Tecch 11 DLPT Style Guide.pdf

Abbreviated Style Guide for DLPT5 MC Tests

Update: 5/7/2018

Preface

This abbreviated style guide is a summary of decisions that affect the editing of the DLPT5 test and associated materials. These decisions have been made by the English Editors—in collaboration with various staff members of the Test Production (TP) division, Language Proficiency Assessment Directorate, DLIFLC. While the original is primarily a reference source for use by the English Editors, it is also available to the test writers, test developers, project managers and contracting office representatives of TP. The guide is intended to provide information that helps editors maintain consistency of mechanics and wording across all English materials for tests of different languages.

The scope of this abbreviated style guide includes comments on usage of specific words as well as explanations about various parts of a test, as they may inform editing choices. It includes many issues of mechanics and style, as well as word choice, grammar, and language usage. What it does not include is examples to demonstrate the common issues editors deal with and how to correct them.

This style guide is a work in progress, that is, additional materials as well as examples to illustrate the guidelines given are still in development. New entries are added by consensus of the English Editors and approval of the LPAD Change Control Board. Please consult primary sources (see Sources page, following) and then contact the editors for discussion of any new concerns.

Usage Notes

This document includes two categories of entries: rules and best practices. A few entries include subentries of more than one category. Use the guide by looking for a term alphabetically, and then observing its category in brackets below the entry or in the left margin of a subentry.

Each entry is coded to indicate its purpose, as follows:

[R] = Rules. These are English language or DLPT5 usage rules that must be adhered to.

Rules are denoted by the use of the verb will, to express an injunction or directive.

Example: This word will be spelled with a hyphen.

Rules will also be denoted by imperative verbs, e.g., Use all capitals as emphasis to indicate a significant instruction to examinee.

Rules are also denoted by the emphatic negative do not.

Example: Do not use the word suggest to mean “imply.”

[BP] = Best Practices. These entries provide guidelines that ought to be followed under most circumstances. Exceptions may be made on a case-by-case basis. Best practices are identified by the use of the verb should (or the negative should not) to express suggestion or preference.

Example: A DLPT5 item should not include only one option with an absolute.

Best practices may also be expressed by the term avoid.

Example: Avoid including brand names in DLPT5 materials.

Sources

External sources:

The primary source for spelling of English words is Merriam-Webster’s Unabridged Dictionary (MW), available online by subscription at: http://www.merriam-webster.com/.

The primary source for style decisions is The Chicago Manual of Style 17th Edition (CMS).

http://www.chicagomanualofstyle.org/home.html

A secondary, but often consulted, source is The Gregg Reference Manual by William Sabin (Gregg’s). This source balances the publishing style guidelines of CMS, focusing more on usage for academic and business education. http://www.mhhe.com/business/buscom/gregg/

The primary source for the spelling of place names is the NGA (National Geospatial- Intelligence Agency) GEOnet Names Server (GNS) at http://geonames.nga.mil/gns/html/ (use internal link for “GNS Search – Text Based Page”). 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 (TNYT) confirmed by checking search engine results. For names not previously published by TNYT, a transliteration scheme for each language should be chosen and followed consistently.

A secondary source, used to confirm US government preferences for spelling of demonyms, is the World Factbook site maintained by the CIA, found at https://www.cia.gov/library/publications/the-world-factbook/

Another secondary source that is seldom used but has been determined to be authoritative is the U.S. Department of State list of foreign terrorist organizations, found at https://www.state.gov/j/ct/rls/other/des/123085.htm

Internal sources:

The Grade Level List, May 2015 was compiled from four different word-frequency level resources, so that TP can easily determine whether a word (and sometimes a phrase) is considered to be within our frequency level guidelines.

The Rules for Writing DLPT Items: For Multiple Choice Tests, and The Rules for Writing DLPT Items: For Constructed Response Tests, version7, October 2016.

Rendering Guidelines, 5/1/2018 http://www.merriam-webster.com/ http://www.chicagomanualofstyle.org/home.html http://www.mhhe.com/business/buscom/gregg/ http://geonames.nga.mil/gns/html/ https://www.cia.gov/library/publications/the-world-factbook/ https://www.state.gov/j/ct/rls/other/des/123085.htm

Style Guide abbreviations Common abbreviations that are used in DLPT5 materials will follow [R] CMS style, including whether periods will be included

Some short forms of words are now the preferred forms for DLPT5, such as phone and ad.

above-level Some words may have been identified as above grade 8 vocabulary vocabulary level, yet have been accepted as essential for DLPT5 tests or as [R] specific military-related terms.

Additional considerations:

1) Exceptions will be made on a case-by-case basis for words that are specific to a particular passage or for cognates or recognizable [REC] words within a passage.

2) A higher-level passage that refers to a concept and discusses the concept extensively will often require an item to use the English word for the concept, even if the concept is not itself named in the passage.

3) 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.

absolutes Avoid the type of adverbs known as “absolutes” or “specific [BP] determiners”—such as always or never or only—in options of a multiple choice test; they usually clue the Key or create an outlier. If an absolute must be used, then a DLPT5 item should not include only one option with an absolute. To avoid secondary cues, if one option includes an absolute, then all should include absolutes (or in some cases, pairs could be constructed with two options including absolutes and the other two including careful qualifiers, for balance).

according to Since this phrase literally means “by the authority of,” its use is not [R] 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.

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

acronyms Acronyms should be avoided in Stems. Exceptions are made for [BP] organizations/entities that are named in the TL passage.

Exceptions are also made for any well-known organization/entities (e.g., US, UN, EU); or for organizations whose acronyms may be in general use.

action The idiomatic phrase “take action” cannot be broken apart into a [R] 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).

ad/advertisement The short form ad is now preferred. However, an orientation [R] statement (OS) should not use this form unless a longer, modifying phrase is included. If an OS seems too short/abrupt, suggest adding more background (preferred) or rarely, allowing the full form “An advertisement” to stand by itself.

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”).

An ad cannot itself buy, rent, sell, find, locate, etc. , which are actions performed by an agent who placed the ad and not action taken by the ad itself.

[Note that by rewording a Stem, this problem can be avoided. By asking “For what purpose was this ad 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 either the purpose of the ad or of the person placing the ad.]

African American Do not hyphenate this or any other proper noun or adjective [R] relating to geography or nationality, e.g. Chinese American, French

Canadian. (Note: DLPT5 follows CMS on this point.)

a lot Avoid this phrase. Instead use “very much” or many or often, as [BP] appropriate to the context.

[R] Never use the form alot: it is not a word.

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

alliteration To avoid (conscious or unconscious) distraction for examinees, [BP] reduce alliteration in Stems or options.

alright Do not use. Although some similar English terms are now one [R] word (already, altogether) this word is not preferred for formal written English.

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

alternatives Renderings for languages in which many inferences can be made [R] 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.

alternative Do not use any word or phrase that can be momentarily meaning misunderstood, but especially those that have an unintentionally [R] humorous or “inappropriate” connotation or allusion.

ambiguity Do not use any kind of ambiguous language. Pronouns with [R] grammatically ambiguous antecedents and prepositional phrases that are grammatically ambiguous modifiers are outright errors for DLPT5 purposes. Words with multiple meanings must also be edited.

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.

American English DLPT5 is written in idiomatic American English, that is, using [R] language that is natural to an educated native speaker of (American)

English. Although often called “standard informal English” (in order to distinguish it from the strictly formal language of official documents, for example), written language is always more formal than the spoken form.

A neutral informal tone that is neither “colloquial” in the sense of casually spoken, nor strictly formal and stilted is the goal.

Use the common American terms, not British or other

English.

anecdote Although this word is above the preferred grade level for all DLPT5 [BP] tests, it has been approved in context as necessary for concision. It might be the only appropriate identification for an OS.

announcement The purpose of a Reading or Listening passage that is an [R] announcement is expressed in the infinitive form “to announce”

(with or without the particle).

An announcement cannot buy, rent, sell, find, locate, etc., all actions performed by an agent who prompted or placed the announcement and not action taken by the announcement itself.

[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. However, all options should be consistent in responding to either the purpose of the announcement or of the person placing the announcement.] apostrophe Use curly style ( ’ ), not straight ( ' ) and not prime symbol ( ′ ).

[R] Domino now allows curly apostrophes to be chosen and applied by clicking on a menu or by using the key code Alt + 0146 for apostrophes (number pad must be enabled).

appearance The visual “veneer”: the superficial “look” of a MC item. The [BP] following is a list of issues that might fall under this umbrella term:

• length of options

• use of keywords or phrases (“significant vocabulary” from

OS, Stem, or sometimes from passage)

• 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

• verb form (present, past, conditional, etc.)

[“Veneer” is an improvised term that might be used to refer to any style detail of the item apart from its content.] authentic Actual sources for passages must be authentic, or authentic- [BP] edited (or authentic-sounding but purpose written).

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.

author Use “the author” (i.e., not “the writer”) to indicate the creator of [R] published materials: an essay, op-ed, or literary passage; use “writer” for more informal notes, messages, or e-mails, etc.

If the genre is a letter to the editor, as opposed to an editorial (an opinion written by newspaper staff), use “letter writer.” But do not use “writer write” in combination; find another way to cast the Stem.

author’s purpose Use a gerund phrase—not a clause or prepositional phrase—in a [R] Stem that asks about author’s purpose.

automated Some Listening passages are based on automated phone messages.

[R] There are two types of automated message the examinee might hear:

1) an automated answering service (business answers, allows caller to leave a message), or 2) an automated voice mail system (business, series of instructions, e.g., “Press 1 for XXX”). Use these terms, as appropriate.

bad/good Avoid either of these judgmental, and often meaningless, adjectives.

[R] Choose poor, inaccurate, or severe; beneficial, satisfactory, reliable, or effective as possible substitutes.

Exception: If TL clearly uses a term that is directly translated or even REC for “good,” “bad,” etc., then one of these words may be accepted on a case-by-case basis.

based on Conventionally, this is an adjective phrase, which must modify a [R] noun or pronoun. As an introductory phrase, it must modify the subject of a sentence (cannot modify the question pronoun what).

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

Note that the (originally) adjective phrase “due to” has now been accepted in adverb form, instead of using “because of.”

best DLPT5 does not use Stem questions that ask an examinee to choose [R] the “best” answer. The concept of “best” is subjective and potentially could allow for keyable distractors, but DLPT5 items are written with only one correct answer. The option set must not provide any correct answer other than the one intended Key; therefore the term “best” does not apply. If an editor encounters a Stem using this word, it will be queried.

between It is a common misconception that the word between cannot be used [R] when more than two elements are referred to. However, it is correctly used to refer to all relationships that are one-to-one.

blog Do not use. In order to avoid becoming outdated, use the more [R] general “personal website,” or some other descriptive designation

(political website, news website, etc.), as the accepted way to identify this kind of passage.

brand names Avoid including brand names in DLPT5 materials.

[R]

Do not use recognized brand names in Stems or options (very few exceptions can be made).

Editor may need to research to confirm information for brands that are common in target cultures, but less well-known in the US.

broad reference Also called implied reference, a specific type of pronoun usage error [R] (usually using this, that, which, or it) that attempts to refer to a phrase, clause or even entire sentence, rather than a single noun or pronoun. This usage is an outright error that will be corrected in DLPT5 tests.

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

capitalization Every MC option will begin with a capital/uppercase letter, whether [R] it is a sentence, phrase, or single word.

Do not capitalize titles of people used without a name in DLPT5 tests.

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

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

Listening (type of item/test)

Reading (type of item/test)

NOT

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

clarity For the sake of examinees, clarity takes precedence over strictly [BP] proper grammar/usage. Often the following are allowed by editors, even though they break the strict rules of English grammar:

• split infinitives

• ending a question with a preposition (does not break a valid rule, but a “perceived” rule)

• use of non-possessive noun preceding a gerund

• perceived colloquialisms (allowed when the only other wordings become hyperformal, or convoluted).

collective nouns DLPT5 uses the conventional/conservative approach, so collective [R] nouns are represented by a singular pronoun.

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

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.

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

English.

When an editor queries a colloquial word choice, a substitute will usually be provided.

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, for both TL transcriptions and English renderings, respectively.

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

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

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.

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

In options, commas are used with dates or with city-country names.

[BP] 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, or with an introductory or concluding phrase that requires a comma.

Avoid introductory phrases that require commas in options.

complex In options, avoid grammatically complex sentences that require sentence internal commas to set off subordinate clauses. Very rarely is this [R] 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 [BP] that otherwise is Keyable, a strategy that is not appropriate). If a compound sentence is necessary for the Key, then all options should be the same structure, i.e., compound sentences.

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

conclusion(s) Do not use the idiomatic “draw” conclusion(s) or “arrive at” a [R] conclusion. Use “reach” or even “come to.” [Note: “draw” is avoided because of the multiple meanings of the word; “arrive at” (a phrasal verb) is colloquial.] conjunctions Avoid compound sentences as options; this structure should be [BP] immediately suspect (often its purpose is to qualify a statement that otherwise is Keyable, a strategy that is not appropriate). If a compound sentence is necessary for the Key, then all options should be the same structure, i.e., compound sentences.

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

contractions Do not use contractions in any OS, Stems, or options.

conversation In the rendering for a conversation in a Listening passage, gender of [R] 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.

If the conversation is a man and a woman, then the Stem can refer to “the man” or “the woman” OR to a name used in the conversation OR to some other identification given in the OS or rendering.

criticism Verbs that are idiomatic for use with this noun include make, [R] express, offer, and state . . . in that order of frequency: “make/state criticism against”; “express/offer criticism about.”

cue Secondary cues in multiple-choice items allow an examinee to [BP] strategically guess the Key, or at least to narrow down the number of likely choices. DLPT5 attempts to minimize and avoid these cues.

Editors will query if any are noticed.

The following is a list of some types of secondary cues (or multiple-choice item flaws*) to be avoided:

• option length: noticeably different grammar (or logic)

• disconnect: between stem and option or within one or the other;

negation in only one option

• use of keywords or phrases—from OS, Stem, or sometimes from passage—in only one option or only one pair

• similar pair of options (only one pair)

• types of qualifiers (specific determiners or vague frequency) in fewer than all options

*Note: the term “flaw” is applied, by the authors of the studies, to certain characteristics of some items that can be recognized by a test-taker who is testwise (e.g., a DLPT examinee who knows about these flaws/cues) and be used to strategically guess the correct answer.

currency Names of currencies are all shown lowercase for DLPT5, with no [R] exceptions.

dates Avoid precise date references in items.

[BP]

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.”

[R] Do not use ordinal numbers (numerals or words) in calendar dates. If an ordinal date is shown in an item, make corrections accordingly.

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.

demonym An adjective used to describe a people or nationality. The adjective [R] form for a nationality of people may have many versions.

Consult the CIA World Factbook for preferred forms.

describe This word (and the noun form, description) is reserved for use in [R] Stems and options only when the passage includes true description, not merely statement(s) about a topic.

diacritical marks If the Romanization of a word requires a diacritical mark, the editors [R] will ensure that the items 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.

dialogue Do not use this word in an OS; use “conversation.”

doctor For a Listening passage that purports to be a conversation between a [R] 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.

ellipses Do not use ellipses points in a Stem or options. Ellipses may [R] occasionally be used by TLEs in renderings to indicate an interruption in a speaker’s utterances or an unfinished utterance.

When an ellipsis is needed, do not use the single keystroke symbol of three dots (…); use spaces and separate points to create ellipses ( .

(process of) Multiple choice questions should not be answerable solely by elimination process of elimination. A Key should be immediately identifiable as [BP] the Key Idea to an examinee who knows the material. If an editor observes an item that seems to be answerable solely by the process of elimination, it will be queried.

[Editors have noted that VLR items that ask about what is NOT included in a passage, will likely use process of elimination;

however, in this context, it is often allowed.] e-mail DLPT5 uses the spelling shown in MW, which continues to apply a [R] hyphen. Use “e-mail message” in OS and then Stem can refer to the noun “message,” rather than “e-mail.”

Real, active e-mail addresses should be avoided in DLPT materials.

Editors will check that any e-mail address given in the passage is simulated and not currently valid.

en dash Use an en dash—not a hyphen—to make the connection between two [R] 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.]

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

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

excerpt This word is not used in OSs or Stems. If the OS includes the word [R] “From,” this usage is considered sufficient to indicate that the passage is an excerpt.

expletive Avoid grammatical expletives in options, that is, MC options [BP] with “place holders,” i.e., “it” or “there.”

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

Note that a sentence can begin with “There” not as a placeholder but an adverb: “There is the taxi.” This adverbial use will not be queried.

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

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

Note: The outdated (and sexist) “a man and his wife” (or “a woman and her husband”) will not be used in DLPT5.

feel Do not use this word to mean “believe” or “think”; “have a strong [R] idea in the mind”; “opinion, attitude, or reaction”; or “want to.”

footnotes In general, a footnote should be the shortest sensible explanation, [R] reduced to a noun phrase wherever 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.

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

The actual footnotes begin 2 line spaces below the last line of 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. All text, including the number in brackets, should be left-aligned.

Note: In Domino, until further notice, the footnote number inside the opening bracket will be immediately followed by a colon and the closing square bracket will not appear until after the text of all footnotes. (This arrangement allows Domino to ignore footnote text during automated word-counts of the passage.)

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.

force As a verb, use only when physical force (or the threat of physical [R] force) is being applied, e.g., “Police forced the spectators back to the sidewalk.” Do not use in abstract sense, such as “Her position on the issue forced the committee to change their decision.” For these contexts, use prompt or persuade or influence.

frequency (words) The TP division will refer to an in-house Excel spreadsheet, the [R] Grade Level List, May 2015 (GLL), posted for the entire department in the English Editors’ folder. This document combines every word frequency level resource we could find, so that we can all easily determine whether a word (and sometimes a phrase) is considered to be within our guidelines. These are the sources that have been collated:

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.

In general, do not use words above grade 8 level.* The purpose of this guideline is to ensure the DLPT5 materials test comprehension of the TL and not English vocabulary usage. Words that are above grade level will be queried by the editor, with a few possible synonyms supplied.

[*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. These exceptions have all been noted on the GLL.

Editors still will use their best judgment to make decisions regarding questionable words and then discuss during norming sessions for consensus on 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.

Very rarely, editors will note that a word listed at an accepted grade level is nevertheless not accepted for use in DLPT5.

gender Do not use plural pronouns (they/their) as gender-neutral singular [R] (even though examinee responses are likely to use it). Avoid gender-specific pronouns when gender is unknown or is not known to examinee.

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

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.

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.

genre OSs to passages often attempt to categorize the passage as a certain [R] type or genre; such as, poster, classified ad, news report, letter, etc.

The type must be a common, recognizable, and conventional kind of Reading or Listening material, not an artificially assigned idea 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 [R] (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 Forms of the word get that are colloquial should be avoided, unless [BP] the alternative is distractingly formal or stilted.

Use obtain, acquire, achieve, arrive, receive, etc. as a main verb.

Use forms of the word be as a helping verb.

Some idiomatic expressions are acceptable as is, such as “get married.”

governmental Do not use extraneous –al suffix. Usually the noun government can [R] be used attributively without changing to the adjective form.

Exception: When referring to official organizations (such as aid agencies or other civil society organizations), the established convention is “governmental” or “nongovernmental” (usually styled as non-governmental) organizations, i.e., NGOs.

have to DLPT5 prefers the more formal “must” in most cases. Avoid “have [BP] to” in present tense, positive, when the meaning is “must.” For past or future tense OR a negative or interrogative, forms of “have to” are necessary.

highlighted For RC items, all target language words or phrases mentioned in a [R] Stem are “highlighted” both in the Stem AND in the TL passage by a gray* background behind the text.

* This color is available in Domino as the gray that is found fourth from the left in the color selection palette.

Explanation: Roman quotation marks could not be used consistently with some target language scripts, and the purpose of quotation marks was fulfilled by showing the quote with the different background “color.”

http://earth-info.nga.mil/gns/html/index.html

[Note that for LC, TL in the Stem will follow CMoS: the TL in Roman text (or any script with an italics font) will be set in italics as is the rule for any foreign language in English.]

For paper field tests, the hard copy will be printed with a gray background in passage and Stem, to replicate as closely as possible the examinees’ experience in the operational tests. Whenever a Stem uses a TL word/phrase, the word/phrase in the Stem ought to be highlighted by a gray background behind the text.

If the editor observes TL highlighted with gray background in the passage (but not in rendering or items), a query should address its use.

Because the TL may interfere with Roman script, a comma will not precede any final phrase that follows the TL in a Stem. The highlighted phrase will not be enclosed in quotation marks, except in the rare cases for which the author of the TL passage has used quotation marks around the word/phrase.

Exceptions: Gray background is not used if the TL appearing in a Stem is a personal or place name, or the name of an organization, or the title of a publication or other artistic work (titles of works are italicized if the font used has an italic type, for example, titles transliterated from Arabic or Chinese into Roman type can be set in italics).

Note: an extremely rare exception has been made on a case-by-case basis for TL words (Roman or transliterated) appearing in a Stem of an item that does not test the meanings of the word, but simply incorporates the TL in order to ask the actual question.

his/her Do not use this slash compound in a Stem or options. Rewrite as [R] necessary.

how This often ambiguous adverb is no longer used in a question for [BP] Stems.

This word may be used in all four MC options expressing “how to.”

[R] Do not incorporate more than one meaning of how (e.g., “in what manner” and “to what extent”) within the four options of one MC item.

[BP] Also avoid using the phrase “In what way” (as substitute for “how”) because way itself is ambiguous. In most cases, recasting a Stem question to begin with the more direct question what is preferred.

humor Do not use humorous phrases or plays on words in an item, even [R] when double entendre is not involved. Humor (or humorous misunderstanding) in a Stem and/or options can be a distraction, interfering with examinee performance.

hyphen The rule of thumb is this: ALWAYS check hyphens.

Follow conventional hyphenation rules; do not hyphenate a recognized (shown in MW dictionary) open compound even where the compound is used as an adjective. Tables of rules for hyphenating compounds can be found in the CMS and in GRM.

Refer to MW to determine whether a compound is not temporary. If the compound is already established in the dictionary, use as stated above.

Most common prefixes do not need a hyphen.

[Note: DLPT5 makes exception for the hyphen in “non-governmental” because it is the common designation for an NGO in official documents.]

For DLPT5 materials, do not hyphenate proper nouns and adjectives relating to geography or nationality (note: DLPT5 follows CMS on this point).

For hyphenated adjectives shown in MW, DLPT5 will use the hyphen no matter the position of the adjective in the sentence.

idioms Idiomatic expressions, also known as “idioms,” common to native [BP] English speakers may have multiple meanings, even in context, causing confusion or distraction for an examinee. These expressions will be queried or rewritten by editors.

if Use the word if in conditional sentences regarding a circumstance or [R] event or condition that might happen, might be happening, or might have happened; or to ask or answer a question with no alternatives (a question with an “if-then,” cause-effect relationship).

Note: In sentences that use if correctly, the word whether cannot be substituted, will not make sense. Rule of thumb: If the word whether can be substituted, then it is the correct word to use to avoid colloquial usage.

imply Because the verb “to imply” suggests a deliberate intent by the [BP] author or speaker (which may not be present) passive voice is often preferred in the Stem (unless author’s intent is indeed made apparent). The reference can also be changed to refer to the statements or remarks rather than the person behind them.

Be careful to distinguish between a true implication and the author’s/speaker’s point: “What point does the author/speaker make by writing/saying ‘XXX’?”

inappropriate Concepts or words that attract attention to themselves are [BP] inappropriate for testing purposes. Words or concepts that elicit a strong emotional response in a reader, such as words that suggest death, violence, or atrocities, and others; intentional or unintentional humor, cultural bias, alternative meanings are all inappropriate (exceptions are made when passage content itself is emotionally charged and options are balanced).

inference Upper level items may intentionally test inference (whether or not [BP] imply/infer is used in the Stem).

Even with lower level MC items, ensure that distractors cannot be reasonably inferred from the text, as upper level language users may find more than one keyable option.

When an editor identifies a Key that requires inference (in an item lower than L2+), or a distractor that is inferentially true, it will be queried.

inform of/ Although there are many instances in which these two expressions inform about are interchangeable, in order to preserve a useful distinction, follow [R] these guidelines:

To inform someone of X is to tell him or her the fact that X is the case. The formal use of inform requires the preposition of.

To inform someone about X may be used to express the giving of information/multiple facts pertaining to X.

In general, use of when the object is specified, about when it’s not.

Authorities must be informed of the burglary [must be told that a burglary occurred].

Inform someone of an approaching hurricane [tell him/her that a hurricane approaches].

Authorities must be informed about any breach of security [be given information pertaining to the breach].

Inform someone about tomorrow’s weather [give him/her information pertaining to the weather].

inform about The phrase “inform about” must include an object (i.e., inform [R] who/whom about).

Use of “tell about,” while similar, does not require an object and so is a possible substitute.

inherently false Although a distractor must be an incorrect answer to the Stem [R] question, it should not state an outright fallacy nor be contrary to fact according to real world knowledge (not be inherently or intrinsically or internally false), i.e., it must be internally logical, realistically.

When an editor identifies a distractor that states a fallacy, it will be queried and explained.

intensifiers Do not use colloquial intensifiers, such as the second word in the phrases “speed up” or “slow down.”

Internet Until the lowercase spelling is accepted by MW, this word will be [R] capitalized.

Islamist An important distinction is made between the similar sounding terms [BP] “Islamic” and “Islamist.”

“Islamic” is an adjective used to identify anything “of Islam,” including an “Islamic group,” i.e., a group that self-identifies with Islam.

Standing alone, the term “Islamist” is strictly defined as one who “actively works toward the constitutional implementation of Islamic law (shari’a) on an entire society.” In this literal sense, the word is neutral.

However, in common Western usage, the phrase “Islamist group” has come to connote a group that may have been associated with terrorist principles or acts.

is when/is where Do not use either of these phrases to frame a definition.

it (pronoun) Sometimes used in options with reference to a noun in the Stem. In [R] such cases, the noun in the Stem must be clearly, grammatically the only possible antecedent; otherwise, repeat the intended noun (or phrase) in each option.

italics Follow CMS for use of italics for titles, whether from Latin [R] alphabets or transliterated from non-Latin alphabets.

Orientation statements are set in italics. In Domino, the italics are embedded as part of the template, even though OSs do not appear in italic type on the Domino screen.

Avoid using an italicized specific title in an OS because the operational test cannot distinguish font changes in the OS. Use a generic reference to the type of publication or production.

Explanation: It is correct to use Roman type to set off a title in the midst of italicized text, but the operational tests cannot make this distinction.

For LC, an item that uses TL in a Stem will italicize any TL word set in Roman script, according to typical use in American English.

(Gray highlighting will not be used, because there is no corresponding highlighting in a passage for examinee to associate with.)

kids Do NOT use this colloquial term for children, except in the rare case that a TL has its own colloquial term used in the passage. Use children, or students, or teenagers, or “young people,” as appropriate.

kinship Do not use this word to test a family relationship term (mother, [R] sister, uncle, etc.).

length Item writing guidelines establish that options ought to be similar [BP] lengths so that one does not stand out from the others. Lengths can be similar in double pairs, with one pair different from the other, although this is not preferred. The degree of similarity is sometimes a judgment call, but editors will not query unless the difference in length is 10 character spaces OR is visually striking in comparison to others…for example, three options are short phrases but only one is longer by 7 character spaces, or vice versa, etc.

location For items that include testable TL vocabulary in the Stem, it is information necessary to use words to point examinees to the location of the TL [R] word/phrase in the passage, in addition to using gray highlighting.

First preference for use of this information in the Stem would be as an introductory phrase, e.g., “In the last paragraph.”

However, an exception will be made for any Stem requiring that some other introductory information to appear. In those (rare) cases, the location phrase will appear following the TL and not preceded by a comma.

Exception: For target languages that do not use any conventional paragraph divisions, an exception will be made on a case-by-case basis. In these cases, the TL in the passage will be highlighted, but no location information will be included in the Stem.

Note the gray background used to “highlight” the TL. This color is available in Domino as the gray that is found fourth from the left.

logic A Stem must be worded logically to say precisely what it is trying to [R] mean, i.e., rather than depending on grammatically (but maybe not contextually) ambiguous wording.

main idea/topic/etc. Do not use the subjective concept/word “main” in a Stem (except in [R] the very rare cases in which there is clearly only one possible interpretation of the passage). Sometimes the Stem can be changed to ask about “What is one (of several or many possible interpretations of what is “main”)…”

Note that although “main idea of the passage” might be too broad and unfocused, “main point the speaker makes about [someone’s] decision” narrows the focus enough to be acceptable and is an acceptable use of the concept “main.”

[BP] In order to avoid “main idea/topic/focus” occasionally the Stem can be changed to a slightly more inclusive question, such as “what is this passage mainly about?” This question allows for a more overall, integrated view. (Note that this change is not recommended and has been allowed merely to “save” an item that was written as “main idea.”) make Do not use to mean “cause” someone or some entity to do or think [R] something. If someone or some situation is truly being “forced,” i.e., physical force is being applied, then use the word forced.

may Because this word can either be conditional tense or denote [R] “permission,” we avoid it in both uses. Substitute “might” for conditional context and accept “can” in some other instances.

measure Since this word is above grade level (Gr 12), substitute any of these, [R] as appropriate to the context: step(s), process, policy, procedure(s), proposal, effort, action (but not “action taken”).

message Orientation statements may refer to several different types of audio [R] messages: voice mail message (personal or business), outgoing voice mail message (personal answering machine or cell phone greeting), voice mail greeting (business), automated answering service (business), automated voice mail system (business, e.g., “Press 1 for

XXX).

A Stem may shorten the reference to “message,” rather than using the entire noun phrase “voice mail message.”

military personnel DLPT5 will treat this collective term as a countable noun, e.g., “a [R] conversation between two military personnel” (two people).

monologue Do not use this term in an OS. Use (for example) “This passage is a [R] talk a woman gave about her day-to-day life.”

mujahid/ DLPT5 will use these spellings.

mujahideen [R] multiple-meaning Some words with multiple meanings should not be used in DLPT5 [BP] items. In a language-testing environment, even though the context seems (to the item writer) to make the meaning clear, examinees may misconstrue words or phrases. Editorial guidance is to rewrite to remove any possible misreading.

In general, the more concrete, literal, specific meanings are preferred, while meanings that are abstract, metaphorical, or general may invite misunderstanding.

Do not use different meanings of the same word within one set of options or one set of items.

One specific type of multiple-meaning word is a “contronym,” a word that has opposite meanings of itself.

music If types of music are to be mentioned, use the word “music” with a [R] modifier, i.e., not the modifier alone.

need Avoid using this word in Stem or options, unless actual need is [BP] expressed in passage OR inference is appropriate.

negation One type of secondary cue arises from the use of negation in fewer [R] than two options. If one option uses negation, then ideally all options must use the same type of negation, because a single negative option or a single pair of negative options may distract an examinee or provide a clue toward the Key.

Even with all options using negation, there cannot be only one with the word not, which stands out.

normal Do not use this loaded word. Use “common,” “usual,” or [R] “conventional.”

not In a Stem, avoid negatives, such as “not” and “except.” Stems and [R] options ought usually to be cast in positive terms; however, in some cases, an idea can be expressed much more clearly and concisely using a negative, in which case clarity takes priority.

If “not” or “except,” or similar, must be used in a Stem, then the negation must be set in all capitals, e.g., NOT. Used in options, there is no need for all caps.

Do not use not or other negative in only one option of a multiple-choice item (makes option stand out as different).

notice This is one of the Reading genres, which cannot of itself perform [R] certain functions or purposes. A notice cannot buy, rent, sell, find, locate, etc., which are actions performed by an agent who wrote the notice and not action taken by the notice itself.

However, by using passive voice (“For what purpose was this notice posted?”) the Key can include rent, sell, find, and locate.