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DLPT 5 Style Guide 9/11/2015

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Style Guide for DLPT 5 Materials Update: 9/11/2015

This style guide is offered as a support to the test writers, test developers, project managers and contracting office representatives of the Test Production division of DLIFLC, Language Proficiency Directorate. It will serve also to provide information to help editors maintain consistency across products and languages. It is a work in progress, that is, additional materials as well as examples to illustrate the guidelines given are still in development. Please consult primary sources and then contact the editor for discussion of any new concerns.

The primary source for spelling of English words is Merriam-Webster’s Collegiate Dictionary (currently the Eleventh Edition), also available online at:

http://www.merriam-webster.com/.

The primary source for style decisions is The Chicago Manual of Style 16th Edition. A handy list of changes from the 15th Edition is available online at:

http://www.chicagomanualofstyle.org/about16_rules.html. And additional information is available online at:

http://www.chicagomanualofstyle.org/CMS_FAQ/new/new_questions01.html.

A secondary, but often consulted, source is The Gregg Reference Manual by William Sabin. This source balances the publishing style guidelines of CMS, focusing more on usage for academic and business education.

Spelling of place names will be determined according to the NGA (National Geospatial- Intelligence Agency) GEOnet Names Server (GNS) at http://geonames.nga.mil/gns/html/. Frequency and familiarity of English spellings as determined by usage in The New York Times will also be consulted. Exceptions will be considered on a case by case basis.

Spelling/transliteration of personal names will follow established, recognized English language conventions, as determined by usage in The New York Times. For names not previously published by TNYT, a transliteration scheme for each language should be chosen and followed consistently.

Important Note: This style guide uses examples designated as Correct and Incorrect as a matter of convenience only. Many examples labeled Incorrect are merely not preferred DLPT5 style rather than being strictly incorrect according to English language rules.

abbreviations common abbreviations used in Test Production materials will follow CMS style, including whether periods will be included.

Some of the most frequently used are as follows:

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Attachment 3 http://www.merriam-webster.com/ http://www.chicagomanualofstyle.org/about16_rules.html http://www.chicagomanualofstyle.org/CMS_FAQ/new/new_questions01.html http://www.chicagomanualofstyle.org/CMS_FAQ/new/new_questions01.html http://geonames.nga.mil/gns/html/ a.m ./p.m. (lowercase, with periods)

EU

exam ID (not I.D. or identification, referring to official card or papers) tech (technician, technical) OK (rather than the word okay)

TV

UK

UN (not U.N.)

US (not U.S.)

Some short forms that were previously considered abbreviations are now the preferred forms for DLPT5.

Examples: ad exam (medical and academic) phone photo quote

TV

above-level Some words may have been identified as above grade 8 vocabulary vocabulary level, yet have been accepted as essential for DLPT5 testing or as specific military-related terms. This is a partial list of these accepted English words:

allocate [funds/revenue] (12) anecdote (9) bilingual (10) cardiac combatant (12) consulate corruption (12) deploy(ment) (13) extradite (12) guerrilla (10) harass(ment) (10) implement (v) (12) infer (11) infiltrtate (10) infrastructure (12) insurgent (13) logistic(al) (12) negotiate (10)

Technical Exhibit 12 ordnance (16) perpetrator (12) personnel (10) retaliate/retaliation (11) skirmish (10) sniper (10) subordinate surveillance (12) technology (10)

In addition to the above, exceptions will be made for passage-specific vocabulary or for cognates or recognizable [REC] words within a passage. A higher-level passage that refers to a concept and discusses it extensively will often require the English equivalent in the items. If a passage uses a recognizable variation of an English word, then the English word can be used in the items. For example, if the word ideology (which is grade 12 level) is used in a passage, then the items could use the English word and its different forms.

Examples of words that often appear but have NOT been approved are shown below.

Do NOT use: entrepreneur ironic/irony marginalize proactive sibling absolutes Avoid absolutes (such as always or never or even only) in options of a multiple choice test; they usually clue the key or create an outlier.

according to Since this phrase literally means “by the authority of,” its use is

NOT appropriate to test an examinee’s inference or deliberated conclusion. Use only when information in a passage is stated outright.

This phrase should NOT be used unless it is necessary to limit responses to the information provided in the passage versus other logical explanations or to limit responses to one speaker rather than another.

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For a stem that begins with the compound preposition “according to,” do not use the demonstrative pronoun this, use the definite article the.

Incorrect: According to this article . . .

According to this news report . . .

Correct: According to the article . . .

According to the news report . . .

acronyms In general, acronyms should be avoided in stems. However, very well-known organizations or entities (e.g., US, UN, EU) or organizations whose acronyms may be in general use or have been established by spelling out in the passage may be repeated in a stem.

Examples: EU

NATO

NGO

UN

US

action The idiomatic phrase “take action” cannot be broken apart into a verb and a count noun. The passive form of this phrase, i.e., “action taken,” is permissible but beware the temptation to add a number, i.e., the word action cannot become plural actions.

Substitute, as appropriate, “steps taken” or “efforts made,” but NOT “measures taken” (because the word measures is above grade level).

Incorrect: What TWO actions were taken to resolve the issue?

Correct: What TWO steps were taken to resolve the issue?

What TWO efforts were made to resolve the issue?

adjective forms The adjective form for a nationality of people may have many versions. Consult the CIA World Factbook for preferred forms. For example, according to MW, people from Ecuador may be called in English: Ecuadoran, Ecuadorean, or Ecuadorian. However Ecuadorian is the form used in the CIA World Factbook (and is by far the most common usage, according to the number of Google hits).

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Argentine is the preferred adjective form for Argentina (rather than Argentinean or Argentinian). Salvadoran (not Salvadorian or -ean) for El Salvador.

ad/advertisement The short form ad is now preferred. However, orientation statements should not use this form unless a longer, modifying phrase is included. If an OS seems too short/abrupt, suggest adding more background.

Incorrect: An ad

From an ad

Correct: An ad in a magazine; An ad from a travel brochure From a classified ad; From a want ad

Stems always use the abbreviated form, ad.

Do NOT use ad for an OS in Listening passages: use “announcement” or “commercial.”

The purpose of a Reading ad can be expressed in the infinitive form “to advertise” (with or without the particle “to”).

Examples:

alert (readers to new store hours) announce (job openings) inform (readers about a new store/restaurant, etc.)

list (items for sale) offer (a house or apartment or office space for rent; something for sale)

An ad can NOT buy, rent, sell, find, locate, etc.

[Note that by rewording a stem, this problem can be avoided. By asking “For what purpose was this advertisement placed” (passive voice), the purpose is now the purpose of the person or agency behind it, not of the ad itself. However, all options should be consistent in responding to the purpose of the ad or of the person placing the ad.]

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African American Do NOT hyphenate this or any other proper noun or adjective relating to geography or nationality, e.g. Chinese American, French Canadian. (Note: Webster’s and CMS disagree on this point.)

a lot Do NOT use. Instead use “very much” or many or often, as appropriate; never use alot: it is not a word.

al-Qa’ida This spelling/form of the name is the accepted form, as shown on the US State Department official list of terrorist organizations (currently, the NYT spelling [Al Queda] is not accepted for DLPT5 tests).

alliteration To avoid (conscious or unconscious) distraction for examinees, reduce alliteration in stems or options.

Incorrect: What product is the program planning to produce?

(four “P”s) [Note that this stem also employs the redundant product-produce.]

People pursue popular professions. [another real example; this is a Key]

Subsidies are not a substitute for long-term solutions.

Correct: What will the program produce? (2 ws, 2 ps— better) People follow approved professions. (one possible rewrite) Subsidies are not effective as long-term solutions.

Note: Coincidentally, two of the three examples above use the letter p; however, repetition of any letter/sound is to be avoided.

allocate While this word is above the preferred grade level for all DLPT5 tests, it has been approved in context as necessary for concision.

Examples: allocate funds allocate revenue

Technical Exhibit 12 all right Although some similar English terms are now one word (already, altogether) for DLPT 5 purposes, this one must be two words.

alright Do NOT use. Although some similar English terms are now one word (already, altogether) this one is not considered appropriate for formal written English (in spite of being acknowledged in Webster’s).

alternate Do NOT use when the context is “another choice”; use alternative in that context. The word alternate means “switch back and forth between two choices” (verb) or “designated substitute” (noun).

alternative Use this word when the context is “another choice.” Do NOT use alternate, which means “switch back and forth between two choices” (verb) or “designated substitute” (noun).

alternatives Renderings for languages in which many inferences can be made from the actual literal interpretation of words should show the alternative interpretations by using a single slash between meanings in the rendering, or by providing additional meanings in a footnote.

In the Key Ideas and Credit Schemes for CRT items, slashes and double slashes are used to indicate alternatives. Three different formats are used.

First, a single slash with no spaces on either side will be used to indicate single words that are equivalents or alternatives.

Examples: A/One/His teacher gave him the list/paper/document.

To give guidelines for transporting/traveling/flying with pets/animals.

Second, a single slash surrounded by spaces will be used to show alternative phrases.

Examples: Three previous winners / Some foreign performers will appear.

They have helped / done projects for refugees / internationally displaced people.

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Exception: A single slash with no spaces surrounding it will also be used between a pronoun (shown first) and its noun equivalent(s), even though the noun equivalents include phrase(s).

Examples: They/The people/The informed public

They/It/The government/The Turkish government

Double slashes surrounded by spaces will be used to indicate alternative versions of an entire Key Idea, i.e., different statements that indicate the same understanding of the information. The wording of these versions will not necessarily have the exact same meaning.

Examples: They are ignorant of the law. // They ignore the law. //

They are not aware of the law.

He is going to the hospital. // He wants to see Grandmother / his mother in the hospital. // Grandmother (took a fall and) is hospitalized.

alternative Any word or phrase that can be momentarily misunderstood, but meaning especially those that have an unintentionally humorous or

“inappropriate” connotation or allusion; also referred to as “giggle factor.” Do NOT use.

Incorrect: interview with a working woman

Correct: interview with a woman who works outside the home interview with a career woman ambiguity Do NOT use any ambiguous references. Do NOT use pronouns with ambiguous antecedents, prepositional phrases that are grammatically ambiguous, or words with multiple meanings.

It is especially important in a testing environment to avoid any English words that have multiple meanings. Always change to a more specific synonym that is precise OR reword entire stem or option, if necessary.

Here are only a few examples of word usage that has been determined to be problematic. These examples are NOT inclusive.

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Do NOT use the following:

feel in the meanings “believe” or “think”; “have a strong idea in the mind”; “opinion, attitude, or reaction”; “want to.”

suggest/suggestion in the meaning “to call to mind by thought or association,” i.e., there is no concrete proposal mentioned, only implied.

development in the meaning a “process,” a “growth,” rather than a “result” or actual “event” or “incident.”

Note: context might seem to provide sufficient information to make meaning clear to one person but then not another (analogous to optical illusions).

America Do NOT use unless passage itself refers specifically to “America.”

Use “the US.” The adjective “American,” is occasionally acceptable, since there is no reasonable adjective form of “US.”

However, reference to the US can be used as an attributive noun.

Incorrect: America’s imposition of its own system… American court system

Correct: The US imposition of its own system…

The US court system

American English Use the common American terms and spelling, NOT British or other English.

Examples: apartment NOT flat canceled NOT cancelled cell phone NOT mobile (phone) movies NOT cinema oil/gas/gasoline NOT petrol, benzene parking lot NOT car park regard NOT regards soccer NOT football toward NOT towards traveled NOT travelled “try to” NOT “try and” while NOT whilst

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AND Use this word, set in all capitals and no comma, as the conjunction in a compound CR stem where student must give a multiple response.

Example: What does the author report AND what is his attitude toward the issue?

Also use this style in the CRT Credit Scheme, to echo the stem.

Example: Both Key Idea A AND Key Idea B required for credit.

anecdote Although this word is above the preferred grade level for all

DLPT5 tests, it has been approved in context as necessary for concision. It may be the only appropriate identification for an OS.

announcement The purpose of a Reading or Listening announcement can be expressed in the infinitive form “to announce” (with or without the particle “to”).

advertise alert (readers/listeners/the public about…) declare inform (readers/listeners/the public about…) notify (readers/listeners/the public of…) publicize* state tell warn (readers/listeners/the public about…)

*publicize can be used for either Listening or Reading passages.

An announcement can NOT buy, rent, sell, find, locate, etc.

[Note that by rewording a stem, this problem can be avoided. By asking “For what purpose was this announcement made/placed” (passive voice), the purpose is now the purpose of the person or agency behind it, not of the announcement itself.] apostrophe Use curly style ( ’ ), NOT straight ( ' ) and NOT prime symbol ( ′ ).

Domino now automatically applies curly apostrophes and quotation marks.

Technical Exhibit 12 appearance The visual “veneer”: the superficial “look” of a MC item. The following is a list of issues that might fall under this umbrella:

• length of options

• use of keywords or phrases (“significant vocabulary” from orientation, stem, or previous item)

• presence of proper nouns (capital letters)

• presence of possessives (’s)

• use of hyphenated words

• initial words (articles or nouns) or phrases, repeated words or phrases, and final words or phrases

[This is an improvised term that may be used to refer to any style of the item that has nothing to do with content.]

(See also veneer.)

articles In renderings, conventional English articles—a, an, the—should be inserted where appropriate.

authentic Actual sources for passages must be authentic, or authentic-edited.

For Reading passages: if website names, URLs, street addresses, phone numbers, brand names, etc., are to be shown as part of a Reading passage, information should be simulated by contractor. If necessary, create simulated contact information to use as substitute (and check to be sure website with that name [or URL] does not actually exist).

For Listening passages: contact information cannot be extracted from an announcement or radio/TV commercial. Therefore, this information will remain as part of the passage. The editor will check to be sure information is valid.

author Use “the author” (i.e., not “the writer”) to indicate the creator of published materials: an essay, op-ed, or literary passage.

Incorrect: What point does the writer make by using the word/phrase . . . ?

Correct: What point does the author make by using the word/phrase . . .?

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If the genre is a letter to the editor, as opposed to an editorial (i.e., opinion written by newspaper staff), use “letter writer.”

author’s purpose Use a gerund phrase—NOT a clause or prepositional phrase—in a stem that asks about author’s purpose (The following are merely examples).

Incorrect: What point does the author make/imply when he uses the word/phrase . . .

What point does the author make/imply with his reference . . .

Correct: What point does the author make/imply by using / by referring to XXX . . .

[Note: the wording identified as “Incorrect” above is not grammatically incorrect; it is merely not correct style for DLPT 5 tests.] automation The process of entering test material into the database that is used to create test forms—that can be posted securely online by DMDC—and the CRT protocols.

It is at this stage that paragraph numbering is added to target language reading passages and inserted into any stems that refer to a paragraph number, such as stems that include TL quotations.

bad/good Avoid either of these judgmental, and often meaningless, adjectives. Choose poor, inaccurate, or severe; beneficial, satisfactory, reliable, or effective as possible substitutes.

based on Conventionally, this is an adjective phrase, which must modify a noun or pronoun. As an introductory phrase, it must modify the subject of the sentence.

Incorrect: Based on the woman’s remarks, what goal needs to be pursued?

[Explanation: As it stands, “based on” would modify “goal,” but the goal itself is not based on (i.e., not founded on or established

by) someone’s remarks, but rather we are asking the examinee to draw a conclusion that is based on the woman’s remarks and not

Technical Exhibit 12 on an opinion or on the judgment of some other source (prior knowledge).]

Correct: In light of / In reference to / Considering the woman’s remarks, what goal needs to be pursued?

because of This compound preposition is used as the introductory element of adverb phrases.

Example: He resigned because of ill health. [adverb phrase modifying verb resigned] best DLPT5 does not use questions that ask an examinee to choose the best answer. The concept of “best” is subjective and potentially could allow for keyable distractors. The option set must be written to avoid any correct answer other than the one intended Key.

between It is a common misconception that the word between cannot be used when more than two elements are referred to. However, it is correctly used to refer to all relationships that are one-to-one, such as sports teams in competitions (World Series in baseball, World Cup in soccer, etc.).

between–and Do NOT substitute an en dash when using the word between to introduce a range.

Incorrect: between May–August between 1999–2002 between ages 8–12

Correct: between May and August from May–August from May through August between 1999 and 2002 from 1999–2002 from 1999 through 2002 between ages 8 and 12 from age 8–12 from age 8 through age 12

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Note that “between–and” literally excludes the two elements at either end of the range. For example, using the same range as above, “between ages 8 and 12” really refers to ages 9–11, since they are the ages in between the two end points. To avoid any confusion or momentary misreading, always use “from–through.”

blog Do NOT use; in order to avoid becoming outdated, use the more general “personal website,” or some other descriptive designation (political website, news website, etc.), as the accepted way to identify this kind of passage.

brackets In a rendering, use square brackets—NOT parentheses—to indicate explanatory information or an added word that clarifies the language of a rendering. In general, any entry that requires more than 3–4 words should be put into a footnote.

Incorrect: sherwal [A baggy trouser-like garment worn by

Kurdish men].

Correct: sherwal [baggy trouser-like garment].

Bracketed explanatory information should NOT be preceded by an article, an equal sign, or introductory information. The bracketed information should not be identified as an idiom, for example. The information should be as brief as possible.

Incorrect: Masha [a female name] tears [=hardships] Tomorrow [=in the near future] above the horsehair [idiom, meaning, hanging by a thread]

Correct: Masha [female name] tears [hardships] Tomorrow [In the near future] above the horsehair [hanging by a thread] brand names Avoid including brand names in DLPT 5 materials.

For Reading passages (CRT): if brand names are not integral to a Reading passage, information should be simulated or a generic term should be substituted.

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Incorrect: Nike Hyperdunk

Correct: famous-maker basketball shoes

For Listening passages (CRT): information cannot be extracted from an announcement or radio/TV commercial. Therefore, this information will remain as part of the passage. If necessary, the editor will check to be sure information is valid.

For all tests: do NOT use recognized brand names in stems or options (very few exceptions can be made).

Editor may need to research to confirm information.

caller Use to identify creator of a voice mail message when a name or relationship is not necessary (more specific than speaker).

capitalization Every MC option and CRT KI will begin with a capital, whether it is a sentence, phrase, or single word.

For CRT items, use all capitals as emphasis to indicate a significant instruction to student in constructed response stems.

Examples: Provide TWO details.

What does the author report AND what is his attitude toward the issue?

Exception: the number word one will NOT be capitalized.

Example: Provide one detail.

For CRT Key Ideas, all alternatives that begin a sentence will each be capitalized.

Examples: A/One/His teacher gave

Three previous winners / Some foreign performers

Do NOT capitalize titles used without a name in DLPT 5 tests.

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Examples: President Washington, but: the president of Peru Prime Minister Singh, but: the prime minister Shah Mohammad Reza Pahlavi, but: the shah King Edward, but: the king Police Chief Mustafa Ali, but: the police chief

Do NOT capitalize the common noun reference to a particular organization, institution, or agency.

Incorrect: Government

Parliament Police Department University Company State [exception: when used to designate the governing body, political entity of a nation]

Correct: government parliament police department university company

The following terms and categories are initial capitalized or all capitalized in test materials or scoring protocols:

Listening (type of item/test) Reading (type of item/test) Credit Scheme Key Idea

NOT

For CRT Key Ideas, all alternatives that begin a sentence will each be capitalized.

Examples: A/One/His teacher gave

Three previous winners / Some foreign performers cause-effect Be careful to ensure that the relationship is expressed logically. Be sure key (and distractors) is a direct result of an incident, rather than a later outcome in a sequence of developments.

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Incorrect: [stem:]What was one result of the avalanche?

[key:] The search helicopter ran out of fuel.

(See also outcome.)

cell phone Use this term NOT cellular phone or mobile (phone).

cf Abbreviation of Latin confer, literally meaning “bring together,” but read as “compare”; often used as editorial shorthand.

clarity For the sake of our examinees, clarity takes precedence over strictly proper grammar/usage (e.g., such constructions as split infinitives or ending a question with a preposition will be allowed;

perceived colloquialisms will be allowed when the only other wordings become convoluted).

closed stem The closed stem format is a complete question.

Examples: What special feature is advertised?

What new step was implemented?

In a CRT test, the examinee is expected to write a response that includes the Key Idea(s). For a multiple-choice test, the question is followed by four options: one Key Idea and three distractors.

clue/cluing Any aspect of stem or options that would “point toward” the Key in any way (grammar, significant vocabulary, absolutes [such as always, never, only], and other elements).

cognitive load “Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance.”

Stems and options should not create extraneous cognitive load for examinee, e.g., by using a series of prepositional or participial phrases to string together many ideas, i.e., “information overload.”

Technical Exhibit 12 collective nouns DLPT 5 uses the conventional/conservative approach, so collective nouns are represented by a singular pronoun.

Incorrect: The police department . . . They The government . . . They The university . . . They

Correct: The police department . . . It

The government . . . It The university . . . It

A country or government agency will take a singular indefinite pronoun.

Examples: The Chinese government will not discuss its [not their] policy.

The UN will carry out its [not their] resolutions over a two-year span.

Because colloquially we tend to use the plural pronoun (they) for collective nouns such as police, avoid beginning options with a pronoun. Repeat the noun (The police, The country, The government, etc.) instead.

Because Key Ideas represent likely responses from examinee, the colloquial usage (plural pronoun) may be shown with the singular pronoun.

Example: It/They . . .

colon Do NOT use a colon following an open stem.

Use a colon to introduce a list that is part of a sentence, or use a colon to introduce a second clause that explains or elaborates on the first, making one sentence.

Use a boldface colon following all names/labels and gender-specific ID for speakers in Listening passages.

colloquial Avoid colloquialisms in stems and multiple choice options. Use standard informal (American) English, that is, informal written English.

Examples (colloquial first): kid/child, mad/angry, go to/attend, ask about/ask, Technical Exhibit 12

Incorrect: What is Wayne’s hobby, and how did he pick it up?

How did the case end up?

Correct: What is Wayne’s hobby, and how did he begin?

What was the final result of the case?

[Note: Many common phrasal verbs still sound colloquial.]

See also entry for get/got.

color Colored text is no longer used in automated tests. Grey background is used to “highlight” TL text in stems and passages when they appear in print (field tests) or electronically (automated).

In Familiarization Guides, use grey background to “highlight” words/phrases in a passage when the meaning will be tested in an item. The same grey is used for the word or phrase in the item itself (this print style mimics the appearance of the webpage).

All vocabulary in context items (VIC) will use the grey background to identify target language sections in a stem. The background is used instead of quotation marks for quotations of TL in the stem.

commas Use the serial, or Oxford, comma (comma precedes and in a series of words or phrases), which avoids possible misreading:

Use a comma following the year of a date in running text.

Example: The signing of the Declaration of Independence on July 4, 1776, was a significant event in the history of the United States.

Use a comma following an introductory phrase or clause, except for a simple date or an adverbial phrase of two to three words or fewer.

Incorrect: On July 4, the Declaration of Independence was signed.

Last week, they flew out of the country.

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Correct: On July 4 the Declaration of Independence was signed.

Last week they flew out of the country.

Use a comma following the final element of a place name or address in running text.

Example: The plane landed in Beijing, China, the same night.

Options should not be worded in such a way that a comma is required, e.g., as compound sentences or complex sentences that require a clause to be set off by a comma.

Avoid introductory phrases that require commas in options.

In options, commas may be used around dates or with city-country names.

Examples: June 14, 1777

April 19, 1994 Beijing, China Seoul, Korea complex In options, avoid grammatically complex sentences that require sentence internal commas to set off subordinate clauses. Very rarely is this structure allowed, and then only when no alternative can be found.

compound Avoid compound sentences as options; this structure should be sentence immediately suspect (often its purpose is to disqualify a statement that otherwise is keyable, a strategy that is not appropriate).

compound Refer first to the MW dictionary to determine whether a compound word is NOT temporary. If the compound is recognized by the dictionary, use accordingly.

comprised of This incorrect phrase can usually be avoided by using the correct phrase “composed of” or the word includes.

conclusion(s) Avoid the idioms “draw” conclusion(s) or “arrive at” a conclusion.

Use “reach” or even “come to.” [Note: “draw” is avoided because

Technical Exhibit 12 of the multiple meanings of the word, while “arrive at” is more colloquial.] conjunctions Avoid compound sentences as options; this structure should be immediately suspect (often its purpose is to qualify a statement that otherwise is keyable, a strategy that is not appropriate).

Although compound elements are occasionally necessary in options, they must be balanced among all options.

contractions Do NOT use contractions in stems or options.

controversial Material should not evoke emotional response from examinees.

Avoid “loaded” words or words that carry a negative connotation.

Use neutral terms and phrases to identify culturally or politically sensitive events or activities. For example, do NOT call an organization specifically by the term “terrorist” unless it is identified as such by the US State Department.

Although the topic of a passage may warrant using emotionally charged words in the options, then options must be balanced by including an emotionally charged word in each. In general, avoid all extremes.

conversation In the rendering for a conversation in a Listening passage, gender of the speakers may be indicated by the single letter M (Male) or F (Female); by a numbered single letter (M1, M2 or F1, F2); or, when following some other name/label, by the letter enclosed in parentheses “(M)” or “(F)”.

Use boldface text to help differentiate the label/name or gender-specific ID from spoken text.

Examples: M: Hello?

F: Hello, who is this?

M1: Can you tell me how to get to the park?

M2: Turn right and go straight for two blocks.

Visitor (F): How do I find the museum?

Resident (M): Just follow this road.

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CR Constructed-response, a type of item that allows examinees to write out their own answers to test questions.

Credit Scheme A statement or explanation of how a CRT item will be scored.

Standard default wording is “Key Idea A required for credit.”

A few typical wordings are as follows:

Examples: Key Idea A required for credit.

Either Key Idea A OR Key Idea B required for credit.

Both Key Idea A AND Key Idea B required for credit.

Any one of Key Ideas A–X required for credit.

Any TWO (THREE, FOUR, etc.) Key Ideas required for credit.

Compound stems require compound Credit Scheme statements.

Examples: Either Key Idea A OR Key Idea B AND any one of

Key Ideas D–F required for credit.

Key Idea A AND any TWO of Key Ideas B–D

When AND and OR are both used, it is understood that the OR statements are decided first and then the AND is applied.

Example: Key Idea A OR Key Idea B AND Key Idea C OR

Key Idea D required for credit.

If all Key Ideas are necessary, they do not need to be designated separately.

Example: All FOUR Key Ideas required for credit.

criticism Verbs that are idiomatic for this word include make, express, offer, and state . . . in that order of frequency (“make/state against,” “express/offer about”).

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CRT Constructed-response test.

data Webster’s usage guidelines suggest using the singular verb when the word data is an abstract mass noun comparable to information.

This is the more common usage.

However, if the context is actually referring to many individual points of information, the plural form of a verb would be correct.

dates Avoid precise date references in items.

For CRT, remove the year number or even the entire date in a CRT rendering unless it is essential to the meaning of the passage. For all materials avoid using any specific dates.

Many target languages have only one way to represent dates;

however, there are many variations in English, e.g. “June 4” and “June 4th” or “4 June.”

Do not use ordinal numbers (numerals or words) in calendar dates:

Incorrect: January 1st or the first, February 2nd or second, March 3rd or third, April 4th or fourth

Correct: January 1, February 2, March 3, April 4

Represent dates using the month name (either EN or TL) and the year in digits. If a day is given, use a digit or digits.

Examples: July 1776

September 11, 2001 describe In multiple choice tests, this word (and the noun form, description) is best reserved for items with options that are true descriptions, not merely statements about a topic.

diacritical marks The Windows-based application font has a limited character set;

therefore, a requested diacritical may not be available in the final delivery. However, if the Romanization of a noun requires a diacritical mark, the editors will ensure that the Word documents show this character (e.g., e with an accent [é,è], a vowel with a diaeresis [ä, ö], or c with the cedilla [ç]) during the editing process.

Technical Exhibit 12 dialogue Do NOT use this word in an orientation; use “conversation.”

distractor Each incorrect option (usually 3 out of 4) of a multiple-choice item

(note “term of art” spelling for this context).

Even distractors must be intrinsically, internally, inherently true.

doctor For a Listening passage that purports to be a conversation between a doctor and a patient, it is important to restrict the stem to ask about what the patient says is the problem, not assume that a patient’s description of symptoms is also a reliable/professional diagnosis.

Incorrect: What is wrong with the patient?

What is the patient’s problem?

Correct: What is one thing the patient says is wrong with her?

What symptom does the patient mention?

double entendre Do NOT use terms or phrases that could be interpreted inappropriately because of alternative meanings; rewrite to avoid causing a distraction.

Incorrect: interview with a working woman

Correct: interview with a woman who works outside the home interview with a career woman draw Avoid the idiom “draw” conclusion(s). Use “reach” or even “come to” (also avoid “arrive at”). [Note: draw is avoided because of the multiple meanings of the word, while “arrive at” is more colloquial than “reach” or “come to.”] due to This compound preposition functions as an introductory element in adjective phrases, usually following some form of the verb “to be.”

Example: Her success is due to determination and hard work.

[predicate adjective phrase, modifying subject, success]

Technical Exhibit 12

This compound is also now accepted in use as the introductory element of phrases intended to modify verbs (or adjectives or adverbs).

Examples: Due to public pressure, the candidate withdrew his name from the ballot.

ellipses Do NOT use ellipses points in a stem or options.

Do NOT use the single stroke symbol of three dots (…); use spaces and separate points to create ellipses ( . . . ). The proofreader’s markup for this series looks something like this: #### (meaning: space-dot-space-dot-space-dot-space).

elimination Multiple choice questions should not be answerable solely by process of elimination. A Key should itself be identifiable as the Key Idea to an examinee who knows the material.

e-mail In deference to Webster’s, this word will be spelled with a hyphen

(lowercase). Refer to “e-mail message” in orientation and stem.

Real, active e-mail addresses should be avoided in DLPT materials. Always check that any e-mail address given is simulated and NOT valid.

en dash Use an en dash—NOT a hyphen—to make the connection between two elements that establish a range. [To insert an en dash press Control + (the) Number – (dash) keys at the same time: the far left bottom and far right top of most keyboards.]

Examples: 1998–2002

April–July pages 23–26

Do NOT use an en dash with elements following the word between.

Incorrect: between 1998–2002 between April–July between page 23–26

Technical Exhibit 12

Correct: between 1824 and 1898 between April and July between page 23 and page 26

Also substitute the en dash for a hyphen in a temporary compound adjective that is constructed of an open compound linked to another modifier.

Examples: a European Union–organized event an Edgar Allan Poe–style story

For CRT materials, an en dash is used in the Credit Scheme to show inclusion of Key Ideas.

Examples: Any one of Key Ideas A–D required for credit.

All of Key Ideas A–C required for credit.

Key Idea A AND any one of Key Ideas B–D

English Use common American English words and phrases, usually written in standard informal register NOT slang or colloquial syntax (see also entry for colloquial) and not elevated, hyper-formal. Note:

while sometimes called “standard informal English,” written language is always more formal than the spoken form.

Incorrect: Protestors decided to call it a day.

All efforts to find the culprit fell short.

Correct: Leaders decided to disband the protest.

All efforts to find the culprit were unsuccessful.

equal In CRT renderings, delete equal signs that appear inside brackets.

exceptions Frequency level exceptions for words above grade level will be made for cognates or recognizable [REC] words within a passage.

For example, if a passage uses a recognizable variation of the word ideology (which is grade 12 level), then the items could use the English word and its different forms.

See entry for above-level vocabulary for an accepted list of these words.

Technical Exhibit 12 excerpt This word is not used in orientations or stems. If the orientation includes the word “From,” this usage is considered sufficient to indicate that the passage is an excerpt.

expletive Avoid grammatical expletives in options. Do not begin MC options with “place holders,” i.e., “it” or “there.”

Incorrect: It might be necessary to make changes.

There is no workable solution.

Correct: Changes might be necessary.

No workable solution exists.

If an expletive cannot be avoided, MC options ought to use at least two, for parallel structure. If all four options are similar expletives, do not change or query.

fact-checking Editors do not routinely check the facts of a passage. Nevertheless, if some information in stems or options (or KIs) arouses doubt, editors are free to check facts using other sources. For example, if a stem refers to a name or a date specified in a passage, the name or date should be confirmed by an outside source. [Note: often science-based passages tend to be written for lay readers by laypersons and will generalize in such a way that item writers are led to write misinformation. This is a problem that can appear in any passage.] false Even distractors must be intrinsically, internally, inherently true.

Although an option may be an incorrect answer to the stem question, it cannot of itself be false, nor can it be false according to real world knowledge.

Examples: Proper care from society can cure children’s problems.

[The word cure is problematic] Smoking causes heart disease. [The word causes is problematic]

Fam guide(s) Both MC and CRT projects include a familiarization guide that consists of three sample passage and item sets each for Reading and Listening (languages that are considered a dialect [e.g., Yemeni, Cantonese] include only the three Listening sets) inserted between standard page templates (introduction, screen caps to

Technical Exhibit 12 show how test will be presented, and then an appendix of explanation for ILR levels).

Each item should be numbered sequentially, for Listening (1–6) and then Reading (1–6).

In the CRT fam guides, Key Ideas are presented in a bulleted list below the question; no line spaces between the question and the KIs, and no line spaces between bullet points. Each KI ends in a period. After a line space, the list of KIs is followed by a short paragraph summarizing the passage and explaining the score.

family relationships Although the preferred format for Listening orientations is to identify the first speaker by gender, an exception is made for family relationship labels.

Examples: a mother and her daughter a son and his mother a husband and his wife

In naming family relationships in an orientation, it is unnecessary to include the article “a” with the second family name/label. But a possessive pronoun is helpful and appropriate.

[All the examples below are assumed to begin “A conversation between,” or similar.]

Incorrect: a husband and a wife a mother and a daughter a sister and a brother

Correct: a husband and his wife OR a husband and wife a mother and her daughter a sister and her brother OR a sister and brother a son and his mother/father a niece and her aunt/uncle feel Do NOT use for “believe” or “think”; “have a strong idea in the mind”; “opinion, attitude, or reaction”; “want to.”

Incorrect: How does the author feel about this topic?

What does the professor feel about the technology discussed in the lecture?

Technical Exhibit 12

Correct: What is the author’s opinion of this topic?

What does the author think about this topic?

What does the professor believe regarding . . . ?

What is the professor’s opinion/attitude/reaction . . .?

footnotes In general, a footnote should be the shortest sensible explanation, reduced to a noun phrase whenever possible.

In a rendering, footnotes are noted in the running text of the body of the rendering by full-size numerals enclosed in square brackets.

Spaces will be shown between a word and an opening or closing bracket.

Examples: A shutter-down strike [1] will take place…

Members of the OBC [4] are expected to…

Important: DLPT5 style for footnote designations within running text varies from CMS. Footnote designations will be shown inside ALL forms of punctuation, including inside closing quotation marks. No space is inserted between punctuation and opening or closing brackets.

Examples: If there is a shutter-down strike [1], what will happen?

Expectations were established for members of the

OBC [4].

He said, “The man decided to buy a new sherwal [5].”

The actual footnotes begin 2 line spaces below the rendering. The material will be preceded by a full-size number enclosed in square brackets, just as it is shown within the rendering itself.

The material should be as brief as possible . . . a noun phrase (without an article) is preferred. Each entry (whether a word, a phrase, or a sentence) starts with a capital letter and is followed by a period.

Examples: [1] All shops, factories, and offices closed in protest.

[3] Special category of downtrodden people.

[5] Baggy trouser-like garment worn by Kurdish men.

Technical Exhibit 12 for what purpose/ This phrase can be used to substitute for the word why (which is no reason longer used), to elicit a concrete reason for, a goal, result, or achievement of a person’s actions, events that take place, or policies, for example.

However, often a more direct question can be used, e.g., “What is the purpose” or “What is the reason,” which are preferred.

The phrase is used in lower level items, especially for CRT, but also used for multiple choice items.

Incorrect: Why did the police issue a special bulletin?

Correct: For what purpose did the police issue a special bulletin?

[when the options (or sought for response) identify what the bulletin is intended to accomplish, e.g., to ask the public to report suspicious behavior]

What is the reason the police issued a special bulletin?

[when the options (or sought for response) indicate the circumstances that prompted it to be issued, e.g., to warn the public about an escaped convict] frequency (words) The Test Production department will refer to an in-house Excel spreadsheet (the Test Production wordlist), posted for the entire department in the English Editors’ folder. This document combines every word frequency level resource we can find, so that we can all easily determine whether a word (and sometimes a phrase) is considered to be within our guidelines.

EDL Core Vocabularies (Educational Developmental Laboratories) by Stanford E. Taylor The Living Word Vocabulary by Edgar Dale and Joseph O’Rourke The Children’s Writers’ Word Book by Alijandra Mogilner and Tayopa Mogilner The Basic Reading Vocabularies by A. Harris and M. Jacobson Berkeley Unified School District Grade Level Academic Vocabulary. n.d.

Avoid using words above grade 8 level.* The purpose of this guideline is to ensure the DLPT5 materials test knowledge of the target language and not English vocabulary usage. Words that are above grade level will be queried or changed by editor.

Technical Exhibit 12

[*Note that editors understand certain words may be above grade level according to the list but still be appropriate and necessary in a specialized (e.g., political or military) context. Nevertheless, words above grade level will be noted or queried.]

Some words that seem to be above grade 8 level have been accepted as necessary to DLPT5 testing or as specific to military usage. See entry for above-level vocabulary or exceptions for a growing list of these words.

Editors still will use their best judgment to make decisions regarding questionable words and then discuss during norming sessions for possible “allow” status. If a root word is well-known (Gr 8 or lower) and the affixes do not change the meaning substantially, editors will often allow the word even though it might be listed as above level.

Example: allegedly (Gr 12) allowed because allege (Gr 6)

Very rarely, editors will note that a word listed at an accepted grade level is NOT accepted for use in DLPT 5.

Example: ironic (Gr 8 in BRV) disallowed, with irony (Gr 10 or 12, depending on exact meaning)

From This word begins an orientation* to indicate that the passage is an excerpt of a longer piece.

* For an MC Listening OS, the word is included in the sentence.

gender Do NOT use plural pronoun (they/their) as gender-neutral singular

(even though student responses are likely to use it). Avoid gender-specific pronouns when gender is unknown or is not known to student.

Exception: CRT KIs may use this pronoun as the likely response given by examinees.

gender-specific ID All Listening renderings will identify the gender of the speaker(s), including that of a single speaker of a message.

Technical Exhibit 12

In the rendering for a Listening passage, gender of the speakers may be indicated by the single letter M (Male) or F (Female); by a numbered single letter (M1, M2 or F1, F2); or, when following some other identification, by a letter enclosed in parentheses “(M)” or “(F)”.

Use boldface text to help differentiate the label/name or gender-specific ID from spoken text.

M1: Can you tell me how to get to the park?

M2: Turn right and go for two blocks.

Labels of speakers should remain consistent between rendering and stem. Thus, if stem uses a name or label mentioned during the conversation, that name or label should appear as the label for the speaker in the rendering.

genitive Although many authorities insist that formal written English must use a possessive with a gerund, if this form is judged awkward or distracting, DLPT5 will use the accusative form.

Incorrect: The revised plan would result in the middle-class paying a higher tax.

To reduce the risk of a child being injured.

Correct: The revised plan would result in the middle-class’s paying a higher tax.

To reduce the risk of a child’s being injured.

In the first correct example, although it is strictly correct, DLPT5 would actually choose NOT to use the apostrophe-s, because the construction it makes with the long hyphenated term is awkward.

In the second correct example, the shorter word child allows the possessive form to be more readable.

genre Orientations to passages often attempt to categorize the passage as a certain type or genre: poster, classified ad, news report, letter, Technical Exhibit 12 etc. The type must be a common, recognizable, and conventional kind of Reading or Listening material, not an artificially assigned idea (example: “program schedule”) or newly minted term, such as “blog” or “podcast.” However, “social media site” has been accepted by consensus.

geography Spelling of place names will be determined according to the NGA

(National Geospatial-Intelligence Agency) GEOnet Names Server (GNS) at http://earth-info.nga.mil/gns/html/index.html. Exceptions will be considered on a case by case basis.

get/got Avoid forms of get unless the alternative is…