Report: Demo document

Demo document
by Meche Seminario Llosa

General metrics
3,054 477 27 1 min 54 sec 3 min 40 sec
characters words sentences reading speaking
time time

Writing Issues
No issues found

Unique Words 55%

Measures vocabulary diversity by calculating the unique words
percentage of words used only once in your
document

Rare Words 28%

Measures depth of vocabulary by identifying words rare words
that are not among the 5,000 most common English
words.

Word Length 5.2

Measures average word length characters per word

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Sentence Length 17.7

Measures average sentence length words per sentence

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Demo document
The basics
Since the pandemic in 2020, many health professionals are migrating to
English-speaking countries like the USA, Canada, the UK, Australia, and New
Zealand.
The need to be fluent in colloquial English is usually obtained through
institutes like ICPNA, but there is a gap for these professionals that needs to be
filed in a serious and organized manner to obtain a license to practice.
Aside from learning pronunciation, vocabulary and grammar, they need to learn
medical terminology as well as practice real-life scenarios of interaction with
patients and other health professionals.
I consider that ICPNA is inadvertently neglecting this opportunity to expand its
offer. We need to take advantage of the current need these professionals have
that have been filled by private tutors. I have been teaching health
professionals since August 2020 and ran across some private tutors who most
of the time lack the credentials or expertise and could not produce relevant
teaching materials.
In my experience as an interpreter, medical and chemical-pharmaceutical
translator who is now teaching said professionals, what they require is not only
to pass a proficiency exam in English such as TOEFL or IELTS but to
complement what they have already learned with medical terminology and
speaking practice that allows them to perform correctly in an interview initially,
and then be able to obtain the corresponding licenses to practice their
profession in those countries. These exams imply a vast knowledge of medical
and chemical-pharmaceutical terminology by the applicant. This is the part

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that they are not receiving from the common English programs offered by the
existing institutes in our country, since their needs are different. We can bridge
the gap.
For example, a 90-minute class includes terminology, speaking, pronunciation
of mostly medical terms, and a fast simple revision of grammar. This course
must be directed to at least upper-intermediate or ideally advanced-level
students.

A typical class’s objective might be: To check in a patient.

The function: Interviewing a patient. Giving directions.
The language: Describing location. The call button is next to the light.
Grammar: Prepositions of place, imperative, questions in the simple present,
simple past, and Wh- questions.

Here I include a sample of the teaching and practice material I use with my
health professional students for the terminology portion:

But wait...there's more?

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Report: Demo document

suggest the best word to make sure you don't have to analyze your writing too
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