© iEAP Program - Faculty of Education, University of Calgary (2010) Intensive English for Academic Purposes iEAP Curriculum: How to Use this Document
© iEAP Program - Faculty of Education, University of Calgary (2010)
Intensive English for Academic Purposes
iEAP
Curriculum: How to Use this Document
Table of Contents Intensive English for Academic Purposes 2 Documents Overview 2
Final Report 2 Report Summary 2
How to Use these Documents – Instructional Materials 2
List of iEAP Materials booklets 2 iEAP Materials Explained 2-‐3
iEAP Unit Templates 4-‐9 Weeks 1-‐2: Humanities & Social Sciences -‐ 4 Weeks 3-‐4: Science & Engineering 6 Weeks 5-‐6: Business & Communications 8 iEAP Pre and Post Testing Materials Explanation 10 Outline of Pre-‐post testing materials 10 Explanations of individual Pre/Post Tests
iEAP Program Entrance Survey 11 Reading proficiency 11 Writing proficiency 11 Passive Knowledge of English vocabulary 11 Gates-‐McGinitie Vocabulary 11 Nation’s Levels Test 11 Academic Word List Sub-‐-‐-‐list Yes/No test 12 Active use of English vocabulary 12 Vocabulary profiles of student writing 12 Fill in the blank productive vocabulary test 12 Non-‐Language based criteria Surveys 13 i. Strategy Inventory of Language Learners 13
ii. Student motivation survey 13 iii. post-‐program evaluations and interviews 13
Pre & Post Test Sequencing 13
iEAP Program Pre & Post Tests iEAP Program Entrance Survey 14 Nation’s Levels Test 17 Academic Word List Sub-‐-‐-‐list Yes/No test 25 iEAP productive vocabulary test 35 iEAP Persuasive Report Writing Assessment (pre) 44 iEAP Persuasive Report Writing Assessment (post) 46
iEAP post-‐Program Evaluation/Survey 48 Strategy Inventory of Language Learners 55
Student motivation survey 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.
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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.
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Learning Tasks: • APA formatting assignment• personal dictionary
• web blog/journalling• online scavenger hunt
Assessment Strategies:• research report• academic essay
• book club reports/presentations• debate
Core Objectives! ! ! ! ! ! ! ! ! ! ! ! ! Instructional Sequence (3-courses run concurrently)
Model for Developing Academic Proficiency
Reading Comprehension and Proficiency:Lesson Overview
Reading Comprehension and
Proficiency: Main Activities
Writing and Grammar:
Lesson Overview
Writing and Grammar: Main
Activities
Communication: Lesson
Overview
Communication:Main Activities
Session 1 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
Materials/Content
The Past• 1st year textbooks• newspapers• documentary video• non-fiction book• guest speakers• field trip
Content SpecificObjectives:
• prepare for academic demands within social sciences and humanities at university
Concepts:• sustainability• urban sprawl• political process
Knowledge:• Calgary history• the essay• academic research
Strategies! Language ! Concepts
Vocabulary:
• municipal planning
• AWL-academic
Forms:
• comparison• verb tense• modals of
possibility
Functions:
• giving opinions• formal register• asking questions• agreeing/
disagreeing
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
• note-taking• understanding
charts & tables
• summarizing• grouping
• identity
• systematicity
• social conventions
• rules/regulations
• individual/community
• rights/responsibilities
Theme Title:! Plan-It Calgary I: The Past, Present & Future of CalgaryRational: Academic skill & language learning within the Social Sciences & the HumanitiesBroad Theme Goals: Post-Secondary Academic Preparation
Target Group: University of Calgary bound E.L.L.Level: EAP
Planning a Theme: Learning by Design (Roessingh, 2001)
Learning Tasks: • Book Club• summarizing
• library research• self & peer editing
Assessment Strategies:• Lab Report• Research Proposal
• Lab Report Presentation•
Core Objectives! ! ! ! ! ! ! ! ! ! ! ! ! Instructional Sequence (3-courses run concurrently)
Model for Developing Academic Proficiency
Reading Comprehension and Proficiency:Lesson Overview
Reading Comprehension and Proficiency: Main Activities
Writing and Grammar: Lesson
Overview
Writing and Grammar: Main
Activities
Communication: Lesson Overview
Communication:
Main Activities
Session 1
The Built Environment & Health
Pre-reading Strategies
SummarizingWriting A Research Proposal
SummarizingDictoglossResearch Proposal
Health & Built Environment Video (Kamloops)
Note-taking With Prompts
Session 2
The Built Environment & Health
Scanning For Spec. Info (scavenger Hunt)
Writing A SummaryFinding Resources
Summarizing Video: Weather & The Built Environment
Take NotesComare/shareQuiz
Session 3
Finding And Using Cited DocumentsThe Main Idea
Find 4 References , Highlight Main Ideas, Present To Class
Workshop - Using Electronic Databases
Identify Types Of ReferencesFind Specific ArticlesKey Word Searches
Watch & Take Notes: Weather & The Built Environment
Video 2 & 3Weather & Built Environment
Session 4
Health & The Built Environment & Policy
Critical ThinkingReferences: 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 CitiesWasteful Cities
Lab Reports Organization & FormatUsing Raw Data
Visiting LecturerAir Quality Station
Lecture: Atmospheric ChemistryField Trip
Session 7
Newspaper: Okotoks Water
Pre-reading StrategiesNoting HedgingNewspaper
Lab Reports And The Passive Voice
Passives In Lab ReportsGrammar Auction
Podcast: The Watery Road To Hell (Water Quality & Flow)
Note-taking Discussion
Session 8
Solar Thermal Energy
VocabComprehensionDiscussion
HedgingCitation Practice
PowerpointSynthesis Assignment
Solar Power Videos
Note-takingQuiz
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 ReportProductive Vocab(weeks 3-4)
Peer & Self-EditingVocab Writing Quiz
Lab Report Presentations
Materials/Content
• Government & WHO reports
• Promotional and instructional videos on the Okotoks Drake Landing Solar Community
• non-fiction book• guest speakers• Field Trip
Content SpecificObjectives:
• prepare for academic demands within Science & Engineering
Concepts:• Health and the
Built Environment
• Health Effects of Air Quality
• Thermal/Solar Power commercial technology
• Atmospheric Chemistry
Knowledge:• academic
research
Strategies! Language ! Concepts
Vocabulary:
• Week 3/4 materials academic vocab
• AWL-academic• hedging• reporting verbs• quantifiers• adverbs of
frequency
Forms:
• tenses• passives• reported speech• question forms• indirect speech
Functions:
• summarizing• hedging• reporting findings• scanning• note-taking• finding resources• asking questions
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
• Sustainability
• causality
• Private & Public space
• Public and industrial policy
• wasteful vs. compact cities
• responsibility
Theme Title:! Plan-It Calgary II: The Past, Present & Future of CalgaryRational: Academic skill & language learning within Science & EngineeringBroad Theme Goals: Post-Secondary Academic Preparation
Target Group: University of Calgary bound E.L.L.Level: EAP
Planning a Theme: Learning by Design (Roessingh, 2001)
Learning Tasks: • Book Club• Emails / Cover letters
• Survey Research• Paraphrasing
Assessment Strategies:• Survey Data Analysis Report• Business Concept Statement
• Book club reports/presentations• Dragonsʼ Den Business Pitch
Core Objectives! ! ! ! ! ! ! ! ! ! ! ! ! Instructional Sequence (3-courses run concurrently)
Model for Developing Academic Proficiency
Reading Comprehension and Proficiency:Lesson Overview
Reading Comprehension and
Proficiency: Main Activities
Writing and Grammar:
Lesson Overview
Writing and Grammar: Main
Activities
Communication: Lesson
Overview
Communication:Main Activities
Session 1 Introduction To Social Entrepreneurs
Business Magazine Articles And Vocab
Formal Business Writing: Email
Emails -rules, Error Correction
EntrepreneursCase 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
Session 3 Marketing Marketing TextbookBusiness Vocabulary
Data Commentary
Peer ReviewParaphrasing
Market Research On-campus Marketing Survey
Session 4 Book Club: The New City
Discussion - Roles: Thinking Cities Planning Cities
Market Research Survey Report
Paraphrasing MetaphorPeer Review
Market ResearchPresentations
Present Data Of Survey ReportAsking Questions
Session 5 Green Businesses Vocabulary ReviewTimed 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 TipsAWL Cloze
Writing Process Market Reports - Feedback, Editing Dictogloss
Instructional Video: Business Plans
Video On Effective Business PlansPost-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 DenPresentations Guest Dragons
Session 9 Post-Program Assessment & EvaluationPost-Program Assessment & EvaluationPost-Program Assessment & Evaluation
Materials/Content
Business Innovation• 1st year textbooks• business
magazines• instructional videos• non-fiction book• guest speakers
Content SpecificObjectives:
• prepare for academic demands within Business & Communications
Concepts:• social-
entrepreneurs• triple-bottom line
Knowledge:• Business plan• elevator pitch• academic research
Strategies! Language ! Concepts
Vocabulary:
• municipal planning
• AWL-academic
Forms:
• articles
Functions:
• formal correspondence
• hedging• paraphrasing
Language Learning
• vocabulary lists• deriving meaning
from context
Academic
• editing• presentations• synthesizing info•
• investment
• entrepreneurism
• business evaluation
• academic integrity
• economic feasibility
• social and environmental responsibility
Theme Title:! Plan-It Calgary III: The Past, Present & Future of CalgaryRational: Academic skill & language learning within Business & CommunicationsBroad Theme Goals: Post-Secondary Academic Preparation
Target Group: University of Calgary bound E.L.L.Level: EAP
Planning a Theme: Learning by Design (Roessingh, 2001)
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
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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)
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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
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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. Strategy Inventory of Language Learners (SILL-‐Oxford, 1990) ii. student motivation survey iii. 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)
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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: Yes 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 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
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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?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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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
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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. animal that chases dogs b. animal that carries people c. animal that chases a mouse d. 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. animal that chases dogs b. animal that carries people c. animal that chases a mouse d. animal that eats fruit
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First 1000 1. SEE: They saw it. a. cut b. waited for c. looked at d. started 2. TIME: They have a lot of time. a. money b. food c. hours d. friends 3. PERIOD: It was a difficult period. a. question b. time c. thing to do d. book 4. FIGURE: Is this the right figure? a. answer b. place c. time d. number 5. POOR: We are poor. a. have no money b. feel happy c. are very interested d. do not like to work hard 6. DRIVE: He drives fast. a. swims b. learns c. throws balls d. uses a car 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 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 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 10. BASIS: I don't understand the basis. a. reason b. words c. road signs d. main part
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. 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. UPSET: I am upset. a. tired b. famous c. rich d. unhappy 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. 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. NIL: His mark for that question was nil. a. very bad b. nothing c. very good d. in the middle 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. CIRCLE: Make a circle. a. rough picture b. space with nothing in it c. round shape d. large hole 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. 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
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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. STRAP: He broke the strap. a. promise b. top cover c. shallow dish for food d. strip of material for holding things
together 7. PAVE: It was paved. a. prevented from going through b. divided c. given gold edges d. covered with a hard surface 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
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 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. 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. 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
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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. WEEP: He wept. a. finished his course b. cried c. died d. worried 3. 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 4. HAUNT: The house is haunted. a. full of ornaments b. rented c. empty d. full of ghosts 5. 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
Sixth 1000 1. DEVIOUS: Your plans are devious. a. tricky b. well-developed c. not well thought out d. more expensive than necessary 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
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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 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 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 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 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 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 8. 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 9. 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 10. 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
Eighth 1000 1. ERRATIC: He was erratic. a. without fault b. very bad c. very polite d. unsteady 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. 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 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. 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. 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
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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. 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. 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 5. WHIM: He had lots of whims. a. old gold coins b. female horses c. strange ideas with no motive d. sore red lumps 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
Tenth 1000 1. AWE: They looked at the mountain with awe. a. worry b. interest c. wonder d. respect 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. 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. 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
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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 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 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 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 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 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 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 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 9. 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 10. 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
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. 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. 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. 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. 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. 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. 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
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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. 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 6. 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 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 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 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 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
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 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. 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. 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. 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
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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 2 _____ area 3 _____ nonagrate 4 _____ establish 5 _____ factor 6 _____ function 7 _____ approach 8 _____ indicate 9 _____ issue 10 _____ balfour 11 _____ major 12 _____ occur 13 _____ lannery 14 _____ research 15 _____ similar 16 _____ specifically 17 _____ analyse
18 _____ assess 19 _____ concept 20 _____ oxylate 21 _____ degate 22 _____ consist 23 _____ constitute 24 _____ gummer 25 _____ context 26 _____ data 27 _____ cantileen 28 _____ define 29 _____ distribute 30 _____ tooley 31 _____ ralling 32 _____ estimate 33 _____ evident 34 _____ formula
35 _____ legal 36 _____ contortal 37 _____ lapidoscope 38 _____ legislate 39 _____ source 40 _____ glandle 41 _____ principle 42 _____ channing 43 _____ dowrick 44 _____ mundy 45 _____ respond 46 _____ sector 47 _____ aistrope 48 _____ dogmatile 49 _____ lauder 50 _____ troake
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 2 _____ element 3 _____ focus 4 _____ construct 5 _____ impact 6 _____ attard 7 _____ potential 8 _____ achieve 9 _____ range 10 _____ community 11 _____ equalic 12 _____ cordle 13 _____ milne 14 _____ primarily 15 _____ lester 16 _____ elode 17 _____ resource
18 _____ assist 19 _____ consume 20 _____ consequently 21 _____ aspect 22 _____ ordinisation 23 _____ restrict 24 _____ spedding 25 _____ roscrow 26 _____ trimble 27 _____ complex 28 _____ conclude 29 _____ credit 30 _____ culture 31 _____ gummer 32 _____ feature 33 _____ mabey 34 _____ regulate
35 _____ injure 36 _____ distinct 37 _____ seek 38 _____ survey 39 _____ commission 40 _____ reside 41 _____ purchase 42 _____ institute 43 _____ obtain 44 _____ justal 45 _____ maintain 46 _____ bethell 47 _____ wray 48 _____ ballotage 49 _____ youde 50 _____ cotargent
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
2 _____ outcome
3 _____ demonstrate
4 _____ contribute
5 _____ locate
6 _____ certical
7 _____ illustrate
8 _____ bundock
9 _____ correspond
10 _____ lorey
11 _____ factile
12 _____ initially
13 _____ windle
14 _____ scanlan
15 _____ link
16 _____ instance
17 _____ convention
18 _____ philosophy
19 _____ twose
20 _____ dominate
21 _____ task
22 _____ component
23 _____ core
24 _____ consent
25 _____ canarify
26 _____ considerable
27 _____ layer
28 _____ interact
29 _____ ensure
30 _____ martlew
31 _____ constrain
32 _____ exclude
33 _____ multiplify
34 _____ negate
35 _____ curify
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
2 _____ pocock
3 _____ despite
4 _____ concentrate
5 _____ integrate
6 _____ approximate
7 _____ promote
8 _____ perryman
9 _____ mott
10 _____ tasker
11 _____ hypothesis
12 _____ implement
13 _____ gurley
14 _____ integrality
15 _____ access
16 _____ lovering
17 _____ ethnic
18 _____ barette
19 _____ summary
20 _____ redivate
21 _____ prelatoriat
22 _____ output
23 _____ parallel
24 _____ chlorosate
25 _____ statistic
26 _____ regime
27 _____ acquince
28 _____ emerge
29 _____ retain
30 _____ attribute
31 _____ kitely
32 _____ subsequent
33 _____ allard
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 2 _____ sustain 3 _____ fruital 4 _____ whereas 5 _____ willment 6 _____ adjust 7 _____ facility 8 _____ misabrogate 9 _____ capacity 10 _____ skene 11 _____ transit
12 _____ trend 13 _____ ralling 14 _____ sustain 15 _____ enforce 16 _____ modify 17 _____ revenue 18 _____ expand 19 _____ amend 20 _____ callisthemia 21 _____ decline 22 _____ academy
23 _____ maidment 24 _____ compound 25 _____ acker 26 _____ objective 27 _____ perspective 28 _____ pursue 29 _____ gurley 30 _____ ratio 31 _____ pardoe 32 _____ network 33 _____ wallage
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
2 _____ nevertheless
3 _____ newbold
4 _____ subsidized
5 _____ diversity
6 _____ twining
7 _____ braden
8 _____ roscrow
9 _____ incorporate
10 _____ utilise
11 _____ combustulate
12 _____ enhance
13 _____ proscratify
14 _____ discriminate
15 _____ instere
16 _____ incidence
17 _____ federal
18 _____ migrate
19 _____ infernalise
20 _____ exceed
21 _____ index
22 _____ elphick
23 _____ griffing
24 _____ barnden
25 _____ precede
26 _____ mingay
27 _____ rational
28 _____ reveal
29 _____ gurley
30 _____ furthermore
31 _____ cite
32 _____ trace
33 _____ incentive
34 _____ dyslaxative
35 _____ aggregate
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
2 _____ decade
3 _____ adapt
4 _____ equip
5 _____ dynamic
6 _____ isolate
7 _____ cartledge
8 _____ amiel
9 _____ scobie
10 _____ media
11 _____ eliminate
12 _____ prowts
13 _____ submit
14 _____ advocate
15 _____ convert
16 _____ thesis
17 _____ mode
18 _____ haime
19 _____ peebles
20 _____ intervene
21 _____ morphew
22 _____ ideology
23 _____ brind
24 _____ innovate
25 _____ crevicing
26 _____ globe
27 _____ conceitful
28 _____ mastiphitis
29 _____ contrary
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
2 _____ restore
3 _____ contemporary
4 _____ guideline
5 _____ infrastructure
6 _____ chart
7 _____ condick
8 _____ tense
9 _____ radical
10 _____ inevitable
11 _____ displace
12 _____ theme
13 _____ crucial
14 _____ intuned
15 _____ predominant
16 _____ abandon
17 _____ pocock
18 _____ nuclear
19 _____ practicate
20 _____ motivize
21 _____ intense
22 _____ seward
23 _____ impelirous
24 _____ mealing
25 _____ farinize
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
2 _____ erode
3 _____ powling
4 _____ passive
5 _____ floralate
6 _____ controversy
7 _____ suspend
8 _____ preliminary
9 _____ bulk
10 _____ todd
11 _____ devote
12 _____ device
13 _____ albucolic
14 _____ asslam
15 _____ temporary
16 _____ seclunar
17 _____ scenario
18 _____ gamage
19 _____ haime
20 _____ coincide
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
2 _____ greenaway
3 _____ likewise
4 _____ undergo
5 _____ depress
6 _____ levy
7 _____ hallett
8 _____ enormous
9 _____ causticate
10 _____ collapse
11 _____ odd
12 _____ assuasion
13 _____ hospite
14 _____ nonetheless
15 _____ adjacent
16 _____ pose
17 _____ savourite
18 _____ panel
19 _____ prowt
20 _____ polythetic
Test 110: H: __________ FA: __________ Dm: __________
34
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43
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 Total: / 0 – not
enough to evaluate
1-‐ poor 2-‐ insufficient
3-‐sufficient 4-‐ good 5-‐excellent
Grammar Errors*
Errors make the report unreadable
>7 errors/page
6-‐7 errors/page
4-‐5 errors/page
2-‐3 errors/page
Less than 1 error/page
Spelling and Punctuation Errors
Errors make the report unreadable
>7 errors/page
6-‐7 errors/page
4-‐5 errors/page
2-‐3 errors/page
Less than 1 error/page
Word Choice Word choice is completely inappropriate
No use of academic language. Incorrect word choice
Limited use of academic language. Sometimes in accurate.
Sufficient use of appropriate academic words. There may be inaccuracy
Word choice is mostly appropriate and academic. No inaccuracies.
Excellent and well-‐developed academic word choice. Superb and clear word choice.
Word Form** Word form and usage are completely inappropriate
>7word form errors
6-‐7 word form errors/page
4-‐5 word form errors/page
2-‐3 word form errors/page
Less than one word form error/page
Citations and References
Plagiarism is apparent
>5 errors in APA
4-‐5 errors in APA
2-‐3 errors in APA
May be one error in APA
Meets or exceeds requirements. No errors in APA.
Fulfilled Requirements
Report is off topic or unrelated to task
Requirements unfulfilled or severely under-‐developed
Under-‐development of assignments. Areas may be missing or severely limited.
Sufficiently complete, although some aspects may be limited
Mostly done properly, but one or more areas may lack development
All expectations of assignment are met or exceeded
Academic Expectations ***
More than four academic expectations are not met
Four academic expectations are not met
Three academic expectations are not met
Two academic expectations are not met
One academic expectation is not met
Meets all academic expectations
Appropriate Register****
Register is completely inappropriate and informal
>5 informalities or inappropriate register
4-‐5 instances of informalities
2-‐3 instances of informalities
May have one instance of informal language
Appropriate language usage for academic setting
Organization Is not in report format
Many problems with organization, causing confusion
Many small or a few severe problems with organization
3-‐4 minor problems with or progression of ideas
1-‐2 minor problems with organization or coherence
Excellent organization and clear progression of 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 Total: / 0 – not
enough to evaluate
1-‐ poor 2-‐ insufficient
3-‐sufficient 4-‐ good 5-‐excellent
Grammar Errors*
Errors make the report unreadable
>7 errors/page
6-‐7 errors/page
4-‐5 errors/page
2-‐3 errors/page
Less than 1 error/page
Spelling and Punctuation Errors
Errors make the report unreadable
>7 errors/page
6-‐7 errors/page
4-‐5 errors/page
2-‐3 errors/page
Less than 1 error/page
Word Choice Word choice is completely inappropriate
No use of academic language. Incorrect word choice
Limited use of academic language. Sometimes in accurate.
Sufficient use of appropriate academic words. There may be inaccuracy
Word choice is mostly appropriate and academic. No inaccuracies.
Excellent and well-‐developed academic word choice. Superb and clear word choice.
Word Form** Word form and usage are completely inappropriate
>7word form errors
6-‐7 word form errors/page
4-‐5 word form errors/page
2-‐3 word form errors/page
Less than one word form error/page
Citations and References
Plagiarism is apparent
>5 errors in APA
4-‐5 errors in APA
2-‐3 errors in APA
May be one error in APA
Meets or exceeds requirements. No errors in APA.
Fulfilled Requirements
Report is off topic or unrelated to task
Requirements unfulfilled or severely under-‐developed
Under-‐development of assignments. Areas may be missing or severely limited.
Sufficiently complete, although some aspects may be limited
Mostly done properly, but one or more areas may lack development
All expectations of assignment are met or exceeded
Academic Expectations ***
More than four academic expectations are not met
Four academic expectations are not met
Three academic expectations are not met
Two academic expectations are not met
One academic expectation is not met
Meets all academic expectations
Appropriate Register****
Register is completely inappropriate and informal
>5 informalities or inappropriate register
4-‐5 instances of informalities
2-‐3 instances of informalities
May have one instance of informal language
Appropriate language usage for academic setting
Organization Is not in report format
Many problems with organization, causing confusion
Many small or a few severe problems with organization
3-‐4 minor problems with or progression of ideas
1-‐2 minor problems with organization or coherence
Excellent organization and clear progression of 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 Very much disagree Disagree Slightly
disagree Slightly agree Agree Very much
agree
1 the course was too easy for me 1 2 3 4 5 6
2 I found the videos / lectures / listenings too difficult 1 2 3 4 5 6
3 I found the readings too difficult 1 2 3 4 5 6
4 The course outline provided me with the study goals for the term 1 2 3 4 5 6
5 I recognized the importance of reading the course outline 1 2 3 4 5 6
6 The assignment directions were clear 1 2 3 4 5 6
7 I found the guest speakers too difficult 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
My Instructor Very much disagree Disagree Slightly
disagree Slightly agree Agree Very much
agree
10 The course was delivered according to the course outline 1 2 3 4 5 6
11 the course materials was presented in a well organized manner 1 2 3 4 5 6
12 My instructor provided me with feedback 1 2 3 4 5 6
13 Instructor was useful in helping me understand the quality of my work
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 1 2 3 4 5 6
16 My instructors method for determining the course grade was fair 1 2 3 4 5 6
17 I was treated respectfully 1 2 3 4 5 6
18 I identified my weaknesses through this course 1 2 3 4 5 6
19 I improved my skills through this course 1 2 3 4 5 6
20 Overall, I benefitted from this course 1 2 3 4 5 6
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. Never or almost never true of me. 2. Usually not true of me 3. Somewhat true of me 4. Usually true of me 5. 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
8 I do not feel the need to take a course to improve my English skills since I already speak very well. 1 2 3 4 5 6
9 Reading articles on the Internet is a good way to practice reading skills. 1 2 3 4 5 6
10 Each time I do a reading exercise, I try to make fewer mistakes than the last time. 1 2 3 4 5 6
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
14 I feel that my English skills are strong enough to study at the university level. 1 2 3 4 5 6
15 It often happens that I don't understand written questions. 1 2 3 4 5 6
60
Statements Very much disagree Disagree Slightly
disagree Slightly agree Agree Very much
agree
16 I believe that by working on improving my reading skills, I am investing in my future professional success. 1 2 3 4 5 6
17 In order for a course to be useful for me, I must have a say in how the course is organized. 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
22 The Internet provides me with many activities for improving my English skills. 1 2 3 4 5 6
23 When writing academic assignments, I am constantly trying to do better and better. 1 2 3 4 5 6
24 In my opinion, reading is a waste of time. 1 2 3 4 5 6
25 By taking a writing course, I am improving my chances of achieving academic or professional success. 1 2 3 4 5 6
26 When academic assignments, I am always trying to improve my syntax and grammar. 1 2 3 4 5 6
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
34 I do not think that the Internet provides me with ways of improving my reading and writing skills. 1 2 3 4 5 6
35 Every time I write an academic assignment, I try to make fewer mistakes and get a better grade. 1 2 3 4 5 6
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
39 Every time I write an assignment, I work on improving the quality of my written English. 1 2 3 4 5 6
40 My reading skills are not yet strong enough to allow me to study at an English university. 1 2 3 4 5 6
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,
51 Reading through articles or other texts on the Internet is a good way to improve my knowledge of vocabulary. 1 2 3 4 5 6,
52 When writing an assignment, I always force myself to do the best that I can. 1 2 3 4 5 6,
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 Never Very rarely Rarely Sometimes Often Always
61 I organize my time before doing my homework. 1 2 3 4 5 6
62 When I am reading an article, I write down, underline or highlight the important points in the article. 1 2 3 4 5 6
63 When writing, I never give up, even if I am having difficulty expressing my thoughts. 1 2 3 4 5 6
64 Before starting my homework, I read the instructions to get an idea of how long it will take me to complete the assignment. 1 2 3 4 5 6
65 To do my work, I choose a place where I will not be distracted. 1 2 3 4 5 6
66 When I am reading an article or a text, I re-read the more difficult passages in order to understand them better. 1 2 3 4 5 6
67 Before handing in an assignment, I re-read what I have written and try to correct as many of my errors as possible. 1 2 3 4 5 6
68 When I am writing an assignment for a course, I make sure that I understand all of the instructions given by the teacher. 1 2 3 4 5 6
69 I use dictionaries or electronic translators to help me with my homework. 1 2 3 4 5 6
70 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.
1 2 3 4 5 6
71 Before submitting any written work, I look over the quality of my writing. 1 2 3 4 5 6
72 When I am reading material for a course, I make sure that I am in a place where I will be able to concentrate. 1 2 3 4 5 6
73 Even when it is difficult, I continue working on my writing until it property expresses my thoughts. 1 2 3 4 5 6
74 When a teacher returns a corrected assignment to me, I take the time to review it in order to understand my mistakes. 1 2 3 4 5 6
64