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 5 4.5 4 723 u’grads 3.5 3 2.5 2 153 u’grads 1.5 1 0.5 0 2007 2008 2009 2010 2011 2012 2013

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 4

Needs Analysis Revelations • Range of assigned writing • Disciplinary differences • Shorter forms of writing Caplan & Stevens (under review) 5

Starting with End in Mind • Learning outcomes of new Pathways model developed first • Exit criteria for IEP • Exit criteria for EAP 6

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 7

Exit Criteria for EAP • E110 (first-year composition) Learning Outcomes • Existing EAP Learning Outcomes 8

E110 (FYC) Learning Outcomes • Critical Reading • Writing Process • Rhetorical Knowledge • Knowledge of Conventions 9

EAP Writing Outcomes • Sources: Journalism, student writing, academic texts • Appropriate academic level of vocabulary • Reflecting clear thinking (analysis, opinions, conclusions) 10

• Source selection, use and citation • Process of writing • Variety of university genres (summary, response, argument) • Range of tasks (short answer, email, multi-draft reports) 11

• Summarizing and synthesizing • Reflecting unity and clarity (focused, cohesive, coherent) • Illustrating grammatical sophistication (diverse sentence types, proper tenses and usage) • Understanding format (APA, MLA) 12

Writing Based on Reading • Source-based writing activities – comprehension questions – summaries – responses – syntheses – research (especially in EAPII) 13

Providing Pathways • End “gate - keeper mentality” • Equip, educate, and merge o Support for Writing Program faculty o EAP II/E110-NNS 14

Implementation • Piloting EAPI now with special sponsored group • Tweak • Introduce in Fall 15