Center for ESL (CESL) Undergraduate Courses and Placement Guide August 2012 Dr. Mary S. Benedetti Director, Center for ESL mary.benedetti@uc.edu 513-604- 6021 (cell) CESL Contact Information CESL Office: 556-3590 CESL Email: ESL1@uc.edu Website: http://www.cech.uc.edu/cesl/ 0
Revised 8/7/12 ESL @ UC Two units on campus provide services to students needing English as a Second Language: Center for ESL (CESL) Responsible for providing ESL services to students who have been admitted into academic programs (but also serves part-time nonmatriculated students). All courses carry university credit. Students may take 1-12 credits per term, but visas cannot be issued for full-time study in CESL. Placement into courses is based on the English Placement Test, TOEFL or IELTS scores, or ESL Placement Test. CESL is housed in CECH; the unit is also responsible for administering the Oral English Proficiency Test for International Graduate Assistants. (Communiversity, in collaboration with CESL, also offers several pre-academic ESL courses for nonmatriculated students) English Language Services (ELS) The proprietary language school at UC (affiliated with but not owned by UC). Provides intensive English to non-, pre-, and conditionally-admitted students. Courses do not carry university credit. Students who study in ELS are issued a visa specifically for the study of ESL. Contact information: 513-556-5190; cin@els.edu; www.els.edu 1
Revised 8/7/12 Overview The Center for ESL offers sequential courses on the undergraduate and graduate levels in both reading/writing and speaking/listening, as well as other stand-alone courses. Students can place into any level in the sequences (see p. 3). Placement is based on ENPT Score OR ESL Placement Test Score OR TOEFL Score OR IELTS Score (see p. 3). ENPT or ESL Placement Scores trump TOEFL or IELTS scores, as the former will be more recent and thus more valid. Undergrad Reading/Writing Sequence ESL1067 Basic Academic Reading and Writing ESL1068 Foundations of Academic Reading and Writing for ESL ESL1069 Success in Undergrad Academic Writing ESL 1070 Introduction to English Comp for International Students (equivalent to ENGL 1000/101b) ESL 1080 English Composition for International Students (equivalent to ENGL 1001/101&112) ESL 2089 Intermediate Composition for International Students (equivalent to ENGL 2089/289) Undergrad Speaking/Listening Sequence ESL1071 Basic Oral Communication ESL1072 Foundations of Academic Oral Communication ESL1073 Success in Academic Oral Communication What Happens After ESL? IMPORTANT NEW INFORMATION As of 12A, the Center for ESL will offer the Freshman Composition sequence equivalent to the ENGL sequence for most students who are not native speakers of English. Students who take the ESL sequence DO NOT need to take the ENGL sequence. International or immigrant students who achieve the appropriate score on the SAT or ACT should register for the ENGL sequence of courses (1000, 1001, 2089). Non-native speakers of English who do NOT have SAT or ACT scores should register for the ESL sequence of courses based on placement scores (see p. 3): 18 ESL 1070, 18 ESL 1080 and 18 ESL 2089. 2
Undergraduate WRITING Placement Guide Although the ENPT has been largely eliminated, it still is being used for some students. If you have an ENPT score, use it for placement. If not, use TOEFL/IELTS writing subscores. Note: An ENPT score of 12 in Universys indicates that the student has been identified as needing ESL but specific course determination has not yet been made. SCORE OF 9 on the ENPT 18- ESL- 1067 (608) 18- ESL- 1069 (081) 18- ESL- 1068 (609) SCORE OF 10 on the ENPT 18- ESL- 1068 (609) 18- ESL- 1069 (081) SCORE OF 11 on the ENPT 18- ESL- 1069 (081) Upon completion of 18-ESL-1069, students portfolios will be reviewed to determine if 1070(101b) is required prior to 1080(101/112). In all cases, students must complete 1080 and 2089(289) to fulfill the English Composition requirement. ESL Writing Course Placement Based on TOEFL ibt or IELTS Writing Subscores Initial Placement ENPT TOEFL ibt Writing IELTS Writing 18 ESL 1080 (101) 14 28-30 8.5-9.0 18 ESL 1070 (101b) 13 25-27 7.5-8.0 18 ESL 1069 (081) 3 or 11 21-24 6.0-7.0 18 ESL 1068 (609) 2 or 10 17-20 5.0-5.5 18 ESL 1067 (608) 1 or 9 0-16 0-4.5 3
Undergraduate SPEAKING/LISTENING Placement Guide Many international/immigrant students will also need ORAL COMMUNICATION courses. Placement is based on TOEFL, IELTS, or ESL Placement Test Scores. Most students will be placed using the TOEFL or IELTS; if no score appears in Universys, contact the Center for ESL for more information. ESL Oral Communication Course Placement Based on TOEFL ibt or IELTS Speaking Subscores Initial Placement TOEFL ibt Speaking IELTS Speaking 1075 (605) (see below) or No ESL 26-30 7.0-9.0 1073 (603) (and 1075; see below) 23-25 6.0-6.5 1072 (602) (and 1075; see below) 17-22 5.0-5.5 1071 (601) 0-16 0-4.5 Improving Pronunciation 18 ESL 1075 (605) Based on your communication with the student, you may place into 1075 if the student is difficult to comprehend because of pronunciation/articulation issues AND has completed 1071 OR scored a 17 or higher on the TOEFL speaking subscore OR scored a 5.0 or higher on the IELTS speaking subscore. 4
Additional CESL Course Options Note: ESL 1076 or 1086 is required of incoming international freshmen in the Lindner College of Business. Students in other Colleges are permitted to register as well. The courses are NOT sequential; students take only one, with the course determined by their level of English language proficiency as follows: Course TOEFL TOEFL IELTS WRITING IELTS ENPT WRITING SPEAKING SPEAKING 18 ESL 1076 20 or below 24 or below 5.5 or below 5.5 or below 9 or 10 18 ESL 1086 21 or above 25 or above 6.0 or above 6.5 or above 11 or above ESL1076 US Culture and Communication I 3 cr This course will focus on the cultural aspects of verbal and non-verbal behavior, values, and communication styles while developing effective communication patterns in professional and preprofessional settings. 1. Analyze differences between the U.S. and their home cultures and articulate how these differences may affect patterns of communication. 2. Identify contexts in which they have difficulty communicating with Americans and develop a strategic plan for compensating for those difficulties. 3. Demonstrate developing proficiency in the pragmatic aspects of communicating in English. 4. Read about, analyze, and discuss unfamiliar aspects of American culture and communication. ESL 1086 U.S. Communication and Culture II 3 cr Curriculum under development. 5
Another course that may be of interest to your students is the following: ESL1077 Strategies for Academic Success 3 cr This course is designed to enhance student skills utilizing techniques for effective listening, note-taking strategies, reading, and writing skills for studying. In addition, it will introduce the student to the expectations of the American classroom culture. 1. Identify common expectations of American classroom culture; analyze which aspects of these expectations are difficult for them to meet; and implement strategies for overcoming these difficulties. 2. distinguish between formal and informal registers used to express complex ideas in academic settings, and competently select these registers when writing about and discussing academic and general topics; 3. understand and appropriately utilize strategies to plan, develop, and revise their writing; improve reading comprehension, note-taking and summarizing skills; and comprehend and participate in academic discussions; 4. comprehend and use selected idioms, collocations, and vocabulary typical in academic settings; 5. understand a range of language structures and use these structures with relative clarity, fluency, and accuracy. 6
CESL Reading/Writing Course Descriptions ESL1067 (608) Basic Academic Reading and Writing 3 u cr This course is designed to provide non-native speakers of English an opportunity to develop and practice basic academic reading, writing, and vocabulary skills. Placement into the course will be made on the basis of TOEFL, IELTS, or Writing Placement Test score. 1. Utilize basic academic reading, writing and analyzing skills. 2. Explain the connection between academic reading and writing. 3. Utilize vocabulary in context of academic reading and writing. 4. Utilize the basic English language appropriate for academic class discussion. 5. Utilize revising and editing skills for basic written communication. 6. Comprehend and use basic rhetorical forms of academic English with an emphasis on summarizing, writing from experience, and responding to academic texts. ESL1068 (609) Foundations of Academic Reading and Writing for ESL 3 u cr This course is designed for international graduate students who need to improve their reading and writing skills in order to become competent in the foundations of academic English in the style commonly accepted in American universities. At the end of the course the students will be able to recognize and use vocabulary and grammatical structures common in academic reading and writing and to produce texts employing a variety of modes of discourse. Placement into the course will be determined by TOEFL, IELTS, or Writing Placement Test score. 1. Explain and demonstrate the process of writing effective academic paragraphs and essays in North American English, including developing topic sentences and thesis statements, supporting claims, using transitions and writing effective conclusions. 2. Select the grammar structures, vocabulary and registers that are appropriate to communicate a certain purpose to a specific audience across different modes of writing. 3. Discuss editing techniques used to revise vocabulary and grammatical forms in order to express content clearly and effectively in specific academic disciplines. 4. Use effective strategies and diagrams to brainstorm ideas and organize complex information. 5. Identify and locate key sources in which they can obtain evidence and support in writing academic research papers. 6. Demonstrate a clear understanding of the guidelines used to summarize, quote and paraphrase information from outside sources in academic writing. 7
ESL1069 (081) Success in Undergraduate Academic Writing 3 u cr This course is designed to familiarize students with the basic genres of academic writing seen across the disciplines and the modes of discourse that often characterize the writing in these genres. Students will be responsible for producing three major writing assignments: a Response, a Critique, and an Expository Essay. Several shorter papers will also be required through which students will become more familiar with some of the modes of discourse which inform various types of academic writing: summary, extended definition, process, and synthesis. Many class periods will be conducted in a workshop format, and students will be expected to share their own works in progress as well as contribute thoughtfully and constructively on the works of their peers. Placement into the course will be determined by TOEFL, IELTS, or Writing Placement Test score. 1. Locate the conventions of three particular forms of academic writing Response, Critique, and Exposition that are commonly seen across the disciplines and compare the use of such conventions by different authors. 2. Analyze the writing of their peers in ongoing workshops and modify their own work for better quality. 3. Produce texts that illustrate selected modes and genres of discourse that are frequently encountered in academic writing. 4. Produce their own competent examples of writing which conform to generic conventions. 5. Appraise authentic texts, their own writing, and the writing of their peers through regular critical reflection. ESL 1070 (101b) Intro to English Comp for International Students 3 cr This course emphasizes critical reading and thinking strategies, textual analysis, and writing with a particular focus on increasing fluency with the composing process and strengthening rhetorical awareness. This course is equivalent to 15 ENGL 1000. By the end of this course, students will be able to: 1. Identify and describe the elements of rhetorical situations; 2. Analyze and describe relationships among writers, texts, and audiences; 3. Create increasingly complex, analytical writing projects that are purpose-driven; 4. Demonstrate a recursive writing process that includes generating ideas, drafting, revising, and editing and apply this writing process to produce successive drafts of increasing quality; 5. Provide constructive feedback on the writing of others and use such feedback to improve their own writing; 6. Reflect on and describe their rhetorical choices and writing processes; 7. Organize, paragraph, and format writing projects effectively; 8. Adopt a voice, tone, and level of formality appropriate to task, purpose, and audience; 9. Demonstrate sentence-level control, including syntax, grammar, punctuation,, and spelling 10. Locate and evaluate print and electronic source material, with guidance; 11. Quote, paraphrase, summarize, document, and cite sources accurately; and 12. Use technology to support the writing process and to share texts. 8
ESL 1080 (101/112) English Composition for International Students 3 cr. This course emphasizes critical reading, writing, and textual analysis with particular focus on argument and research-based writing. This course is the equivalent of 15 ENGL 1001 for nonnative speakers of English who placed into the course or have completed 18 ESL 1070 or its equivalent. By the end of this course, students will be able to: 1. Identify, respond to, and write effectively for various rhetorical situations; 2. Create sustained writing projects that integrate and account for multiple perspectives; 3. Analyze argument strategies and persuasive appeals and employ them in their own writing; 4. Develop clear arguments that incorporate ideas and evidence from sources, juxtaposing, integrating, and citing them appropriately; 5. Produce successive thesis-driven drafts of increasing quality through drafting, revising, and editing; 6. Provide and use constructive feedback on writing; 7. Reflect on their rhetorical choices and connect this learning to other writing situations; 8. Use complex and varied sentence structures and exhibit a writing style appropriate to differing rhetorical situations; 9. Demonstrate syntax and grammar control; 10. Quote, paraphrase, summarize, document, and cite sources accurately; 11. Locate and evaluate print and electronic source material; 12. Use electronic media to compose and publish. ESL 2089 (289) Intermediate Composition for International Students 3 cr. This course emphasizes critical reading and writing, advanced research and argument skills, and rhetorical understanding of language as it is used in different discourse communities. This course is specifically for non-native writers of English and is equivalent to ENGL 2089. By the end of this course, students will be able to: 1. Analyze, compare, and evaluate rhetorical strategies specific to a discourse community; 2. Interpret, assess, and write within a variety of genres to understand how meaning is made, communicated, and debated; 3. Identify and distinguish among kinds of evidence used in a given discourse community; 4. Locate, evaluate, and integrate source material appropriate to research inquiry; 5. Produce clear, organized texts appropriate to situation, purpose, and audience; 6. Reflect on connections among ideas within the course and their own academic, personal, social, and professional lives; 7. Write and revise drafts and integrate feedback using drafting, revising, and editing strategies; 8. Use appropriate technologies to research and communicate findings; 9. Use conventions of format, organization, syntax, grammar, punctuation, and language appropriate to specific writing situations; 10. Recognize and use specified documentation and citation guidelines and styles. 9
CESL Listening/Speaking Course Descriptions ESL1071 (601) Basic Oral Communication 3 cr This course is designed to assist non-native English speaking students to further develop their conversational English fluency. It focuses primarily on perfecting the vocabulary and fluency necessary to execute speech acts that are basic to everyday conversation and also touches on intonation, emphasis, and reductions. Placement into the course will be determined by TOEFL, IELTS, or CESL Placement Test score. Students will be able to: 1. utilize formal and informal vocabulary commonly used in everyday conversation and academic course work. 2. utilize basic comprehension skills of academic, social, and personal discourses in various activities. 3. Participate in discussions in both everyday situations and academic environments with basic conversational English fluency. 4. Deliver informal presentations in classroom settings. 5. take cursory notes during instructor lectures and student presentations and summarizing and paraphrasing the contents. 6. utilize vernacular pronunciation skills in intonation, stress, and reductions. ESL1072 (602) Foundations of Academic Oral Communication 3 cr The goals of this course are to increase oral fluency and to improve listening comprehension in both academic and everyday conversation. Students will work on improving their recognition and use of idiomatic English while participating in class discussions, as well as to express opinions, debate, and negotiate conversation. Content information will be provided through lecture, readings, discussion, role-play, interviews and observations for the purpose of learning oral communication skills that include both speaking and listening. Placement into the course will be determined by TOEFL, IELTS, or CESL Placement Test score. Students will be able to: 1. utilize listening comprehension of both native and non-native spoken English in a wide variety of activities in different academic, social, and personal settings. 2. Speak with sufficient accuracy and fluency to facilitate comprehension in professional and academic situations. 3. Deliver presentations in classroom settings, and participate in formal and informal discussions by explaining and supporting their opinions. 4. Take notes during instructor lectures and presentations and summarize the content. 5. Demonstrate interaction skills such as negotiating, repairing, opening and closing 10
conversations. 6. Analyze common cultural, social and linguistic differences. 7. Build and utilize formal and informal vocabulary, including figurative language and the idiomatic usage of English. ESL1073 (603) Success in Academic Oral Communication 3 cr This class will assist students achieving intermediate academic listening and speaking skills. Students will enhance their skills in giving presentations, debates, and class discussion. Students will demonstrate critical thinking skills through negotiation, expression of opinions and speech persuasion. Students will broaden their academic vocabulary through the exploration of collocations and idioms. Aspects of American culture, especially university culture, will be covered as well. Placement into the course will be determined by TOEFL, IELTS, or CESL Placement Test score. Students will be able to: 1. Use formal and informal language in persuasion, negotiation and debate tailored to specific audiences and contextual settings. 2. Describe or use a variety of expressions common to university classroom settings in the US, as well as a number of informal terms, idiomatic expressions, and commonly blended/reduced forms. 3. Utilize typical English question forms, and demonstrate competence in asking and interpreting questions in class settings. 4. Adjust listening strategies according to the complexity and content of the task at hand. 5. Employ strategies for effective note-taking in English, including using abbreviations and shorthand forms, using symbols, summarizing, arranging information spatially, and recognizing discourse markers. 6. Produce target-like stress patterns for all academic vocabulary items covered in class activities. 7. Create own opportunities to utilize English discourse, and practice communicating extensively. ESL1075 (605) Improving Pronunciation for ESL 3 cr Improving Pronunciation is a classroom-based course that focuses on comprehensible articulation of vowels and consonants as well as the rhythm, stress and intonation of North American English speech. This course should be taken by students who are already fluent in English, but who want to improve their pronunciation skills for more effective communication 11
through practice activities that include speech/sound analysis, dialogue generation, role-play, and simulation and ethnographic assignments. 1. List the symbols of the International Phonetic Alphabet that represent the basic sounds of North American English (NAE), and interpret these symbols as well as transcribe English words using these symbols. 2. Identify their principal NAE pronunciation challenges, and establish strategies to address these challenges. 3. Both explain and produce the articulations of the NAE consonants, as well as discriminating between these consonant sounds in class activities and in discourse. 4. Both explain and produce the articulations of the NAE vowels, as well as discriminating between these vowel sounds in class activities and in discourse. 5. Display an understanding of the notion of stressed syllables in English, and both recognize and produce native-like word stress patterns. 6. Recognize many of the recurrent patterns for word stress in English, and display an awareness of the word stress patterns of academic vocabulary terms that are common in their disciplines. 7. Demonstrate an understanding of the basic elements of sentence stress. 8. Demonstrate an understanding of the basic elements of intonation, and identify the principal intonation patterns in English discourse. 9. Demonstrate an understanding of thought groups and create utterances that display the appropriate stress and intonation patterns within thought groups. 12