Aligning EAP and University Writing Outcomes · Caplan & Stevens (under review) Starting with End...
Transcript of Aligning EAP and University Writing Outcomes · Caplan & Stevens (under review) Starting with End...
Aligning EAP and
University
Writing OutcomesTESOL 2016 April 8, 2016
Nigel Caplan and Ken Cranker
University of Delaware English Language Institute
Context
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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 neededEAP 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,
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)
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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)12
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
o Support for Writing Program
faculty
o EAP II/E110-NNS
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Implementation
• Piloting EAPI now with special
sponsored group
• Tweak
• Introduce in Fall
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