Tutoring Center Handbook - University of Delaware

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Tutoring Center Handbook:

A guide for the innocent, the eager, and the doomed

Written by KenCranker and Ken Hyde

The English Language Institute at UD

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Introduction .......................................................................................................................................... 4 Background....................................................................................................................................... 4 Role of Tutor in the Cultural Adjustment of Students: ............................................................. 4

How to Tutor........................................................................................................................................ 5 First Session: ..................................................................................................................................... 5 Successive weeks: ............................................................................................................................. 6 Things to avoid: ............................................................................................................................... 7

Information Centers ............................................................................................................................ 7 The Bulletin Board .......................................................................................................................... 7 The Mailboxes .................................................................................................................................. 8

Resources:.............................................................................................................................................. 8 Student Absences: ................................................................................................................................ 8 Tutor Absences: ................................................................................................................................... 9 Tutors’ Meetings:................................................................................................................................ 10 Pay and Time Sheets: ......................................................................................................................... 10 Tutor Scheduling ................................................................................................................................ 10

How Scheduling Works: ............................................................................................................... 10 Opening Day Scheduling: ............................................................................................................. 10 Tutoring Schedule Changes: ........................................................................................................ 11 How Tutoring Hours are scheduled ........................................................................................... 11

Duties of the Coordinator ................................................................................................................ 11 Tutor Checklists ................................................................................................................................. 12

Daily Checklist: .............................................................................................................................. 12 Session Checklist ........................................................................................................................... 13

Individual Teacher Guidelines for Tutoring .................................................................................. 13 Walt Babich: ................................................................................................................................... 13 Nonie Bell: ...................................................................................................................................... 14 Wendy Bulkowski: ......................................................................................................................... 14 Susan Coakley:................................................................................................................................ 14 Ken Cranker: .................................................................................................................................. 14 Leslie Criston: ................................................................................................................................. 14 Debbie Darrell: .............................................................................................................................. 14 Barbara Gillette: ............................................................................................................................. 14 Kathy Hankins: .............................................................................................................................. 14 Ken Hyde: ....................................................................................................................................... 14 Mary Long: ..................................................................................................................................... 15 Janet Louise: ................................................................................................................................... 15 Russ Mason: ................................................................................................................................... 15 Barbara Morris: .............................................................................................................................. 16 Anne Owen: ................................................................................................................................... 16 Sarah Petersen: ............................................................................................................................... 16 June Quigley: .................................................................................................................................. 16 Jackie Sumner: ................................................................................................................................ 16 Becky Nessenthaler Toner: .......................................................................................................... 16 Kathy Vodvarka: ............................................................................................................................ 16 Grant Wolf: .................................................................................................................................... 16 Chris Wolfe: .................................................................................................................................... 16 Mary Beth Worrilow: .................................................................................................................... 16

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Course Objectives for ELI classes .................................................................................................. 16 Level I—General L/S ................................................................................................................... 16 Level I—General R/W ................................................................................................................. 17 Level II—General L/S ................................................................................................................. 17 Level II—General R/W .............................................................................................................. 17 Level III—General L/S ................................................................................................................ 18 Level III—General R/W.............................................................................................................. 19 Level IV—General L/S ................................................................................................................ 19 Level IV—General R/W .............................................................................................................. 20 Level IV—Oral Business Level L/S ........................................................................................... 20 Level IV—English through the News L/S ............................................................................... 21 Level IV—Beginning Written Business R/W ........................................................................... 21 Level V—Advanced Oral Business L/S .................................................................................... 22 Level V—English for Academic Purposes L/S ........................................................................ 22 Level V—General R/W ............................................................................................................... 23 Level V—Advanced Written Business R/W ............................................................................. 24 Level V—Read It and Watch It R/W ........................................................................................ 24 Level V—English for Academic Purposes R/W ...................................................................... 25 Level V/VI—English through the 1960s L/S .......................................................................... 25 Level V/VI—English through Stories L/S ............................................................................... 26 Level V/VI—Pre-MBA: Advanced Business Concepts R/W ............................................... 27 Level V/VI—Reading/Writing in Your Field R/W ................................................................ 27 Level VI—Oral Business Case Studies L/S .............................................................................. 27 Level VI—English for Academic Purposes L/S ...................................................................... 28 Level VI—Pre-MBA: Advanced Business Communication L/S ........................................... 29 Level VI—English through Broadway Musicals L/S .............................................................. 29 Level VI—English through Drama L/S .................................................................................... 30 Level VI—General R/W .............................................................................................................. 30 Level VI—English for Academic Purposes R/W .................................................................... 31

ELI Organization Chart .................................................................................................................... 33 Filling out the Tutoring Record Form: ........................................................................................... 34 Tutoring Contract .............................................................................................................................. 35 Payroll forms: ...................................................................................................................................... 39

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INTRODUCTION

As a tutor at the ELI, you will first and foremost support students in their linguistic pursuits and cultural adjustment and enable them to take responsibility for their own linguistic development. You will also support and assist the ELI classroom teachers as you work one-to-one with students in the tutoring center. You will not be required to plan lessons per se. However, by paying attention to and noticing student linguistic weaknesses, you will have a unique opportunity to catalyze growth in your interactions with your students. Further, you can discuss the goals the student is striving to achieve, both those that come from the classroom teachers and those that come from the student themself, and use this information to help you guide the student. ELI is relatively unique among Intensive English Programs in that it provides tutoring to complement classroom teaching, so tutors play a crucial role in keeping the quality of English education and the reputation of ELI excellent.

Background

Most students who receive tutoring are Full-Program (FP) or No-Laboratory (NL), but occasionally there are students with special programs designed for them. FP and NL students usually have two hours (one hour = 50 minutes) of tutoring each week for an eight-week session, which supplement two ~100-minute classes which they have every day (M–F). These classes have up to 14 students in them, so sometimes it may be difficult for students to get personal attention. Thus, tutors can provide needed individualized instruction. Teachers and tutors work in tandem to enable students to reach their goals.

Role of Tutor in the Cultural Adjustment of Students:

All students experience cultural shock of some form, and tutors are in a position to notice signs of culture shock and support students through the adjustment stages of culture shock into recovery. Tutors are not expected to be counselors, but tutors must be sensitive to cultural differences and willing to listen to students who may be having difficulties. Tutors should be familiar with the stages of cultural adjustment and able to explain them to a student. Information about these stages can be found online at several websites: http://www.usc.edu/dept/LAS/overseas/faq/culture_shock/cult

ure_shock.html

or http://edweb.sdsu.edu/people/CGuanipa/cultshok.htm

Students can occasionally face other emotional crises that can be particularly traumatic in the absence the systems of support that would normally be available to them in their own countries. If you feel a student is in or near a crisis stage, please act, using the following protocol:

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1. Be a supportive, nonjudgmental listener. Then ask the student for permission to speak with either the Tutoring Center Coordinator or an ELI administrator (i.e., the Director, Associate Director, or Assistant Director) about the problem. At first students may feel ashamed or embarrassed to have others know about the issue. But in virtually all previous cases, tutors have been able to persuade students to let them inform someone who can bring resources to bear on the problem. Getting one other ELI employee involved is always the best outcome.

2. If the student refuses to grant permission, share the nature of the problem, without using names, to the Tutoring Center Coordinator or an ELI administrator in order to obtain advice.

3. Whenever possible, the ELI administration will be responsible for referring students to counseling or other appropriate resources. Where a student is adamant about not sharing the news with others, the tutor should obtain from the ELI administrator appropriate information about support services. The tutor should then attempt to make an appointment for the student. In such cases, it's important for tutors not to take upon themselves what should best be handled by professional counselors, psychologists, or public safety officials.

HOW TO TUTOR

At the end of the session, tutors are evaluated by students on punctuality, effective use of time, ease of understanding, clarity of explanations, helpfulness toward progress in student language goals, and general satisfaction with the tutor. Thus, a tutor should strive to:

greet the student early and start tutoring sessions on time, use the time well (not waste time over-explaining or talking too much), speak simply or explain new vocabulary and so build student

comprehension, explain clearly and concisely, help the student develop goals and reach them, and be personal yet professional in all interactions. take a break. The tutoring hour ends at ten „til; don‟t go overtime.

First Session:

Come early. There is always a tutor‟s meeting on the first tutoring day of the session from 12:30 pm to 1:00 pm. Also, be familiar with the Tutoring Center Handbook, the tutoring record form (Appendix B), and the student contract (Appendix B) before the session begins.

Be waiting in the lobby of the Tutoring Center for your student at the beginning of each tutoring session, that is, on the hour. Every session starts on

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the hour, and ends at fifty minutes past the hour. There may be more than twenty tutors distributed among the rooms and offices in the Tutoring Center. It is difficult for students to find tutors, so tutors must find students, at least for the first few sessions until students can easily locate their tutor in whatever room the tutor may be.

Fill out the Tutoring Record Form with the student (see Appendix B for an example and details). This form is on one of the lower right shelves in the case which holds tutor mailboxes. Fill out a separate form for each tutoring hour in your schedule. This means that, if you have the same student twice, once on Monday and once on Wednesday, you will have two forms filled out for that student. These forms, once completed, are kept in your folder in your mailbox, and can be accessed by other tutors in case of your absence. Also, these forms will allow you to record what courses and teachers the student has, what other tutor(s) the student might have, and whether the student is interested in the TOEFL course. If there seems to be a conflict with the TOEFL course, tutoring sessions should be rescheduled as soon as possible. Once this initial information from the student is obtained, the record form is used to record student attendance and what was taught during each session.

Next fill out the tutoring contract. This contract lays down the rules of time, attendance, and grading. It also makes it clear that the tutor does not plan lessons, but rather will work with the student on whatever may be necessary in order for the student to reach linguistic goals: pronunciation, vocabulary, grammar, fluency, reading, writing, organizing, listening, speaking, and so on. It is not a time to idly chat, but if a student wishes to talk about a particular subject, that is okay. The tutor is there to teach, but the student must come prepared.

The rest of the lesson is for you and the student to work out, but it is advisable to talk about student goals and how you might go about working to reach them. One useful approach is to ask the student what areas of English they feel are their weakest and strongest skills. If a plan can be worked out, you will be well on your way to a successful and enjoyable 8 weeks.

Successive weeks:

Look for your student, especially if you have changed rooms. Ask how classes are going and whether there is need of any help or clarification of classroom topics or assignments. Ask if there‟s anything in particular the student would like to do, and if not, follow the plan you established with the student at your first meeting. Students are often not used to taking responsibility for preparing for a tutoring session, so they might need encouragement to set aside something for tutoring time or find extra news articles or topics to discuss and so on. Sometimes students may want to write letters or stories or essays for the tutor if there is no homework that requires tutorial assistance.

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Things to avoid:

Because of the relatively intimate relationship between students and tutors, the tutors are in a position to greatly influence the students‟ perceptions of the whole program. A tutor must not, therefore, be critical of teachers or administration in an “It‟s only you and me against them” sort of way. That is not to say the teachers or administration are always right. Problems do occur, and teachers make mistakes, as do tutors and all people. Nevertheless, instead of saying, “They‟re wrong,” saying, “I‟m not sure that I agree. Scholars might disagree on that issue,” or “Maybe I should check with your teacher on this; there might be a misunderstanding,” will be much more constructive. Then, contact the teacher by email at the first opportunity and work through the situation. Often students unintentionally misrepresent what teachers have said, or teachers may sometimes not explain every detail of an issue because of classroom constraints. The administration also sometimes has larger-picture constraints which may prevent it from meeting any one student‟s needs perfectly. Remember, it is unprofessional to openly criticize your colleagues in front of students. Give them the same courtesy that you would expect them to give you.

In addition, doing a student‟s work for him or her should also be avoided. Writing or dictating parts of a composition or presentation does not help a student learn. However, asking questions, soliciting thoughtful response, and guiding the student Socratically can be very effective. Instead of correcting every error, selecting a few level-appropriate errors and teaching from them would be more profitable. The goal should be to help the student improve their paper while maintaining their own voice. Therefore, it is not necessary to make every assignment sound as if it had been created by a native speaker. A fine line of meeting student expectations and truly educating students must be walked. Talking with other senior tutors and consulting with teachers by email can help you develop a sense of what is appropriate. The goal of the program is that through the various assignments, students will acquire English understanding, and be able to do such tasks by themselves in the future.

Some students are sensitive and take great offense if tutors yawn noticeably or pay attention to cell phones during the tutoring hour. As much as possible, yawning and cell phoning should be avoided. By the same token, you should explain to your students that they should turn off their cell phones during a tutoring session.

INFORMATION CENTERS

The Bulletin Board

The main bulletin board is located in the lobby of the Annex. The current schedule is posted here, along with any notices for tutors. Check here for reminders about time-sheet due dates, meetings, etc. At the beginning of each

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tutoring day, notices will be posted of any tutors who are absent and who will need substitutes. In addition, the “No-Shows” list where you can record student absences is posted on this bulletin. At the beginning of each session, the room assignments for tutors are posted here. Please check your assignment and be sure to use the room you are assigned to.

There are also two ancillary bulletin boards. One is located in the downstairs entry way at the foot of the stairs. The other board is located at the far end of the main hallway by the back exit. These bulletin boards may be used by tutors, teachers, students, and others to post information about social activities, classes, rental opportunities, university events, etc.

The Mailboxes

Each tutor has a mailbox in the Tutoring Center kitchen. You should check your mailbox every day for notes from students, announcements, or other mail. The mailbox area also is the location for extra Tutoring Contracts, Tutoring Record Forms, and evaluation forms.

RESOURCES:

Leveled Readers: The SALC has many leveled readers which can be used to develop reading fluency, pronunciation, punctuation, or grammar skills even for lower level students. Students should be referred to Aura Draper for help in selecting these materials.

Magazines: Magazines can be used by higher level students for content, vocabulary, and reading skill. A list of magazine articles of appropriate length and content for a tutoring hour is continuing to be compiled.

Academic Word List File: A special Academic Word List file made by the tutoring center exists and can be made available to intermediate to advanced students desiring academic vocabulary. This file contains illustrative sentences and fill-in exercises. For more information about this, see Ken Cranker.

Textbooks: Textbooks on pronunciation, reading, writing, speaking, and idioms are not currently available in the Tutoring Center, however there are plans to change this.

Folder: A folder of assorted useful material contributed by senior tutors is located in the Tutoring Coordinator‟s office, and is available on request. See Ken Hyde for this.

STUDENT ABSENCES:

The Attendance Policy at ELI is quite strict. This primarily due to the fact that most of our students are foreign nationals and are governed by even stricter policies set by the Office of Immigration and Naturalization Services and the Office of Homeland security. Basically, every absence must be reported and

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there are no „excused” absences. This is as true for tutoring as it is for regular classes. In order to be considered “present” for tutoring, students need to be working with their tutor for the bulk of their scheduled hour. Students who are more than ten (10) minutes late or who leave more than fifteen (15) minutes early are considered “absent” and must be marked as such. If you have a student who is habitually late, review the attendance policy with them and make sure that they understand that they can lose their tutoring completely and/or get a failing grade because of their tardiness. Sometimes, students who know they are going to be absent will come to you ahead of time and tell you. Although you should thank them for this courtesy, you should also make it clear that the absence will still be recorded. Otherwise, students may feel that you have tacitly agreed to excuse them and become resentful when they find out otherwise. It is also a good idea either to reassure them that it will not hurt their grades (if that is the case) or let them know that the absence will affect their status.

If students are absent from a tutoring session, write the appropriate information both on your student record form and on the No-Show list (see Appendix D for an example) on the tutors‟ bulletin board. If you are free, you may be asked to cover for a tutor who is absent or do some task for the ELI. Check the bulletin board for tutors not there on that day and take the initiative to get the student‟s record form from the absent tutor‟s folder/mailbox and enjoy working with another student. (Return the form to the original tutor‟s folder when you are finished.) If all students are taken, please report yourself as available to Ken Cranker. If there is ELI work to be done, it will be assigned to you.

TUTOR ABSENCES:

It may go without saying, but a fundamental part of being an effective tutor is being there for the student. When a tutor is absent, it forces the student into an uncomfortable situation of trying to find another tutor and starting a temporary relationship with that person, if another tutor is even available. Thus, if it is at all possible, please do not miss tutoring hours. Nevertheless, if a tutor is not able to attend an hour, the Tutoring Center Coordinator must be notified as early as possible, and then again very close to the time or day of the absence. E-mail sent to <[email protected]> or a written message placed in the yellow folder in the hanging files by the TC Office door is more efficient than spoken messages or voice mail. Also, if the absence is planned, the student should also be informed so they are not taken by surprise. Tutors covering for an absent tutor need access to student record forms, so tutors who will be absent must be sure to leave their folders in their own mailboxes so others can easily locate them.

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TUTORS’ MEETINGS:

Tutors‟ meetings are generally held during Weeks one (1), five (5), and eight (8) at 12:30 pm in Room 210 of the Tutoring Annex. These are usually on Tuesdays or Wednesdays. There is also a joint faculty meeting during Week 3 at 12:15 in the SALC. While attendance at these meetings is not mandatory, it is strongly encouraged, and tutors are paid for them. At these meetings relevant announcements, concerns of tutors, training, and even pertinent research or special projects may be addressed.

PAY AND TIME SHEETS:

When a new tutor is hired, a visit to the Assistant to the Director (Dru Arban, [email protected], 831-4501) is required in order to provide SSN, address and contact information, and bank account information for direct transfer of pay. If the new tutor is a graduate student or has worked with the University of Delaware in an S-contract capacity before, an S-contract will also need to be filled out by Ken Hyde and submitted to Dru. The new tutor should be sure to visit Dru as early as possible, and should also check with Ken Hyde to be sure the S-contract was submitted; otherwise, payment may be delayed. Any tutor who does not have an S-contract must fill out bi-weekly time sheets. These are usually submitted every two weeks, and the days that these are due will be announced on the Tutoring Center bulletin board by the Tutoring Center Coordinator. Pay sheets must be placed inside the blue folder in the TC Office hanging file mailbox by 5:00 pm on the due date. Questions about pay can be addressed to Ken Hyde, who may refer the tutor to either the Associate Director (Joe Matterer) or the Assistant to the Director (Dru).

TUTOR SCHEDULING

How Scheduling Works:

At the beginning of the session, continuing students are assigned two tutoring hours every week, based on requests from the previous session (if they made a request). Before the session starts, all new students who have been assigned classes and all continuing students who made no requests are assigned tutoring by Ken Hyde. These tutoring assignments will be printed on the yellow student schedules that the students get on Opening Day in the morning.

Opening Day Scheduling:

New students who have not already been assigned tutoring can meet Ken Hyde and sign up for tutoring in the Tutoring Center office (Annex 201) from 1:00 pm to 6:00 pm on Opening Day. Tutoring is available to FP (full program) and NL (no labs) students. LP (limited program) students can only get tutoring by paying an extra fee (see Laurie Fuhrman at the ELI Main Building).

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Tutoring Schedule Changes:

During the first two weeks of the session, students can request changes in their schedule for any reason. Students should see Ken Hyde in the Tutoring Center office (Annex 201) from 1:00 pm to 6:00 pm during the scheduling hours posted on the office door. All requested schedule changes will be made if possible.

After Friday of the second week, no tutoring schedule changes will be made. The only exceptions are:

1. Students who are entering the program late.

2. Changes that have been approved (in writing or on the phone) by Dr. Stevens or Joe Matterer.

3. Changes that are due to a new class schedule.

4. Students who move up their tutoring hours with the same tutor on the same day when hours become available because of No-Shows (e.g., a student moves from 5 pm to 3 pm on Thursday with their current tutor).

How Tutoring Hours are scheduled

Have you ever wondered how the tutoring schedule is created? If the student has not made a request during the last two weeks of the previous session, they are assigned tutoring by Ken Hyde. The tutoring assignment is designed to be as balanced as possible. The student gets two hours a week, either on Monday and Wednesday or on Tuesday and Thursday. Generally, if it‟s possible, they are given one hour early in the afternoon and one hour late in the afternoon. For example, a student might get 1:00 pm on Monday and 4:00 pm on Wednesday. The tutors on the student‟s schedule will be picked to give them a balanced set of tutors who can help with any questions or language issues.

Based on the student‟s L/S speaking level, the tutoring hour will also be assigned to accommodate their listening lab schedule (if known). Occasionally, lab times change before classes start, and the tutoring schedule may conflict with the new time. In that case, the student should see Ken Hyde as soon as possible to fix the problem (no later than Friday of Week 2).

FP and NL students get two hours of tutoring a week. Occasionally, students request more than two hours. If a student wants three or four hours of tutoring a week, they should see Deb Detzel or Joe Matterer and get permission. They will have to pay extra for the additional tutoring hours.

DUTIES OF THE COORDINATOR

The Tutoring Center has a coordinator, Ken Hyde. The TC Coordinator‟s administrative duties include:

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maintaining records of hours worked by each tutor submitting s-contracts processing time sheets for hourly employees tracking student attendance and submitting grades maintaining the “sub” list handling temporary changes to tutor schedules. scheduling students taking requests for schedules in on-coming sessions maintaining the schedule spreadsheet and database publishing schedule information and answering questions about the schedule taking messages from students for tutors making room assignments handling permanent changes to tutor schedules.

TUTOR CHECKLISTS

The following checklists are provided to help new or returning tutors get used to the routine at the Tutoring Center. The first checklist consists of a series of daily tasks. The second checklist is a session checklist and covers the normal routine events for an entire session.

Daily Checklist:

Check your mailbox.

Check your current schedule on the bulletin board before you start tutoring for the day.

Check the bulletin board for any announcements and to see if any tutors are out for the day and sign up to sub if you have a FREE space in your daily schedule.

Arrange your work area, if necessary.

Meet each student in the lobby at the appropriate hour.

Record all no-shows on the No-Show Form that is posted on the bulletin board.

At the end of the day, check your schedule for today and tomorrow on the bulletin board to see if any changes have been made (this is especially important in the first two weeks).

Bi-Weekly employees should update their time-sheet each day.

Before you leave for the day, make sure you have put away all materials.

If you are the last person to leave your classroom, turn off the lights.

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If you are the last person to leave for the day, lock the front door from the inside and leave the building through the back door (which locks automatically)

Session Checklist

Attend the opening meeting at 12:30 pm on the second day of the session (usually a Tuesday).

Get your tutoring schedule from Ken Hyde.

S-contract employees should check that their contract has been submitted and that the hours are correct.

Fill out Tutoring Record Forms for each student (ongoing until the end of the session).

Attend the joint Faculty-Tutor meeting in Week 3. The meeting takes place in the SALC.

Attend the Week 5 meeting in Room 210 of the Annex.

Before the end of Week 6, you should turn in your desired schedule for the next session to Ken Hyde. This way, students can request you as a tutor for next session.

Administer the evaluation form to all of your students during Weeks 6 and 7.

Make sure you have turned in/recorded all student absences for the session.

Attend the Week 8 meeting in Room 210 of the Annex.

INDIVIDUAL TEACHER GUIDELINES FOR TUTORING

In this section, you can find information about each teacher‟s preferences for how much and what kind of help you can give students during the tutoring session. Mostly, the teachers‟ concerns focus on the type of help students receive when working on writing projects (essays, research papers, etc.) The entry for each teacher lists their preferences. In the cases where one teacher has indicated that they want tutors to follow the guidelines given by another teacher, the first teacher‟s entry will be a cross-reference to the guidelines from the second teacher, with any variations noted under the first teacher‟s entry.

Walt Babich:

Writing Help: Do not help the students with the reading assignments. Do not make any marks on a students‟ paper. The student can read the paper to the tutor. A tutor can answer any questions the student may have regarding plagiarism, and after looking at a student‟s paper and an original source, identify

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whether or not something has been plagiarized. The tutor should not suggest revisions, but may look at a student‟s revision to see if it is still plagiarized.

Homework Help: A tutor may help with grammar homework or explanations of grammar problems. A tutor can help a student with morphology homework.

Nonie Bell:

cf. Ken Hyde‟s Guidelines.

Wendy Bulkowski:

Susan Coakley:

Ken Cranker:

Stress to the students that the goal of EAPVI writing assignments is to develop skills, and not to merely create a product that receives a high grade. Tutors should, therefore, use the students writing as a springboard to teach grammatical usage, more advanced vocabulary, punctuation of more complex sentences (commas, semicolons, and colons), proper oraganization (intro with strong thesis statement and clear scope, conclusion that summarizes explicitly) and APA citation and reference format.

Be inductive in your approach. Ask questions, teach principles, let the student make corrections, but if the student is at a loss, teach appropriately, but do not let the student merely hand you a paper and say "correct this for me."

Leslie Criston:

Debbie Darrell:

Barbara Gillette:

Kathy Hankins:

Ken Hyde:

Writing help: Review the essay and circle errors in a distinctively colored ink (green, for example). Large stylistic and organization errors may more conveniently be indicated with underlining or bracketing. With the student, go through and look at each circled error. Ask the student to make a correction; don't tell them the correct form. If the student cannot correct the error without help, give them a hint (for example, say "this is a tense problem" or "what do you need to have in front of this word?") For higher level students, it is helpful

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to ask the student "why did you choose this form/phrase?" If, even with prompting and hints, the student cannot fix the problem on their own, suggest a correction and write it on the student's paper in your own handwriting and distinctively colored ink. In places where the student has used a turn of phrase that is grammatical but clearly not typical of a native speaker, it is okay to suggest a better way of phrasing the idea. In this case, it's better to have the student write down the phrase themself; if necessary, spell the words aloud for them. Finally, when the tutoring session ends, please sign the student's working copy of the essay.

Presentation Help: Since students in my class are specifically forbidden the use of a detailed script, this should not be a problem. Help the students organize their ideas. Feel free to suggest phrasing ideas. Encourage the student to be creative (help them to brainstorm; they should all be familiar with this process). Remind the student that they cannot read their presentation and, if necessary, guide them in making brief note-cards using keywords and phrases, but without complete sentences.

Grammar Homework Help: I don't really think this is a good use of tutoring time, but some students will insist. The best way to help students here is to let them do the homework and give them "yes" and "no" feedback. You may occasionally stop them to clarify a grammar point.

Reading & Vocab. Help: I encourage students to use translating dictionaries to springboard their vocabulary learning, but I strongly discourage them from doing "total phrase translation." As a tutor, the best help you can give students is to encourage them to use the "guess, confirm, record" process of dealing with unfamiliar words: they guess the meaning from context and word-form, confirm (or disconfirm) their guess with a good dictionary, and finally record the word in some way.

Mary Long:

Janet Louise:

Russ Mason:

When students are writing the first draft of an essay (for General V R/W), especially the major essay project (weeks 6 and 7), I want to see the students' own work. Tutors may offer help with brainstorming and organizing, but the first draft should reflect the students' personal proficiency. For subsequent drafts, however, students may receive the kind of help your describe in your personal guidelines.

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Barbara Morris:

Anne Owen:

Sarah Petersen:

June Quigley:

Jackie Sumner:

Becky Nessenthaler Toner:

Kathy Vodvarka:

Grant Wolf:

Chris Wolfe:

Mary Beth Worrilow:

COURSE OBJECTIVES FOR ELI CLASSES

The following section lists each class offered at ELI and gives the main objectives for the course. This information has been provided to help tutors understand the goals of the students in their various classes. Courses are listed in order by level. Within each level, the Listening/Speaking courses are listed first, followed by the Reading/Writing courses.

Level I—General L/S

Speaking Skills: Through this course, students will be able to: name objects, locations, and activities describe objects, people, places, emotions, weather, clothing speak about self, family, and country speak about daily activities, food, health learn language for interaction in the class and in groups use verb tenses and commands

Listening Skills: Through this course, students will be able to: identify the sounds of English (consonants and vowels) identify number of syllables in words learn about stress and intonation understand the use of contractions and reductions understand major details and information in context

Pronunciation Skill:. Through this course, students will be able to: learn where sounds come from learn how to make the sounds of English learn how to use stress in words and sentences learn how to use intonation in questions

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Level I—General R/W

Reading Skills: Through this course, students will be able to: Use pre-reading activities to help you understand the idea of a reading Develop skills in word recognition at word and sentence level Scan for information, such as names, dates, numbers Identify the parts of a sentence, such as subject, verb, prepositional phrase Guess the meaning of vocabulary words in context Recognize the main idea of a passage

Grammar Skills: Through this course, students will be able to learn to use the following:

simple present tense present progressive tense simple past tense future tense nouns and pronouns

Writing Skills: Through this course, students will be able to: Learn to write in complete sentences Use correct word order for sentences, questions, and negatives Learn to write a single paragraph Learn spelling rules for nouns, -s, -es, -ed, -ing, contractions

Level II—General L/S

Listening: Through this course, students will be able to: Hear the individual words in spoken sentences and in short conversations. Understand when native speakers speak naturally. Follow spoken directions. Have general understanding of who, what, when, where, and why in simple conversations and in level appropriate listening activities

Speaking: Through this course, students will be able to: Make introductions and give personal information. Get information from others by asking and answering questions. Learn common conversation functions such as apologizing, congratulating, or making a request. Give directions to do something or go somewhere. Describe people, places, and things. Compare people, places, and things.

Pronunciation: Through this course, students will be able to: Pronounce vowels and consonants correctly (as needed). Separate and count syllables. Pronounce words with correct stress. Pronounce sentences with correct rhythm and sentence stress.

Vocabulary: Through this course, students will be able to: Understand and use new vocabulary.

Level II—General R/W

Reading: Through this course, students will be able to Use pre-reading skills

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Guess the meaning of a word from the context and from the parts of the word (stems and affixes) Identify the main idea of the reading as well as the main idea of each paragraph Understand the major and minor details of a reading and their relationship to the main idea Identify the forms of words, such as verb, adjective, and adverb Learn how to read graphs, charts, and directions Learn to scan for specific information and to skim for general ideas Develop vocabulary and vocabulary building skills

Writing: Through this course, students will be able to: Spell correctly and know basic spelling rules for suffixes such as -s, -es, -ed, -ing Write grammatically correct sentences Express ideas in a paragraph with an introduction, body, and conclusion Write a composition to describe something, tell a story, or explain a process

Grammar: Through this course, students will be able to: Understand and use the simple present and present progressive tenses, simple past and past progressive tenses, future tense, and present and past perfect verb tenses Use articles (a, an, the) Use nouns (regular and irregular plural forms, count and non-count) Use pronouns (personal, possessive, reflexive) Understand and use the present and past perfect verb tenses

Level III—General L/S

Listening: Students will be able to: identify specific sounds, such as voiced and unvoiced consonants, reduced and clear vowels and word endings (-ed and -s). identify the number of syllables in a word and the syllable stress. understand reductions and contractions (eg. "Whaddaya gonna do?") ask specific types of questions for clarification and confirmation understand conversational English by listening for main ideas and stressed words. understand lectures or talks by taking notes and by filling in an outline.

Speaking: Students will be able to: participate in conversations and discussions by learning how to interrupt, ask follow-up questions, express disagreement, and reach a group decision. make a formal, prepared presentation. speak with correct and more complex spoken grammar. understand and use phrasal verbs related to the course content. understand and use modals (eg. can, could, would, should) to express requests, invitations, and giving advice. understand and use conditional forms (eg. "If I had a million dollars...). speak with good pronunciation by learning principles for stress, rhythm and intonation. speak with good pronunciation by correcting problems with individual sounds and word endings. understand and use new vocabulary.

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Level III—General R/W

Reading Students will be able to: Identify the main idea of a reading and of the paragraphs. Understand the relationships of ideas within a paragraph or between paragraphs. Identify pronoun referents. Guess the meaning of a word from context clues and word forms.

Writing Students will be able to: Write with correct format including indenting, line spacing, margins, and titles. Write grammatically correct sentences. Write with more advanced sentence structures by combining simple sentences to make compound and complex sentences. Write well-organized and clear paragraphs. Write well-organized and clear compositions.

Grammar Students will be able to: Understand and use conjunctions and adverbial connectors. Understand and use gerunds and infinitives. Understand and use passive verb forms and participial adjectives. Understand and use adjective clauses. Understand and use noun clauses.

Vocabulary Students will be able to: Understand and use new vocabulary

Level IV—General L/S

Listening for Sounds and Pattern: Students will be able to: Identify specific sounds (consonants, vowels, and word endings) Identify syllables and stress patterns within words Understand natural speech, including reduced and contracted speech

Listening for Meaning: Students will be able to: Understand the main ideas of a talk or conversation Identify major and minor details of a talk or conversation Identify the speaker's tone/attitude Listen and take notes

Vocabulary Development: Students will be able to: Understand and use new vocabulary

Speaking Skills: Students will be able to: Communicate my ideas when telling a story or reporting information Paraphrase and report information Give short presentations (skills include conciseness, organization, visuals, appropriateness of vocabulary, check audience comprehension, projection, body language, and use of printed or internet resources) Speak with correct and more complex spoken grammar Participate in discussions and conversations in class

Pronunciation Skills: Students will be able to: Accurately produce specific vowels, consonants and word endings (with special focus on areas of difficulty, such as endings, consonant clusters, r/I, sh/ch, d/th, etc.) Speak with correct stress, intonation, and rhythm

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Level IV—General R/W

Reading: Students will improve their overall reading proficiency skills, including pre-reading, skimming, scanning, and perceptual skills. Students will be able to:

identify the main idea of a reading passage identify the major parts of a reading passage and their functions and relationships. identify the major and minor details of a reading passage and their functions and relationships. identify inferences distinguish fact from opinion identify the writer's tone and audience

Vocabulary: Students will be able to: determine meaning from context learn new vocabulary by "families" or groups of related words determine meaning through stems and affixes make effective use of a monolingual dictionary

Grammar: Students will learn to write grammatically accurate sentences through textbook and supplementary exercises as well as writing activities. Students will be able to:

Understand and use verb tenses Simple present, past, and future Present, past, and future progressive Present, past, and future perfect Present and past perfect progressive Understand and use Adverb clauses -- time, cause and result, contrast, purpose, condition Understand and use Adjective clauses Understand and use Noun Clauses Understand and use Simple and Past Modals

Writing: Students will develop a range of writing skills and be able to: write accurate sentences by using the grammatical structures listed above; express ideas in multi-level paragraph essays with an introduction, body, and conclusion; write different types of essays such as description, narration, chronological process, comparison/contrast, and summarizing. organize the paragraphs in their writing use correct mechanics (punctuation, indentation, capitalization)

Level IV—Oral Business Level L/S

Specific Class Objectives: Improve listening comprehension, speaking and interactive skills in business related situations. Practice with useful, current business jargon/slang dialogues Oral exercises and role plays to promote confidence in job interviewing, individual/group presentations. Videotaping of presentations and class activities will sometimes be used for feedback. Each student will give at least three (3) individual presentations during the session.

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General Class Objectives: Pronunciation/Intelligibility: To improve speaking through a survey of the American English Sound system at the word level or syllable level. To also improve intelligibility through features such as tone, stress, pitch, etc. Listening: To improve listening comprehension and interactive skills in business related situations and social situations. Presentation Skills: To improve presentation skills: verbal and non-verbal skills and other business presentation skills including planning, organizing research and fielding questions.

Level IV—English through the News L/S

Listening Listen for Sounds and Pattern

Identify specific sounds (consonants, vowels, and word endings) Identify syllables and stress patterns within words Understand natural speech, including reduced and contracted speech

Listen for Meaning Understand the main ideas of a talk or conversation Identify major and minor details of a talk or conversation Identify the speaker's tone/attitude

Listen and Take notes

Vocabulary Understand and use new vocabulary

Speaking Communicate ideas when telling a story or reporting information Paraphrase and report information Give short presentations (skills include conciseness, organization, visuals, appropriateness of vocabulary, checking audience comprehension, projection, body language, and use of printed or internet resources) Speak with correct and more complex spoken grammar Participate in discussions and conversations in class

Pronunciation Focus on specific vowels, consonants and word endings (with special focus on areas of difficulty, such as endings, consonant clusters, r/I, sh/ch, d/th, etc.) Speak with correct stress, intonation, and rhythm

Level IV—Beginning Written Business R/W

Grammar Objectives: Review of Tenses Conditional Sentences Review of Present Modals Prepositions (as needed) Complex sentences, e.g. contrast Other grammatical structures as needed Work on mechanics: punctuation, capitalization, etc.

Reading Objectives:

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Develop strategies for pre-reading, skimming and scanning Focus on organization and discourse markers Identification of main and supporting ideas Determine meaning from context

Writing Objectives: Practice writing basic business letters, i.e., memos, request/response letters, resume's, sales letters using the correct format, style, and tone Write 2 summaries of business articles Work on writing basic essays focusing on description and comparison/contrast

Level V—Advanced Oral Business L/S

Listening/Aural Comprehension: to increase the student's ability to understand natural speech through reductions to identify speaker's tone, to comprehend major and minor details, and be able to recognize irrelevancies to increase the student's ability to listen, retain, and record information of a business lecture or radio/video/TV segment with level appropriate accuracy to improve the student's business terminology and general terminology through class activities and interviews/surveys with Americans to improve the student's ability to understand negotiated meaning, solve business problems and focus listening through instructor and group based activities

Speaking/Oral Skills: to improve the student's ability to paraphrase information to be able to report heard and read information to be able to give and explain material to develop conversational management skills to be able to express opinions in a general context to provide student's with various opportunities to analyze business related materials and present information to class through group, pair or individual presentations. to improve business and general terminology/vocabulary usage through dialogues, role plays, or scenario activities to increase the quality of student's business presentation skills which include the following

how to acquire business information how to effectively use charts/graphs and other visuals how to use the voice and body to better communicate the intended message how to field questions to the audience

Pronunciation to produce sounds of English intelligibly to produce correct stress within words and statements to produce correct intonation patterns for statements and questions

Level V—English for Academic Purposes L/S

Listening. Students will be able to Understand natural speech including reductions and contractions. Understand a speaker’s tone and attitude Understand the content (main ideas and some details) of an academic lecture

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Understand the organization and development of an academic lecture, including rhetorical signals Understand the ideas and opinions of other members of a discussion group.

Academic Study Skills. Students will be able to take notes from academic lectures and readings; develop exam study skills and learning the language of exam questions (true/false, multiple choice, short answer, and essay)

Speaking. Students will be able to Summarize read and heard information express and support opinions and arguments Analyzing and synthesizing read and heard information

Oral Grammar. Students will be able to Speak with correct and more complex spoken grammar

Pronunciation Skills. Students will be able to Pronounce specific vowels, consonants, consonant clusters and word endings. Speak with correct stress in words and sentences Speak with correct intonation and rhythm

Vocabulary Development. Students will be able to Understand and use new vocabulary from a variety of academic subjects

Level V—General R/W

Linguistic Objectives: Reading. Students will be able to:

Develop pre-reading skills such as skimming, scanning, and predicting Develop reading comprehension through identifying main ideas, supporting details, and the relationships between ideas Improve the ability to guess word meanings from context and affix clues Understand the organization of texts (outlines) Identify cohesive devices (transitions, repetitions, pronouns referents) Read critically to differentiate fact, opinion, inference, and speculation Recognize and understand the use of figurative language (such as metaphors, similes, symbols, and analogies). Recognize a writer’s point of view (bias), tone, and purpose Improve the ability to guess word meanings from content and affix clues

Writing. Students will be able to: Develop the ability to write grammatically accurate sentences Increase the clarity and variety of expression while improving structural accuracy at the sentence, paragraph, and essay level. Write in the following organizational patterns: comparison- contrast, cause and effect, and supporting opinions / argumentation. Re-present (summarize) an author’s main ideas and purpose accurately Synthesize one’s own ideas with those of others Construct more cohesive and unified paragraphs and organize texts clearly

Grammar and Mechanics. Students will be able to: Understand and use modal verbs (especially past tense forms) Understand and use subordinate clauses (adjective, adverb, and noun) Reduce adjective and adverb clauses to phrases

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Understand and use gerunds and infinitives

Level V—Advanced Written Business R/W

Reading And Vocabulary Students will improve their overall reading proficiency skills, including pre-reading, skimming, scanning, and perceptual skills. Students will be able to:

develop pre-reading skills such as previewing, skimming, and scanning develop reading comprehension through identifying main ideas/supporting ideas and their relationships understand the organization of texts identify cohesive devices — transitions, repetitions and pronoun referents read critically to separate the presentation of fact, opinion, inference, and speculation recognize figurative language recognize point of view, tone, and purpose improve the ability to guess word meanings and forms from context and affix clues increase passive vocabulary by use of semantic field approach (keyword)

Writing Students will develop a range of writing skills and be able to: write accurately at a sentence, paragraph and essay level write in the following organizational terms: comparison and contrast write summaries, syntheses, abstracts and e-mails re-present an author's main ideas in their own words use library and internet for research using graphic representations to enhance written reports.

Level V—Read It and Watch It R/W

Grammar and Mechanics: By the end of the course you will: understand and use past modals. understand and use subordinate clauses (adjective, adverb, and noun). understand and use adjective and adverb clauses reduced to phrases. understand and use gerunds and infinitives. As time allows we will cover the following areas: Brief review of verb tenses, especially future perfect (Azar Chapter 4) Modal verbs in past tense structures (portions of Azar Chapter 10) Quick review of passive structures (portions of Azar Chapter 11) Review of subordination (adjective, adverb, and noun clauses) Reducing adjective and adverb clauses to phrases (Azar chapters 14 and 18) Gerunds and infinitives (especially Azar Chapter 15) Intro to conditional/hypothetical structures (time permitting -- Azar 20)

Reading and Vocabulary Objectives: By the end of the course you will: develop pre-reading comprehension by identifying main ideas and details and their relationships understand the organization of texts be able to identify cohesive devices (transitions, repetitions, pronouns, referents etc.) be able to read critically to separate facts, opinions, inferences and speculations be able to recognize and understand figurative language such as metaphors and similes be able to recognize the author’s point of view, tone, and purpose improve the ability to guess word meanings from context and affix clues.

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Writing Objectives: By the end of the course, you will : be able to write accurately at a sentence, paragraph and essay level. be able to write in the following organizational patterns: comparison-contrast, cause and effect, and supporting opinion/argumentation. develop more cohesive and unified paragraphs, and organize texts efficiently and effectively. re-present an author’s main ideas and purpose accurately and appropriately. synthesize your own ideas with those of others’.

Level V—English for Academic Purposes R/W

Reading. Students will be able to Identify and verbalize the main idea of a passage and a paragraph Identify in a reading passage the major and minor details and their relationships Draw inference and conclusions in a reading passage at paragraph and holistic levels Recognize the use in a reading passage of figurative language such as analogy, simile, metaphor. Expand vocabulary by studying the Academic Word List and by guessing the meaning of words through context and affix clues. Additional objectives in reading: Synthesize ideas across readings Increase reading speed

Library Skills. Students will be able to Use library and internet resource materials and evaluate the reliability of those resources

Writing. Students will be able to Write an effective paragraph using a topic sentence, body development, and conclusion; using cohesive devices such as connectors, restatement, and referencing use a writing process including topic selection and narrowing, gathering information, organizing and outlining, drafting, reviewing, and revising. Write an effective essay using an introductory paragraph including a thesis statement, body paragraphs supporting the thesis, and concluding paragraph Develop awareness of different kinds of writing patterns including cause/effect, compare/contrast and summary Write a synthesis essay, including parenthetical citations and bibliography Avoid plagiarism when summarizing or using external sources. Summarize accurately and appropriately Exercise control over grammatical accuracy in initial draft and final edits

Grammar. Students will be able to Understand and use modal verbs more correctly Understand and use reduced subordinate clauses Understand and correct sentence fragments, comma splices and fused sentences Use articles and prepositions with more facility.

Level V/VI—English through the 1960s L/S

Primary Linguistic Objectives: Listening. Students will be able to:

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Understand natural speech, including reductions and contractions Understand a speaker’s tone (e.g., attitude, emotional content, etc.) Understand the basic content (main ideas and some details) of a of a brief lecture or conversation Understand the basic organization of oral discourse (lecture or conversation) Understand the ideas and opinions of others

Speaking. Students will be able to: Summarize the speech of others (information that is heard or read) Analyze and synthesize read and heard information Present (report to a group) information that you have heard or read Express and support opinions and arguments Improve fluency, accuracy, and effectiveness in conversations and discussions

Pronunciation and Oral Intelligibility. Students will be able to: Pronounce the sounds of English in a clear and intelligible manner (e.g., vowels, consonants, clusters, word endings, and number of syllables) Produce correct stress within words and sentences Produce correct patterns of rhythm & intonation in statements and questions Improve ability to use linking, blending, and reductions

Additional Objectives: Vocabulary. Students will be able to:

Expand knowledge of general vocabulary and some specialized vocabulary Increase their understanding of idiomatic, figurative, colloquial, and non-standard English

Oral Grammar. Students will be able to: Improve self-monitoring and self-correction Expand control of tense & aspect, article usage, agreement, clause structure, embedding, etc.

Conversational Management. Students will be able to: Increase their knowledge of conversational/interactive speaking strategies Improve the use of specific functions and skills such as: narration, description, explanation, negotiation & reaching consensus, comparing, contrasting, paraphrasing, and summarizing, etc. Develop conversational management skills (e.g., interrupting, qualifying, etc.)

Note-taking skills. Students will be able to: increase their speed and accuracy at noting important ideas and supporting details

Cultural Understanding. Students will be able to: enhance their knowledge of American culture and history, especially aspects relevant to the current social setting in the USA

Level V/VI—English through Stories L/S

Listening and Aural Comprehension. By the end of this class you will be able to: understand common reductions much of the time. understand modal perfects in reduced form some of the time. understand conditional sentences in contracted form some of the time. identify the speaker's tone much of the time. recognize and understand new vocabulary.

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In addition, you will have had practice in listening for main ideas as well as major and minor details.

Speaking. By the end of the class you: will be able to paraphrase a story in English. will have improved your proficiency in reporting read and heard information. will have improved your conversational skills. will have improved your ability to give explanations and express opinions. will be able to use new vocabulary when speaking.

Pronunciation. By the end of the class you will: have improved your ability to produce the sounds of American English intelligibly. have learned how to produce correct stress within words, phrases and sentences. have learned correct intonation patterns for questions and statements.

Level V/VI—Pre-MBA: Advanced Business Concepts R/W

To improve reading comprehension and manage large business-specific texts. To develop the ability to understand and use the business press and other tools. To make effective 5-10 minute business presentations. To write up a case study in acceptable form. To better understand your MBA options.

Level V/VI—Reading/Writing in Your Field R/W

Vocabulary Development. You will become better acquainted with the specialized vocabulary of your chosen field and of academic discourse in general. We will work to increase the sophistication of your everyday vocabulary as well. Effective Writing. Students will receive instruction and personalized advice to help you improve your ability to write grammatically correct and stylistically effective sentences, as well as essays that get their point across and are persuasive to American readers. You will also practice your skills in editing, revising, and proofreading your own and your classmates' work. Academic Competence. You will practice reading academic texts critically, so as to be able to recognize and summarize major arguments and the author's purpose. In addition, students will learn to use sources effectively in their writing and to document their work in order to be credible to an academic audience. Research Skills. Students will learn how to make full use of university library resources, including DELCAT, online and database searches. While becoming more proficient in conducting research in their field, students will improve their reading skills and confidence, as well as their ability to work independently and to manage their time efficiently.

Level VI—Oral Business Case Studies L/S

Intelligibility; Fluency; Phonetics; Suprasegmental Control syllabization stress: length stress: clarity stress patterns (statements/questions) reductions rhythm

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pitch sentence focus

General Speaking Skills ( using correct grammatical structures) defining terms and concepts analyzing problems classifying data forming hypotheses describing cause and effect

Oral Presentation Skills instruction on how to organize content use of proper body language, facial. expressions, gestures, etc. (non-verbal communication) effective use of visuals in presentations (transparencies/flip charts/posters, etc)

Listening Comprehension to improve listening comprehension so that the individual can understand at least 70% of a business related lecture and business discussions. to be able to understand business terminology when presented by American speakers (either in the classroom or at a local business)

Business Study Skills to take notes from business lectures, discussions and texts to recognize the important facts and develop better summarizing and organizing skills. to interpret data from charts and graphs. to conduct business research/ i.e. market research on products, businesses, etc. to do library and on-site business research

Vocabulary: active and passive to learn business terminology and common business idioms in oral and written forms.

Improving oral grammar and conversation skills to develop better oral grammar and conversational ability in business—based situations.

Developing a better self-monitor to develop the ability to monitor one's speech, recognize errors in pronunciations, grammar, etc. and make the corrections without outside assistance.

Level VI—English for Academic Purposes L/S

Listening. Through this course, students will be able to: Understand natural speech including reductions and contractions. Understand a speaker's tone and attitude Understand the content (main ideas and some details) of an academic lecture Understand the organization and development of an academic lecture, including rhetorical signals Understand the ideas and opinions of other members of a discussion group.

Academic Study Skills. Through this course, students will be able to: Take notes from academic lectures and readings; Interpret data from graphs and tables and present data including introduction, explanation of axes, major trends and salient points, and application to audience Design, conduct, and report on research projects.

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Speaking. Through this course, students will be able to: Summarize information that has been read and heard Express and support opinions and arguments Analyze and synthesize read and heard information Use visual techniques (visual aids, gestures) and vocal techniques (varying pitch and stress, using pauses and repetition) to enhance effect and comprehensibility of a presentation. Ask pertinent questions and interact after (sometimes during) presentations from classmates, in seminar-type style.

Oral Grammar. Through this course, students will be able to: Speak with correct and more complex spoken grammar.

Pronunciation Skills. Through this course, students will be able to: Pronounce specific vowels, consonants, consonant clusters and word endings. Speak with correct stress in words and sentences Speak with correct intonation and rhythm.

Vocabulary Development. Through this course, students will be able to: Understand and use new vocabulary from a variety of academic subjects.

Level VI—Pre-MBA: Advanced Business Communication L/S

To improve listening comprehension and discourse management strategies. To develop the ability to understand extended professional business discussions. To increase recognition of business vocabulary and concept knowledge. To make effective 5-10 minute business presentations. To improve ability to answer Reading and Critical Reasoning questions on the GMAT To write an effective response to an issue or an argument using the GMAT AWA model To better understand your MBA options.

Level VI—English through Broadway Musicals L/S

Listening: By the end of the course you will be able to: Understand natural speech, including reductions, contractions, and idioms Identify specific sounds (consonants, vowels, endings) Understand a speaker’s tone and attitude Understand the content (main ideas) of a conversation or song Understand the organization and development of a play

Speaking By the end of the course you will be able to: Summarize and paraphrase read and heard information Express and support ideas and opinions Analyze and synthesize read and heard information Present and report information to a group Speak with correct and more complex grammar

Vocabulary Development By the end of the course you will be able to: Understand and use new vocabulary, slang, and idioms, from a variety of cultural contexts

Pronunciation Skills

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By the end of the course you will be able to: Pronounce specific vowels, consonants, consonant clusters and word endings Speak with correct stress in words and sentences Speak with correct intonation and rhythm

Level VI—English through Drama L/S

Listening. Students will be able to: Understand natural speech including reductions and contractions Understand speaker’s tone ( e.g. attitude and emotional content) Understand the basic content (main idea and some details) of stories, plays, personal narratives Be able to follow the thread of a story or play Be able to develop an improvisational activity from oral instruction

Speaking. Students will be able to: Summarize, paraphrase, and recall in detail information heard or read Present or report information that is heard or read Improve ability to communicate when exact vocabulary is unknown Give explanations and express ideas and opinions Improve fluency, accuracy, and effectiveness in conversations and discussions with people of other cultures Gain skill and comfort in speaking and performing in front of groups

Pronunciation and Oral Intelligibility. Students will be able to: Pronounce the sounds of English in a clear and intelligible manner (e.g. vowels, consonants, clusters, word endings, and number of syllables) Produce correct stress within words and sentences Produce correct patterns of rhythm and intonation in statements and questions Improve ability to use inking blending and reductions

Additional Objectives: After successfully completing this course, motivated and dedicated students will:

Increase confidence in speaking English including speaking in front of groups Gain an appreciation for stories and plays written in English Be able to learn and tell stories more easily Increase ability to tell stories spontaneously Improve ability to ―think on one’s feet‖ in English Gain skills working successfully in groups to complete a project

Level VI—General R/W

Grammar: By the end of this course you should be able to produce grammatically correct compound and complex sentences. understand and use the subjunctive (bare infinitive). produce grammatically correct hypothetical conditional sentences. understand the article system and use articles correctly most of the time. understand and use adverbial phrases and other modifying phrases. Recognize instances in which special word order is needed.

Reading: By the end of this course you should be able to: use pre-reading strategies recognize the author's point of view and tone most of the time.

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be able to identify the main ideas in a short passage most of the time. be able to identify the organization and purpose of a passage most of the time. be able to differentiate facts, inferences and opinions. be able to make inferences and predictions about a passage.

Writing: By the end of the course, you will have had experience with the following kinds of writing:

Paraphrasing Synthesizing Summarizing Comparing and contrasting Expressing opinion Describing action

Level VI—English for Academic Purposes R/W

Reading. Students will be able To identify the main idea (thesis) and the major point in each paragraph and establishing the relationship of the parts to the whole in a reading passage. Recognize inferences at the paragraph and the holistic level and distinguish among fact, opinion, and prejudice. To expand their vocabulary by using context and affixes and the Academic Word List (Coxhead, 2000) To understanding and summarize college texts. To understand college level literature To increase reading speed

Writing. Students will be able To use a writing process including topic selection and narrowing, gathering information, organizing and outlining, drafting, reviewing, and revising. To write effective college-level essays using an introduction with thesis statement; body paragraphs which support the thesis; and a conclusion with thesis restatement and summary. To write with varied sentence structure and length. To write a college-level research paper. Parameters: 2,500 words (8-10 typed pages) in Third Person Point of View, with an abstract and bibliography in APA, MLA, or other specified format. To understand and use figurative language (rhetorical devices) such as analogy, simile, and metaphor. To write a short commentary on a literary work

Overall Structure Objectives And Grammar Objectives. Students will be able To write effectively using parallelism, coordination, subordination, and amplification. To write structurally accurate sentences and avoid sentence fragments, run-on (fused) sentences, and comma splices. To make sure of subject/verb, noun/pronoun, pronoun/ antecedent, and article/noun agreement and avoid shifts within sentences/paragraphs. To use correct word order, including special forms such as inversion. To correctly use stops, pauses, interrupters, and other marks of punctuation. To use articles and prepositions more accurately.

Special Skills. Students will be able

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To use library and internet resource materials and evaluate the reliability of these resources To develop logical thinking patterns, including deduction, induction, reasoning by analogy, and identifying logical fallacies. To keep a reading journal.

Appendix A—Organization Chart for the English Language Institute

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ELI ORGANIZATION CHART

Appendix B—Tutoring Record Forms and Contracts

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FILLING OUT THE TUTORING RECORD FORM:

On the first day that you meet your student, take a few minutes to fill out the top of the Tutoring Record Form. Ask your student to tell you their name, including what they prefer to be called. This may not be exactly the same as the name printed on your schedule, due to variations in spelling and naming conventions (for example, many Turks and Latinas use their middle name rather than their first name). Find out your student‟s nationality and native language. Don‟t make assumptions. Some students speak a language that is not expected for their nationality (e.g., a student who is a Korean citizen, but spoke Japanese as her native language). Record this information in the “Country/Language” box. Record your own initials in the “Tutor1” box and the initials of their other tutor in the “Tutor2” box. Some students may have a Cluster instead of a second tutor. It will probably help you if you record the kind of cluster (XP for pronunciation, XG for grammar, XC for counseling, XV for vocabulary, etc.) In the “L/S” line, record the information for their Listening/Speaking class. You should find out their level (I-VI) and their teacher‟s name. At the higher levels (V and VI), it‟s also a good idea to find out whether they are taking a specific class like “English through Drama” or “The 60‟s Class.” Do the same for their Reading/Writing class on the “R/W” line. Use the “Education/Work” box to record information about their year and major, if they are a student, or their career/job, if they are out of school and working. In the “Day” and “Time” boxes, record the day of the week and the hour when you will be meeting with the student. In the “Cont/New” box, record whether the student is a continuing student or a new student this session.. The “TOEFL” box can be used to record whether the student is preparing for the TOEFL exam. The “Attendance” box can be used to record the student‟s attendance at the end of the session. The “Goals” box is a good place to note what kind of goals your student has: are they studying English for personal reasons? to improve their chances of getting a job? to further their career? to go to an American university?

Once you have filled in the top of the form, use the table below it to record information about each hour that you work with the student. Use the square area to record the date and use the larger rectangle to record the specifics of what you and your student worked on, or ask your student to fill it out with their weekly tutoring accomplishments. If the student is absent, use the rectangular area to record this fact with either “No-show/NS” or “Absent”. When recording what you worked on with a student, it is not necessary to detail everything. The notes should act more as memory aids for you and general guidelines for any substitutes who might end up working with your student.

At the end of the session, you can do whatever you want with your Tutoring Record Forms. However, it is a good idea to save your tutoring records for at least two sessions before disposing of them. Occasionally, questions will arise

Appendix B—Tutoring Record Forms and Contracts

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about a student‟s performance in tutoring and it may be helpful to have the Tutoring Record Form from that session. Also, if you have the same students in a later session, you can simplify your life by copying information about the student from one session to the next.

TUTORING CONTRACT

Each session, you should fill out a copy of the Tutoring Contract with your new students. Use the simplified form for students in Levels I and II, and use the complete form for students in Levels III–VI. A copy of the complete form can be found on the back of each Tutoring Record Form. Put your name in the appropriate blank and the day of the week and time of day when you will be meeting your student. At the bottom of the Contract, have your student sign on the appropriate line. You may want to note the student‟s name in parentheses after their signature (if the signature is not clear or English). Finally, you should sign the contract also. Keep the contracts in your records.

Appendix B—Tutoring Record Forms and Contracts

36

Name: Day: Time Cont/New:

Country/Language: Tutor1 Tutor2 TOEFL: Attendance:

L/S Teacher: Class: Level: Goals:

R/W Teacher: Class: Level:

Education/Work:

Date: Activities:

Date: Activities:

Date: Activities:

Date: Activities:

Date: Activities:

Date: Activities:

Date: Activities:

Date: Activities:

Appendix B—Tutoring Record Forms and Contracts

37

My name is . We will meet each at

for tutoring. If you are absent for more than one third

(1/3) of your tutoring sessions, you will receive an F for your tutoring grade. If

you are absent for three times in a row, you will lose your tutoring time. The

tutoring hour is 50 minutes long. If you are more than 10 minutes late, you will

be marked absent. I may not be able to tutor you because I might be helping

another student. We will spend this time working together to help improve

your English skills. Each time you come to tutoring, please bring your text

books and homework with you.

Student signature:

Tutor signature:

Appendix B—Tutoring Record Forms and Contracts

38

My name is .

I am your tutor on at .

The tutoring hour is 50 minutes long. If you are 10 minutes late, you will be marked absent and

you might not be tutored because I may have taken another student. In addition, if you are absent

for three times in a row, your tutoring hour will be made available to other students, and you will

be placed on tutoring probation, which means you will not be allowed to choose your tutor and

tutoring hours next session.

There are many things that we can work on together to improve your English skills. It is your

responsibility to let me know how I can help you. This is not a class; I do not plan lessons for you.

Rather, this is an opportunity for you to get help with any English topic with which you are having

problems1 or would like additional practice. You should bring your textbooks, TOEFL workbooks,

or other materials, such as magazines or newspapers, that can help you with your English. If you do

not bring anything to do, there are some books and materials in the Tutoring Center that can be

used during your tutoring time. Come prepared to study; you should not expect to use the tutoring

time to just “chat.” However, conversation can be practiced if you bring the topics about which you

would like to talk.

Some things that we can do during the tutoring hour:

Pronunciation practice American culture and history Grammar study Essay revisions Reading or Listening comprehension Word games TOEFL practice Conversation practice Composition and writing practice

Be sure to take full advantage of your tutoring hour so that you and I can work together to make

this a useful and enjoyable time.

Student signature:

Tutor signature:

1 Please note that tutors cannot help students with university applications, scholarship essays, etc.

Appendix C—Payroll Forms

PAYROLL FORMS:

Bi-Weekly employees are responsible for recording their own hours on a Bi-Weekly Payroll form. Blank forms are available in the TC Kitchen in the hanging wall file near the mailboxes.

Fill out the form completely, except for the “Employee ID#”. Due to recent changes in US law, employee ID numbers should not be put on university forms. In the “Period Ending” space, put the last day of the pay period, not the day on which you are turning in your form.

Regular tutoring hours (and hours that you have worked as a substitute tutor) should be recorded in the “Straight Hours” column. Clusters are entered as “Straight Hours.” At the end of the session, enter ½ of the number of clusters that were taught as “Prep. Time.” If you have also worked as a substitute for a classroom teacher in the morning, you should record those hours in the “Class Sub” column. Similarly, if you have been working with a corporate client in the mornings or evenings, include those hours in the “Business Client” column. If you have attended a day trip as an official chaperone (e.g., if you were a chaperone on a trip to New York City), record those hours in the “Orient.” column.

After recording your hours, you should use the space provided below the table to record details about your corporate client and classroom substitution hours. It is especially important to state whether the classroom substitution hours were worked on consecutive days. The substitution pay rate for five (5) or more consecutive days is higher than the rate for less than five consecutive days.

Bi-Weekly Payroll

Employee’s Name Period Ending

Day of Week

Date Straight Hours

Prep. Time

Other Field Trip

Class Sub.

Bus/Priv Client

Orient. TOTAL

Mon

Tues

Wed

Thurs

Fri

Sat

Sun

Mon

Tues

Wed

Thurs

Fri

Sat

Sun

TOTAL

TOTAL NUMBER OF HOURS [approved: ]

If Business/Private Tutoring, list clients and hours: If Substituting, list teachers/Tutors

/

/

/

/

Signature: Date:

Notes:

Appendix D—Sample Miscellaneous Forms

TUTOR ABSENCE NOTICE October 31, 2008

is out today. The following students on their schedule will need to be covered. If your regularly scheduled student does not arrive by ten after the hour, please take the student listed below. Put your initials next to the name of the student you are substitute tutoring.

1:00pm .

2:00pm .

3:00pm .

4:00pm .

5:00pm .

If no other tutors are available to substitute, we may need to double-up and put two students with one tutor.

Appendix D—Sample Miscellaneous Forms

NO SHOWS OCTOBER 31, 2008

Please record no-shows in the table below. Please print neatly and legibly.

Student (Family name first) Tutor Initial

Date Day Time ≥3rd

Time

Exc.

Appendix D—Sample Miscellaneous Forms

ELI TUTORING EVALUATION FORM

Please use the following ratings for questions 1–9:

A = Always B = Usually C = Sometimes D = Not often E = Never

QUESTIONS 1 & 3

1. I attended my tutoring class. 2. I came to my tutoring session on time. 3. I came to my tutoring session prepared and with clear objectives.

QUESTIONS 4 - 8

4. My tutor was available for our scheduled tutoring time. 5. My tutor started the tutoring session on time. 6. My tutor used the time for our tutoring effectively. 7. I could understand my tutor’s speaking. 8. My tutor was able to answer my questions about English.

Please use the following ratings for questions 9 & 10:

A = Very much B = A lot C = Some D = Not much E = Very little

QUESTIONS 9 – 10

9. My tutor helped me to make progress in my English language objectives. 10. I was satisfied with my tutor.

Please write in the white area of the pink scan sheet any suggestions, comments, or complaints about your tutor or the tutoring program in general. You may also speak to Joe Matterer at the ELI, room 109.