EPT Prep Page
Summary
All international students entering the University of Illinois who received lower than a 607 on the written TOEFL or 253 on the Computerized TOEFL are required to take the EPT (English Proficiency Test). This test consists of two sections: oral and written. The oral section includes a brief interview where students will be asked various questions designed to elicit targeted language areas and will be scored on their responses. The written section is a process. Students are brought into a room where they are given instructions on the how to proceed with the test. They are given an article to read on a pre-chosen topic and a brief video of a lecture relating to the same topic. After having gone through these materials, students are given an hour to write an essay on the topic discussed in both the article and video, using evidence from each as support. A new experimental workshop (Cho, dissertation in process) is being piloted now as well that would allow students to use the same input materials to write the essay, but would differ in three ways. First, students would get into groups and discuss the materials. Second, students would do peer editing on two other students' essays. Third, students would get a chance to rewrite their essays with the suggestions of their peers. The EPT Prep Page is meant to give users a better idea of what will be expected of them when taking the actual EPT. The design reflects this new workshop procedure.
1. Design context
1.1 Audience
The audience for this page is international students entering the University of Illinois, Urbana-Champaign who received lower than a 607 on the written TOEFL or 253 on the Computerized TOEFL. This could
1.2 Related work, off- and on-line (provide links where appropriate)
Though I am not in the position to demand that users do any related work, I will direct them to a Website that deals with writing in a detailed manner (http://owl.english.purdue.edu/handouts/index2.html - Perdue’s Online Writing Lab).
1.3 Pedagogic approach
The design of this site encourages users to work through a systematic process to reach the final goal of a finished essay. Though nothing is "taught", users are led to better writing through a process of information gathering, discussion, outlining, and producing. The writing process has been writing about extensively, but a definitive answer is elusive. The idea that outlining can improve student writing is one, which is relied on in the design of this Website. Although this may be a leap of faith, all beliefs in methodologies are in the end based on faith.
1.4 Overall goal and instructional objectives
This site is really meant to bring about awareness of the EPT. The written portion of the EPT measures much more than writing in its current state. It measures listening and reading ability as well. The new workshop format though reduces the importance of these skills by introducing discussion of the lecture and article in groups.
1.5 Description of linguistic and/or cultural content
The content is academic and nature. Both the lecture and article are aimed at a college level audience. The lecture addresses a topic in statistics with the article discussing a similar topic.
1.6 Description of psycholinguistic activities useful for learning the content
As stated previously, both the lecture and article could be discussed in groups before any writing has begun. This encourages the exchange of information and synthesis of ideas within the groups. These exchanges should result in increased understanding of the media and thus result in better essays.
2. Design
2.1 Description of entry conditions
The first page will contain a menu (which is static throughout the site) and a brief description of the Website and instructions on how to use it.
2.2 Description of preliminary off-line work
Does not apply
2.3 Units or divisions and purpose of each
Introduction - To introduce the purpose and usage instructions for the Website. Lecture - To introduce information in a lecture format (on video) and gage a student’s ability to gather information from such a source. Reading - To introduce information in an article format and gage a student’s ability to gather information from such a source. Outline - To help users to organize their ideas before writing the essay. Draft - To write an academic essay utilizing and synthesizing information from the lecture and article as well as personal experience. 2.4 Sequencing among units, including menus and other forms of access
Using frames to produce a static menu on the upper left side of the page, the division above will be listed for the users. They will be encouraged to follow the order of the divisions on the menu, but will be able to navigate freely throughout the Website.
2.5 Design of each unit or division
Name (of unit or division)
Description of user interface (screen snaps and other pictures are encouraged!)
Characterization of content, with enough example(s) to make nature of format and content clear
Description of corrective or diagnostic feedback: what, how, and when
Arrangements for overall evaluation (scoring by program, by instructor, etc.)
Arrangments for identification and review or remediation of difficult materials
Other comments (optional)
2.6 Description of off-line follow-up work
Off-line follow-up work could include essay feedback, academic essay tutorials, and citation styles review. (http://owl.english.purdue.edu/handouts/index2.html)
3. Technical considerations
3.1 General description of how you will implement the courseware
The courseware is a self-contained Web-based program. This will be linked to the DEIL GSA Website and distributed to various University Webmasters in the hopes of getting it out to international students.
3.2 Special programming difficuties which you anticipateProgramming the scrolling text to correspond with the video dialogue will be difficult.
3.3 Estimate of the amount of time required to completeI estimate that this project will take about 40 more hours to complete. I still have a lot of content and programming work to do.
4. Multimedia materials
4.1 Sources and copyright considerations
The lecture video was developed by Daniel Craig and Dr. Fred Davidson. The written passage is by NAME and taken from the Sigma Kappan. Permission was given us by NAME to use the source as long as we included a links to his Websites.
4.2 Use of LLL production facilitiesI will use the digital video cameras from LLL and the video production facilities.