ESL Faculty Handbook (Rev 1-­‐15) *During orientation each new faculty member is given an American National University Faculty Handbook. This ESL Faculty Handbook is given to clarify situations in the English as a Second Language program that are not covered in the ANU Faculty Handbook. Please note that the policies in this handbook are meant to give detail and shape to the ESL Instructor Position Description that is given to all ESL faculty at the time of hire. The job description provides the primary means by which each faculty member will be evaluated. Any questions about these policies should be brought to the ESL Program Director. The Curriculum Mission Statement; Student Success; Program Structure; Curriculum and Program Development; Program and Course Goals, Objectives, Student Learning Outcomes and Assessment; Program Placement and Length Mission Statement: American National University’s English as a Second Language (ESL) program provides comprehensive training at several levels in the English language to meet the needs of non-­‐native students. The program consists of practical English-­‐language training in Reading, Writing, and Grammar, and Listening, Speaking, and Vocabulary for students primarily interested in preparing to take the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) for admission to American college and university academic programs, as well as improving the learning and cultural skills needed for success in academic coursework in English-­‐speaking settings. Student Success: The faculty and staff in ANU’s ESL program care deeply about student success, but success is primarily the responsibility of the student him or herself. Students earn the grades they receive and are responsible for their own performance. Initial placement into one of six levels is measured by the Cambridge University and Michigan Language Assessments CaMLA English Placement Test (EPT)—discussed below. Three standards are used to measure student success in moving up from level to level and for graduation: 1) course grades (although a grade of D is passing, the student must maintain a C average); 2) appropriate Michigan Test score; and, 3) teacher recommendations. Program Structure: The mission is achieved through a program structure that progresses through six levels of study offering Reading, Writing, and Grammar (RWG), and Listening, Speaking, and Vocabulary (LSV) components. The six-­‐level program is structured so that the student progresses from levels one and two—Beginning and Foundations of English—through levels three and four—Intermediate English I and II—through to levels five and six—Introduction to and Preparation for TOEFL and IELTS. The program focuses on TOEFL and IELTS preparation and development of English-­‐language college and university academic skills as the primary learning outcomes, brought together especially in levels five and six. Our students also enjoy immersive experiences in English-­‐speaking American culture that help contextualize their academic language work. Course goals, objectives, and student learning outcomes—
outlined further below—in the first two levels center on basic vocabulary, verb, noun and pronoun recognition, as well as developing fundamental writing patterns. These course-­‐specific skills are assessed using reading comprehension, sentence construction in response to questions, and usage of grammar, vocabulary and punctuation quizzes and exams. These skills lead to levels three and four wherein objectives and learning outcomes center on conversation, comprehension, basic vocabulary descriptions, recognition of grammatical structures, and developing basic critical skills. These course-­‐
specific skills are assessed using audio and video recognition exercises and small-­‐group conversation 1 activities, critical reading and writing exercises that locate and articulate main ideas and details, as well as grammar, vocabulary and punctuation quizzes and exams. The skills from all four levels culminate in levels five and six wherein the primary global skill program learning objective is achieved: successful TOEFL and IELTS preparation and college skills preparation. In these class levels, students work on more complex conversation and lecture comprehension, critical reading, writing and vocabulary skills, academic essay comprehension and formation, all as they relate to effective TOEFL and IELTS test-­‐taking strategies and overall college and university academic preparation. These course-­‐specific skills are assessed using audio and video recognition exercises and small-­‐group conversation activities, critical academic reading and writing exercises that locate and articulate main ideas and details, as well as grammar, vocabulary and punctuation quizzes and exams. Additional TOEFL and IELTS component skill equivalencies are given in class through sample assignments, quizzes, and exams in order to assess global skill development through the program. RWG and LSV classes integrate all of these skills in complementary ways. Twelve-­‐hour-­‐a-­‐week RWG classes are offered in the morning, and twelve-­‐hour-­‐a-­‐
week LSV classes are offered in the afternoons. Teachers are set up in teacher pairs so that one teacher teaches RWG and the other teaches LSV. This provides for complementary and varied classroom experiences for students. A minimum of two hours per week are spent on individualized skill development in ANU’s computer labs—lab resources are listed later in this handbook. Curriculum Development: In a curriculum development plan entitled the Standardizing Our Program project—the SOP project—the ESL faculty at American National University have outlined nine (9) core skill areas of the curriculum. These include: RWG: 1) Reading Comprehension and Critical Thinking 2) Paragraph to Essay Writing Skills 3) Verb Tenses 4) Irregular Verbs 5) Types of Sentences LSV: 6) Listening Comprehension and Critical Thinking 7) Oral Presentation and Speaking Skills 8) Vocabulary 9) Parts of Speech These nine core skill areas are named in order to organize and focus our program goals, course-­‐specific pedagogical content, and intended student learning outcomes (SLOs) for teachers such that each syllabus is organized as part of a progressive whole that builds coherently skills from level one to level six, but also designed in order to provide for our ESL students a more-­‐cohesive educational experience that builds skill-­‐by-­‐skill, but also attends to complementary skills that work toward developing the whole person. Program and Course Goals and Objectives: The overarching program objectives include, primarily, a successful TOEFL or IELTS score that allows for admission into the student’s college or university of choice. Secondarily, the student will have mastered academic and cultural skills necessary for success in an American English-­‐speaking college or university classroom, and can expect to have achieved English fluency sufficient for conversational skills in wider American English-­‐speaking culture. The ESL program at American National University aims to develop the whole person as she or he progresses through specific courses and cultural activities. Course Goals—outlined below—are designed around progressive 2 whole-­‐person pedagogical methodologies centered on level-­‐by-­‐level improvement of cultural learning skills that underlie academic language skill development. Course objectives—outlined below—are designed to shape level-­‐by-­‐level coherently-­‐progressive skills and content that will enable a student to be successful in each course and to advance with a sense of global mastery of skills, even while immersed in significant culturally-­‐intensive experiences. More specifically, the course objectives as listed on the syllabi for each level and each class link the program mission and the program objectives with specific intended student learning outcomes as outlined in the curriculum development plan. Student Learning Outcomes and Assessment: Student learning outcomes are intended to represent overarching products of our program and, specifically, our courses as they are achieved by our students. As such, they intend to express integrated critical thinking skills and activities that are measured as outcomes of the course objectives. They are specific, measurable by standardized assessment, and represent understanding and application of the nuts-­‐and-­‐bolts content of the courses by our students. The SLOs are assessed by performance on homework assignments, quizzes, midterm exams, final exams, and participation in course-­‐specific assessments used to determine grades, but also they are measured against global skill development as measured by Michigan Test scores, and writing rubrics. Levels 5 and 6 additionally include TOEFL and IELTS component skill equivalency assessment as measures through in-­‐
class sample assignments, quizzes, and exams. The SLOs represent the specific take-­‐away that each student gains from within the structure provided by the program and course goals and objectives, and help lead to global skill development measured in TOEFL and IELTS performance. Clear, measured performance in any given level affords the opportunity for advancement to the next level, although learning outcomes must be mastered in both RWG and LSV in order for a student to advance. Likewise, a student whose abilities repeatedly fall below these measured thresholds—despite Michigan Test placement—can be moved to a lower level. Summaries of specific level-­‐by-­‐level student learning outcomes will be made available to students so that students themselves can become aware of the benchmarks necessary for success. Program Placement and Length: Student placement under the Michigan Test system and student length of time in the program are measured through several metrics in order to determine correct placement and adequate progress. The systems are outlined below. Students failing to make adequate progress are given structured remediation such as tutoring or, without success, are dropped from the program according to set procedures outlined below. Curriculum Philosophy and Methodology The English as a Second Language program at American National University aims to develop the whole person within a curriculum and pedagogical methodologies that can be characterized by what Professor James Dean Brown calls an “eclectic approach.” in his book, The Elements of Language Curriculum: A Systematic Approach to Program Development (Heinle ELT, 1994) he describes strategic choices language programs can make between a range content, techniques, and methods that can be tailored to particular groups of students in particular situations—indeed in ways capable of reaching down to each individual student as a whole person with all uniqueness. Development of the whole person educational philosophy in post-­‐secondary pedagogy has been multiform. This has been true in ESL education as well, yet, despite being an imprecise goal, it remains useful as an educational aim for international students seeking English-­‐language education in the United States. This is true in part because of the widely multi-­‐cultural makeup of the ESL classroom. Whole person methodology and eclectic curricular and extra-­‐curricular approaches allows for flexibility that enhances the teacher’s ability to meet individual student needs where the student is at. Echoing the whole-­‐person approach, Yi Yang of the 3 Massachusetts Department of Education, describes the merits of “whole language development” in ESL instruction (“Teaching Adult ESL Learners,” Internet TESL Journal, 2005). Yang follows Acuna-­‐Reyes in arguing for “the simultaneous, integrated teaching of listening, speaking, reading, and writing within a meaningful context” (Acuna-­‐Reyes in Ablex Publishers, Whole Language and the Bilingual Learner, 1993). Paying attention to the four language arts skills in complementary, integrated, progressive ways enhances an understanding of the ESL learner as a human being in all the full, wonderful complexity that that means. It pays attention to the importance of human culture—both the home culture of the international student, but also the ways in which English-­‐language classroom education should be embedded in and complementary with American cultural immersion experiences for students. The ESL curriculum at ANU seeks to pay equal attention to reading, writing, listening, and speaking, and provides students opportunities to experience American culture through regular local and regional fieldtrips. The eclectic classroom instruction—focused in 9 core skill areas—in the ESL program at American National University might be characterized as a combination of classic direct method of language instruction and more-­‐current communicative approaches. Professor Hanizah Zainuddin, in “Methods/Approaches of Teaching ESL: A Historical Overview” (Kendal Hunt Publishers, 2011) describes the direct method as focusing on the ubiquitous use of the target language, and an avoidance of native languages. The students “think and speak the language.” English-­‐and-­‐English-­‐only shapes the business of each day in each classroom in the ESL program. A range of applied individualized topics are chosen by instructors, but grammar is brought along inductively across the curriculum. Grammar lessons occur, to be sure, but grammar is all the same folded into a range of student-­‐specific activities, lessons, discussions, and projects. In ways that parallel popular Writing-­‐Across-­‐The-­‐Curriculum methods common in American colleges and universities, the ESL program at ANU teaches grammar and critical thinking across a curriculum based in the core skills of reading, writing, listening, and speaking. The direct method emphasizes immersion experiences in seminal cultural aspects of the country of the target language. This fosters for the student a realization that language is symbiant with the country that cradles it. How can one know American English without experiencing the American culture that gave it birth and character? The ANU ESL program complements its classroom instruction with frequent cultural immersion opportunities, locally and regionally. Zainuddin also describes more-­‐recent developments in communicative theory. The communicative approach emphasizes communication as a very effective means for language acquisition. Likewise, task orientation gives shape to language instruction by engaging students in real-­‐world lessons that become meaningful through investment in applications of skills beyond the classroom. The student is invited to communicate what the lesson means to him or her in his or her life. Theories of pedagogical transference help the student to realize that language acquisition involves much more than the mere acquisition of skills, but involves, in fact, the development of what it means to be a human being—indeed, what it means to be a whole person reaching for higher dreams in life. In the communicative approach the student “learns by doing.” Active learning techniques, therefore, help the student to own and integrate the lesson into him or herself. These are whole-­‐person character habits that can prepare students for success in any college or university in America—the main program goal for ESL students at American National University. Program Development, Curriculum Development, and Assessment The ESL program at ANU is committed to continuous self-­‐reflection and self-­‐assessment in order to improve the program, improve the curriculum, to meet the needs of students, and to ensure that Student Learning Outcomes can be achieved within an equitable length of program. The assessment plan is based upon a series of student surveys given periodically throughout the year and after graduation, and yearly curriculum development surveys given to faculty, as well as analysis of data taken 4 from: 1) level-­‐by-­‐level pass/fail rates, and, 2) completed objective benchmarks gleaned from the campus CAR report. Every student has the opportunity to give feedback on a wide range of university infrastructures, program structures, student services, course delivery, and course content issues. Survey vehicles include Student Opinion Surveys, end-­‐of-­‐term Course Surveys, and Graduate Surveys for students. Curriculum Development Surveys are also given to ESL faculty in order to reflect on the course of curriculum improvement and to improve this function, if need be. -­‐End-­‐of-­‐term Course Surveys: Given to students twice a year in order to evaluate their feedback on placement and teacher-­‐specific, course-­‐specific content delivery, syllabi, and textbooks. Course Surveys are given during the same term as biannual faculty evaluations. These surveys provide an important means for developing specific teaching effectiveness action plans. -­‐Student Opinion Surveys: Given to each student twice a year in order to garner feedback on general student services issues, such as admissions, advising/counseling, student orientation and the policies and procedures for formal complaints. These surveys provide an important means for developing specific student advising and student services action plans. -­‐Graduate Surveys: Given to the students at the end of their program, upon graduation, to evaluate their academic and overall program experiences. These surveys provide an important means for developing specific student placement, student progress, and student success action plans. Student Course Surveys, Student Opinion Surveys, and Graduate Surveys: The use of student feedback in order to improve the program and the curriculum involves both university and English Language Institute stakeholders. Course Surveys and Student Opinion Surveys are administered electronically, collected and preserved in a database, and then collated and reported by the Director of Institutional Reporting—Campus Support in the following ways: -­‐Course Surveys: The Director of Institutional Reporting, when collating and reporting the information specifically from the Course Surveys averages scores from across the teaching at each campus. This information is reported to the Director of the English Language Institute, the ESL Program Director, Campus Directors, personnel in Compliance and Approvals, personnel in Institutional Effectiveness, and the Vice President of Operations. This collated information is shared with the ESL faculty in Program Development Meetings in order to solicit ESL faculty ideas for addressing program shortcomings and accentuate program strengths. Individual ESL Instructor evaluations are also sent in hard copy by the Director of Institutional Reporting to Campus Directors and the Director of the ELI, and the ESL Program Director in order to report, evaluate, and improve individual instructor execution of the curriculum—outlined below. The collated averages gleaned from the report sent by the Director of Institutional Reporting, along with specific course-­‐level student evaluation of individual instructors help the ESL faculty members, working with the ELI Director and the ESL Program Director to redress areas of concern in teaching. Aspects of the collated information, especially information regarding student learning outcomes, is also used by the Institutional Effectiveness Coordinator, the Campus Directors, and the Vice President of Operations as a part of ANU’s Campus Effectiveness Plan (CEP)—a device that redresses campus-­‐wide program effectiveness in areas such as university administration, curriculum, student services, and infrastructure. 5 -­‐Student Opinion Surveys: Similar to Course Surveys, the Director of Institutional Reporting collates and reports to the same stakeholders listed above the campus-­‐and-­‐program-­‐level student feedback contained in the Student Opinion Surveys. The information is used in biannual Program Development Meetings to address concerns about admissions, advising and counseling, student orientation, and policies and procedures for formal student complaints. Likewise, these issues are addressed institutionally through the Institutional Effectiveness Coordinator bringing this information to Campus Directors and the Vice President of Operation as a part of ANU’s CEP. The campus thereby addresses administrative, curricular, student services and infrastructure concerns. -­‐Curriculum Development Meetings and Curriculum Development Surveys: Curriculum Development meetings are held by the faculty and the ELI staff once every term. These meetings are designed to provide significant ESL faculty input into the ESL curriculum on all levels. This ongoing curricular improvement work is bolstered through annual review of the curriculum development process itself. Faculty are given Curriculum Development Surveys annually. Curriculum review surveys are intended to solicit ESL faculty input into overall program improvement goals that focus specifically on ongoing curriculum improvement and the use of assessment tools. Curriculum improvement goals should be consistent with our program and institutional missions. Periodic review of the ESL mission statement, aligned course goals, course objectives, and student learning outcomes, including review of instructional materials and methodologies, should be focused on appropriate mastery of course objectives. This review will be accomplished with significant faculty input during the third term annually, and will be summarized by the ELI Director and/or ESL Program Director who will highlight recurring themes or comments and recommend changes. Inquiries for more details about the individual teacher assessment and program assessment can be brought to the ELI Director, the ESL Program Director, the Campus Director, and, if appropriate, the Vice President of Virginia/West Virginia Operations. Please note that some portions of the ESL assessment plan are managed by the ANU Compliance and Approvals team, and other ANU entities. -­‐Program Development Meetings: Program Development meetings are held by the faculty and the ELI staff twice every year. The meetings are designed to provide significant ESL faculty and staff input into the ESL program on all levels. These meetings will address best practices in the following areas (as outlined in CEA Standards handbook): mission and goals; financial resources; the physical plant; internal and external factors that affect student enrollment; curriculum development; student achievement; faculty and staff; human resources; administrative procedures; and operational policies. Good practices also include review of the curriculum, review of assessment activities and devices, and review of student services. These meetings will take into account such factors as pass/fail rates, rate of students who complete objectives and graduate, as well as information gathered from end-­‐of-­‐term Course Surveys, Graduate Surveys, and Curriculum Development Surveys. The Director shall calculate ongoing yearly level-­‐by-­‐level pass/fail rates. The Director shall also determine benchmark rates of students who have completed objectives according to campus standards contained in the annual CAR report. Sample data appears at the end of this handbook. 6 These sets of data and the end-­‐of-­‐term Course Surveys, Student Opinion Surveys, Graduate Surveys, and the Curriculum Developments Surveys allow insight into possible needs to adjust curricular standards, possible needs to adjust length of the program, or to redress problems with instruction. These program improvements may also be addressed during more-­‐frequent Faculty or Curriculum Development meetings. Executing the Curriculum—General Policies and Procedures Professional Development The curriculum laid out above is reliant on the ongoing professional development of ANU’s faculty members and staff. Faculty members and staff are expected to maintain professional ESL or TESOL memberships and regularly to attend professional conferences, in addition to attending ongoing ANU in-­‐
services, webinars, and other training. ANU offers ESL faculty and staff funds for membership dues in VATESOL ($25.00 per year) and offers registration and travel funds for the annual VATESOL conference (not to exceed $100.00 per faculty member-­‐-­‐$75.00, conference registration; $25.00, travel). Initial Level Placement Level placement and sequencing are guided by the mission of the program. Students are placed into a specific level of the program depending on their performance on the Cambridge University and Michigan Language Assessments CaMLA English Placement Test (EPT) and on a standardized 15-­‐minute Michigan writing placement test and a standardized 10-­‐minute Michigan speaking placement test. The student’s overall Michigan test Level score consists of 70% of the score coming from the EPT, 15% from the writing evaluation and 15% coming from the speaking evaluation. The Michigan Test is given at the beginning of student’s studies at the university as well as at the end of every term. This allows the institution to gauge a student’s progress in addition to identifying possible deficiencies in the course materials and instruction offered at each level. Students are placed into the same level for both Reading, Writing, and Grammar, and for Listening, Speaking, and Vocabulary. They progress through the program in the same level for both RWG and LSV. The CaMLA EPT is scored by the following scale: Level 1: 0-­‐26 Level 2: 27-­‐40 Level3: 41-­‐50 Level4: 51-­‐61 Level5: 62-­‐68 Level6: 69-­‐80 level 1 level 2 Level 3 level 4 level 5 level 6 0 -­‐2 27 41 51 62 69 0 3 -­‐-­‐ 5 28 -­‐ 29 42 52 63 70 0.1 6 -­‐-­‐ 8 30 43 53 71 -­‐ 72 0.2 9 -­‐-­‐11 31 44 54 64 73 0.3 7 12 -­‐-­‐14 32 -­‐ 33 45 55 65 74 0.4 15 -­‐ 17 34 46 56 75 0.5 18 -­‐ 20 35 47 57 66 76 0.6 21 -­‐ 23 36 -­‐ 37 48 58 67 77 -­‐ 78 0.7 24 -­‐ 25 38 49 59 79 0.8 26 39 -­‐40 50 60 -­‐ 61 68 80 0.9 Student CaMLA EPT scores are recorded, therefore, as decimal scores. For example, a student who scores a 72 would score a 6.2, which toward the bottom of Level 6. This scoring system allows more precise student placement and tracking of student progress. The writing placement test is evaluated via a CaMLA MELAB-­‐based (Michigan English Language Assessment Battery) writing evaluation rubric. The speaking placement test is evaluated via a CaMLA MELAB-­‐based speaking evaluation rubric that consists of a 3-­‐minute self-­‐introduction and a 7-­‐minute guided speaking task. A student’s level is determined by a review of the EPT score and the MELAB-­‐assessed writing and speaking samples. As stated above, the student’s overall Michigan test Level score consists of 70% of the score coming from the EPT, 15% from the writing evaluation and 15% coming from the speaking evaluation. The Program Director and the ESL faculty determine level placement. The MELAB-­‐assessed writing and speaking samples are to be scored independently by the Director and two other teachers. All three then gather with raw rubric scores and norm their evaluations in order to arrive at consistent evaluation. The scores are reported by the Program Coordinator in the following format: Student Name
L
G
V
R
Michigan Test Score
Level
70%
conversion
Writing
15%
Level
conversion
Speaking
Level
15%
conversion
Total
Score
Last Score
(level)
Students who feel that they are placed incorrectly have the following options: 1) The student shall discuss his or her concerns with the teachers of both RWG and LSV. The teachers shall evaluate the skill levels using the appropriate skill check sheets found at the end of this handbook. 2) The student must have demonstrated 74% mastery of the skills for that particular level in both RWG and LSV. If the teachers can determine that the student has demonstrated such mastery, he or she may sit for challenge exams. 3) These exams are comprehensive exams that verify the student’s mastery of the requisite skills in both RWG and LSV for that Level. The exams are kept in the ESL offices. If the student passes both comprehensive challenge exams with grades of 74%, he or she may move up immediately to the next level. 4) Challenge exams can only be taken once per term. In some instances, students may be placed into an initial level according the EPT score and the MELAB-­‐
assessed writing and speaking samples, yet exhibit skills deficient for that level. In that case, teachers 8 can discuss with the Director the need for potentially moving the student down a level. An evaluation will be done using RWG and LSV skills check lists. If the student fails more than 50% of the skills and scores less than 50% on RWG and LSV challenge exams, the student may be moved down to a lower level. Students absent from ANU’s ESL programs for more than two terms will be required to take the Michigan Test again and will be placed accordingly. Ongoing Student Assessment, Level Advancement, Graduation, and Length of Time in the Program Three standards are used to measure student success in moving up from level to level and for graduation: 1) course grades (although a grade of D is passing, the student must maintain a C average); 2) appropriate Michigan Test score; and, 3) teacher recommendations. Students wishing successfully to pass a course level and move to the next level must meet attendance requirements in all Reading, Writing, and Grammar and Listening, Speaking, and Vocabulary classes. ESL faculty will measure course-­‐
specific student performance through: homework, quizzes, midterm exams, participation, and final exams. Final exams shall be tied in clear and comprehensive ways to Student Learning Outcomes. Writing skills will be measured for each level by an end-­‐of-­‐term writing assignment that will be scored via a writing rubric. The score on the rubric will used to determine the grade for that assignment and will allow a standardized means for assessing in-­‐class skill advancement from level to level. Additionally, oral presentation/speaking skills will be measured for each level by an end-­‐of-­‐term oral presentation/speaking assignment that will be scored via an oral presentation/speaking rubric. Like the writing rubric, the score on the rubric will be used to determine the grade for that assignment and will allow a standardized means for assessing in-­‐class skill advancement from level to level. An exam template and in-­‐class writing and oral presentation/speaking rubrics appear at the end of this handbook. Once a student has been initially placed into the program, and is ready to progress from level to level, global skill development will be measured by Michigan Test (standardized by EPT score and MELAB-­‐
assessed writing and speaking samples, discussed above). Teacher evaluations are submitted as a part of the end-­‐of-­‐term grade report, and are also used to determine whether a student is ready to advancement to the next level. A student will be awarded a certificate of graduation when he or she has earned passing grades in both RWG and LSV, has earned a level appropriate Michigan Test score, and who has positive teacher evaluations. Certain students in borderline cases may be allowed to pass to the next level, but with the requirement of attending tutoring the following term in order to address one or other particular skill deficiency. The ANU ESL programs will maintain the same academic standards as other ANU academic programs. Students who wish to remain in good academic standing in order to graduate must maintain a 2.0 (C) average. Failure to maintain a C average in ESL classes can result in the student being dropped from the program (with immediate I-­‐20 cancellation). Student conferences will be held in the week following Midterm Exams. Both teachers will share in written summary and will discuss with the student academic performance and attendance, and how improvements can be made. Written summaries will be kept in student files. Should a student be repeatedly failing to progress and is demonstrating continued inability to meet the required benchmarks for that level, the Program Director and the ESL teachers will consult in order to examine the range of evidence. In such cases, should the Director and ESL teachers determine that dropping a student is warranted, the student will be notified in writing in a formal advising session at the beginning of the term that failure to progress that term will result in being dismissed from the program. Should the student fail to progress, the student will be notified in writing 9 in a formal advising session at the end of the term that he or she is being dismissed from the program. The PDSO shall approve the handling of all SEVIS documents, but the student is required either to return to his or her country or is required to transfer to another institution as soon as possible. These policies are put in place in order to ensure equitable length of time in the program. Every effort shall be made to ensure each student has success in ANU’s ESL programs. Tutoring As a part of meeting every individual student’s needs, ANU has established a tutoring program that is free for all students. Tutoring is one significant tool that can help an individual student who might have specific challenges in one or two core areas, or in specific skill development. Tutoring can be an excellent means for students to meet these challenges in ways that contribute to a sense of confidence in overall global skill development. Likewise, it can be a good way for any student to bring in line strengths in Reading, Writing, and Grammar and Listening, Speaking, and Vocabulary should there be an imbalance. Indeed, tutoring can aid the well-­‐rounded student to accelerate his or her program and achieve higher results in accelerated ways. The Program Director and the ESL teachers determine who is in need of tutoring, and then work with the Program Coordinator to schedule tutors and students. The end-­‐of-­‐term Leveling Up meeting is a natural time to discuss tutoring needs and plans for the shape of tutoring for individual students, although the need for tutoring can come up during the term as well. Students can always proactively request tutoring! Once a suitable tutor is found who can meet an individual student’s needs, that student’s two teachers fill out a Tutoring Request Form wherein they fill out specific needs the student has, and they fill out specific recommendations for tutoring activities that can help meet these needs. After each tutoring session has occurred, the tutors then fill out an account of what was accomplished during the tutoring session. In this way the teachers and Program Director can track the progress of each student in the tutoring program. Grade Policies, Weekly Schedule, and Grade Reporting Grading for each course is set within the percentages in the grade area of the syllabus: Homework, Quizzes/Tests, Midterm Exam, Participation, and Final Exam. While there is some room for pedagogical freedom within ANU's ESL curriculum, teachers must center their teaching on the core curriculum as it is shaped by program objectives, course objectives, and student learning outcomes. The weekly schedule is as follows: Reading, Writing, and Grammar—M-­‐Th, 9:00-­‐12:00 Lunch—M-­‐Th, 12:00-­‐12:30 Listening, Speaking, and Vocabulary—M-­‐Th, 12:30-­‐3:30 Fridays are reserved for ESL Faculty Meetings, Curriculum Development Meetings, and Program Development Meetings. Fridays also may serve as make-­‐up days for missed class due to weather. ESL faculty members are encouraged to take care of person matters on Fridays. In order to provide a rhythm to each week, and to provide an integrated level-­‐by-­‐level experiences for students, teachers should shape their normal weekly schedules as follows: Monday – Focus on grammar lessons and workbook exercises Tuesday – Dictionary work, spelling and vocabulary in Listening, Speaking and Vocabulary (LSV) 10 Wednesday – Presentation in LSV Thursday –In-­‐class writing in Reading, Writing, and Grammar (RWG) and Quiz in LSV and RWG Weekly reports of student progress are recorded in the Blackboard course management. Faculty should assist students in accessing course materials, in Blackboard, including access to ongoing course grades. Blackboard grade reports, along with printed information about attendance are needed in printed form at the end of each term and are used during the Leveling Up meeting to gauge each student’s academic class performance. Along with end-­‐of-­‐term Blackboard reports, short performance-­‐based comments about each student are also due during the Leveling Up meeting. These are used by the Program Coordinator to create grade reports that are sent to each student, and, possibly sponsoring organizations like SACM. The Program Director and Program Coordinator can assist new ESL teachers as they set up their courses in Blackboard. The Director may access Blackboard in order to monitor student performance and to provide informed student advising. Lab Usage and Resources Computer lab training is an essential complement to teacher instruction in an ESL classroom. At least two hours per week must be spent by ESL students in our computer lab. These experiences provide for significant individual exploration of English-­‐language skills, and can enhance individual student needs. While faculty are free to suggest and use additional sites periodically, sites currently approved for use in ANU’s ESL program include: ESL Stories (audio and print news stories): http://www.eslfast.com/ CNN Student News (audio-­‐visual stories; includes transcripts and comprehension tests): http://www.cnn.com/studentnews/ Breaking News English (audio-­‐visual and print; ESL lesson plans on current events): http://www.breakingnewsenglish.com/ ESL Games Plus (audio-­‐visual and print; game format ESL lessons): http://www.eslgamesplus.com/verb-­‐tenses-­‐interactive-­‐grammar-­‐game-­‐for-­‐esl-­‐jeopardy-­‐quiz-­‐
game/ Quizlet (audio-­‐visual and print; game format ESL lessons): http://quizlet.com/ Storycorps (audio, print, and speaking; NPR-­‐inspired interactive personal story site): http://storycorps.org/ NPR (audio-­‐visual, print; news magazine format): http://www.npr.org/ TED Talks (audio-­‐visual; ideas-­‐based short talks): http://www.ted.com/talks Huffington Post (audio-­‐visual and print news stories): 11 http://www.huffingtonpost.com/ Inhabitat (audio-­‐visual and print weblog devoted to technology and sustainability): http://inhabitat.com/ English Central (audio-­‐visual; a site used by many of our students on their own): http://www.englishcentral.com/videos#!/index/all/all/easiest/0 Voice of America (audio and print; includes comprehension quizzes): http://www.manythings.org/voa/ Activities for ESL Students (print; grammar and vocabulary quizzes, including bilingual quizzes in dozens of languages): http://a4esl.org/ Academic Integrity ESL faculty members are to discuss with the students the fact that American National University insists on academic integrity. Dishonesty and plagiarism are not tolerated. Students are not allowed to copy work or use others’ work as their own, in any form, written or otherwise, or use the words or ideas of another person, without giving that person the credit. In addition, cheating or copying another student’s work is never acceptable. ESL faculty are to explain that plagiarism standards may be different in American college and university classrooms—including ESL classrooms—than they are in a student’s home country and emphasize that the student must know what the standards are. Per the ANU Catalog, penalties for academic integrity violations can include: receiving a “0” on an assignment, suspension from class, suspension from the University, expulsion from class or expulsion from the University. Appropriate disciplinary action will be determined by the Campus Director with recommendation from the instructor. Late Assignment Policy The ESL program at ANU allows late assignments only for substantial reasons. Late assignments (homework, quizzes, presentations) will be reduced one full letter grade per day after the assignment is due. Exams can only be made up for documented emergency reasons. Maintaining I-­‐20 Status While it is the responsibility of the international student at ANU to maintain his or her I-­‐20 documents, ESL faculty should be aware of the issues involved. Faculty will be aware of and support the I-­‐20 policies as they are laid out in the ESL Student Handbook. ESL faculty should report any student immigration issues to the Program Director. The ESL faculty should remind students that the Program Director will award at the end of the term a “Best Attendance” award for the student who has the best attendance (the fewest hours missed) for that term. Student Attendance 12 Full attendance and regular participation in classes are essential. In order to maintain full time F-­‐1 visa status, students must be enrolled in classes. The US Department of Homeland Security does not allow for students to take a term off without leaving the country. If a student is not enrolled each term in ANU classes, he or she must return immediately to his or her country. Failure to enroll and attend classes each term will result in immediate termination of the I-­‐20. ESL faculty must submit attendance daily through the Faculty portal link on the ANU main website. The attendance records, once recorded, are available to students through the student portal. ESL teachers should encourage students to check it often! To pass a course, students must attend 80% of class hours and miss no more than 38.4 class hours per term. This policy will be on each class syllabus as well. ESL faculty should encourage students not to take days off for minor reasons; it is better to save them in case emergencies arise late in the term. Warning letters are sent to students (and to SACM) at 15 hours missed, 25 hours missed, and 30 hours missed. The ESL program Director will enforce the following policy from the ANU Student Handbook: “The student must have positive attendance posted for a class by the second week of the term or the student may be dropped.” Students with significant absences early in the term will be dropped. It is the responsibility of the student to find out from other student or from the instructor what topics, assignments, and homework were missed. A student who has been absent should promptly ask the teacher if he or she can turn in late work or make-­‐up a quiz or test—see the late assignment policy above. ESL teachers should encourage students to plan ahead and to schedule travel and vacation so that they don’t interfere with their education. Since IELTS, TOEFL, and GRE exams are all considered a part of studies in the ESL program, documented registration for these exams allow the student to be counted as present on the day of the exam only. Attendance and Academic Performance Policies-­‐-­‐SACM Students ESL faculty will be aware that the Program Director is authorized by SACM to request withholding of student stipends for poor attendance at any point in the term. Likewise, the Program Director is authorized by SACM to request withholding of student stipends for poor student motivation or poor academic performance. Student stipends will only be restored by written authorization sent from the Program Director to SACM after the student has demonstrated improvement. Student Advising and FERPA The Program Director will work together with the ESL faculty to advice students in academic matters. Formal advising sessions are captured in a Student Advising Form that is kept in the ESL office. Significant student advising notes are also recorded in CampusVue. Faculty are expected to meet with students for short, document student advising session during the week after midterm exams. The Program Coordinator provides advising forms for these faculty/student advising sessions. These advising sessions are meant to provide clarity for students so that they may know their progress, and to understand the important links between regular attendance, completing all work, and enjoying success in ANU’s ESL programs. Student services (housing, insurance, transportation, financial issues, etc.) are handled in the ESL office. ESL faculty must be aware of Family Educational Rights and Privacy Act (FERPA) requirements with regard to student privacy as they are laid out in the ANU Catalog and ANU Faculty Handbook. 13 Religious observances Great respect is given to the importance of all religious holidays, yet in the ANU Student Handbook there is never such a thing as an excused absence, except for taking the TOEFL, IELTS, or GRE. We give no excused absence for any religious holiday, but can, if the teacher or teachers wish it, celebrate as a part of class. If a student wishes to be absent for a religious holiday he or she should be responsible with absences ahead of time so that the absence will not affect performance in class or affect immigration status. Field Trip Policies Weekly field trips are important opportunities to practice skills with English, and to experience English-­‐
speaking American culture. Staff and faculty work hard at arranging these trips. ESL faculty should support weekly fieldtrips by incorporating, if possible, some elements from the trips themselves into classroom instruction, classroom conversations, or even class assignments. Occasional larger field trips are offered as a part of the cultural-­‐contextual-­‐based ESL program at ANU, and students are encouraged to take advantage of these opportunities as. The ESL faculty should plan to go on these cultural immersion trips in order to help bring the curriculum to life. ESL faculty take a leading role in planning, and executing these experiential opportunities. Leading up to the trips classroom content should be shaped in anticipation of the experiences students will have. Likewise, content should be planned during the trip, and after. Specific policies about these larger trips are shared with students as the trip is being planned. Additionally, ESL faculty may plan day-­‐trips out into the community up to two times during the term. These trips should bear some educational merit, and be used within the course content. Teacher pairs are encouraged to go together on these day-­‐trips. Inclement Weather All American National University faculty and staff care about student safety. For adverse weather conditions (snow, floods, and other extreme weather conditions), check the local TV stations and radio stations to find out if classes are cancelled. If classes are cancelled or delayed due to weather, they must be made up. The missed class time will be made up on Fridays during the week the class has been cancelled. Substitute Teachers ESL instructors should make every effort to inform the Program Director in a timely fashion if a substitute teacher is needed. That includes both scheduled personal absences—let the Program Director know as early as possible—but also unforeseen absences due to illness or family conflicts (sick children, children’s school closures, etc.). Communication ESL instructors should check all mail and messages regularly, including emails and written communications that are placed in mailboxes by upstairs copy machine. Although the Program Director 14 and the Program Coordinator may be in touch with ESL faculty via phone text, official correspondence (concerns about students, concern about employment issues, other job-­‐related concerns, etc.) should occur through the ANU email system so that a record can be kept about such matters. The Program Coordinator can assist new faculty in setting up access to the ANU email system. ESL Academic Calendar ESL academic calendars are maintained on the ANU English Language Institute website: (http://www.an.edu/eli/). More-­‐detailed ANU ESL faculty/staff calendar is below. This calendar establishes term-­‐by-­‐term regular ESL faculty meetings, ESL curriculum development meetings, levelling-­‐
up meetings, Michigan Tests, holidays, end-­‐of-­‐term course surveys, student-­‐opinion surveys, graduate surveys, ESL faculty curriculum review surveys, and grade reports. Periodic professional development sessions will also be required as a part of each teacher’s professional development plan. January
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2015 ESL Calendar Term ELi15A
Term ELi15B
Term ELi15C
Term ELi15D
Term ELi15E
Term ELi15F
ESL Faculty meeting (~2 hrs)
End of Course survey ESL curriculum development meeting (~3 hrs)
Student opinion survey
Leveling up meeting (~3 hrs)
Graduate survey
ESL program development meeting (~3 hrs)
ESL faculty curriculum review survey
Michigan Test Grade reports
Holidays Midterm review forms (due date)
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Level-­‐by-­‐level Goals, Objectives, SLOs, Assessments Spreadsheets Level-­‐by-­‐level spreadsheets and the ESL faculty calendar are found below that lay out course goals, objectives, student learning outcomes, and means of assessment. The Program Coordinator can provide larger copies, if needed. ESL 1111 -­‐-­‐Beginning English: Reading, Writing, and Grammar
Goals
Course Objectives
Student Learning Outcomes
Whole Person L anguage Development
-­‐Begin s imultaneous, integrated s kill development in r eading, writing, a nd grammar that c omplements LSV
-­‐Begin direct English l anguage thinking a nd s peaking of language
Cultural L earning
-­‐Recognize a nd develop language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Begin l earning by doing
Academic Skill Development
-­‐Introduction to s kills necessary for s uccess i n academic s ettings
Reading
-­‐Introduce basic phonetic s trategies when r eading a nd s pelling
-­‐Introduce basic r eading s ources
-­‐Introduce r eading c omprehension s trategies a t beginner l evel materials—identifying main i deas a nd s ome s upporting details; answering questions; r etelling
Writing
-­‐Build vocabulary bank from text a nd r eaders
-­‐Discuss basic r ules governing c onstruction of a s entence: s ubject-­‐
verb a greement; pronunciation; a nd use of various parts of s peech (beginning l evel); declarative, i nterrogative, i mperative, exclamatory sentences
-­‐Introduce writing a ctivities (templates, picture description, c loze passages, etc.) a t beginner’s l evel
Grammar
-­‐Introduce 8 parts of s peech (beginning l evel) -­‐-­‐recognize a nd use nouns, verbs, pronouns, a nd a djectives i n a text
-­‐Identify a nd c orrect s imple errors of s ubject-­‐verb a greement when editing s entences
-­‐Introduce the present, present progressive, a nd past tenses i n speaking a nd writing a ctivities
Reading Comprehension/Critical Thinking
-­‐Identify various r eading s ources (tickets, movie posters, online dialogue, c hronological instructions, 2 -­‐paragraph r eadings, etc.)
-­‐Demonstrate knowledge-­‐based s kills (recall information, discovery, observation, etc.)
-­‐Demonstrate c omprehension-­‐based s kills (understanding, translating, s ummarizing, demonstrating, etc.)
Paragraph t o Essay Writing Skills
-­‐Master basic s entence s tructure
-­‐Appropriately use s ingle verbs i n a s entence
-­‐Recognize a nd c orrect s ubject-­‐verb a greement
Verb Tenses
-­‐Use Simple Present tense
-­‐Use Present Progressive tense
Irregular Verbs
-­‐Use Be, Have, Do, Go, etc.
Types of Sentences
-­‐Recognize a nd use s imple s entences
Means of Assessment
Assessment Tools
Course-­‐specific
-­‐Homework
-­‐Quizzes
-­‐Midterm Exam
-­‐Final Exam
-­‐Participation
Global Skill Development
-­‐Michigan Test
-­‐Writing Rubrics
ESL 2211 -­‐-­‐Beginning English: Listening, Speaking and Vocabulary
Whole Person L anguage Development
-­‐Begin s imultaneous, integrated s kill development in l istening, s peaking, a nd vocabulary that c omplements RWG
-­‐Begin direct English l anguage thinking a nd s peaking of language
Cultural L earning
-­‐Recognize a nd develop language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Begin l earning by doing
Academic Skill Development
-­‐Introduction to s kills necessary for s uccess i n academic s ettings
Listening
-­‐Determine main i deas, details, a nd overall organization of l istening passages i n c lass a nd a ssigned a s homework
-­‐Understand basic c lassroom i nstructions a nd s kills
Speaking
-­‐Introduce discussions of personal background
-­‐Discuss opinion questions a bout a spects of a cademic l ife
-­‐Introduce a sking questions of the i nstructor when needed
-­‐Engage i n c lassroom discussions
Vocabulary
-­‐Build vocabulary from text a nd r eaders—produce a vocabulary bank
-­‐Master definitions of, a nd a ppropriately use vocabulary words i n written a ssignments, presentations, a nd i n c lassroom discussions
16 Listening Comprehension/Critical Thinking
-­‐Recognize vocabulary words i n l istening passages
-­‐Determine main i deas, basic details, a nd overall organization of l istening passages a nd c lassroom skills i nstructions
Oral Presentation/Speaking Skills
-­‐Contribute to basic l ife s kills discussions
-­‐Contribute to basic c lassroom i nstruction a nd skills discussions
-­‐Satisfactorily participate i n c lassroom conversations
Vocabulary
-­‐Recognize, define, a nd a ppropriately use vocabulary from growing vocabulary bank
Parts of Speech
-­‐Appropriately use c ount a nd non-­‐count nouns, pronouns, r egular a nd i rregular verbs, a nd adjectives
Assessment Tools
Course-­‐specific
-­‐Homework
-­‐Quizzes
-­‐Midterm Exam
-­‐Final Exam
-­‐Participation
Global Skill Development
-­‐Michigan Test
-­‐Oral Presentation Rubrics
ESL 1112 -­‐-­‐Foundations of English: Reading, Writing, and Grammar
Goals
Course Objectives
Student Learning Outcomes
Whole Person L anguage Development
-­‐Develop s imultaneous, integrated s kill usage i n reading, writing, a nd grammar that c omplements LSV
-­‐Develop direct English language thinking a nd speaking of l anguage
Cultural L earning
-­‐Recognize a nd develop language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Continue l earning by doing
Academic Skill Development
-­‐Introduction to s kills necessary for s uccess i n academic s ettings
Reading
-­‐Master phonetic s trategies when r eading a nd s pelling
-­‐Develop c omprehension s trategies when r eading
-­‐Continue r eading a nd c omprehension of more-­‐complex beginner level materials—identify main i deas a nd s ome s upporting details; answer questions; r etelling
Writing
-­‐Build vocabulary from text, r eaders, a nd previous l evel—continue to develop vocabulary bank
-­‐Discuss more-­‐complex r ules governing c onstruction of more-­‐
complex s entences: s ubject-­‐verb a greement, pronunciation, a nd use of various parts of s peech (beginning l evel)
-­‐Master various writing a ctivities (templates, picture description, cloze passages, etc.) a t beginner’s l evel
Grammar
-­‐Recognize a nd use 8 parts of s peech i ncluding nouns, verbs, pronouns, a djectives, c onjunctions, a nd i nterjections
-­‐Identify s ubject-­‐verb a greement errors a nd be a ble to use s ubject-­‐
verb a greement c orrectly i n a ssignments
-­‐Introduce present, present progressive, past, a nd future tenses, a nd modal verbs i n s peaking a nd writing a ctivities
Reading Comprehension/Critical Thinking
Assessment Tools
-­‐Recognize various r eading s ources (tickets, movie Course-­‐specific
posters, online dialogue, c hronological -­‐Homework
instructions, 3 -­‐paragraph r eadings, etc.)
-­‐Quizzes
-­‐Demonstrate knowledge based s kills (recall -­‐Midterm Exam
information, discovery, observation, etc.)
-­‐Demonstrate c omprehension-­‐based s kills -­‐Final Exam
(understanding, translating, s ummarizing, -­‐Participation
demonstrating, etc.)
Global Skill Paragraph t o Essay Writing Skills
Development
-­‐Structure basic a nd c ompound s entences
-­‐Michigan Test
-­‐Recognize s ingle/double s ubject a nd verbs
-­‐Writing Rubrics
-­‐Recognize a nd c orrect s ubject-­‐verb a greement
Verb Tenses
-­‐Master Simple Present a nd Present Progressive Tenses
-­‐Use Past Tense, Future Tense, Modals
Irregular Verbs
-­‐Use a dditional verbs building on previous l evel
Types of Sentences
-­‐Recognize a nd use s imple s entences
Means of Assessment
ESL 2212 -­‐-­‐Foundations of English: Listening, Speaking and Vocabulary
Whole Person L anguage Development
-­‐Develop s imultaneous, integrated s kill usage i n reading, writing, a nd grammar that c omplements RWG
-­‐Develop direct English language thinking a nd speaking of l anguage
Cultural L earning
-­‐Recognize a nd develop language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Continue l earning by doing
Academic Skill Development
-­‐Introduction to s kills necessary for s uccess i n academic s ettings
Listening
-­‐Determine number of s peakers, main i deas, details, a nd overall organization of l istening passages i n c lass a nd a ssigned a s homework
-­‐Understand c lassroom i nstructions a nd s kills
Speaking
-­‐Be a ble to talk a bout personal background, the world a round us, etc.
-­‐Answer more-­‐complex questions a bout a spects of a cademic l ife
-­‐Clearly a sk questions of the i nstructor when needed
-­‐Engage i n more-­‐complex c lassroom discussions
-­‐Receive a nd provide peer-­‐feedback
Vocabulary
-­‐Continue to build vocabulary bank from text a nd r eaders
-­‐Master definitions of, a nd a ppropriately use vocabulary words i n written a ssignments, presentations, a nd i n c lassroom discussions
17 Listening Comprehension/Critical Thinking
Assessment Tools
-­‐Recognize vocabulary words i n l istening Course-­‐specific
passages
-­‐Homework
-­‐Determine main i deas, basic details, a nd overall organization of l istening passages a nd c lassroom -­‐Quizzes
-­‐Midterm Exam
skills i nstructions
Oral Presentation/Speaking Skills
-­‐Final Exam
-­‐Contribute to basic l ife s kills discussions
-­‐Participation
-­‐Contribute to basic c lassroom i nstruction a nd Global Skill skills discussions
Development
-­‐Satisfactorily participate i n c lassroom -­‐Michigan Test
conversations
-­‐Oral Presentation Vocabulary
-­‐Recognize, define, a nd a ppropriately use Rubrics
vocabulary from vocabulary bank built upon previous l evel
Parts of Speech
-­‐Appropriately use c ount a nd non-­‐count nouns, pronouns, r egular a nd i rregular verbs, a djectives, conjunctions, a nd i nterjections
ESL 1113 -­‐-­‐Intermediate English I: Reading, Writing, and Grammar
Goals
Course Objectives
Student Learning Outcomes
Whole Person L anguage Development
-­‐Continue s imultaneous, integrated s kill usage i n reading, writing, a nd grammar that c omplements LSV
-­‐Continue direct English language thinking a nd speaking of l anguage
Cultural L earning
-­‐Deepen a ppreciation of language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Continue l earning by doing
Academic Skill Development
-­‐Continue developing s kills necessary for s uccess i n academic s ettings
Reading
-­‐Make basic i nferences from r eading s elections
-­‐Continue to develop c omprehension s trategies when r eading
-­‐Read a nd demonstrate c omprehension of i ntermediate materials—identify main i deas a nd s upporting details; a sking questions; r etelling
Writing
-­‐Build vocabulary from text, r eaders, a nd previous l evel—continue to develop vocabulary bank
-­‐Discuss basic r ules governing c onstruction of more-­‐complex sentences: s ubject-­‐verb a greement, a nd use of various parts of speech, i ncluding prepositions, phrases (intermediate l evel)
-­‐Complete more-­‐complex writing a ctivities a t i ntermediate l evel including thesis-­‐driven, 2 -­‐3 paragraph a ssignments
Grammar
-­‐Review s imple a nd c ompound s entences, a nd i ndependent/main a nd dependent/subordinate c lauses
-­‐Master 8 parts of s peech i ncluding nouns, verbs, pronouns, adjectives, c onjunctions, i nterjections, prepositions & a dverbs
-­‐Use the present, present progressive, past, future, a nd present a nd past perfect tenses, a nd modal a uxiliaries c orrectly i n s peaking a nd writing a ctivities
Reading Comprehension/Critical Thinking
-­‐Develop c omprehension of more c omplex r eading sources (introductory a cademic c ultural s ources, multi-­‐paragraph r eadings, etc.)
-­‐Knowledge-­‐based s kills (restate i nformation, discovery, observation, etc.)
-­‐Comprehension-­‐based s kills of i ntermediate readings (understanding, translating, s ummarizing, demonstrating, etc.)
Paragraph t o Essay Writing Skills
-­‐Develop 2 -­‐3 paragraph topic-­‐sentence-­‐driven writings with s imple/compound s entences a nd dependent/independent c lauses wth c onclusions
Verb Tenses
-­‐Master Present a nd Past Perfect Tenses
-­‐Use Past Tense, Future Tense, Modals
Irregular Verbs
-­‐Use a dditional verbs building on previous l evels
Types of Sentences
-­‐Recognize a nd use c ompound s entences with independent a nd dependent c lauses
Means of Assessment
Assessment Tools
Course-­‐specific
-­‐Homework
-­‐Quizzes
-­‐Midterm Exam
-­‐Final Exam
-­‐Participation
Global Skill Development
-­‐Michigan Test
-­‐Writing Rubrics
ESL 2213 -­‐-­‐Intermediate English I: Listening, Speaking, and Vocabulary
Whole Person L anguage Development
-­‐Continue s imultaneous, integrated s kill usage i n reading, writing, a nd grammar that c omplements RWG
-­‐Continue direct English language thinking a nd speaking of l anguage
Cultural L earning
-­‐Deepen a ppreciation of language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Continue l earning by doing
Academic Skill Development
-­‐Continue developing s kills necessary for s uccess i n academic s ettings
Listening
-­‐Develop note-­‐taking s kills a nd a nticipate c ontent from l ive l ecture or speech or a udio-­‐visual media
-­‐Introduce word endings, r eductions, s yllable s tress, a nd i ntonation in l istening exercises
Speaking
-­‐Use c orrect i ntonation i n s entences a nd questions
-­‐Initiate a nd participate i n formal a nd i nformal discussions
-­‐Receive a nd provide peer-­‐feedback
Vocabulary
-­‐Continue to build vocabulary bank from text a nd r eaders
-­‐Master definitions of, a nd a ppropriately use vocabulary words i n written a ssignments, presentations, a nd i n c lassroom discussions
18 Listening Comprehension/Critical Thinking
Assessment Tools
-­‐Recognize vocabulary i n l istening passages
Course-­‐specific
-­‐Summarize main i deas, basic details, a nd overall -­‐Homework
organization of i ntermediate l istening passages
-­‐Quizzes
-­‐Recognize i nferences a nd predictions
-­‐Midterm Exam
Oral Presentation/Speaking Skills
-­‐Contribute to i ntermediate-­‐level c lassroom -­‐Final Exam
instruction a nd s kills discussions
-­‐Participation
-­‐Satisfactorily participate i n c lassroom Global Skill conversations
Development
-­‐Demonstrate c ritical thought through basic oral -­‐Michigan Test
presentations
-­‐Oral Presentation Vocabulary
-­‐Recognize, define, a nd a ppropriately use vocabulary Rubrics
from vocabulary bank built upon previous l evels
Parts of Speech
-­‐Master a nd a ppropriately use i n phrases c ount a nd non-­‐count nouns, pronouns, r egular a nd i rregular verbs, a djectives, a dverbs, c onjunctions, interjections, a nd prepositions
ESL 1114 -­‐-­‐Intermediate English II: Reading, Writing, and Grammar
Goals
Course Objectives
Student Learning Outcomes
Whole Person L anguage Development
-­‐Continue s imultaneous, integrated s kill usage i n reading, writing, a nd grammar that c omplements LSV
-­‐Continue direct English language thinking a nd speaking of l anguage
Cultural L earning
-­‐Deepen a ppreciation of language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Continue l earning by doing
Academic Skill Development
-­‐Continue developing s kills necessary for s uccess i n academic s ettings
Reading
-­‐Make i nferences a nd predictions from r eading s elections
-­‐Continue to develop c omprehension s trategies when r eading
-­‐Read a nd demonstrate c omprehension of i ntermediate materials—identify main i deas a nd s upporting details; a sking questions; s ummarizing
Writing
-­‐Build vocabulary from text, r eaders, a nd previous l evel—continue to develop vocabulary bank
-­‐Master more-­‐advanced r ules governing c onstruction of c omplex sentences: s ubject-­‐verb a greement, a nd use of various parts of speech (intermediate l evel)
-­‐Complete more-­‐complex writing a ctivities a t i ntermediate l evel including thesis-­‐driven, 5 paragraph a ssignments
Grammar
-­‐Master c omplex-­‐compound s entences
-­‐Master use of prepositions, phrases, a nd a dverbs
-­‐Use the present, present progressive, past, future, a nd present a nd past perfect tenses, modal a uxiliaries, gerunds & i nfinitives, a nd noun a nd a djective c lauses c orrectly i n s peaking a nd writing activities
Reading Comprehension/Critical Thinking
-­‐Develop c omprehension s trategies for c omplex academic a nd c ultural r eading s ources
-­‐Use narrative, descriptive, a nd expository r hetorical modes
-­‐Knowledge-­‐based s kills (restate i nformation, discovery, observation, c onnecting i deas, etc.)
-­‐Comprehension-­‐critical-­‐thought-­‐based s kills of intermediate r eadings (understanding, translating, summarizing, demonstrating, etc.)
Paragraph t o Essay Writing Skills
-­‐Develop 5 paragraph thesis-­‐driven writings with multiple s entence types c ontained i n i ntroduction, body paragraphs, a nd c onclusion
Verb Tenses
-­‐Master Past Tense, Future Tense, Modals
-­‐Use Passive Voice
Irregular Verbs
-­‐Use a dditional verbs building on previous l evels
Types of Sentences
-­‐Master usage of c ompound-­‐complex s entences
Means of Assessment
Assessment Tools
Course-­‐specific
-­‐Homework
-­‐Quizzes
-­‐Midterm Exam
-­‐Final Exam
-­‐Participation
Global Skill Development
-­‐Michigan Test
-­‐Writing Rubrics
ESL 2214 -­‐-­‐Intermediate English II: Listening, Speaking, and Vocabulary
Whole Person L anguage Development
-­‐Continue s imultaneous, integrated s kill usage i n reading, writing, a nd grammar that c omplements RWG
-­‐Continue direct English language thinking a nd speaking of l anguage
Cultural L earning
-­‐Deepen a ppreciation of language a cquisition i n American English-­‐speaking cultural c ontext
-­‐Continue l earning by doing
Academic Skill Development
-­‐Continue developing s kills necessary for s uccess i n academic s ettings
Listening
-­‐Master note-­‐taking s kills a nd predict c ontent from l ive l ecture or speech or a udio-­‐visual media
-­‐Recognize word endings, r eductions, s yllable s tress, a nd i ntonation in l istening exercises
-­‐Draw c onclusions from focused l istening exercises
Speaking
-­‐Use c orrect i ntonation i n s entences a nd questions, i ncluding basic use of narrative, descriptive a nd r hetorical modes
-­‐Initiate a nd participate i n more-­‐comples formal a nd i nformal discussions
-­‐Receive a nd provide peer-­‐feedback
Vocabulary
-­‐Continue to build vocabulary bank from text a nd r eaders
-­‐Recognize vocabulary from growing vocabular bank i n extended listening exercises
-­‐Master definitions of, a nd a ppropriately use vocabulary words i n written a ssignments, presentations, a nd i n c lassroom discussions
Assessment Tools
Course-­‐specific
-­‐Homework
-­‐Quizzes
-­‐Midterm Exam
-­‐Final Exam
-­‐Participation
Global Skill Development
-­‐Michigan Test
-­‐Oral Presentation Rubrics
19 Listening Comprehension/Critical Thinking
-­‐Recognize vocabulary i n l istening passages
-­‐Summarize main i deas, basic details, a nd overall organization of i ntermediate l istening passages
-­‐Employ i nterences a nd predictions i n c onclusions
Oral Presentation/Speaking Skills
-­‐Contribute to i ntermediate-­‐level, c omplex c lassroom discussions
-­‐Use c ritical thought a nd narrative, descriptive, expository r hetorical modes i n oral presentations
Vocabulary
-­‐Recognize, define, a nd a ppropriately use vocabulary from vocabulary bank built upon previous l evels
Parts of Speech
-­‐Master a nd a ppropriately use i n phrases c ount a nd non-­‐count nouns, pronouns, r egular a nd i rregular verbs, a djectives, a dverbs, c onjunctions, interjections, a nd prepositions
ESL 1115 -­‐Introduction to TOEFL and IELTS: Reading, Writing, and Grammar
Goals
Course Objectives
Student Learning Outcomes
Whole Person L anguage Reading
Development
-­‐Make i nferences a nd predictions from r eading s elections
-­‐Become c ompetent i n -­‐Continue to develop c omprehension a nd c ritical thought s trategies simultaneous, i ntegrated s kill when r eading a cademic s ources
usage i n r eading, writing, a nd -­‐Read a nd demonstrate c omprehension of more a dvanced grammar that c omplements materials—identify a nd c hart main i deas a nd s upporting details; LSV
asking questions; s ummarizing
-­‐Become c ompetent i n direct Writing
English l anguage thinking a nd -­‐Build vocabulary from text, r eaders, a nd previous l evel—continue to speaking of l anguage
develop vocabulary bank
Cultural L earning
-­‐Master more-­‐complex r ules governing c onstruction of c oherent, -­‐Deepen a ppreciation of integrated, r hetorically-­‐consistant a cademic writing
language a cquisition i n -­‐Complete more-­‐complex writing a ctivities a t a dvanced l evel American English-­‐speaking including thesis-­‐driven, 5 paragraph a cademic a ssignments
cultural c ontext
Grammar
-­‐Continue l earning by doing
-­‐Master use of a ll parts of s peech a nd a cademic vocabulary from Academic Skill Development
prior l evels i n more c omplex a cademic r eading, writing, l istening a nd -­‐Regularly use s kills necessary speaking measured r elative to TOEFL a nd I ELTS proficiency exams
for s uccess i n a cademic -­‐Recognize a nd be a ble to think c ritically a bout grammatical forms settings
used i n a cademic writing a nd oral presentations
Reading Comprehension/Critical Thinking
-­‐Use preview of s ubheadings, thesis, body s entence, a nd conclusions to enhance c omprehension a nd problem solving
-­‐Use c harts, graphic organizers, a nnotations, highlights to c onnect i deas a cross r eadings a nd to understand purpose, organization, a nd bias
-­‐Relate a nd a pply new i nformation to s tudent's own experiences, a nd i dentify s imilarities a nd differences, compare a nd c ontrast with r eadings
Paragraph t o Essay Writing Skills
-­‐Develop thesis-­‐driven descriptive, narrative, problem/solution, c ompare/contrast, c ause/effect, opinion, narrative, a nd persuasive essays
Verb Tenses
-­‐Master Past, Present, a nd Future Simple, Progressive, Perfect a nd Perfect Progressive
-­‐Master Passive Voice a nd Modals
Irregular Verbs
-­‐Use a dditional verbs building on previous l evels
Types of Sentences
-­‐Continue usage of c ompound-­‐complex s entences
Means of Assessment
Assessment Tools
Course-­‐specific
-­‐Homework
-­‐Quizzes
-­‐Midterm Exam
-­‐Final Exam
-­‐Participation
Global Skill Development
-­‐Michigan Test
-­‐Writing Rubrics
-­‐TOEFL/IELTS component skill e quivalencies
ESL 2215 -­‐-­‐Introduction to TOEFL and IELTS: Listening, Speaking, and Vocabulary
Whole Person L anguage Listening
Development
-­‐Master note-­‐taking s kills, predict c ontent, a nd understand bias from -­‐Become c ompetent i n academic l ectures, s peeches, or a udio-­‐visual media
simultaneous, i ntegrated s kill -­‐Recognize word endings, r eductions, s yllable s tress, a nd i ntonation usage i n r eading, writing, a nd in l istening exercises
grammar that c omplements -­‐Draw c onclusions from focused l istening exercises
RWG
Speaking
-­‐Become c ompetent i n direct -­‐Use c orrect i ntonation i n s entences a nd questions, i ncluding more-­‐
English l anguage thinking a nd advanced use of narrative, descriptive a nd r hetorical modes
speaking of l anguage
-­‐Initiate a nd participate i n more-­‐complex a cademic discussion a nd Cultural L earning
analyses
-­‐Deepen a ppreciation of -­‐Receive a nd provide peer-­‐feedback
language a cquisition i n Vocabulary
American English-­‐speaking -­‐Continue to build vocabulary bank from texts, r eaders, a nd cultural c ontext
academic word l ist
-­‐Continue l earning by doing
-­‐Recognize a nd a ppropriately use vocabulary from growing Academic Skill Development
vocabular bank i n extended l istening exercises
-­‐Regularly use s kills necessary -­‐Master definitions of, a nd a ppropriately use vocabulary words i n for s uccess i n a cademic reading, writing, l istening, a nd s peaking a cademic a ssignments settings
related to TOEFL a nd I ELTS profieciency exams
20 Listening Comprehension/Critical Thinking
Assessment Tools
-­‐Use vocabulary i n a cademic l istening passages
Course-­‐specific
-­‐Summarize a nd paraphrase main i deas, details, a nd -­‐Homework
overall organization of more a dvanced a cademic -­‐Quizzes
listening passages
-­‐Midterm Exam
-­‐Listen for r easons, bias, mood, tone, c ontrast a nd comparison, s ignal words, a nd c auses a nd effects
-­‐Final Exam
Oral Presentation/Speaking Skills
-­‐Participation
-­‐Contribute to a cademic c lassroom discussions
Global Skill -­‐Use c ritical thought a nd narrative, descriptive, Development
expository r hetorical modes i n a cademic oral -­‐Michigan Test
presentations
-­‐Oral Presentation Vocabulary
-­‐Recognize, define, a nd a ppropriately use vocabulary Rubrics
from vocabulary bank built upon previous l evels
-­‐TOEFL/IELTS component Parts of Speech
skill e quivalencies
-­‐Master a nd a ppropriately use i n phrases c ount a nd non-­‐count nouns, pronouns, r egular a nd i rregular verbs, adjectives, a dverbs, c onjunctions, i nterjections, a nd prepositions
ESL 1116 -­‐Advanced TOEFL and IELTS Preparation: Reading, Writing, and Grammar
Goals
Course Objectives Related to TOEFL and IELTS Exams
Student Learning Outcomes
Whole Person L anguage Reading
Development
-­‐Make i nferences a nd predictions from a dvanced a cademic r eading -­‐Master s imultaneous, selections
integrated s kill usage i n -­‐Master c omprehension a nd c ritical thought s trategies when r eading reading, writing, a nd grammar academic s ources
that c omplements LSV
-­‐Read a nd demonstrate c omprehension of a dvanced a cademic -­‐Master direct English materials—identify a nd c hart main i deas a nd s upporting details; language thinking a nd asking questions; s ummarizing, a nalyzing, a nd forming opinions
speaking of l anguage
Writing
Cultural L earning
-­‐Master vocabulary from text, r eaders, previous l evels, a nd a cademic -­‐Deepen a ppreciation of word l ists
language a cquisition i n -­‐Master c omplex r ules governing c onstruction of c oherent, American English-­‐speaking integrated, r hetorically-­‐consistant a cademic writing
cultural c ontext
-­‐Complete c omplex writing a ctivities a t a dvanced l evel i ncluding -­‐Master l earning by doing
thesis-­‐driven, r hetorically-­‐sophisiticated, 5 paragraph a cademic Academic Skill Development
assignments
-­‐Regularly use s kills necessary Grammar
for s uccess i n a cademic -­‐Master use of a ll parts of s peech a nd a cademic vocabulary from settings
prior l evels i n c omplex a cademic r eading, writing, l istening a nd speaking r elative to TOEFL a nd I ELTS proficiency exams
-­‐Recognize a nd be a ble to think c ritically a bout grammatical forms used i n a cademic writing a nd oral presentations
Reading Comprehension/Critical Thinking
-­‐Identify s tructure, s ubjective elements, key words a nd phrases a s they r elate to a uthor's main i dea i n a variety of a cademic materials i ncluding non-­‐fiction, a cademic journal a rticles, s cience, a rt, political, news, biographical, l iterary, a nd s hort s tory works
-­‐Use c harts, graphic organizers, a nnotations, highlights to c onnect i deas a cross r eadings a nd to understand purpose, organization, a nd bias
Paragraph t o Essay Writing Skills
-­‐Master thesis-­‐driven descriptive, narrative, problem/solution, c ompare/contrast, c ause/effect, opinion, narrative, a nd persuasive essays
Verb Tenses
-­‐Master Past, Present, a nd Future Simple, Progressive, Perfect a nd Perfect Progressive
-­‐Master Passive Voice a nd Modals
Irregular Verbs
-­‐Master a dditional verbs building on previous l evels
Types of Sentences
-­‐Master usage of c ompound-­‐complex s entences
Means of Assessment
Assessment Tools
Course-­‐specific
-­‐Homework
-­‐Quizzes
-­‐Midterm Exam
-­‐Final Exam
-­‐Participation
Global Skill Development
-­‐Michigan Test
-­‐Writing Rubrics
-­‐TOEFL/IELTS component skill e quivalencies
ESL 2216 -­‐Advanced TOEFL and IELTS Preparation: Listening, Speaking, and Vocabulary
Whole Person L anguage Listening
Development
-­‐Master note-­‐taking s kills, predict c ontent, a nd understand bias from -­‐Master s imultaneous, academic l ectures, s peeches, or a udio-­‐visual media
integrated s kill usage i n -­‐Recognize a nd use natural s peech, c onnections a nd details between reading, writing, a nd grammar topics, s tance a nd function, i nferences a nd c onclusions, a nd that c omplements RWG
outlining a ssumptions, descriptions, c lassifications, c hronologies, -­‐Master direct English and s imilar meanings
language thinking a nd Speaking
speaking of l anguage
-­‐Use c orrect i ntonation i n s entences a nd questions, i ncluding Cultural L earning
advanced use of narrative, descriptive a nd r hetorical modes
-­‐Deepen a ppreciation of -­‐Initiate a nd participate i n c omplex a cademic discussion a nd language a cquisition i n analyses
American English-­‐speaking -­‐Receive a nd provide peer-­‐feedback
cultural c ontext
Vocabulary
-­‐Master l earning by doing
-­‐Complete a nd master vocabulary bank from texts, r eaders, a nd Academic Skill Development
academic word l ists
-­‐Regularly use s kills necessary -­‐Recognize a nd a ppropriately use vocabulary from growing for s uccess i n a cademic vocabular bank i n extended l istening exercises
settings
-­‐Master definitions of, a nd a ppropriately use vocabulary words i n reading, writing, l istening, a nd s peaking a cademic a ssignments relative to TOEFL a nd I ELTS profieciency exams
21 Listening Comprehension/Critical Thinking
Assessment Tools
-­‐Use vocabulary i n a cademic l istening passages
Course-­‐specific
-­‐Summarize a nd paraphrase main i deas, details, a nd -­‐Homework
overall organization of more a dvanced a cademic -­‐Quizzes
listening passages
-­‐Midterm Exam
-­‐Listen for r easons, bias, opinions, s imilarities regarding s ame i ssue, morals, values, c ontrast a nd -­‐Final Exam
comparison, s ignal words, a nd c auses a nd effects
-­‐Participation
Oral Presentation/Speaking Skills
Global Skill -­‐Contribute to a cademic c lassroom discussions
Development
-­‐Use c ritical thought a nd narrative, descriptive, -­‐Michigan Test
expository r hetorical modes i n a cademic oral -­‐Oral Presentation presentations
Vocabulary
Rubrics
-­‐Recognize, define, a nd a ppropriately use vocabulary -­‐TOEFL/IELTS component from vocabulary bank built upon previous l evels
skill e quivalencies
Parts of Speech
-­‐Master a nd a ppropriately use i n phrases c ount a nd non-­‐count nouns, pronouns, r egular a nd i rregular verbs, adjectives, a dverbs, c onjunctions, i nterjections, a nd prepositions
Skill Sheet—Level 1 RWG and LSV Student Name________________________ Skill sheet evaluations are determined for students using M, N/I, or F. The meanings are as follows: -­‐M (masters skill standard, indicating sustained correct skill usage) -­‐N/I (needs improvement, indicates occasional correct usage, with work needed for mastery) -­‐F (fails to meet skill standard, indicating lack of even occasional correct usage) Students must master skill sets from both RWG and LSV at a level of 74% of the skills and demonstrate such mastery by 74% combined performance on challenge exams for Azar and Q textbooks for RWG and Q textbook for LSV. This skill sheet can, therefore, be used to advise students regarding readiness for challenge exams. As well, this skill sheet can be found in the ESL Student Handbook. They are listed there so that each student may know at all times the range of skills required for each class in each level. The nine categories below (Reading Comprehension/Critical Thinking, Paragraph to Essay Writing Skills, Verb Tenses, etc.) are taken from the nine skills identified by ANU’s ESL faculty as core skills within the Standardizing Our Program—SOP—curriculum design that is found in the ANU ESL Faculty Handbook. These categories form the core of the student learning outcomes found in each syllabus in the ESL program. These skill sheets, therefore, represent summarized specific skills students should master in each class in each level. Level 1-­‐Reading, Writing, and Grammar ESL 1111 Skill Sheet Reading Comprehension/Critical Thinking _____ -­‐Recognize, identify, and correctly use alphabetical, numerical, and sound/symbol relationships in writings _____ -­‐Identify aspects of personal identification and social relationships _____ -­‐Understand education systems, classroom etiquette, and teacher instructions _____ -­‐Recall information from written sources _____ -­‐Demonstrate basic discovery and observation skills in writings _____ -­‐Translate, understand, and summarize written sources Paragraph to Essay Writing Skills _____ -­‐Identify basic sentence structure, basic sentence patterns, and basic paragraph structures _____ -­‐Recognize and use basic support for main ideas in sequenced writing _____ -­‐Use basic count and non-­‐count nouns appropriately in sentences _____ -­‐Use basic single verbs appropriately in sentences _____ -­‐Demonstrate correct subject-­‐verb agreement _____ -­‐Correct basic errors in sentence patterns, single verb usage, and subject-­‐verb agreement _____ -­‐Use basic pronouns appropriately _____ -­‐Use basic adjectives appropriately _____ -­‐Use basic adverbs appropriately _____ -­‐Use basic prepositions appropriately Verb Tenses _____ -­‐Recognize and use simple present tense _____ -­‐Recognize and use present progressive tense _____ -­‐Recognize and use the negative with present verb tenses Irregular Verbs _____ -­‐Understand and use irregular verb formations _____ -­‐Consistently use and correct irregular forms of verbs such as be, do, etc. Level 1-­‐Listening, Speaking, and Vocabulary ESL 2211 Skill Sheet Listening Comprehension/Critical Thinking _____ -­‐Consistently recognize and use growing list of vocabulary words from listening and writing sources _____ -­‐Recognize and use basic support for main ideas in listening passages and classroom instruction _____ -­‐Recall information from listening sources _____ -­‐Demonstrate basic discovery and observation skills orally _____ -­‐Translate, understand, and summarize listening sources Oral Presentation/Speaking Skills _____ -­‐Effectively discuss life skills _____ -­‐Effectively discuss education systems, classroom etiquette, and teacher instructions _____ -­‐Prepare and present basic PowerPoint presentations _____ -­‐Regularly participate in classroom discussions about personal identities, countries of origin, and other subjects in class _____ -­‐Prepare and present orally on basic subjects including personal background, famous cities, famous people, etc. Vocabulary _____ -­‐Recognize, define, and appropriately use vocabulary words from a growing word bank _____ -­‐Integrate vocabulary words into a range of assignments Parts of Speech _____ -­‐Recognize and appropriately use count and non-­‐count nouns, regular and irregular verbs, pronouns, adjectives, adverbs, and prepositions in writings and oral assignments and presentations 22 Skill Sheet—Level 2 RWG and LSV Student Name________________________ Skill sheet evaluations are determined for students using M, N/I, or F. The meanings are as follows: -­‐M (masters skill standard, indicating sustained correct skill usage) -­‐N/I (needs improvement, indicates occasional correct usage, with work needed for mastery) -­‐F (fails to meet skill standard, indicating lack of even occasional correct usage) Students must master skill sets from both RWG and LSV at a level of 74% of the skills and demonstrate such mastery by 74% combined performance on challenge exams for Azar and Q textbooks for RWG and Q textbook for LSV. This skill sheet can, therefore, be used to advise students regarding readiness for challenge exams. As well, this skill sheet can be found in the ESL Student Handbook. They are listed there so that each student may know at all times the range of skills required for each class in each level. The nine categories below (Reading Comprehension/Critical Thinking, Paragraph to Essay Writing Skills, Verb Tenses, etc.) are taken from the nine skills identified by ANU’s ESL faculty as core skills within the Standardizing Our Program—SOP—curriculum design that is found in the ANU ESL Faculty Handbook. These categories form the core of the student learning outcomes found in each syllabus in the ESL program. These skill sheets, therefore, represent summarized specific skills students should master in each class in each level. Level 2-­‐Reading, Writing, and Grammar ESL 1112 Skill Sheet Reading Comprehension/Critical Thinking _____ -­‐Recognize and use more complex reading sources, including detailed assignment instructions and 3 paragraph writings _____ -­‐Identify aspects of cultures around the world including naming practices, workplace practices, issues of immigration, leisure, etc. _____ -­‐Understand education systems, classroom etiquette, and habits for success _____ -­‐Recall information from more-­‐complex written sources _____ -­‐Demonstrate discovery and observation skills in writings _____ -­‐Translate, understand, summarize, and demonstrate mastery of more-­‐complex written sources Paragraph to Essay Writing Skills _____ -­‐Identify, structure, and correct errors in basic and compound sentences, including correct usage of conjunctions in basic paragraph-­‐
level writing _____ -­‐Recognize and use more-­‐complex support for main ideas in sequenced writing _____ -­‐Master usage of count and non-­‐count compound nouns, compound verbs, and developing list of pronouns, adjectives, adverbs, prepositions, conjunctions, and modifiers in sequenced writings _____ -­‐Demonstrate correct subject-­‐verb agreement _____ -­‐Correct errors in sentence patterns, verb usage, and subject-­‐verb agreement _____ -­‐Demonstrate basic understanding of comparing and contrasting Verb Tenses _____ -­‐Master recognition and use of simple present tense and present progressive _____ -­‐Recognize and use the past tense _____ -­‐Recognize and use the future tense _____ -­‐Recognize and use modal verbs _____ -­‐Recognize and use the negative with present, future, and past verb tenses Irregular Verbs _____ -­‐Understand and use irregular verb formations _____ -­‐Master use of and correct errors with irregular forms of verbs such as be, do, etc. Level 2-­‐Listening, Speaking, and Vocabulary ESL 2212 Skill Sheet Listening Comprehension/Critical Thinking _____ -­‐Consistently recognize and use growing list of vocabulary words from listening and writing sources _____ -­‐Recognize and use detailed support for main ideas in listening passages and classroom instruction _____ -­‐Demonstrate understanding of organizational structure in listening passages _____ -­‐Recall information from listening sources _____ -­‐Demonstrate discovery and observation skills orally _____ -­‐Translate, understand, and summarize listening sources Oral Presentation/Speaking Skills _____ -­‐Effectively discuss life skills _____ -­‐Effectively discuss education systems, classroom etiquette, and teacher instructions _____ -­‐Prepare and present basic PowerPoint presentations _____ -­‐Regularly participate in classroom discussions about naming practices, workplace practices, issues of immigration, leisure, etc. _____ -­‐Prepare and present orally on subjects including personal background, famous people, etc. Vocabulary _____ -­‐Recognize, define, and appropriately use vocabulary words from a growing word bank _____ -­‐Integrate vocabulary words into a range of assignments Parts of Speech _____ -­‐Recognize and appropriately use count and non-­‐count nouns, regular and irregular verbs, pronouns, adjectives, adverbs, prepositions, conjunctions, and modifiers in writings and oral assignments and presentations 23 Skill Sheet—Level 3 RWG and LSV Student Name________________________ Skill sheet evaluations are determined for students using M, N/I, or F. The meanings are as follows: -­‐M (masters skill standard, indicating sustained correct skill usage) -­‐N/I (needs improvement, indicates occasional correct usage, with work needed for mastery) -­‐F (fails to meet skill standard, indicating lack of even occasional correct usage) Students must master skill sets from both RWG and LSV at a level of 74% of the skills and demonstrate such mastery by 74% combined performance on challenge exams for Azar and Q textbooks for RWG and Q textbook for LSV. This skill sheet can, therefore, be used to advise students regarding readiness for challenge exams. As well, this skill sheet can be found in the ESL Student Handbook. They are listed there so that each student may know at all times the range of skills required for each class in each level. The nine categories below (Reading Comprehension/Critical Thinking, Paragraph to Essay Writing Skills, Verb Tenses, etc.) are taken from the nine skills identified by ANU’s ESL faculty as core skills within the Standardizing Our Program—
SOP—curriculum design that is found in the ANU ESL Faculty Handbook. These categories form the core of the student learning outcomes found in each syllabus in the ESL program. These skill sheets, therefore, represent summarized specific skills students should master in each class in each level. Level 3-­‐Reading, Writing, and Grammar ESL 1113 Skill Sheet Reading Comprehension/Critical Thinking _____ -­‐Demonstrate comprehension of more complex reading sources, including introductory academic sources and multi-­‐
paragraph writings _____ -­‐Identify aspects of more complex readings on topics ranging from trends in society, social ethics, family ties, self-­‐
reliance, recycling, etc. _____ -­‐Recall and restate information from more-­‐complex written sources _____ -­‐Demonstrate more-­‐complex discovery and observation skills in writings _____ -­‐Translate, understand, summarize, and demonstrate mastery of more-­‐complex written sources Paragraph to Essay Writing Skills _____ -­‐Identify, structure, and correct errors in basic and compound sentences, including correct usage of dependent and independent clauses in 2-­‐3 paragraph topic-­‐sentence-­‐driven writing _____ -­‐Recognize and use more-­‐complex support and point-­‐by-­‐point connections for main ideas in sequenced writing _____ -­‐Master usage of count and non-­‐count compound nouns, compound verbs, and developing list of pronouns, adjectives, adverbs, prepositions, conjunctions, modifiers, and interjections in sequenced writings _____ -­‐Demonstrate correct subject-­‐verb agreement _____ -­‐Correct errors in sentence patterns, verb usage, and subject-­‐verb agreement _____ -­‐Demonstrate basic understanding of comparing and contrasting, sharing opinions, letter writing, narrative writing, asking questions, etc. Verb Tenses _____ -­‐Master recognition and use of simple present tense, present progressive, past, and future tenses, as well as modal verbs _____ -­‐Recognize and use the present perfect tense _____ -­‐Recognize and use the past perfect tense _____ -­‐Recognize and use modal auxiliaries _____ -­‐Recognize and use the negative with present, future, and past verb tenses Irregular Verbs _____ -­‐Understand and use irregular verb formations _____ -­‐Continue to master use of and correct errors with irregular forms of verbs Level 3-­‐Listening, Speaking, and Vocabulary ESL 2213 Skill Sheet Listening Comprehension/Critical Thinking _____ -­‐Consistently recognize and use growing list of vocabulary words from listening and writing sources _____ -­‐Recognize and use detailed support for main ideas in listening passages related to topics ranging from trends in society, social ethics, family ties, self-­‐reliance, recycling, etc. _____ -­‐Summarize main idea and organizational structure in intermediate-­‐difficulty listening passages _____ -­‐Recall information from more-­‐complex listening sources _____ -­‐Demonstrate discovery and observation skills orally 24 _____ -­‐Recognize and use inferences and predictions Oral Presentation/Speaking Skills _____ -­‐Effectively discuss and practice skills needed for academic success _____ -­‐Understand and practice classroom etiquette, and following of teacher instructions _____ -­‐Prepare and present PowerPoint presentations _____ -­‐Regularly participate in classroom discussions related to topics ranging from trends in society, social ethics, family ties, self-­‐reliance, recycling, etc. _____ -­‐Prepare and present orally on subjects assigned in class Vocabulary _____ -­‐Recognize, define, and appropriately use vocabulary words from a growing word bank _____ -­‐Integrate vocabulary words into a range of assignments Parts of Speech _____ -­‐Recognize and appropriately use count and non-­‐count nouns, regular and irregular verbs, pronouns, adjectives, adverbs, prepositions, conjunctions, modifiers, and interjections in writings and oral assignments and presentations 25 Skill Sheet—Level 4 RWG and LSV Student Name________________________ Skill sheet evaluations are determined for students using M, N/I, or F. The meanings are as follows: -­‐M (masters skill standard, indicating sustained correct skill usage) -­‐N/I (needs improvement, indicates occasional correct usage, with work needed for mastery) -­‐F (fails to meet skill standard, indicating lack of even occasional correct usage) Students must master skill sets from both RWG and LSV at a level of 74% of the skills and demonstrate such mastery by 74% combined performance on challenge exams for Azar and Q textbooks for RWG and Q textbook for LSV. This skill sheet can, therefore, be used to advise students regarding readiness for challenge exams. As well, this skill sheet can be found in the ESL Student Handbook. They are listed there so that each student may know at all times the range of skills required for each class in each level. The nine categories below (Reading Comprehension/Critical Thinking, Paragraph to Essay Writing Skills, Verb Tenses, etc.) are taken from the nine skills identified by ANU’s ESL faculty as core skills within the Standardizing Our Program—SOP—curriculum design that is found in the ANU ESL Faculty Handbook. These categories form the core of the student learning outcomes found in each syllabus in the ESL program. These skill sheets, therefore, represent summarized specific skills students should master in each class in each level. Level 4-­‐Reading, Writing, and Grammar ESL 1114 Skill Sheet Reading Comprehension/Critical Thinking _____ -­‐Develop and effectively use comprehension strategies for complex reading sources, including cultural and academic sources _____ -­‐Identify narrative, descriptive, and rhetorical modes of more-­‐complex readings on topics ranging from developing job skills, food and culture, measures of wealth and success, ethical responsibility, business practices, risks and rewards, and issues with money, etc. _____ -­‐Recall, restate, and connect information from more-­‐complex written sources _____ -­‐Demonstrate more-­‐complex discovery and observation skills in writings _____ -­‐Translate, understand, summarize, and demonstrate mastery of intermediate cultural and academic written sources Paragraph to Essay Writing Skills _____ -­‐Identify, structure, and correct errors in writing of complex 5 paragraph thesis-­‐driven essays _____ -­‐Recognize and use more-­‐complex support and point-­‐by-­‐point connections for main ideas in intermediate sequenced thesis-­‐driven writing _____ -­‐Master usage of count and non-­‐count compound nouns, noun clauses, compound verbs, and developing list of pronouns, adjectives, adjective clauses, adverbs, prepositions, conjunctions, modifiers, interjections, gerunds and infinitives in intermediate sequenced thesis-­‐driven writings _____ -­‐Demonstrate correct use of the passive voice _____ -­‐Demonstrate correct use of comparing and contrasting, superlatives, sharing opinions, letter writing, narrative writing, asking questions, etc. Verb Tenses _____ -­‐Master recognition and use of simple present tense, present progressive, past, and future tenses, as well as modal verbs _____ -­‐Recognize and use transitive and intransitive verbs _____ -­‐Recognize and use verbs plus gerunds or infinitives _____ -­‐Recognize and use the negative with present, future, and past verb tenses Irregular Verbs _____ -­‐Understand and use intermediate irregular verb formations _____ -­‐Continue to master use of and correct errors with irregular forms of verbs Level 4-­‐Listening, Speaking, and Vocabulary ESL 2214 Skill Sheet Listening Comprehension/Critical Thinking _____ -­‐Consistently recognize and use growing list of vocabulary words from listening and writing sources _____ -­‐Recognize and use detailed support for main ideas in listening passages related to topics ranging from developing job skills, food and culture, measures of wealth and success, ethical responsibility, business practices, risks and rewards, and issues with money, etc. _____ -­‐Summarize main idea and organizational structure in intermediate-­‐difficulty listening passages _____ -­‐Recall and analyze information from intermediate listening sources _____ -­‐Recognize and use more-­‐complex inferences and predictions in drawing conclusions in oral presentations and in analyzing listening sources Oral Presentation/Speaking Skills _____ -­‐Contribute to intermediate-­‐level, complex class discussions centered on cultural and academic subjects _____ -­‐Use critical thought and narrative, descriptive, expository rhetorical modes in oral presentations and in PowerPoint presentations _____ -­‐Regularly participate in classroom discussions related to topics ranging from developing job skills, food and culture, measures of wealth and success, ethical responsibility, business practices, risks and rewards, and issues with money, etc. Vocabulary _____ -­‐Recognize, define, and appropriately use vocabulary words from a growing word bank _____ -­‐Integrate vocabulary words into a range of assignments Parts of Speech 26 _____ -­‐Recognize and appropriately use count and non-­‐count compound nouns, noun clauses, compound verbs, and developing list of pronouns, adjectives, adjective clauses, adverbs, prepositions, conjunctions, modifiers, interjections, gerunds and infinitives in intermediate sequenced thesis-­‐driven writings 27 Skill Sheet—Level 5 RWG and LSV Student Name________________________ Skill sheet evaluations are determined for students using M, N/I, or F. The meanings are as follows: -­‐M (masters skill standard, indicating sustained correct skill usage) -­‐N/I (needs improvement, indicates occasional correct usage, with work needed for mastery) -­‐F (fails to meet skill standard, indicating lack of even occasional correct usage) Students must master skill sets from both RWG and LSV at a level of 74% of the skills and demonstrate such mastery by 74% combined performance on challenge exams for Azar and Q textbooks for RWG and Q textbook for LSV. This skill sheet can, therefore, be used to advise students regarding readiness for challenge exams. As well, this skill sheet can be found in the ESL Student Handbook. They are listed there so that each student may know at all times the range of skills required for each class in each level. The nine categories below (Reading Comprehension/Critical Thinking, Paragraph to Essay Writing Skills, Verb Tenses, etc.) are taken from the nine skills identified by ANU’s ESL faculty as core skills within the Standardizing Our Program—SOP—curriculum design that is found in the ANU ESL Faculty Handbook. These categories form the core of the student learning outcomes found in each syllabus in the ESL program. These skill sheets, therefore, represent summarized specific skills students should master in each class in each level. Level 5-­‐Reading, Writing, and Grammar ESL 1115 Skill Sheet Reading Comprehension/Critical Thinking _____ -­‐Develop and effectively use comprehension strategies for complex cultural, academic, and TOEFL and IELTS-­‐based reading sources _____ -­‐Use subheading preview, and identification of thesis relation to body paragraphs strategies in writing to enhance comprehension and problem solving _____ -­‐Use charts, graphic organizers, annotations, and highlights to connect ideas across readings and to understand purpose, organization, and bias _____ -­‐Relate and apply new information to student’s own experiences, and identify similarities and differences, compared and contrasted with cultural and academic readings _____ -­‐Identify narrative, descriptive, and rhetorical modes of more-­‐complex readings on topics ranging from power and responsibility, health care, creativity, culture, and personal development, transitioning from work to school, and the place of humans in nature, etc. _____ -­‐Translate, understand, summarize, and demonstrate familiarity with high-­‐intermediate cultural, academic, and TOEFL and IELTS-­‐
based reading sources Paragraph to Essay Writing Skills _____ -­‐Develop thesis-­‐driven descriptive, narrative, problem/solution, compare/contrast, cause/effect, opinion, and persuasive essays _____ -­‐Recognize and use more-­‐complex support and point-­‐by-­‐point connections for main ideas in high-­‐intermediate sequenced thesis-­‐
driven writing _____ -­‐Review and master usage of count and non-­‐count compound nouns, noun clauses, compound verbs, and developing list of pronouns, adjectives, adjective clauses, adverbs, prepositions, conjunctions, modifiers, interjections, gerunds and infinitives in high-­‐
intermediate sequenced thesis-­‐driven writings Verb Tenses _____ -­‐Review and master recognition and use of simple and progressive tenses, perfect and perfect progressive tenses in past, present, and future _____ -­‐Review and master subject-­‐verb agreement _____ -­‐Review and master modals _____ -­‐Review and master active and passive _____ -­‐Recognize and use the negative with present, future, and past verb tenses Irregular Verbs _____ -­‐Understand and use high-­‐intermediate irregular verb formations _____ -­‐Continue to master use of and correct errors with irregular forms of verbs Level 5-­‐Listening, Speaking, and Vocabulary ESL 2215 Skill Sheet Listening Comprehension/Critical Thinking _____ -­‐Consistently recognize and use growing list of vocabulary words from complex cultural, academic, and TOEFL and IELTS-­‐based listening and writing sources _____ -­‐Paraphrase and use detailed support for main ideas in listening passages related to topics ranging from power and responsibility, health care, creativity, culture, and personal development, transitioning from work to school, and the place of humans in nature, etc. _____ -­‐Summarize main idea and organizational structure and identify signal words in high-­‐intermediate-­‐difficulty listening passages _____ -­‐Recognize and use more-­‐complex inferences and predictions in drawing conclusions in oral presentations and in analyzing listening sources Oral Presentation/Speaking Skills _____ -­‐Contribute to intermediate-­‐level, complex class discussions centered on complex cultural, academic, and TOEFL and IELTS-­‐based reading sources _____ -­‐Use critical thought and narrative, descriptive, expository rhetorical modes in oral presentations and in PowerPoint presentations _____ -­‐Regularly participate in classroom discussions related to topics ranging from power and responsibility, health care, creativity, culture, and personal development, transitioning from work to school, and the place of humans in nature, etc. 28 Vocabulary _____ -­‐Recognize, define, and appropriately use vocabulary words from a growing word bank _____ -­‐Integrate vocabulary words into a range of assignments Parts of Speech _____ -­‐Recognize and appropriately use count and non-­‐count compound nouns, noun clauses, compound verbs, and developing list of pronouns, adjectives, adjective clauses, adverbs, prepositions, conjunctions, modifiers, interjections, gerunds and infinitives in high-­‐
intermediate sequenced thesis-­‐driven writings 29 Skill Sheet—Level 6 RWG and LSV Student Name________________________ Skill sheet evaluations are determined for students using M, N/I, or F. The meanings are as follows: -­‐M (masters skill standard, indicating sustained correct skill usage) -­‐N/I (needs improvement, indicates occasional correct usage, with work needed for mastery) -­‐F (fails to meet skill standard, indicating lack of even occasional correct usage) Students must master skill sets from both RWG and LSV at a level of 74% of the skills and demonstrate such mastery by 74% combined performance on challenge exams for Azar and Q textbooks for RWG and Q textbook for LSV. This skill sheet can, therefore, be used to advise students regarding readiness for challenge exams. As well, this skill sheet can be found in the ESL Student Handbook. They are listed there so that each student may know at all times the range of skills required for each class in each level. The nine categories below (Reading Comprehension/Critical Thinking, Paragraph to Essay Writing Skills, Verb Tenses, etc.) are taken from the nine skills identified by ANU’s ESL faculty as core skills within the Standardizing Our Program—SOP—curriculum design that is found in the ANU ESL Faculty Handbook. These categories form the core of the student learning outcomes found in each syllabus in the ESL program. These skill sheets, therefore, represent summarized specific skills students should master in each class in each level. Level 6-­‐Reading, Writing, and Grammar ESL 1116 Skill Sheet Reading Comprehension/Critical Thinking _____ -­‐Master comprehension strategies for complex cultural, academic, and TOEFL and IELTS-­‐based reading sources _____ -­‐Identify structure, subjective elements, key words and phrases as they relate to author's main idea in a variety of academic materials including non-­‐fiction, academic journal articles, science, art, political, news, biographical, literary, short story works, and TOEFL and IELTS-­‐based readings _____ -­‐Use charts, graphic organizers, annotations, and highlights to connect ideas across readings and to understand purpose, organization, bias, meaning from context, and connection of ideas _____ -­‐Translate, understand, summarize, and demonstrate familiarity with advanced cultural, academic, and TOEFL and IELTS-­‐based reading sources Paragraph to Essay Writing Skills _____ -­‐Master thesis-­‐driven descriptive, narrative, problem/solution, compare/contrast, cause/effect, opinion, and persuasive essays _____ -­‐Recognize and use complex support and point-­‐by-­‐point connections for main ideas in advanced sequenced thesis-­‐driven writing _____ -­‐Master cohesive writing techniques through developmental paragraphs, inferences, paraphrasing, and summaries _____ -­‐Demonstrate fluency with count and non-­‐count compound nouns, noun clauses, compound verbs, and developing list of pronouns, adjectives, adjective clauses, adverbs, prepositions, conjunctions, modifiers, interjections, gerunds and infinitives in advance sequenced thesis-­‐driven writings Verb Tenses _____ -­‐Demonstrate fluency with use of simple and progressive tenses, perfect and perfect progressive tenses in past, present, and future _____ -­‐Master subject-­‐verb agreement _____ -­‐Master modals _____ -­‐Master active and passive _____ -­‐Demonstrate fluency with the negative with present, future, and past verb tenses Irregular Verbs _____ -­‐Understand and use high-­‐intermediate irregular verb formations _____ -­‐Continue to master use of and correct errors with irregular forms of verbs Level 6-­‐Listening, Speaking, and Vocabulary ESL 2216 Skill Sheet Listening Comprehension/Critical Thinking _____ -­‐Consistently recognize and use growing list of vocabulary words from complex cultural, academic, and TOEFL and IELTS-­‐based listening and writing sources _____ -­‐Identify structure, subjective elements, key words and phrases as they relate to speaker's main idea in a variety of academic materials including TOEFL and IELTS-­‐based listening exercises _____ -­‐Listen for reasons, bias, opinions, similarities regarding same issue, morals, values, contrast and comparison, signal words, and causes and effects _____ -­‐Summarize main idea and organizational structure and identify signal words in advanced listening passages _____ -­‐Recognize and use more-­‐complex inferences and predictions in drawing conclusions in oral presentations and in analyzing listening sources Oral Presentation/Speaking Skills _____ -­‐Contribute to advanced class discussions centered on complex cultural, academic, and TOEFL and IELTS-­‐based reading sources _____ -­‐Use critical thought and narrative, descriptive, expository rhetorical modes in oral presentations and in PowerPoint presentations _____ -­‐Recognize and use complex support and point-­‐by-­‐point connections for main ideas in advanced sequenced academic oral assignments Vocabulary _____ -­‐Recognize, define, and appropriately use vocabulary words from a growing word bank _____ -­‐Integrate vocabulary words into a range of assignments Parts of Speech 30 _____ -­‐Recognize and appropriately use count and non-­‐count compound nouns, noun clauses, compound verbs, and developing list of pronouns, adjectives, adjective clauses, adverbs, prepositions, conjunctions, modifiers, interjections, gerunds and infinitives in high-­‐
intermediate sequenced thesis-­‐driven writings 31 In-­‐Class Writing Rubric Written skills are evaluated using writing rubric (100 points). Student:___________________ Evaluator:____________________ Course:_________ Date:__________ Category Skills Content •
•
Grammar •
•
Vocabulary Comprehension Background/Pre-­‐Writing Main Idea/Thesis Verb Usage Syntax •
•
•
•
•
_______________/5 ______________/20 ______________/15 ______________/10 _______________/5 New Words Response to Prompt Details/Examples/Evidence Unity Progression Coherence ______________/20 ______________/10 _______________/5 _______________/5 _______________/5 Total: __________/100 32 Comments •
Organization Score (100 pts) In-­‐Class Oral Presentation Rubric Oral skills are evaluated using conversation rubric (100 points) and presentation rubric (50 points). Student:___________________ Evaluator:____________________ Course:_________ Date:__________ Category Content Grammar Vocabulary Comprehension Skills Preparation/Thoroughness • Main Idea • Verb Usage • Syntax •
5 4 3 2 1 •
•
•
•
•
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 New Words Response to Prompt Beyond notes Pronunciation Posture Visuals 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 Total: __________/50 33 5 4 3 2 1 Comments •
Delivery Score (50 pts) In-­‐Class Oral Conversation Rubric Oral skills are evaluated using conversation rubric (100 points) and presentation rubric (50 points). Student:___________________ Evaluator:____________________ Course:_________ Date:__________ Category Skills Score (100 pts) Comments Task Completion Comprehensibility
/Understanding Grammar Was your conversation appropriate to the prompt? Did you cover all the requested information? Were your answers detailed and elaborated? __________/30 Was your conversation comprehensible? Were hesitations natural-­‐seeming or did they interfere with comprehension? Were you able to get your point across __________/20 when your partner didn’t understand you? Were you able to comprehend what was said to you? Are grammatical structures that we’ve studied in class generally correct? Did you pay careful attention to tense (time) __________/15 and use present, past, and future where appropriate? Vocabulary Did you use a wide variety of vocabulary? Is your vocabulary appropriate to the topic? Interaction/ Discourse Flow How well does your conversation flow? Was it natural sounding? Were you able to advance the conversation by asking __________/10 and answering questions accurately? Did you speak in complete sentences most of the time? Pronunciation Did you make an effort to pronounce English correctly? Were your vowels and __________/10 consonants clear? __________/15 Total: ___________/100 34 Final Exam Template WRG LSV Reading Comp. – related to unit topics not used in class ( 60 min) – 33.3% of the grade • Details • Main ideas • Vocabulary ! Sentences -­‐ Level 1 ! Paragraphs – Level 2 & 3 ! Essays – Level 4 & 6 Listening Comp. – related to unit topics not used in class 33.3 % of the grade • Details • Main ideas • Vocabulary, tone, intonation • Participants in dialogue ! Sentences – level 1 ! Paragraphs – level 2 & 3 ! Essays – level 4 & 6 Speaking -­‐ units based (one day before finals) 33.3% of the grade 1) Presentations (3 – 7 min) 2) Individual conversations ( 3 – 5 min) -­‐ 10 questions/ 5 chosen ! Rubrics (Presentation / Conversation) Challenge Exam: Have a subject for each level and give the student 5 minutes to prepare. Choose 5 questions out of 10 to ask the student. Writing (45 min) – 33.3% of the grade • Details • Main ideas • Vocabulary • Mechanics • Grammar • Syntax • Cohesion, coherence ! Sentences – level 1 ! Paragraphs – level 2 & 3 ! Essays – level 4 & 6 Grammar (75 min) – 33.3% of the grade • Verb tenses and other points of grammar via: -­‐ Multiple choice -­‐ Cloze -­‐ Fill in the blank -­‐ Circle correct word/sentence correction -­‐ Word bank -­‐ Matching Vocabulary 33.3% of the grade • Vocabulary via: -­‐ Multiple choice -­‐ Cloze -­‐ Sentence correction -­‐ Word bank -­‐ Matching 35 MELAB-­‐Based Writing Evaluation Rubric for Michigan Test Placement Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 97 Topic is richly and fully developed. Flexible use of a wide range of syntactic (sentence-­‐level) structures, and accurate morphological (word forms) control. Organization is appropriate and effective, and there is excellent control of connection. There is a wide range of appropriately used vocabulary. Spelling and punctuation appear error-­‐free. 87 Topic is well developed, with acknowledgment so its complexity. Varied syntactic structures are used with some flexibility, and there is good morphological control. Organization is controlled and generally appropriate to the material, and there are few problems with connection. Vocabulary is broad and usually used appropriately. spelling and punctuation errors are not distracting. 83 Topic is generally clearly and completely developed, with at least some acknowledgment of its complexity. Both simple and complex syntactic structures are generally adequately used; there is adequate morphological control. Organization is controlled and shows some appropriacy to the material, and connection is usually adequate. Vocabulary use shows some flexibility, and is usually appropriate. Spelling and punctuation errors are sometimes distracting. 73 Topic development is present, although limited by incompleteness, lack of clarity, or lack of focus. The topic may be treated as though it has only one dimension, or only one point of view is possible. In some 73 essays, both simple and complex syntactic structures are present, but with many errors; others have accurate syntax but are very restricted in the range of language attempted. Morphological control is inconsistent. Organization is partially controlled, while connection is often absent or unsuccessful. Vocabulary is sometimes inadequate, and sometimes inappropriately used. Spelling and punctuation errors are sometimes distracting. 63 Contains little sign of topic development. Simple syntactic structures are present, but with many errors; lacks morphological control. There is little or no organization, and no connection apparent. Narrow and simple vocabulary inhibits communication, and spelling and punctuation errors often cause serious interference. 53 Extremely short, usually about 40 words or less; communicates nothing, and is often copied directly from the prompt. There is little sign of syntactic or morphological control, and no apparent organization or connection. Vocabulary is extremely restricted and repetitively used. Spelling is often indecipherable and punctuation is missing or appears random. 77 Topic is developed clearly but not completely and without acknowledging its complexity. Both simple and complex syntactic structures are present; in some 77 essays, these are cautiously and accurately used while in others there is more fluency and less accuracy. Morphological control is inconsistent. Organization is generally controlled, while connection is sometimes absent or unsuccessful. Vocabulary is adequate but may sometimes be inappropriately used. Spelling and punctuation errors are sometimes distracting. 67 Topic development is present but restricted, and often incomplete or unclear. Simple syntactic structures dominate, with many errors; complex syntactic structures, if present, are not controlled. Lacks morphological control. Organization, when apparent, is poorly controlled, and little or no connection is apparent. Narrow and simple vocabulary usually approximates meaning but is often inappropriately used. Spelling and punctuation errors are often distracting. 57 Often extremely short; contains only fragmentary communication about the topic. There is little syntactic or morphological control, and no organization or connection are apparent. Vocabulary is highly restricted and inaccurately used. Spelling is often indecipherable and punctuation is missing or appears random. 0 A Zero can be given to a nonresponse. A completely blank answer sheet or simple the test taker's name on the space where the essay should be written. A zero can also be given to a composition that is written on a topic different from any of those assigned. connection of composition to the prompt may be so loose that the essay could very well have been prepared in advance. Considerable effort must be made to see the connection between the composition and the prompt. 36 93 Topic is fully and complexly developed. Flexible use of a wide range of syntactic structures. Morphological control is nearly always accurate. Organization is well controlled and appropriate to the material, and the writing is well connected. Vocabulary is broad and appropriately used. Spelling and punctuation errors are not distracting. MELAB-­‐Based Speaking Evaluation Rubric for Michigan Test Placement Level 6 Level 5 Level 4 Level 3 MELAB-­‐Based Spoken English Descriptors 97 Excellent Speaker: The test taker is a highly fluent user of the language, and employs native-­‐like prosody in both phases of the test. The test taker is able to speak clearly and employ complex grammatical structures while speaking. Prosody is native-­‐like though may be accented. Idiomatic, general and specific vocabulary range is extensive. There is rarely a search for a word or an in inappropriate use of a lexical item. 93 87 Good Speaker: The test taker is quite fluent and interactive, but has gaps in linguistic range and control. Overall, the test taker communicates well and is quite fluent. Accent does not usually cause intelligibility problems, though there may be occurrences of deviations from conventional pronunciation. He or she employs fairly complex grammatical structures and lexical range and is able to elaborate on topics. Vocabulary range is good, but lexical fillers are occasionally employed. 83 77 67 Level 2 57 Level 1 0 Fair Speaker: Talk is somewhat slow and vocabulary is limited, but generally well employed. Communication occurs with occasional hesitations, pauses, and false starts, but fluency exists on limited topics. Although talk may be highly accented, limitedly affecting intelligibility, the test taker can convey communicative intent. The discourse flow is occasionally impeded by incomplete utterances. The test taker may not quite understand the complexity of what the examiner is asking. Vocabulary is somewhat limited, and there are occasional occurrences of misused lexical items. Marginal Speaker: Talk is slow and vocabulary is fairly limited. Overall, the pace of talk is slow with numerous hesitations, pauses, and false starts, but moderate fluency may be demonstrated on limited topics. Talk is highly accented, affecting intelligibility, yet the test taker can convey communicative intent. The discourse flow is impeded by incomplete utterances. The test taker does not understand the entire complexity of what the examiner is asking. Vocabulary is limited, and there are a few occurrences of misused lexical items. Weak Speaker: Talk consists mainly of isolated phrases and formulaic expressions, and there are communication breakdowns between the examiner and the test taker. His or her abilities are insufficient for one or the other phase of the test. Some knowledge of English exists and some responses to the questions are supplied. Utterances may not consist of syntactic units, and it is difficult to understand the communicative intent of the test taker. The test taker frequently does not understand the examiner. Accent is be strong, making some responses unintelligible. Vocabulary is limited. Poor Speaker: A Zero can be given to a nonresponse. The test taker may only be able to give basic name and background information, but is unable to engage with either phase of the test. A zero can also be given to a responses that are off topic and different from any of those assigned. Connection to the prompt may be so loose that the speaking could very well have been prepared in advance. Considerable effort must be made to see the connection between the communication and the two phases of the test. 73 The test taker, while a highly fluent user of the language, may struggle slightly with one or other phase of the test. The test taker speaks clearly and employs complex grammatical structures, yet makes rare mistakes. Prosody is native-­‐like though may be accented. Idiomatic, general and specific vocabulary range is extensive. There is occasionally a search for a word or an in inappropriate use of a lexical item. The test taker is fairly fluent and interactive, but gaps in linguistic range and control occasional interrupt flow of communication. The test taker may noticeably struggles with one or other phase of the test. Accent does not usually cause intelligibility problems, though deviations from conventional pronunciation are present. He or she employs somewhat complex grammatical structures and lexical range and is able to elaborate on topics. Vocabulary range is good, but lexical fillers are employed. Talk is somewhat slow and vocabulary is limited, but fairly well employed. Hesitations, pauses, and false starts occur in one or other test, but fluency exists on limited topics. Although talk may be highly accented, affecting intelligibility, the test taker can fairly-­‐effectively convey communicative intent. The discourse flow is impeded by incomplete utterances. The test taker may not understand the complexity of what the examiner is asking. Vocabulary is somewhat limited, and there are occurrences of misused lexical items. 63 Talk is slow and vocabulary is limited. Hesitations, pauses, and false starts are pronounced in one or other test, yet fluency is rarely demonstrated on limited topics. Talk is highly accented, greatly affecting intelligibility, yet the test taker can convey communicative intent. The discourse flow is impeded by incomplete utterance. The test taker does under the complexity of what the examiner is asking. Vocabulary is limited, and there are persistent misused lexical items. 53 Talk consists mostly of isolated phrases and formulaic expressions, and there are many communication breakdowns between the examiner and test taker. His or her abilities are insufficient for both phases of the test. Limited knowledge of English exists and limited responses to questions are supplied. Utterances do not consist of syntactive unites, and it is very difficult to understand communicative intent. The test taker rarely understands the examiner. Accent is strong, making responses unintelligible. Vocabulary is quite limited. Salient Features Speech Interaction Language *rate of speech, pausing/hesitation, prosody (stress, rhythm, intonation) *accent, articulation, delivery *interactional facility (responsiveness), topic development (elaboration) *mutual comprehension (test taker comprehensibility and adjustment to examiner *lexical range (general, specific, idiomatic), use of lexical filters, utterance length, utterance complexity, syntactic control, morphology Fluency Intelligibility Conversation Development Conversation Comprehension Vocabulary Grammar 37 Pass/Fail Rates and Completed Objectives/Graduation Rates—AY 13-­‐14 ESL Roanoke Campus 2013-­‐14 Pass/Fail Rates (ELI 13C-­‐ELI 14B) Level 1—Pass (5) Fail (1) Level 2—Pass (4) Fail (3) Level 3—Pass (6) Fail (3) Level 4—Pass (8) Fail (9) Level 5—Pass (8) Fail (2) Level 6—Pass (16) Fail (8) 2013-­‐14 Completed Objectives (CAR Report—Jul 1, 2013 to Jun 30, 2014) Total Number of Students Attended: 45 Total Number of Students Through to Level 6: 12 Total Number Completed Objective (CO on CAR): 12 Total Number Graduated (G on CAR): 12 Total Number Withdrawn/Transfer: 25 Total Number Dismissed: 3 38