Paper+Outline

I. Abstract This language analysis project was conducted

II. Background & Introduction/Rationale for Selection A. Facts •	From eastern Saudi Arabia, Muslim, upper class? •	Youngest of 4 siblings (2 brothers, 2 sisters) •	Mother is a housewife, father deceased •	2 months, ELL lower-intermediate level, studied some English in high school •	Completed B.A. in Managerial Information Systems •	Eager to be in America; loved America even before she came •	Living here with one of her older brothers •	Dreams to become a professor in a U.S. university •	Is engaged to a journalist who is still in Saudi Arabia, who she wishes will move here

III. Analysis of Oral & Written Samples A. MYP Criteria
 * Oral Criterion A
 * Level 5-6 because could communicate effectively, though there was some difficulty for more complex ideas

Criterion B
 * 3-4 Range, Vocab 5-6, Structure 3-4
 * Times when her pronunciation mistakes interfered with us understanding her
 * Attempts to us idioms
 * Has a range in vocabulary
 * Uses most structures correctly
 * Understands words such as: resistant, liberty, freedom,

Criterion C


 * 3-4

Criterion D


 * 3-4
 * BICS vs CALPS
 * Expand on difference between two writing samples

O'Malley: Holistic Oral Language Scoring Rubric


 * She is a 3. This corresponds to an intermediate level according to O'Malley book.
 * Begins to initiate conversation, retells story or experience, asks and responds to simple questions
 * Speaks hesitantly because of rephrasing and searching for words
 * Uses predominately present tense verbs; demonstrate errors of omission (leaves words out, word ending off)
 * Uses limited vocabulary
 * Understands simple sentences in sustained conversations

Holistic Scoring Writing Assessment:


 * She is a 3.
 * Attempts to express ideas coherently
 * Begins to write a paragraph by organizing ideas
 * Writes primarily simple sentences
 * Uses high frequency vocabulary
 * Writes with grammatical/mechanical errors that sometimes diminish communication

IV. Assessments of Learning Style

V. Exploratory Action Plan/General Recommendations

Part Three Ideas:

Main Problems / Solutions:

Pronunciation Problems: Rolls “r”, unclear if she is saying won't or want, does not pronounce the “h”, duh sound, Suggestions:

Watching American television, speaks often with native often, needs more modern vocabulary, colloquial phrases, informal conversations, video or audio record yourself 	to compare with native speaker pronunciation. (New Zealand article). Tongue twister for rolling r: Lucky radio listeners, rarely lose long letters, written by rival relatives. Practice every day to correct the r.

Speaking:
 * Uses the present tense the majority of the times
 * Inconsistent with plural and singular words (ex. 15 year)
 * Drops articles (definite and indefinite articles)
 * Sometimes drops pronouns, sometimes uses incorrect pronouns
 * Is Arabic VSO order (look up more info)
 * Word order of sentences is not an issue
 * Repetitive word use to convey understanding, confirmation
 * Verb tense, use of conditional does not show that she can use

Writing:
 * Does not understand periods correctly. Uses commas instead of periods, very long sentences, capitalization, evident with computer sample.
 * Shows more problems with verb tense in speaking than with writing.
 * Can use conditional in writing. (if I had a car, I wouldn't go everyday to restaurants because...) This seemed to happen more when using the computer
 * Some spelling mistakes in her writing (restaurant – resturant, even though – eventhough, suspicious – suspecious, reality – reallity, problems, poplems)

VI. Conclusions