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Cotesolhandout
Cotesolhandout
Glossary of Acronyms
ESP (English for Specific Purposes) IEP ( Intensive English Program)
AE (Academic English) MBA (Master in Business Administration)
EGR (Engineering)
Engineering
TABLE 4.
Wordlist Findings from IEP Corpus (20,648 words)
Freq. level Types (%) Tokens (%) Cum. token %
TABLE 5.
Frequent N-grams in Engineering and IEP Corpora
Corpora Sample 4-word lexical bundles
IEP in the United States (74), one of the following (68), the
(127,445 words) meaning of the (50), in your own words (42), for each of the
(36), the part of speech (31), in the following sentences (25)
Note: Frequency of bundles indicated in parentheses.
TABLE 6.
Types of Keywords found in large IEP Corpus of 107,567 words
Categories Words Frequency in IEP Corpus
Technical none
Vocabulary
General Technical meaning, okay, chimpanzee, terrify, chart, 34,881, 781, 468.60,
sibling 97.50, 35.62, 28.94
TABLE 7.
Categories of Words in Engineering Corpus (215 words)
Categories Frequency % of words Examples
Example
ACTIVITIES
To help the IEP students succeed in future graduate studies in ECMBA or EGR programs, four learning
activities were developed. These activities would be used in IEP classes geared toward students
preparing to enter BUS/ECMBA or EGR courses.
Business
Activity 1: Mock Interviews
Directions: Break students into paired interview teams. One person is the interviewer and the other
person is the interviewee. After the interview has been completed, students change roles and one
student becomes the interviewer and the other becomes the interviewee. Later, students can change
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Note: The majority of ESL ECMBA students had difficulty with Mock Interviews and talking about
themselves to other people in their L2. This activity will help to break down barriers ESL students
may have in using their L2.
Directions:
1. Go through the basic sub-moves in a 5 Point Email structure. These can be found above in
Table 1.
2. Handout the first example of a 5-point email (seen below). Pair students up and ask them to
identify the major sub-moves in the emails.
a. Note: This can be done in multiple ways. Students can be asked to put boxes around
the different sub- moves, highlight the sub-moves in different colors, etc.
b. You can also ask students to identify recurring or frequent vocabulary in business
emails (such as the language units in Table 2 and Table 3 above)
3. Have a group share their sub-moves on the doc cam, and discuss and negotiate as a class.
4. Handout the second example 5 Point Email (seen below) and ask students to identify the
sub-moves individually.
a. To scaffold this, the instructor can write the basic sub-moves on the board or keep up
the first example email with the sub-moves identified.
b. To make it harder, dont allow students to see the basic sub-moves.
5. Go over as a class, or collect and review students work.
6. For homework, or in class, ask students to compose their own 5-point emails based on the
move structure of business emails.
a. You can ask students to compose their own, and then have them switch emails with a
partner and try to identify if their partner incorporated the basic sub-moves into their
email.
(Sample emails taken from http://www.cgu.edu/Include/drucker/career/5%20Pt%20Email.pdf)
Engineering
Directions: Have students from the IEP course observe one or more courses in their target situation
(e.g., a graduate Engineering course within their specific concentration).
Teacher should provide a handout for students to use and follow as they observe.
This handout could have simple observation and comprehension questions such as:
Did you understand most of what the teacher was saying?
If in this class, would you have been able to answer the questions brought up
during the lecture?
Were there any terms that you did not recognize or know how to use?
Did the teacher allow time for clarification questions and absorption of
material throughout the lecture?
As a follow-up activity on the observations and after completion of the handout, the teacher
could have students look up the words they had difficulty with in the lecture and either do a
quick presentation in front of the class providing an explanation of the terms and how they are
used in the discipline, or they could have the option of writing a short paper (one page) where
they do something similar.
3. Do you understand most of what the teacher is saying? (in terms of vocabulary and concepts)
______________________________________________________________________
4. If in this class, would you be able to answer the questions brought up during the lecture?
______________________________________________________________________
5. Does the teacher allow time for clarification questions or repeat important information and
terms more than once throughout the lecture?
______________________________________________________________________
List some words below (or on the back of this page) that you hear during the class. Include those words
that are unfamiliar and/or seem important in the lesson. Some of these words will be used for an
upcoming assignment, so please write down at least 3!
Activity 4: Description
Directions: At the beginning of the course the teacher could provide students with a list of
discipline-specific articles from the fields the students are planning to enter.
In Intensive English Programs the students will usually have a variety of majors/fields they are
currently in or are planning on applying for.
The teacher should have access to what programs their students are in before the course begins
so they have time to research and find a few qualified articles in the respective fields for
students to choose from.
In one of the first classes of the course the list of articles should be given to the
students so they have plenty of time to choose one article (or two) to write a summary
on, utilizing academic writing skills such as citing and paraphrasing.
Other activities could be created and tied to this major one preparing students to
succeed in their article summaries. These include:
Scanning and skimming skills and practice
Paraphrasing practice
Citation work
Finding the main idea exercises
These article summaries can be collected at any point in the semester, and can be extended into
full academic papers and made into entire semester/quarter projects, depending on the
enthusiasm of the students or the goals of the course (e.g. a writing specific course).
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