Intensive Academic English Program for Undergraduates

students

Director's Welcome

Dear Students,

Welcome to the IEP!

The IEP is a rich program that will challenge you to improve your English language and academic skills so that you can perform effectively at AUC. With hard work and perseverance, most students improve tremendously during the course of the semester, and find it a rewarding and empowering experience. The information provided in these pages will introduce you to our Program and assist you to succeed in your studies this semester. The teachers and staff in the IEP are here to support you and facilitate your learning, so please do not hesitate to speak to any of us if you need any assistance. I very much look forward to working with you during your time in the IEP and wish you a productive and fulfilling semester.
Nagwa Kassabgy
Director, IEP

Our Mission

The Intensive Academic English Program (IEP) prepares undergraduate students to perform effectively within the English-medium liberal arts context of The American University in Cairo (AUC) and in similar academic environments. Students in this program develop their academic English and critical and reflective thinking skills through a content-based learning approach that fosters collaborative and independent learning, commitment to academic integrity, and community engagement. In small learner-centered classes, using multimedia and inquiry-based learning, IEP students are empowered to meet the demands of the freshman program at AUC. The IEP is fully accredited by the Commission for English Language Program Accreditation (CEA).

About The Program          CEA Accreditation

  • By the end of this course, students will be able to:

    • interact with academic content: reading, writing, listening, speaking
    • demonstrate ability to think critically and problem solve
    • utilize information and digital literacy skills
    • demonstrate behavior and attitudes appropriate to a university environment
  • Goals:

    • Apply the skills and strategies of a successful reader
    • Read critically

    Course Objectives for Reading and Vocabulary

    This course will develop the students’ ability to:

    • skim for main idea(s)
    • scan for details
    • use graphic organizers to better understand a text
    • develop reading speed
    • build academic vocabulary
    • make use of contextual clues to infer meanings of unfamiliar words from context
    • summarize and paraphrase information in a text
    • distinguish main ideas from specific details
    • distinguish facts from opinions
    • make inferences and predictions based on comprehension of a text
    • dentify author’s purpose and tone
    • discuss and respond to content of the text orally and in writing
    • utilize digital literacy tools to develop reading and vocabulary skills
    • reflect on and evaluate learning and performance, and set goals for progress
    • demonstrate behavior and attitudes appropriate to a university environment (work collaboratively, manage time, be prepared, comply with academic integrity rules)

    Student Learning Outcomes:

    Given an academic reading passage, the student will be able to:

    • identify the main idea(s) in the text
    • identify specific details
    • distinguish main idea(s) from supporting detail
    • distinguish fact from opinion
    • make inferences and predictions based on information in the text
    • infer meanings of unfamiliar words
    • identify author’s purpose and tone
    • transfer information in the text into a graphic organizer
    • produce academic vocabulary appropriately orally and in writing
    • summarize/paraphrase information in a text
  • Goals:

    • Understand and apply the conventions of academic writing in English

    Course Objectives Writing and Grammar

    This course will develop the students’ ability to

    • Write effective and coherent paragraphs
    • Comprehend the overall and internal organization of an academic essay
    • write an effective thesis statement
    • Use pre-writing strategies to plan writing
    • Generate ideas from sources to develop content
    • Develop coherent content and support with relevant details
    • Write a 4-5 paragraph expository/take-a-stand academic essay
    • Write a 500 word response to a provocative reading passage
    • Give critical peer feedback
    • Use peer and teacher feedback to edit writing
    • Build academic vocabulary
    • Use a variety of accurate sentence structures
    • Use grammatical structures accurately
    • Utilize digital literacy tools to develop writing and grammar skills
    • Reflect on and evaluate learning and performance, and set goals for progress
    • Demonstrate behavior and attitudes appropriate to a university environment (work collaboratively, manage time, be prepared, comply with academic integrity rules)

    Student Learning Outcomes:

    Given a writing prompt, the student will be able to:

    • Write a paragraph with a topic sentence, support, and concluding sentence
    • Produce coherent and unified paragraphs with adequate support and detail
    • Write an effective introduction and conclusion
    • Write a thesis statement that addresses the writing prompt
    • Produce a well-organized academic essay
    • Produce appropriate vocabulary and correct word forms
    • Use a variety of accurate sentence structures
    • Produce accurate grammatical structures
    • Demonstrate control of mechanics
  • Goal:

    • Apply the skills and strategies of a successful listener

    Course Objectives for Listening

    This course will develop the students’ ability to:

    • Take organized notes on lectures and listening passages
    • Identify and distinguish main ideas from supporting details
    • Make use of contextual clues to infer meanings of unfamiliar words from context
    • Identify speaker’s purpose and tone
    • Make inferences and predictions about spoken discourse
    • Discuss and respond to content of a lecture or listening passage orally and/or in writing
    • Utilize digital literacy tools to develop listening skills
    • Reflect on and evaluate learning and performance, and set goals for progress
    • Demonstrate behavior and attitudes appropriate to a university environment (work collaboratively, manage time, be prepared, comply with academic integrity rules)

    Student Learning Outcomes:

    Given an oral lecture or a listening comprehension passage, the student will be able to

    • Take notes and make use of them in answering questions about the passage
    • Distinguish relevant from irrelevant information
    • Identify the topic and main idea
    • Comprehend relationships between ideas
    • Make inferences and predictions about spoken discourse
  • Goal:

    • Apply the skills and strategies of a successful speaker

    Course Objectives for Speaking and Oral Presentation

    This course will develop the students’ ability to:

    • Discuss and respond to content of a reading or listening passage
    • Use communication strategies to participate in group and class discussions
    • Select, compile, and synthesize information for an oral presentation
    • Use search tools to locate appropriate sources
    • Evaluate and select sources for relevance
    • Paraphrase and cite sources
    • Use vocabulary appropriately
    • Use grammatical structures appropriately
    • Deliver an effective oral presentation
    • Present information using digital tools
    • Reflect on and evaluate learning and performance, and set goals for progress
    • Demonstrate behavior and attitudes appropriate to a university environment (work collaboratively, manage time, be prepared, comply with academic integrity rules)

    Student Learning Outcomes

    Given a topic to research and present in class, the student will be able to:

    • Focus the topic
    • Apply research procedures
    • Locate and select relevant information
    • Take notes, paraphrase, synthesize and organize information
    • Produce appropriate vocabulary
    • Produce accurate grammatical forms
    • Give an oral presentation in class using effective delivery strategies
  • Goals:

    • Apply the skills of problem solving
    • Work in groups

    Course Objectives for Project-based problem solving

    This course will develop the students’ ability to:

    • Work collaboratively with others
    • Communicate effectively
    • Take responsibility for completing tasks
    • Create group goals and strategies to complete tasks
    • Reach consensus in decision making
    • Solve problems
    • Manage time
    • Utilize digital literacy tools to develop collaborative skills
    • Reflect on and evaluate learning and performance, and set goals for progress
    • Demonstrate behavior and attitudes appropriate to a university environment (be prepared, comply with academic integrity rules)

    Student Learning Outcomes:

    Given a real world problem, the student will be able to:

    • Work collaboratively
    • Divide tasks
    • Conduct interviews and observations
    • Identify the problem
    • Explore possible solutions
    • Represent a solution in the form of a prototype
    • Give, receive and apply feedback
    • Give a presentation reporting on the process and the prototype
    • Write a thoughtful reflection on an experience
cent/AUC classes

Assessment

Intensive English Program (IEP) Assessment Framework

international-students

Rules and Procedures

Know about the attendance policies, student appeal pocedures, approriate behavior and more.

Journalism and Mass Communications Course

Frequently Asked Questions

Know more about plagarism, general requirements and regulations and more.

Students' Reflections

Nour Basha

The IEP was very helpful; it enhanced my speaking and writing skills to a large extent. However, the Department of English Language Instruction (ELI) student must exert some effort to be able make it through this course and avoid failing.

Nour Basha
ELIN 0102
Abdelhamid Charaf

It was very useful to spend one semester in the IEP. I improved my level in English in a remarkable way. My writing, speaking, and reading skills are much better due to the effort done by our teachers. First, when I knew that I had to spend one semester in the ELI, I thought it is a waste of time, but now I don’t regret it at all because I had the chance to ameliorate my English.

Abdelhamid Charaf
ELIN 0102
Carole Salib

At the end of this course I was able to talk in English fluently, write essays about different topics, have a huge amount of vocabulary, and I learnt how to read and understand any article. I am sure that this course is the base for any other courses that I will take because this course was not only about English, but it was about having general knowledge in different topics.  

Carole Salib
ELIN 0102
Yosra Ali Hussein

It was extremely helpful. First of all, the semester worked as a transitional phase for me to the AUC community, activities and academic system. Also, my professors helped me greatly to absorb and take the best out of this experience. It was fun. My writing skills specifically improved extremely.

Yosra Ali Hussein
ELIN 0102

Contact Information

Intensive English Program (IEP)
Department of English Language Instruction
Prince Alwaleed Bin Talal Bin Abdulaziz Alsaud Hall (HUSS)
AUC New Cairo

Nagwa Kassabgy

IEP Director
Room 1050
t 20.2.2615.1909

nkassabgy@aucegypt.edu

Abeer Saber Ghali​​​​​​​

Executive Assistant to Chair
Room 1042
t 20.2.2615.1693

iepinfo@aucegypt.edu