We also included some A1 and A2 descriptors, mainly referring to writing letters and notes, in order to match those from the current English teaching syllabus (2000).
Thus, the three levels of difficulty, as defined by logit values, match the writing requirements stipulated in the teaching syllabus (2000) and teachers' experience, and can reflect the current teaching and learning status of writing proficiency.
In scaling the descriptors obtained from the third stage of the study, we adopted one of the methods proposed by North (2000), p. 293 by looking for "natural gaps" or "clusters of data" in the FACETS measurement scale, and then we compared the gaps with the requirements stipulated in the teaching syllabus (2000).
Comparing the divisions on the scale with the English teaching syllabus (2000), we have found that level 3 descriptors generally match the ability level required for senior students of English, level 2 descriptors correspond to requirements for junior students of English, while those of level 1 are mostly what freshmen majoring in English are supposed to be competent in.
More recently, she helped craft the Trump Syllabus 2.0 an upgrade of an earlier effort criticized for failing to include perspectives from scholars of colour and other marginalized groups to document the political climate that gave way to the 45th president.
More recently, she helped craft the Trump Syllabus 2.0 an upgrade of an earlier effort criticized for failing to include perspectives from scholars of color and other marginalized groups to document the political climate that gave way to the 45th president.
Other difficulties were "lack of adequate technology" (22%), "teachers not adequately prepared" (22%), "inadequate syllabus" (8%) and "inadequate preparedness by the high school education system" (8%).
Finally, it was revealed that only 34 syllabuses (16.4%) included a plagiarism policy (See Table 1).
Out of the 207 syllabuses, 173 (83.6%) did not include a plagiarism policy.
