43 courses with the subject IEP, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
In this class, students will focus on developing their listening comprehension and speaking comprehensibility in an academic setting. Students will listen and respond to authentic English content (lectures, films, etc.), give presentations, participate in small and large group discussions, and engage in a variety of other listening and speaking tasks.
In this class the emphasis is on development of basic conversational skills. Functions such as greeting, introductions, invitations, telephone use, asking for and giving personal information, and information for daily living are covered. 182 • Special Programs
(4 hours/week--200 minutes total) This class focuses on increasing the students’ understanding and accurate usage of the grammatical forms and structures necessary for successful oral and written communication in English. Students in the basic levels focus on parts of speech and their usage, simple verb tenses, basic word order, and simple sentence structure.
12 hours/week This class focuses on basic skills in grammar, writing, and reading. Students learn to use simple verb tenses, to recognize basic parts of speech, and to write simple and some compound sentences. Instruction includes writing of narratives, descriptions, and process analyses with a focus on using pre-writing techniques, constructing topic and supporting sentences, and following a simple editing code. Skills, such as pre-reading, skimming, scanning, and deriving meaning from various kinds of texts, are also taught.
In this class, students will focus on developing their writing ability. Students will work their way from writing sentences and paragraphs (Levels 1-3) to writing multi-paragraph academic essays (Levels 4-6). Students will learn the expectations of college writing in the United States, practice various genres of writing, and study key grammatical forms of English to improve their own writing clarity.
In this class, students will focus on developing their reading, writing, listening, and speaking in English, practicing a variety of academic tasks to use these skills in integrated ways. This class will also focus specifically on the mechanics of English pronunciation (vowel and consonant sounds, word stress, intonation, thought groups, etc.) to help students become more comprehensible in their speaking and more knowledgeable of the different variations of English pronunciation.
(4 hours/week--200 minutes total) In this class the students develop skills for oral communication in a variety of English language contexts. The intermediate level highlights the skills necessary for academic achievement. Students listen to lectures, learn to take notes, participate in group discussions, and plan and deliver oral presentations. All levels include an emphasis on learning vocabulary and improving pronunciation for effective oral communication.
In this course students develop skills in identifying the main ideas of conversations, lectures, and other spoken texts and learn to recognize and understand stressed and reduced sounds in words and sentences. Learners also practice deriving the meanings of new words from the context, making inferences from what they hear, and basic note- taking. They also develop skills for participating successfully in social conversations and academic discussions, as well as improving their pronunciation.
(4 hours/ week--200 minutes total) This class focuses on increasing the students’ understanding and accurate usage of the grammatical forms and structures necessary for successful oral and written communication in English. The intermediate level reviews the concepts of parts of speech, verb tenses, and sentence structure and builds on them with complex verb tenses, modals and conditionals, gerunds and infinitives, passive voice, adjective and noun clauses, reported speech, and complex sentence structures.
Through intensive reading, students increase their reading speed and improve comprehension of material in short passages and texts by practicing a variety of strategies. Extensive reading emphasizes reading for enjoyment and discovery. Students are guided in interpreting texts and connecting them with vital issues in their lives and society.
(8 hours/week--400 minutes total) The focus of this class is the development of skills for written communication in the academic English environment. The intermediate level builds on basic reading and writing skills by moving from paragraphs to essays, adding longer academic readings (articles, textbook material, classic works of fiction, etc.), and learning to integrate sources into one’s own writing. All levels include an emphasis on learning the writing conventions (spelling rules, punctuation, etc.) necessary for effective written communication.
This course helps students to develop their academic writing and grammar skills. They learn to use grammar structures correctly in meaningful spoken and written communication. They develop writing skills in organizing ideas; creating topic sentences; organizing paragraphs; using examples and details to support main ideas; making ideas fit together and flow smoothly using transition words; and editing, revising, and proof reading essays. Often common rhetorical forms are practiced, such as narration, process description, classification, cause-effect, and comparison-contrast. Besides working on formal writing, students learn to write fluently by keeping a journal
While raising awareness of how communication takes place in students’ own cultures, the course provides information and practice for a wide variety of culturally determined aspects of oral communication appropriate for US culture.
While raising awareness of how communication takes place in students’ own cultures, the course provides information and practice for a wide variety of culturally determined aspects of oral communication appropriate for US culture.
This multi-level course is designed to exercise and improve skills of speaking, listening, pronunciation, reading, grammar, and writing using short theater scripts and drama activities. Students read prepared scripts and are assigned roles. As they prepare to read their parts, they are coached on pronunciation, intonation, and rhythm, and work on understanding what they are reading. Students also write and perform their own scripts. Besides working with scripts, other activities can include choral readings, storytelling, dramatic readings, role plays, speaking games, responsive writing, and pronunciation activities.
This elective course uses content drawn from the gospels (in the New Testament of the Christian Bible) in order to practice reading, listening, speaking, and writing skills. Well-known stories from the life and work of Jesus are read from a contemporary translation of the Bible.
This multi-level course is designed to exercise and improve skills of speaking, listening, pronunciation, reading, grammar, and writing using short theater scripts and drama activitites. Students read prepared scripts and are assigned roles. As they prepare to read their parts, they are coached on pronunciation, intonation and rhythm, and work on understanding what they are reading. Students also write and perform their own scripts. Besides working with scripts, other activities include choral readings, storytelling, dramatic readings, role plays, speaking games, responsive reading, and pronunciation activities.
This course explores American cultures through the medium of film, through written texts and research, and through current media in the context of a learning community. Through viewing, critical thinking, discussing, and making oral and written presentations, students will discover some of the particular worlds in which English lives.
The course develops grammar, reading, vocabulary, and listening skills using resources on the Internet. Students explore web sites, set individual goals for practice and learning, and choose methods of demonstrating successful learning to the instructor. Through email correspondence, students report on activities and goals to the instructor, receive feedback, and develop writing skills in the process.
Students practice oral expression and reading skills, expand their vocabulary, and develop an understanding of American humor in a fun, relaxed atmosphere through reading short stories and studying idioms commonly used in American English.
Students practice oral expression and reading skills and develop vocabulary in a fun, relaxed atmosphere through reading short, humorous stories and studying idioms commonly used in American English. Students develop an understanding of American humor. Special Programs • 187
Students practice oral expression and reading skills and develop vocabulary in a fun, relaxed atmosphere through reading short, humorous stories and studying idioms commonly used in American English. Students develop an understanding of American humor. Anecdotes in simple English are used to help students strengthen listening skills and boost their reading speed while maintaining good comprehension. Drama, storytelling, and strip stories, are common forms of language practice employed in the course.
(4 hours/week--200 minutes total) In this class, students integrate the use of language skills (reading, writing, listening, speaking, and grammar) with the exploration of interesting content. Students learn about U.S. history and culture, current issues, as well as global issues and challenges. They also acquire common English idioms and expressions. A variety of creative learning activities are used, such as field trips, group projects, film, drama, etc.
This class focuses on the development of accuracy in using structures of English in contexts of meaningful spoken and written communication. The course includes systematic study of English phrase structures and verb tenses appropriate for intermediate learners. Special Programs • 185
(4 hours/week--200 minutes total) In this class the students develop skills for oral communication in a variety of English language contexts. The advanced level highlights the skills necessary for academic achievement. Students listen to lectures, learn to take notes, participate in group discussions, and plan and deliver oral presentations. All levels include an emphasis on learning vocabulary and improving pronunciation for effective oral communication.
Listening and speaking skills in English for academic purposes are developed through a wide variety of activities. Students practice note taking skills while listening to academic lectures from a wide variety of disciplines. They practice a variety of quiz and test types using the lecture material.
(4 hours/week--200 minutes total) This class focuses on increasing the students’ understanding and accurate usage of the grammatical forms and structures necessary for successful oral and written communication in English. The advanced level reviews concepts from previous levels and builds on them with complex verb tenses, modals and conditionals, gerunds and infinitives, passive voice, adjective and noun clauses, reported speech, and complex sentence structures. Special Programs • 197
This course reinforces skills in reading efficiency, comprehension, critical thinking and vocabulary that students have begun learning at the intermediate level. Instruction encourages vocabulary study according to individual needs. Intensive reading of authentic materials reinforces students’ understanding of more complex English grammatical structures and vocabulary as well as sharpening their critical engagement with texts from a variety of academic disciplines.
(8 hours/week--400 minutes total) The focus of this class is the development of skills for written communication in the academic English environment. The advanced level builds on intermediate level skills by moving from paragraphs to essays, adding longer academic readings (articles, textbook material, classic works of fiction, etc.), and learning to integrate sources into one’s own writing. All levels include an emphasis on learning the writing conventions (spelling rules, punctuation, etc.) necessary for effective written communication.
Integrating the teaching of writing and grammar, this course helps students perfect their skills in writing well developed, coherent paragraphs and short essays with special attention to editing of grammar. Following a process model of writing, students generally complete 3 or 4 polished paragraphs and 3 polished essays during a semester on topics related to their reading of culturally diverse short texts written by international authors. An important aim is to develop proficiency in the academic skill of writing about and with other texts. Grammar instruction focuses on complex sentence structures and the relationship among sentences in extended text. Rather than systematic study and review of grammar, the teacher’s diagnosis of students’ needs through their written and spoken discourse will determine the amount of time devoted to grammar practice of particular items. As there is evidence of solid essay writing ability, some limited attention may be given to library research skills, article summaries, and use of a system of documentation (MLA).
(4 hours/week--200 minutes) This course is designed to foster learning through direct observation and experience in the U.S. Academic setting. Significant learning happens through direct involvement with people and with “live” issues in the classroom. The course involves students auditing an undergraduate or graduate class at EMU and meeting twice a week at IEP to reflect on their experiences, and expand their knowledge of academic culture and vocabulary. Students keep journals, write reports and essays, and give oral presentations about their learning experiences.
Designed to foster learning through direct observation and experience in American culture this course directly involves students with people and with “live” issues in the social environment of the host culture. The course involves readings, observations, and the use of film, television, the Internet, and other popular media. Students work independently and collaboratively under the supervision of an instructor. Projects will involve some form of community service.
The class strengthens students’ English la several major issues affecting modern soci interests. Students develop reading skills and discerning the writer’s/speaker’s poin and written practice of English.
The class strengthens students’ English language skills while considering in some depth several major issues affecting modern societies around the globe according to students’ interests. Students develop reading skills such as finding the main idea, evaluating evidence, and discerning the writer’s/speaker’s point of view. The class provides many chances for oral and written practice of English.
In this class students view films representing various cultures in the USA to use as the basis for developing skills in viewing, listening, reading, thinking, writing, and discussion. The class studies background materials for each film and learns how to critique and review a film. An important emphasis of the class is learning how to use films to gain a deeper understanding of American cultures while expanding proficiency in vocabulary, idioms, and slang.
In this class students view films representing various cultures in the USA to use as the basis for developing skills in viewing, listening, reading, thinking, writing, and discussion. The class studies background materials for each film and learns how to critique and review a film. An important emphasis of the class is learning how to use films to gain a deeper understanding of American cultures while expanding proficiency in vocabulary, idioms, and slang. 184 • Special Programs
Students in this class take part in the International Film Series. They attend 4 or 5 films per semester and participate in discussions with other EMU students. They also take part in online discussions about the films with students from other universities around the world. The Bridge Program IEP recommendation letter and a Student Bridge is a program of full-time study that Life Recommendation Form if residing on helps internationals and students from campus while an IEP student. various language backgrounds adjust to Applicants to the Bridge Program may American university settings and expecta- be granted unconditional admission to the tions so that they may become responsible undergraduate program with enrollment and successful students. in the Bridge Program for one semester or There are two ways of entering the conditional admission to the undergradu- Bridge Program. International students ate program with enrollment in the Bridge who have earned a paper-based TOEFL Program for two semesters. When enrolled score of 500-550, a computer-based in the Bridge Program, students will enroll TOEFL score of 173-213, an Internet- in a maximum of 13 semester hours and based TOEFL score of 61-79, or an IELTS receive support from the assistant dean score of 5-6 may apply directly for admis- in conjunction with their major advisor. sion to the university. IEP students may During the fall semester, students will also apply to the Bridge Program upon take WRIT 110 Preparation for College the recommendation of IEP without tak- Writing and one class designated by their ing the TOEFL. All applicants to the writing instructor. Students may take two Bridge Program must submit a completed other university classes of their own choice admission application and provide official (6 credit hours). transcripts verifying completion of high school or equivalent, and post-secondary education if applicable. IEP students must also submit transcripts from IEP with an Special Programs • 181
Students in this class take part in the International Film Series. They attend 4 or 5 films per semester and participate in discussions with other EMU students. They also take part in online discussions about the films with students from other universities around the world. The Bridge Program Applicants to the Bridge Program Bridge is a program of full-time study may be granted unconditional admis- that helps internationals and students sion to the undergraduate program with from various language backgrounds enrollment in the Bridge Program for adjust to American university settings one semester or conditional admission and expectations so that they may to the undergraduate program with become responsible and successful stu- enrollment in the Bridge Program for dents. two semesters. When enrolled in the There are two ways of entering the Bridge Program, students will enroll in Bridge Program. International students a maximum of 13 semester hours and who have earned a paper-based TOEFL receive support from the assistant dean score of 500-550, or a computer-based in conjunction with their major advisor. TOEFL score of 173-213, or an Internet- During the fall semester, students will based TOEFL score of 61-79 may apply take LANG 101 Transition to College directly for admission to the university. Writing and one class designated by IEP students may also apply to the Bridge their writing instructor. Students may Program upon the recommendation of take two other university classes of their IEP without taking the TOEFL. All own choice (6 credit hours). applicants to the Bridge Program must LANG 101 Transition to College submit a completed admission appli- Writing meets 4 class hours per week. cation and provide official transcripts The class gives students an opportu- verifying completion of high school or nity to improve their English writing equivalent, and post-secondary educa- skills necessary for success in university tion if applicable. IEP students must classes. These skills include (1) writ- also submit a final grade report from ing paragraphs and essays, (2) writing IEP with admission recommendation research papers, (3) paraphrasing, (4) and a Student Life Recommendation avoiding plagiarism, summarizing and Form if residing on campus while an analyzing, (5) editing their own writing IEP student. for grammar mistakes. Special Programs • 185
(4 hours/week--200 minutes total) In this class, students integrate the use of language skills (reading, writing, listening, speaking, and grammar) with the exploration of interesting content. Students learn about U.S. history and culture, current issues, as well as global issues and challenges. They also acquire common English idioms and expressions. A variety of creative learning activities are used, such as field trips, group projects, film, drama, etc.
This course focuses on improved control of the whole range of English verb tenses, complex sentence structures, and the relationship among sentences in extended academic texts involving both speaking and writing. 186 • Special Programs
Designed as a refresher English course for those who speak English but do not consider English to be their first language, Intensive English for Peacebuilding prepares participants in essential language skills required for Summer Peacebuilding Institute courses. Participants will practice communicating about their work and peacebuilding issues, become familiar with commonly used peacebuilding terminology, and review writing and reading skills for the classroom setting.
This course is designed for Intermediate or Advanced level students who are planning to begin studies in an English-medium graduate program following studies at IEP. Students will explore language skills in reading, writing, listening, speaking, and grammar that are necessary for successful studies at the graduate level. Course activities include participating in academic discussions, preparing presentations, writing and editing a graduate level essay, and observing or auditing a graduate class at EMU in the students’ fields of study. Students will also become familiar with academic support systems available to graduate students at EMU and strategies for successful completion of a graduate program.
This class provides academic language skill input and support for students enrolled in graduate courses at EMU. Class content focuses on the topics from each student’s graduate courses, while adding intensive attention to academic language skills in reading, writing, editing, researching, academic discussion, and giving presentations at the graduate level. Class tasks include working with assignments that have been given at the graduate level to bring them to a polished final product which will meet and surpass minimal expectations for graduate level performance. Additional tasks may also be assigned to support the learning. The goal of the class is to focus on improving graduate language skills so that students can more freely focus on content and conceptual learning in their graduate classes. The Bridge Program may become responsible and successful Bridge is a program of full-time study students. that helps students from various language There are two ways of entering the backgrounds adjust to American univer- Bridge Program. International students sity settings and expectations so that they who have earned a paper-based TOEFL Special Programs • 211
Source: Eastern Mennonite University's catalog, linked per course · table learning_unit · CourseShelf publish 59
