Over the next month we will go over some tips to help you mentally prepare yourself for an ISLPR test and strategies to help you perform well during an exam.

To make things easy, we'll break the test down into 4 parts and provide strategies to improve each of your macro-skills: speaking, listening, reading and writing. Today, we're looking at:

The Writing Test.

Part 2: during the test

1. The task sheet indicates the audience (who you are writing for) and why you are writing, as well as the topic and the text type (e.g. report, 'letter to the editor'). All these things are important, so check with the tester if you are not sure.
2. Where appropriate, try to imagine yourself in the situation outlined on the task sheet.
3. Use the white space on the task sheet to make notes to plan your work but not to write a full draft that you hope to copy into the writing booklet.
4. When planning, be realistic about what you can express in English.
5. When you refer to ideas from the task sheet, change the wording if possible but don't think that you must use synonyms to avoid repeating your own words.
6. Don't be afraid to use short, simple sentences in either the shorter or longer task.
7. The number of paragraphs that you use in either the shorter or longer task should depend on the way that you group your sentences into main points. There is nothing magic about five paragraphs.
8. Don't be afraid to use very short paragraphs in either the shorter or longer task.
9. Not all paragraphs start with a topic sentence, even in academic writing.
10. Use linkers such as "moreover" when necessary but only when necessary.
11. Avoid cliches such as "every coin has two sides".
12. To delete a piece of text, consider simply putting a line through it rather than using liquid paper or an eraser.
13. When checking, try reading to yourself what you have written so that you 'hear' in your head if it sounds right. 

Now, a final two general points to remember before your test!

1. Avoid 'emotional blackmail'  (e.g. telling the tester how important it is for you to 'pass' the test).
2. Don't ask the teacher how well you have done. You will receive your results when they're ready.

Academic Test:

In the Writing test you will be asked to write about 400 words in total.

• There are usually two tasks; occasionally three tasks are given but the total number of words expected will remain the same.
• The topic, the type of text, the purpose for writing and the audience to whom you are writing will be different for each task.
• One of the tasks is likely to be a letter or a note. In another task, you will be expected to express your opinion(s).
• If your test is for entry to a tertiary program, at least one topic will be relevant to the academic discipline or profession you plan to enter (e.g. business or engineering); it is likely to be a report, a personal statement, an essay, an article, or an open letter (e.g. a ‘letter to the editor’)
• If your test is for entry to a High School program, the topic will be an issue of interest to adolescents; it may be an essay, an article for a school newsletter or magazine, or a project report. You will not be allowed to use a dictionary.

Professional Registration:

You will write two texts, totalling about 400 words, in 60 minutes.

• At least one of the texts will be directly related to teaching practice.
• The audience is likely to be students, parents, colleagues or other members of the school community, or officers in the education system.
• The other task will be a memo, report, article, submission or open letter (e.g. a ‘letter to the editor’ of a newspaper) in which you might be expected to express opinions about education.
• Dictionary use is not allowed.
• Generally tasks will relate to the sorts of tasks teachers could be expected to undertake.

Vocational Test:

You will write two texts, totalling about 400 words, in 60 minutes.

• At least one of the texts will be directly related to your vocational practice.
• The audience could include members of the general public, an employer, a supervisor, a union or government official, or someone else you might communicate with in your vocational role(s).
• The other task will be a memo, report, article, submission or open letter (e.g. a ‘letter to the editor’ of a newspaper) in which you might be expected to express opinions or ideas relevant to your vocation.
• Dictionary use is not allowed.