TIPS FOR THE CLOZE PASSAGE

A cloze passage is a text in which certain words have been left out. On the University of Michigan Examination for the Certificate of Proficiency in English (ECPE), candidates are given four answer choices for each blank. Candidates have to find the word that best fills each blank. The most appropriate word is one which fits the sentence and paragraph in both grammar and meaning. The cloze section tests knowledge of language use, but it is also a test of reading comprehension. The texts are similar to those found in textbooks and academic periodicals, and they cover a wide variety of topics. The cloze passage on the Preliminary Test is approximately 150 words in length and has ten blanks. Each cloze passage on the Final Examination is approximately 250 words in length and has 20 blanks. When doing a cloze activity, candidates should follow the procedure below before they start looking for each appropriate word: Read the entire passage. Establish the authors general purpose for writing the passage. Understand the main idea and role of each paragraph. Identify the examples, supporting statements and topic-related vocabulary and phrases in the passage. It is essential that candidates understand the passage before they attempt to find the appropriate word for each blank. The following points are also important: Although some of the answer choices are correct at phrase and sentence level, there are frequently answer choices that depend on an understanding of the entire passage. Candidates should pay attention to discourse features such as linking devices (i.e. although, for example, etc.), pronouns (i.e. he, she, who, etc.), referent words (i.e. this, those, one such..., etc.).

The grammatical problems encountered on a cloze passage require the following strategies: Identifying important components in the text, (i.e. verb forms, adverbials, prepositions, linkers, etc.) Deciding what is grammatically correct at phrase, sentence and paragraph level. Identifying what part of speech should go into each blank. Taking into account the role of the phrase in which the blank occurs (i.e. relative clause, adverbial, etc.) Below is a description of the vocabulary problems candidates will encounter: The item might involve completing a collocation. The four distractors may be similar in meaning, but the context is such that only one is correct. The answer choice might involve choosing an item which, as a key word, is essential for the development or comprehension of the topic. The answer choice might require identifying the over-all context of the passage (i.e. subject-area, field being referred to, etc.). The correct answer choice may depend on co-textual features (i.e. preposition, noun clause, etc.). Candidates can answer some items by applying their knowledge of grammar or by remembering how a particular word is used. However, candidates must have an understanding of the entire text in order to find the most appropriate word for many other items.

Below is a cloze passage from a recent Preliminary Test. The correct answer-choices have been circled Doctors have long known that infants who are breast-fed contract fewer infections that those who are given formula. __1.__ fairly recently, most physicians presumed that breast-fed children fared better simply because milk supplied directly from the breast is __2.__ of bacteria. Formula, which must often be mixed with water and placed in bottles, can become contaminated easily. __3.__ even infants who receive sterilized formula suffer from more illnesses than do breast-fed babies. The reason, it turns __4.__ is that mothers milk actively helps newborns __5.__ in a variety of ways. Such __6.__ is particularly beneficial during the first few months of life, when an infant is less able to fight off disease. Breast-fed babies receive __7.__ from antibodies, proteins, and immune cells that are found in human milk. __8.__ breast milk is ingested, the beneficial molecules and cells help to prevent harmful micoorganisms __9.__ penetrating the bodys tissues. Some molecules __10.__ the digestive tract, while others lessen the supply of certain vitamins and other nutrients that bacteria need to survive.

1. a. When Adverbial b. Until phrase 2. a. less b. out 3. a. Yet b. Making 4. a. off b. out

c. And d. About c. free d. full

Breast milk has no bacteria Topic-related item Providing explanation Topic-related item

c. So d. Babies c. great d. better c. develop d. from

Phrasal verb Key word - linked with idea of protection against disrease - also context-related

5. a. resist b. detect

6. a. it b. method 7. a. them b. milk

c. assistance d. as c. disease d. protection

Key words linked with idea of protection against disrease

8. a. Besides b. And 9. a. for b. from 10. a. within b. are

Time adverb (as soon as, when, etc.)

c. Once d. Furthermore c. are d. that c. protect d. harbor

Co-textual factor - prevent from - also topic related

Class Work Stage 1 - Pre-Reading Initiate some warm-up questions. Ask students to discuss what they know about breast-feeding and its benefits. If you have Internet access, look for a text on breast-feeding and do it in class before students look at the cloze passage. Stage 2 - While-Reading As students read have them read text but tell them to ignore answer choices. They should try to place their own words in each blank as they read, but only if they can. As they read, students can underline key topic-related words and phrases.
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Stage 3 - Post-Reading Ask them to provide an appropriate title for the passage. Ask students to write, in one or two sentences, what they have learned from the passage that they did not know before. Ask them to identify the controlling idea of each paragraph plus any supporting ideas (i.e. examples, exemplification, etc.) Stage 4 - Language Spin-Off Put students in pairs (or in small groups) and have them prepare a dialogue between a doctor who is trying to convince the mother of a newborn to breast-feed her baby. Encourage them to use words, phrases and information form the text.