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TRANSCRIPT
Academic IELTS: its limita2ons and misuse
Richard Harrison
TESOL Arabia, March 2014
www.harrisonrichard.com
“Our students can’t write!”
German professor on BSc programme at GUtech
Content
l What is academic IELTS? What does a band 6 IELTS mean?
l Is IELTS a good predictor of academic success?
l Is IELTS adequate prepara2on for students’ academic (wri2ng) programmes?
IELTS worldwide l over 2,000,000 people take the test annually
l growing at 11-‐12% a year
l over 8,000 educa2onal ins2tu2ons, employers, professional associa2ons and governments (including 800 colleges in the USA)
l in 135 countries
l move towards internet-‐based tes2ng
l sliding scale of fees
IELTS materials l exam prac2ce
l course books (band specific)
l skills focus
l grammar for ….
l vocabulary for ….
l common mistakes in …..
l websites (IELTS, Bri2sh Council, etc.)
IELTS training courses
We know that IELTS is …. l successful …..
l and also …..reliable, valid, and secure
But is IELTS being used in the ‘right way’? l In a way that is appropriate for:
-‐ educa2onal ins2tu2ons, employers, professional associa2ons, governments
-‐ candidates (students, employees, immigrants, etc.)
What does academic IELTS wri2ng include? IELTS Wri*ng Task 1
l a task based on graphic or pictorial informa2on
l a descrip2ve report of at least 150 words on the informa2on provided.
IELTS Wri*ng Task 2
l a wriaen argument on a given topic
l clear organisa2on of your answer and examples to support your points.
l at least 250 words
The chart below gives informa*on about the UK's ageing popula*on in 1985 and makes predic*ons for 2035. Summarise the informa*on by selec*ng and repor*ng the main features, and make comparisons where relevant. Write at least 150 words.
Wri2ng task 1
Wri2ng task 2 l You should spend about 40 minutes on this task. Write about the following topic:
l Many newspapers and magazines feature stories about the private lives of famous people. We know what they eat, where they buy their clothes and who they love. We also oMen see pictures of them in private situa*ons. Is it appropriate for a magazine or newspaper to give this kind of private informa*on about people?
l Give reasons for your answer. Write at least 250 words.
Is IELTS a good predictor of academic success? l many studies (ocen carried out by IELTS)
l results are mixed
l weak or no correla2on
l stronger for some skills than other
IELTS studies “The results revealed that the students were generally able to produce, in the context of their academic studies, the language behaviour implied by an IELTS test score. However, there was no apparent rela2onship between IELTS scores and student performance in course-‐related tasks which were beyond the scope of the proficiency test.”
‘IELTS as a predictor of academic language performance:’ David Ingram, Amanda Bayliss -‐ The University of Melbourne (2007)
IELTS studies Correla2ons were then calculated between IELTS global and subtest scores and GPAs, as well as both academic staff ra2ngs of academic performance and students’ self es2mates of academic performance. Although no significant correla2ons were found for IELTS global scores, there did appear to be weak correla2ons between the reading and wri2ng subtest scores with two of the three measures of academic outcome.
“An inves*ga*on into the predic*ve validity of IELTS among a group of interna*onal students.” Co\on, F. and Conrow, F., University of Tasmania. (1998)
IELTS v TOEFL “The rela2onship between GPA and IELTS scores was found to be moderately strong whereas the rela2onship between achievement and TOEFL scores was rela2vely weak. These results appear to be consistent with previous studies.”
A comparison of IELTS and TOEFL as predictors of academic success: Hill, K., Storch, N., and Lynch, B., University of Melbourne. (1999)
IELTS studies “The findings show liale evidence for the validity of IELTS as a predictor of academic success, confirming previous research findings which suggest that language is but one of many important contribu2ng factors.”
An inves*ga*on into the predic*ve validity of the IELTS Test as an indicator of future academic success. Dooey, P. and Oliver, R. – Cur*n University of Technology (2002)
UAE case study l While students require a certain minimum level of language competency to perform in an academic segng, the reasons for their success or failure are more complex than their ability to communicate in the target language…..
l … the may not have the necessary academic skills, family support, internal mo2va2on, or intellectual rigor to cope beaer than students with weaker language skills.”
IELTS and academic achievement: a UAE case study: Garinger, D. and Schoepp, K. (2013) Perspec'ves
Is IELTS a good predictor of academic success? To some extent … but other factors are likely to be more important:
l intrinsic mo2va2on
l language support
l emo2onal support
l innate ability
l choice of major
l etc
Is IELTS adequate prepara2on for students’ academic (wri2ng) programmes?
German University of Technology in Oman (Gutech): case study
BSc entry requirements at GUtech
l Average of IELTS 6 or above
l No band below 5.0
What is IELTS band 6?
Band 6: Competent user: has generally effec2ve command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, par2cularly in familiar situa2ons.
www.ielts.org
What is IELTS band 6 wri2ng?
IELTS TASK 1 Writing band descriptors (public version)
Page 1 of 2
Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy 9 � fully satisfies all the
requirements of the task � clearly presents a fully
developed response
� uses cohesion in such a way that it attracts no attention
� skilfully manages paragraphing
� uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
� uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8 � covers all requirements of the task sufficiently
� presents, highlights and illustrates key features/bullet points clearly and appropriately
� sequences information and ideas logically
� manages all aspects of cohesion well � uses paragraphing sufficiently and
appropriately
� uses a wide range of vocabulary fluently and flexibly to convey precise meanings
� skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
� produces rare errors in spelling and/or word formation
� uses a wide range of structures � the majority of sentences are error-free � makes only very occasional errors or
inappropriacies
7 � covers the requirements of the task
� (Academic) presents a clear overview of main trends, differences or stages
� (General Training) presents a clear purpose, with the tone consistent and appropriate
� clearly presents and highlights key features/bullet points but could be more fully extended
� logically organises information and ideas; there is clear progression throughout
� uses a range of cohesive devices appropriately although there may be some under-/over-use
� uses a sufficient range of vocabulary to allow some flexibility and precision
� uses less common lexical items with some awareness of style and collocation
� may produce occasional errors in word choice, spelling and/or word formation
� uses a variety of complex structures � produces frequent error-free sentences � has good control of grammar and
punctuation but may make a few errors
6 � addresses the requirements of the task
� (Academic) presents an overview with information appropriately selected
� (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone
� presents and adequately highlights key features/bullet points but details may be irrelevant, inappropriate or inaccurate
� arranges information and ideas coherently and there is a clear overall progression
� uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
� may not always use referencing clearly or appropriately
� uses an adequate range of vocabulary for the task
� attempts to use less common vocabulary but with some inaccuracy
� makes some errors in spelling and/or word formation, but they do not impede communication
� uses a mix of simple and complex sentence forms
� makes some errors in grammar and punctuation but they rarely reduce communication
IELTS TASK 2 Writing band descriptors (public version)
Page 1 of 2
Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy 9 � fully addresses all parts of the
task � presents a fully developed
position in answer to the question with relevant, fully extended and well supported ideas
� uses cohesion in such a way that it attracts no attention
� skilfully manages paragraphing
� uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
� uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8 � sufficiently addresses all parts of the task
� presents a well-developed response to the question with relevant, extended and supported ideas
� sequences information and ideas � logically � manages all aspects of cohesion well � uses paragraphing sufficiently and
appropriately
� uses a wide range of vocabulary � fluently and flexibly to convey
precise meanings � skilfully uses uncommon lexical
items but there may be occasional inaccuracies in word choice and collocation
� produces rare errors in spelling and/or word formation
� uses a wide range of structures � the majority of sentences are error-free � makes only very occasional errors or
inappropriacies
7 � addresses all parts of the task � presents a clear position
throughout the response � presents, extends and
supports main ideas, but there may be a tendency to overgeneralise and/or supporting ideas may lack focus
� logically organises information and ideas; there is clear progression throughout
� uses a range of cohesive devices appropriately although there may be some under-/over-use
� presents a clear central topic within each paragraph
� uses a sufficient range of vocabulary to allow some flexibility and precision
� uses less common lexical items with some awareness of style and collocation
� may produce occasional errors in word choice, spelling and/or word formation
� uses a variety of complex structures � produces frequent error-free sentences � has good control of grammar and
punctuation but may make a few errors
6 � addresses all parts of the task although some parts may be more fully covered than others
� presents a relevant position although the conclusions may become unclear or repetitive
� presents relevant main ideas but some may be inadequately developed/unclear
� arranges information and ideas coherently and there is a clear overall progression
� uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
� may not always use referencing clearly or appropriately
� uses paragraphing, but not always logically
� uses an adequate range of vocabulary for the task
� attempts to use less common vocabulary but with some inaccuracy
� makes some errors in spelling and/or word formation, but they do not impede communication
� uses a mix of simple and complex sentence forms
� makes some errors in grammar and punctuation but they rarely reduce communication
IELTS Academic Wri2ng Task 1 Task 2
l TASK – overview – informa2on appropriately selected
l COHESION AND COHERENCE-‐ clear progression – cohesive devises used effec2vely – may be faulty – referencing not always appropriate
l LEXICAL RESOURCE – adequate range – some inaccuracy – spelling errors
l GRAMMATICAL RANGE -‐ simple and complex – some errors of grammar – rarely reduce communica2on
l TASK – presents a relevant posi2on -‐ ideas may be unclear or underdeveloped
l COHESION AND COHERENCE – clear progression – cohesive devises used effec2vely – may be faulty – paragraphing not always logical
l LEXICAL RESOURCE – adequate range – some inaccuracy – spelling errors
l GRAMMATICAL RANGE – simple and complex – some errors of grammar – rarely reduce communica2on
GUtech founda2on programme l two semesters
l 10 hours per week of academic English (+20 hrs English-‐medium study)
l semester 1 – general academic English
l semester 2 – increasing focus on IELTS
l target: 4.5 (entry founda2on) to 6.0 IELTS (graduate to BSc studies)
Gutech Facul2es l Urban Planning and Architecture
l Science
l Engineering and Computer Science
l Sustainable tourism and regional development (STRD)
Types of wri2ng required by ….. IELTS
l data descrip2on
l essay wri2ng
GUtech BSc programmes l report wri2ng
l project/assignment wri2ng
l examina2on answers
l research paper/thesis wri2ng
Length of wri2ng tasks …. IELTS
l data descrip2on (150 words)
l essay wri2ng (250 words)
GUtech BSc programmes l report wri2ng (800 words +)
l project/assignment wri2ng (1,500 words +)
l examina2on answers (variable – ocen short paragraphs)
l research papers / thesis wri2ng (5,000 words +/15,000 words +)
IELTS v REAL WORLD
REAL WORLD
Examples of ‘real world’ wri2ng tasks: STRD faculty
STRD: Research paper – Globalisa2on and regional development 5000-‐6000 words. Late papers will not be accepted: DUE DATE: 28 May 2011
Papers should contain:
• An introduc2on; Methodology; A literature review; A map or maps if relevant (copies must be of high quality and cited); Summary of findings; Conclusion
• References on where you found materials, informa2on, quotes, etc. used in your paper.
l * Your paper must be typed, double-‐spaced and referenced, including complete and specific within-‐paper cita2ons of all books, ar2cles, and Internet sites consulted (if we can't look it up, don't use it).
STRD: Group project – Using GIS to analyse tourism a\rac*ons in Oman l Group work: you all will work as a single group
Deliverables:
l Maps and graphs
l Report (max 1.500 words) which includes: Defini2ons, Design, Data, …..etc.
l Func2oning GIS applica2on
l Presenta2on (6-‐10 min each) + discussion in the class
Analysis of spatial relationship between
hotels and attractions Using GIS to analyze tourism related aspects in Oman
Abdullah Shams,Hisham Shaban and Naheed Al. Quraishi
Table of Contents Introduc2on ................................................................................... 3 Data ................................................................................................3
Approach and Methods..................................................................4 Method 1: Buffer and intersect…....................................................4 Method 2: Point density tool ….......................................................5 Method 3: Selec2on By Aaribute....................................................5 Analysis and results.........................................................................5 Conclusion ......................................................................................7 References ......................................................................................8 Appendix ........................................................................................ 8
STRD: Examina2on ques2ons l Explain briefly the following terms:
l a) GIScience
l b) GISystems
l c) (Spa2al) data model
l d) Geographic informa2on (spa2al informa2on, geoinforma2on)
STRD: Examina2on ques2ons (cont.) 9. In GIS we dis2nguish between 2 data models: vector and raster. Briefly describe each of them. Examine the folder LearnArcGIS10\Organize in ArcCatalog and iden2fy at least one dataset for each of these two models, if they exist.
Raster Data is a pixel based approach to viusalizing (geographic) data. Each pixel is assigned to exactly one value. The size of the area each pixel stands for is referred to as spa2al resolu2on. The posi2on of each raster-‐cell (pixel) can be described as loca2on within the raster grid or as geographic coordinates (only in georeferenced datasets).
Vector Data consists of Points, Lines and Polygons that have a loca2on, topology and informa2on about the data they represent.
Raster Ex -‐ Raster_aerial.2f
Vector Ex -‐LocalStreets.shp
STRD: BSc thesis l 15,000 words (35 pages max)
l aaendance weekly with thesis supervisor
l topic, 2tle plus 3-‐5 sentence descrip2on
l proposal – one page
l rough drac (Introduc2on, Literature review, approach/methodology, descrip2on of project, analysis of results, etc.)
l dracs 1 and 2
l thesis final version
What wri2ng does IELTS focus on? l data descrip2on and (opinion) essay wri2ng
l basic wri2ng skills
l task comple2on
l syntax and grammar
l range/use of vocabulary
l coherence and cohesion
l organisa2on and paragraphing
What specific wri2ng skills do university programmes require?
Reports l types of report
l structuring a report
l table of contents/list of figures
l introduc2ons
l methods
l results/data descrip2on
l analysis
l conclusions/recommenda2ons
l referencing/cita2ons/quota2ons
l report wri2ng style
Projects/assignments l project/assignment structure
l research
l evalua2on of sources
l summarising/paraphrasing
l references/cita2ons/quota2ons
l researching/wri2ng in teams
l contents/figures
l dracing
l long texts
Examina2ons (ques2ons and answers) l Understanding examina2on ques2ons
l Reading instruc2ons
l Keeping to 2me limits
l Defini2ons (extended)
l Exemplifica2on
l Explana2on
l Keeping to the topic
Research papers/theses l 2me management
l reading around the subject
l working with a supervisor
l dracing
l thesis structure
l literature review
l summarising/paraphrasing
l references/cita2ons/quota2ons
Are we training students for real academic wri2ng?
Or are we training them for the wri2ng demands of IELTS?
Conclusions
l IELTS is a test not a course. However, it does require prepara2on.
l IELTS is very limited in the types of wri2ng it tests. Founda2on/pre-‐sessional courses for university study need to be much broader than IELTS.
l An average IELTS band score can hide weaknesses. If IELTS is used for an entry level the average should be replaced by scores for specific skills.
l Consulta2on with facul2es is needed to plan founda2on wri2ng courses.
l On-‐going faculty-‐specific language support is required during BSc studies.
Academic IELTS: its limita2ons and misuse
Richard Harrison
TESOL Arabia, March 2014
www.harrisonrichard.com