The results of all English placement tests administered through the Spring 2019 semester were posted to the students’ internal record in SIS/WebSTAC.
To find the results, look under “Scores” and then look for “WU Graduate Composition Placement,” “WU Graduate Speaking Exam Placement,” or “WU TA Oral Exam Placement.” If you have questions about your placement or available courses, contact the point person in your school for English language support.
Students are encouraged to look up their scores themselves. Scores are normally posted 48 to 72 hours after the exam. If you have questions about the testing or your placement, please contact the ELP via email or phone at 314-935-5966.
| Graduate Composition Exam | |
| Score |
What it Means
|
| GCX | No pattern or a pattern of error in one grammatical/lexical category. An accurate summary of the reading, no text copied from the reading, few (if any) errors that interfere with clarity, and a well developed argumentative essay. No English composition course needed. Students who nevertheless are interested in weekly support with a specific writing project in a tutorial setting may wish to consider U15 499, a one-unit tutorial. |
| RWR, ENB | Patterns of error in two or three grammatical/lexical categories, but an accurate summary of the reading, little or no text copied from the reading, few (if any) errors that interfere with clarity, and a relatively well developed argumentative essay. U15 213 (Fundamentals of Research Writing for the Sciences) is recommended for graduate students in the sciences. U15 1411 (Research Writing for Graduate Students in the Humanities and Social Sciences) is recommended for graduate students in the humanities or social sciences. E60 510B(Engineering Writing for Non-Native English Speakers) is recommended for students in Engineering. |
| GWR | Patterns of error in four grammatical/lexical categories and/or inaccurate summary of the reading, text copied from the reading, and errors that interfere with clarity. U15 115 (Writing for Academic and Professional Communication) is recommended for graduate students in any field. |
| Graduate Listening/Speaking Exam or Arts & Sciences MTE Exam | |
| Score |
What it Means
|
| GSX | The student accurately summarized and reported most main ideas of a short recording; responded appropriately to the examiner’s questions; spoke fluently even in long answers; demonstrated no pronunciation issues that interfered with comprehensibility; seemed equipped to participate in formal and informal conversations in academic and professional settings; expressed comfort with idioms and slang encountered in daily life; and expressed confidence about presentation skills if those skills are needed in his or her program. No English listening/speaking course needed. |
| GTX | The student communicated information clearly and accurately, spoke fluently, and spoke with sufficiently accurate vocabulary, grammar, and pronunciation to ensure comprehensibility when interacting with undergraduates in an instructional setting. The student understood questions and answered them in a clear, accurate, and culturally appropriate way. No English MTE coursework needed. |
| TA, ENA | In the ELP MTE Exam, the student demonstrated a need for presentation skills, one-on-one interaction skills, pronunciation skills, and/or cultural orientation to perform effectively as a teaching assistant. Otherwise, the student communicated relatively fluently; occasional pauses or circumlocutions did not disrupt the flow of conversation. U15 470 (Language, Culture, and Interaction Strategies for Teaching Assistants) is recommended for students in Arts & Sciences. E60 510A (Engineering Communications for Nonnative English Speakers) is recommended for students in Engineering. |
| CP | The student expressed or showed a need to practice culturally appropriate interaction skills in academic/professional settings. Otherwise, the student communicated relatively fluently; occasional pauses or circumlocutions did not disrupt the flow of conversation. Differences, if any, from native-like pronunciation did not interfere with comprehensibility. The student accurately recounted most of the main ideas of a short recording. U15 202 (Talking to Americans: Casual and Professional Conversations) is recommended. |
| PSS | The student expressed a need to improve oral presentation skills. Otherwise, the student communicated relatively fluently; occasional pauses or circumlocutions did not disrupt the flow of conversation. Differences, if any, from native-like pronunciation did not interfere with comprehensibility. The student accurately recounted most of the main ideas of a short recording. U15 170 (Presentation Skills for the Humanities and Social Sciences) or U15 270(Presentation Skills for the Sciences) is recommended. |
| AP1 | Patterns of error in phrase-level stress, intonation and/or speech rhythm interfered with comprehensibility. Otherwise, the student communicated relatively fluently; occasional pauses or circumlocutions did not disrupt the flow of conversation. The student accurately recounted most of the main ideas of a short recording. U15 101 (Pronunciation for Clear Communication I) is recommended. |
| AP2 | Patterns of error in word stress and in vowels and/or consonants interfered with comprehensibility. Otherwise, the student communicated relatively fluently; occasional pauses or circumlocutions did not greatly disrupt the flow of conversation. The student accurately recounted most of the main ideas of a short recording. U15 102 (Pronunciation for Clear Communication II) is recommended. |
| AIS | The student expressed a need or interest in becoming more familiar with colloquial language. Otherwise, the student communicated relatively fluently; occasional pauses or circumlocutions did not disrupt the flow of conversation. Differences, if any, from native-like pronunciation did not interfere with comprehensibility. The student accurately recounted most of the main ideas of a short recording. U15 1403 (American Idioms and Slang) or U15 ELP 1405 (Conversation About Recent Films) is recommended. |
| LS2 | The student spoke with some unnatural pauses and occasionally had difficulty working through communication issues. The student misunderstood two or three of the examiner’s questions and accurately recounted some, but not most, of the main ideas of the recording. U15 1302 (Listening and Discussion Strategies for the U.S. Classroom.) is recommended. |