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IEP 100 - Writing

At the end of level one a student can correctly construct simple sentences. Students begin sentences with capital letters and end them with periods. They recognize many words as proper nouns and begin them with capital letters. They may attempt to create, or successfully create, compound sentences with appropriate conjunctions and punctuation. When provided with a prompt, the students at the end of this level can produce basic paragraphs which contain a topic sentence (though not always one with great clarity), at least three supporting details, and a concluding sentence.

IEP 101 鈥� Reading

Students are able to demonstrate and apply effective comprehension strategies by reading short passages and answering open ended, constructed-response, True/False, and multiple choice questions. They are able to locate answers to comprehension questions in a short passage. They can identify the main idea and supporting details in a short passage. Students can use context clues to predict the meaning of unknown words. Students are able to successfully decode most words in a familiar passage and have developed a high-frequency vocabulary that allows them to move from a choppy word by word reading level to an emergent fluency level of reading. By the end of this course, students will demonstrate an increase in vocabulary knowledge, both general and academic, by correctly identifying words in context in written exercises and tests.

IEP 102 鈥� Listening/Speaking

A student can use learned patterns and stock phrases to successfully communicate about familiar topics. Students can produce simple sentences and informal conversational responses mainly in the present tense in oral communication, likely to include some inaccuracies. Misunderstandings may occur due to the influence of first language pronunciation and syntax. Students possess adequate vocabulary to understand phrases and expressions related to basic personal and social contexts. Students can identify conversational topics and recall details. Students are capable of short conversations with at least 3 exchanges (questions and appropriate responses) using familiar patterns.

IEP 103 鈥� Grammar

Students are able to effectively use basic English grammar to formulate sentences in the simple present tense, to talk about routines, habits and everyday activities. They can produce sentences in the present progressive tense to describe events taking place at the moment of speech and are able to formulate yes/no questions, information questions, short answers and negative forms, in both the simple present and present progressive tenses. In addition, students can use expressions of frequency to talk about how often something happens and are able to use contracted forms of 鈥渂e鈥� in oral communication.

IEP 106 - Survival Skills

A student can comprehend and produce basic vocabulary and phrases which are necessary for a variety of survival situations, such as the common vocabulary and language functions useful for banking, in restaurants, at the doctor鈥檚 office, when speaking about the weather, at the supermarket, etc. At this level, the pronunciation and grammar of this language usage are not always correct, but fairly accurate.

IEP 200 - Writing

At the end of level 2 students are able to use prewriting strategies to choose topics and generate ideas. They are able to develop paragraphs which include strong topic sentences and illustrative supporting details, incorporate basic transitional words and phrases to develop controlling ideas and use varies lengths and sentence patterns. In addition, they are able to construct sentences which demonstrate subject/verb agreement, appropriate capitalization and punctuation, correct spelling of high frequency words, omission of most sentence fragments, and appropriate use of present, past, and future tenses.

IEP 201 - Reading

Students are able to use simple context clues to predict vocabulary meanings in reading passages of shorter length. Students can insert the correct vocabulary word in a cloze paragraph or sentence. Students can select the correct dictionary meaning for a vocabulary word as it is used in a sentence. Students are able to select the correct form of a word from its word family (noun, verb, or adjective) as it is used in a sentence. They can identify the main idea and supporting details of a short passage. Students can locate specific information to answer comprehension questions. In addition, students are able to formulate and support simple conclusions or opinions related to a topic.

IEP 202 - Listening/Speaking

The student can use an expanding and reasonably accurate variety of learned patterns and stock phrases to successfully communicate in predictable situations. In addition, students can utilize simple, compound, and a few complex sentences in oral communication. Students will have a grasp of basic grammar features, including the ability to narrate and describe in present, past and future tenses. Students possess the vocabulary necessary to sustain conversations on familiar topics, although there may be gaps and errors, which disrupt effective communication. Students have mastered a base of academic vocabulary words, which they are able to understand and use orally. The L1 may influence pronunciation and syntax which sometimes interferes with comprehensibility. Students can understand the gist of many social conversations, can determine main ideas, details, and make simple inferences when confronted with academic listening situations at an appropriate level.

IEP 203 - Grammar

Students are able to understand and respond to content and questions to describe daily activities, current actions, past actions, and future plans. Students can describe ability, give advice, make requests, ask for permission, and describe necessity by utilizing modal verbs. They can correctly modify nouns with adjectives, determiners, and pronouns, and when describing location or time, use the prepositions in/at/on correctly. Students can also form simple questions on present, past, and future topics. Finally, students can correctly spell nouns and verbs when adding 鈥搒, -ing verbs, regular 鈥揺d past tense verbs, and approximately 40 irregular past tense verbs.

IEP 206 - Vocabulary

Students are able to identify the meanings of words as they are used in a sentence. Students are able to select the correct words to complete a cloze sentence or paragraph. Finally, students are able to demonstrate productive skills with new vocabulary words during writing and speaking exercises, such as completing a sentence that contains the word, relating an experience using the word in response to a prompt, creating original sentences using the word, or providing definitions and examples of the word.

IEP 300 - Writing

At the end of Level 3 are able to use prewriting strategies to generate ideas. They are able to write multi-draft essays which exhibit clear thesis statements and demonstrate organizational coherence (introduction, body, conclusion). They are able to develop strong supporting paragraphs with sufficient details to support the thesis, and conclusions which restate the thesis. They are able to use a large variety of transition words and phrases to connect ideas within and between paragraphs. In addition, they are able to use more complex sentence structures and demonstrate an understanding grammar, capitalization, punctuation, and spelling conventions with moderate consistency. They can also produce Personal Narrative, Opinion, and Comparison/Contrast essays which include all the elements of effective expository writing and the organizational patterns, and vocabulary specific to each genre.

IEP 301 鈥� Reading

Students are able to use context clues to infer meanings of vocabulary words and phrases while reading short stories and academic text. Students can insert the correct vocabulary words in a cloze paragraph or sentences. Students can identify the main idea and supporting details of a story or passage. Students are able to locate specific information and answer comprehension questions from a short story or academic passage. Students can relate topics to their own experiences using fiction and non-fiction text. In addition, students are able to identify basic literary elements of short stories, including plot, setting, characters, theme, and conflict.

IEP 302 鈥� Listening/Speaking

A student can use language to express meaning by creating, combining, and recombining known elements to communicate in familiar and unfamiliar situations. In addition, students can utilize simple, compound and complex sentences in oral communication. Students will exhibit expanding control of present, past and future tenses to narrate, describe, explain, compare and summarize. Students possess the vocabulary necessary to sustain conversation on familiar and unfamiliar topics, although at this level, the increased rate of fluency, as well as more challenging speech events, may lead to some inaccuracy in oral production. Students have an improved base of academic vocabulary words which they are able to understand and use orally. L1 influences are diminishing and infrequently interfere with comprehensibility. Students can understand the gist, details, some idiomatic and colloquial expressions, as well as nuances of meaning, in many types of academic communications. Additionally, students can determine main ideas, details, meaning, and infer meaning of new vocabulary when presented with level-appropriate academic listening situations.

IEP 303 - Grammar

Students are able to describe daily activities, current actions, past actions, future plans, life experiences, and activities that have continued from the past until now. Students can describe ability, give advice, make requests, ask for permission, and discuss necessity. They can apply all pronoun forms and correctly use the most common prepositions. Students can also form questions on present, past, present perfect and future topics. Students are also able to utilize correct punctuation when using adverb clauses and coordinating conjunctions. Finally, students can correctly spell approximately 60 irregular past tense verbs and 40 irregular past participle forms.

IEP 306 - Vocabulary

Students in Level 3 are able to locate definitions for words and identify the meanings as they are used in a sentence. They can also use context from a sentence to identify the correct meaning of a word. Students are able to select the correct words in a cloze sentence or paragraph. Students can use word parts (suffix, root, prefix) to identify meanings of unknown words. Finally, students are able to demonstrate productive skills with new vocabulary words during writing and speaking exercises, such as completing a sentence that contains the word, and relating an example.

IEP 400 - Writing

At the end of level 4, students are able to use the elements of effective academic writing taught in previous levels (content quality, clarity of thesis, essay organization structure, unity and coherence, accurate word choice, sentence variety, Standard English Grammar, and effective punctuation). They are also able to produce Process Analysis, Cause/Effect, and Problem/Solution essays which include the organizational patterns and vocabulary specific to each genre.

IEP 401 鈥� Reading

Students in Level 4 are able to utilize context clues to infer meanings of unknown words as they read longer passages of academic text. Students can identify synonyms of vocabulary words found in academic readings. They can insert the correct academic or key words in a cloze paragraph or sentences. Students are able to identify the main idea and supporting details of an academic passage and locate specific information while answering comprehension questions. Students can identify an accurate paraphrase when comparing two or more sentences which have similar or different meanings. Students can explain information in graphs and charts, relate it to academic text, and describe the charts using appropriate lexicon. In addition, students are able to support their opinions about academic topics and relate academic topics to their experiences.

IEP 402 - Listening/Speaking

Students can understand straight forward factual information in short academic lectures and presentations at a normal rate of speech, on both familiar and unfamiliar topics. Students are able to identify topic, key points and specific details providing speech is clearly articulated in a familiar accent. Students can understand short lectures, likely to be encountered in an academic environment and identify speaker viewpoints and attitudes as well as the supporting information. Students can use a variety of strategies to achieve comprehension of a lecture, such as extrapolating meaning of unknown words context and listening for key points. Students can use a variety of strategies to take notes during a lecture which are precise enough for use at a later date, provided the talk is clear and well structured.

IEP 403 鈥� Grammar

Students can understand and respond to content and questions using all present, past, and future forms. Students are also able to describe daily activities, current actions, past actions, future plans, life experiences, activities that have continued from the past until now, and activities that will happen before a certain time in the future. Students can use a variety of modal verbs to give past advice or to make past guesses. They can also form and understand a variety of active and passive sentences. Finally, students will demonstrate correct subject/verb agreement and will also begin to show greater control of article usage.

IEP 406 鈥� Vocabulary

Students are able to use 140 assigned University Word List vocabulary words to produce effective spoken and written in- class assignments.

IEP 500 鈥� Writing

Students are able to use the elements of effective academic writing taught in previous levels (content quality, clarity of thesis, essay organization structure, unity and coherence, accurate word choice, sentence variety, Standard English Grammar, and effective punctuation). They will also be able to produce summary essays using paraphrasing and summary skills, and argument essays using the MLA format for all documentation of cited sources.

IEP 501 鈥� Reading

Students are able to use context clues to infer meanings of academic vocabulary as they read longer passages and a greater variety of academic text, including educational and newspaper articles. Students can identify synonyms of academic vocabulary in academic passages as they build a broader knowledge base of academic words. Students are able to insert the correct vocabulary words in cloze paragraphs and sentences. They can identify the main idea and supporting details of both paragraphs and longer text. Students can locate specific information by scanning to answer comprehension questions. Students are able to paraphrase sentences and paragraphs using different words and syntax. While analyzing a graph or table, students can compare or contrast information and also relate it to the written academic text. Students can, with greater detail, compare and contrast ideas in academic text and identify problems and solutions, cause and effect, time order, and classification. In addition, students are able to identify an author鈥檚 viewpoint in academic passages.

IEP 502 鈥� Listening/Speaking

Students can follow clearly articulated speech directed at him or her in academic communication, though will sometimes have to ask for repetition of particular words and phrases. Students can use a variety of strategies to achieve comprehension, including using contextual, grammatical and lexical cues to infer attitude, mood and intentions. Students are able to identify, summarize and paraphrase the author鈥檚 purpose / thesis and the key points of articles and reports concerned with contemporary issues, both orally and in writing. Students can scan longer texts in order to locate desired information, and gather short pieces of information from different parts of a text or from different texts in order to collate and paraphrase them for use on an oral research presentation. Students can synthesize and reports information and arguments from a number of sources. Students can apply advanced presentation skills in a clear, systematically developed 30-40 minute research presentation on an academic topic, with highlighting of significant points and relevant supporting detail. Students can effectively lead a discussion and respond to follow-up questions after an oral presentation with a degree of fluency and spontaneity which poses no distraction for either him/herself or the audience. Students can reasonably fluently relate a summary of past experience, describing feelings and reactions in a sustained monologue. Students can produce stretches of language at a fairly even tempo and express themselves with relative ease. Although, they may be hesitant as they search for patterns or expressions, long pauses are noticeably limited.

IEP 503 鈥� Grammar

Students can easily express intended meaning by correctly utilizing all verb forms and tenses in their writing. Additionally, students are able to apply most rules for article usage and gerunds and infinitives, and their sentences have become more complex as students begin to add noun and adjective clauses to their writing. Transitions and conjunctions are also effectively used in writing for better clarity and cohesion, and proper punctuation is used with them. Students can use a variety of modal verbs to give past advice or to make past guesses, and they can also use the different conditional forms to state future possibility, hypothetical situations, and past regret.

IEP 506 鈥� Vocabulary

Students are able to use 200 assigned University Word List vocabulary words to produce effective spoken and written in-class assignments.

IEP 600 - Reading and Writing

By the end of Level 6, students are able to use a larger variety of context clues to infer meanings of unknown vocabulary as they read and analyze more complex academic texts. They can identify denotative and connotative meanings of complex terms. Students are able to identify stated or implied main ideas and supporting details of advanced reading passages. They can restate, summarize, and paraphrase more complex texts. Students are able to identify cause and effect, as well as comparisons made, after reading academic passages. They can compare and contrast two or more academic articles. Students are able to differentiate between various genres, including expository, persuasive, and argumentative essays. In addition, students can apply critical thinking skills and strategies, especially making inferences, drawing conclusions, expressing opinions with support, and evaluating the credibility of sources. They are also able to interpret an author鈥檚 purpose or point of view. At the end of Level 6, students are able to use the elements of effective writing (content quality, clarity of thesis, essay organizational structure, unity and coherence, accurate word choice, sentence variety, paraphrasing and summarizing, appropriate grammar conventions, and effective punctuation) in their compositions. They are able to critically examine academic readings and then write multi-paragraph essays which present a logical and coherent response to that topic. They are familiar with the basics of both APA and MLA format.

IEP 602 - Listening and Speaking

Students can follow clearly articulated speech directed at them in academic communication. Students can use a variety of strategies to achieve comprehension, including using contextual, grammatical and lexical cues to infer attitude, mood and intentions. Students are able to identify, summarize and paraphrase the author鈥檚 purpose, thesis, key points and supporting details of listening passages, articles and reports concerned with contemporary issues, both orally and in writing. Students can scan texts in order to locate desired information, and gather information from different parts of one or more written texts or listening passages in order to collate and paraphrase them for use in an oral research presentation. Students can synthesize and report information and arguments from a number of sources. Students can apply advanced presentation skills in a clear, systematically-developed research presentation on an academic topic with highlighting of significant points and relevant supporting detail. Students can effectively and fluently lead a discussion and respond to follow-up questions after an oral presentation. Students can fluently relate a summary of past experience, describing feelings and reactions. Students can produce stretches of language at an even tempo and express themselves with relative ease.

IEP 605 - IELTS and TOEFL test preparation

By the end of this course students will demonstrate application of the test-taking strategies and reading, writing, listening and speaking skills required for success on the official TOEFL or IELTS test, as measured by achieving an overall score of 60 (undergraduate) or 79 (graduate requirement) or 5.5 or 6.0 on the official TOEFL test to be taken upon completion of the course.