Evaluator: Jee Hyun Ma; Faculty Supervisor: Dr. John Norris

Executive Summary for the Writing Curriculum Evaluation

in the English Language Institute (ELI) at the University of Hawai`i at Mānoa

PURPOSE: To evaluate whether or not the ELI writing curriculum meets students’

academic writing needs. To adapt the ELI writing syllabi, and develop pedagogical

activities that incorporate more tasks and assignments that resemble students’ academic

tasks and assignments in their non-ELI courses.

BACKGROUND: Over several recent semesters, one common issue has been raised

internally in the program: Is the ELI writing curriculum doing things that meet students’

academic writing needs? In other words, are the instructional tasks and assignments in

ELI writing classes helping students with their non-ELI course writing tasks and

assignments? This evaluation was conducted in response to this emerging issue. The

following evaluation methods were negotiated and selected through frequent meetings

with the primary intended users: (a) analyzing and comparing the ELI and non-ELI

course syllabi for writing expectations; (b) on-line surveys to get information on current

and previous ELI students’ academic writing needs; (c) on-line survey of non-ELI

students to get extra information on university level academic writing needs in general;

(d) e-mail based survey of the ELI writing teachers to get classroom teachers’ perspective

on students’ academic writing needs.

FINDINGS: The evaluation produced the following major findings.

1. Students’ level of satisfaction with the ELI writing curriculum is generally high.

2. The ELI writing tasks and assignments successfully meet the students’ needs

considering students’ survey responses and the results of syllabus analyses.

3. There is some room for bridging the gaps between the ELI writing courses and

students’ academic needs. In particular, there is and absence of tasks (a) addressing how

to answer essay exams, (b) requiring reflection on various genres other than assigned

readings, and (c) considering students’ specific chosen academic fields.

4. Students’ opinions on “freewriting” and “peer feedback” are extremely diverse.

5. Students’ survey responses have a tendency to focus on individual writing teachers or

teaching styles rather than writing tasks and assignments.

6. Students perceive that teacher feedback and student-teacher conferencing are the most

essential instructional features for improving their academic writing skills.

7. Students would mostly like to learn how to write a well-organized, academic-level

research paper as well as how to improve general English writing skills.

SUGGESTIONS for Improvement:

1. Incorporating a focus on how to answer essay exam questions into ELI 73 and ELI 100

2. Providing options to students depending on their academic track (e.g., (a) reflection

papers on different genres such as books, current issues on TV or in newspapers, films, or

class discussions; and (b) choice assignments considering students’ academic fields such

as science lab reports, engineering executive memos, accounting case reports, and

English and humanities essays)

3. Level separation for “freewriting”: free topics for ELI 73 and arguable topics for ELI

83 and ELI 100

4. Administrating “Teacher Training Workshop”: Topics - Teacher Feedback, Peer

Feedback Training, General Classroom Teaching, Ways to use Textbook and Extra

Materials, Use of Office-Hour, and so forth.

Evaluator: Jee Hyun Ma

Writing Curriculum Evaluation in the English Language Institute (ELI)

at the University of Hawai`i at Mānoa (UHM)

Context

1. The ELI is a university-level EAP (English for Academic Purposes) program. Most of

the ESL students at UHM are exempted from the ELI based on meeting one or more

exemption criteria; those who are not automatically exempted take the ELI Placement

Test, and are either exempt in one or more areas or place into intermediate or advanced

ELI courses.

2. The primary purpose of the ELI is to provide English instruction for international and

immigrant students who have been admitted to the University and who do not speak

English as a native language, in order to facilitate their academic studies. ☞ The ELI is

supposed to help students through meeting ELI students’ academic English needs.

3. Writing Curriculum Area: ELI 73 is an intermediate writing course specially designed

for graduate and undergraduate ESL students judged in need of additional help with

academic English writing. ELI 73 is followed by an appropriate advanced writing course,

either ELI 100 (for undergraduates) or ELI 83 (for graduate students).

Primary Intended Users of Evaluation Users

Executive Director (N=1), Director (N=1), Curriculum Coordinator (N=1)

Writing Lead Teacher (N=1), Writing Teachers (N=5~7)

Note. Writing teachers’ number could be different depending on the number of students’ enrollment each semester.

Evaluation Questions

1. Are the instructional tasks and assignments in the ELI writing classes helping students

to do their non-ELI course tasks and assignments?

2. Are there different academic writing needs depending on different levels of education

and/or different fields of study?

☞ Does the ELI writing curriculum meet students’ academic writing needs?

Intended Uses 1. To discover possible gaps between the ELI writing courses and students’ academic

needs.

2. To adapt the ELI writing course syllabi, and develop pedagogical activities that

incorporate more tasks and assignments that resemble students’ academic tasks and

assignments in their non-ELI courses.

☞ It should eventually lead to more successful performance when the ELI students

do their academic tasks in their non-ELI courses.

Methods 1. Meetings with PIUers

2. Analyzing the ELI and non-ELI course syllabi

3. Three on-line surveys: “Writing Curriculum Evaluation in the English Language

Institute (ELI) at the University of Hawai`i at the University of Hawaii at Mānoa” (Please

see Appendix.)

▪ Surveys for the current and previous ELI students, and the non-ELI students

4. E-mail based survey for the ELI writing teachers (including the writing lead teacher)

Findings

1. ELI & Non-ELI Writing Tasks

1) ELI Writing Tasks & Assignments (Fall 2006 ~ Spring 2007)

ELI 73

▪ Freewriting ▪ Personal paper ▪ Position Paper ▪ Argumentative Paper (Critique, Reaction Paper) ▪ Research Paper

ELI 83

▪ Weekly writing assignments from the textbook ▪ Reaction papers to readings (= Writing Workshop) ▪ Convention Analysis Project (CAP) – CAP Part 1: Exploring academic writing in my discipline – CAP Part 2: Academic writing genres in my discipline – CAP Part 3: Scholarly publications: A preliminary analysis – CAP Part 4: Scholarly publications: A continuing analysis – CAP Part 5: Writing guidelines comparisons – CAP Part 6: Analysis of student paper – CAP Part 7: Language analysis of articles/papers – CAP Part 8: Expert interview – CAP Part 9: CAP final paper (Research Paper)

ELI 100 (a)

▪ A response paper on the purpose of education ▪ An analytical paper in response to three sources ▪ A research paper on a debatable issue ▪ An action paper proposing a call for action ▪ Weekly writing: Short essay in response to the given topic of the week

ELI 100 (b)

▪ Writer’s Notebook ▪ Position paper ▪ Text analysis paper ▪ Research paper: A proposal, an outline, a bibliography, and multiple drafts ▪ Choice paper: A report of the results of a survey or a literary response to a piece of fiction or a collection of poetry ▪ Reflection essay

2) Non-ELI Writing Tasks & Assignments

a. Syllabi Analyses 1 (Mainly through UH web):

Total 120 Syllabi: ↑95% Spring 2006 ~ Spring 2007

Departments or Program (Alphabetical Order)

Anthropology; Arthistory; Botany; Communication; Cultural studies; Economics;

English, Ethnic Studies; Geography; History; Information & Computer Science; Library

& Information Science; Linguistics; Ocean & Earth Science & Technology; Pacific

Islands Studies Program; Planning-Urban & Regional; Psychology; Political Science;

Public Administration; Second Language Studies; Sociology; Social Science; Speech;

Women’s studies

b. Syllabi Analyses (Through Three Surveys)

Q. Please write down the courses you are taking this semester and describe in detail the

writing activities or assignments in those courses. (You might refer to the course

syllabi.): Question #11 for the current ELI students; Question #10 for the previous ELI

students; Question #7 for non-ELI students.

Departments or Programs (Alphabetical Order)

Accounting; Art and Science; Asian Studies; Business; Chemistry; Civil Engineering;

Curriculum and Instruction; Dental Hygiene; Education; Environmental Studies;

Ethnomusicology; Hydrology; International Business; Japanese Studies; Korean Studies;

Linguistics; Mathematics; Mechanical Engineering; Meteorology; Nursing; Nutritional

Sciences; Ocean Engineering; Physics; Political Science; Pre-nursing; Public Health;

Second Language Studies; Social Science; Social Work; Sociology; Speech; Sports

Nutrition; Travel Industry Management; Urban & Regional Planning

☞ Results

Mostly Frequently Used Words in the Collected Syllabi

ACADEMIC; COLLEGE LEVEL; UNIVERSITY LEVEL; CRITICAL (Critical

Thinking, Critical Response, Critical Writing); WELL-WRITTEN

Writing Types

100 ~ 200

▪ Essay Exams in Class (Midterm / Final)

▪ Take-home Essay exams ((Midterm) / Final)

▪ Short Response on Questions

▪ Short Response on Readings

▪ Short Report (Book Report, Research Report, Lab Report)

300 ~ +

▪ Research Proposal

▪ Research Paper (Final Paper, Research Essay, Research Study)

▪ Critique (Critical response on readings, issues, topics,

discussion)

▪ Weekly Reflection Paper

Common Writing

Assignments

(All Levels)

▪ Proposal

▪ Research Paper (Final Paper, Research Essay, Research Study)

▪ Critique (Critical response / Reaction / Commentary on assigned

textbook readings, articles, films, issues, topics, class discussion)

▪ Weekly Reflection Paper (including Self-Evalution)

▪ Analysis Paper

▪ Position Paper

▪ Review (Summary, Annotated Bibliography)

▪ Handouts (For class presentation, discussion)

Less Common

Writing Assignments

(All Levels)

▪ Weekly E-mail Report (Weekly (discussion) Blog Postings)

▪ Survey Report

▪ E-mail Interview

▪ (Lab) Report (Technical Writing)

▪ Outline

▪ Lesson Plan

▪ Description of a Case

▪ Fiction / Non-Fiction / Script / Poem Writing

▪ Evaluation Form

2. ELI Writing Teachers’ Responses (5 out of 6)

Q. Five Essential Writing Tasks that the ELI Writing Classes Should Cover

Common

Responses

(3-5 responses)

1. Writing Critique (Argumentative Essay)

2. Writing Research Paper

3. Reaction Papers to Assigned Readings (Critical Response to

Readings / Reflection Papers on Readings)

4. Learning How to Answer Essay Exam Questions (especially

for in-class essay exams)

5. Text Analysis

Less Common

Responses

(1-2 response(s))

6. Writing Paraphrases and Summaries

7. Writing Formal Emails

8. Grammar Instruction (especially for 73)

9. Freewriting

10. Note-Taking for Research

11. Literacy Autobiography

3. Two Surveys (for the Current & Previous ELI students)

1) Students’ First Language Backgrounds

Current Previous

Japanese, Chinese, Korean, Vietnamese,

Marshallese, Tetun, Cebuano, Filipino,

Indonesian

Japanese, Chinese, Korean, Vietnamese,

Hindi, Serbian, Spanish, Thai, Myanmar,

Filipino, Indonesian

2) Students’ Status

a. Current Students’ Status

Under-

graduate

Graduate

(MA)

Graduate

(PhD) Exchange Other

Respondent

Total

First Year 9 6 0 1 2 17

Second Year 2 1 1 4

Third Year

Fourth Year 1 1

Total Respondents 22

b. Previous Students’ Status

Under-

graduate

Graduate

(MA)

Graduate

(PhD) Exchange Other

Respondent

Total

First Year 1 1 2 1 4

Second Year 6 6 3 1 15

Third Year 2 2 1 3

Fourth Year 1 1 1

Beyond 4th

Year 1 1

Total Respondents 24

3) Students’ Academic Interest(s)

Current Previous

Accounting, Business (Business

Administration, International Business),

Chemistry, Dental Hygiene, Environmental

Studies, Ethnomusicology, Japanese

Studies, Korean Studies, Mathematics,

Meteorology (2), Nursing (2), Nutritional

Sciences, Ocean Engineering, Physics,

Political Science, Second Language

Studies (2), Social Work, Travel Industry

Management, Urban & Regional Planning,

Women’s Studies

Accounting, Arts and Sciences, Asian

Studies, Chemistry, Civil Engineering,

Educational Foundations, Hydrology,

Japanese Linguistics, Linguistics,

Mechanical Engineering, Meteorology,

Nursing, Political Science, Psychology,

Second Language Studies, Social Science,

Social Work, Sociology, Southeast Asian

Studies, Speech, Sports Nutrition, Travel

Industry Management (4), Public Health

4) Students’ Expectations of the ELI Writing Course(s) for Their Academic Success

Undergraduate

▪ Improving general writing skills ▪ Improving academic English writing skills ▪ Improving weak aspects of English writing (e.g., tense, modals, overall grammar) ▪ Learning how to organize ideas (Well-organized papers) ▪ Learning how to write research papers & reaction papers ▪ Learning how to write creatively ▪ Receiving feedback from instructors ▪ Learning how to revise papers for oneself ▪ Learning how to take notes

Current

Graduate

▪ Improving academic English writing skills (Academic English writing conventions, Contrastive

rhetoric) ▪ Learning how to write research papers, analytical writing papers, & reaction papers ▪ Improving critical writing skills ▪ Learning how to organize ideas (Well-organized papers) ▪ Improving weak aspects of English writing (e.g. grammar and structure) ▪ Learning how to revise papers for oneself ▪ Learning various language usages in different contexts including vocabulary usages ▪ Learning how to search sources for research paper

Undergraduate

▪ Improving academic English writing skills ▪ Learning how to organize ideas (Well-organized papers) ▪ Learning how to write research papers ▪ Learning how to develop ideas ▪ Learning how to answer essay questions ▪ Learning about different styles of writing

Previous

Graduate

▪ Improving academic English writing skills (Academic English writing conventions, Contrastive rhetoric, Academic writing style/format) ▪ Learning how to write (in-depth) research papers ▪ Learning how to organize ideas (Well-organized papers) ▪ Improving critical writing skills ▪ Conference with instructors (Individual feedback session) ▪ Frequent writing opportunities with various topics

Notes. 1. The order was set up considering the frequency of responses. 2. Three shaded items came up across all respondent groups.

5) Aspects of Writing that Students Would Most Like to Improve for Their Academic Success

Undergraduate

▪ Grammar ▪ Organization (Coherence, Good flow) ▪ General writing fluency ▪ Academic vocabulary learning (Word choice) ▪ Academic writing skills (Research paper)

Current

Graduate

▪ Organization (Coherence, Logical Organization, Clarity) ▪ Academic writing skills (Formal writing skills) ▪ Language usages (Academic word choice, Tone) ▪ Grammar ▪ General writing fluency

Undergraduate

▪ General writing fluency ▪ Academic writing skills ▪ Grammar ▪ Organization ▪ Language usages (Academic word choice, Expressions) ▪ Essay Writing ▪ Ways to avoid plagiarism (Paraphrasing, summarizing, & citation)

Previous

Graduate

▪ Organization (Coherence, Logical Organization, Clarity, Cohesion) ▪ Academic writing skills (Research paper, Critique (Argumentative paper), Position paper, Analytical paper) ▪ Language usages (Academic word choice, Tone) ▪ Grammar ▪ General writing fluency ▪ Critical thinking ▪ Ways to avoid plagiarism (Paraphrasing, summarizing, & citation) ▪ Different styles/formats of writing

Notes. 1. The order was set up considering the frequency of responses. 2. Five shaded items came up across all respondent groups.

6) Most Practical Writing Tasks in the ELI Writing Course(s)

The Most Practical Writing Tasks

0

2

4

6

8

10

12

Res

earc

h pap

er (C

AP)

Freew

ritin

g (Wee

kly

writ

ing)

All

writ

ing a

ssig

nmen

ts

Anal

ysis

Feedbac

k from

teac

hers

(Confe

rence

with

teac

hers)

Han

douts p

repar

ed b

y te

acher

s

Arg

umen

tativ

e pap

er

Positio

n Pap

er

Rea

ding a

good m

odel p

aper

Feedbac

k from

pee

rs

Searc

hing re

sourc

es

Sum

mar

izin

g inte

rvie

w

Current

Previous

7) Least Practical Writing Tasks in the ELI Writing Course(s)

The Least Practical Writing Tasks

0

1

2

3

Freew

ritin

g (Weekly

writ

ing)

Feedback from

peers

Spontaneous c

hildis

h cla

ss activ

ity

Textbook (e

xercis

e)

Research p

aper (CAP)

Quiz

on th

e readin

g texts

Gra

mm

ar exerc

ise in

cla

ss

No feedback o

n dra

fts

Personal p

aper

Poster m

aking

Summ

arizin

g inte

rvie

w

Many re

adings

Presenta

tion

Word

s

Current

Previous

8) Suggestions of Things to Keep the Same

Suggestions of Things To Keep the Same

0

1

2

3

4

5

6

7

Most

of w

ritin

g ass

ignm

ents

(No c

hange)

Freew

ritin

g (W

eekl

y writin

g)

Res

earc

h pap

er (C

AP)

Teach

er fe

edbac

k

Pro

cess

writin

g

Positio

n pap

er

Confe

rence

Pee

r fe

edbac

k

Rea

ding

Showin

g model

ing p

aper

Journ

al (P

ortfo

lio)

Current

Previous

9) Suggestions for Changes

Level Suggestions for Changes

Teacher

▪ Qualified & experienced EAP writing teachers ▪ Balanced (quick) feedback from instructors ▪ More feedback from instructors focusing on organization, styles, & possibly grammar ▪ More trained peer feedback: “…should explain how to give good peer feedback.” ▪ More academic focused activities: “We don’t like compulsive & childish activities. We are in college!” ▪ Flexibility on CAP project (ELI 83)

Current

Task & Material ▪ Exposure to various types of writing which allow students to think and write critically ▪ Reflection papers on various genres (e.g. films, current issues (newspapers, news), books, assigned readings, or class discussion)

▪ Academic words & expressions ▪ More small assignments (e.g. paragraph writings) ▪ Handouts outside textbook ▪ Good textbook ▪ Less student-led sessions ▪ Length of papers (a systematic advance, not a sudden jump) ▪ Writing assignment topic consistency over the semester in order to expand and deepen ideas ▪ Book report paper (how to read a book efficiently for ‘Book Report’) ▪ Skipping CAP 4: Scholarly publications: A continuing analysis

Class & (Beyond) Program

▪ Level enhancement for ELI 100

▪ Real time online discussion ▪ Different writing guidelines depending on different academic fields ▪ Smaller class size

Teacher

▪ Balanced feedback on papers (carrot & stick): “We need to know our weaknesses in English writing!” ▪ Quick feedback from instructors in order to apply it to next draft ▪ Feedback focusing on organization and structure ▪ Qualified & experienced EAP writing teachers ▪ More frequent teacher-student conference ▪ More organized time management with careful topic selections

Task & Material

▪ Handouts outside textbook ▪ Good model papers by ESL students ▪ Good textbook ▪ Good articles about writing ▪ Book report papers

Previous

Class & (Beyond) Program

▪ One day workshop for students who are not familiar with MS Word ▪ Summer writing course for the new ESL students

4. Suggestions from Non-ELI Graduate Students (+Faculty): N = 15

1) Language Backgrounds: English (English ↑60%, Korean, Japanese, Chinese, German)

2) Most Practical Writing Tasks for Academic Success

Most Practical Writing Tasks

▪ Process of writing up a final research project (research report, research paper, publishable work) ▪ Frequent writing opportunities on various topics & types (academic, creative, reflection, and technical writings; writing abstract and grant proposals for graduate students) ▪ Academic English writing conventions (English rhetoric, Ways to avoid plagiarism) ▪ Skills in synthesizing, summarizing and reporting research literature and then ‘forecasting’ or telling the reader what will come next ▪ Various academic expressions (Word choice, Collocations, Thesaurus) ▪ Critical thinking ▪ Paragraph writing → Discourse writing ▪ Regular based feedback on writings ▪ Skills for revising their own papers ▪ Writing e-mails in a proper way to different receiver ▪ Freewriting Note. The order was set up considering the frequency of responses.

3) Things that would be useful to learn in the first year at a course that teaches academic

English writing

Most Useful Writing Tasks at Academic English Writing Courses

▪ Academic writing conventions (Format (Styles), Detailed punctuation conventions)

▪ Process of writing up a research paper

▪ How to organize academic papers

▪ How to avoid plagiarism

▪ How to develop students’ own ideas and incorporate them into existing arguments

▪ How to write precisely and concisely

▪ Compare good and poor writings

▪ Regular based feedback on writings

▪ “If instructors could have their students write several different types of papers that they

may encounter in their college years that would help to. For example, have students write

a compare and contrast paper, a science paper, a response, a commentary, a review on

literature, an article, etc. Have them experience different writing styles.”

▪ “For undergraduates: inquiry methods of different disciplines and ways that they

present “knowledge” in their field (e.g., science lab reports; engineering executive

memos; accounting case reports; English & humanities essays). For graduate students:

article writing for journals in the field for all students: how to use writing as a tool for

learning and a tool to clarify thinking.”

Note. The last two are direct quotes.

Conclusions & Recommendations

From the ELI writing curriculum evaluation findings, it is apparent that the ELI

writing courses are doing a great job and students are/were satisfied with the ELI writing

courses in general. While all respondents answered the questions on ‘the most practical

tasks’ and ‘things to keep the same,’ several students skipped the questions on ‘the least

practical tasks’ and ‘suggestions for change.’ Moreover, the ELI writing tasks and

assignments are right on track and quite successfully meet the students’ needs

considering students’ survey responses and the results of syllabus analyses. Many current

and previous students explicitly mentioned as the followings:

“I like the way as it is,” “The ELI writing class is doing a really great job…My

instructor did a good job on doing an individual conference about our research paper that help

us on condensing and gathering more ideas for improvements,” “I liked all tasks that we were

supposed to do.”

However, there is room for improvement. The evaluator produced the following

list of recommendations, based on the results of evaluation.

1. Tasks & Assignments Considering Level Difference

▪ Incorporating how to answer essay exam questions & how to answer write short

response to questions into the writing curriculum especially for ELI 73 and 100

− Paragraph level small assignments for ELI 73

− Freewriting topic selection: free topics for ELI 73 & arguable topics for ELI 83 & 100

− Incorporating how to write emails for different respondents into ELI 73 (1-hour lesson)

2. Task & Assignments Considering Academic Field Difference

− Providing options to students depending on their academic track

a. Reflection papers on different genres such as books, current issues on TV or

newspapers, films, or class discussion, not just assigned readings

b. Choice assignments considering students’ academic fields: science lab reports,

engineering executive memos, accounting case reports, and English & humanities essays

3. General Recommendations

− Teacher Training Workshop before semester

a. How to provide feedback: focus of feedback (balanced feedback, organization,

word choice), how quickly teachers need to return students’ papers, how to create

challenging questions to encourage students’ critical thinking

b. “Just do it” principle is NOT working: Peer feedback training, Showing model

papers or good examples, Academic English Writing Conventions, Outside

textbook materials, if judged necessary

c. Need for office-hour advertisement for more frequent student-teacher individual

conferences

5. On-line course: Approximately 1 hour real time discussion (Q & A session) per week

♥ More detailed information & explanations will be provided sooner or later. Thank You ♥

<Appendix> Consent Form for survey Writing Curriculum Evaluation in the English Language Institute (ELI)

at the University of Hawai`i at Mānoa

Thank you for your interest in helping with this important survey. Please read the following “Consent Form” and then indicate whether you would like to proceed. CONSENT FORM 1. Purpose: The purpose of this survey is to gather information about writing curriculum in the English Language Institute. 2. Procedures: You will respond to questions about writing curriculum in the English Language Institute by selecting or typing answers. 3. Discomforts and Risk: There are no known risks involved in completing this survey. 4. Benefits: The results of the study are intended to benefit ESL (English as a Second Language)/EFL (English as a Foreign Language) learners who are taking or will take ELI courses. The results will also benefit second/foreign language education on the whole, by identifying features of writing curriculum in need of development. 5. Duration: It will take approximately 20 minutes to complete the survey. 6. Confidentiality: The survey elicits general information about the (writing) assignment and activities in the ELI courses and non-ELI courses. The information collected from this survey will remain confidential and will be used only for the purpose of the program evaluation in the ELI. Your responses will be assigned a non-recognizable identification number. Only the researcher will have access to the data. Findings will be disseminated in aggregate form, with no information identifying individuals. 7. Right to ask questions: Contact Jee Hyun Ma (jeehyun@hawaii.edu) with any questions about the survey. If you have questions about your rights as a participant, please contact the University of Hawaii Committee on Human Studies (808-539-3955, or email at uhirb@hawaii.edu). 8. Compensation: There is no compensation for completing this survey. 9. Voluntary participation: You are not required to participate in this survey. You can stop your participation at any time.

You are welcomed to keep a copy of this consent form for your personal reference. By clicking on "Next", you certify that you have read and understand the above,

and agree to be a part of this study with the understanding that such permission does not take away any rights, nor does it release the investigator or the institution from liability for negligence.

Next>>

<Survey for the current ELI students>

Writing Curriculum Evaluation in the English Language Institute (ELI) at the University of Hawai`i at Mānoa

The information collected from this survey will remain confidential and will be used only for the purpose of this project. Please answer the following questions. 1. Your native language(s) 2. Other language(s) you speak 3. Status (Please mark all that apply)

Undergraduate Graduate (MA)

Graduate (PhD)

Exchange Student

Other

First Year Second Year Third Year Fourth Year Beyond 4th

Year

4. Your major (If you have not decided your major yet, then please write down your intended major or primary academic interest(s)) 5. Your ELI writing course(s)

Spring 2007 Fall 2006 Spring 2006 Other Year ELI 73 ELI 83 ELI 100

6. What have you expected/wanted to learn in your current ELI writing course for your academic success? 7. What have you expected/wanted to learn in the overall ELI writing courses in other words in all of your ELI writing courses if you are taking more than one for your academic success? 8. What are the aspects of your writing that you would most like to improve in the ELI writing course for your academic success?

9. Please describe what, if anything, you think are the most practical writing assignments, tasks, or projects about your ELI writing course and why. 10. Please describe what, if anything, you think are the least practical writing assignments, tasks, or projects about your ELI writing course and why. 11. Please write down your non-ELI classes this semester and describe in detail the writing activities or assignments in those non-ELI courses. (You might refer to the course syllabi.) EXAMPLE: SLS 614 (Second Language Writing). Weekly reflection papers on readings; workshop project; argumentative paper. 12. Suggestions for change: What are some things that you would like to change about the current ELI writing course you are taking? What kinds of changes might help you learn better? Please provide any suggestions you might have. 13. Suggestions of things to keep the same: What are some things that you would like to keep the same about the current ELI writing course you are taking? What things help you learn? Please provide any suggestions you might have. <Survey for the previous ELI students>

Writing Curriculum Evaluation in the English Language Institute (ELI) at the University of Hawai`i at Mānoa

The information collected from this survey will remain confidential and will be used only for the purpose of this project. Please answer the following questions. 1. Your native language(s) 2. Other language(s) you speak 3. Status (Please mark all that apply)

Undergraduate Graduate (MA)

Graduate (PhD)

Exchange Student

Other

First Year Second Year Third Year Fourth Year Beyond 4th

Year

4. Your major (If you have not decided your major yet, then please write down your intended major or primary academic interest(s)) 5. Your ELI writing course(s)

Fall 2006 Spring 2006 Fall 2005 Spring 2005 Other Year ELI 73 ELI 83 ELI 100

6. What are the things that you wish you would have learned in ELI writing course for your academic success? 7. What are the aspects of your writing that you would have liked to improve through the ELI writing course? 8. Please describe what, if anything, you think were the most practical writing assignments, tasks, or projects about your ELI writing course for your academic success and why. 9. Please describe what, if anything, you think were the least practical writing assignments, tasks, or projects about your ELI writing course for your academic success and why. 10. Please write down your non-ELI classes this semester and describe in detail the writing activities or assignments in those non-ELI courses. (You might refer to the course syllabi.) EXAMPLE: SLS 614 (Second Language Writing). Weekly reflection papers on readings; workshop project; argumentative paper. 11. Suggestions for change: What are some things that you would like to change about the ELI writing course(s) you took? What kinds of changes might have helped you learn better? Please provide any suggestions you might have. 12. Suggestions of things to keep the same: What are some things that you would like to keep the same about the ELI writing course(s) you took? What things helped you learn? Please provide any suggestions you might have.

<Survey for non-ELI students>

Writing Curriculum Evaluation in the English Language Institute (ELI) at the University of Hawai`i at Mānoa

The information collected from this survey will remain confidential and will be used only for the purpose of this project. Please answer the following questions. 1. Your native language(s) 2. Other language(s) you speak 3. Status (Please mark all that apply)

Undergraduate Graduate (MA)

Graduate (PhD)

Exchange Student

Other

First Year Second Year Third Year Fourth Year Beyond 4th

Year

4. Your major (If you have not decided your major yet, then please write down your intended major or primary academic interest(s)) 5. What are the aspects of your writing that you would have liked to improve for your academic success? 6. Please describe what, if anything, you think are the most practical writing assignments, tasks, or projects about any college level writing course for the academic success and why. 7. Please write down the courses you are taking this semester and describe in detail the writing activities or assignments in those courses. (You might refer to the course syllabi.) EXAMPLE: SLS 614 (Second Language Writing). Weekly reflection papers on readings; workshop project; argumentative paper. 8. For a course that teaches academic English writing, what do you think would be useful to learn in your first year at UH?