Intensive English Institute Achievement Scale Information

Mission

Provide rigorous English instruction and cultural training necessary for success in higher education in the United States. The IEI is committed to the goal of delivering quality evidence-based curriculum, informed by research and designed to prepare non-native speakers of English for the academic language needed for positive outcomes in pursuit of their own higher educational experiences in the U.S.A. The IEI considers its role as a contributor to Middlesex Community College's mission and vision by offering academic excellence and transforming lives through educational and career opportunities for all members of our community. We empower all learners to become productive and socially responsible members of our local and global communities.

MCC’s IEI will report grades based on the college official grading scheme as follows below.  While these grades will not be calculated into the students’ Grade Point Averages and will not earn credit toward graduation, they will provide an achievement scale that is common in educational environments and consistent with what students will experience in academic programs after completion of IEI if they choose to continue to study in colleges and universities in our region. This grade reporting system will take effect will be for students admitted to the fall 2021 semester of the IEI classes.

Grade

Points

Interpretation

A

4.00

93-100

A-

3.65

90-92

B+

3.35

87-89

B

3.00

83-86

B-

2.65

80-82

C+

2.35

77-79

C

2.00

73-76

C-

1.65*

70-72

D+

1.35*

67-69

D

1.00*

63-66

D-

0.65*

60-62

F

0.00

Failure; does not count as course completion

Prerequisite grade for each class must be C-, 70 to 72 %, in order to advance to the next level. Grades below C-, D+, D, D-, and F indicate these classes must be repeated. If a student earns a grade below C-, D+, D, D-, and F, the classes must be repeated the next semester they are available. To earn an overall semester grade of C-, 70 to 72%, or higher and advance to the next level, students are required to pass each of the three classes that comprise their courses (either high intermediate or advanced):

  1. Reading/Writing/Grammar:
    • 4 Grammar Tests score of 70% or higher overall
    • 4 Reading Comprehension Tests score of 70% or higher overall
    • 4 successfully completed writing assignments score of 70% or higher overall
    • Reflective Portfolio Project writing and presentation score of 70% or higher
    • Reading, writing, grammatical knowledge competencies are supported and measured by rubrics that explain the criteria for evaluation.
  2. Listening/Remembering/Note-Taking:
    • 4 assessments including quizzes and/or summaries of audio/video presentations score of 70% or higher overall
    • Listening comprehension demonstrated by successful memory of speaker’s discourse is supported with note-taking techniques. Listening comprehension competences are supported and measured by rubrics that explain the criteria for evaluation.
  3. Conversations and Actions:
    • Speaking skills demonstrated and noted according to instructor checklists (debates, arguments, and expressing opinions) score of 70% or higher
    • Presentation skills demonstrated and noted according to instructor checklists score of 70% or higher
    • Educational cultural skills demonstrated and noted according to instructor checklists score of 70% or higher
    • Conversational abilities and cultural knowledge competencies are supported and measured by rubrics that explain the criteria for evaluation.
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Level Completion and Grading

Intensive English Institute classes and courses are not-for-credit.  Beginning with the fall 2021 semester students will be able to receive grades based on the college’s official grading scheme. While these grades will not be calculated into the students’ grade point averages, and will not earn credit towards graduation, these grades provide an achievement scale that is common in educational environments and consistent with what they will experience in academic programs, after completion of the IEI, if they choose to continue to study in colleges and universities in our region. Prerequisite grade for each class must be C-, 70 to 72 %, in order to advance to the next level.

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Advancement Requirements and Repeating Levels in MCC’s Intensive English Institute

To advance to the next level in the Intensive English Institute the students have met all of the class objectives for their three classes in their course of study. Students who earn grades below C-, D+, D, D-, and F indicate these classes must be repeated. If a student earns a grade below C-, D+, D, D-, and F, the classes must be repeated the next semester they are available. Students may only repeat the course once, (This means the level is taken a total of two times.) If a student fails their course a second time, the student will be referred to another English language program at MCC. This option includes alternative not-for-credit classes which are non-intensive, or in special cases, students may return to the IEI and retake a full placement test to determine a new level placement. Placement beyond the level the student had already failed will permit the student to enroll in the next level.

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MCC’s Intensive English Institute Proficiency Levels

New students will take a placement test before the start of a semester and their classes.  Students who are true beginners are not recommended for placement into the IEI.  Students who place above the IEPI’s highest level, advanced IEI-095, are recommended for MCC college programs of study.

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The Online Placement Test

The online placement test evaluates English language communication skills in 4 areas:  reading, writing, listening, and speaking with tasks that evaluate knowledge of grammar. There is no separate vocabulary, as it is tested through all tasks in all sections. The ABLE B2 placement test takes approximately 2 and ½ hours to complete and it is administered online by Hellenic American University. The Director of the Intensive English Institute at Middlesex Community Colleges works collaboratively with the Director of the Office for Language Assessment at Hellenic American University to schedule the placement tests for MCC students. When the placement tests are completed, the IEI Director receives a report with the student’s results and recommended level placement.

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MCC’s IEI’s Placement Test and Appeals Process

Prior to the start of a semester’s courses, new students complete a placement assessment process as follows:

  • To assure potential students have the necessary communication skills to place into either IEI level, high-intermediate or advanced, the IEI Director conducts an initial intake interview to evaluate listening and comprehending spoken language and speaking fluency. Students are asked to respond to a set of questions while the director takes notes and scores their responses against a rubric.
  • The next phase of the initial intake interview involves a reading passage followed by a set of seven questions requiring written answers to evaluate how well the student comprehends written English language.
  • The final phase of the initial intake interview includes a writing prompt based on general understanding of the reading passage and applying that understanding to their own experience.
  • The results of the intake interview are evaluated using rubrics that correspond to IEI levels of instruction.
  • If the potential students either do not demonstrate proficiency levels below those of the IEI or demonstrate they are prepared for classes more challenging than the advanced level of the IEI, the director introduces them to colleagues who can advise them further. The college has alternative classes to offer to these students.
  • Before the start of a semester’s courses, new students take an online placement test that evaluates English language communication skills in 4 areas: reading, writing, listening, and speaking with tasks that evaluate knowledge of grammar. There is no separate vocabulary, as vocabulary is tested through all tasks in all sections. This test is administered by Hellenic American University and it is called the ABLE B2 test.
  • The IEI Director shares information with IEI instructors regarding each student’s English language communication skills proficiency and production.
  • The 1st and 2nd days of each semester are devoted to orientation to the IEI and MCC. During orientation days instructors conduct sample lessons involving reading, writing, listening, speaking, and grammar to support the students’ placement into the levels.
  • The 3rd and 4th days of each semester are considered trial classes with the students grouped by level based on the placement test results. The instructors continue to assess students during the trial classes on reading, listening, speaking, and writing.
  • The students can be recommended for a change in level, either up or down, as a result. The IEI instructors conference with the students about their placement. The students are asked to provide feedback and if a student needs to be moved up or down, the IEI Director works with the college registrar to facilitate the process.
  • A student can initiate the conversation regarding level placement with the instructors as well during week one of a semester. If a student believes changing the level placement will be beneficial and the instructors support this belief evidenced by the student’s classroom performance and language proficiency skills, the IEI Director will assist the student and instructor with the request to move up or down and with the college registrar to facilitate the process.

There are two levels in MCC’s Intensive English Institute:

  • IEI 090: High Intermediate Intensive English Institute
  • IEI 095: Advanced Intensive English Institute

There are three classes in each semester’s course of MCC’s IEI:

  • Reading/Writing/Grammar
  • Listening/Remembering/Note-Taking
  • Conversations and Actions
  • Also -- twice weekly conference and lab time

There are two 16-week semesters in each level of MCC’s Intensive English Institute:

  • Fall Semester
  • Winter/Spring Semester
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Achievement Scale

Achievement Scale is based on Student Learning Outcomes for each level. These outcomes describe what students should be able to do in each of the language skill areas after finishing that level, and represent MCC’s Intensive English Institute’s achievement scale. The following descriptions of MCC’s IEI’s courses explain course goals and outcomes and student learning outcomes per class in each course of the two levels. The text materials and curriculum is different in each semester. If a student enters the IEI courses in fall semester, the fall semester’s teaching and learning is different from the winter/spring semester. If a student enters the IEI courses in winter/spring semester, the winter/spring semester’s teaching and learning is different from the fall.

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IEI 090: High-Intermediate Intensive English Institute Classes

Intensive English Institute high-intermediate Reading/Writing/Grammar Classes

Student success academic skills for second language speakers are embedded in this course.

Reading course goals and outcomes - students will be taught these skills: 

  • To read Independently and understand complex academic texts with multiple viewpoints
  • To Incorporate use of pre-reading techniques to facilitate understanding of texts
  • To apply strategies to unlock meaning of texts
  • To adopt use of active reading skills by using textual annotation
  • To critically respond to the ideas and information in the texts
  • To recognize and distinguish differences between fact and opinion with support
  • Identify and discuss abstract concepts found in readings
  • Identify and discuss diverse perspectives represented in readings
  • Identify and explain inferences from text with support
  • Synthesize ideas and information to develop their own viewpoints on a topic

Writing course goals and outcomes-students will be taught these skills: 

  • To use the process necessary for the U.S. style of academic writing including prewriting, writing, and rewriting assignments to prepare for college coursework
  • To proofread and edit their papers, they will become familiar with writing multiple drafts thanks to peer editing and conferences with instructors
  • To write essays which may include persuasive essay writing
  • To paraphrase and summarize
  • To produce complex sentences with a wide range of conjunctions, and use transition and/or linking words to express comparison and contrast, cause and effect and opinion
  • To write papers with the expectation of producing up to 200 words using text or graphical prompts

Grammar course goals and outcomes - students will be taught these skills:

  • To review and use of verb tenses
  • To use indirect speech appropriately

Reading Student Learning Outcomes-upon completion of this course, students will be able to:

  • Identify main conclusions that present and contrast arguments in clearly signaled way.
  • Identify language used to persuade reader
  • Identify main organizing themes of simple academic texts in familiar topics
  • Understand plot of extended narratives written in standard non-literary language
  • Understand author’s purpose and intended audience.
  • Follow development of central theme in academic text

Writing Student Learning Outcomes-upon completion of this course, students will be able to:

  • Write a basic summary of a simple text
  • Write about experiences, feelings, and reactions to a simple text or film media
  • Use written traditional devices to link sentences smoothly and signal chronological sequence into connected discourse
  • Develop sentences to explain ideas
  • Write paragraphs integrating ideas and information in text
  • Detect and correct some mechanical and grammatical errors with support

Grammar Student Learning Outcomes-upon completion of this course, students will be able to:

  • Use verbs in the present simple, present perfect, present perfect continuous with other parts of speech
  • Know how and when to distinguish between present perfect simple and present perfect continuous and past simple and present perfect tenses and their correct.
  • Link clauses in past simple and past continuous tenses
  • Use going to and will as future verb forms of the active and passive voices
  • Describe simple conditions where one event follows

Intensive English Institute High-intermediate Listening/Remembering/Note-taking Class

Student success academic skills for second language speakers are embedded in this course.

Listening/Remembering/Note-Taking course goals and outcomes-students will be taught these skills: 

  • Apply practice and use of note-taking to actively listen, annotate, and remember spoken words.
  • Identify topics and themes in formal, academic lectures gradually extending in length.
  • Actively listen and view video lectures delivered by native and non-native speakers.
  • Identify connections with lessons from other classes by listening for words and phrases that signal sequence, process, definition, cause and effect, compare and contrast.
  • Focus on accuracy of sounds to recognize pronunciation with stress and intonation.
  • Demonstrate comprehension by responding to questions and giving presentations using notes and aids.

Listening/Remembering/Note-Taking Student Learning Outcomes-upon completion of this course, students will be able to:

  • Understand and follow main points of spoken language.
  • Comprehend the gist of explanations of unfamiliar and new cultural practices and customs.
  • Identify specific information in presentations or lectures when guided by questions.
  • Infer opinions in simple presentations or lectures when guided by questions.
  • Recognize speaker’s point of view in presentations or lectures.

Intensive English Institute High-intermediate Conversations and Actions Class

Student success academic skills for second language speakers are embedded in this course.

Conversations and Actions course goals and outcomes-students will be taught to:

  • Adopt academically successful students’ cultural actions in U.S. college classes.
  • Gain cultural understanding of U.S. higher education and expectations for successful academic performance.
  • Practice cultural actions to allow academic discussions, debates, arguments, and presentations.
  • Analyze and reflect on current events, life in U.S., and TOEFL listening and speaking preparation.
  • Listen and watch video lectures including Ted Talks delivered by native and non-native speakers.
  • Identify connections with lessons from other classes by listening for words and phrases that signal sequence, process, definition, cause and effect, compare and contrast.
  • Focus on accuracy of sounds to practice pronunciation with stress and intonation.
  • Use appropriate classroom language in academic contexts.

Conversations and Actions Student Learning Outcomes-upon completion of this course, students will be able to: 

  • Collaborate in a group by asking and answering straightforward questions.
  • Clarify aspect of everyday topic by providing simple examples.
  • Convey simple relevant information emphasizing most important points.
  • Express opinions using simple language.
  • Explain meaning of word or phrase using simple language.
  • Express belief, opinion, agreement, and disagreement politely. 
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IEI 095: Advanced Intensive English Institute Classes

Intensive English Institute Advanced Reading/Writing/Grammar Classes

Student success academic skills for second language speakers are embedded in this course.

Reading course goals and outcomes-students will be taught these skills: 

  • Independently read and understand complex academic texts with multiple viewpoints:
  • Incorporate use of pre-reading techniques to facilitate understanding of texts
  • Apply strategies to unlock meaning of texts
  • Adopt use of active reading skills by using textual annotation
  • Critically respond to the ideas and information in the texts
  • Recognize and distinguish differences between fact and opinion with support
  • Identify and discuss abstract concepts found in readings
  • Identify and discuss diverse perspectives represented in readings
  • Identify and explain inferences from text with support
  • Synthesize ideas and information to develop their own viewpoints on a topic

Writing course goals and outcomes-students will be taught these skills: 

  • To use the process necessary for the U.S. style of academic writing which involves prewriting, writing, and rewriting assignments to prepare for college coursework.
  • To proofread and edit papers, by writing multiple drafts through peer editing and conferences with instructors.
  • To write expository essays, including a strong focus on writing thesis statements and supporting details.
  • To paraphrase and summarize and write persuasive essays.
  • To produce complex sentences with a wide range of conjunctions, transitions, and/or linking words to express compare and contrast, narrative, and opinion writing.
  • To write papers with the expectation of producing a full page of text using texts or prompts.

Grammar course goals and outcomes-students will be taught these skills: 

  • Review and use of verb tenses
  • Use adverb clauses with accuracy
  • Construct passive sentences
  • Express conditional sentence and wishes
  • Use phrasal verbs with accuracy

Reading Student Learning Outcomes-upon completion of this course, students will be able to:

  • Independently read and understand complex academic texts with multiple viewpoints:
  • Identify main conclusions that present and contrast arguments in clearly signaled way.
  • Identify language used to persuade reader.
  • Identify main organizing themes of simple academic texts in familiar topics.
  • Understand plot of extended narratives written in standard non-literary language.
  • Understand author’s purpose and intended audience.
  • Follow development of central theme in academic text.

Writing Student Learning Outcomes-upon completion of this course, students will be able to:

  • Write standard academic essays integrating ideas and citing information in the texts.
  • Develop a coherent thesis statement with support  
  • Organize ideas clearly and effectively in writing with support.
  • Support each point with adequate evidence and examples.
  • Employ writing to address a specific audience.
  • Detect and correct major mechanical and grammatical errors with support.
  • Compare and evaluate ideas in structured and logical text
  • Show relationships in writing with support

Grammar Student Learning Outcomes-upon completion of this course, students will be able to:

  • Use range of modal verbs with passive voice infinitive form. Use need with infinitive forms in passive voice to express necessity. Use verbs of judgement and evaluation in passive voice.
  • Use verb phrases with infinitive form and infinitive clauses. 
  • Use future continuous tense with reference to actions in progress at specific time in future.
  • Use range of verbs in gerund form.
  • Use past perfect continuous tense in range of common situations. Use past simple tense and past perfect tense when required.  Use past perfect tense verbs in passive or active voice.
  • Use future perfect tense with reference to actions to be completed by specific time in future.
  • Use adverbial phrases to make comments.

Intensive English Institute Advanced Listening/Remembering/Note-Taking Class

Student success academic skills for second language speakers are embedded in this course

Listening/Remembering/Note-Taking course goals and outcomes-students will be taught these skills: 

  • Use the Cornell note-taking system when actively listening, annotating, and remembering a lecturer’s spoken words.
  • Identify topics and themes in formal, academic lectures which gradually extend in length and elements.
  • Actively listen and watch video lectures delivered by native and non-native speakers and then converse with instructors and classmates about the key concepts.
  • Identify connections with lessons taught in other classes by listening for words and phrases that signal sequence, process, definition, cause and effect, compare and contrast.
  • Demonstrate listening comprehension progress by responding to questions

Listening/Remembering/Note-Taking Student Learning Outcomes-upon completion of this course students will be able to:

  • Recognize paraphrasing and repetition in presentations or lectures when guided by questions.  
  • Critically evaluate main points of presentations or lectures when guided by questions.
  • Critically evaluate the effectiveness of visual materials in presentations with support
  • Follow chronological sequences in extended speech at natural speed.  
  • Understand main points and details while checking comprehension by using contextual clues.
  • Extract main point of view by listening to news items, opinions, arguments, and discussions.
  • Recognize tone and intended audience of formal presentations or lectures

Intensive English Institute Advanced Conversations and Actions Class

Student success academic skills for second language speakers are embedded in this course

Conversations and Actions course goals and outcomes-students will be taught these skills: 

  • Gain cultural understanding of U.S. higher education institutions and their expectations for successful student academic performance.
  • Practice cultural actions to allow the initiation of academic conversations that include discussions, debates, arguments, and/or presentations.
  • Analyze and reflect on aspects of current events, life in the U.S., and standardized testing.
  • Use content of video lectures that utilize presentations by native and non-native speakers along with interacting with the faculty to create conversations.
  • Identify connections with lessons taught in other classes by listening for words and phrases that signal sequence, process, definition, cause and effect, compare and contrast.
  • Apply speaking skills to focus on accuracy of sounds and practice pronunciation with stress and intonation.
  • Use appropriate classroom language in academic contexts.

Conversations and Actions Student Learning Outcomes-upon completion of this course, students will be able to:

  • Tell short stories about something humorous or interesting including details to maintain listeners’ interest.
  • Justify viewpoint on a familiar issue by discussing the pros and cons of various options.
  • Make an effective introduction and opening to a presentation.
  • Make an effective summary and conclusion to a presentation
  • Elaborate on points made in discussions.
  • Add relevant personal experiences to conversations to illustrate points.
  • Explain two different sides of an issue, giving arguments for and against, and propose a solution for compromise.
  • Clearly justify and sustain a viewpoint by providing relevant explanations and arguments.
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Letter of Recognition

At your request, MCC’s IEI will generate a letter of recognition upon conclusion of classes. A letter of recognition confirms your success in accomplishing your learning goals in the Intensive English Institute classes and will list course level, classroom hours attended, semester, term, and year of completion.

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Attend 16-week course

All IEI students come to class 4 times a week for 16 weeks. Each class meets for 2 and ½ hours each morning and 2 hours each afternoon. Students are expected to attend every class.

Students are required to be at least 80% present in their classes to be considered progressing in their program. This is especially important when learning a second language. Attendance is carefully taken for each class throughout each week and each semester. It is widely recognized in education that attending classes is the most important factor impacting student success and progress.

Student academic success is of utmost importance to MCC’s IEI instructors and director. As a result, If students are getting close to falling below the 80% attendancerequirement, the following steps will be taken:

  • IEI instructors will talk with students about their attendance and absenteeism patterns and remind them of the 80% attendance requirement and the importance of academic and language learning success.
  • IEI instructors will notify IEI director with an e-mail message regarding any student who is at risk of falling below the 80% requirement for attendance and that they have had a conversation with the students involved.
  • IEI director will reach out to the students who are at risk of falling below the 80% requirement for attendance via e-mail and telephone to confirm their comprehension and to discuss a plan for improvement.
  • IEI director will update and inform the IEI instructors via e-mail summarizing the conversations with the students who are at risk of falling below the 80% requirement for attendance.
  • If the students fall below the 80% requirement for attendance despite the steps for intervention, they will be advised to withdraw from the class.
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Last Modified: 1/3/22