UW Academic English Program Current Courses 105 (TAs) 104 (listening) 103 (writing) 102 (lang. struct.) 101 (lang. struct.) 100 (lang. struct.) As of Fall 2009 105 (TAs) 104 (listening) 103* (r/w skills) 102* (r/w skills) 101* (r/w skills) * = revised

EWP-ELP Subcommittee ENGL 103 (AEP) – ENGL 131 link pilot (initiated WQ ’09) Studio pilot (initiated WQ ’09) How the above two pilots came into being and informed the new AEP writing sequence

Student Needs (to succeed in UW classes) Can handle the reading assignments given in their courses on campus in terms of: understanding the readings note-taking for later recall summarizing material time management Can conduct basic library research (use the UW library databases to find reference articles, news articles, and journal articles) Can understand writing assignments handed out by instructors which can often be very wordy and complicated: students need to know how to unravel these assignments they need to know how to approach them in terms of outlining the paper and completing it

Student Needs cont. Have the ability to state a claim or thesis along with sub-claims for that thesis (state the reasons for the claim and, ideally, the assumptions that go along with these claims), and can recognize strong and weak claims, or logically faulty claims Know how to find and use support for these claims using an accepted style of documentation (i.e., MLA) Know how to format a researched paper in terms of documentation and layout Understand the difference between academic and non-academic language, and are able to switch appropriately in the academic environment

Student Needs cont. Can understand, talk about, and write about data accurately Can compare and contrast at a sophisticated level/style Can describe a sequence or process using appropriate language and grammar (i.e., lab reports) Can discuss causes and effects using appropriate vocabulary and grammar Can summarize material in writing Can write simple and extended definitions of terms Overall critical thinking skills Can understand one author’s viewpoint deeply enough to use it as a lens for a different article and discuss how that author would see this other article

AEP Writing Sequence Revision Grounding Academic Literacy Academic English Proficiency Skills needed for reading and writing challenges on campus

The New AEP: A “Task-Backwards” Approach (Seales) 103 Task (paper length) 102 Task (paragraph length) 101 Task (sentence length)

English 103 (1 hour/day) Aims to help students write the longer papers required by their college courses, with a focus on: How to understand those assignments How to use critical thinking skills to develop researched, organized, and correctly documented papers Course incorporates the benefits of narrow reading and a content-based approach (e.g. full length journal articles)

English 102 (1 hour/day) Teaches students to develop paragraph level responses Focuses on organization and competence in writing the various rhetorical styles required for university level writing Grounded in academic texts. Again - narrow reading and a content-based approach, but texts will be shorter in length than in 103

English 101 (2 hours/day) Uses short readings (academic texts) as the source for work on: reading skills vocabulary development writing In response to questions about a reading, students write short, multi-sentence responses, which are used to focus on errors in sentence-level structure and vocabulary

Questions? ELP contact: Lynne Walker 206-543-6242 dlwalker@u.washington.edu