTAIL: Does she have a pigtail?
a. a rope of hair made by twisting bits together
b. a lot of cloth hanging behind a dress
c. a plant with pale pink flowers that hang down
in short bunches
d. a lover
8.
CROWBAR: He used a crowbar.
a. heavy iron pole with a curved end
b. false name
c. sharp tool for making holes in leather
d. light metal walking stick
9.
RUCUS: He got hurt in the rucus.
a. hollow between the stomach and the
top of the leg
b. pushing and shoving
c. group of players gathered round the
ball in some ball games
d. race across a field of snow
10.
LECTERN: He stood at the lectern.
a. desk to hold a book at a height for reading
b. table or block used for church sacrifices
c. place where you buy drinks
d. very edge
2.
PURITAN: He is a puritan.
a. person who likes attention
b. person with strict morals
c. person with a moving home
d. person who hates spending money
3.
MONOLOGUE: Now he has a monologue.
a. single piece of glass to hold over his
eye to help him to see better
b. long turn at talking without being
interrupted
c. position with all the power
d. picture made by joining letters
together in interesting ways
4.
5.
Tenth 1000
1.
AWE: They looked at the mountain with awe.
a. worry
b. interest
c. wonder
d. respect
6.
PERTURB: I was perturbed.
a. made to agree
b. Worried
c. very puzzled
d. very wet
7.
REGENT: They chose a regent.
a. an irresponsible person
b. a person to run a meeting for a time
c. a ruler acting in place of the king
d. a person to represent them
8.
OCTOPUS: They saw an octopus.
a. a large bird that hunts at night
b. a ship that can go under water
c. a machine that flies by means of
turning blades
d. a sea creature with eight legs
9.
FEN: The story is set in the fens.
a. low land partly covered by water
b. a piece of high land with few trees
c. a block of poor-quality houses in a city
d. a time long ago
10.
LINTEL: He painted the lintel.
a. Beam over the top of a door or window
b. small boat used for getting to land from
a big boat
c. beautiful tree with spreading branches
and green fruit
d. board showing the scene in a theatre
6
22
Eleventh 1000
1.
EXCRETE: This was excreted recently.
a. pushed or sent out
b. made clear
c. discovered by a science experiment
d. put on a list of illegal things
Twelfth 1000
1.
HAZE: We looked through the haze.
a. small round window in a ship
b. unclear air
c. strips of wood or plastic to cover a window
d. list of names
2.
MUSSEL: They bought mussels.
a. small glass balls for playing a game
b. shellfish
c. large purple fruits
d. pieces of soft paper to keep the
clothes clean when eating
2.
SPLEEN: His spleen was damaged.
a. knee bone
b. organ found near the stomach
c. pipe taking waste water from a house
d. respect for himself
3.
YOGA: She has started yoga.
a. handwork done by knotting thread
b. a form of exercise for body and mind
c. a game where a cork stuck with feathers
is hit between two players
d. a type of dance from eastern countries
3.
4.
COUNTERCLAIM: They made a counterclaim.
a. a demand made by one side in a law case
to match the other side's demand
b. a request for a shop to take back things
with faults
c. An agreement between two companies to
exchange work
d. a top cover for a bed
SOLILOQUY: That was an excellent soliloquy!
a. song for six people
b. short clever saying with a deep
meaning
c. entertainment using lights and
music
d. speech in the theatre by a character
who is alone
4.
REPTILE: She looked at the reptile.
a. old hand-written book
b. animal with cold blood and a hard outside
c. person who sells things by knocking on
doors
d. picture made by sticking many small
pieces of different colours together
5.
PUMA: They saw a puma.
a. small house made of mud bricks
b. tree from hot, dry countries
c. very strong wind that sucks up
anything in its path
d. large wild cat
5.
ALUM: This contains alum.
a. a poisonous substance from a common plant
b. a soft material made of artificial threads
c. a tobacco powder once put in the nose
d. a chemical compound usually involving
aluminium
6.
PALLOR: His pallor caused them concern.
a. his unusually high temperature
b. his lack of interest in anything
c. his group of friends
d. the paleness of his skin
6.
REFECTORY: We met in the refectory.
a. room for eating
b. office where legal papers can be signed
c. room for several people to sleep in
d. room with glass walls for growing plants
7.
APERITIF: She had an aperitif.
a. a long chair for lying on with just one
place to rest an arm
b. a private singing teacher
c. a large hat with tall feathers
d. a drink taken before a meal
7.
CAFEINE: This contains a lot of caffeine.
a. a substance that makes you sleepy
b. threads from very tough leaves
c. ideas that are not correct
d. a substance that makes you excited
8.
HUTCH: Please clean the hutch.
a. thing with metal bars to keep dirt out of
water pipes
b. space in the back of a car for bags
c. metal piece in the middle of a bicycle wheel
d. cage for small animals
8.
IMPALE: He nearly got impaled.
a. charged with a serious offence
b. put in prison
c. stuck through with a sharp instrument
d. involved in a dispute
9.
COVEN: She is the leader of a coven.
a. a small singing group
b. a business that is owned by the workers
c. a secret society
d. a group of church women who follow a strict
religious life
10.
TRILL: He practised the trill.
a. ornament in a piece of music
b. type of stringed instrument
c. Way of throwing a ball
d. dance step of turning round very fast
on the toes
9.
10.
EMIR: We saw the emir.
a. bird with long curved tail feathers
b. woman who cares for other people's
children in Eastern countries
c. Middle Eastern chief with power in his land
d. house made from blocks of ice
HESSIAN: She bought some Hessian.
a. oily pinkish fish
b. stuff producing a happy state of mind
c. coarse cloth
d. strong-tasting root for flavouring food
7
23
Thirteenth 1000
1.
UBIQUITOUS: Many weeds are ubiquitous.
a. are difficult to get rid of
b. have long, strong roots
c. are found in most countries
d. die away in the winter
2.
TALON: Just look at those talons!
a. high points of mountains
b. sharp hooks on the feet of a hunting bird
c. heavy metal coats to protect against weapons
d. people who make fools of themselves without
realizing it
3.
ROUBLE: He had a lot of roubles.
a. very precious red stones
b. distant members of his family
c. Russian money
d. moral or other difficulties in the mind
4.
JOVIAL: He was very jovial.
a. low on the social scale
b. likely to criticize others
c. full of fun
d. friendly
5.
6.
Fourteenth 1000
1.
CANONICAL: These are canonical
examples.
a. examples which break the usual rules
b. examples taken from a religious book
c. regular and widely accepted examples
d. examples discovered very recently
COMMUNIQUE: I saw their communiqué.
a. critical report about an organization
b. garden owned by many members of a
community
c. printed material used for advertising
d. official announcement
PLANKTON: We saw a lot of plankton.
a. poisonous weeds that spread very quickly
b. very small plants or animals found in
water
c. trees producing hard wood
d. grey clay that often causes land to slip
2.
ATOP: He was atop the hill.
a. at the bottom of
b. at the top of
c. on this side of
d. on the far side of
3.
MARSUPIAL: It is a marsupial.
a. an animal with hard feet
b. a plant that grows for several years
c. a plant with flowers that turn to face
the sun
d. an animal with a pocket for babies
4.
AUGUR: It augured well.
a. promised good things for the future
b. agreed well with what was expected
c. had a colour that looked good with
something else
d. rang with a clear, beautiful sound
5.
BAWDY: It was very bawdy.
a. unpredictable
b. enjoyable
c. rushed
d. rude
6.
GAUCHE: He was gauche.
a. talkative
b. flexible
c. awkward
d. determined
7.
SKYLARK: We watched a skylark.
a. show with aeroplanes flying in patterns
b. man-made object going round the earth
c. person who does funny tricks
d. small bird that flies high as it sings
7.
THESAURUS: She used a thesaurus.
a. a kind of dictionary
b. a chemical compound
c. a special way of speaking
d. an injection just under the skin
8.
BEAGLE: He owns two beagles.
a. fast cars with roofs that fold down
b. large guns that can shoot many
people quickly
c. small dogs with long ears
d. houses built at holiday places
8.
ERYTHROCYTE: It is an erythrocyte.
a. a medicine to reduce pain
b. a red part of the blood
c. a reddish white metal
d. a member of the whale family
9.
9.
ATOLL: The atoll was beautiful.
a. low island made of coral round a
sea-water lake
b. work of art created by weaving
pictures from fine thread
c. small crown with many precious
jewels worn in the evening by women
d. place where a river flows through a
narrow place full of large rocks
CORDILLERA: They were stopped by the
cordillera.
a. a special law
b. an armed ship
c. a line of mountains
d. the eldest son of the king
10.
LIMPID: He looked into her limpid eyes.
a. clear
b. tearful
c. deep brown
d. beautiful
10.
DIDACTIC: The story is very didactic.
a. tries hard to teach something
b. is very difficult to believe
c. deals with exciting actions
d. is written in a way which makes the
reader unsure of the meaning
8
24
AWL 1: test 101 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ significant 18 _____ assess 35 _____ legal 2 _____ area 19 _____ concept 36 _____ contortal 3 _____ nonagrate 20 _____ oxylate 37 _____ lapidoscope 4 _____ establish 21 _____ degate 38 _____ legislate 5 _____ factor 22 _____ consist 39 _____ source 6 _____ function 23 _____ constitute 40 _____ glandle 7 _____ approach 24 _____ gummer 41 _____ principle 8 _____ indicate 25 _____ context 42 _____ channing 9 _____ issue 26 _____ data 43 _____ dowrick 10 _____ balfour 27 _____ cantileen 44 _____ mundy 11 _____ major 28 _____ define 45 _____ respond 12 _____ occur 29 _____ distribute 46 _____ sector 13 _____ lannery 30 _____ tooley 47 _____ aistrope 14 _____ research 31 _____ ralling 48 _____ dogmatile 15 _____ similar 32 _____ estimate 49 _____ lauder 16 _____ specifically 33 _____ evident 50 _____ troake 17 _____ analyse 34 _____ formula Test 101: H: __________ FA: __________ Dm: __________ 25
AWL 2: test 102 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ transfer 18 _____ assist 35 _____ injure 2 _____ element 19 _____ consume 36 _____ distinct 3 _____ focus 20 _____ consequently 37 _____ seek 4 _____ construct 21 _____ aspect 38 _____ survey 5 _____ impact 22 _____ ordinisation 39 _____ commission 6 _____ attard 23 _____ restrict 40 _____ reside 7 _____ potential 24 _____ spedding 41 _____ purchase 8 _____ achieve 25 _____ roscrow 42 _____ institute 9 _____ range 26 _____ trimble 43 _____ obtain 10 _____ community 27 _____ complex 44 _____ justal 11 _____ equalic 28 _____ conclude 45 _____ maintain 12 _____ cordle 29 _____ credit 46 _____ bethell 13 _____ milne 30 _____ culture 47 _____ wray 14 _____ primarily 31 _____ gummer 48 _____ ballotage 15 _____ lester 32 _____ feature 49 _____ youde 16 _____ elode 33 _____ mabey 50 _____ cotargent 17 _____ resource 34 _____ regulate Test 102: H: __________ FA: __________ Dm: __________ 26
AWL 3: test 103 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ oligation 13 _____ windle 25 _____ canarify 2 _____ outcome 14 _____ scanlan 26 _____ considerable 3 _____ demonstrate 15 _____ link 27 _____ layer 4 _____ contribute 16 _____ instance 28 _____ interact 5 _____ locate 17 _____ convention 29 _____ ensure 6 _____ certical 18 _____ philosophy 30 _____ martlew 7 _____ illustrate 19 _____ twose 31 _____ constrain 8 _____ bundock 20 _____ dominate 32 _____ exclude 9 _____ correspond 21 _____ task 33 _____ multiplify 10 _____ lorey 22 _____ component 34 _____ negate 11 _____ factile 23 _____ core 35 _____ curify 12 _____ initially 24 _____ consent 36 _____ arain Test 103: H: __________ FA: __________ Dm: __________ 27
AWL 4: test 104 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ lunarous 13 _____ gurley 25 _____ statistic 2 _____ pocock 14 _____ integrality 26 _____ regime 3 _____ despite 15 _____ access 27 _____ acquince 4 _____ concentrate 16 _____ lovering 28 _____ emerge 5 _____ integrate 17 _____ ethnic 29 _____ retain 6 _____ approximate 18 _____ barette 30 _____ attribute 7 _____ promote 19 _____ summary 31 _____ kitely 8 _____ perryman 20 _____ redivate 32 _____ subsequent 9 _____ mott 21 _____ prelatoriat 33 _____ allard 10 _____ tasker 22 _____ output 11 _____ hypothesis 23 _____ parallel 12 _____ implement 24 _____ chlorosate Test104: H: __________ FA: __________ Dm: __________ 28
AWL5: test 105 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ generate 12 _____ trend 23 _____ maidment 2 _____ sustain 13 _____ ralling 24 _____ compound 3 _____ fruital 14 _____ sustain 25 _____ acker 4 _____ whereas 15 _____ enforce 26 _____ objective 5 _____ willment 16 _____ modify 27 _____ perspective 6 _____ adjust 17 _____ revenue 28 _____ pursue 7 _____ facility 18 _____ expand 29 _____ gurley 8 _____ misabrogate 19 _____ amend 30 _____ ratio 9 _____ capacity 20 _____ callisthemia 31 _____ pardoe 10 _____ skene 21 _____ decline 32 _____ network 33 _____ wallage 11 _____ transit 22 _____ academy Test105: H: __________ FA: __________ Dm: __________ 29
AWL6: test 106 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ presential 13 _____ proscratify 25 _____ precede 2 _____ nevertheless 14 _____ discriminate 26 _____ mingay 3 _____ newbold 15 _____ instere 27 _____ rational 4 _____ subsidized 16 _____ incidence 28 _____ reveal 5 _____ diversity 17 _____ federal 29 _____ gurley 6 _____ twining 18 _____ migrate 30 _____ furthermore 7 _____ braden 19 _____ infernalise 31 _____ cite 8 _____ roscrow 20 _____ exceed 32 _____ trace 9 _____ incorporate 21 _____ index 33 _____ incentive 10 _____ utilise 22 _____ elphick 34 _____ dyslaxative 11 _____ combustulate 23 _____ griffing 35 _____ aggregate 12 _____ enhance 24 _____ barnden 36 _____ input Test 106: H: __________ FA: __________ Dm: __________ 30
AWL7: test 107 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ sprudd 11 _____ eliminate 21 _____ morphew 2 _____ decade 12 _____ prowts 22 _____ ideology 3 _____ adapt 13 _____ submit 23 _____ brind 4 _____ equip 14 _____ advocate 24 _____ innovate 5 _____ dynamic 15 _____ convert 25 _____ crevicing 6 _____ isolate 16 _____ thesis 26 _____ globe 7 _____ cartledge 17 _____ mode 27 _____ conceitful 8 _____ amiel 18 _____ haime 28 _____ mastiphitis 9 _____ scobie 19 _____ peebles 29 _____ contrary 10 _____ media 20 _____ intervene 30 _____ publication Test 107: H: __________ FA: __________ Dm: __________ 31
AWL8: test 108 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ widespread 10 _____ inevitable 19 _____ practicate 2 _____ restore 11 _____ displace 20 _____ motivize 3 _____ contemporary 12 _____ theme 21 _____ intense 4 _____ guideline 13 _____ crucial 22 _____ seward 5 _____ infrastructure 14 _____ intuned 23 _____ impelirous 6 _____ chart 15 _____ predominant 24 _____ mealing 7 _____ condick 16 _____ abandon 25 _____ farinize 8 _____ tense 17 _____ pocock 9 _____ radical 18 _____ nuclear Test 108: H: __________ FA: __________ Dm: __________ 32
AWL9: test 109 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ possumate 8 _____ preliminary 15 _____ temporary 2 _____ erode 9 _____ bulk 16 _____ seclunar 3 _____ powling 10 _____ todd 17 _____ scenario 4 _____ passive 11 _____ devote 18 _____ gamage 5 _____ floralate 12 _____ device 19 _____ haime 6 _____ controversy 13 _____ albucolic 20 _____ coincide 7 _____ suspend 14 _____ asslam Test 109: H: __________ FA: __________ Dm: __________ 33
AWL10: test 110 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line.
Use the following scale to rate your knowledge of the words:
1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ wallage 8 _____ enormous 15 _____ adjacent 2 _____ greenaway 9 _____ causticate 16 _____ pose 3 _____ likewise 10 _____ collapse 17 _____ savourite 4 _____ undergo 11 _____ odd 18 _____ panel 5 _____ depress 12 _____ assuasion 19 _____ prowt 6 _____ levy 13 _____ hospite 20 _____ polythetic 7 _____ hallett 14 _____ nonetheless Test 110: H: __________ FA: __________ Dm: __________ 34
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iEAP – Writing a Persuasive Report You are a member of the Citizens’ Coalition for a Greener City, which promotes environmental protection in your city. You have been asked to write a report on behalf of the coalition to urge your fellow citizens to use public transportation more regularly. It will be published in your community newsletter. Instructions: Write a detailed report aimed at car users, to persuade them to use public transportation. In your report: Outline the situation Clearly present your point of view Use the graphs to support your point of view Your report will be evaluated on: How you have followed the instructions How well your points and ideas are organized How accurately you use English grammar, vocabulary, spelling, and punctuation Your report should be written in paragraphs and be about 400 words long. You will have 1 hour to complete this task. 44
Rubric Grammar Errors* 0 – not enough to evaluate Errors make the report unreadable Errors make the report unreadable Word choice is completely inappropriate 1-­‐ poor 2-­‐ insufficient 3-­‐sufficient 4-­‐ good Total: / 5-­‐excellent >7 errors/page 6-­‐7 errors/page 4-­‐5 errors/page 2-­‐3 errors/page Less than 1 error/page >7 errors/page 6-­‐7 errors/page 4-­‐5 errors/page 2-­‐3 errors/page Less than 1 error/page No use of academic language. Incorrect word choice Limited use of academic language. Sometimes in accurate. Word choice is mostly appropriate and academic. No inaccuracies. Word form and usage are completely inappropriate Plagiarism is apparent >7word form errors 6-­‐7 word form errors/page Sufficient use of appropriate academic words. There may be inaccuracy 4-­‐5 word form errors/page Excellent and well-­‐
developed academic word choice. Superb and clear word choice. Less than one word form error/page >5 errors in APA 4-­‐5 errors in APA 2-­‐3 errors in APA May be one error in APA Fulfilled Requirements Report is off topic or unrelated to task Requirements unfulfilled or severely under-­‐
developed Sufficiently complete, although some aspects may be limited Mostly done properly, but one or more areas may lack development Academic More than four academic expectations are not met Register is completely inappropriate and informal Four academic expectations are not met Under-­‐
development of assignments. Areas may be missing or severely limited. Three academic expectations are not met Two academic expectations are not met One academic expectation is not met Spelling and Punctuation Errors Word Choice Word Form** Citations and References Expectations *** Appropriate Register**** 2-­‐3 word form errors/page Meets or exceeds requirements. No errors in APA. All expectations of assignment are met or exceeded Meets all academic expectations >5 4-­‐5 2-­‐3 May have Appropriate informalities instances of instances of one instance language or informalities informalities of informal usage for inappropriate language academic register setting Organization Is not in Many Many small 3-­‐4 minor 1-­‐2 minor Excellent report format problems or a few problems problems organization with severe with or with and clear organization, problems progression organization progression causing with of ideas or coherence of confusion organization information *A grammar error is defined as a problem with verb tense, number(singular/plural), articles, word order, conjugation, active/passive, modals, sentence errors (fragments, comma splices) ** A word form error is a problem with inflection, or word use (i.e. wrong preposition or concordance) ***Academic expectations are outlined in the Assignment Submission Checklist ****Register is the level of formality in writing. In academic writing, a high degree of formality is necessary. 45
iEAP – Writing a Persuasive Report You are a member of the Citizens’ Coalition for a Greener Province, which promotes environmental protection in Alberta. You have been asked to write a report on behalf of the coalition to urge your fellow citizens to recognize the amount of CO2 produced in Canada and Alberta. Instructions: Write a detailed report aimed at car users, to persuade them to use public transportation. In your report: Outline the situation Clearly present your point of view Use the graphs to support your point of view Your report will be evaluated on: How you have followed the instructions How well your points and ideas are organized How accurately you use English grammar, vocabulary, spelling, and punctuation Your report should be written in paragraphs and be about 400 words long. You will have 1 hour to complete this task. CO2 emissions in metric tonnes per capita (source: World Bank) CO2 emissions in metric tonnes per capita (source: Statistics Canada) 46
Rubric Grammar Errors* 0 – not enough to evaluate Errors make the report unreadable Errors make the report unreadable Word choice is completely inappropriate 1-­‐ poor 2-­‐ insufficient 3-­‐sufficient 4-­‐ good Total: / 5-­‐excellent >7 errors/page 6-­‐7 errors/page 4-­‐5 errors/page 2-­‐3 errors/page Less than 1 error/page >7 errors/page 6-­‐7 errors/page 4-­‐5 errors/page 2-­‐3 errors/page Less than 1 error/page No use of academic language. Incorrect word choice Limited use of academic language. Sometimes in accurate. Word choice is mostly appropriate and academic. No inaccuracies. Word form and usage are completely inappropriate Plagiarism is apparent >7word form errors 6-­‐7 word form errors/page Sufficient use of appropriate academic words. There may be inaccuracy 4-­‐5 word form errors/page Excellent and well-­‐
developed academic word choice. Superb and clear word choice. Less than one word form error/page >5 errors in APA 4-­‐5 errors in APA 2-­‐3 errors in APA May be one error in APA Fulfilled Requirements Report is off topic or unrelated to task Requirements unfulfilled or severely under-­‐
developed Sufficiently complete, although some aspects may be limited Mostly done properly, but one or more areas may lack development Academic More than four academic expectations are not met Register is completely inappropriate and informal Four academic expectations are not met Under-­‐
development of assignments. Areas may be missing or severely limited. Three academic expectations are not met Two academic expectations are not met One academic expectation is not met Spelling and Punctuation Errors Word Choice Word Form** Citations and References Expectations *** Appropriate Register**** 2-­‐3 word form errors/page Meets or exceeds requirements. No errors in APA. All expectations of assignment are met or exceeded Meets all academic expectations >5 4-­‐5 2-­‐3 May have Appropriate informalities instances of instances of one instance language or informalities informalities of informal usage for inappropriate language academic register setting Organization Is not in Many Many small 3-­‐4 minor 1-­‐2 minor Excellent report format problems or a few problems problems organization with severe with or with and clear organization, problems progression organization progression causing with of ideas or coherence of confusion organization information *A grammar error is defined as a problem with verb tense, number(singular/plural), articles, word order, conjugation, active/passive, modals, sentence errors (fragments, comma splices) ** A word form error is a problem with inflection, or word use (i.e. wrong preposition or concordance) ***Academic expectations are outlined in the Assignment Submission Checklist ****Register is the level of formality in writing. In academic writing, a high degree of formality is necessary. 47
iEAP Post-Program Evaluation
Name:____________________________________
(August 13, 2010)
iEAP post-Program Evaluation/Survey
(All information will be kept confidential)
• For questions 1 to 20, please indicate your agreement or disagreement with the given statement:
1. Very much disagree
2. Disagree
3. Slightly disagree
4. Slightly agree
5. Agree
6. Very much agree
48
My English and the Course
1
2
3
4
5
6
7
the course was too easy for me
I found the videos / lectures / listenings too difficult
I found the readings too difficult
The course outline provided me with the study goals for
the term
I recognized the importance of reading the course
outline
The assignment directions were clear
I found the guest speakers too difficult
Very much
disagree
Disagree
Slightly
disagree
Slightly
agree
Agree
Very much
agree
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
8
I used the information from the field trip in my writing or
presentation
1
2
3
4
5
6
9
I found the course material challenging and engaging
1
2
3
4
5
6
49
Very much
disagree
Disagree
Slightly
disagree
Slightly
agree
Agree
Very much
agree
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
14 My questions were responded to appropriately
1
2
3
4
5
6
15 My work was graded in a reasonable amount of time
My instructors method for determining the course grade
16
was fair
17 I was treated respectfully
I identified my weaknesses through this course
18
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
My Instructor
10 The course was delivered according to the course outline
the course materials was presented in a well organized
manner
12 My instructor provided me with feedback
Instructor was useful in helping me understand the
13
quality of my work
11
19
I improved my skills through this course
20 Overall, I benefitted from this course
50
51
21. What were your original reasons for considering this course?
22. How did the course allow you to work on your strengths and weaknesses?
23. What was your favourite in-class activity? Why?
24. What was your least favourite in-class activity? Why?
25. What did you like least about the activities? Please be specific and give as many details as you
can.
26. Were you interested in the activities? What kept you interested?
27. Do you have preferences as to the type / topics of the texts that you read and summarized for this
course?
52
28. Did you have any technical difficulties? Explain.
29. Would you recommend this course to your friends? Why or why not?
30. What parts of the course would you keep?
31. What would you change in the course (spend more/less time on, change content)?
32. What parts of the course would you eliminate?
33. What new words did you learn the meaning of / learn to use?
34. What grammar did you learn?
53
35. Further comments
54
iEAP August 13, 2010
NAME:______________________
Strategy Inventory for Language Learning (SILL)
(Oxford,1990)
This form of the STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) is for
students of English as a second or foreign language. You will find statements about learning
English. Please read each statement. On the separate Worksheet, write the response (1, 2, 3, 4, or
5) that tells HOW TRUE OF YOU THE STATEMENT IS.
1.
2.
3.
4.
5.
Never or almost never true of me.
Usually not true of me
Somewhat true of me
Usually true of me
Always or almost always true of me
NEVER OR ALMOST NEVER TRUE OF ME means that the statement is very rarely true of
you.
USUALLY NOT TRUE OF ME means that the statement is true less than half the time.
SOMEWHAT TRUE OF ME means that the statement is true of you about half the time.
USUALLY TRUE OF ME means that the statement is true more than half the time.
ALWAYS OR ALMOST ALWAYS TRUE OF ME means that the statement is true of you
almost always.
Answer in terms of how well the statement describes you. Do not answer how you think you
should be, or what other people do. There are no right or wrong answers to these statements. Put
your answers on the separate Worksheet. Please make no marks on the items. Work as quickly as
you can without being careless. This usually takes about 20 – 30 minutes to complete. If you
have any questions, let the teacher know immediately.
EXAMPLE
I actively seek out opportunities to talk with native speakers. _____
Choose a response (1 through 5 as above) and write it in the space after the item.
You have just completed the example item. Answer the rest of the items on the Worksheet.
55
Part A
1. When I’m learning a language, I think of the relationships between what I already know
and new things I learn._____
2. I use new words in a sentence so I can remember them._____
3. I connect the sound of a new word and an image or picture of the word to help me
remember the word._____
4. I remember a new word by making a mental picture of a situation in which the word might
be used._____
5. I use rhymes to remember new words._____
6. I use flashcards to remember new words._____
7. I physically act out new words._____
8. I review language lessons often._____
9. I remember new words or phrases by remembering their location on the page, on the
board, or on a street sign._____
Part B
10. I say or write new words several times._____
11. I try to talk like native speakers._____
12. I practice the sounds of languages._____
13. I use the words I know in different ways._____
14. I read for pleasure._____
15. I first skim an passage (read over the passage quickly) then go back and read
carefully._____
16. I look for words in my own language that are similar to new words in English._____
17. I try to find patterns in language._____
18. I find the meaning of a word by dividing it into parts that I understand._____
19. I try not to translate word for word._____
20. I make summaries of information that I hear or read._____
56
Part C
21. To understand unfamiliar words, I make guesses._____
22. When I can’t think of a word during a conversation, I use gestures._____
23. I make up new words if I do not know the right ones._____
24. I read without looking up every new word._____
25. I try to guess what the other person will say next._____
26. If I can’t think of a word, I use a word or phrase that means the same thing._____
Part D
27. I try to find as many ways as I can to use language._____
28. I notice my language mistakes and use that information to help me do better._____
29. I pay attention to features of language when someone is speaking._____
30. I try to find out how to be a better language learner._____
31. I plan my schedule so I will have enough time to study language._____
32. I look for opportunities to read as much as possible._____
33. I have clear goals for improving by language skills._____
34. I think about my progress in language learning._____
Part E
35. I try to relax whenever I feel afraid of speaking or writing._____
36. I encourage myself to speak or write even when I am afraid of making a mistake._____
37. I give myself a reward or treat when I do well in writing._____
38. I notice if I am tense or nervous when I am studying language, speaking or writing._____
39. I talk to someone else about how I feel when I am learning language._____
Part F
40. If I do not understand something, I ask the other person to slow down or say it
again._____
41. I ask native speakers to correct me when I talk._____
42. I ask for help from native speakers._____
57
iEAP (August 13, 2010)
Name:____________________________________
INSTRUCTIONS
All of the following questions relate to English, both inside and outside of the classroom.
• For each question, circle the number that best describes how you feel about that statement.
• Please respond to all of the questions, even if some seem repetitive.
• There are no good or bad answers. We just want to know your point of view.
• For questions 1 to 60, please indicate your agreement or disagreement with the given statement:
1. Very much disagree
2. Disagree
3. Slightly disagree
4. Slightly agree
5. Agree
6. Very much agree
• For questions 61 to 74, please indicate how often the given statement is true of you:
1. Never
2. Very rarely
3. Rarely
4. Sometimes
5. Often
6. Always
58
59
Statements
Very much
disagree
Disagree
Slightly
disagree
Slightly
agree
Agree
Very much
agree
1
The thought of writing in academic English makes me stressed.
1
2
3
4
5
6
2
I think reading is important
1
2
3
4
5
6
3
Most of the time, I have no difficulty writing.
1
2
3
4
5
6
4
For an course to be beneficial to me, I must be able to work at my
own pace.
1
2
3
4
5
6
5
I read to improve my vocabulary.
1
2
3
4
5
6
6
For me, doing written assignments is a waste of time.
1
2
3
4
5
6
7
I was forced to take this course; it was not my choice.
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
8
9
10
I do not feel the need to take a course to improve my English skills
since I already speak very well.
Reading articles on the Internet is a good way to practice reading
skills.
Each time I do a reading exercise, I try to make fewer mistakes than
the last time.
11
I enjoy reading.
1
2
3
4
5
6
12
It is important for me to take a course to help me improve my
academic English skills.
1
2
3
4
5
6
13
Each time I write an academic assignment, I try to express my ideas
and thoughts more and more clearly.
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
14
15
I feel that my English skills are strong enough to study at the
university level.
It often happens that I don't understand written questions.
60
Statements
16
17
I believe that by working on improving my reading skills, I am
investing in my future professional success.
In order for a course to be useful for me, I must have a say in how
the course is organized.
Very much
disagree
Disagree
Slightly
disagree
Slightly
agree
Agree
Very much
agree
1
2
3
4
5
6
1
2
3
4
5
6
18
Reading allows me to learn new things about the world.
1
2
3
4
5
6
19
I think that is important to be able to write well.
1
2
3
4
5
6
20
I took this course because I wanted to.
1
2
3
4
5
6
21
Taking a writing course is important for improving my writing skills.
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
22
23
24
25
26
The Internet provides me with many activities for improving my
English skills.
When writing academic assignments, I am constantly trying to do
better and better.
In my opinion, reading is a waste of time.
By taking a writing course, I am improving my chances of achieving
academic or professional success.
When academic assignments, I am always trying to improve my
syntax and grammar.
27
I took this course because I had to.
1
2
3
4
5
6
28
I feel that I have developed the written skills that are necessary for
success at the university level.
1
2
3
4
5
6
29
I have difficulties understanding what I am reading.
1
2
3
4
5
6
30
I enjoy writing in academic English.
1
2
3
4
5
6
61
Statements
Very much
disagree
Disagree
Slightly
disagree
Slightly
agree
Agree
Very much
agree
31
I feel confident when I have an academic assignment to write.
1
2
3
4
5
6
32
Writing allows me to clarify my ideas and make them more precise.
1
2
3
4
5
6
33
I took this course because I had no choice.
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
34
35
I do not think that the Internet provides me with ways of improving
my reading and writing skills.
Every time I write an academic assignment, I try to make fewer
mistakes and get a better grade.
36
I take pleasure in improving the quality of my writing.
1
2
3
4
5
6
37
I feel stressed when writing an academic assignment.
1
2
3
4
5
6
38
In my case, taking a writing course is a waste of time.
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
39
40
Every time I write an assignment, I work on improving the quality of
my written English.
My reading skills are not yet strong enough to allow me to study at
an English university.
41
I have difficulty finding the main idea in a reading.
1
2
3
4
5
6
42
I felt like I was forced to take this course.
1
2
3
4
5
6
43
I believe that by developing my reading habits, I am improving the
quality of my writing.
1
2
3
4
5
6
44
In general, I am able to do the written work that is assigned to me.
1
2
3
4
5
6
45
For a writing course to be worthwhile, I must be given a choice as to
how I want to develop my skills.
1
2
3
4
5
6
62
Statements
Very much
disagree
Disagree
Slightly
disagree
Slightly
agree
Agree
Very much
agree
46
I feel relaxed when I write assignments.
1
2
3
4
5
6,
47
Writing is an opportunity for me to learn more about myself.
1
2
3
4
5
6,
48
Academic writing is important for developing one's knowledge of the
world.
1
2
3
4
5
6,
49
I do not feel nervous or stressed when writing an assignment.
1
2
3
4
5
6,
50
I am happy to be in this course
1
2
3
4
5
6,
1
2
3
4
5
6,
1
2
3
4
5
6,
51
52
Reading through articles or other texts on the Internet is a good way
to improve my knowledge of vocabulary.
When writing an assignment, I always force myself to do the best that
I can.
53
I love language.
1
2
3
4
5
6,
54
What I am learning in this course will be useful to me in my future
studies, regardless of my program of study.
1
2
3
4
5
6,
55
I read to develop my own knowledge of the world.
1
2
3
4
5
6,
56
I feel anxious when I write assignments.
1
2
3
4
5
6,
57
I do not need to take another course to improve my writing skills.
1
2
3
4
5
6,
58
Most of the time, I think that the reading I have to do for this course is
easy.
1
2
3
4
5
6,
59
I feel that it was not my choice to take this course.
1
2
3
4
5
6,
60
I feel pressure when writing an academic assignment.
1
2
3
4
5
6,
63
For questions 61 to 74, indicate how often the given statement is true of you:
1. Never
2. Very rarely
3. Rarely
4. Sometimes
5. Often
6. Always
Statements
61
62
63
64
65
66
67
68
69
70
71
72
73
74
I organize my time before doing my homework.
When I am reading an article, I write down, underline or highlight
the important points in the article.
When writing, I never give up, even if I am having difficulty
expressing my thoughts.
Before starting my homework, I read the instructions to get an
idea of how long it will take me to complete the assignment.
To do my work, I choose a place where I will not be distracted.
When I am reading an article or a text, I re-read the more difficult
passages in order to understand them better.
Before handing in an assignment, I re-read what I have written
and try to correct as many of my errors as possible.
When I am writing an assignment for a course, I make sure that I
understand all of the instructions given by the teacher.
I use dictionaries or electronic translators to help me with my
homework.
When I am reading an article or a text, I continue reading, even if I
am having difficulty understanding some of the author's
arguments.
Before submitting any written work, I look over the quality of my
writing.
When I am reading material for a course, I make sure that I am in
a place where I will be able to concentrate.
Even when it is difficult, I continue working on my writing until it
property expresses my thoughts.
When a teacher returns a corrected assignment to me, I take the
time to review it in order to understand my mistakes.
Never
Very rarely
Rarely
Sometimes
Often
Always
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
64