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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