IEP Course Outcomes & University Track Learning Outcomes LEVEL 1 LEVEL 2 course, students in level 1 Written Communication use basic with correct spelling in sentences capitalize and punctuate simple sentences correctly write simple sentences correctly including subjectverb agreement write sentences with basic adjectives and adverbs of frequency write simple paragraphs with correct paragraph format On Successful completion of this course, students in level 1 Oral Communication respond to Wh questions on familiar topics with complete phrases/sentences express oneself using complete phrases/sentences give short presentations (minimum 1-2 minutes) demonstrate comprehension of: 1. Wh questions 2. simple commands/requests 3. short listening course, students in level 1 Reading Skills locate information in simple (for example, schedules, menus, maps, and advertisements) answer basic information questions (who, what, where, when, why) about a text [scanning] demonstrate emerging knowledge of sound-symbol relationships/sequences and spelling rules to make sense of high-frequency words understand basic and common (e.g. seasons, colors, foods, places, clothing, body parts) class, students in level 1 Grammar form affirmative and negative sentences using verbs to be and to have form affirmative and negative sentences in the simple present and present progressive form simple present and present progressive constructions ask and answer yes/no and wh -questions in the simple present and present progressive use articles and demonstratives with plural/singular and count/non-count nouns (Suggested Sequence: Chapters 1, 2-1 to 2-3, 5-1 to 5-7, 4-1 to 4-4, 2-4 to 2-7, 3-4 to 3-11 of the red Azar book) course, students in level 2 Written Communication use wider range of with correct spelling in sentences write some basic compound sentences using commas correctly write basic paragraphs that report on personal topics and familiar events, including topic sentences, supporting sentences, and concluding sentences correctly use the past and present (simple and progressive) in sentences course, students in level 2 Oral Communication express themselves with simple sentences and participate in controlled conversations on familiar topics give short presentations on familiar topics (minimum 2-3 minutes) demonstrate comprehension of: 1. simple detailed questions on familiar topics 2. simple nuanced commands/requests 3. short listening through identifying main ideas and supporting details course, students in level 2 Reading Skills scan for details in skim for main ideas in identify sequence of events guess the meaning of unknown words in context in answer basic information questions about fiction and non-fiction understand words by using knowledge of sound-symbol relationships and spelling rules for a wider range of words understand basic and common class, students in level 2 Grammar use the simple present to describe and routines using frequency expressions. ask wh- and yes/no questions in simple present and present progressive use simple present and present progressive in contrast form the simple past tense of regular and irregular verbs form questions and give affirmative and negative answers in the simple past (Suggested Sequence: Chapters 3-2 to 3-3, 4-5 to 4-8, 8 and 9-1 to 9-6 of the red Azar book)
LEVEL 3 course, students in level 3 Written Communication write effective compound sentences using commas correctly correct writing for basic spelling, capitalization, and punctuation errors. write paragraphs with topic sentences expressing clear controlling ideas, supporting sentences with a variety of examples and details, and a variety of concluding sentences write paragraphs using correct punctuation write paragraphs that show unity and coherence On Successful completion of this course, students in level 3 Oral Communication participate in conversation via small group or dyad on familiar and unfamiliar topics give short presentations on familiar and unfamiliar topics (minimum 3-4 minutes) demonstrate comprehension: 1. by appropriately responding in improvised conversations on less familiar topics 2. of short structure listening on less-familiar topics by identifying main ideas and supporting details course, students in level 3 Reading Skills answer information questions about fiction and non-fiction identify main ideas and supporting details identify pronoun references in organize information (e.g. in graphs, charts, or diagrams) develop skimming/scanning skills know content-specific determine the meaning of new words from context class, students in level 3 Grammar use simple present and present progressive in contrast, including non-action verbs form questions and give affirmative and negative answers using regular and irregular verbs in the simple past discuss past events, form questions and give affirmative and negative answers using regular and irregular verbs in the past progressive describe past events using the past progressive and simple past predict and describe future events using time clauses in addition to will and be going to (Suggested Sequence: Chapters 1, 2, and 3 of the black Azar book) LEVEL 4 course, course, students in level 4 Written students in level 4 Oral Communication course, students in level 4 Reading Communication Skills will be able to (for fiction and write simple, compound and complex sentences, including complex sentences with some variety of subordination write sentences using the present perfect, present perfect progressive and simple past identify and correct runons and fragments write three-paragraph essays write introductions with a hook and an original thesis statement write well-developed paragraphs with unity, give short presentations on unfamiliar topics allowing for focus on accuracy (minimum 5 minutes) demonstrate fair comprehensibility in small group discussions and impromptu dialogs demonstrate comprehension: 1. by appropriately responding in impromptu dialogs and small group discussions on less familiar topics 2. of short less-structured listening on less-familiar non-fiction, as appropriate): Make personal connections Summarize the storyline Identify main ideas and supporting details in longer distinguish fact from opinion Identify how a text is organized (e.g. sequence, cause/effect, problem/solution) determine the meaning of new words from context know content-specific class, students in level 4 Grammar appropriately state past events using the simple past, present perfect and present perfect progressive form questions using a variety of Wh-words in present, past and future tenses correctly use comparative and superlative adjective forms use modals to express ability, probability, permission, advice, obligation, and preferences (Suggested Sequence: Chapters 4-1 to 4-7, 5, 7 and 9 of the black Azar book)
coherence, topic sentences, and adequate development write concluding paragraphs topics by identifying main ideas and supporting details LEVEL 5 LEVEL 6 course, course, students in level 5 Written students in level 5 Oral Communication course, students in level 5 Reading Communication Skills will be able to (for fiction and Write complex sentences with a variety of subordinate clauses including noun, adverb, and adjective clauses Write complex sentences with correct punctuation, with no fragments, comma splices, or run-ons Write five -paragraph essays in a variety of genres that demonstrate cohesion within and across paragraphs Use appropriate transitions within in and between paragraphs write summaries of short Give short presentations on unfamiliar topics allowing for focus on accuracy and cohesiveness (minimum 6 minutes) Listening Demonstrate comprehensibility in small group discussions and impromptu dialogs Demonstrate fair command of discussion strategies demonstrate comprehension of main ideas: 1. by appropriately responding in impromptu dialogs and small group discussions on less familiar topics 2. in short less-structured listening on less-familiar topics by summarizing and paraphrasing non-fiction, as appropriate): Make personal connections Ask questions/make predictions Summarize key information Infer intended meaning identify how a text is organized (e.g. sequence, problem-solution, causeeffect, etc.) determine the meaning of words from context know content-specific course, course, students in level 6 Written students in level 6 Oral Communication course, students in level 6 Reading Communication Skills will be able to (for fiction and Identify the difference between plagiarism and source misuse Write paraphrases, quotations and summaries with in-text citations Write five-paragraph essays with a variety of tenses and complex sentences Use appropriate transitions within and between paragraphs Write analyses of academic including correct give short presentations on academic topics allowing for focus on accuracy, cohesiveness, and public speaking skills (minimum 7 minutes) demonstrate good comprehensibility in small group discussions and impromptu dialogs or speeches demonstrate command of discussion strategies non-fiction, as appropriate): Recognize an author s attitude and viewpoint Make connections between Infer intended meaning Demonstrate understanding of a text by summarizing its content determine the meaning of new words from context know a wide range of, including words from the Academic Word List course, students in level 5 Grammar use all simple, progressive, perfect and perfect progressive tenses appropriately in present and past, including past perfect use articles and quantifiers appropriately with count and non-count nouns use the passive voice in a variety of tenses, including modals. use gerunds and infinitives as subjects and objects (Suggested Sequence: Chapters 2, 3, 11-1 to 11-4, 7, 14 of the blue Azar book) class, students in level 6 Grammar use the passive voice in a variety of tenses, including get passive + participial adjectives construct complex sentences using a variety of noun clauses as object and subject quote and report speech using noun clauses uses coordinating conjunctions with appropriate punctuation
citation, quotation and paraphrase Write for multiple types of audiences demonstrate comprehension of: impromptu dialogs and small group discussions on academic topics less-structured listening on academic topics by summarizing, paraphrasing, and inferencing form true and untrue conditional statements in all tenses (Suggested Sequence: Chapters 11-5 to 11-8, 12, 16, and 20 of the blue Azar book) LEVEL 7 Level 7X (Summer 2016 Only) course, course, students in level 7 Written students in level 7 Oral Communication course, students in level 7 Reading Communication Skills will be able to (for fiction and use editing strategies to non-fiction, as appropriate): revise and proofread essays give presentations on academic analyze the ideas, views, and write body paragraphs that topics allowing for focus on rhetorical elements are developed with logical, public speaking skills with presented in a text inter-paragraph transitions appropriate language for the determine the meaning of correctly quote, paraphrase, context and rhetorical new words from context and cite reliable sources from strategies (minimum 8 minutes) understand figurative independently conducted demonstrate good language and multiple levels research entirely in English comprehensibility in small of meaning write a guided research essay group discussions and know a wide range of of at least 750-1000 words impromptu dialogs or speeches, including words incorporating citation of at on academic topics from the Academic Word List least 3 reliable Englishlanguage sources discussion strategies demonstrate good command of make connections between cite sources using MLA in-text citations and Works Cited and/or APA citations and a reference page demonstrate comprehension: 1. by appropriately responding in impromptu dialogs and small group discussions on academic topics 2. of authentic listening on academic topics by summarizing paraphrasing, inferencing, and identifying rhetorical strategies Written Communication Oral Communication Academic Skills course, course, students in level 7x Written students in level 7x Oral Communication Communication conduct research entirely able to: in English and cite 3 or communicate in a wide range of more reliable sources in at discourses least one academic style use appropriate register and integrate and analyze cited rhetorical strategies material to support thesis communicate ideas about both statement in essays academic and professional respond, reflect, and topics summarize using deliver presentations using outside sources course, students in level 7x Advanced Academic Skills will be demonstrate facility with sophisticated reading strategies such as inference, context clues, and collocations demonstrate improvement in reading speed of academic class, students in level 7 Grammar construct a variety of adjective clauses distinguish between restrictive and non-restrictive adjective clauses reduce adjective clauses into adjective phrases use adverb clauses to show time relationships, cause/effect, contrast and conditions reduce adverb clauses into phrases use connectives to show time relationships, cause/effect, contrast and conditions (Suggested Sequence: Chapters 13, 17, 18 and 19 of the blue Azar book)
expository or persuasive writing modes write fully developed independent research essays of at least 1000 words demonstrate comprehension of lengthy lectures and authentic media by performing the following tasks: 1. recalling both main ideas and specific examples 2. making detailed inferences 3. understanding arguments from different viewpoints demonstrate ability to recognize key terms and ideas in academic con demonstrate advanced knowledge of skimming and scanning abilities in reading activities analyze and synthesize information obtained from academic materials such as books, articles, and lectures deliver a lengthy presentation on academic topics
U-Track Student Learning Outcomes/Proficiency Scale: In order to advance through the program of study, you must achieve the following learning outcomes in your classes. Shared Grad and UG Courses University Success Cultural Concepts Applied Theoretical Analysis Advanced Listening & Speaking On successful completion of this course, students will be able to: demonstrate knowledge of various strategies to improve and apply study skills (e.g. time management, reading, note taking, etc.) identify and report on campus resources, e.g. oncampus tutoring, library assistance, career services, etc. identify and report on community groups, e.g. student clubs, cultural associations, etc. reflect on interactions in the campus community, considering norms of appropriate language use and common behaviors displayed by students, teachers and other members of the campus community recognize the features of a course syllabus and schedule On successful completion of this course, students will be able to: define culture differentiate between a stereotype and a cultural norm identify certain behavioral norms of American mainstream culture and link these norms to the value that informs them use dimensions of culture to compare and contrast their own culture with U.S. culture, placing both along those dimensions list and classify common behaviors displayed by students and teachers in a U.S. higher educational context course, students will be able to: summarize and explain course concepts apply particular theoretical lenses to critically analyze, reflect upon, and/or deconstruct materials (e.g. videos, visual media, advertisements,, etc.) write a short (three-page) critical analysis which demonstrates reflection, integration, comprehension, evaluation, and/or accurate application of the theories learned in class course, students deliver academic presentations using outside sources and visual aids produce verbal paraphrases of main points and relevant supporting details of academic lectures demonstrate listening comprehension of excerpts of academic lectures from a variety of scholarly fields use note taking systems and strategies use proper citation in presentations
Grad Only Courses Graduate Writing Graduate Reading Observation+ course, students outline, summarize and critically review two or more research articles in their fields create an annotated bibliography of four or more field-specific, academic sources write a synthesis of research on a single topic in their field (minimum 4 pages, covering at least 4 scholarly sources) and correctly use fieldspecific 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: use and self-reflect on optimal strategies to improve the reading process, including increasing reading speed and comprehension gather information and construct meaning from field-specific, e.g. journal articles and book chapters identify and report on fieldspecific outline and/or summarize longer analyze for rhetorical structure and use of jargon 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 demonstrate knowledge of fieldspecific from observation lectures reflect and report on common behaviors displayed by students and teachers in a U.S. higher educational context prepare and deliver a 7-10 minute presentation on a topic in their intended field
UG Only: UA Courses Classics 160d3 History 150c3 Anthropology 150b1 course, students course, students course, students describe the ancient Mediterranean conception(s) of right, wrong, law, justice, crime and punishment explain how attitudes towards these same conceptions changed over time and across cultures list a number of ancient authors whose works touch on the issues of crime and punishment and discuss their works compare and contrast law codes from a variety of ancient Mediterranean civilizations highlight how religious beliefs and personal values impacted law and order in the ancient world 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 identify key aspects of cultural difference and discuss them critically and respectfully explain the significance of culture and apply anthropological concepts to experience utilize tools of ethnographic research to analyze everyday cultural worlds craft papers & presentations showing critical engagement with anthropological concepts describe and reflect upon their own learning skills
UG Only: Support Courses CESL Support Course course, students use lecture notes to apply content-specific and appropriate support or evidence to identify or summarize the main point(s) of an academic lecture demonstrate comprehension of main ideas of course materials (videos, textbooks, articles, etc.) by analyzing, summarizing, explaining, or evaluating them