Aligning EAP and University Writing Outcomes TESOL 2016 April - - PowerPoint PPT Presentation

Aligning EAP and University Writing Outcomes

TESOL 2016 April 8, 2016 Nigel Caplan and Ken Cranker University of Delaware English Language Institute

Context

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 2007 2008 2009 2010 2011 2012 2013

153 u’grads 723 u’grads

A pathways model

EAP Pathways

Intensive English Program

 Initial placement in Basic, I, II, III, IV, or V  RW and LS classes  Level VI Academic Preparation (if needed)

EAP I (Foundations)

 4 months for most students  Core class (integrated skills); 6 credits on matriculation*  Language/culture electives  Academic engagement and study skill classes  Additional language support as needed

EAP II (Transitions)

 1 UD semester, including:  EAP II/E110 (FYC) for Multilingual Students (3 credits)  UD Bridge Course(s) with ELI support (up to 6 credits)  Academic engagement and study skill classes  Additional language support as needed Full UD Matriculation

Aligning Writing Learning Outcomes

• Needs analysis
• Bridging IEP to FYC outcomes
• Starting with the end in mind
• Source-based writing
• Pathways not gatekeepers

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Needs Analysis Revelations

• Range of assigned writing
• Disciplinary differences
• Shorter forms of writing

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Caplan & Stevens (under review)

Starting with End in Mind

• Learning outcomes of new

Pathways model developed first

• Exit criteria for IEP
• Exit criteria for EAP

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Exit Criteria for IEP

• strong general vocabulary
• developing academic vocabulary
• general interest reading
• can infer, conclude, and summarize
• focused and organized writing
• mostly solid grammar

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Exit Criteria for EAP

• E110 (first-year composition) Learning

Outcomes

• Existing EAP Learning Outcomes

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E110 (FYC) Learning Outcomes

• Critical Reading
• Writing Process
• Rhetorical Knowledge
• Knowledge of Conventions

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EAP Writing Outcomes

• Sources: Journalism, student

writing, academic texts

• Appropriate academic level of

vocabulary

• Reflecting clear thinking (analysis,
• pinions, conclusions)

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• Source selection, use and citation
• Process of writing
• Variety of university genres

(summary, response, argument)

• Range of tasks (short answer,

email, multi-draft reports)

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• Summarizing and synthesizing
• Reflecting unity and clarity

(focused, cohesive, coherent)

• Illustrating grammatical

sophistication (diverse sentence types, proper tenses and usage)

• Understanding format (APA, MLA)

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Writing Based on Reading

• Source-based writing activities

– comprehension questions – summaries – responses – syntheses – research (especially in EAPII)

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Providing Pathways

• End “gate-keeper mentality”
• Equip, educate, and merge
• Support for Writing Program

faculty

• EAP II/E110-NNS

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Implementation

• Piloting EAPI now with special

sponsored group

• Tweak
• Introduce in Fall

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