ESLC Placement Information

All incoming international students including transfer students write an ESL composition placement test which is evaluated by trained English as a Second Language teachers at the Ohio State University. The test is an essay exam designed to assess the student's writing proficiency in academic English. Students who need extra instructional support in writing may be placed in one of three levels corresponding to courses in the ESL Composition Program. The Office of Admissions notifies those international students who are required to take a placement test. The Office of International Education (OIE) informs new students about the date and time of the test.

Students write a one-hour placement composition which is evaluated by trained ESL staff members. Students are placed in one of three levels corresponding to our courses: EDU T&L 106 (for undergraduates), 106G (for graduate students), or EDU T&L 107 (for undergraduates), 107G (for graduate students), or EDU T&L 108.01 (for undergraduates), 108.02 (for graduate students). Some students are Qualified on the basis of the placement composition; these students are not required to take any ESL composition courses.

Students who meet or exceed the following test scores (obtained within the past two years) are exempt from taking the ESL Composition Placement Test: TOEFL 650, or TOEFL 610 and TWE 5; TOEFL Computer Based Test 280, or TOEFL Computer Based Test 253 and TOEFL Essay 5; MELAB Overall 95, or MELAB 90 and Composition Component 90. See additional exemption categories.

Note: This test is not the same as the placement test administered by the English Department. Questions about that test may be directed to the English Department or the Writing Workshop at (614) 292-8134.

Although the ESL Composition Placement Test cannot be retaken, students enrolled in any of the EDU T&L Composition courses do write an in-class diagnostic essay during the first week of each quarter. This diagnostic essay serves two purposes. The primary purpose is to give teachers a sample of a student's untutored writing so that they can make judgments about the student's individual strengths and needs as a writer. Teachers can also make judgments about the strengths and needs of the class as a whole. The second purpose of the diagnostic essay is to check the progress of students as they move through the sequence of courses in the program. For example, a student who originally places at the 106 level and completes that course can be re-evaluated at the beginning of 107. Such a person, through talent or background or hard work in 106, can be moved up directly to 108 on the strength of the diagnostic essay that he or she writes at the beginning of 107. Similarly, students who, after experience in 107, are able to write a strong diagnostic essay at the beginning of 108 can skip 108 and be "Qualified" out of the program. In these few cases, the in-class diagnostic essay provides a way to address the fact that some students may improve in their writing at a faster rate than others.

The format of the in-class diagnostic essay is similar to that of the ESL Composition Placement Test. Students are given one class period to write on a general topic. Topics are general in nature (as on standard ESL writing tests such as the TOEFL Essay or the Michigan Test) to make them accessible to all students without preparation. The diagnostic composition is offered only once a quarter and cannot be made up or repeated.

More information about the diagnostic is given on the first day of class. Further questions can be directed to the ESL Composition office at 614-292-6360.