The Reading / Listening - Spelling Mistakes - Level 3

A university in England has said students will not lose marks for spelling, punctuation and grammar mistakes. Hull University said that requiring English with no mistakes is "elitist". It said such a requirement could be seen as "homogenous, North European, white, male, and elite". Officials at the university said insisting on a high proficiency in written English discriminated against ethnic minorities and students who went to schools where average grades were low. The university said it wants to make writing and tests "more inclusive". It wants teachers to be more flexible when they mark and grade students' writing. It hopes to reduce the number of poorer students who drop out from university.



The university said many students suffer at school and in life because their written English contains mistakes. This includes students with dyslexia. This is a learning disorder that affects language. People with dyslexia have difficulty in relating to letters and words. This means it is harder for dyslexics to produce writing free of mistakes. Dyslexia affects areas of the brain that process language. The university also said that requiring well-written English could discourage students for whom English is a second language from going to university. Teachers at another university have been told it is fairer to judge students on their ideas and knowledge of a subject and not their spelling and grammar.

Try the same news story at these easier levels:

    Spelling Mistakes - Level 0 Spelling Mistakes - Level 1   or  Spelling Mistakes - Level 2

Sources
  • https://www.dailymail.co.uk/news/article-9457171/Fury-education-regulator-tells-universities-marking-students-bad-spelling-ELITIST.html
  • https://www.msn.com/en-gb/news/uknews/universities-told-marking-students-down-for-bad-spelling-is-elitist/ar-BB1fwa3k
  • https://www.thetimes.co.uk/article/its-elitist-to-mark-down-bad-spelling-universities-insist-bmw5j2jlf


Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice, drag and drop activities, crosswords, hangman, flash cards, matching activities and a whole lot more. Please enjoy :-)



Warm-ups

1. SPELLING: Students walk around the class and talk to other students about spelling. Change partners often and share your findings.
2. CHAT: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?
       university / spelling / punctuation / grammar / elitist / proficiency / tests / grade / low
       suffer / mistakes / dyslexia / language / brain / second language / judge / knowledge
Have a chat about the topics you liked. Change topics and partners frequently.
3. MISTAKES ARE OK: Students A strongly believe spelling mistakes in writing and tests are OK; Students B strongly believe otherwise. Change partners again and talk about your conversations.
4. LEARNING ENGLISH: What is most difficult about learning these things? What are the best ways to learn them? Complete this table with your partner(s). Change partners often and share what you wrote.

 

Most Difficult

Best Ways

Spelling

 

 

Listening

 

 

Punctuation

 

 

Vocabulary

 

 

Grammar

 

 

Writing

 

 

MY e-BOOK
ESL resource book with copiable worksheets and handouts - 1,000 Ideas and Activities for Language Teachers / English teachers
See a sample

5. MISTAKE: Spend one minute writing down all of the different words you associate with the word "mistake". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. ENGLISH: Rank these with your partner. Put the most difficult things to learn about English at the top. Change partners often and share your rankings.

  • Spelling
  • Grammar
  • Listening
  • Writing
  • Punctuation
  • Pronunciation
  • Vocabulary
  • Politeness

 

Vocabulary

    Paragraph 1

      1. mark a. A group that has different national or cultural traditions from the main population.
      2. punctuation b. A point given for a correct answer or for proficiency in an examination or competition.
      3. requiring c. Ability.
      4. elite d. Full stops, commas, question marks, brackets, etc. and other things used in writing to separate sentences and help the writer make meaning clearer.
      5. proficiency e. The top part of a group that is (seen as) better to the rest in terms of ability or qualities.
      6. discriminated f. Needing.
      7. ethnic minority g. Treated people differently (badly) of their colour, sex, or age.

    Paragraph 2

      8. include h. Have or contain as part of a whole.
      9. disorder i. Facts, information, and skills acquired by a person through experience or education.
      10. relating j. A state of confusion.
      11. process k. Form an opinion or conclusion about.
      12. discourage l. Making or showing a connection between.
      13. judge m. A number of actions or steps taken in order to reach a goal.
      14. knowledge n. Cause someone to lose confidence or enthusiasm.

 

Before reading / listening

1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false (F).

  1. A UK university suggested that making spelling mistakes is OK.     T / F
  2. The university said expecting well-written writing is elitist.     T / F
  3. The university said ethnic minorities always do very well in spelling.     T / F
  4. The university wants teachers to be inflexible when grading writing.     T / F
  5. The university said people suffer in life because of writing mistakes.     T / F
  6. People with dyslexia find it more difficult to relate to letters and words.    T / F
  7. There is an increase in overseas students attending UK universities.     T / F
  8. A university said correct spelling is more important than students' ideas. T / F

2. SYNONYM MATCH: Match the following synonyms from the article.

  1. marks
  2. requiring
  3. proficiency
  4. flexible
  5. reduce
  6. disorder
  7. areas
  8. discourage
  9. judge
  10. knowledge
  1. condition
  2. accommodating
  3. put off
  4. asking for
  5. parts
  6. understanding
  7. points
  8. evaluate
  9. skill
  10. cut

3. PHRASE MATCH: (Sometimes more than one choice is possible.)

  1. Officials
  2. discriminated against ethnic
  3. It wants teachers to be more flexible
  4. It hopes to reduce
  5. poorer students who drop
  6. many students suffer
  7. This is a learning
  8. produce writing free
  9. students for whom English is
  10. it is fairer to judge students
  1. a second language
  2. out from university
  3. disorder
  4. minorities
  5. when they mark
  6. of mistakes
  7. on their ideas
  8. the number
  9. at school and in life
  10. at the university

Gap fill

Put these words into the spaces in the paragraph below.
such
reduce
low
elite
drop
lose
flexible
against

A university in England has said students will not (1) _____________________ marks for spelling, punctuation and grammar mistakes. Hull University said that requiring English with no mistakes is "elitist". It said (2) _____________________ a requirement could be seen as "homogenous, North European, white, male, and (3) _____________________ ". Officials at the university said insisting on a high proficiency in written English discriminated (4) _____________________ ethnic minorities and students who went to schools where average grades were (5) _____________________. The university said it wants to make writing and tests "more inclusive". It wants teachers to be more (6) _____________________ when they mark and grade students' writing. It hopes to (7) _____________________ the number of poorer students who (8) _____________________ out from university.

Put these words into the spaces in the paragraph below.
areas
disorder
fairer
difficulty
suffer
subject
contains
whom

The university said many students (9) _____________________ at school and in life because their written English (10) _____________________ mistakes. This includes students with dyslexia. This is a learning (11) _____________________ that affects language. People with dyslexia have (12) _____________________ in relating to letters and words. This means it is harder for dyslexics to produce writing free of mistakes. Dyslexia affects (13) _____________________ of the brain that process language. The university also said that requiring well-written English could discourage students for (14) _____________________ English is a second language from going to university. Teachers at another university have been told it is (15) _____________________ to judge students on their ideas and knowledge of a (16) _____________________ and not their spelling and grammar.

Listening — Guess the answers. Listen to check.

1) A university in England has said students will ______
     a.  not loose marks
     b.  not loser marks
     c.  not lose marks
     d.  not lost marks
2)  Hull University said that requiring English with no ______
     a.  mistake sis elitist
     b.  mistake is elitist
     c.  mistakes is elitist
     d.  miss takes is elitist
3)  Officials at the university said insisting on ______
     a.  a height proficiency
     b.  a hi proficiency
     c.  a high proficiency
     d.  a thigh proficiency
4)  The university said it wants to make writing and ______
     a.  tests more inclusive
     b.  tests more reclusive
     c.  tests more secluded
     d.  tests more in clues if
5)  It hopes to reduce the number of poorer students ______
     a.  whom drop out
     b.  who'd dropout
     c.  who'd dropped out
     d.  who drop out

6)  suffer at school and in life because their written English ______
     a.  contents mistakes
     b.  contains mistakes
     c.  containers mistakes
     d.  contain mistakes
7)  This means it is harder for dyslexics to produce writing ______
     a.  free of mistakes
     b.  free off mistakes
     c.  free oft mistakes
     d.  free over mistakes
8)  Dyslexia affects areas of the brain that ______
     a.  prose is language
     b.  pros S-language
     c.  prose S-language
     d.  process language
9) The university also said that requiring well-written English ______
     a.  could this courage students
     b.  could discourage students
     c.  could this scourge students
     d.  could disc outrage students
10)  Teachers at another university have been told it is fairer ______
     a.  two judge students
     b.  to judge students
     c.  too judge students
     d.  two judges students

Listening — Listen and fill in the gaps

A university in England has said students will (1) ____________________ for spelling, punctuation and grammar mistakes. Hull University said that requiring English with no mistakes is "elitist". It (2) ____________________ requirement could be seen as "homogenous, North European, white, male, and elite". Officials at the university (3) ____________________ a high proficiency in written English discriminated against ethnic minorities and students who went to schools (4) ____________________ were low. The university said it wants to make writing and tests "more inclusive". It wants teachers to be more flexible when they (5) ____________________ students' writing. It hopes to reduce the number of poorer students (6) ____________________ from university.

The university said many students (7) ____________________ and in life because their written English contains mistakes. This includes students with dyslexia. This is a learning (8) ____________________ language. People with dyslexia have difficulty in relating to letters and words. This means it is harder for dyslexics to produce writing (9) ____________________. Dyslexia affects areas of the brain that process language. The university also said that requiring well-written English (10) ____________________ for whom English is a second language from going to university. Teachers at another university have been told it (11) ____________________ judge students on their ideas and knowledge (12) ____________________ and not their spelling and grammar.

Comprehension questions

  1. What is the name of the university?
  2. What did the university call the requirement for well-written English?
  3. Who might requiring well-written English discriminate against?
  4. What does the university want tests to become?
  5. Who does the university want to stop dropping out of university?
  6. Where does the university say many students suffer?
  7. What is the name of the learning disorder mentioned in the article?
  8. What does the learning disorder make it harder for people to relate to?
  9. Who could be discouraged from coming to UK universities?
  10. What did another university ask teachers to judge students on?




Multiple choice quiz

1) What is the name of the university?
a) Oxford University
b) Hull University
c) Bristol University
d) London University
2) What did the university call the requirement for well-written English?
a) good
b) idiotic
c) sensible
d) elitist
3) Who might requiring well-written English discriminate against?
a) professors
b) authors
c) ethnic minorities
d) children
4) What does the university want tests to become?
a) more inclusive
b) harder
c) longer
d) international
5) Who does the university want to stop dropping out of university?
a) professors
b) poorer students
c) elite students
d) grade-A students

6) Where does the university say many students suffer?
a) at school and in life
b) at home
c) in class
d) in the library
7) What is the name of the learning disorder mentioned in the article?
a) dysgraphia
b) ADHD
c) dyslexia
d) dyscalculia
8) What does the learning disorder make it harder for people to relate to?
a) letters and words
b) numbers
c) pictures
d) colours
9) Who could be discouraged from coming to UK universities?
a) poorer students
b) the elite
c) professors
d) students for whom English is a second language
10) What did another university ask teachers to judge students on?
a) maths ability
b) handwriting
c) ideas and knowledge
d) their personality

Role play

Role  A – Spelling
You think spelling is the most difficult thing about English to learn. Tell the others three reasons why. Tell them why their things aren't as difficult. Also, tell the others which is the easiest of these (and why): grammar, punctuation or vocabulary.

Role  B – Grammar
You think grammar is the most difficult thing about English to learn. Tell the others three reasons why. Tell them why their things aren't as difficult. Also, tell the others which is the easiest of these (and why): spelling, punctuation or vocabulary.

Role  C – Punctuation
You think punctuation is the most difficult thing about English to learn. Tell the others three reasons why. Tell them why their things aren't as difficult. Also, tell the others which is the easiest of these (and why): grammar, spelling or vocabulary.

Role  D – Vocabulary
You think vocabulary is the most difficult thing about English to learn. Tell the others three reasons why. Tell them why their things aren't as difficult. Also, tell the others which is the easiest of these (and why): grammar, punctuation or spelling.

After reading / listening

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words...

'spelling'

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • and 'mistake'.

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • • Share your findings with your partners.

    • Make questions using the words you found.

    • Ask your partner / group your questions.

    2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

    •Share your questions with other classmates / groups. •Ask your partner / group your questions.

    3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

    4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

    5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

    • England
    • such
    • high
    • average
    • flexible
    • drop
    • suffer
    • disorder
    • letters
    • process
    • going
    • ideas




    Student survey

    Write five GOOD questions about this topic in the table. Do this in pairs. Each student must write the questions on his / her own paper. When you have finished, interview other students. Write down their answers.

    (Please look at page 12 of the PDF to see a photocopiable example of this activity.)

    Discussion - Spelling Mistakes

    STUDENT A’s QUESTIONS (Do not show these to student B)

    1. What did you think when you read the headline?
    2. What images are in your mind when you hear the word 'spelling'?
    3. What do you think of English spelling?
    4. What advice do you have about English spelling?
    5. How important is it to spell English words correctly?
    6. What do you think of English grammar?
    7. What are the most difficult parts of English grammar?
    8. Does insisting on well-written English discriminate against people?
    9. What do you think of writing, spelling and grammar tests?
    10. How important is it to write well in English?

    STUDENT B’s QUESTIONS (Do not show these to student A)

    1. Did you like reading this article? Why/not?
    2. What do you think of when you hear the word 'mistake'?
    3. What do you think about what you read?
    4. What are your biggest problems with English spelling?
    5. What advice to you have for people learning English grammar?
    6. How should schools help people with dyslexia?
    7. What are the big differences between your language and English?
    8. What do you think of the university's new policy?
    9. Is it better to judge essays on the content or the spelling and grammar?
    10. What questions would you like to ask the university?

    Discussion — Write your own questions

    STUDENT A’s QUESTIONS (Do not show these to student B)

    (a) ________________

    (b) ________________

    (c) ________________

    (d) ________________

    (e) ________________

    STUDENT B’s QUESTIONS (Do not show these to student A)

    (f) ________________

    (g) ________________

    (h) ________________

    (i) ________________

    (j) ________________





    Language — Cloze (Gap-fill)

    A university in England has said students will not () ____ marks for spelling, punctuation and grammar mistakes. Hull University said that requiring English with (2) ____ mistakes is "elitist". It said such a requirement could be seen as "homogenous, North European, white, male, and elite". Officials at the university said insisting (3) ____ a high proficiency in written English discriminated against ethnic minorities and students who went to schools where average grades were (4) ____. The university said it wants to make writing and tests "more inclusive". It wants teachers to be more (5) ____ when they mark and grade students' writing. It hopes to reduce the number of poorer students who drop (6) ____ from university.

    The university said many students suffer (7) ____ school and in life because their written English contains mistakes. This includes students with dyslexia. This is a learning disorder that (8) ____ language. People with dyslexia have difficulty in relating to letters and words. This means it is harder for dyslexics to produce writing (9) ____ of mistakes. Dyslexia affects areas of the brain that process language. The university also said that requiring well-written English could discourage students for whom English is a (10) ____ language from going to university. Teachers at another university have been (11) ____ it is fairer to judge students on their ideas and knowledge of a (12) ____ and not their spelling and grammar.

    Which of these words go in the above text?

    1. (a)     loser     (b)     lost     (c)     lose     (d)     losing    
    2. (a)     no     (b)     not     (c)     non     (d)     none    
    3. (a)     on     (b)     in     (c)     at     (d)     as    
    4. (a)     low     (b)     slow     (c)     small     (d)     allow    
    5. (a)     flex     (b)     flexibility     (c)     flexed     (d)     flexible    
    6. (a)     at     (b)     of     (c)     by     (d)     out    
    7. (a)     at     (b)     of     (c)     on     (d)     by    
    8. (a)     reflects     (b)     effects     (c)     infects     (d)     affects    
    9. (a)     free     (b)     freedom     (c)     frees     (d)     freed    
    10. (a)     double     (b)     second     (c)     duet     (d)     duo    
    11. (a)     telling     (b)     told     (c)     tell     (d)     tells    
    12. (a)     subject     (b)     abject     (c)     inject     (d)     object

    Spelling

    Paragraph 1

    1. lose marks for spelling, ptuicotnnau and grammar
    2. qinuirgre English with no mistakes
    3. white, male, and eliet
    4. insisting on a high feiocicyprn
    5. make writing and tests more vucniesil
    6. It wants teachers to be more eeilblfx

    Paragraph 2

    1. many students usferf at school
    2. This ncldesui students with dyslexia
    3. have difficulty in liatergn to letters and words
    4. areas of the brain that srpseco language
    5. dgeosrauic students
    6. judge students on their ideas and odngeeklw

    Put the text back together

    (...)  and elite". Officials at the university said insisting on a high proficiency in written English discriminated against ethnic
    (...)  English could discourage students for whom English is a second language from going to
    (...)  minorities and students who went to schools where average grades were low. The university said it
    (...)  grade students' writing. It hopes to reduce the number of poorer students who drop out from university.
    (...)  grammar mistakes. Hull University said that requiring English with no mistakes is
    (...)  "elitist". It said such a requirement could be seen as "homogenous, North European, white, male,
    1  ) A university in England has said students will not lose marks for spelling, punctuation and
    (...)  The university said many students suffer at school and in life because their written English contains mistakes. This includes students
    (...)  to letters and words. This means it is harder for dyslexics to produce writing free of mistakes. Dyslexia affects areas
    (...)  university. Teachers at another university have been told it is fairer to judge students on their
    (...)  of the brain that process language. The university also said that requiring well-written
    (...)  ideas and knowledge of a subject and not their spelling and grammar.
    (...)  with dyslexia. This is a learning disorder that affects language. People with dyslexia have difficulty in relating
    (...)  wants to make writing and tests "more inclusive". It wants teachers to be more flexible when they mark and

    Put the words in the right order

    1. lose   spelling   .   marks   for   Students   not   incorrect   will
    2. elitist   .   Requiring   that   has   no   mistakes   English   is
    3. where   to   Went   low   .   average   grades   were   schools
    4. wants   more   to   teachers   flexible   .   be   It
    5. who   poorer   of   number   drop   The   students   out   .
    6. said   The   suffer   school   .   many   students   university   at
    7. language   .   a   affects   that   This   learning   disorder   is
    8. for   it   harder   This   means   is   dyslexics   .
    9. language   .   second   is   whom   for   a   English   Students
    10. fairer   is   ideas   .   students   It   to   on   judge

    Circle the correct word (20 pairs)

    A university in England has said students will not losing / lose marks for spelling, punctuation and grammar mistakes. Hull University said that requiring / require English with no mistakes is "elitist". It said much / such a requirement could be seen has / as "homogenous, North European, white, male, and elite". Officials / Official at the university said insisting on a high proficiency on / in written English discriminated against ethnic minorities and students who went to schools where average grades were small / low. The university said it wants to make writing and tests "more inclusive". It wants teachers to be more / many flexible when they mark and grade students' writing. It hopes to reduction / reduce the number of poorer students who drop out / in from university.

    The university said many students suffer to / at school and in life because their written English contains / contents mistakes. This includes students with dyslexia. This is a learning order / disorder that affects language. People with dyslexia have difficult / difficulty in relating to letters and words. This means it is harder for dyslexics to / for produce writing free of mistakes. Dyslexia affects areas of the brain / brainy that process language. The university also said that requiring well-written English could discourage students for what / whom English is a second language from going / gone to university. Teachers at another university have been tell / told it is fairer to judge students on their ideas and knowledge of a subject / object and not their spelling and grammar.

    Talk about the connection between each pair of words in italics, and why the correct word is correct.

    Insert the vowels (a, e, i, o, u)

    _  _n_v_rs_ty  _n  _ngl_nd  h_s  s__d  st_d_nts  w_ll  n_t  l_s_  m_rks  f_r  sp_ll_ng,  p_nct__t__n  _nd  gr_mm_r  m_st_k_s.  H_ll  _n_v_rs_ty  s__d  th_t  r_q__r_ng  _ngl_sh  w_th  n_  m_st_k_s  _s  "_l_t_st".  _t  s__d  s_ch  _  r_q__r_m_nt  c__ld  b_  s__n  _s  "h_m_g_n__s,  N_rth  __r_p__n,  wh_t_,  m_l_,  _nd  _l_t_".  _ff_c__ls  _t  th_  _n_v_rs_ty  s__d  _ns_st_ng  _n  _  h_gh  pr_f_c__ncy  _n  wr_tt_n  _ngl_sh  d_scr_m_n_t_d  _g__nst  _thn_c  m_n_r_t__s  _nd  st_d_nts  wh_  w_nt  t_  sch__ls  wh_r_  _v_r_g_  gr_d_s  w_r_  l_w.  Th_  _n_v_rs_ty  s__d  _t  w_nts  t_  m_k_  wr_t_ng  _nd  t_sts  "m_r_  _ncl_s_v_".  _t  w_nts  t__ch_rs  t_  b_  m_r_  fl_x_bl_  wh_n  th_y  m_rk  _nd  gr_d_  st_d_nts'  wr_t_ng.  _t  h_p_s  t_  r_d_c_  th_  n_mb_r  _f  p__r_r  st_d_nts  wh_  dr_p  __t  fr_m  _n_v_rs_ty.

    Th_  _n_v_rs_ty  s__d  m_ny  st_d_nts  s_ff_r  _t  sch__l  _nd  _n  l_f_  b_c__s_  th__r  wr_tt_n  _ngl_sh  c_nt__ns  m_st_k_s.  Th_s  _ncl_d_s  st_d_nts  w_th  dysl_x__.  Th_s  _s  _  l__rn_ng  d_s_rd_r  th_t  _ff_cts  l_ng__g_.  P__pl_  w_th  dysl_x__  h_v_  d_ff_c_lty  _n  r_l_t_ng  t_  l_tt_rs  _nd  w_rds.  Th_s  m__ns  _t  _s  h_rd_r  f_r  dysl_x_cs  t_  pr_d_c_  wr_t_ng  fr__  _f  m_st_k_s.  Dysl_x__  _ff_cts  _r__s  _f  th_  br__n  th_t  pr_c_ss  l_ng__g_.  Th_  _n_v_rs_ty  _ls_  s__d  th_t  r_q__r_ng  w_ll-wr_tt_n  _ngl_sh  c__ld  d_sc__r_g_  st_d_nts  f_r  wh_m  _ngl_sh  _s  _  s_c_nd  l_ng__g_  fr_m  g__ng  t_  _n_v_rs_ty.  T__ch_rs  _t  _n_th_r  _n_v_rs_ty  h_v_  b__n  t_ld  _t  _s  f__r_r  t_  j_dg_  st_d_nts  _n  th__r  _d__s  _nd  kn_wl_dg_  _f  _  s_bj_ct  _nd  n_t  th__r  sp_ll_ng  _nd  gr_mm_r.

    Punctuate the text and add capitals

    a university in england has said students will not lose marks for spelling punctuation and grammar mistakes hull university said that requiring english with no mistakes is elitist it said such a requirement could be seen as homogenous north european white male and elite officials at the university said insisting on a high proficiency in written english discriminated against ethnic minorities and students who went to schools where average grades were low the university said it wants to make writing and tests more inclusive it wants teachers to be more flexible when they mark and grade students writing it hopes to reduce the number of poorer students who drop out from university

    the university said many students suffer at school and in life because their written english contains mistakes this includes students with dyslexia this is a learning disorder that affects language people with dyslexia have difficulty in relating to letters and words this means it is harder for dyslexics to produce writing free of mistakes dyslexia affects areas of the brain that process language the university also said that requiring wellwritten english could discourage students for whom english is a second language from going to university teachers at another university have been told it is fairer to judge students on their ideas and knowledge of a subject and not their spelling and grammar

    Put a slash (/) where the spaces are

    AuniversityinEnglandhassaidstudentswillnotlosemarksforspelling,p
    unctuationandgrammarmistakes.HullUniversitysaidthatrequiringEn
    glishwithnomistakesis"elitist".Itsaidsucharequirementcouldbeseen
    as"homogenous,NorthEuropean,white,male,andelite".Officialsatth
    euniversitysaidinsistingonahighproficiencyinwrittenEnglishdiscrimi
    natedagainstethnicminoritiesandstudentswhowenttoschoolswhere
    averagegradeswerelow.Theuniversitysaiditwantstomakewritingand
    tests"moreinclusive".Itwantsteacherstobemoreflexiblewhentheym
    arkandgradestudents'writing.Ithopestoreducethenumberofpoorers
    tudentswhodropoutfromuniversity.Theuniversitysaidmanystudents
    sufferatschoolandinlifebecausetheirwrittenEnglishcontainsmistake
    s.Thisincludesstudentswithdyslexia.Thisisalearningdisorderthataffe
    ctslanguage.Peoplewithdyslexiahavedifficultyinrelatingtolettersand
    words.Thismeansitisharderfordyslexicstoproducewritingfreeofmist
    akes.Dyslexiaaffectsareasofthebrainthatprocesslanguage.Theuniv
    ersityalsosaidthatrequiringwell-writtenEnglishcoulddiscouragest
    udentsforwhomEnglishisasecondlanguagefromgoingtouniversity.T
    eachersatanotheruniversityhavebeentolditisfairertojudgestudentso
    ntheirideasandknowledgeofasubjectandnottheirspellingandgramm
    ar.

    Free writing

    Write about spelling for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    It is highly important not to make mistakes when writing. Discuss.

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    Homework

    1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google's search field (or another search engine) to build up more associations / collocations of each word.
    2. INTERNET: Search the Internet and find out more about this news story. Share what you discover with your partner(s) in the next lesson.
    3. SPELLING: Make a poster about spelling. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. IDEAS: Write a magazine article about making ideas more important than spelling and grammar in writing. Include imaginary interviews with people who are for and against this.
    Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).
    5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.
    6. LETTER: Write a letter to an expert on spelling. Ask him/her three questions about it. Give him/her three of your ideas on how we can learn to spell better. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

    Answers

    (Please look at page 26 of the PDF to see a photocopiable example of this activity.)

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