An Insight into TOEFL & IELTS:An Insight into TOEFL & IELTS:A Two-day workshopA Two-day workshop

prepared & presented byprepared & presented byArief Firdaus Arief Firdaus

ITI SerpongITI Serpong December 18 & 19, 2006 December 18 & 19, 2006

DAY 2DAY 2

IELTS MODULESIELTS MODULES Academic ModuleAcademic Module

Assess whether a Assess whether a candidate is ready to study candidate is ready to study or train in the medium of or train in the medium of English at an English at an undergraduate or undergraduate or postgraduate level. postgraduate level. Admission to Admission to undergraduate and undergraduate and postgraduate courses is postgraduate courses is based on the results of based on the results of these Modules. these Modules.

General Training ModuleGeneral Training ModuleIs not designed to test the Is not designed to test the full range of formal full range of formal language skills required for language skills required for academic purposes, but academic purposes, but emphasize basic survival emphasize basic survival skills in a broad social and skills in a broad social and educational context. educational context. General training is suitable General training is suitable for candidates who are for candidates who are going to English speaking going to English speaking countries to complete their countries to complete their secondary education, to secondary education, to undertake work experience undertake work experience or programs not at degree or programs not at degree level, or for immigration level, or for immigration purposes to Australia, purposes to Australia, Canada and New Zealand. Canada and New Zealand.

IELTS FormatIELTS FormatListening: 30’

Academic Reading: 60’ General Training Reading: 60’

Academic Writing: 60’ General Training Writing: 60’

Speaking: 11-14’

1. Listening1. ListeningCandidates listen to a number of recorded Candidates listen to a number of recorded texts, which increase in difficulty as the test texts, which increase in difficulty as the test progresses. These include a mixture of progresses. These include a mixture of monologues and conversations and feature monologues and conversations and feature a variety of English accents and dialects.a variety of English accents and dialects.

The recording is heard only once, but The recording is heard only once, but candidates are given time to read the candidates are given time to read the questions and write down and check their questions and write down and check their answers. answers.

2A. Academic Reading 2A. Academic Reading There are three reading passages There are three reading passages with tasks. Texts are taken from with tasks. Texts are taken from books, magazines, journals and books, magazines, journals and newspapers all written for non newspapers all written for non specialist audience. specialist audience.

At least one of the texts contains a At least one of the texts contains a detailed argument.detailed argument.

2B. General Training 2B. General Training ReadingReading

The texts are based on the type of The texts are based on the type of material candidates would be expected material candidates would be expected to encounter on a daily basis in English to encounter on a daily basis in English speaking countries. They are taken from speaking countries. They are taken from sources such as newspapers, sources such as newspapers, advertisements, instruction manuals and advertisements, instruction manuals and books, and test the candidate’s ability to books, and test the candidate’s ability to understand and use information. The understand and use information. The test includes one longer text, which is test includes one longer text, which is descriptive rather than argumentative.descriptive rather than argumentative.

3A. Academic Writing3A. Academic WritingFor the first tasks, candidates write a report For the first tasks, candidates write a report of around 150 words based on material of around 150 words based on material found on a table or diagram, demonstrating found on a table or diagram, demonstrating their ability to describe and explain the data.their ability to describe and explain the data.For the second task candidates write a short For the second task candidates write a short essay of around 250 words in response to an essay of around 250 words in response to an opinion or a problem. They are expected to opinion or a problem. They are expected to demonstrate an ability to discuss issues, demonstrate an ability to discuss issues, construct an argument and use the construct an argument and use the appropriate tone and register. appropriate tone and register.

3B. General Training Writing3B. General Training WritingThe first task requires candidates to write The first task requires candidates to write a letter of around 150 words either asking a letter of around 150 words either asking for information or explaining a situation.for information or explaining a situation.

The second task is a short essay of around The second task is a short essay of around 250 words, and is written in response to a 250 words, and is written in response to a given point of view or problem. Candidates given point of view or problem. Candidates are expected to be able to present their are expected to be able to present their own ideas and challenge other ideas, own ideas and challenge other ideas, using appropriate tone and register. using appropriate tone and register.

4. Speaking4. SpeakingThe test takes the form of face to The test takes the form of face to face interview. Candidates are face interview. Candidates are assessed on their use of spoken assessed on their use of spoken English to answer short questions, English to answer short questions, speak at length on a familiar topic, speak at length on a familiar topic, and also to interact with the and also to interact with the examiner.examiner.

IELTS Band ScoresIELTS Band Scores 9 Expert user9 Expert user Has fully operational command of the language: appropriate, accurate Has fully operational command of the language: appropriate, accurate

and fluent with completeand fluent with completeunderstanding. understanding.

8 Very good8 Very good user Has fully operational command of the language with only occasional user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complexunfamiliar situations. Handles complexdetailed argumentation well. detailed argumentation well.

7 Good user7 Good user Has operational command of the language, though with occasional Has operational command of the language, though with occasional inaccuracies, inappropriaciesinaccuracies, inappropriaciesand misunderstandings in some situations. Generally handles complex language well and and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.understands detailed reasoning.

6 Competent user6 Competent user Has generally effective command of the language despite some Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in complex language, particularly in familiar situations. familiar situations.

5 Modest user5 Modest user Has partial command of the language, coping with overall meaning in Has partial command of the language, coping with overall meaning in most situations, though most situations, though is likely to make many mistakes. Should be able to handle basic communication in own is likely to make many mistakes. Should be able to handle basic communication in own field. field.

4 Limited user4 Limited user Basic competence is limited to familiar situations. Has frequent Basic competence is limited to familiar situations. Has frequent problems in understanding problems in understanding and expression. Is not able to use complex language. and expression. Is not able to use complex language.

3 Extremely limited user3 Extremely limited user Conveys and understands only general meaning in very Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur. familiar situations. Frequent breakdowns in communication occur.

2 Intermittent user2 Intermittent user No real communication is possible except for the most basic No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English. immediate needs. Has great difficulty understanding spoken and written English.

1 Non user 1 Non user Essentially has no ability to use the language beyond possibly a few isolated Essentially has no ability to use the language beyond possibly a few isolated words. words.

0 Did not attempt the test0 Did not attempt the test No assessable information provided. No assessable information provided.

Overview of Listening Section: 1 Overview of Listening Section: 1

SectioSectionn

Topic Topic AreaArea

InputInput Main Skill FocusMain Skill Focus Number of Number of QuestionsQuestions

11 Social needsSocial needs Conversation with a Conversation with a transactional purpose transactional purpose e.g. finding out about e.g. finding out about travel services travel services

Listening for and Listening for and noting specific factual noting specific factual information information

1010

22 Social needsSocial needs Monologue or prompted Monologue or prompted monologue with a monologue with a transactional purpose transactional purpose e.g. giving information e.g. giving information about a public event about a public event

Listening for and Listening for and noting specific factual noting specific factual information information

1010

33 Education & Education & trainingtraining

Discussion between 2 – Discussion between 2 – 4 people in an academic 4 people in an academic context, e.g. tutorial or context, e.g. tutorial or seminar seminar

Following a Following a conversation which conversation which involves negotiation involves negotiation of meaning. Listening of meaning. Listening for specific for specific information, attitudes, information, attitudes, and speakers' and speakers' opinions opinions

1010

44 Education & Education & trainingtraining

Monologue in an Monologue in an academic context e.g. academic context e.g. lecture lecture

Following an Following an academic argument. academic argument. Listening for main Listening for main ideas, specific ideas, specific information, attitude information, attitude and speaker's opinion and speaker's opinion

1010

Overview of Listening Section: 2Overview of Listening Section: 2 Answer formatAnswer format

Candidates write their answers on an answer sheet.Candidates write their answers on an answer sheet. TimingTiming

Approximately 30 minutes plus 10 minutes transfer time.Approximately 30 minutes plus 10 minutes transfer time. MarksMarks

Each question carries one mark, giving a total of 40 marks.Each question carries one mark, giving a total of 40 marks. Listening textsListening texts

The first two sections are concerned with social needs. There is The first two sections are concerned with social needs. There is a dialogue between two speakers, for example a conversation a dialogue between two speakers, for example a conversation about travel arrangements, and then a monologue, for about travel arrangements, and then a monologue, for example a recording about museum opening times.example a recording about museum opening times.

The final two sections are concerned with situations related The final two sections are concerned with situations related more closely to educational or training contexts. There is a more closely to educational or training contexts. There is a conversation between up to four people, for example a conversation between up to four people, for example a conversation between a tutor and a student about an conversation between a tutor and a student about an assignment, and then a further monologue, for example a assignment, and then a further monologue, for example a lecture of general academic interest.lecture of general academic interest.

Overview of Listening Section: 3Overview of Listening Section: 3Task typesTask typesA variety of task types is used. The principal task types are:A variety of task types is used. The principal task types are:

Task Type 1Task Type 1 Forms/Notes/Table/Flow-chart/Summary Forms/Notes/Table/Flow-chart/Summary CompletionCompletionTask Type 2Task Type 2 Multiple Choice Multiple ChoiceTask Type 3Task Type 3 Short-answer Questions Short-answer QuestionsTask Type 4Task Type 4 Sentence Completion Sentence Completion Task Type 5Task Type 5 Labelling a Diagram/Plan/Map Labelling a Diagram/Plan/Map Task Type 6Task Type 6 Classification Classification Task Type 7Task Type 7 Matching MatchingRecordingsRecordingsEach section is played ONCE only. The recordings include a Each section is played ONCE only. The recordings include a range of accents, including British, Australian, New Zealand and range of accents, including British, Australian, New Zealand and American.American.

Overview of Academic Reading: 1Overview of Academic Reading: 1 Module formatModule format

IELTS Academic Reading has 3 passages and 40 IELTS Academic Reading has 3 passages and 40 items (questions). The number of items for any one items (questions). The number of items for any one passage may vary. Each item is worth one mark. passage may vary. Each item is worth one mark. The texts and items appear in Question Booklets. The texts and items appear in Question Booklets.

Answer formatAnswer formatCandidates record their responses on Answer Candidates record their responses on Answer Sheets. Sheets.

TimingTimingIELTS Academic Reading takes 60 minutes to IELTS Academic Reading takes 60 minutes to complete. Candidates are not given extra time to complete. Candidates are not given extra time to transfer their answers onto the Answer Sheet. They transfer their answers onto the Answer Sheet. They should do this as they work through the test.should do this as they work through the test.

MarksMarksOne mark is awarded for each correct answer.One mark is awarded for each correct answer.

Overview of Academic Reading: 2Overview of Academic Reading: 2 TextsTexts

The passages used in the test are based on authentic texts, The passages used in the test are based on authentic texts, and are taken from sources such as magazines, journals, and are taken from sources such as magazines, journals, books and newspapers. They are designed to present the books and newspapers. They are designed to present the candidate with materials similar to those which they might candidate with materials similar to those which they might need to read on a university course. Passages may also need to read on a university course. Passages may also contain non-verbal material such as diagrams, graphs, contain non-verbal material such as diagrams, graphs, illustrations etc. The passages may be written in a variety of illustrations etc. The passages may be written in a variety of styles, for example narrative, descriptive or styles, for example narrative, descriptive or discursive/argumentative. They deal with issues which are discursive/argumentative. They deal with issues which are interesting, recognisably appropriate, and accessible to interesting, recognisably appropriate, and accessible to candidates entering postgraduate or undergraduate courses candidates entering postgraduate or undergraduate courses or seeking professional registration. At least one of the or seeking professional registration. At least one of the passages will contain detailed argument.passages will contain detailed argument.

LengthLengthThe total word count for the three passages is between 2000 The total word count for the three passages is between 2000 and 2750 words.and 2750 words.

Overview of Academic Reading: 3Overview of Academic Reading: 3Task TypesTask TypesThere are 10 basic task types, some with possible variations. There are 10 basic task types, some with possible variations.

They are:They are:Task Type 1Task Type 1  Multiple Choice  Multiple ChoiceTask Type 2 Task Type 2  Short-answer Questions Short-answer QuestionsTask Type 3Task Type 3   Sentence Completion   Sentence CompletionTask Type 4Task Type 4  Notes, Summary or Table/Flow-chart Completion  Notes, Summary or Table/Flow-chart CompletionTask Type 5Task Type 5  Labelling a Diagram  Labelling a DiagramTask Type 6Task Type 6   Choosing Headings for Paragraphs or Sections of a Text   Choosing Headings for Paragraphs or Sections of a TextTask Type 7Task Type 7   Locating Information   Locating InformationTask Type 8 Task Type 8  Identification of Writer’s Views/Claims or of Information Identification of Writer’s Views/Claims or of Information

in a Textin a TextTask Type 9Task Type 9   Classification   ClassificationTask Type 10Task Type 10 Matching Matching

Overview of Speaking: 1Overview of Speaking: 1 Module formatModule format

IELTS Speaking is a one-to-one interaction IELTS Speaking is a one-to-one interaction between the candidate and an examiner. The between the candidate and an examiner. The three parts give the candidate the opportunity three parts give the candidate the opportunity to use a range of different speaking skills. to use a range of different speaking skills. IELTS Speaking is recorded. IELTS Speaking is recorded.

TimingTiming11 – 14 minutes11 – 14 minutes

MarksMarksCandidates are assessed on their performance Candidates are assessed on their performance throughout the test.throughout the test.

Overview of Speaking: 2Overview of Speaking: 2PARPAR

TTNATURE OF INTERACTIONNATURE OF INTERACTION TIMINTIMIN

GG11 Introduction and interviewIntroduction and interview 4 – 5 4 – 5

minuteminutess

After introductions and identity check, the After introductions and identity check, the examiner asks the candidate questions about examiner asks the candidate questions about familiar topics. familiar topics.

22 Long turn Long turn 3- 4 3- 4 minuteminute

ssThe candidate receives a task card with a topic. The candidate receives a task card with a topic. S/He then has 1 minute to prepare and make S/He then has 1 minute to prepare and make notes before speaking about the topic for 1 to 2 notes before speaking about the topic for 1 to 2 minutes. minutes.

33 DiscussionDiscussion 4 – 5 4 – 5 minuteminute

ssThe examiner discusses with the candidate more The examiner discusses with the candidate more abstract aspects of the topic in Part 2. abstract aspects of the topic in Part 2.

Overview of Academic Writing: 1Overview of Academic Writing: 1How is Academic Writing different from General How is Academic Writing different from General Training Writing?Training Writing?The table shows that the first tasks in General Training The table shows that the first tasks in General Training Writing and Academic Writing are different. The differences Writing and Academic Writing are different. The differences in these tasks mean that candidates are required to produce in these tasks mean that candidates are required to produce different kinds of writing. The second tasks are quite similar different kinds of writing. The second tasks are quite similar in that they are both discursive and candidates may need to in that they are both discursive and candidates may need to present a solution to a problem or present and justify an present a solution to a problem or present and justify an opinion or evaluate and challenge ideas, evidence or opinion or evaluate and challenge ideas, evidence or argument. However, the topics in General Training Writing argument. However, the topics in General Training Writing are topics of general interest which tend to be more concrete are topics of general interest which tend to be more concrete and personal than those in Academic Writing. The topics and and personal than those in Academic Writing. The topics and instructions in General Training Writing require candidates to instructions in General Training Writing require candidates to provide general factual information and usually do not provide general factual information and usually do not require the same degree of comparison and contrast of require the same degree of comparison and contrast of evidence, opinion or implication as Academic Writing does. evidence, opinion or implication as Academic Writing does. The second task in Academic Writing also assumes an The second task in Academic Writing also assumes an academic context and should therefore be formal in style. academic context and should therefore be formal in style.

Overview of Academic Writing: 2Overview of Academic Writing: 2General General Training Training

Writing tasksWriting tasks

Academic Writing Academic Writing taskstasks

Task 1Task 1 Writing an informal, Writing an informal, semi-formal or formal semi-formal or formal personal letter personal letter

Presenting information from a Presenting information from a diagram, e.g. data from a graph diagram, e.g. data from a graph or a process from a flow-chart, in or a process from a flow-chart, in the candidate’s own words the candidate’s own words

Task 2Task 2 Writing a discursive Writing a discursive piece of writing piece of writing

Writing a discursive piece of Writing a discursive piece of writing addressed to an educated writing addressed to an educated reader reader

Overview of Academic Writing: 3Overview of Academic Writing: 3 Is Academic Writing Task 1 always a bar chart?Is Academic Writing Task 1 always a bar chart?

No, the information students are given to interpret and No, the information students are given to interpret and describe may be in the form of one or more diagrams, describe may be in the form of one or more diagrams, charts, graphs or tables on a related theme. Task 1 may charts, graphs or tables on a related theme. Task 1 may also be in the form of a process.also be in the form of a process.

Do I need to write a separate introduction and Do I need to write a separate introduction and conclusion for Academic Writing Task 1?conclusion for Academic Writing Task 1?In Task 1 candidates are asked to describe the visual In Task 1 candidates are asked to describe the visual information and are expected to present this information in information and are expected to present this information in an organized, coherent way. This necessarily requires an an organized, coherent way. This necessarily requires an introductory statement, however brief. Similarly, although introductory statement, however brief. Similarly, although the task does not require candidates to explain or draw the task does not require candidates to explain or draw conclusions from the data, a statement summarizing and conclusions from the data, a statement summarizing and main trends or features would be an appropriate ending. main trends or features would be an appropriate ending.

Overview of Academic Writing: 4Overview of Academic Writing: 4 What genre is Academic Writing Task 2?What genre is Academic Writing Task 2?

Writing Task 2 has no specific genre although it always requires Writing Task 2 has no specific genre although it always requires a discursive response and you should advise your students to a discursive response and you should advise your students to read each question carefully and respond appropriately to the read each question carefully and respond appropriately to the individual task they are given. For Writing Task 2 students may individual task they are given. For Writing Task 2 students may be asked to: present a solution to a problem; present and justify be asked to: present a solution to a problem; present and justify an opinion; compare and contrast opinions and evidence; an opinion; compare and contrast opinions and evidence; evaluate and challenge an idea, argument or opinion. Their evaluate and challenge an idea, argument or opinion. Their answer should always be in the form of a short formal essay for a answer should always be in the form of a short formal essay for a tutor or examiner.tutor or examiner.

Will my students lose marks if they do not write a formal Will my students lose marks if they do not write a formal introduction and conclusion for Academic Writing Task 2?introduction and conclusion for Academic Writing Task 2?There are no separate marks given for introductions and There are no separate marks given for introductions and conclusions. However, one of the assessment criteria for Writing conclusions. However, one of the assessment criteria for Writing Task 2 is 'Task Response'. If ideas are presented without an Task 2 is 'Task Response'. If ideas are presented without an appropriate introduction and conclusion they may not be appropriate introduction and conclusion they may not be effectively argued or organized and so marks may be lost in this effectively argued or organized and so marks may be lost in this area. area.

Overview of Academic Writing: 5Overview of Academic Writing: 5 Is the marking equally weighted for the two Is the marking equally weighted for the two

tasks?tasks?Task 2 carries more marks than Task 1.Task 2 carries more marks than Task 1.

How is Academic Writing assessed?How is Academic Writing assessed?The IELTS writing scripts are assessed by IELTS The IELTS writing scripts are assessed by IELTS examiners. All IELTS examiners are fully trained examiners. All IELTS examiners are fully trained in how to assess IELTS writing and speaking in how to assess IELTS writing and speaking performances. Examiners’ training is kept up to performances. Examiners’ training is kept up to date by a process called ‘certification’. This date by a process called ‘certification’. This requires the examiners to demonstrate that requires the examiners to demonstrate that throughout their examining they continue to throughout their examining they continue to adhere to the required assessment procedures adhere to the required assessment procedures and standards. and standards.

Overview of Academic Writing: 6Overview of Academic Writing: 6What criteria are used to assess the answers?What criteria are used to assess the answers?

These are the assessment criteria used:These are the assessment criteria used: Task 1:Task 1:

Task Achievement; Coherence and Cohesion; Task Achievement; Coherence and Cohesion; Lexical Resource and Grammatical Range and Lexical Resource and Grammatical Range and AccuracyAccuracy

Task 2:Task 2: Task Response; Coherence and Cohesion; Lexical Task Response; Coherence and Cohesion; Lexical Resource and Grammatical Range and Accuracy Resource and Grammatical Range and Accuracy

NB NB These criteria are in operation from January These criteria are in operation from January 2005 onwards.2005 onwards.

Overview of Academic Writing: 7Overview of Academic Writing: 7

Are marks deducted for untidy Are marks deducted for untidy handwriting?handwriting?No, marks are not deducted for No, marks are not deducted for handwriting specifically but, obviously, an handwriting specifically but, obviously, an illegible script cannot be marked. illegible script cannot be marked. However, clear handwriting by candidates However, clear handwriting by candidates allows their message to be more easily allows their message to be more easily understood by the examiner. Clear understood by the examiner. Clear handwriting also helps us to communicate handwriting also helps us to communicate our ideas more effectively.our ideas more effectively.

SourcesSources Cambridge: Step Up to IELTSCambridge: Step Up to IELTS Cambridge: Practice Tests for IELTSCambridge: Practice Tests for IELTS Insearch Language Centre: Prepare for IELTSInsearch Language Centre: Prepare for IELTS Peter Collin: Check your vocabulary for IELTS ExaminationPeter Collin: Check your vocabulary for IELTS Examination MO Media: IELTS SecretsMO Media: IELTS Secrets Vanessa Jakeman: IELTS Practice Test PlusVanessa Jakeman: IELTS Practice Test Plus IELTS Handbook 2006IELTS Handbook 2006 IELTS Annual Review 2001/2002IELTS Annual Review 2001/2002 Irham Ali Saifuddin: Belajar IELTS Mudah dan PraktisIrham Ali Saifuddin: Belajar IELTS Mudah dan Praktis www.eslcafe.comwww.eslcafe.com www.ocfberkeley.eduwww.ocfberkeley.edu www.bogglesworld.comwww.bogglesworld.com www.ialf.eduwww.ialf.edu www.esl-group.comwww.esl-group.com www.bton.ac.ukwww.bton.ac.uk www.essex.ac.ukwww.essex.ac.uk www.eslabout.comwww.eslabout.com www.dundee.ac.ukwww.dundee.ac.uk www.teqjournal.comwww.teqjournal.com www.csun.eduwww.csun.edu