Academic Bridge Program STUDENT HANDBOOK CENTER FOR ENGLISH AS A SECOND LANGUAGE THE UNIVERSITY OF ARIZONA TUCSON, ARIZONA For the most updated edition, please check our webpage: http://www.cesl.arizona.edu/abp
TABLE OF CONTENTS OVERVIEW OF THE UNIVERSITY OF ARIZONA ACADEMIC BRIDGE PROGRAMS 3 ADVANCEMENT THROUGH THE PROGRAM... 4 DISMISSAL FROM THE PROGRAM:... 4 ATTENDANCE POLICY... 6 ESL ACADEMIC UNDERGRADUATE/GRADUATE BRIDGE COURSES... 7 CESL LAW BRIDGE COURSES... 9 ADMISSION STEPS, POLICIES, AND REQUIREMENTS... 10 STUDENT EVALUATION OF THE BRIDGE PROGRAM... 11 COMPLAINTS & GRIEVANCE PROCEDURE... 11 2
OVERVIEW OF THE UNIVERSITY OF ARIZONA ACADEMIC BRIDGE PROGRAMS Description of the Undergraduate ESL Academic Bridge Program: Academic Bridge programs at the UA consist of sheltered English immersion in credit bearing courses offered on a joint agreement between the Center for English as a Second Language and the Outreach College. These academic courses are supported by a series of ESL courses acting as a support or bridge. The curriculum is designed as a bridge to the university in that students begin with greater ESL instruction at the beginning and increase their enrollment in academic courses as their English proficiency and achievement allow. Students are enrolled in courses through CESL and are admitted to the UA upon successful completion of the program or attainment of the minimum English proficiency requirement. Description of the Graduate ESL Academic Bridge Program: The University of Arizona s Graduate Academic Bridge Program is an advanced ESL program where ESL students take ESL courses at a higher level than the Intensive English Program at CESL and in the second session audit a course in their intended area of study with the support of a CESL teacher. The courses are all designed for pre-academic students bound for Graduate School and enrolled in the Center for English as a Second Language at the University of Arizona. The total number of contact hours per week is 18 clock hours, and the focus is on language training and meeting the minimum requirements for admission to any graduate program at the University of Arizona. The course sequence is two consecutive sessions. Description of the Arizona Law ESL Academic Bridge Program: The Arizona Law ESL Bridge Program at the University of Arizona is a hybrid program where ESL students take undergraduate academic courses in the Law School with the support of CESL teachers in a corresponding CESL bridge course. The academic courses are taught by the Law College and are designed to prepare students to enter Rogers College of Law s Juris Doctorate (JD), Juris Doctorate with Advanced Standing (JDAS), or LLM programs or similar programs at other law schools. All ESL courses are designed for students intending to seek a law degree at a U.S. law school and are offered by the Center for English as a Second Language at the University of Arizona. The academic courses will be administered by the UA s Outreach College in partnership with CESL. The total number of contact hours per week is 20 hours. The overall focus is on language training for practicing or future lawyers and on meeting the minimum requirements for admission to degree-seeking programs at the Rogers College of Law. The program consists of two sessions that are 6 weeks long and is offered beginning in May and in July and finishing in time for qualified students to start Arizona Law in the fall. Once students have successfully completed the Arizona Law ESL Bridge Program, they take an exam to be considered for admission to their desired program at the Arizona Law according to the minimum criteria for that program. Successful completion of the Arizona Law ESL Bridge Program does not guarantee acceptance to any Arizona Law program. 3
ADVANCEMENT THROUGH THE PROGRAM: Students who earn a C in their UA English course will only be allowed to take one UA course in their next session of the Bridge Program. Students who earn an A or B in their UA English course will be allowed to take two UA courses in their next session of the Bridge Program. First Bridge Session GPA = 0.0 *GPA = 0.01 1.99 Less than C in UA course GPA = 2.0+, Cs or above in CESL courses, and C in UA course GPA = 2.0+, Cs or above in CESL courses, and A or B in UA course Second Bridge Session Dismissed from CESL Dismissed from Bridge, move to CESL s IEP** or another institution One UA course, 3 CESL courses Two UA courses, 2 CESL courses DISMISSAL FROM THE PROGRAM: At a minimum, students must maintain at a 2.0 GPA and Cs in their CESL courses to continue in the Bridge Program. Regardless of GPA, Bridge Program students who fail their UA course(s) will be dismissed from the Bridge Program and possibly CESL**. o If there is a session of the Intensive English Program (IEP) beginning within one week of the Bridge Program end date, students who have not yet completed level 7 may enroll in the IEP, but will be placed on academic probation and must sign a waiver in CESL 101. o **If a student who has already completed level 7 of the IEP is dismissed from the Bridge Program, s/he will also be dismissed from CESL. Failure to maintain a 2.0 GPA will result in academic probation according to CESL policy. *Students who earn less than a 2.0 GPA for 2 consecutive sessions in any CESL program will be dismissed from CESL. A poor Bridge Program GPA and/or dismissal from CESL may negatively affect a student s eligibility to enroll at the UA. 4
GRADES AND PROMOTION IN THE ACADEMIC BRIDGE PROGRAM Letter Grade E D C B A Mark as % 0-59% 60-69% 70-79% 80-89% 90-100% Level of Performance Failing Weak Satisfactory Good Excellent Achievement level Very Low Low Average High Very High Definition of Achievement Level No/little evidence of expected knowledge and skills. The expected knowledge and skills have been demonstrated in limited ways Enough of the expected knowledge and skills have been demonstrated for advancement. Most of the expected knowledge and skills have been demonstrated The expected knowledge and skills have been demonstrated clearly and effectively Status in Program Repeat course at current level, if overall GPA > 2.0 Advance to next course in sequence of program, if applicable, depending on overall GPA > than 2.0 Appealing a Grade: If you believe that you have been given a grade in error or you would like to dispute a grade or dispute your GPA, follow the student complaint procedure outlined below. Schedule: The UA Academic Bridge Program is run over two or three 10-week terms. Multiple entry points occur during the school year (See schedules). 5
ATTENDANCE POLICY Daily Attendance at CESL Attendance is vital to your success at CESL. It is your responsibility to attend class and to participate fully. In the CESL online grading system, tardies are defined as coming late or, in some cases, exiting the class while it is still in session (up to 10 minutes). Arriving late and leaving during class is disruptive to the class. You must be in your seat and ready to learn at the beginning of each class. If you are not in class at the scheduled start time, you will be marked tardy (late) in the Jupiter Grades system. After the start of class, you may spend up to 3 minutes out of the classroom (for emergency situations) without penalty. If you miss more than 3 minutes, you will be marked tardy. If you leave class for more than 10 minutes, you will be marked absent and will not be permitted to re-enter the class. Every 3 tardies you accumulate will count as 1 absence. Absences that result from multiple tardies will count toward your absence total for the session. Please note that final determinations about absences are made by your instructor, and that these decisions are final. CESL s Absence and Dismissal Policy Please note that excessive absences in CESL s ABP can have serious consequences. Students who miss more than 15 total classes at CESL (bringing their total to 16 or more) will be dismissed from CESL. Whenever you miss class, it is very important that you contact your instructor. If you have been or will be absent for 3 days in a row or more, you should bring documentation (a doctor s note or any other relevant documentation) for your absences to Amber Tetreau-Segura in CESL 101, Nick Ferdinandt in CESL 208 or Rebecca Noreen in CESL 212. In cases of severe illness or extended absence for special circumstances, you will need to notify CESL and we may be able to help you. Having documentation does not guarantee a student will not be dismissed. Dismissals that occur due to excessive absences are handled on a case-by-case basis. Absence policy for final exam days During final exams, the following rules will apply: - If you do not come to the final exam at all, you will be marked absent. - If you come up to 30 minutes late, you will be permitted to enter the exam but with no added time. If you are more than 30 minutes late, you will not be permitted to enter the exam, and will be marked absent for the day. - If the final exam is appointment-based (for example, interviews or small group finals) and you are tardy, make-up of the exam will only be allowed at the discretion of the teacher based on availability and in consultation with the IEP coordinator. In most cases, make-up exams are not possible. -Unless your teacher has additional activities planned after the exam, upon completing a final exam, you will be permitted to leave without penalty. - Any absences/tardies that occur on final exam days still count towards overall total absence count for the session. Students exceeding the absence limit will not be permitted to continue the next session. 6
CESL Undergraduate Bridge Courses Core Academic Courses: Session 1 Session 2 Session 3 Session 4 Engl 107 901 (4.5 English Composition 1 Engl 160D 901 (4.5 Critical Cultural Concepts Engl 108 901 (4.5 English Composition 2 Engl 108 901 (4.5 English Composition 2 Engl 107 901 (4.5 English Composition 1 Engl 107 901 (4.5 English Composition 1 Engl 107 901 (4.5 English Composition 1 Elective Academic Courses: None Anth 150b1 901 (4.5 Many Ways of Being Human Hist 150c3 901 (4.5 Making of American Culture since 1877 Anth 150b1 901 (4.5 Many Ways of Being Human CESL Undergraduate Bridge Courses: Session 1 Session 2 Session 3 Session 4 CESL Bridge 107 (4.5 CESL Bridge 107 (4.5 CESL Bridge 108 (4.5 CESL Bridge 108 (4.5 CESL Bridge 160d (4.5 CESL Bridge 107 (4.5 CESL Bridge 160d (4.5 CESL Bridge 150b1 (4.5 CESL Bridge 150c3 (4.5 CESL Bridge 150c3 (4.5 Bridge A Oral Comm (4.5 Bridge A News and Views (4.5 Bridge A Oral Comm (4.5 Bridge A News and Views (4.5 Bridge B Oral Comm (4.5 Bridge B News and Views (4.5 Bridge A Oral Comm (4.5 Bridge A News and Views (4.5 Bridge B Oral Comm (4.5 Bridge B News and Views (4.5 Bridge A Oral Comm (4.5 Bridge A News and Views (4.5 Bridge B Oral Comm (4.5 Bridge B News and Views (4.5 Note: UA academic undergraduate courses are offered through the Outreach College (901) CESL Graduate Bridge Courses: Session 1 Session 2 Session 3 Session 4 Bridge A News and Views (4.5 Bridge A/B Oral Comm (4.5 Bridge A/B Oral Comm (4.5 Bridge A/B Oral Comm (4.5 Bridge A Written Comm (4.5 Bridge A/B News and Views (4.5 Bridge A/B News and Views (4.5 Bridge A/B News and Views (4.5 Bridge A Oral Comm (4.5 hrs/wk Bridge A/B Writ Comm (4.5 Bridge A/B Writ Comm (4.5 Bridge A/B Writ Comm (4.5 Grad Audit/Skills A Grad Audit/Skills A/B Grad Audit/Skills A/B Grad Audit/Skills A/B 7
Session 1 (Sample Undergraduate Bridge schedule) Time Monday Tuesday Wednesday Thursday Friday 1:30 Engl 107 English Comp for ESL students Engl 107 English Comp for ESL students 1:30 Bridge Engl 107 Bridge Engl 107 Engl 107 English Comp for ESL students 3:30 Bridge A News and Views Bridge A News and Views Bridge A News and Views 3:30 Bridge A Oral Comm Bridge A Oral Comm Session 2 (Sample Undergraduate Bridge schedule) Time Monday Tuesday Wednesday Thursday Friday 1:30 Engl 108 English Comp for ESL students. Engl 108 English Comp for ESL students. Engl 108 English Comp for ESL students. 1:30 Anth 150b1 Many Ways of Being Human Anth 150b1 Many Ways of Being Human 3:30 Bridge Anth 150b1 or Bridge B Oral Comm Bridge Anth 150b1 or Bridge B Oral Comm Bridge Anth 150b1 or Bridge B Oral Comm 3:30 Bridge Engl 108 Bridge Engl 108 Session 3 (Sample Undergraduate Bridge schedule) Time Monday Tuesday Wednesday Thursday Friday 1:30 Engl 160d Crit Cult Conc. Engl 160d Crit Cult Conc. Engl 160d Crit Cult Conc. 1:30 Hist 150c3 Making of Amer Cult, since 1877 Hist 150c3 Making of Amer Cult, since 1877 3:30 Bridge Engl 160d Bridge Engl 160d Bridge Engl 160d 3:30 Bridge Hist 150c3 Bridge Hist 150c3 8
Sample Graduate Bridge Schedule Time Monday Tuesday Wednesday Thursday Friday 10:00-12:15 News & Views News & Views 12:30-2:45 Graduate Skills/Audit 1:00-2:10 Grad Written Communication Grad Written Communication Grad Written Communication Grad Written Communication 3:00-4:30 Oral Communication Oral Communication Oral Communication CESL LAW BRIDGE COURSES Pre-Law Courses taught at undergraduate level: Session 1 Session 2 Law 385 901 (5 Law 385 902 (5 Introduction to US Legal System 1 Introduction to US Legal System 2 Law 303h 901 (5 Legal Analysis, Writing and Research 1 Law 303h 902 (5 Legal Analysis, Writing and Research 2 CESL Courses Session 1 Session 2 CESL Bridge Introduction to US Legal CESL Bridge Introduction to US Legal System 1 (5 System 2 (5 CESL Bridge Legal Analysis, Writing and Research 1 (5 CESL Bridge Legal Analysis, Writing and Research 2 (5 Sample Arizona Law ESL Academic Bridge Schedule Times/Place Monday Tuesday Wednesday Thursday Friday 2.5 hours Law 385 901 (5 Introduction to US Legal System 1/2 Law 303h 901 (5 Legal Analysis, Writing and Law 385 901 (5 Introduction to US Legal System 1/2 Law 303h 901 (5 Legal Analysis, Writing and 2.5 hours CESL Bridge Introduction to US Legal System 1/2 (5 Research 1/2 CESL Bridge Legal Analysis, Writing and Research 1/2 (5 CESL Bridge Introduction to US Legal System 1/2 (5 Research 1/2 CESL Bridge Legal Analysis, Writing and Research 1/2 (5 9
ADMISSION STEPS, POLICIES, AND REQUIREMENTS Apply Submit application online. Fill out the application and pay the application fee. Only complete applications will be accepted. Full payment (application fee and program fees) and all supporting documents must be submitted at the time of application. Proof of English Proficiency - All applicants to Undergraduate and Graduate Bridge programs must prove pre-college-level English proficiency. You may satisfy this proficiency requirement by presenting a minimum score on an English proficiency test as follows: 59 ibt, 5.0 IELTS, or you must have completed CESL Level 60 with As and Bs or receive CESL endorsement to the Bridge program from Level 50. You can also advance to the Bridge by completing Level 70 with a minimum of Cs in all classes. The Law Bridge admission proficiency requirements are 80 ibt, 6.5 IELTs or completion of Bridge B courses successfully. Payment - May be made by credit card, (Visa, American Express, or MasterCard), international money order, bank check drawn on a U.S. bank, or by wire transfer. We cannot accept Western Union payments. Returned checks and denied credit cards have a $40.00 processing fee. Checks and money orders should be payable to THE UNIVERSITY OF ARIZONA. Refund Policy - Refunds are limited and apply only to tuition; fees are not refundable. For details, please see the refund policy on the web page: http://www.cesl.arizona.edu/docs/withdrawalrefundpolicy.pdf CESL gives no refunds except in documented, extenuating circumstances. All refunds must be approved by the program administrator and require surrender of the original receipt. If payment was made by cash or check, refunds are processed through the University check request system. Note that this process can take 4-6 weeks. Credit card refunds are processed directly by CESL via credit back to the card that was used for payment. Classes canceled by CESL will be refunded in full with the original receipt. Refunds for credit tuition follows UA policy. Academic Bridge Orientation - Students in the Academic Bridge program attend an orientation that is separate and designed for them. This orientation provides enrolled students with information regarding expected conduct as a student at CESL and at the UA, how to successfully advance through the program, Visa and attendance policies, and all other relevant requirements. Students will receive course schedules after completion of the Bridge Orientation. Immigration - CESL will issue I-20s for this program and manages all aspects of immigration and direct admission to Bridge. If a sponsor requires that a student obtain a DS-2019 instead of an I-20, CESL will arrange for this to be processed. Transfer - When students have been fully admitted to the UA, CESL transfers the I-20 to UA as per normal direct enrollment to UA from CESL procedure. Students enroll in a combination of CESL classes and credit-bearing classes, the total clock hours of which add up to a minimum combined of 18 hours per week. There are three ways for International students to meet the English proficiency requirement to gain admission to UA for the ESL Bridge program at CESL: TOEFL 70, IELTS 6.0, See individual Department program requirements for Graduate Degrees, for Law 100 ibt, 7.0 IELTS with no band score lower than a 6.5. Endorsement from ESL Academic Bridge Program A student gets a C or higher in both the Engl 107 and Engl 108 courses 10
STUDENT EVALUATION OF THE BRIDGE PROGRAM At CESL, we value student opinion. We really want to know what you think about us. Your opinions will help us plan a better program and improve student services. We want you to be happy with your experience so that you will recommend CESL to your friends and relatives! You can tell us what you think in many ways. Surveys - We have a series of formal surveys where we will ask you to evaluate our courses and services. The first survey will be at the end of orientation week and the second when you are ready to leave, we will ask you to tell us what you thought of the program and to join the alumni list serve. Course Evaluations - At the end of each session, you will be asked to evaluate each course and instructor. The results of these evaluations are tabulated and given to the instructor and director, and your opinions will help the CESL plan a better class in the future. COMPLAINTS & GRIEVANCE PROCEDURE If you are really unhappy about something at CESL and you are not able to talk to us about it, or you have talked to us and you are not happy with the solutions offered, you may also follow a formal grievance procedure. If you believe that you have been treated unfairly in any area, or are dissatisfied with something at CESL, you should first discuss the problem with the person most directly involved: teacher, student worker, support staff, or administrator. Talking directly with the person involved is the quickest way to a solution. We will listen to your problems and/or complaints, and we will make every attempt to resolve the issue in a satisfactory way. CESL teachers are always open to suggestions. Please ask your teacher if you need help, if you have a question or concern about the class, or if you want suggestions about the best way to learn English. It is best to speak with the teacher outside of class during office hours. Each teacher s office hours are posted near their desks and should be printed on the class syllabus. If talking to the teacher cannot solve the problem (or if you really do not want to talk to the teacher yourself), you should then discuss the problem with the Associate Director. If the problem still remains unsolved, the Associate Director will help you with other grievance options. In summary, if you have a complaint or a problem, follow these steps: 1. Discuss the problem with the person most directly involved: teacher, student worker, staff or administrator. 2. If this is not possible, discuss the problem with the Associate Director. 3. Finally, if the problem continues, the Associate Director will tell you what other options are open to you. Written Grievances If you would like to make a written grievance, email or write the CESL Director, Associate Director, AD of Admissions, Immigration & Student Services or Program Coordinator. 11
All written grievances will be forwarded to the Director with documentation of any action taken. The Director will keep a file of grievances and their resolutions. Privacy Statement: All grievance information is shared only with those people concerned and kept on file available to the CESL Director and Associate Director. 12
Bridge Course Student Learning Outcomes/Proficiency Scale: outcomes in your classes. In order to advance through the program of study, you must achieve the following learning Bridge A Oral Communication News and Views Written Communication Grad Skills/Audit On successful completion of this course, students will be able to: Speaking: Deliver informative presentations (at least one 11-minute presentation) using outside sources and visual aids. Explain academic concepts in group discussions using relevant support. Produce verbal paraphrases of main points heard in authentic audio texts, class lectures, and group discussions. Synthesize ideas about an academic topic to engage in debate. Listening: Use lecture notes to verbally summarize at least one academic lecture On successful completion of this course, students will be able to: Write summaries of short chapter readings, news articles, literary works, or website content Critically analyze media: news, T.V. shows, films, advertisements, or websites Apply sophisticated reading strategies such as inferring, using context clues, and recognizing collocations of short media readings Write a short (three-page) critical analysis essay of a media text using PIE organization and MLA style Deliver a well-organized, 7-minute, critical oral presentation about a media text with visual /aural aids On successful completion of this course, students will be able to: Outline, summarize and critically review three or more research articles in their fields. Create an annotated bibliography of five or more field specific, academic sources Write a synthesis of research on a single topic in their field (minimum 6 pages, covering at least 5-6 scholarly sources) Identify and correct grammar and spelling errors Identify and follow formatting conventions of their field (determined by field s prominent professional organizations or journals) On successful completion of this course, students will be able to: Summarize and paraphrase notes from a course in their intended field to demonstrate understanding of content, context, concepts and terms Reteach key ideas and terms from a course in their intended field, adapting for a specific audience Prepare and deliver a 7-10 minute presentation on a topic in their intended field with demonstrated development of public speaking skills. Analyze and synthesize information obtained from self-selected, written academic texts within their intended field of study Identify, explain and reflect upon field specific academic culture and practices through discussion, debate and/or written application, e.g., comparing cultural classroom norms, writing professional emails, identifying conferences and applying for grants 13
Bridge B Oral Communication News and Views Grad Written Communication Grad Skills/Audit On successful completion of this On successful completion of this On successful completion of this course, On successful completion of this course, students will be able to: course, students will be able to: students will be able to: course, students will be able to: Speaking: Deliver persuasive presentations (at least one 12-minute presentation) using rhetorical strategies, outside sources, and visual aids. Analyze academic concepts in group discussions using relevant support. Produce verbal paraphrases of main points heard in authentic audio texts, class lectures, and group discussions. Synthesize ideas about an academic topic to engage in debate. Listening: Use lecture notes to verbally summarize at least two academic lectures Write critical summaries and syntheses of long chapter readings, news articles, literary works, or website content Critically analyze media: news, T.V. shows, films, advertisements, or websites Apply sophisticated reading strategies such as inferring, using context clues, and analyzing tone with longer media readings Write a five-page contextual or textual analysis essay about a researched media text using PIE organization and MLA style Deliver a well-organized and well-researched, 10-minute critical oral presentation about a media text using visual/aural aids Summarize and critically review five or more research articles in their fields Critically analyze a research topic to create a synthesized annotated bibliography of six or more field specific, academic sources Write a synthesis of research on a single topic in their field (minimum 7-8 pages, covering at least 6-7 scholarly sources) Identify and correct grammar and spelling errors Identify and follow formatting conventions of their field (determined by field s prominent professional organizations or journals) Summarize and paraphrase notes from a course in their intended field to demonstrate understanding of content, context, concepts and terms. Analyze and critically reflect upon key ideas and terms from a course in their intended field. Prepare and deliver a 10-15 minute academic presentation on a topic in their intended field, demonstrating professionalism and awareness of self-researched field specific conventions. Analyze and synthesize information obtained from self-selected, written academic texts to discuss implications and make recommendations on a field specific topic. Identify, explain and reflect upon field specific academic culture and practices through information gathering, synthesis and application, e.g., interaction with future colleagues, independent reading, field specific interviews, and introspective needs analyses. 14
Academic Courses English 107 English 108 History 150c3 Anthropology 150b1 On successful completion of this On successful completion of this On successful completion of this On successful completion of this course, students will be able to: course, students will be able to: course, students will be able to: course, students will be able to: Identify various strategies for generating and focusing ideas and for drafting, revising, and editing papers Examine individual writing practices Identify techniques that both help and hinder their writing, and reflect on the results of the choices they make Employ an analytical method for reading closely or combine close reading with contextual analysis grounded in research Revise earlier work and reflect on specific, practical applications of the learning that has taken place throughout the semester Produce writing in Standard Written English (SWE) that is skillfully edited Assess the rhetorical strategies writers use to achieve their purposes with varied audiences, situations, and purposes. Use evidence and persuasive appeals that are effective with various audiences, situations, and purposes. Develop critical analyses of public, scholarly and personal issues based on research, observations and reflections from personal experiences. Revise in response to feedback from readers to improve drafts, and offer useful feedback to other writers on how to revise their writing. Use the appropriate conventions of research and analysis, including the stylistic conventions of clear and convincing academic writing. Identify and describe major developmental themes and events in U.S. history since 1877 Recognize and understand critical historical concepts Comprehend and utilize standard historical analysis conventions Organize and present results of original historical investigation in accordance with professional standards Think critically about culture and human difference, recognize, appreciate and respect cultural experiences that differ from your own, and explain the significance of culture in today s world. Present academic material in front of an audience in an organized, clear manner. Express your own thoughts, ideas, and experiences in constructive, intellectual writing and dialogue that draws on and addresses scholarly research. 15
Academic Courses English 160d1 On successful completion of this course, students will be able to: Students will gain familiarity with a fundamental concept of western culture and tradition as it has developed over time from the Ancient World to the present day. Students will explore the selected school of thought through multiple disciplinary approaches (philosophical, historical, literary) and varied genres (treatise, literary text, film). Students will be able to discuss the selected concept as it is exemplified in modern western culture with an awareness of historical context. Students will analyze the selected concept and its importance in present day western society and culture. Students will develop a series of essay responses both analytic and reflective to the assigned texts, culminating in a comparative essay exploring similarities and differences between the West and traditions of other parts of the world. 16
Academic Bridge Courses English 107 Support English 108 Support History 150c3 Support Anthropology 150b1 Support On successful completion of this On successful completion of this On successful completion of this On successful completion of this course, students will be able to: course, students will be able to: course, students will be able to: course, students will be able to: Identify and demonstrate understanding of important points from assignment sheets, syllabus and course website through class notes Utilize specific internet and print reference sources to resolve problems of grammar, formatting, or basic definition of terms Format written work in MLA style, including citations. Apply reading and vocabulary strategies to enhance reading comprehension and analysis. Identify and correct grammatical errors in own writing. Incorporate peer and instructor feedback when revising and editing writing Organize writing in American English style, using debatable thesis statements and point/illustration/ explanation paragraph structure Identify, define and exemplify elements of textual and rhetorical analysis Identify and demonstrate understanding of important points from assignment sheets, syllabus and course website through class notes Utilize specific internet and print reference sources to resolve problems of grammar, formatting, or basic definition of terms Format written work in MLA style, including citations. Apply reading and vocabulary strategies to enhance reading comprehension and analysis. Identify and correct grammatical errors in own writing. Incorporate peer and instructor feedback when revising and editing writing Organize writing in American English style, using debatable thesis statements and point/illustration/explanation paragraph structure Utilize strategies to effectively find, select and evaluate sources in the research process Restate main ideas of the lecture using content-specific vocabulary Restate main ideas of course texts (videos, textbooks, article, etc.) Correctly apply assignment requirements to produce university-caliber writing assignments whose grammar, mechanics, and punctuation do not interfere with comprehension of content. Correctly apply assignment requirements to own work Identify and use appropriate university resources, e.g., instructor office hours, on-campus tutoring options available to UA students, guest speaker events. Identify and correctly apply content-area writing standards Apply appropriate time management skills to assignments Restate main ideas of the lecture using content-specific vocabulary Restate main ideas of course texts (videos, textbooks, article, etc.) Correctly apply assignment requirements to produce university-caliber writing assignments whose grammar, mechanics, and punctuation do not interfere with comprehension of content. Correctly apply assignment requirements to own work Identify and use appropriate university resources, e.g., instructor office hours, on-campus tutoring options available to UA students, guest speaker events. Identify and correctly apply content-area writing standards Apply appropriate time management skills to assignments 17
English 160d1 Support On successful completion of this course, students will be able to: Restate main ideas of the lecture using content-specific vocabulary Restate main ideas of course texts (videos, textbooks, article, etc.) Correctly apply assignment requirements to produce university-caliber writing assignments whose grammar, mechanics, and punctuation do not interfere with comprehension of content. Correctly apply assignment requirements to own work Identify and use appropriate university resources, e.g., instructor office hours, on-campus tutoring options available to UA students, guest speaker events. Identify and correctly apply content-area writing standards Apply appropriate time management skills to assignments 18
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