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ERIC Number: ED214393
Record Type: RIE
Publication Date: 1981-Dec
Pages: 7
Abstractor: N/A
Reference Count: 0
The Reality of Written Examinations and Realism in Preparing for Them.
Spencer, D. H.
Written examinations are considered to be more searching than oral ones; they are less subject to chance because they give more time to the student for reflection, and they do not favor one type of learner over another. This view is taken even though language is speech before it is writing. While there may be a need for a complementary oral examination, the "old-fashioned" kind of written examination still provides the best indication of a candidate's language ability and knowledge. Teachers can help their students succeed in written language examinations by instructing them in word usage and language styles, noting their errors and tracing the origin of the errors, giving practice in correcting these errors, and then writing correct English sentences. Teachers might also give students practice in writing under examination conditions. For example, they might be assigned an examination type essay for homework and a week or so later be required to write on the same topic in class. Another exercise might be to correct typical errors in a paragraph constructed by the teacher. Generally speaking, assigned exercises such as daily journal keeping in the foreign language are good writing practice. (AMH)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Conference of the International Association of Teachers of English as a Foreign Language (16th, London, England, December 18-21, 1981).