Intensive Academic English for Graduates Program

The Intensive Academic English for Graduates Program (IAEG) is specially designed to help incoming students improve their English as quickly as possible. The graduate IAEG offers two courses: Intensive Intermediate English (ELIN 0301) and Intensive Advanced English (ELIN 0302). Students have a maximum of two semesters and a summer session to complete ELIN 0301 and/or ELIN 0302.

Students enrolled in either course attend three and a half hours of class each day, four days per week. Instruction is given in the skill areas of reading, writing, listening, vocabulary, and study skills to help graduate students improve their overall English language abilities.

Students enrolled in ELIN 0301 are required to take a three-part final examination (pre-final, final, and 90 minute essay). Based on teacher evaluations and the results of the examination, they may repeat ELIN 0301 or may be advanced to ELIN 0302, the Academic English Modules, or be admitted directly to their graduate program. Those students placed in the Academic English Modules will be required to take from one to four of the modules, depending on their ELIN 0301 exit examination scores.

Students enrolled in ELIN 0302 take the same three-part exit examination. Based on teacher evaluations and the results of the examination, they may repeat the course, progress to the Academic English Modules, or be admitted directly to the graduate program. Those students entering the Academic English Modules will be required to take from one to three of the modules, based on their ELIN 0302 exit test scores.

 

GOALS, OBJECTIVES AND OUTCOMES

In both ELIN 0301 and ELIN 0302, students improve their proficiency in the following skill areas:

  • Writing
  • Reading
  • Vocabulary
  • Grammar
  • Study Skills

 
Students at this level are expected to take responsibility for their learning by:

  • Participating actively and thoughtfully in class activities
  • Completing both in-class and homework assignments
  • Attending sessions regularly
  • Developing good study habits and learning strategies
  • Developing critical and analytical thinking skills
  • Expanding their intellectual horizons and adapting to the University’s graduate student environment

 

In order to develop the above skills, instructors work with students in small classes to achieve the course goals, course objectives and student learning outcomes listed below:

WRITING

Course Goals

  • Writing correct and effective sentences
  • Writing effective paragraphs
  • Writing a four to five paragraph expository academic essay
     

Course Objectives:

  • Use pre-writing strategies to plan writing
  • Give critical peer-feedback 
  • Use peer and teacher feedback to edit writing 
  • Comprehend the overall and internal organizations of the four to five-paragraph essay
  • Identify and create effective thesis statements and topic sentences
  • Increase academic vocabulary volume and accuracy
  • Improve accuracy of sentence structure in academic writing
  • Improve accuracy of grammar within sentences
  • Increase proficiency in formatting and punctuating type-written texts
     

Student Learning Outcomes

Given a reading passage or an authentic article followed by a related paragraph/essay topic,   
students will be able to:

  • Write a well-organized, unified, coherent paragraph
  • Write an effective essay introduction with a relevant and clear thesis 
  • Write an effective conclusion
  • Develop content within paragraphs that is relevant, thoughtful and logical
  • Produce varied and appropriate vocabulary to express meaning adequately and precisely
  • Use correct word forms
  • Produce meaningful and grammatically correct compound-complex or embedded structures
  • Use proper punctuation and formatting in written texts

 
READING
Course Goals

  • Improve reading ability
  • Develop academic reading strategies and skills
  • Read critically
  • Develop ability to respond to texts
     

Course Objectives

  • Use pre-reading strategies
  • Identify reading skills and strategies 
  • Vary reading strategy depending on purpose
  • Develop metacognitive awareness of reading skills and strategies
  • Paraphrase information from a text orally or in writing
  • Understand information in written texts
     

Student Learning Outcomes

Given an academic reading text or an authentic article, students will be able to:

  • Extract the main idea from a text
  • Identify major details from a text
  • Identify author’s purpose, audience and viewpoint
  • Identify the writer’s thesis or purpose 
  • Identify the writer’s tone
  • Make and identify inferences
  • Interpret a variety of diagrammatic information
  • Summarize/paraphrase effectively

 
VOCABULARY

Course Goals

  • Build a passive academic vocabulary
  • Build an active academic vocabulary
  • Develop the skill of determining the meaning of unknown words

Course Objectives

  • Use new vocabulary correctly orally and in writing
  • Distinguish between academic and informal vocabulary
  • Understand the concept of word forms and their use
  • Use online resources to enhance vocabulary acquisition
  • Student Learning Outcomes
  • Spell words correctly in writing
  • Use correct word forms orally and in writing
  • Identify correct word forms based on the context
  • Use contextual clues to infer the meanings of unknown words
  • Apply knowledge of prefixes, roots and suffixes to infer the meanings of unknown words

 
GRAMMAR

Course Goals

  • Use grammar to aid in the comprehension and production of academic discourse
     

Course Objectives

  • Identify grammatical structures 
  • Analyze the use of grammatical structures in context
  • Determine whether a sentence is grammatically correct or not
  • Produce grammatical structures appropriate to the context orally and in writing
     

Student Learning Outcomes

Given a topic to write about, students will be able to:

  • Produce accurate grammatical forms in writing

Given a sentence completion task, students will be able to:

  • Select or produce the appropriate grammatical form

Given a topic for discussion, students will be able to:

  • Give oral presentations using appropriate grammatical structures
     

STUDY SKILLS

Course Goals

  • Understand academic lectures
  • Speak in an academic contexts
  • Give effective oral presentations based on Internet research
     

Course Objectives

  • Identify listening and speaking skills and strategies
  • Develop metacognitive awareness of listening and speaking skills and strategies
  • Distinguish between fact and opinion, relevant and irrelevant information
  • Participate in discussions based on academic topics, videos and lectures
  • Listen to and take notes on a variety of comprehension passages
  • Use notes as a basis for class discussions and activities
  • Participate effectively in class discussions and debates
  • Improve pronunciation, fluency, and grammatical accuracy of speech
  • Improve academic research skills
  • Paraphrase, synthesize and organize information
  • Give an effective oral presentation on an academic topic
     

Student Learning Outcomes

Given a listening comprehension passage or lecture, students will be able to:

  • Identify main ideas and major details 
  • Identify speaker’s purpose
  • Make and understand inferences  

Given an academic topic to research and present in class, students will be able to: 

  • Create an effective, well organized PowerPoint document
  • Incorporate relevant sources effectively into an oral presentation 
  • Follow steps to organize and plan an effective oral presentation 
  • Demonstrate effective presentation skills
  • Use visual aids to enhance presentation
  • Demonstrate appropriate pronunciation 
  • Use correct grammar
  • Speak with appropriate fluency
     

IAEG Assessment Framework
Final assessment will be based on a series of standardized tasks, a final test and teacher evaluations. The tasks will be administered during the second half of the semester, and the final test will be administered during testing week. Teacher evaluations will be based on student performance throughout the semester.

Language Use Tasks

Five standardized tasks (all except the oral presentation) will be administered on the same day in a location to be announced later in the semester and scored analytically according to rubrics developed by teachers.

A. Writing Component (Total writing score: 100%)
 
Task 1: Integrated Writing 1 (15%)  An essay based on a reading passage.  You will be given a reading passage one day before the writing task.  You will be expected to read and understand the passage in order to integrate ideas from it into your essay.  You will be given a topic related to the passage and will have 75 minutes in which to plan, write and proofread an essay made up of four or five paragraphs.
 
Task 2: Integrated Writing 2 (35%)  An essay based on a reading passage; same as above.
 
Task 5: Integrated Writing 3 (50%)  An essay based on a reading passage; same as above.
 
Task 3: Reading and Vocabulary (21%)  You will be given 80 to 90 minutes to read a passage and answer a variety of questions: open-ended, fill in the blank, multiple choice and information transfer questions (e.g. filling in a chart).
 
B. Reading and Vocabulary, Speaking, Listening and Grammar Components (Total score on all components other than writing: 100%)
 
Task 4: Oral Presentation (11%) You will give an eight to 12-minute presentation on a topic of your choice in accordance with the task specifications, which teachers will give you.
 
Final Proficiency Test (40%) A multiple-choice reading and vocabulary, word form, grammar and listening battery.  (Reading and vocabulary: 13%; Word form: 5%; Grammar: 12%; Listening: 10%)
 
Teacher Evaluation (28%) Teacher evaluations will be based on your work throughout the semester, including tests, quizzes and class participation.