Course Syllabus
Course Name: English for Academic Excellence (EAE) A
Year Available: Year 1 (Freshman)
Course Code: EFAE010
Subject Area: English for Academic Excellence
Class Style: Lecture
Number of Credits: 15
Term(s) Offered: Spring and Fall Semesters
Prerequisites: None
Instructor: TBA
Course Description
English for Academic Excellence (EAE) A consists of five core components and will also be closely
integrated with the Self-Directed Practice course conducted in the Language Acquisition Center
(the LAC). The five course components are: Reading/Writing, Writing/Reading,
Listening/Speaking, Content-Based Learning, and Testing Practice. These courses are taught and
evaluated independently of each other, but are closely connected in respect to materials,
methods and course content. Some activities overlap two or more of the components, but
concentrate on different aspects of the language-learning process. EAE is a “program,” and not
just a collection of separate courses. EAE A course targets low-to-mid intermediate level
students and will introduce the fundamentals of the English level with a focus on academic
English. For this reason, course content is carefully selected to build not only English proficiency
and functional academic ability, but also a knowledge base that students will need to succeed in
the International College of Liberal Arts (the iCLA). In preparing students for the future goal of
study abroad where TOEFL scores often are an ITP 550 or an IBT as high as 100, the EAE will
administer regular proficiency tests, which include in-house proficiency instruments in reading
and writing. Note: this is a homework intensive course, and students will be required to spend at
least two hours on homework preparation and study for every scheduled class hour.
Course Objectives
The broad objectives of the course are twofold: 1) to bring students to an ITP TOEFL score of
around 460 or its equivalent on other standard measurements and in-house essay/reading
exam, 2) to prepare students to perform academic tasks within the limit of their proficiency
levels, such as paragraph level writing in multiple genre, and acquiring reading skills of at least
an intermediate level proficiency.
More specifically, students will....
 Improve English writing and reading fluency.
 Understand various kinds of written texts.
 Present facts, feelings, and opinions in written English.
 Learn PQR3 (previewing, questioning, reading reciting reviewing)
 Improve reading fluency: reading faster with better comprehension.
 Become self-directed in thinking, reading, writing and revising practices.
 Recognize, understand and analyze the basic organization of a paragraph.
 Expand vocabulary through various vocabulary-building techniques.
 Present facts, feelings, and opinions in written English at the sentence level.
 Read for main ideas and supporting details.
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Begin to acquire schema for reading comprehension of academic texts.
Learn the concept of genre and the organization of different rhetorical modes.
Understand and write more complex responses to written texts; for example, paragraph
length summaries and responses.
Learn basic principle and practice of peer review for paragraph structure, content and
grammatical accuracy.
Learn to understand and write with basic essay form
Learn to think critically at a more complicated level and express and defend opinions at
intermediate stages of complexity.
Speak informally and semi-formally on simple topics
Practice presentation skills at a basic level.
Understand basic academic lectures and audio materials
Respond to controversial topics with pros and cons
Grading Criteria
The requirements for passing EAE A are the following
1) Class performance: achieve an internal EAE GPA based on the following criteria for courses
not evaluate as PASS/FAIL. The following are the guidelines for evaluating each course
component.
For Reading/Writing (R/W); Writing Reading (W/R); Speaking/Listenting (SL); Content
Based Learning (CBL):
Active Participation: 10%
Homework (including portfolio, reports, in-class activities based on homework): 30%
In-class work, including quizzes, presentations and in-class writings: 30%
Final exam: 30%
2) Testing Practice, Self-Directed Practice in the Language Acquisition Center*are Pass/Fail.
Passing marks do not count in the GPA but a grade of F counts as 0 points and is calculated into
the internal GPA.
3) Standardize Test Score of about ITP 460 or its equivalence from other measures.
Course Organization
Key activities: Free writing, grammar instruction and application, study and application of
organizational patterns at the essay level, error correction, peer reviews, writing about readings,
small group discussion, short informal and semi-formal presentations.
This is a homework intensive course. Expect to spend two hours on homework for every hour in
class.
Course Policies
Absences, Late Arrivals and Late Assignments
The following policies apply to all English courses department wide, and must be followed
exactly to pass EAE A:
 Absences and late-arrivals: Students should attend 90% of class meetings and need a
written excuse from a legitimate medical facility or convincing evidence of a family or
personal emergency to receive an excused absence.
 3 late arrivals = one absence.
Neither quizzes nor in-class activities may be made up. However, students who have
received an excused absence will not be penalized for missed quizzes or in-class work
on the day specified.
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Grades will be lowered systematically and progressively, based on excessive absences
Possible Materials and Textbooks
(AC) Academic Encounters I: The Natural World, Cambridge
(P:RWC)Pathways, Foundations: Reading, Writing and Critical Thinking
(P:LSC) Pathways, Foundations: Listening, Speaking and Critical Thinking
(GP) Great Paragraphs
GaB) Grammar and Beyond, Volume I
(HGW) How Grammar Works
(HTF) The Heinemann TOEFL Preparation Course
Making Connections II: A Strategic Approach to Academic Reading and Vocabulary, Low
Intermediate
Lectures and Readings
The following schedule serves as a weekly guideline for activities and learning goals for the
course. These activities and goals will be implemented by using the texts and other materials
listed above in the syllabus, but there will be a fair degree of freedom for instructors to meet
the core goals of the course. Note that an important part of passing the course is not merely the
grades or the ITP TOEFL score but also the passing of the EAE A final exam.
WEEK 1
COURSE COMPONENT ACTIVITY FOCUS
R/W
Introduction to intensive reading and the extensive reading program;
Pre-reading strategies; getting the main idea from texts; SQR3 (Survey,
Question, Read, Recite, Review);
W/R
Free writing; introduction and review of the clause and sentence; writing
various kinds of sentences; sentence combining and sentence separation:
avoiding run-ons and fragments; reviewing paragraph form
S/L
Introduction to greetings and classroom language; dictation;
self-description; listening for main ideas; checking predictions
CBL
Reading and hearing about such topics as our planet and daily life around
the world; inferencing, analyzing and synthesizing
TP
Course introduction; Diagnostic test for TOEFL
SDP
Orientation to the LAC and the Portfolio
Following weeks: workshops, group meetings and practice
Self-Directed Practice is separate from the core EAE coursework because it is based on students’
reflections on their needs in close cooperation with the LAC language advisors. Students pass
this course by working in language needs in the LAC and keeping a log of every session in their
SDP portfolios. Therefore, weekly activities mat vary widely for each student.
WEEK 2
COURSE COMPONENT ACTIVITY FOCUS
R/W
Introduction to intensive reading and the extensive reading program;
Pre-reading strategies; getting the main idea from texts; SQR3; vocabulary
study cards
W/R
Free writing; introduction and review of the clause and sentence; writing
various kinds of sentences; sentence combining and sentence separation:
avoiding run-ons and fragments; writing a paragraph about yourself
S/L
CBL
TP
Speaking and writing about our world; asking questions; interviewing
your partner; dictation
Reading and hearing about such topics as daily life around the world; gathering
data from a text; meaning from context; reflecting on a text
Introduction to Test strategies: answering questions about structure
WEEK 3
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; making inferences; looking at
paragraph form
W/R
Free writing; introduction and review of the clause and sentence; writing
various kinds of sentences; sentence combining and sentence separation:
avoiding run-ons and fragments; peer reviewing the paragraph; writing second
drafts
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions
CBL
Reading and hearing about such topics as world literacy; practice with main
ideas and details; practice with inferencing; analyzing reasons and motivations
TP
Introduction to Test strategies: answering questions about structure
WEEK 4
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; making inferences; reading
about family ties
W/R
Free writing; introduction and review of the clause and sentence; writing
various kinds of sentences; sentence combining and sentence separation:
avoiding run-ons and fragments; writing a paragraph about the family
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like family ties and human origins; practice
with main ideas and details; expressing the main point of a text through
summary sentences; writing a response to readings about families
TP
Introduction to Test strategies: answering questions about reading
WEEK 5
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; practice in synthesis:
responding to texts and photos; identifying fact and speculation
W/R
W/R Free writing; introduction and review of the clause and sentence;
writing various kinds of sentences; sentence combining and sentence
separation: avoiding run-ons and fragments; introduction to paraphrase; peer
review and revising; editing practice; writing a definition paragraph
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
CBL
TP
eye contact; asking for questions
Reading and hearing about such topics as trash and recycling; practice with
main ideas and details; getting the main point of a text through summary
sentences; writing a paragraph about recycling
Introduction to Test strategies: answering questions about structure
WEEK 6
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; practice in synthesis:
understanding a multi-modal text
W/R
Peer reviewing and revising the definition paragraph: editing practice; writing
the process/analysis paragraph
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about such topics as trash and recycling; practice with
main ideas and details; getting the main point of a text through summary
sentences; writing a paragraph about recycling
TP
Introduction to Test strategies: answering questions about structure
WEEK 7
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; practice in synthesis: maps,
charts and texts
W/R
Peer reviewing and revising the process/analysis paragraph: editing practice;
writing the opinion paragraph
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like global trade and international food
production; evaluating pro and con arguments
TP
Introduction to Test strategies: answering questions about structure
WEEK 8
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; practice in synthesis: maps,
charts and texts
W/R
Peer reviewing and revising the opinion paragraph: editing practice;
introduction to essay form: the autobiographical essay
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like global trade and international food
production; evaluating pro and con arguments
TP
Introduction to Test strategies: answering questions about structure
WEEK 9
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; understanding explanatory
texts: summarizing, paraphrasing and responding to explanations
W/R
Peer reviewing and revising the biographical essay; writing the descriptive essay
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like exploration and adventure; evaluating
reasons and motivations
TP
Introduction to Test strategies: answering questions about structure
WEEK 10
COURSE COMPONENT ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; understanding explanatory
texts: summarizing, paraphrasing and responding to explanations
W/R
Peer reviewing and revising the descriptive essay; writing the descriptive essay
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like exploration and adventure; evaluating
reasons and motivations
TP
Introduction to Test strategies: answering questions about structure
WEEK 11
COURSE COMPONENTS ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; understanding different
views of music
W/R
Peer reviewing and revising the comparison/contrast essay; writing the second
draft of a comparison/contrast essay
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like music; expressing personal feelings about
music
TP
Introduction to Test strategies: answering questions about structure
WEEK 12
COURSE COMPONENTS ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; understanding different
views of music
W/R
Peer reviewing and revising the second draft of the comparison/contrast essay;
writing the third draft of a comparison/contrast essay
S/L
CBL
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
Reading and hearing about topics like music: comparing and contrasting aspects
of world music
WEEK 13
COURSE COMPONENTS ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; understanding different
views of images
W/R
Writing an essay about such topics as a photograph or photography
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like photography and other images:
comparing and contrasting images; the photo essay
WEEK 14
COURSE COMPONENTS ACTIVITY FOCUS
R/W
SQR3; vocabulary study cards; getting the main idea and supporting details
from texts; extensive reading small group reports; understanding different
views of images
W/R
Peer reviewing and revising an essay about a photograph or photography
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Reading and hearing about topics like photography and other images:
comparing and contrasting images; the photo essay
TP
Testing practice answering questions about oral texts
WEEK 15
COURSE COMPONENTS ACTIVITY FOCUS
R/W
Review of reading skills and strategies in this course
W/R
Writing a reflective paper on what you have learned
S/L
Listening to a conversation; listening for main ideas and details; discussing
activities and plans; asking questions; showing interest; presentation: making
eye contact; asking for questions
CBL
Outside reading; summary and personal response
TP
TOEFL Practice Test
WEEK 16
ACTIVITY FOCUS
Test Week
Reviewing information and practicing skills
Sitting for the standardized English proficiency exam, probably TOEFL
Sitting for the Final Exam
Performance assessment and EAE placement for following term