Preparing to Write the Language Proficiency Index

Table of Contents

Part I: Sentence Structure

 

The Eight Sentence Errors Tested

3

 

Practice Exercise 1

7

 

Practice Exercise 2

8

 

Practice Exercise 3

9

 

Practice Exercise 4

10

Part II: English Usage

 

The Nine Usage Errors Tested

13

 

Practice Exercise 5

17

 

Practice Exercise 6

18

 

Practice Exercise 7

20

 

Practice Exercise 8

21

Part III: Reading Comprehension

 

Section A

23

 

Practice Exercise 9

23

 

Section B

32

 

Writing a Paragraph Summary

32

 

Practice Exercise 10

34

Part IV: Essay Writing

 

A. The Instructions Found on the Examination

39

 

B. Narration and Argumentation

40

 

C. The Six Levels Defined

40

 

D. How to Avoid a Grade of Zero

42

 

E. Choosing A Topic to Write On

43

 

F. Revising Your First Draft

45

 

G. What Makes a Good LPI Essay?

47

 

H. Some Sample Essays: Level Six to Level Two

49

 

Practice Exercise 11

59

Answers to Practice Exercises 1 to 11

63

A Sample LPI Examination

85

 

Preface to the Third Edition

The purpose of the workbook titled Preparing to Write the Language Proficiency Index® (LPI®), 3rd Edition is to give individuals planning to write the test a clear indication of what the test is like and to provide them with sample questions in the form of practice exercises as well as with a sample of the examination.

This third edition contains detailed information and instruction regarding what the LPI marking committee looks for when assigning levels to the essays they are evaluating. This book contains a considerable amount of useful instructional material related to essay writing that may not only improve a student's performance on the examination but may also contribute to his or her understanding of what it menas to write English in an effective way.

The LPI strives to provide a consistent and standardized measure of a student's English language proficiency to assist students, instructors, and administrators in making informed decisins as to what levels of post-secondary English instruction are appropriate. When this is achieved, it maximizes both the success rate of the students and the success rate of a post-secondary institition's English program.