Test Skills 1: TOEFL iBT Intro

Intensive English Communication Program

The Pennsylvania State University
Spring 2016

Instructor: Nan Zhang

Office: Ritenour 104
Office Hours: By appointment
E-mail: nzz108@psu.edu
Class Location and Time: Boucke 322 T&R 11:15-12:25pm
Course Description:
Test Skills 1: TOEFL iBT Introduction is an INTRODUCTION course in language skills and test-taking
strategies for the TOEFL iBT. This course prepares students to begin to apply language skills in
conjunction with test-taking strategies related to the TOEFL iBT. Students are given the opportunity to
develop and apply reading, writing, listening, and speaking skills and strategies as they relate to the
TOEFL iBT. Students use test preparation materials, official TOEFL iBT rubrics, and previous TOEFL
iBT tests, test questions, and test-taker samples to gain testing confidence and experience with
developing and using TOEFL iBT-specific test-taking strategies. Feedback on student implementation
of test-taking strategies and language skills is a fundamental component of this course. By the end of
the course, students will be able to:
-

Identify and apply language skills at an introductory level for improved success on the TOEFL
iBT.
Identify, comprehend, and apply TOEFL iBT test-taking strategies and knowledge of the format
of the TOEFL iBT at an introductory level.
Taking TOEFL iBT Introduction does NOT guarantee passing TOEFL iBT immediately.
Passing TOEFL iBT requires students to collaborate actively with the teacher in class, a good
amount of practice OUTSIDE of classroom, and high proficiency in English.

Required Text
Longman Introductory course for the TOEFL., Phillips, D., Pearson.
ISBN: 97801334369450137135796
Required Materials
Pens/pencils,
Grading Scale (Letter and Percentages)
At the end of the semester, you will receive a letter grade in this course. This grade is based on the
following scale:
B+ 87-89
A 93-100
B 83-86
C 70-79
D 60-69
F 0-59
A- 90-92
B- 80-82

Course Objectives and Learning Outcomes

Course Goal 1: Identify and apply language skills at an
introductory level for improved success on the TOEFL iBT.

Course Goal 2: Identify, comprehend, and apply TOEFL

iBT test-taking strategies and knowledge of the format of
the TOEFL iBT at an introductory level.
Course Objectives for Course Goal 2:
a. Identify individual test-taking strategy
strengths/weaknesses as a test-taker
b. Begin to use strategies for time management
during the TOEFL iBT
c. Comprehend and begin to apply error-avoidance
strategies for the TOEFL iBT
d. Identify and demonstrate an understanding of
TOEFL iBT instructions, question types, and format
e. Demonstrate an understanding of the official
TOEFL iBT speaking and writing scoring rubrics

Course Objectives for Course Goal 1:

a. Identify individual language proficiency
strengths/weaknesses as a test-taker
b. Begin to use word identification skills on various
TOEFL iBT tasks
c. Begin to apply selected reading skills to various
TOEFL iBT tasks
d. Begin to apply selected listening skills to various
TOEFL iBT tasks
e. Begin to apply selected speaking skills to various
TOEFL iBT tasks
f. Begin to apply selected writing skills to various
TOEFL iBT tasks
g. Begin to use paraphrasing and summarizing in
writing and speaking responses on various TOEFL
iBT tasks
Learning Outcomes:
1. Demonstrate improved proficiency on complete practice tests of the TOEFL iBT (minimum 2- diagnostic and endof-semester exams)
2. Produce a practice-test performance log, analyzing practice-test performance and areas for improvement in
language proficiency and use of test-taking strategies
3. Produce an item-analysis log for completed reading and listening TOEFL iBT questions
4. Produce timed typed, integrated and independent essays for official TOEFL iBT prompts (minimum 2- 1
integrated; 1 independent)
5. Produce recorded integrated and independent speech responses to a TOEFL iBT topic prompt (minimum 2- 1
integrated; 1 independent )
6. Generate a list of recyclable, universal topics that can be applied to a variety of speaking and writing prompts
7. Demonstrate proficiency on discrete literacy/academic/test-taking skills on quizzes or activities utilizing TOEFL
iBT test questions
8. Participate in in-class discussions related to TOEFL iBT test-taking
*Learning outcomes should be evaluated using the official TOEFL iBT scoring rubrics

Final Grade Calculation

Logs (2) (Practice-test performance)
Logs (2) (Item-analysis)
Independent Essays (IE) (2)
(1 integrated; 1 independent)
Recorded Speech Responses (RSR) (2)
(1 integrated; 1 independent)
Quizzes (2)
Prompt lists for writing and speaking
Improvement Score (2 diagnostic tests)
Participation

10%
10%
20%
20%
10%
10%
10%
10%
2

Rubric for Participation

Students will be graded twice per semester on participation (approximately week 6 and week 12) for a
maximum of 10 points (max of 5/5 points per grade).
5 Student regularly contributes positively to the class and class discussions and keeps to task.
4 Student contributes positively to class and class discussions.
3 Student may contribute to class and class discussions but may be off-task.
0 Student does not contribute to class or class discussion and/or is disruptive.
Rubric for Improvement in Diagnostics
10 Student has shown improvement in all sections.
7.5 - Student has shown improvement in any three sections.
5 - Student has shown improvement in any two sections.
2.5 - Student has shown improvement in any one section.
0 Student has shown no improvement in any sections.

Tentative weekly Schedule

1
2
3

Content Covered
Syllabus, Introductions, and Diagnostics
Diagnostics and Test-Taker Inventory
Identifying language proficiency strengths/weaknesses
and identifying levels of test anxiety and solutions
Vocabulary Development
Using a dictionary/thesaurus, identifying roots/affixes,
organizing words through visuals, identifying resources
for vocabulary development, understanding vocabulary
from context, and recognizing referents
Test-taking Strategies
Identifying motivation; identifying/utilizing learning
styles; and identifying test instructions, question types,
and format
TOPIC 1 Advertising
Test-Taking Strategies
Identify and express main ideas and details
Make inferences
Organize information
Make predictions
Summarize and compare information
TOPIC 2 Fraud
Test-Taking Strategies
Identify and express main ideas and details
Make inferences
Organize information in a chart
Skim text to make predictions
Outline information in a timeline
TOPIC 3 Storytelling
Test-Taking Strategies
Identify and express main ideas and details

Learning Outcome
1: Demonstrate improved proficiency on complete practice
tests of the TOEFL iBT (minimum 2- diagnostic and end-ofsemester exams)
1: Demonstrate improved proficiency on complete practice
tests of the TOEFL iBT (minimum 2- diagnostic and end-ofsemester exams)

Log 1 (performance-analysis) due

RSR 1 due

10

11

12

13

14

15

Make inferences
Skim to find the structure of a passage
Take notes and complete an outline
Organize information to compare
TOPIC 4 Language
Test-Taking Strategies
Identify and express main ideas and details
Make inferences
Listen and take detailed notes
Integrate definitions and examples
Distinguish main ideas from details
TOPIC 5 Tourism
Test-Taking Strategies
Identify and express main ideas and details
Make inferences
Recognize and paraphrase speakers opinions
Paraphrase main ideas and details
TOPIC 6 Humor
Test-Taking Strategies
Identify and express main ideas and details
Make inferences
Categorize information
Skim a reading and summarize it
Summarize a listening and relate it to a reading
Make an outline to prepare a summary
TOPIC 7 Punishment
Test-Taking Strategies
Identify and express main ideas and details
Make inferences
Recognize a speakers attitude
Categorize opinions
Analyze arguments
Express an opinion using detailed examples
TOPIC 8 Marriage
Test-Taking Strategies
Identify and express main ideas and details
Make inferences
Categorize and compare information
Analyze opinions
Express an opinion
Integrated Writing Task
Producing a response to reading and listening
passages with paraphrases and/or summaries
Test-Taking Strategies
Understanding the writing rubrics
Independent Writing Task
Organizing, planning, and producing a response
Test-Taking Strategies
Understanding the writing rubrics and dividing time
appropriately on writing tasks
End-of-Semester Exams

End-of-Semester Exams

Quiz 1
Log 2 (item-analysis) due

Log 3 (performance-analysis) due

Prompt list for speaking due

Quiz 2
Log 4 (item-analysis) due

RSR 2 due

IE1 due

Prompt list for writing due

IE 2 Due
1: Demonstrate improved proficiency on complete practice
tests of the TOEFL iBT (minimum 2- diagnostic and end-ofsemester exams)
1: Demonstrate improved proficiency on complete practice
tests of the TOEFL iBT (minimum 2- diagnostic and end-ofsemester exams)

* The Schedule is subject to change during the semester

IECP Policies
Please consult the current IECP Student Handbook on the IECP website for full details on the
following policies. You may ask for a copy of the IECP Student Handbook at the IECP Office in 102
Ritenour Building.
IECP Attendance Policy
Please note there is a change in both how many absences a student may accrue before being
dismissed from the IECP as well as how students access their attendance
Absences limit a students language learning ability. Absences also have a negative impact on
classmates and on instructor planning for the class session.
IECP students are responsible for understanding each of the following points of the IECP Attendance
Policy:
How many times is a student permitted to be absent?
In Fall and Spring, a full-time student cannot miss more than 30 classes. Part-time students
are limited to 15 classes of absences. In Summer, a full-time student cannot miss more than
20 classes. Part-time summer students are limited to 12 classes of absences.
How do I know what my attendance is?
Students must stay up to date with their attendance by visiting https://iecpaccess.psu.edu/student. Questions regarding attendance should be directed to your individual
teachers and when necessary, to the Student Advisor.
Are there important limits to be aware of with attendance?
Yes. Please see the table below
Full time student: Fall or Spring
15 absences
25 absences
Student receives Student receives
Student is placed on
attendance
dismissal warning
Academic success plan
warning status

30 absences
Student is
dismissed from
the program

Part time student: Fall or Spring

7 absences
12 absences
Student receives Student receives
Student is placed on
attendance
dismissal warning
Academic success plan
warning status

15 absences
Student is
dismissed from
the program

What counts as an absence?

If you are not in class, you are absent. If you must miss class because of illness, childcare
issues, a religious observance, taking a standardized test or visits with family, you will be
marked absent.
A returning students attendance is calculated from the first day of class for the semester. If the
returning student arrives late for the semester, all classes missed will count as absences.
5

What happens if a student exceeds the maximum number of absences?

You may choose how to use your absences, but you CANNOT exceed the maximum number
of absences. Full-time students who have exceeded the maximum number of absences will be
dismissed from the IECP. Their SEVIS record will be terminated immediately and they must
return to their country or transfer within two weeks. This policy applies to all students, including
those who attain required TOEFL or IELTS scores and/or receive university admission during
the semester. NOTE: If a student is dismissed from the program, no tuition will be refunded.
Part-time students with excessive absences will not be allowed to continue studying in the
IECP.
Students who withdraw from the program must do so in writing and they will not receive final
grade reports.
Students are responsible for knowing how many absences they have. Please use the following
link https://iecp-access.psu.edu/student. When full-time students reach 15 absences (7
absences for part-time students), they are placed on Attendance Warning status and they must
meet with an IECP administrator. Notification of their attendance warning status will be sent to
their IECP instructors and to their government sponsors.
What happens if a student misses assignments?
One of the IECP Student Responsibilities states, "Contact instructors about missed work and
assignments if a class is missed." An instructor's individual policy about missed work and
assignments is stated on the course syllabus.
Students should NOT expect an opportunity to complete assignments or complete
assessments early in order to leave before the last day of classes. Absences at the end of the
term may also affect grades on required assessments and the possibility of
promotion/completion at the IECP.
What happens if a student is late (tardy) to class?
All IECP classes will begin promptly. Students arriving late or coming back late from breaks will
be marked as tardy record (3 tardies equal one absence). Instructors may also mark excessive
lateness as a full absence.
If a student misses half a class or more, that student is marked as absent.
Academic Honesty
Many of the rules of academic honesty are the same around the world. However, some rules may be
different.
Cheating is never allowed in the IECP.
Students cheat when they use other students work instead of their own. Using others work includes
copying another persons answers on a test, quiz, or homework assignment; using a part or all of
another persons work for your essay or presentation; or asking another person to do the work you
have been assigned and then putting your name on it.
Cheating in the U.S. can result in failing your courses or being dismissed from the university.
A special kind of cheating in academic writing is called plagiarism. This occurs when a student uses
the words or ideas of an author without acknowledging that author. Plagiarism is a very serious matter
in American higher education.

The IECP expects that all of its students will be academically honest. In any cases where students do
cheat, instructors and the Program Coordinator will take immediate and serious action. Students who
cheat may be placed on probation or be dismissed from the IECP.
Academic Success Plan
The goal of the Academic Success Plan is to support student success in the IECP. Students are
expected to pass all of their courses in the IECP, although sometimes students need additional time
in a particular course. IECP students can take any course in the program no more than twice. At the
end of the semester, students who fail a course will be placed on the Academic Success Plan. Also,
students are expected to fulfill their IECP Student Responsibilities. At any time during the semester,
students who fail to meet their IECP Student Responsibilities may be placed on Probation and the
Academic Success Plan. Teachers may choose to repeal Probation if a student successfully
completes the course.
Students who are placed on the Academic Success Plan must meet with the Student Advisor and
sign an Academic Success Plan Contract. To be removed from the Academic Success Plan, students
must meet the conditions specified in their contracts. Students who do not meet the terms of their
Academic Success Plan Contract will not be allowed to enroll again in the IECP.
Students who are placed on the Academic Success Plan twice for the same reason in a different
term will be dismissed from the IECP. A student may appeal administrative decisions by submitting an
Administrative Decision Appeal Form for Students to the IECP Office in a timely manner. Students will
be notified by email of dismissal and must act quickly to contact DISSA (Directorate of International
Student & Scholar Advising) to make departure and/or transfer plans.
IECP Tutoring Center (IECP)
Mission Statement: The ITC provides assistance to IECP students in mastering different aspects of
English and standardized test preparation. Our focus is on supporting long-term improvement in
students' academic English proficiency.
Location and Hours:
The ITC is located in 322 Pond (on the third floor). The ITC is open August 31 through December 4.
(excluding campus holidays and IECP holidays), Monday through Thursday from 3:00-5:00 p.m. and
Friday from 11:30-1:30 p.m.
Please note that ITC Services provide guidance for students to improve their own work. Using ITC
services does not necessarily guarantee perfect assignments or grades.
IECP Disabilities Access
Penn State welcomes students with disabilities and each campus has an Office for Disability Services
(ODS) http://equity.psu.edu/ods.IECP students who wish to receive consideration for reasonable
accommodation must contact the Office for Disability Services in 116 Boucke Building, participate in
an intake interview, and provide documentation prior to the semester of study as indicated in ODS
guidelines available at: http://equity.psu.edu/ods/guidelines. Students should discuss particular
accommodations with their teachers as early in the semester as possible.