Attach 4b_Generic-Familiarization Guide-CRT-CBT.pdf

Defense Language

Proficiency Test 5 System

Familiarization Guide for

Constructed Response Format

Table of Contents

Introduction Overview of the DLPT5 Description of the DLPT5 in Constructed-Response Format Lower-Range Test Upper-Range Test Scoring Preparation for Taking the DLPT5 Instructions for taking the DLPT5 Test Procedures Sample Passages Reading Comprehension Listening Comprehension Appendix A: Interagency Language Roundtable Language Skill Level Descriptions Interagency Language Roundtable Language Skill Level Descriptions: Listening Interagency Language Roundtable Language Skill Level Descriptions: Reading 42

Introduction

This Familiarization Guide is designed to provide prospective examinees with information about the Defense Language Proficiency Test 5 System (DLPT5) in constructed-response format. This guide contains general information about the test design, the format of the test, its length, its content, the skills tested, and procedures used in scoring and reporting the scores. In addition, screen shots on what the examinees will see when taking the test on the computer as well as information on testing procedures are provided. However, for information regarding a specific DLPT5 test, prospective examinees should refer to the Familiarization Guide for that test.

Overview of the DLPT5

The DLPT5 is designed to assess the general language proficiency in reading and listening of native speakers of English who have learned a foreign language as a second language. The DLPT5 tests measure proficiency as defined by the Interagency Language Roundtable (ILR) Skill Level Descriptions, levels 0+ – 4 (see Appendix A). All DLPT5s will be delivered on the computer.

DLPT5s in many languages include both a Lower-Range Test and an Upper-Range Test. The Lower-Range Test measures ILR proficiency levels 0+ - 3, while the Upper-Range Test measures ILR proficiency levels 3 - 4. Examinees will normally take the Lower-Range DLPT5; those who receive a score of 3 on this test may be eligible to take the Upper-Range Test, depending on the policy of their institution. The DLPT5 will be used to make operational readiness, incentive pay, and training decisions for civilian and military language analysts in the United States government.

Description of the DLPT5 in Constructed-Response Format

Lower-Range Test

• Test Design o The Lower-Range Reading Test contains 60 questions with about 30 authentic passages. Each passage has up to 3 questions.

o The Lower-Range Listening Test contains 60 questions with 30 authentic passages. Each passage has two questions and is played twice.

o Examinees have 3 hours to complete the Reading Test and 3 hours to complete the Listening Test. Approximately halfway through each test, examinees will be given a 15-minute break. The break does not count toward the test time. For both the Listening Test and the Reading Test, examinees may take as much or as little time as they wish to answer the questions. Managing the time effectively is the examinee’s responsibility.

• Test Content o The DLPT5 is designed to measure proficiency in the target language regardless of how it has been acquired. For this reason, and because of the broad proficiency orientation of the test, its content is not tied to any particular language-training program.

o The passages included in the test are sampled from authentic materials and real-life sources such as signs, newspapers, radio and television broadcasts, the Internet, etc.

o The passages cover a broad range of content areas, including social, cultural, political, economic, geographic, scientific, and military topics.

• Test Format: The test includes instructions for how to take the test, examples of how to answer the questions, and question sets containing the following parts:

o Orientation: This is a short statement in English that appears before each passage. Its purpose is to identify the context from which the passage is taken.

o Passage: This is the only element of the test that is in the target language being tested. The maximum length of a listening comprehension passage in the test is approximately 2 minutes. The maximum length of a reading comprehension passage is approximately 300 words. Most of the passages are much shorter than the maximum length.

o Question statement: Each individual question is based on the passage, is written in English, and is posed in the form of a complete question or an incomplete statement. The questions may ask about what is explicitly stated in the passage or, in some cases, what is implied in it. Occasionally questions may ask about expressions that are used in the passage. There are usually two questions for each passage; some passages may have three questions.

o Answer box: For each question, there is a box on the screen in which examinees type their answer in English. Examinees may also type notes in these boxes if they wish.

Upper-Range Test

• Test Design o The Upper-Range Reading Test contains about 35 questions with 14 authentic passages. Each passage has up to 3 questions.

o The Upper-Range Listening Test contains about 35 questions with 14 authentic passages. Each passage has two to three questions and is played twice.

o Examinees have 3 hours to complete the Reading Test and 3 hours to complete the Listening Test. Approximately halfway through each test, examinees will be given a 15-minute break. The break does not count toward the test time. For both the Listening Test and the Reading Test, examinees may take as much or as little time as they wish to answer the questions. Managing the time effectively is the examinee’s responsibility.

• Test Content o The DLPT5 is designed to measure proficiency in the target language regardless of how it has been acquired. For this reason, and because of the broad proficiency orientation of the test, its content is not tied to any particular language-training program.

o The passages included in the test are sampled from authentic materials and real-life sources such as signs, newspapers, radio and television broadcasts, the Internet, etc.

o The passages cover a broad range of content areas, including social, cultural, political, economic, geographic, scientific, and military topics.

• Test Format: The test includes instructions on how to take the test, examples of how to answer the questions, and question sets containing the following parts:

o Orientation: This is a short statement in English that appears before each passage. Its purpose is to identify the context from which the passage is taken.

o Passage: This is the only element of the test that is in the target language being tested. The maximum length of a listening comprehension passage in the test is approximately 2.5 minutes.

The maximum length of a reading comprehension passage is approximately 400 words. Most of the passages are much shorter than the maximum length.

o Question statement: Each individual question is based on the passage, is written in English, and is posed in the form of a complete question or an incomplete statement. The questions may ask about what is explicitly stated in the passage or, in some cases, what is implied in it. Occasionally questions may ask about expressions that are used in the passage. There are usually two questions for each passage; some passages may have three questions.

o Answer box: For each question, there is a box on the screen in which examinees type their answer in English. Examinees may also type notes in these boxes if they wish.

Because test security and confidentiality are extremely important, examinees should not discuss test content with anyone.

Scoring

Examinee scores are reported in terms of ILR levels, including “plus” ratings.

Lower-Range Tests are intended to cover ILR levels 0+ through 3. Possible scores are 0, 0+, 1, 1+, 2, 2+, and 3. Upper-Range Tests are intended to cover ILR levels 3 through 4. Possible scores are 3, 3+, and 4. Separate scores are reported for Reading and Listening.

Scores on either type of test reflect current functional language proficiency in reading and listening as defined in the ILR Skill Level Descriptions (see Appendix

A). Scores do not reflect proficiency in speaking or writing, nor do they reflect examinees’ job-related performance or ability to perform specific language-related tasks under special circumstance (e.g., reading or listening to a target language passage indefinitely many times with the aid of supplemental reference materials and information sources).

For the Lower-Range Test, scores will be based on the number of questions answered correctly at each ILR level. Each question targets a specific ILR level.

Examinees generally have to answer at least 70% of questions correctly at a given level to be assigned that level. Examinees must pass each lower level in order to pass a higher level. Examinee answers will be evaluated by scorers trained by testing experts at the Defense Language Institute according to a detailed scoring protocol.

Scores on the Upper-Range Test will be based on the number of passages for which the examinee demonstrates comprehension. Each passage targets a specific ILR level. Comprehension of a passage is demonstrated by supplying certain information from the passage specified by the test’s developers. Examinees generally have to demonstrate comprehension of at least 70% of the passages at a given level to be assigned that level. Examinees must pass each lower level in order to pass a higher level. Examinee answers will be evaluated by scorers trained by testing experts at the Defense Language Institute according to a detailed scoring protocol.

Preparation for Taking the DLPT5

The purpose of this publication is to familiarize prospective examinees with the DLPT5 constructed-response format and general testing procedures. Other than carefully reading this guide so that the test instructions and format are familiar, there is very little to be gained from “studying” for the test. The best preparation for the DLPT5 is the acquisition of a solid base of general proficiency in the target language, both through formal training, and through language exposure and use in a variety of real-life language-use settings. Examinees should know that study aids (i.e., dictionaries, reference books, etc) are not permitted for this test.

Instructions for taking the DLPT5

The purpose of this section is to familiarize prospective examinees with how to take the computer-based DLPT5 constructed-response Reading and Listening

Tests. Test procedures and instructions for both the Reading and Listening Tests are provided. Sample passages (translated into English) from ILR levels 1 – 4 in reading and listening with their associated questions and sample expected answers are included in this section.

Answers should be complete, concise, and relevant. Examinees are not expected to write essays or word-for-word complete translations. An example passage with explanations is given below to illustrate the types of answers that would be expected to receive credit.

“According to an official spokesperson, the government of Treden has started a new program to help solve the growing refugee problem there. The program, announced last week by the Tredenian Minister of the Interior, involves the resettlement of refugees to vacant apartment buildings in the Tredenian capital. These refugees are currently being housed in overcrowded camps near Treden’s border with war-ravaged Norland. The camps were instituted in 2003 in response to the war. Since that time, the number and size of camps has grown, and the war is still going on. The average population of the camps is 3,000, and most camps were designed for at most 1,000 people. It is hoped that the new program will help alleviate this situation.”

In order to receive credit, examinees must provide all the information requested to receive credit. Answers should be complete, concise, and relevant.

• Complete: examinees must provide all the information requested to receive credit. The examinee must not leave out information that was included in the passage and could reasonably be expected as part of an answer to the question being asked. If, based on the above passage, there had been a question “What action was taken by the government of Treden?” a complete answer would include all of the information that the government started a program to resettle refugees from camps near the Norlandian border to vacant apartment buildings in the capital. It would not be acceptable simply to write, “The government started a program,” or “The government helped some refugees,” or “The government supplied some people with apartments.” Where the question is in two parts, such as “What action was taken by the government of Treden and what was the reason for its action?”, both parts must be answered; i.e. the examinee must say both what action was taken and why the action was taken in order to receive credit.

• Concise: examinees should not write more than is called for by the question. The amount called for by questions tends to increase as the length and difficulty of the passages increases; nevertheless, examinees are not expected to write essays. As long as the answer is complete (see above), if it can be written in a sentence or even just a phrase, it should not be “padded.”

• Relevant: examinees should not include information that does not answer the question, even if that information appears in the passage; the examinee’s entire answer should relate directly to the question being asked.

Examinees are not expected to write a word-for-word translation of large parts of the passage or even of the entire passage in response to a question.

With regard to the example passage cited above, if the question asks for the reason for the government’s action, the examinee should not offer a translation of the last five sentences of the passage; even though that part of the passage contains the critical information, it also contains some extraneous information.

• Sense: the examinee’s response should make sense as an answer to the question asked. Examinees who use the text box for note-taking should ensure that they end up with a coherent answer that appears somewhere within the text box and that can be understood by an English-speaking rater.

• Translation: As noted above, translation of the entire passage is not acceptable as the answer to any single question. Additionally, the strategy of translating pieces of the passage as answers to questions should be used with caution. It is common for questions to require inferences from what is directly stated in the passage or the synthesis of ideas and information from various parts of the passage, especially as the passages become longer and more difficult. Therefore, the answer to a question is sometimes not to be found in one or two key sentences or sections of the passage.

• Time management: In both the Reading section and the Listening section, the examinee controls the amount of time used to answer a question. It is therefore the examinee’s responsibility to monitor time usage while answering and to manage time spent during the overall test. The examinee should not spend too much time on any one answer. Also, because of the way the test is scored, the examinee should use the time carefully to ensure that all of the questions at or below his or her ability are answered thoroughly. For the Upper Range test, examinees should ensure that, for any particular passage, all of the questions related to that passage are answered.

Test Procedures

This section is to help prospective examinees become familiar with the test procedures of the DLPT5 constructed-response Reading and Listening Tests.

First, there will be a short description of what the examinees see before the actual test begins. Then screen shots of what examinees will see on the computer screen will be provided. At the beginning of the test session, the examinee logs on to the system using a Common Access Card (CAC) or a user ID and password that were provided when the examinee registered to take the test. The examinee must click on the [CAC Logon] or [Submit] button before moving to the next screen.

The next screen provides a list of tests for which the examinee is eligible; the examinee selects the appropriate test from the list.

Once the test has been selected, a series of introductory screens appears. These screens contain the Privacy Act Statement, the Disclaimer for Defense Language Institute Tests, the Test Administration Statement (of the examinee’s ability to take the test at that time), and the Non-Disclosure Statement. The examinee must click on the indicated checkboxes under the Disclaimer and the Non-Disclosure Statement before moving to the next screen.

The next few screens contain examples of the screen layout for examinees to familiarize themselves with the features of the test, instructions for taking the test and a sample test passage. The text and questions in these screens appear smaller than the text and questions on the actual test passages.

Reading Comprehension Test Example of screen layout for the Reading Comprehension Test: The example text represents a generic foreign language; it is not meant to be legible. Explanations of the parts of the screen are provided.

Instructions screen for the Reading Comprehension Test:

The next screen contains one sample passage with its associated question or questions.

Example of a reading sample passage:

After the sample passage, the examinee clicks on the [Next] button and moves to the test navigation information screen.

Test navigation information screen:

This screen contains instructions on how to go back to review answers at the end of the test and information on the length of the test. By clicking on the [Start Test] button, the examinee moves to the first passage of the test and starts the clock.

Listening Comprehension Test Example of screen layout for the Listening Comprehension Test:

The next two screens contain instructions for the Listening Comprehension Test.

Example of listening sample questions (the sample passage audio is played while the screen is displayed):

After the sample passage, the examinee clicks on the [Next] button and moves to the test navigation information screen.

Test navigation information screen:

As with the Reading Test, the examinee clicks on the [Start Test] button to hear the first passage and start the clock.

Navigating in the Listening Test When a passage screen opens, examinees can start the audio by clicking on the [Play Audio] button whenever they are ready to listen to the passage. Each passage will be played twice. There will be a short tone between the two playings.

When the audio finishes, the [Next] button will appear. Examinees can move on to the next passage once the audio has finished playing by clicking on the [Next] button. Examinees can type in the text boxes at any time after the passage screen opens. They can take as much or as little time as they wish to answer. Examinees will not be able to go back to previous passages until the end of the test. (Note: for the Reading Test, examinees will be able to go back to previous passages if they wish.)

End-of-Test Review Information At the end of each test, a review screen appears for examinees to review their responses to the questions before submitting the test.

From the review page, examinees will be able to jump to any given passage.

They will be able to respond to any questions they have not answered, or they can change an answer.

The audio for the Listening Test will not be played again during this review period.

Example of the review screen:

Sample Passages Below are some sample passages, questions, and answers (passages translated into English; please note that the translations may contain explanations or other parenthetical information that would not be supplied in the original passage).

Note that it is not necessary to provide the exact wording of the answers in order to get credit; any response that expresses the key ideas is correct.

Reading Comprehension

Level 1

From a poster at a doctor’s office

PRACTICAL ADVICE

To lower your high blood pressure you have to learn to eat right. Avoid too much oil and follow a diet rich in fruits and vegetables. Drink plenty of water each day. Say no to smoking and yes to exercise.

1. What is one practice the poster advises people to follow?

• Eat right or

• Avoid eating too much oil or

• Eat fruits and vegetables or

• Drink plenty of water or

• Don’t smoke

• Exercise

Justification:

The poster lists ways for people to fight high blood pressure. Recommended practices include: eating a good diet rich in fruits and vegetables and without too much oil; drinking plenty of water each day; not smoking; and exercising.

Any formulation that includes one of these practices will be awarded credit.

Level 2

From a daily newspaper

Mom, a 13 year old daughter and two boys, age 11 and 12, were probably on their way to school when the accident happened this morning at 7:45 am.

The road was very slick on the accident stretch where the two small boys lost their lives – on highway 180 by Brattlia in Hurdal district in Romerike. The road goes from Hurdal across Lynga to Western Toten.

It was snowing in the area all of yesterday, and according to police officer Joel Johannessen at the Eidsvoll and Hurdal sheriff’s office, the road was newly plowed and a bit polished.

"From what we can see of the tracks, the car has evidently spun around on the road and gone sideways into the ditch. The car hit some objects in the ditch, tipped over and landed with the roof down on a pine tree – with the point of impact on the back seat, where the 11 and 12-year old were sitting".

The sister sat in the front together with her mother. The two of them escaped from the accident with only minor injuries. Both of the boys had been taken out of the car when the police arrived.

1. What caused the incident?

• The road was slippery because of snow or because it had been newly plowed.

According to the report, the road was slick because it was snowing on the day of the accident and the road where the accident took place had just been plowed. Therefore, any formulation that includes one of these two ideas will be awarded credit.

2. What accounted for the different outcomes for the four people?

• The point of impact was on the back seat or where the two boys were sitting.

According to the sheriff’s officer, the point of impact was on the back seat where the two boys were sitting at the time of the accident. Therefore, any formulation that includes this idea will be awarded credit.

Level 3

From the cultural pages of a newspaper

During the last few years, the “sites of torments” [places where people were tortured because of their political beliefs and ideas] have been attracting significant attention, which, although it seems quite sincere, can be dangerous as well. And that’s because, first of all, there are many sites that are being manipulated at times by the two political parties that fought against each other back then [during the Greek Civil War], with consequences very well known to all, and every time, each side provides its own perception of blame. I totally agree with those who support the idea of proceeding to some kind of lexicography of these “sites of torments” [implying that these sites should be catalogued, mapped, and labeled without editorial comment]; it would be like conducting a national psychoanalysis.

I believe that both sides need it. One thing is for sure, though; no such site should be traded upon [used as a political weapon].

Secondly, (that’s) because we should finally agree among ourselves, seeing the example of other nations and based on international paradigms, on what “site of torments” means. A historical site is the place where a significant historical event took place. Therefore, what really matters is to preserve it in the exact same way that the particular event left it. The battlefield of Marathon, until the 60s, was exactly the same way Miltiades and his troops left it. It was “a historical site”, similar to the battlefield of Waterloo and the concentration camps of Germany. Any interference whatsoever, with the goal of preservation or not, changes that historic character and turns it into a modern and sometimes offensive one. In other words, its historicity is insulted.

I heard recently, that they plan to “preserve” Yiaros [an infamous Greek prison] and its impressive building. In the name of God, don’t do that! It was built by the prisoners themselves during the Civil War years and later on became a “reforming place”. I was among the “lucky ones” to have visited it, as one in need of political reformation, an ex-resistance fighter. Leave Yiaros as it is, don’t change anything. No historical place should be turned into Disneyland.

1. How does the author evaluate the issue he discusses in light of the current political situation?

• He thinks that the historical perspective of the known sites of torments has been manipulated or distorted or politicized to fit the agenda of political parties.

Justification:

The author is writing an opinion piece about what should be done with certain Greek historical sites. These sites, which he refers to as “sites of torment,” are sites where people were tortured because of their political beliefs and date back to the Greek Civil War. The author expresses the view that the issue under discussion is being politicized by political parties in Greece to further their respective agendas.

Any formulation that includes this idea will be awarded credit.

2. What does the author suggest should be done, and for what reason?

• To catalog the sites as they are, by labeling the location and time of events and listing historical events without assigning blame for the past.

• Because the process would serve as a sort of national psychoanalysis that might lead to the reconciliation between the parties’ supporters.

The author proposes a “lexicography” of the historical sites, by which he implies cataloguing, mapping, and labeling them. The reason given to support this suggestion is that the process would serve as a sort of healing process that might override the differences between the different factions of Greek society

3. What objection does the author present in the last paragraph, and what reason does he give for his objection?

• He objects to historical sites (Yiaros) being changed/ restored.

• Places like that are solemn and don’t need to become tourist attractions.

OR

• It is undignified for historical sites that should be solemn places, to be used for political purposes by parties.

OR

• The historical integrity and dignity of the sites should not be violated

In the last paragraph, the author objects to the restoration of a well known “site of torment”, Yiaros prison. The reasons for his objection are implied: one is that restoring this site would destroy its historical dignity by turning it into the equivalent of a tourist attraction;

the other one is that the use of restoration as a political tool would also destroy its historical dignity.

Any formulation that includes the author’s objection as well as either one of the two implied reasons for his objection will be awarded credit.

Level 4

An essay from the Internet

People resemble logs that have been thrown into the river of life. Whole and dry in the beginning, wounded and wet later on, they are always swept away by the drift of the current, seduced into its arms, a current that has been diverted by the powerful of the world… And they go along this path… clashing in useless acts of violence, dirty and muddy, without direction or a stable harbor, until they disintegrate into remnants of wood.

They disappear from the surface of this river that never stops flowing and we don’t know where it’s coming from and where it’s going.

The river of logs! Year after year, I learned the almost forgotten techniques of emptying, processing and lightening the wooden mass… of this wood that we are all made of. First fast strikes with the spade on the surface, followed by live coals that are renewed constantly. This experience, which inspired the Great Teachers of Humanity, is always painful and lengthy. We have to dig deep at the place where the selfishness and the diffidence intertwine their twisted fibers and the self-deceptions make you believe that you are the log and you shatter yourself. However, the steady worker, actuated by his own will (which is) superior to the complaints of the half-rotten matter, continues his work.

Slowly the tree trunk becomes a vessel. What once was a wound now becomes a clean vessel for the traveling soul. Flexible oars, which, depending on the use, give impetus and serve as a helm at the same time, were made with what was left. And the sides are carved with infinite patience until they become smooth and stable. The logs look surprised and repulsed. It seems to them (that the vessel is) empty, unstable, comical, dangerous, dissolvable. Because it is not a log… It is a boat! And moreover, it will very often sail against the flow (current). And this is unforgivable! To preserve its color and to sail above the silt, hardly touching it? Incomprehensible!

The sailor of the boat on the other hand, searches and slowly finds the truth. He puts all of his effort on his oars and detects things that the rest can’t see since he is rowing against the current. He rows in the water until he reaches its pure and untainted source.

He believes in the ideal of freedom and wonders if there are still people who value and respect other people’s freedom. And above all, he believes in himself and in the boat that he built. And continues to sail against the current…

1. What view of contemporary life does the author convey in the first paragraph?

• Most people have lost their identity, morals, and soul.

• Most people are content to go with the flow.

OR

• Most people resign themselves to their fate.

• Most people are unthinkingly swept along into conflicts.

The author is using an extended metaphor to set out his view of the role of the individual in contemporary life. Ordinary people are represented as logs in a river, swept passively downstream by the current, often bumping into each other and finally disintegrating. By this metaphor, the author is intending to express the idea that people these days lack the strength of character to create a life for themselves based on their own values and not simply “go with the flow”, unthinkingly falling into conflicts and finally departing. Any formulation that captures the essence of this metaphor will be awarded credit.

2. What message is implied in the imagery described in paragraphs 2 through 4?

• The individual who dares to think for himself or to stand up for his principles or not to conform will live a fulfilled life or find the truth.

In the last three paragraphs, the author contrasts a certain type of person to the masses of people he characterized as logs in the first paragraph. This person, instead of floating passively down the stream, makes him- or herself into a boat and then paddles, possibly even upstream. The author’s message is that, in order to find the truth and live a worthwhile life, a person cannot simply conform unthinkingly but has to find core principles and have the courage to live by those principles whatever everyone else is doing. Any formulation that expresses this message will be awarded credit.

Listening Comprehension

Note: Examinees will not see passage transcripts in an actual DLPT5 Listening Test.

Level 1

From a conversation between husband and wife

Wife: Why are you coming home so late? It's almost ten o'clock in the evening.

Husband: I had to work late at the office.

Wife: I was worried you had been in an accident. You have to call me next time.

Husband: Yes, I'll do that. Everything is OK.

1. Why was the man late?

• He had to work late

• He had to stay at the office.

The reason the husband came home late was that he had to work late at the office.

Therefore, any formulation that includes this idea will be awarded credit.

2. What did the wife request?

• That he call next time.

The wife asked to husband to call her if he was going to come home late.

Level 2

This passage is from a local news report

The South Swedish Dagbladet’s web pages report that two men and one woman were arrested in Helsingborg this weekend, suspected of human trafficking.

One of the arrested persons is Norwegian, but the others’ national origin is unknown.

The trio denied any knowledge of the 15 people hidden in their van. They claimed that the illegal aliens must have found their way into their van during the ferry transit from Helsingør, while they had left the car on the car deck.

The customs officials in Helsingborg are investigating if the 15 had paid to be transported to Sweden, before they are turned over to the immigration authorities.

1. What were the three people accused of, and what did they claim had happened?

• Human trafficking or smuggling illegal aliens.

They claimed the illegal aliens had gotten into their car on the ferry without them knowing.

Justification:

According to the report, the three people were arrested for human trafficking. However, they claimed that the illegal aliens must have gotten into their car during the ferry crossing.

Any formulation that includes these two ideas will be awarded credit.

2. What are the customs officials investigating?

• Whether the 15 illegal aliens had paid to be taken to Sweden.

The customs officials are investigating whether these aliens paid to get into Sweden.

Level 3

From a cultural program on Greek radio

The story of Petros Cassios, who today lives in a nursing home in Patras, sounds like an old fairy tale. For half a century the painter, of Cretan decent, lived shut in a little house in Chania in complete isolation. Suffering from a nervous disorder, he was painting everywhere and almost anywhere, unable to communicate with the outside world. After a brilliant beginning and studies at the Royal Academy in London, he had a nervous breakdown that distanced the promising artist from the limelight. His confinement drove him to draw thousands of sketches, on any surface -papers, bags, etc.- he could find. He even broke a piano and chairs in order to make his sculptures. When his relatives institutionalized him for his own safety, the “Treasure” was discovered. The first “trial” exhibition with sixty of his pieces yielded 3500 euros for each of his sketches and much more for his paintings. His sculptures will be exhibited, with free admission for the public, at the exhibition area of the garden of Kifisia for ten days. In this way, the public will become acquainted with a different side of the artist equally important to his paintings.

What is sad about this story is that the artist himself is unaware of the fact that his work is experiencing unprecedented recognition, since his doctors believe that the impact of such knowledge could have negative results on his fragile psyche.

1. According to the story, what are TWO unique aspects of Petros Cassios’s artistic work habits?

• He worked in total isolation.

• He used anything around the house as materials for his art.

or

• He drew on any available surface.

• He used broken pieces of furniture for his sculptures.

This passage is a story about an artist, Petros Cassios, whose works are being exposed to to widespread recognition at various exhibitions. The speaker mentions that Cassios suffers from a nervous disorder that manifests itself in his artistic work habits. One instance of this is that he shut himself in his house and worked in complete isolation. Another instance is that he used whatever came to hand as part of his art, including drawing on any available surface and using broken pieces of furniture in his sculptures.

Any formulation that includes the idea that he worked in total isolation and the idea that he used any available material will be awarded credit.

2. What significance did the public recognition of Petros Cassios’s works have to his life, and why?

• It had no significance or impact or effect.

• He was unaware of it.

• He was mentally too unstable to handle it.

or

• He was not informed about it.

Justification:

At the end of the passage, the speaker mentions that it is sad that Cassios will remain totally unaware of the recognition that his work will be receiving because his doctors believe that this knowledge might have negative psychological effects on him.

Any formulation that includes the idea that the public recognition will have no significance to his life and any of the ideas that the reason for the lack of significance is that he is institutionalized and psychologically unfit to hear about his success and public recognition.

Level 4

Excerpt from a lecture by a literature professor

The critical point in order for us to understand the poetry of Elytis is that it goes beyond everyday reality. He states “The art of being compelled to reach that which transcends you is precisely what poetry is.” His poetry is a never-ending and constant effort to see and to express the second reality, the substance of beings, the truth beyond the distortions that every profit-chasing notion demands and to see and show a different Greece, the second Greece, that of the superior world [the intellectual Greece].

A prerequisite for achieving this transcendence and comprehension of the second reality, the creative reality, is the ability to see things from within and the ability of transparence of self-expression, as Elytis calls it and as he means it: “Without a doubt there is for each one of us a distinct and irreplaceable sense that, if we don’t find it early on to isolate it and later to cultivate it so that we can fill it with actions visible to all, we are wasted. The fact that I was able to acquire a life filled with actions apparent to all, and therefore able to achieve my own transparency, I owe to a special courage that Poetry gave me: to become the wind for the kite and the kite for the wind, even when there is no sky. I am not playing with words. I am talking about the movement that one discovers happening within “the moment” when one succeeds in opening it [when living intensely] and giving it eternality.”

Elytis is mostly a “creator of language.” More than Seferis was, even more than Palamas [famous Greek poets]. They were the “masters of language” – with the definition that Seferis gave to this characterization: that of the poet who is a master of expressing himself.

Elytis achieved something else. In general, he managed to come up with another form of unconventional language, so that he could always awaken the emotions, dreams, sentiment, imagery, the imagination, the ability to see inside things, namely, transparency, and to transform the fleeting moment into eternity, another fundamental meaning of the poetry of Elytis…

1. What is Elytis trying to accomplish with his poetry and how does the metaphor of the kite relate to that?

• To transcend the everyday world and reach the true or pure or higher world of the imagination, take a moment from this world, and make it transparent for readers of his poetry.

• The poet uses the metaphor of the kite to say that once a person reaches the world of the imagination, free from the limitations of the material world, that person can adopt an unlimited variety of perspectives.

This passage is a literature professor discoursing on a revered Greek poet’s explanation of his life and poetry. The professor uses several quotes from the poet himself to support his characterization of the poet’s aim in creating his poetry, which was to go beyond the material world to a higher world of pure imagination and then somehow to take a moment in time from this world, make it timeless, and make it visible to others. In one of the quotes the professor uses the poet creates a metaphor, saying, “(Poetry gave me the courage) to become the wind for the kite and the kite for the wind, even when there is no sky.” This metaphor suggests that once a poet achieves knowledge of the world of the imagination, he or she is no longer limited by the laws or ways of thinking of the everyday material world.

Instead, the poet has the power to adopt an unlimited variety of perspective, e.g. of the kite blown by the wind or the wind blowing the kite, even in the absence of the sky. Any formulation that expresses Elytis’ goal and relates it to the metaphor of the kite as explained above will be awarded credit.

2. According to the professor, how does the poetry of Elytis differ from the works of other well-known poets?

• Other poets use language with great virtuosity or mastery.

• Elytis creates his own language by giving new meaning to words.

OR

• Elytis recreates the pure, original meaning of words to go beyond the conventional.

OR

• Elytis is able to make a moment from the world of his imagination eternal and visible to all.

Justification:

The professor directly compares Elytis’ work to that of two other great Greek poets, Seferis and Palamas. He characterizes Elytis as a “creator of language” and Seferis and Palamas as “masters of language”. He goes on to elaborate on his characterizations as follows: a master of language is a poet who is an expert at expressing him- or herself; in contrast, Elytis was able to alter the language itself (by “another form of unconventional language”, the professor is referring to Elytis’ habit of using Greek roots in their original meanings and recombining them into new words or using them in grammatically novel ways) in order to take a moment from his imagination and make it visible to others and eternal. Any formulation that includes a characterization of well-known Greek poets and contrasts it with characterization of Elytis as discussed above will be awarded credit.

Appendix A: Interagency Language Roundtable Language Skill Level Descriptions

Preface The following descriptions of proficiency levels 0, 1, 2, 3, 4, and 5 characterize spoken-language use. Each higher level implies control of the previous levels' functions and accuracy. The designation 0+, 1+, 2+, etc. will be assigned when proficiency substantially exceeds one skill level and does not fully meet the criteria for the next level. The "plus-level" descriptions, therefore, are subsidiary to the "base-level" descriptions.

A skill level is assigned to a person through an authorized language examination.

Examiners assign a level on a variety of performance criteria exemplified in the descriptive statements. Therefore, the examples given here illustrate, but do not exhaustively describe, either the skills a person may possess or situations in which he/she may function effectively.

Statements describing accuracy refer to typical stages in the development of competence in the most commonly taught languages in formal training programs.

In other languages, emerging competence parallels these characterizations, but often with different details.

Unless otherwise specified, the term "native speaker" refers to native speakers of a standard dialect.

"Well-educated," in the context of these proficiency descriptions, does not necessarily imply formal higher education. However, in cultures where formal higher education is common, the language-use abilities of persons who have had such education is [sic] considered the standard. That is, such a person meets contemporary expectations for the formal, careful style of the language, as well as a range of less formal varieties of the language.

These descriptions may be further specified by individual agencies to characterize those aspects of language-use performance which are of insufficient generality to be included here.

Interagency Language Roundtable Language Skill Level Descriptions: Listening

Listening 0 (No Proficiency) No practical understanding of the spoken language. Understanding is limited to occasional isolated words with essentially no ability to comprehend communication. (Has been coded L-0 in some nonautomated applications. [Data Code 00]

Listening 0+ (Memorized Proficiency)

Sufficient comprehension to understand a number of memorized utterances in areas of immediate needs. Slight increase in utterance length understood but requires frequent long pauses between understood phrases and repeated requests on the listener's part for repetition. Understands with reasonable accuracy only when this involves short memorized utterances or formulae. Utterances understood are relatively short in length. Misunderstandings arise due to ignoring or inaccurately hearing sounds or word endings (both inflectional and non-inflectional), distorting the original meaning. Can understand only with difficulty even such people as teachers who are used to speaking with non-native speakers. Can understand best those statements where context strongly supports the utterance's meaning. Gets some main ideas. (Has been coded L-0+ in some nonautomated applications.) [Data Code 06]

Listening 1 (Elementary Proficiency) Sufficient comprehension to understand utterances about basic survival needs and minimum courtesy and travel requirements in areas of immediate need or on very familiar topics, can understand simple questions and answers, simple statements and very simple face-to-face conversations in a standard dialect. These must often be delivered more clearly than normal at a rate slower than normal with frequent repetitions or paraphrase (that is, by a native used to dealing with foreigners). Once learned, these sentences can be varied for similar level vocabulary and grammar and still be understood. In the majority of utterances, misunderstandings arise due to overlooked or misunderstood syntax and other grammatical clues. Comprehension vocabulary inadequate to understand anything but the most elementary needs. Strong interference from the candidate's native language occurs. Little precision in the information understood owing to the tentative state of passive grammar and lack of vocabulary. Comprehension areas include basic needs such as: meals, lodging, transportation, time and simple directions (including both route instructions and orders from customs officials, policemen, etc.). Understands main ideas. (Has been coded L-1 in some nonautomated applications.) [Data Code 10]

Listening 1+ (Elementary Proficiency, Plus) Sufficient comprehension to understand short conversations about all survival needs and limited social demands. Developing flexibility evident in understanding a range of circumstances beyond immediate survival needs.

Shows spontaneity in understanding by speed, although consistency of understanding is uneven. Limited vocabulary range necessitates repetition for understanding. Understands more common time forms and most question forms, some word order patterns, but miscommunication still occurs with more complex patterns. Cannot sustain understanding of coherent structures in longer utterances or in unfamiliar situations. Understanding of descriptions and the giving of precise information is limited. Aware of basic cohesive features (e.g., pronouns, verb inflections) but many are unreliably understood, especially if less immediate in reference. Understanding is largely limited to a series of short, discrete utterances. Still has to ask for utterances to be repeated. Some ability to understand facts. (Has been coded L-1+ in some nonautomated applications.)

[Data Code 16]

Listening 2 (Limited Working Proficiency) Sufficient comprehension to understand conversations on routine social demands and limited job requirements. Able to understand face-to-face speech in a standard dialect, delivered at a normal rate with some repetition and rewording, by a native speaker not used to dealing with foreigners, about everyday topics, common personal and family news, well-known current events and routine office matters through descriptions and narration about current, past and future events;

can follow essential points of discussion or speech at an elementary level on topics in his/her special professional field. Only understands occasional words and phrases of statements made in unfavorable conditions, for example through loudspeakers outdoors. Understands factual content. Native language causes less interference in listening comprehension. Able to understand facts; i.e., the lines but not between or beyond the lines. (Has been coded L-2 in some nonautomated applications.) [Data Code 20]

Listening 2+ (Limited Working Proficiency, Plus) Sufficient comprehension to understand most routine social demands and most conversations on work requirements as well as some discussions on concrete topics related to particular interests and special fields of competence. Often shows remarkable ability and ease of understanding, but under tension or pressure may break down. Candidate may display weakness or deficiency due to inadequate vocabulary base or less than secure knowledge of grammar and syntax. Normally understands general vocabulary with some hesitant understanding of everyday vocabulary still evident. Can sometimes detect emotional overtones. Some ability to understand implications. (Has been Coded L-2+ in some nonautomated applications.) [Data Code 26]

Listening 3 (General Professional Proficiency) Able to understand the essentials of all speech in a standard dialect including technical discussions within a special field. Has effective understanding of face-to-face speech, delivered with normal clarity and speed in a standard dialect on general topics and areas of special interest; understands hypothesizing and supported opinions. Has broad enough vocabulary that rarely has to ask for paraphrasing or explanation. Can follow accurately the essentials of conversations between educated native speakers, reasonably clear telephone calls, radio broadcasts, news stories similar to wire service reports, oral reports, some oral technical reports and public addresses on non-technical subjects; can understand without difficulty all forms of standard speech concerning a special professional field. Does not understand native speakers it they speak very quickly or use some slang or dialect.