Graduate Writing Classes:

ESOL 5000: Academic Composition I (3.0 credit hours)

Students placed in this class need intensive work on grammar and sentence structure (verb tenses, subject/verb agreement, articles, prepositions, word order, word form, word choice, etc.). This class aims to help students gain the ability to express themselves with increased grammatical complexity and accuracy to meet the demands of essay-level academic writing. Students may also be introduced to incorporating sources into their writing.

ESOL 5010: Academic Composition II (3.0 credit hours)

Students placed in this class still need consistent review of grammar and sentence structure throughout the semester to develop grammatical accuracy (verb tenses, subject/verb agreement, articles, prepositions, word order, word form, word choice, etc), but are developing the ability to write organized, developed work. Focus is on further development and organization, as well as on grammar. Students incorporate sources into their writing, and assignments aim to be field specific as students discover what writing means in their field of study.

ESOL 5060: Advanced Academic Writing (3.0 credit hours)

Students placed in this class still need some intervention for grammatical accuracy and style (verb tenses, subject/verb agreement, articles, prepositions, word order, word form, word choice, sentence variety and style, etc), but their writing is generally organized and developed. For part of the course, students meet as a class and discuss topics that the whole class needs to work on (topics vary from research methods to specific grammar points). For the other part of the course, students bring in writing they are doing in their department classes for individual or small group feedback in conferences. Many students are writing theses or dissertations at this stage, and the writing they are doing is field specific.

Graduate Speaking/Listening Classes: 

ESOL 5080: Advanced Listening and Speaking (3.0 credit hours)

Students placed in this class still need some work on pronunciation (consonants and vowels, word and sentence stress, intonation, rhythm), but more focus is on overall fluency and the ability to give effective oral presentations and lead group discussions. Additionally, students will work on impromptu speaking, speaking in a debate, and maybe practicing for job interviews. Focus is also placed on listening to academic lectures and a developed ability to take notes. 

Graduate Speaking/Listening Classes for ITAs: 

ESOL 5040: English for International Teaching Assistants I (3.0 credit hours)

Students placed into this course do not yet have the oral proficiency to be in front of the classroom; therefore, this course must be taken before their first semester of teaching. Additionally, the course is designed for ITAs from the Chemistry department who are in their first semester of conducing labs. Focus is on developing the ITA’s intelligibility including individual consonants and vowels, word and sentence stress, intonation, and rhythm. Emphasis is also placed developing their ability to articulate ideas, on building classroom and academic content vocabulary, and on classroom communication strategies. ITAs will have the opportunity to conduct sample teaching lessons, to learn teaching strategies and expectations of an American classroom, and to gain confidence when interacting with American undergraduates.

ESOL 5050: English for International Teaching Assistants II (3.0 credit hours)

Students testing into this class are ready to be in the classroom, but still need additional support to develop language and teaching strategies. This course directly addresses the challenges, problems, and issues ITAs face during their first semester of teaching. Some focus is given to pronunciation, but most of the emphasis is on overall fluency and developing effective teaching strategies. This course allows students the chance to discuss issues as they arise and provides them with a support network to help them face each new challenge. Sample teaching lessons, class observations, and discussions will be used to help students become effective teachers in an American university setting. If placed in ESOL 5050, it should be taken during the first semester of teaching or directing a lab.