Monday, March 26

Body Paragraphs - Common Problems

When developing body paragraphs for your independent essay, avoid these problem areas: 1) serial topic listing; 2) lack of topical unity; 3) topic redundancy.

SERIAL TOPIC LISTING

Look at the following body paragraph from an actual independent essay.

A new airport in my hometown will create new jobs for young people. A new airport will also help increase taxes. In addition, a new airport will bring more people to my home town. Best of all, a new airport will help create other businesses that will support the airport, such as hotels and restaurants. Finally, a new airport will reduce unemployment. As you can see, a new airport is a good idea. 

Looks pretty good, right? Let's take a closer look. First off, grammatically, this sentence is perfect. However, notice how each sentence introduces a new topic. We can actually put the topics in a list, like this:

A new airport in my hometown will:
1. create new jobs for young people
2. increase taxes
3. bring more people
4. create support businesses
5. reduce unemployment

Note how the writer has created a list of topics and put them in a series (one after another). This is called serial topic listing. Okay, so what's wrong with that? The problem is each new topic should be a new body paragraph. That means this independent essay should have five body paragraphs! The second problem is a lack of topic development. This is a serious problem. How can you fix it? Simple. Instead of making a list of topics, focus on one topic and develop it, for example:  

A new airport in my hometown will create new jobs for young people. In my hometown, when young people graduate from high school and college, they leave right away and go to the big cities. In the cities, there are more jobs and a better future. However, if we had a new airport, the young people would stay because there would be new jobs. There would be jobs like construction and catering, as well other jobs connected to the airline business like hotels and restaurants. This would be good because more new jobs means the young people will have a reason to stay and develop the economy of my hometown.

Remember: A lack of topic development - especially in the body paragraphs - is the number on reason why test-takers score low on the independent essay. I know. I see this problem all the time. To get a high score, avoid serial listing. Focus on one topic per paragraph and develop it.

LACK OF TOPICAL UNITY

Look at the following paragraph. Can you identify the problem?

A new airport in my hometown will create new jobs for young people. In my hometown, when young people graduate from high school and college, they leave right away and go to the big cities. For example, my boyfriend went to America and is now living in Manhattan. He is a systems engineer and he got a good job and wants to become an American citizen. I am thinking about joining him because he has this really great apartment and I want to study English, and maybe look for a job in design or something. This happens a lot. Young people are always leaving my hometown. This is not good. But if we had jobs, maybe we would stay.

This paragraph starts off really good. The writer focuses on young people leaving her hometown because there are no jobs. Then, she gives the example of her boyfriend and develops the topic of living in America. Living in America? What happened to the airport? As you can see, living America is new topic. At the end, the writer jumps back to the topic of the airport, new jobs and young people. Confusing? Yes. This is an example of a lack of topical unity. The writer starts off saying apples, apples, apples, then suddenly says oranges, oranges, oranges, then jumps back to apples, apples, apples.

Remember: A lack of topical unity is a common problem. It will result in a lower score. To get a higher independent essay score, focus on one topic per paragraph.

TOPIC REDUNDANCY

Look at the following paragraph. Can you identify the problem?

A new airport in my hometown will create new jobs for young people. In my hometown, young people need jobs because jobs are good for young people. Jobs are good because they give work to young people who need jobs. I am young and I need a job so new jobs are good for young people like me. New jobs will help not only young people but all people. So new jobs are good for everyone, old and young. I support the airport and new jobs.

This is an example of topic redundancy in a body paragraph. Redundancy means repeating. In this case, the topic of jobs is repeated, over and over. The result is the writer is not saying anything, just filling up space.

Remember: The writing raters are trained to look for serial listing, a lack of topical unity, and topic redundancy. Avoid these problem areas and you will increase your independent essay score.

Want to know more about body paragraph strategies for speaking and for writing? Check out my TOEFL texts.





Saturday, March 24

Tuesday, March 20

News! Arrests in TOEFL Hong Kong Case

Dear Members of the Higher Education Community,
I am writing today to share news of a recent event where ETS's test security measures played a vital role in identifying and stopping individuals who attempted to take the TOEFL® and GRE® tests dishonestly. On February 25, three individuals in Hong Kong who were attempting to take the TOEFL test on behalf of others were arrested. ETS's Office of Testing Integrity identified these individuals and their planned impersonation in advance and alerted test center personnel and local law enforcement.
On the day of the test, the individuals were arrested during a break in testing. They subsequently admitted their scheme to authorities, which involved attempts to test for others on both the TOEFL and GRE tests. These individuals have since been sentenced, and the culmination of this case has led to consequences for both the impersonators and those for whom they were testing. ETS is taking steps to alert institutions of TOEFL and GRE scores canceled in association with this case. Those institutions affected will be receiving notification from ETS this week.
Over our 65-year history as the world's largest educational measurement and research organization, ETS has continued to develop and expand our approach to security to ensure the validity of our test scores. Many of the test security practices pioneered by ETS have become the industry standard and have been adopted by other companies and organizations around the globe.
We continue to explore and incorporate new security methods to identify and combat security threats. We have taken measures in the registration and testing process, at test centers, and even in the way that our test content is delivered worldwide, to name a few. If you have any questions about this case or other test security issues, contact the ETS Office of Testing Integrity at TSReturns@ets.org or call 1-800-750-6991 (United States) or +1-609-406-5430 (all other locations).
We encourage you to share this information with colleagues at your institution. ETS is committed to working with institutions around the world to effectively communicate information and collaborate to ensure fair, valid and reliable assessments.
Sincerely,
Eileen Tyson
Executive Director, Global Client Relations, ETS
For more information about TOEFL and GRE test security practices, visit How ETS Protects the Integrity of the TOEFL® test or How ETS Protects the Integrity of the GRE® revised General Test.

Thursday, March 15

ESL Teaching Jobs

Africa
  Al Akhawayn University in Ifrane, AUI, Morocco.- English Teacher / Program Coordinator, Morocco
  Sega Girls School- Volunteer ESL Coordinator/Teacher, Tanzania
  English Language Fellow Program- English for Journalism, Zambia
Asia and Oceania
  ADNOC Technical Institute- English Language Instructors, United Arab Emirates
  Emirates Institute for Banking and Financial Studies- ESL Coordinator/Instructor, United Arab Emirates
  Higher Colleges of Technology, United Arab Emirates- English Faculty, United Arab Emirates
  Zayed University - Academic Bridge Program- English Language Instructors - Academic Bridge Program, United Arab Emirates
  Disney English- Disney English Language Learning Director, China
  Disney English- Disney English Foreign Trainer, China
  EF English First- EF English First - Teach Young Learners in China (13,017 RMB/month), China
  EF English First- Be a DOS with EF English First in China - Develop Your School. Develop Your Team. Develop Yourself., China
  EF English First- EF English First - Where in China do you want to teach English? You choose. (12,350 RMB/month), China
  English Language Fellow Program- Curriculum Developer and Teacher Trainer, China
  HPEAIE- ESL teachers, China
  Shantou University, English Language Center- English Teachers Positions at Shantou University, English Language Center, China
  Higher Committee for Education Development in Iraq and Ball State University, Muncie, Indiana- Consulting Positions in Teaching English to Speakers of Other Languages (TESOL) for the Higher Commi, Iraq
  Higher Committee for Education Development in Iraq and Ball State University, Muncie, Indiana- Consulting Positions in Teaching English to Speakers of Other Languages (TESOL) for the Higher Commi, Iraq
  Akita International University- Full-time faculty needed for the undergraduate and graduate English programs, Japan
  Howdy Language School- Teacher of English as a Foreign Language, Japan
  Kansai Gaidai University- Assistant Professor in TEFL, Japan
  Nagoya University of Commerce & Business- Assistant/Associate Professor, Japan
  The University of Montana/Toyo University- English Language Instructor, Japan
  Samsung Human Resources Development Center- Samsung: Corporate Language Trainer- English, South Korea
  American Universtiy of the Middle East (AUM)- ESL Instructors, Kuwait
  Sultan Qaboos Univerity- based on qualifications:Language Instructor, Senior Language Instructor, Assistant Language Lecturer, Oman
  Houston Community College- Instructor, ESL (English as a Second Language), Qatar
  Qatar University Foundation Program- University English Language Faculty – Qatar University in Doha, Qatar, Qatar
  Weill Cornell Medical College in Qatar- Faculty Position - ENGLISH AS A SECOND LANGUAGE, Qatar
  Booz Allen Hamilton- English Language Instructor, Saudi Arabia
  Booz Allen Hamilton- English Language Educational Technology Specialist, Saudi Arabia
  Booz Allen Hamilton- English Language Instructor, Saudi Arabia
  ICEAT, International Company for Education and Advanced Training- Teach EFL to Medical Students in Saudi Arabia (GREAT TAX FREE PACKAGE), Saudi Arabia
  Institute of Public Administration- EFL/ESL instructor, Saudi Arabia
  King Abdulaziz University- English Language Instructor, Saudi Arabia
  King Fahd University of Petroleum and Minerals- King Fahd University of Petroleum and Minerals, Saudi Arabia
  Prince Sultan University- PYP LECTURER, Saudi Arabia
  Raytheon- English Language Instructor, Saudi Arabia
  Taibah University English Language Center - Al Madinah, KSA- English Language Instructor, Saudi Arabia
  The Institute of Banking- EFL / ESL Instructor, Saudi Arabia
  UNIVERSITY OF HAIL- EFL INSTRUCTORS/LECTURERS, Saudi Arabia
  Antalya International University- Full-time English Teaching Positions, Turkey
  Koc University- ESL Instructor, Turkey
  Yasar University- EFL Instructors, Turkey
  Zirve University- Zirve University English Instructor, Teacher Trainer, Testing Officer Recruitment, Turkey
Central and South America
  English Language Fellow Program- Curriculum Developer and Teacher Trainer in Latin America, Colombia
  English Language Fellow Program- ESP Instructor and Curriculum Developer, Haiti
  Tecnologico de Monterrey, Campus Sinaloa- Teach English at Tecnologico de Monterrey, Campus Sinaloa, Mexico
Europe and Eurasia
  New Economic School- Lecturer of English as a Second Language, Russia
North America
  American Association of Intensive English Programs (AAIEP)- Executive Director, American Association of Intensive English Programs (AAIEP), United States
  Higher Committee for Education Development in Iraq and Ball State University, Muncie, Indiana- Consulting Positions in Teaching English to Speakers of Other Languages (TESOL) for the Higher Commi, United States
  Kings Colleges- Director, International Language School - Boston and Los Angeles, United States
  Northeastern University- Assistant Academic Specialist, United States
  Pinaceae Company Limited- Top Tier ESL teachers, United States
  The International Educator- ESL Teacher (K–12), United States
USA, AL
  Auburn University at Montgomery- Part-Time English Language Proficiency Test Examiners, United States
  The University of Alabama, English Language Institute- ESL Instructor, United States
USA, AZ
  Northern Arizona University- Director, Program in Intensive English, United States
USA, CA
  It's Academic Educational Staffing- Regional Director – Leading ESL School Group, Los Angeles, United States
USA, CT
  Norwalk Community College- Instructor of English as a Second Language, United States
USA, DC
  Community Academy Public Charter Schools- ESOL Teacher, United States
  EFL Program at Georgetown University- EFL Instructor, United States
  Voice of America- Chief, Learning English, United States
USA, FL
  EF International Language Centers- Academic Director in Miami Beach, FL, United States
  Flagler College-Tallahassee- Assistant/Associate Professor of Education, United States
  SAIC- ESL Instructor, United States
  University of South Florida - USF- Director and Faculty Administrator, United States
USA, GA
  Confidential- TESOL RESUMES NEEDED (Atlanta/Doraville), United States
USA, ID
  University of Idaho- Executive Director for International Engagement and Programs, United States
USA, IL
  Northwestern University School of Law- Assistant Director for English as a Second Language (ESL) Services, United States
  Southern Illinois University, Center for Teaching English as a Second Language- Term Lecturer, 9-month with the possibility of summer employment and annual renewal, United States
USA, IN
  Ball State University- IEI Instructor/Assistant Professor position, United States
  Ball State University- Associate Director for Curriculum, United States
  Ball State University- Assistant/Associate Professor/TESOL, United States
  Indiana University Department of Second Language Studies- Postdoctoral Fellow, United States
  Indiana University Department of Second Language Studies- Visiting Assistant Professor, United States
  Trine University- Assistant Director of ESL, United States
USA, KY
  Murray State University- ESL Advisor/Instructor, United States
USA, MA
  Fay School- ESL Department Chair, United States
USA, MI
  Michigan State University- Instructor, United States
  National Heritage Academies- Special Populations Consultant, United States
USA, NC
  University of North Carolina at Charlotte- English Language Training Faculty Member, United States
USA, NE
  Creighton University- Full-Time ESL Instructor, United States
USA, NH
  University of New Hampshire- Director of the ESL Program, United States
USA, NJ
  Educational Testing Service (ETS)- Assessment Specialist, United States
  Middlesex County College- Chairperson, English as a Second Language/Modern Languages Chairperson, United States
USA, NY
  Bronx Community College of The City University of New York/CUNY- Instructor or Assistant Professor - Education and Reading, United States
  New York University- LANGUAGE LECTURERS, United States
  Pace University- Full time ESL Instructor, United States
  Spanish-American Institute- Dean of Academic Affairs, United States
  Tompkins Cortland Community College (TC3)- ESL Instructor of Academic Speaking and/or Writing: Summer Intensive ESL Institute, United States
USA, OH
  Ashland University- Director, Center for English Studies, United States
  Kent State University- NTT Assistant Professor in ESL, English Department, Kent State University, United States
USA, OR
  American English Institute/University of Oregon- Adjunct Instructors, United States
  American English Institute/University of Oregon- Assessment Specialist and ESOL Instructor, United States
USA, PA
  A.C.E. at Saint Francis University- Program Director, A.C.E. Language Institute at Saint Francis University, United States
  Gannon University- Director, English as a Second Language Program, United States
  The Pennsylvania State University- ESL IECP Program Coordinator, United States
USA, RI
  Associates in Cultural Education- Program Director, A.C.E. Language Institute at the University of Rhode Island, United States
  Monterey Institute of International Studies- Instructors, Middlebury-Monterey Summer Intensive College English, United States
USA, TX
  TechTrans International- ESL Instructor ( Spanish Bilingual), United States
  Texas International Education Consortium- Director, TIEP at Lamar, United States
USA, UT
USA, VA
  Virginia Tech Language and Culture Institute- Adjunct Instructor for Intensive English Program, United States
USA, WA
  Seattle University- Director of the Culture & Language Bridge Program, United States
  University of Washington- Director of International Business Programs, United States
USA, WI
  University of Wisconsin - Eau Claire- ESL Instructors, United States
  University of Wisconsin Stout ESL Institute- ESL Instructor (Associate Lecturer), United States
  UWSP- ESL Program Lecturer at the University of Wisconsin-Stevens Point, United States