Program in Academic English

 


  1. 1.  Program Overview
  2.  

The Program in Academic English (PAE) at SUNY Korea offers the foundational courses in writing and oral communication that meet the University’s general education requirement. These courses prepare students for their academic success in writing and research, and in communication required in advanced courses across SUNY Korea.

 

The PAE writing program is designed for matriculated undergraduate students whose writing has been evaluated by PAE professors and who have been placed into one of five writing levels: three WAE levels prior to admission to the mainstream writing courses; two WRT levels. These levels range from WAE 190 intermediate, WAE 192 high intermediate, to WAE 194 advanced academic writing and from WRT101 Introductory Writing Workshop to WRT102 Intermediate Writing Workshop.  Each course must be taken and passed before advancing to the next level, and upon passing WRT 102, students will satisfy their writing requirement at SUNY Korea.

 

The PAE oral/aural program is designed to help graduate matriculated students raise their English proficiency to a level that enables them to teach, function successfully in the business world and present in English.

 

All international Ph.D. students (for whom English is not their first language), funded Masters' students and MBAs who do not show adequate proficiency in speaking as measured by the iBT TOEFL, IELTS, or TSE, three levels of OAE course work are offered at the graduate level: OAE 581 Intermediate Oral Academic English, OAE 583 High Intermediate Oral Academic English, and OAE 585 Advanced Oral Academic English. Students are required to take the course that corresponds to their test scores and then advance through the course sequence. 

 

  1. 2.  PAE Faculty

 

Hyunju Kim

Ph.D. in Linguistics, Stony Brook University, SUNY

hjkim@sunykorea.ac.kr

 

James Roach

M.A. TESOL, SUNY Albany

jamesroach@sunykorea.ac.kr

 

Gary Sasala

M.A. in English: Literacy and Language (TESOL, Literacy & Composition Core), 

The City University of New York

gary.sasala@sunykorea.ac.kr

 

Leanne Patterson-Shin

M.A. in English Literature, Carleton University, Canada

leanne.pattersonshin@sunykorea.ac.kr

 

Katherine Stewart

Kent State University, Kent, OH

Master of Education, 2005 Curriculum and Instruction, Junior High and Middle School  Language arts and science

katherine.stewart@sunykorea.ac.kr

 
  1. 3.  Course Information

 

3.1.  Undergraduate Courses

 

3.1.1.  Undergraduate Requirements

 

WRT Requirements for Undergraduate Students
 

English Composition (2 courses): WRT101, WRT102

 

The ability to communicate effectively in written English is essential to success both in the University and in society. Students satisfy this requirement 1) by passing WRT 101 Introductory Writing Workshop, and 2) by passing WRT 102 Intermediate Writing Workshop A. SUNY Korea students must complete, or place out of, WRT 101 prior to attending Stony Brook University.

 

Notes:
1. A score of 3 or higher on the AP English/Comp or English/Lit examinations, or a score of 1050 or higher on the combined verbal and writing portions of the SAT I, or a 24 or higher on the combined English/Writing portions of the ACT, or a grade of C or higher in a college writing course judged to be equivalent to WRT 101 satisfies the first course of the two-course requirement.

2. Students must begin satisfaction of the D.E.C. A requirement in their first year at Stony Brook and must take writing courses in continuous sequence: ESL 192/ESL 193/WRT 101/WRT 102 , until completion of the writing requirement. For a student with a score of less than 1050 on the combined verbal and writing portions of the SAT, or less than 24 on the combined English/Writing portions of the ACT, a writing sample will be evaluated, and the student will be placed into the appropriate writing course.

3. All transfer students who have passed, with a grade of C or higher, a composition course judged to be equivalent to WRT 102 will have satisfied this requirement.

4. College courses taken while the student was in high school may only be considered for equivalency to WRT 102 if taken on the college campus.

5. Once matriculated, students must complete D.E.C. at Stony Brook; transfer credits will not be accepted to satisfy this requirement after matriculation except with prior approval by the Director of the Program in Writing and Rhetoric.

 

 

 

3.1.2.  Course Descriptions

 

WAE 190 - Intermediate Writing Academic English

The purpose of WAE 190 is to provide students with writing experiences designed to help them express ideas effectively in sentences.  It strives to develop students' writing skills through the use of the dictionary, practicing structures of written English, and learning to proofread in preparation for advanced editing in WAE 192.  To accomplish these goals, students work on expanding their English competence on the sentence level, work on expanding their vocabulary through reading and the use of the dictionary, work on strategies that promote independence and proofreading of their writing and complete many short writing assignments.  Grammar proficiency tests are administered throughout the semester. These tests emphasize the use of particular grammatical points in the context of a creative effort on the part of the student.  A final exam is administered that is judged by a committee composed of PAE writing instructors.  This course is graded A-F.  A grade below a C requires the student to repeat the course.  A grade above a C requires the student to advance to WAE 192.                                                

Prerequisite:  Writing Placement Score 1

 

WAE 192: High Intermediate Writing Academic English

The purpose of WAE 192 is to provide students with writing experiences designed to help them express ideas effectively in sentences and paragraphs.  It strives to develop students' writing skills through the use of the dictionary, practicing structures of written English and learning to edit in preparation for advanced editing in WAE 194.  To accomplish these goals, students work on expanding their English competence on the sentence level, work on expanding their vocabulary through reading and use of the dictionary, work on strategies that promote independence and editing of their writing and complete many short writing assignments and one informal essay.  Grammar proficiency tests are administered throughout the semester.  These tests emphasize the use of particular grammatical points in the context of a creative effort on the part of the students.  A final exam is administered that is judged by a committee composed of PAE writing instructors. This course is graded A-F.  A grade below a C requires the student to repeat the course.  A grade above a C requires the student to advance to WAE 194.

Prerequisite: A score of 1.5 on the writing assessment or successful completion of WAE 190

 

WAE 194: Advanced Writing Academic English

The purpose of WAE 194 is to provide students with writing experiences designed to improve their academic writing skills through the process of prewriting, drafting, editing and revising.  It also strives to build confidence, fluency and grammatical correctness in students' writing and it serves as preparation for WRT 101.  To accomplish these goals, students keep a journal, work on expanding their English competence on the sentence level, work on strategies that promote independence and self-evaluation of their writing, complete many short writing assignments and produce at least two longer revised essays. Grammar proficiency tests and a midterm are administered throughout the semester.  These tests emphasize the use of particular grammatical points in the context of a creative effort on the part of the student.  The final exam, a process writing essay, is judged by a committee composed of PAE writing instructors. This course is graded A-F.  A grade below a C requires the student to repeat the course.  A grade above a C requires the student to advance to WRT 101.    

Prerequisite:  Writing Placement Score 2 or successful completion of WAE 192

 

WRT 101: Introductory Writing Workshop

Students in this class are asked to produce frequent short papers to develop fluency and correctness. Students will also be introduced to the basic requirements of academic writing. A through C/U grading only. Students may not use the Pass/No credit option. Not for credit in addition to the discontinued EGC 100. Does not satisfy DEC A requirement for students matriculating before Fall 1999. 3 credits, ABC/U grading

Prerequisite: A score of 3 on the writing assessment or successful completion of WAE 194

 

WRT 102: Intermediate Writing Workshop
This class emphasizes writing for academic purposes. Students learn strategies for extended writing assignments at the university. Short papers and at least two major essays in a variety of academic genres are required. Students will do extensive revision on multiple drafts in a variety of genres, including a researched argument and will be required to submit a final portfolio that must be judged acceptable by their teacher and an outsider reader. A through C/U grading only. The Pass/No credit option may not be used. Not for credit in addition to the discontinued EGC 101. Placement essay or transfer evaluation. Three credits. 3 credits, ABC/U grading

Prerequisite: successful completion of WRT101; or a score of 1050 or higher on the combined SAT verbal and written exams; or a 24 or higher on the combined English and writing portions of the ACT; a score of 3 or higher on the AP English/Comp or English/Lit examination; or a grade of C or higher in a college writing course

 

 

 

3.2.  Graduate Courses

 

3.2.1.  Graduate English Requirements

The oral ESL program is designed to help international Ph.D. students (for whom English is not their first language) and supported Masters' students raise their English proficiency to a level that enables them to be able to teach in English. For those graduate students who do not show adequate proficiency in speaking as measured by the iBT TOEFL, IELTS, or TSE, three levels of OAE course work are offered at the graduate level: OAE 581 Intermediate Oral Academic English; OAE 583 High Intermediate Oral Academic English; OAE 585 Advanced Oral Academic English.

English Proficiency Requirements

  • IELTS 5-5.5, or iBT TOEFL speaking part 15-18: the student must take OAE 581 Intermediate Oral Academic English; no TA-ing responsibilities. Successful completion (A- or higher) of the course leads to OAE 585; B+ or B leads to OAE 583; a B-necessitates repetition of this course.
  • IELTS 6.0, or iBT TOEFL speaking part 19-21: any student can grade and some may be ready to run recitation sessions but the student must take OAE 583 High Intermediate Oral Academic English Class. While in OAE 583, students must limit teaching activity to grading undergraduate work and/or running recitation sessions. Students with a “B-“ or lower must repeat OAE 583 and may NOT engage in teaching activities while enrolled in the class a second time. (Can Grade)
  • IELTS 6.5-7, or iBT TOEFL speaking part 22-24: the student must take OAE 585 Advanced Oral Academic English Class (can concurrently TA) A “B” or higher results in no more OAE work since the English Proficiency Requirement has been met. While enrolled in this class, students may engage in teaching activities. Students with a “B-“ or lower must repeat OAE 585 and may NOT engage in teaching activities while enrolled in the class a second time.
  • IELTS higher than 7, or iBT TOEFL speaking part higher than 24: cleared from OAE as this would satisfy SUNY Korea’s English proficiency requirements.

 

Graduate ESL Requirement

TOEFL
iBT
Speak

IELTS

Speak

Course
Requirement

Result

25-30

7.5 or Higher

none

Eligible to TA

22-24

6.5-7

OAE 585

Eligible to TA

19-21

6

OAE 583

Eligible to run recitation and lab sessions and/or grade

15-18

5-5.5

OAE 581

Not eligible to TA

 

 

3.2.2.  Graduate Course Descriptions

 

OAE 581 Intermediate Oral Academic English

The purpose of this course is to do intensive work in aural and oral language skills. Emphasis is on the segmental level: vowel/consonant work, syllable work and word stress as well as rhythm on the sentence level. Summarizing and questioning are practiced with work on learning styles. Students’ awareness of American teaching and cultural patterns are stressed. Observing American professors and students in class is encouraged. A student will receive a diagnostic assessment of her/his language segmental and suprasegmental difficulties from the instructor and will be expected to work on improvement in these speech areas both in the classroom and independently in the language laboratories. Successful completion (A- or higher) of the course leads to OAE 585; B+ or B leads to OAE 583; a B-necessitates repetition of this course. (Prerequisite: IELTS score of 5-6, or iBT score of 15-21)
 

OAE 583 - High Intermediate Oral Academic English

The emphasis of this course is threefold: developing language skills, teaching skills and cultural awareness. Language skills will focus on sentence stress, phrasing, linking and pausing with field specific language practice. Teaching skills stressed include questioning techniques for discussion and assessment, leading effective discussions and assessing student learning. The cultural awareness focuses on idioms, American cultural values and norms as well as non-verbal communication. Successful completion of this course (B or higher) leads to OAE 585; a B- necessitates repetition of this course. (Prerequisites: an IELTS score of 6.0, or iBT score of 19-21)
 

OAE 585 Advanced Oral Academic English

This course further develops language skills at the suprasegmental level, teaching skills, cultural awareness and presentation skills. Intonation is taught with self-monitoring strategies. The teaching skills examine strategies for introducing yourself, your syllabus, explaining a visual, defining terms, giving presentations and giving successful lectures. Analysis of presentations is given to each student. Cultural awareness is centered on some assumptions affecting teaching in the American classroom. Successful completion of this course (a B or better) clears the student from the oral/aural OAE requirements. (Prerequisites: an IELTS score of 6.5-7, or iBT score of 22-24)

 

3.3.  Graduate Intensive English Program
 

Conditional Admission is an option available to students who are academically qualified to be admitted to SUNY Korea graduate programs but have not reached the required level of English proficiency.

For graduate students in a master’s program, the school requires them to demonstrate their proficiency in English either by taking the TOEFL and receiving a score of 85 or higher or by taking and passing the Intensive English Program (IEP). If they do not meet the requirement within a year, the students will not be allowed to continue in their program. Successful completion of the courses in the advanced level of the IEP clears the student from the English proficiency requirement. If students are placed in the intermediate level, they should pass the intermediate level courses to move to the advanced level, and pass the advanced level courses in order to meet the English requirement. Hence, it will take at least two semesters for the intermediate level students to complete the full IEP. However, students in the intermediate level may take the TOEFL iBT during or immediately after the intermediate level courses to meet the requirement earlier by obtaining a satisfactory TOEFL score. Students will be allowed to take only one course in their M.S. program while they are taking courses in the IEP.

For graduate students in a doctoral program, completion of the courses in the advanced level of IEP does not necessarily clear students from the English proficiency requirement. They must demonstrate their proficiency in English by taking the TOEFL and receiving a score of 90 or higher while or after taking IEP. If they do not meet the requirement within a year, the students will not be allowed to continue in their program. Students will be allowed to take one or two courses in their PhD program while they are taking courses in the IEP.

The English Proficiency Test (EPT) will be required for all students with conditional admission during New Student Orientation and determine placement in the Intensive English Program (IEP). Depending on the EPT result, students will be placed either in the intermediate level or in the advanced level. Successful completion of the courses in the Advanced Level (a B or better from "all the courses") clears the student from the English (TOEFL) requirement.

 

Intermediate Level

Students placed in this level are required to register for all the intermediate ESL courses described below. Successful completion of the courses in this level (a B or better from all the required courses) leads to the advanced level. Students in the intermediate level may take TOEFL iBT during or immediately after the IEP courses to meet the requirements within a semester by obtaining a satisfactory TOEFL score.

 

OAE 581 
Intermediate Oral Academic English

The purpose of this course is to do intensive work in aural and oral language skills. Language skills will focus on segments (vowels/consonants), syllable structure, word stress, and rhythm on the sentence level. Summarizing and questioning are practiced with work on learning styles. Students’ awareness of American teaching and cultural patterns are stressed. The cultural awareness focuses on idioms, phrasal verb, American cultural values and norms as well as non-verbal communication. Students receive a diagnostic assessment of their language segmental and suprasegmental difficulties from an instructor and will be expected to work on improvement in these speech areas both in the classroom and independently.

 

This course will include workshops to develop students' oral communication skills, including their ability to make simple oral presentations, participate in face-to-face conversations on given topics and identify the main ideas and factual information in level-appropriate listening passages. Students will learn to recognize and use a variety of subtle language cues that native speakers of English employ in order to understand/express a person's intentions.

 

WAE 587 
Intermediate Reading and Writing

In this course, students will improve their reading comprehension skills and begin to learn how to write well-structured paragraphs. Specifically, students will review the basic principles of paragraph organization and essay structure, and learn to express ideas in sentences, paragraphs and essays. It strives to develop students’ writing skills through the use of the dictionary, practicing structures of written English, and learning to self-edit in preparation for advanced editing in the advanced level writing course. To accomplish these goals, students work on expanding their vocabulary through reading and use of the dictionary, work on strategies that promote independence and self-editing of their writing, complete many short writing assignments, and produce one longer revised essay. Emphasis is placed on reading and summarizing of text. The students prepare a portfolio of three pieces of writing from the semester that represent their best work in the class – one from their shorter paragraph assignments, one in-class reading and summarizing of text, and one longer essay that includes a summary of written text. Students will also develop their reading skills in the interpretation, analysis, summarizing, and criticism of ideas encountered in academic reading. A final exam is administered that is judged by a committee composed of ESL writing instructors. The final exam is an essay which requires a summary of written text, a response to a prompt, mastery of basic essay organization and the semester’s grammar work. The committee decides if the students possess the skills necessary to succeed in ESL 588.

 

WAE 527 
Intermediate Grammar and Usage

This course begins with a review of simple sentence types, verb tense, and subject/verb agreement and introduces the students to a variety of higher-level grammatical constructions, with a particular focus on developing the students' ability to use simple, continuous and perfective forms; modal verbs; comparative constructions; plurality of nouns; articles; and quantifiers. Complex and compound sentences (including relative clauses and embedded questions), conditional forms, passive, gerunds, infinitives, and perfective forms with modal verbs are covered later on. This course refines the ability to produce acceptable academic English through intensive written and oral practice to promote accurate and appropriate language use for students who have studied grammar extensively.

 

Advanced Level

Students placed in this level are required to register for all the advanced ESL courses described below. Successful completion of the courses in this level (a B or better from all the required courses) clears the student from the English requirements.

 

OAE 585 
Advanced Oral Academic English

The emphasis of this course is threefold: to further develop presenting skills, cultural awareness and improve the suprasegmental aspects of English. Intonation is taught with self-monitoring strategies and compensation skills. The presentation skills examine questions in detail, characteristics of good, rhetorical issues related to presentation development along with compensation strategies. The cultural awareness focuses on idioms, phrasal verbs, American cultural values and norms as well as non-verbal communication. 150 field specific vocabulary need to be pronounced with 95% accuracy. Video recording of presentation is examined.

 

This course also focuses on developing students' discussion and debate skills as well as listening comprehension. Students will understand main ideas and specific details of recorded passages on academic and general interest topics; take notes while listening and summarize the information orally; produce oral summaries of written material; prepare and deliver structured technology-assisted presentations on topics of general interest or a specific topic from their field; participate in group discussions and orally summarize the outcome, etc. A final presentation is evaluated and judged by a committee composed of IEP instructors. The committee decides if the students possess the skills necessary to pass this course.

Prerequisite: An appropriate EPT score or successful completion of the IEP intermediate level

 

WAE 588
Advanced Writing and Grammar

The purpose of this course is to provide students with writing experiences designed to improve their essay writing skills through the process of prewriting, drafting, editing and revising. It also strives to build confidence, fluency and grammatical correctness in students’ writing. To accomplish these goals, students keep a journal, work on expanding their English competence on the sentence level, work on strategies that promote independence and self-evaluation of their own writing, complete many short writing assignments, and produce at least two longer revised essays and a short research paper. The longer essays emphasize summarizing and responding to written text and the use of learned rhetorical modes such as narration, persuasion and argumentation. Paraphrasing and usage of original language are emphasized. To work on a research paper, the whole procedure of writing a research paper will be reviewed: structure of a paper; compiling articles that students will use for their papers; taking effective notes; citing sources; and references. A portfolio of the final revised versions of these works is submitted with the final exam. A final exam is administered that is judged by a committee composed of ESL writing instructors. The final exam is a process writing assignment that includes a summary of written text and a response to a prompt that is related to that text. The committee decides if the students possess the skills to pass the course.

 

This course also provides separate grammar workshops. This session will promote accurate and appropriate language use in students’ writing. Students will review grammar skills, including verb tense, verb formation, subject/verb agreement, plurality of nouns, articles, etc. Complex and compound sentences will also be practiced using relative clauses, embedded questions, conditional forms, etc. Students also work on developing self-editing skills that enable students to express themselves accurately in writing. 

Prerequisite: An appropriate EPT score or successful completion of the IEP intermediate level

 

WAE 582
Advanced Integrated English (Selected Topics)

This course develops comprehensive language skills encompassing speaking, listening, reading, and writing, given a specific topic. Topics may differ depending on students’ academic interest. This course gives students opportunities to improve their skills in their academic area. Students will read about issues in their field (e.g., science and technology) to improve their reading, vocabulary, discussion, grammar, and writing skills. They will define terms, participate in debates, give presentations and learn to defend their point of view in writing. They will also complete many short essays responding to their reading articles or short movie clips. 100 field specific vocabulary will be collected and defined throughout the semester. Analysis of presentations is given to each student throughout the semester. 

Prerequisite: An appropriate EPT score or successful completion of the IEP intermediate level

 

  1. 4.  Contact Us

 

Hyunju Kim, Ph.D.

Program in Academic English

Academic Building A-514

032-626-1381

hjkim@sunykorea.ac.kr

 

Gary Sasala, Director

Program in Academic English

The State University of New York, Korea

Yeonsu-gu, Incheon 406-840

Academic Building A-514

82-010-5516-1922

gray.sasala@sunykorea.ac.kr