[求助] Ets要准备取消我的成绩,放上信件给大家看看----已解决,附老外的修改申述信件(成绩101) [复制链接]

zltyyj
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发表于 2010-9-18 12:27:54 |显示全部楼层

本帖最后由 zltyyj 于 2010-9-25 16:14 编辑

912 难忘的一天我去汕头考试中途休息的时候准备去抽屉里面拿吃的结果打开柜子复习的小本子掉了出来监考看到说我作弊… 我欲哭无泪了…
现在把信件放上，求各位大大帮助，也给后人留下自己的悲剧经历，大家小心…

I am writing concerning the September 12, 2010 Test of English as a Foreign Language (TOEFL)
Internet Based Testing (iBT) administration.  Educational Testing Service (ETS) administers tests
under secure, standard conditions to assure that all test takers are given the same opportunity to
demonstrate their abilities. As stated in the Policies and Procedures for this program, which are
set forth in the Registration Bulletin and on the program website, test takers must present positive
identification at the center, must follow test center procedures, and must not engage in any
behavior that disrupts standard conditions at the center. Accordingly, a test administrator may
dismiss from the center, or ETS may cancel the scores of, any test taker who does not follow these
procedures.

ETS is considering canceling your scores because it was reported that you failed to follow
directions by accessing unauthorized aids, a notebook, during your break.

ETS has not yet made a final decision concerning this matter.  No action will be taken until you
have responded to this letter or October 22, 2010, whichever comes first. Meanwhile, you can provide
us with any additional information in the form of a written statement that will help explain the
information noted above.  If you have not notified us by that date, your scores will be canceled.

Responses can be sent to the following e-mail address: TSResponse@ets.org. If using e-mail, please
put your name and reference number in the subject line. Any future correspondence regarding this
matter should be addressed to:

Patricia F. Pappas
Office of Testing Integrity 38-Z
Educational Testing Service
Princeton, NJ  08541

老外修改后的信件：
Dear officials:
I have to make 3 points of clarifications about my IBT on September 12, 2010:

1: I did not know I could not open the storage closet without Invigilator’s permission during break time. When I wanted to take some food from the storage closet, my notebook slipped out accidentally and I only picked it up.
Immediately, the Invigilator went out the test room, warned me that I should not open the storage closet without his permission and I should not take the notebook. So, I closed the storage closet and gave the notebook to the Invigilator as soon as he warned me. When the Invigilator gave instructions and announced the test regulations before the test, he never said we were not allowed to go to the supply closet, so I was not aware I could not take food during the break time.

2: I did explain the situation to the Invigilator after the exam. I thought what I had done was not against the examination regulations so I just wrote a simple statement about what happened.
However, there was no response from the invigilator.

3: I did not look at the notebook during the break time. It was just for me to prepare for the exam during the trip to the test center.

Here is the condition of the test:

It had to travel 10 hours from my hometown to take the exam, and I stayed in a hotel the night before the exam.

On the morning of September 12, 2010, I left my hotel and took all of my things with me to the test center.
I also did not have time to eat breakfast before the exam. I went to the test center in the morning at 9 o’clock. The Invigilator told us we could put our stuff in the storage closet, so I put all my stuff into the closet.  I put a bag in the closet which contained a laptop, a mobile, some clothes, my food, and my notebook.

I went out of the test room to have a rest after I finished the reading section and listening section. I opened my storage closet because I wanted to take my food out.  However, my notebook dropped out from the supply closet and I held it. At the same time, the Invigilator saw me at the storage closet and warned me that I should not open it without his permission. I closed the supply closet and gave the notebook to the Invigilator as soon as he warned me. Because I was really hungry, I asked the Invigilator to open my supply closet for my food. The invigilator allowed me to eat my food.

After I finished the exam, I was very happy because I thought I did well.  I never even thought that I had breached the examination regulations. But the Invigilator asked me to write a statement in Chinese about the event and told me he would report it to ETS. I did not realize the seriousness of the incident at that time so I wrote a simple statement about what happened. I wrote the statement and handed it over, but there was no response from the Invigilators and he let me go. Since I had to go back to my hometown, I went to the bus station in a hurry.

I know that IBT is an impartial test that can testify to my English proficiency.  I had prepared for the exam for 11 months. I absolutely know that I need to take the test honestly.  I would never consider cheating on the exam.  I have never had a problem like this at my university.

I am very sorry that this incident happened, but I hope you would understand it was a misunderstanding.  I never attempt to cheat.  I took the TOEFL exam so I could go to study in America and improve myself.  I hope you will understand and not cancel my test results.

今天出分了，果然没事了~好事多磨啊~

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	September 12, 2010	29	26	22	24	101

Reading Skills	Level	Your Performance
Reading	High(22-30)	Test takers who receive a score at the HIGH level, as you did, typically understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts. Test takers who score at the HIGH level, typically have a very good command of academic vocabulary and grammatical structure; can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex; can recognize the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense; and can abstract major ideas from a text, even when the text is conceptually dense and contains complex language.
Listening Skills	Level	Your Performance
Listening	High(22-30)	Test takers who receive a score at the HIGH level, as you did, typically understand conversations and lectures in English that present a wide range of listening demands. These demands can include difficult vocabulary (uncommon terms, or colloquial or figurative language), complex grammatical structures, abstract or complex ideas, and/or making sense of unexpected or seemingly contradictory information. When listening to lectures and conversations like these, test takers at the HIGH level typically can understand main ideas and important details, whether they are stated or implied; distinguish more important ideas from less important ones; understand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process); recognize how pieces of information are connected (for example, in a cause-and-effect relationship); understand many different ways that speakers use language for purposes other than to give information (for example, to emphasize a point, express agreement or disagreement, or convey intentions indirectly); and synthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information.
Speaking Skills	Level	Your Performance
Speaking about familiar topics	Fair(2.5 - 3.0)	Your responses indicate you are able to speak in English about your personal experiences and opinions in a mostly clear and coherent manner. Your speech is mostly clear with only occasional errors. Grammar and vocabulary are somewhat limited and include some errors. At times, the limitations prevent you from elaborating fully on your ideas, but they do not seriously interfere with overall communication.
Speaking about campus situations	Fair(2.5 - 3.0)	Your responses demonstrate an ability to speak in English about reading material and experiences typically encountered by university students. You are able to convey relevant information about conversations, newspaper articles, and campus bulletins; however, some details are missing or inaccurate. Limitations of grammar, vocabulary, and pronunciation at times cause difficulty for the listener. However, they do not seriously interfere with overall communication.
Speaking about academic course content	Fair(2.5 - 3.0)	Your responses demonstrate that you are able to speak in English about academic reading and lecture material, with only minor communication problems. For the most part, your speech is clear and easy to understand. However, some problems with pronunciation and intonation may occasionally cause difficulty for the listener. Your use of grammar and vocabulary is adequate to talk about the topics, but some ideas are not fully developed or are inaccurate.
Writing Skills	Level	Your Performance
Writing based on reading and listening	Fair(2.5 - 3.5)	You responded to the task, relating the lecture to the reading, but your response indicates weaknesses such as an important idea or ideas may be missing, unclear, or inaccurate; there may be unclarity in how the lecture and the reading passage are related; and/or grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.
Writing based on knowledge and experience	Good(4.0 - 5.0)	You responded with a well-organized and developed essay. Weaknesses, if you have any, might have to do with use of English that is occasionally ungrammatical, unclear, or unidiomatic and/or elaboration of ideas or connection of ideas that could have been stronger.

[求助] Ets要准备取消我的成绩,放上信件给大家看看----已解决,附老外的修改申述信件(成绩101) [复制链接]

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