Section I: Eight Sentence Errors

On this part of the LPI, examinees are asked to identify some common errors involving sentence structure. They do not have to identify them by name, but are asked to recognize where in the sentence an error has been made. The sentence errors tested are selected from the following:

1. An incomplete sentence

2. A run-on sentence (sometimes called a comma fault)

3. A misplaced modifier

4. A dangling modifier

5. Faulty reference of a pronoun

6. Faulty subject-verb agreement

7. Faulty parallel structure

8. Redundant subordination/coordination

Section II: Nine Usage Errors

On this part of the examination, examinees are required to identify various common errors in English usage. The majority of the errors tested are of the type often made by people for whom English is a second language. They do not have to identify the errors by name. The usage errors to be tested are from the following categories:

1. Incorrect use of "a" or "the"

2. Incorrect plural of a noun

3. Incorrect form of a noun or incorrect use of a noun

4. Wrong case of a pronoun

5. Confusion between an adverb and an adjective

6. Incorrect form of a verb

7. Incorrect tense of a verb

8. Incorrect preposition

9. A non-standard English expression or idiom

Section III: Reading Comprehension

This part of the LPI has two types of questions, both measuring and graded upon reading comprehension.

In Section A, examinees are asked to read two prose passages (each of about 300 words), and then answer four multiple-choice questions that accompany each passage.

In Section B, examinees are given three prose passages to read (each of about 200 words), and asked to summarize the passage’s main idea or ideas in no more than three sentences.

Section IV: Essay Writing

In this section examinees are required to write a 300 to 400-word argumentative essay on one of 3 topics given in the test.. The writer will be expected to state a point of view and explain it, or the writer will be expected to agree or disagree with a statement and provide an argument.
  
The characteristics that the markers look for are that:

1. The writer has dealt clearly and specifically with one of the topics that was on the exam.
   

2. The essay has a clear structure that is easy for the reader to follow. That is, the first paragraph begins with a brief introduction that leads into a clearly expressed topic statement. That topic is then developed in two or three well-developed paragraphs, each of which contains at least four or more sentences. Finally, the essay ends with a concluding paragraph that does something more than just repeat the idea or ideas in the topic statement.
   

3. The sentence structure of the essay is varied and correct.
   

4. The English usage is exact, not too simple, and is idiomatic.

Some examples of LPI topics are:

Set 1

• "Gifted athletes should be admitted to college without having to meet the regular admission standards." Agree OR disagree.

• The internet is more frustrating than useful. Agree OR disagree.

• Would you rather support a national charity or a local charity? Be specific.

Set 2

• "Physical education is an important program for all high school students." Agree OR disagree.

• Would you pay $2,000 for a pair of shoes by a recognized designer? Why OR why not? Be specific.

• Should governments spend the most money on health care or on education? Be specific.

Further details concerning the LPI can be found in the publication "Preparing to Write the Language Proficiency Index". This 102-page book is sold in some college bookstores, and can also be purchased directly from the LPI office or online here.

Neville Scarfe (Education) Building, UBC