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G-TELP Writing Test
The G-TELP Writing Test is a measure of general English language writing proficiency.
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The G-TELP Writing Test is designed to assess the general English writing proficiency of non-native English speakers, developed by the International Testing Services Center (ITSC) which consists of evaluation experts.
| Test Type | Simulated Writing Proficiency Test |
|---|---|
| Duration | Approx. 60 minutes |
| Availability of Score Report | 7 working days |
| Question | 5 questions corresponding to 5 parts |
| Level | Levels 1 to 11 |
| Descriptor | Grammar, Vocabulary, Organization, Style, Substance |
| Duration of Score Validity | Two (2) years |
With the globalization of business and liberalization of foreign travel, there is a fast-growing and compelling need for non-native English speakers to write better English for their day-to-day interactions. They need to enhance their English-language writing skills to effectively communicate not only with their English-speaking peers in their country but also with both native English speakers and non-native English speakers in various parts of the world. This need has become even more acute with the growing use of the Internet, where English is internationally accepted as the language for communicating information, ideas, thoughts, and feelings.Electronic mail and chat rooms have intensified this communication exchange at even greater speeds, and in ways that demand clear and immediate responses.
There is therefore a need for a formally administered test that can measure the level of a non-native speaker's practical English-writing effectiveness, and whose results can serve as a progressive basis for improvement.
ITSC created the G-TELP Writing Test to evaluate non-native English writers' ability to use written English in everyday situations. This assessment can help non-native speakers improve their English writing skills and build their confidence.
The G-TELP Writing Test complements the General Tests of Language Proficiency (G-TELP™) in assessing the English proficiency of non-native English speakers. Together, these tests form a powerful battery of measuring tools that can help people achieve higher levels of proficiency in the English language.
There is therefore a need for a formally administered test that can measure the level of a non-native speaker's practical English-writing effectiveness, and whose results can serve as a progressive basis for improvement.
ITSC created the G-TELP Writing Test to evaluate non-native English writers' ability to use written English in everyday situations. This assessment can help non-native speakers improve their English writing skills and build their confidence.
The G-TELP Writing Test complements the General Tests of Language Proficiency (G-TELP™) in assessing the English proficiency of non-native English speakers. Together, these tests form a powerful battery of measuring tools that can help people achieve higher levels of proficiency in the English language.
Format
| Part | Task | Response Time (mins) |
|---|---|---|
| Part 1 | Constructing a Paragraph | 6 |
| Part 2 | Composing a Personal Letter | 12 |
| Part 3 | Composing a Formal Letter | 12 |
| Part 4 | Describing a Situation | 14 |
| Part 5 | Writing an Essay | 16 |
The G-TELP Writing Test assesses the facility and proficiency of non-native English speakers in communicating in written English.
It is a highly useful writing test in that:
- It closely approximates a measure of communicative competence in writing because it simulates real-world situations.
- It is a measure of general English language writing proficiency, rather than being specifically geared to academic or business contexts (e.g., for academic study in institutions of higher education in North America).
- Its criteria are derived from experience regarding the acquisition of English language writing skills by non-native speakers, regardless of any particular cultural context or specific testing purpose.
Users of the Writing Test
The G-TELP Writing Test can be used by the following:
- Students of all schools, colleges, universities and technical schools
- Students expecting to attend schools where English is the medium of instruction
- Students in technical training institutions
- Individuals in organizations that provide employee training
- Individuals such as teachers and students who are studying English
- Translators and interpreters whose work requires the oral communications of authentic English texts, speeches, or media broadcasts
- Professionals and employees who need varying levels of English oral proficiency to perform their work
- Employees of government agencies and businesses that require certain levels of English oral proficiency for specific positions
- Tourists planning to visit English-speaking countries
These tasks simulate real-life activities, such as school assignments, work, reports, cultural articles, scientific journals, media ads, and personal letters. Each writing task gives examinees the opportunity to develop and organize ideas in response to a set of requirements, and to express those ideas in English.
The G-TELP Wring Test is composed of five (5) parts. Each part requires examinees to write compositions in response to specific situations and questions.
The G-TELP Wring Test is composed of five (5) parts. Each part requires examinees to write compositions in response to specific situations and questions.
| Part | Tasks | Performance |
|---|---|---|
| Part 1 | Constructing a Paragraph | The examinee is required to compose a paragraph based on the title provided in the part. The ideas and details provided by the examinee must be both appropriate and directly related to the title, and the paragraph should be composed of at least six (6) sentences, with each sentence containing one (1) of the keywords provided in the directions. |
| Part 2 | Composing a Personal Letter | The examinee is required to compose a personal letter in response to the situation depicted in the part. The letter must be addressed to the person indicated in the situation, and must include all the information provided by the situation. The examinee must also be able to include an appropriate subject, greeting, and closing. |
| Part 3 | Composing a Formal Letter | The examinee is required to compose a formal letter in response to the situation depicted in the part. The letter must include all the information provided by the situation, and the examinee must provide additional information or detail to further develop and explain the main idea of the letter. Lastly, the examinee must be able to include an appropriate subject, greeting, and closing. |
| Part 4 | Describing a Situation | The examinee is required to write a detailed article about the information presented in a graph, chart, or table. The examinee should create an appropriate title for the article, and must be able to give an example of an event or a situation that could possibly happen or occur as a result of the situation depicted in the graph. Lastly, the example of the event or situation must be described in detail, and should be based on the information provided by the graph. |
| Part 5 | Writing an Essay | The examinee will be presented with a topic. The examinee will be required to compose an essay on the topic. The essay must include a clear statement of the examinee's opinion on the topic, and the examinee must provide sufficient detail to explain and justify his or her opinion. |
Each examinee receives a Score Report that includes several scores: the Mastery Level; Level Scores for each part; percentage profiles indicating performance on each task; and evaluations of performance on the descriptors (Style, Grammar, Vocabulary, Organization, Substance) across all five parts.
Skill Area Score
The Skill Areas are defined as the following:
- Style: The raters evaluate cohesiveness and clarity of the writing, along with how persuasive the composition was.
- Grammar: The raters evaluate the degree to which the examinee applies the correct grammatical structures, sentence patterns, and rules of punctuation.
- Vocabulary: The raters evaluate the degree to which the examinee uses the appropriate English words or terms, and the extent and precision of the terminology used.
- Organization: The raters evaluate the degree to which sentences and paragraphs maintain a logical progression of ideas from the initial presentation to the conclusion.
- Substance: The raters evaluate the degree to which topics are established and ideas and messages are developed.
Release of Test Results
The result will be released no later than eight working days after the test date on G-TELP websites, and original score reports will be printed out or mailed out directly to test-takers within two weeks from the test date.
Validity of Test Results
A score report will not be reissued if two years have passed since taking the test because English skill may improve or decline over time.
The G-TELP Wring Test assesses the English writing proficiency of non-native English speakers and forms a powerful battery of measuring tools that can help people achieve higher levels of proficiency in the English language.
Level Description
Level 1 : Authentic
Level 1 writers are able to express themselves with ease in all situations, whether familiar or unfamiliar. Their vocabulary is wide and varied, with word choice being consistently appropriate and meaningful. They are able to paraphrase accurately, and use idiomatic expressions appropriately. They display consistent and accurate use of grammatical structure, sentence patterns, and word order. They address the writing task effectively by elaborating on ideas and citing details or specific examples. Thoughts and ideas are organized in a logical, sequenced manner which makes it easy to determine the meanings or messages of the composition. Their writing is clear, consistent, cohesive, and persuasive.
Level 2 : Highly Advanced
Level 2 writers are able to communicate their ideas effectively in nearly all situations. Their writing is marked by the use of detail to create appropriate and informative passages. Grammatical structure and sentence patterns are usually well-controlled, with only rare errors which almost never interfere with meaning. They display a wide vocabulary, and are able to paraphrase consistently and effectively. Their writing is clearly organized, with thoughts and ideas laid out in a logical manner. Their writing is almost always clear, consistent and cohesive, and is generally persuasive.
Level 3 : Advanced
Level 3 writers are usually able to communicate their ideas effectively in nearly all situations. Their compositions are often appropriate and informative. Grammatical structure and sentence patterns are usually well-controlled, with occasional errors which seldom interfere with meaning. They often display appropriate word choice, and can usually paraphrase when lacking vocabulary in unusual or unexpected circumstances. Their compositions usually follow a logical sequence, often showing strong organizational structure. Their writing is usually clear, consistent and cohesive, but is only somewhat persuasive.
Level 4 : High-Intermediate
Level 4 writers are generally able to communicate their ideas in most situations. Their compositions are generally appropriate and informative. Grammatical structure and sentence patterns are commonly well controlled, with occasional errors which sometimes interfere with meaning. Their word choice is generally appropriate, and they can often paraphrase successfully when lacking vocabulary in unusual or unexpected circumstances. Their compositions are generally organized, with attempts to maintain the logical sequencing of thoughts and ideas. Their writings are generally clear, consistent, and cohesive, but are only persuasive sometimes.
Level 5 : Intermediate
Level 5 writers are generally able to communicate their ideas in common situations, but may occasionally have trouble when dealing with unfamiliar or uncommon events. Their compositions may occasionally be inappropriate or lack detail. Grammatical structure and sentence patterns are still generally well-controlled, although they will sometimes commit errors which would interfere with meaning. Word choice is generally appropriate, but writers of this level are sometimes unable to paraphrase effectively. Their compositions show some organization, but only occasionally follow a logical sequencing of thoughts and ideas. Their writing is only sometimes clear, cohesive, and consistent, and is seldom persuasive.
Level 6 : Low-Intermediate
Level 6 writers are generally able to communicate their ideas in common situations, but are sometimes unable to effectively express themselves when dealing with unfamiliar or uncommon situations. Their compositions commonly lack detail or contain irrelevant information. Grammatical structure and sentence patterns are commonly not well-controlled, with errors that generally interfere with understanding. Word choice is also generally inappropriate, and attempts at paraphrasing are commonly inadequate to convey any meaning or message effectively. Attempts at organizing thoughts and ideas are made, but seldom follow a logical sequence. The writing is frequently unclear, lacks cohesion, and is inconsistent, and is rarely persuasive.
Level 7 : High-Basic
Level 7 writers generally have a difficult time communicating their ideas in common situations, and are often unable to effectively express themselves when dealing with unfamiliar or uncommon situations. Their compositions usually lack detail or contain irrelevant or inappropriate information. Grammatical structure and sentence patterns are often inappropriate, with errors that usually interfere with understanding. Word choice is commonly inappropriate, and the writer is usually unable to paraphrase effectively. Compositions have no discernable organization, and rarely follow a logical sequence. The writing is rarely clear, and almost always lacks cohesion and consistency. Level 7 writers are almost never persuasive.
Level 8 : Basic
Level 8 writers usually have a difficult time expressing their ideas in common situations, and are frequently unable to effectively respond when dealing with unfamiliar or uncommon situations. Compositions often lack detail, and contain a lot of irrelevant or inappropriate information. Frequent grammatical structure and sentence pattern errors are committed, which almost always interfere with understanding. Word choice is usually inappropriate and confusing, and attempts at paraphrasing usually fail. Compositions are not organized, with thoughts and ideas scattered haphazardly. The writing is almost always unclear and inconsistent, and lacks cohesion and persuasiveness.
Level 9 : Low-Basic
Level 9 writers frequently have a difficult time communicating their ideas in common situations, and are almost always unable to effectively respond when dealing with unfamiliar or uncommon situations. Compositions almost always lack detail, and contain much irrelevant and inappropriate information. Grammatical structure and sentence patterns are almost always uncontrolled, with errors committed always interfering with understanding. Word choice is frequently inappropriate, and the writers' attempts at paraphrasing almost always fail. The lack of logic or sequencing of the thoughts and ideas make it extremely difficult to understand the message or meaning that the composition is supposed to convey.
Level 10 : Beginner-Basic
Level 10 writers almost always have a difficult time expressing their ideas, even in common or familiar situations. Compositions almost always lack basic detail, and are filled with irrelevant and inappropriate information which prevents readers from determining the purpose of the writing. Grammatical structure and sentence patterns are uncontrolled, which always interferes with understanding. Word choice is almost always inappropriate, with no attempts at paraphrasing. The absence of any organization or sequence of the thoughts and ideas prevent readers from understanding the composition.
Level 11: No Mastery
Level 11 writers may exhibit a vocabulary of a handful of memorized words and isolated phrases only. They are unable to express themselves in a meaningful way.