Student
Handbook
MISSION STATEMENT
ESLi’s mission is to improve the English language skills of international students and prepare them for
academic success in North American
universities.
2
STUDENT HANDBOOK | FALL 2015
Welcome to ESLi at WKU
A Letter from the Director
Dear Student,
Welcome to English as a Second Language International (ESLi). We are here to help you achieve your academic
English goals which will lead you to success at WKU. Please read through this handbook and keep it handy for
your reference. Many questions you may have are addressed here. If you have any questions, that are not
addressed here, please ask! Everyone at ESLi—the teachers, the staff, and the directors—are here to help you
through your time here, especially in these first few weeks of class.
During the next couple of days and then throughout the semester, we will not only talk about our policies, but
we will also introduce you to new ways of doing things. For example, we will discuss our courses and how we
will teach them. Many of you have studied English in an intensive English school in your home country already.
You have become accustomed to doing things in a certain way. You may find that our teaching methods are
quite different here. This may confuse you; it may disrupt you; and it may even offend you.
If you experience these negative feelings, we want you to know that they are very normal and valid. You are
NOT a bad student if you feel this way! It is the beginning of what we call “culture shock.” The best way to
deal with culture shock is to first accept it as inevitable. Then adopt the attitude that DIFFERENT IS NOT
WRONG OR BAD. Please ask us any questions you have or talk to us about any problems – however small they
might be. Don’t be embarrassed to come to us. We’re here to help you before small worries become a problem.
Now spend some time going over the information in this booklet. It is intended to help you adjust to studying
in the USA and to answer some of the most common questions students have.
Best of Luck,
Dawn M. Winters
Our Mission Statement
ESLi’s mission is to improve the English language skills of international students and prepare
them for academic success in North American universities.
3
STUDENT HANDBOOK | FALL 2015
ESLi Office Information
OFFICE STAFF:
Dawn Winters, Director of ESLi at WKU: Must be seen by appointment. Office number: 328
Wouter Van Alebeek, Assistant Director: Must be seen by appointment. Office number: 327
Valarie Phelps, Teacher Leader: M-F 8:30 – 4:30. Must be seen by appointment. Office number: 324
Dewaker Dhandapani, Admissions Coordinator: M-F 8:30 – 4:30. Office number: 326
OFFICE HOURS:
Monday-Friday: 8:30am-4:30pm
OFFICE PROCEDURES:
The office staff is here to help you and ease your transition into American University life. Due to the large
amount of ESLi students, we have these policies to better assist each student in a timely manner.
Students MUST direct questions or concerns to the front desk first. Students MAY NOT walk past the desk
and go directly to the Director or Assistant Director. If you require assistance from either the Director or the
Assistant Director, you MUST make an appointment (unless it is an absolute emergency).
STUDENT REQUESTS:
If you require any of the following items, you must ask for them BEFORE LUNCH. They will be finished
before 4:30 on the same day and you will be able to pick them up in the mail box on the filing cabinet in the
front office.
 Driver’s license letter
 Reprint of materials or documents in filing (grades, copies of passports, etc.)
 Copy of ESLi invoice
 NetID and Password
Below is a list of documents frequently requested by students. The student will be provided with these
documents within the time frame indicated by this table.
ITEM NEEDED
LENGTH OF TIME
SACM/Scholarship Letters and Forms
One business day
Letter of Recommendation
5 business days
Travel I-20
Sign-Up Sheet/Specific Date
Invoices, Copies of Grades, and Other Items
from Files
One business day
STUDENT MAIL:
Occasionally students will receive mail at ESLi. Students should check each week at the front office to see if
they have mail.
4
STUDENT HANDBOOK | FALL 2015
Living in the United States
LIVING IN A DORM: ESLi recommends that students live in the dorms on campus. The dorms are safe,
reasonably priced, and provide students the opportunity to meet Americans and learn English more quickly.
Every effort is made to provide each ESLi student with an American roommate. Students living in the dorms
can either eat in the dining hall or eat on their own. Some of the dorms have kitchens where students can cook
their own meals. The university requires all students under the age of 21 to live in the dorms. Students living
in the dorms are also required to sign a contract for both the fall and spring semesters. Therefore, students must
live in the dorms until the contract has ended; if a student moves out before the contract has ended, he/she
must pay a $750 fee and forfeit his or her deposit.
REQUIRED HOUSING POLICY: The
university requires full time freshman and
sophomores to live on campus. While students
are studying at ESLi, they are exempt from this
policy; however, upon graduating from ESLi,
students must follow this policy. Exceptions
to this policy include students who are married,
have children at home, and/or are 21 years of
age or older. Students who don’t fit these
exceptions will be fined $1,000 per semester of
non-compliance.
LIVING IN AN APARTMENT: Some students decide to
live in apartments instead of the dorm. ESLi cannot find
apartments for students, but apartment listings are
available.
There are some advantages to living in
apartments, but students will make slower progress
learning English because they do not speak English and do
not live with an American roommate. Apartments also
require contracts, usually for a minimum of 6 months. If a
student moves out of the apartment before the contract
expires, he/she is responsible for the rent until the contract
expires.
DRIVING CARS IN THE USA: Many students purchase
cars for their use while they are living and studying in the USA. Please use caution when purchasing and driving
a car. You must have a U.S. driver’s license and insurance to purchase an automobile. You are responsible for
knowing and obeying all the laws relating to driving in the U.S. Sometimes students have accidents in their
cars. If this happens to you, please try to remain calm. Make sure the police are called to investigate. This is for
your protection. If you are at fault in the accident, you will be given a ticket and will have to pay a fine. If you
have any questions, please see your advisor or the ESLi Director. REMEMBER: IT IS ILLEGAL TO DRINK
AND DRIVE IN THE U.S. THE PENALTIES FOR DRINKING AND DRIVING ARE SERIOUS.
TAXIS AND OTHER FORMS OF PUBLIC TRANSPORTATION: Although Bowling Green is a small town,
we have many forms of public transportation, including taxis, a small public bus system, and the WKU shuttle.
Information about these services is located in the appendix of your handbook. Please keep in mind that our
taxis in Bowling Green are unlike those in larger U.S. cities like New York and Chicago. If you need a taxi, you
must call the company and arrange a ride. At times, you may have to wait 15 to 60 minutes for the car. It is
always best to arrange a pick up and drop off time when you hire a taxi.
BIKING AND WALKING IN BOWLING GREEN: Many students own bikes, which help them get around
Bowling Green. It is important to remember that bicyclists must follow the traffic rules just as any other vehicle
on the road. Also, bicyclists must not use the sidewalks, which are for walking. Safety is the primary concern
for anyone on a bicycle. Wear a helmet and reflective clothing so that motorists may see you clearly. Many
Americans are not accustomed to many bicyclists on the road. Walkers may use the sidewalks and obey
crosswalk laws.
5
STUDENT HANDBOOK | FALL 2015
Being a Part of WKU
All students enrolled full-time in the ESLi program at Western Kentucky University are considered WKU
students and must therefore adhere to the same standards as all other Western Kentucky University students.
Failure to do so will result in the same disciplinary measures as are taken for non-ESLi students who disregard
these standards.
These standards are clearly explained in the WKU Catalogue which can be found at www.wku.edu/handbook.
WKU Facilities
Although ESLi students do not take regular WKU classes, they are WKU students and must conduct themselves
in and on the campus facilities with due respect and consideration for all other students and staff. ESLi does
not have special privileges over any other university group or program. All rules and regulations applying to
WKU students also apply to ESLi.
ESLi students pay WKU fees for the use of the facilities on the campus. Students are entitled to use the library,
bookstore, computer labs, activities center, and student health center free of additional charge. You may also
attend all university athletic competitions free-of-charge.
PARKING: A parking permit is required to park anyplace on campus. Exceptions will not be made for ESLi
students who fail to buy a parking permit for their cars or who park illegally. Parking permits may be purchased
at the Parking and Transportation Services office located at the corner of Campbell Lane and US-31W.
SMOKING: For the most part, WKU is a non-smoking campus with clearly-marked designated smoking areas.
If you smoke, you must smoke in the designated smoking areas. Once you are done smoking, please throw your
cigarette butts in the ashtray. Students who are caught smoking in a non-smoking area will be given a warning;
after a student receives a warning, then he or she will be written up for non-compliance of rules. After three
behavioral write-ups, the student will be dismissed from the program.
CLASSROOMS: Food and drinks must be consumed carefully if brought to class. Students are responsible for
cleaning any mess left behind in the classrooms.
LEAVING ITEMS UNATTENDED: Bowling Green is one of the safest places in America to live, but the biggest
crime is theft. Most thefts occur when items are left unattended or when doors are left unlocked. Carry your
bags and purses with you at all times and make it a habit to lock your apartment or room doors when you are
not there. If something of yours is taken, alert the Police as soon as possible and let the ESLi administration or
your advisor know.
PUBLIC DRINKING FOUNTAINS: It is not the custom to use these for anything but drinking the water.
Spitting in them or pouring anything down the drains of drinking fountains is not proper or acceptable.
DORM ROOMS AND APARTMENTS: Each student is responsible for cleaning his or her own living space
throughout the semester. Additionally, students who are living in the dorms must follow the university dorm
policies. Some of these policies include no smoking, no hot plates, no candles, and limited noise during quiet
hours. If students do not follow the university policies on housing, they may not receive their deposit back.
KITCHENS: If you use the kitchens in the dorms, you MUST clean them after you finish cooking. You
must not leave things in the kitchen or on the stove unattended.
6
STUDENT HANDBOOK | FALL 2015
Being an International Student
INS REGULATIONS: You are here because you have been granted an F-1 student visa. The Immigration and
Naturalization Service (INS) of the United States government has established some guidelines for F-1
Visa holders. Here are some that you need to know:
 You must pursue a full course of study as long as you are in the United States.
 Anything less than full time attendance in ESLi classes (25 hours/week) puts your F-1 status in
jeopardy. This also means that if you miss excessive classes you will jeopardize your F-1 status.
 While you are a student at ESLi, you may not work a job on or off campus. Only after you have
completed the ESLi program and have entered the University may you may work up to a total of
20 hours a week on campus. ** (There are some exceptions to this policy. Please see the director if
you have questions.)
MAINTAINING YOUR STATUS: It is the student’s responsibility to keep track of all expiration dates on his
or her I-20, Visa, and Passport. If your expiration date is less than three months away, see the Director or the
Assistant Director immediately for assistance.
RECOGNIZE AND AVOID STATUS VIOLATIONS: By violating the requirements that govern your
immigration status, you may jeopardize your ability to remain in the United States as a student or exchange
visitor. Examples of violations include, but are not limited to, the following:
 Failure to enroll by the date specified by your school or exchange visitor program.
 Unauthorized employment during your stay.
 Failure to leave the United States following completion of your course, exchange visitor program, or
program-related employment.
 Failure to maintain a full course load without prior authorization for a reduction from your designated
school official.
ONLY A DESIGNATED SCHOOL OFFICIAL (DSO) CAN GIVE YOU IMMIGRATION ADVICE; DO
NOT SEEK ADVICE FROM OTHERS REGARDING YOUR IMMIGRATION STATUS.
ESLi-WKU’s school officials (for F-1 students) are:
Ryan Hall (PDSO), Dawn Winters (DSO), Wouter Van Alebeek (DSO), Dewaker Dhandapani (DSO),
Sarah Van Alebeek (DSO), and David Kerr (DSO)
ESLi Office Tate Page Hall 327
Phone: 270-745-8871
Email: dewaker.dhandapani@wku.edu, wouter.vanalebeek@wku.edu, dawn.winters@wku.edu, and
david.kerr@wku.edu
WKU’s school officials (for J students) are:
Immigration Advisors at the ISO
Phone: 270-745-4857
Email: iso@wku.edu
PART-TIME STUDENTS: If you do not have an F-1 visa, you may not take more than three classes with ESLi
per semester. In order to move to the next level, you must complete all five classes in your current level. Parttime students may complete the ESLi program on a part-time basis. As a part-time student, you will be held to
all ESLi and WKU policies, including those for attendance, grades, and reasonable progress. Finally, priority
will be given to full-time students with regards to registration and class placement.
7
STUDENT HANDBOOK | FALL 2015
Paying Tuition
Students are expected to pay their ESLi tuition ten days after they register. In the United States, students are not
allowed to attend classes they have not already paid for. If you have not paid all tuition and fees by the end
of the second week (or first week in Summer session) of the semester, you will be counted absent in all your
classes, and you will not receive credit for any work you do. In addition, your I-20 will be cancelled, which
means you will not be allowed to transfer to another school. You will have to leave the United States
immediately and return home.
For students on government scholarships, ESLi must receive a financial guarantee (FG) valid through the end
of the semester by the tuition deadline. If you do not submit a financial guarantee by the deadline, you must
pay all tuition and fees or be kept out of class.
TUITION REFUND POLICY: The decision to attend school in a different country is serious, and we understand
that sometimes plans need to be changed. If, for whatever reason, students decide not to continue studying at
ESLi, we have a refund policy in place.
ESLi at WKU REFUND SCHEDULE
Students who:
a) withdraw 5 weeks or more before their intended date of arrival (as listed on the I-20) will receive a 100% refund of fees paid if
they have not entered the USA on the ESLi issued Form I-20 and student visa;
b) withdraw due to failure to obtain a student visa will receive a full refund of tuition and fees paid (not including application &
evaluation fees). In order to obtain a full refund, students must notify ESLi in writing prior to the end of the second week of the
intended term, and provide the official visa rejection letter from the US Embassy or Consulate;
c) withdraw after entering the USA on the ESLi issued Form I-20 and student visa will receive no refund.
d) withdraw during the first week of school (as of date listed on the I-20) will receive a 50% refund of tuition & fees paid;
e) withdraw during the second week of school (as of date listed on the I-20) will receive a 25% refund of tuition & fees paid;
f) withdraw after the second week of school (calculated as 2 weeks following the date listed on the I-20) will receive no refund of
tuition & fees paid;
g) defer their start date to the following semester must do so prior to the official start date of the semester for which admission has
been granted and will have their tuition and fee payment forwarded to a subsequent semester, but no further than one
subsequent year;
Note: Refunds will be issued within thirty (30) days following the date of written notification. The application fee and transcript
evaluation fee are not refundable. All fees incurred from a monetary transfer or transaction related to the refund will be deducted from
the refunded amount. Fees and policies are subject to change without notice.
SAMPLE ESLi BILL
8
STUDENT HANDBOOK | FALL 2015
Beginning ESLi
PLACEMENT: At the time of your original enrollment in ESLi you will be given a placement test to determine
which level would be best for you. The test takes three hours and measures reading, writing, grammar,
speaking, and listening skills. In addition, a student may be asked to participate in a conversation with a faculty
member to determine speaking ability. Based on your score, you will be
PERCENTAGE
LEVEL
placed in one of four levels – preparatory, foundations, intermediate, and pre0 - 24
Preparatory
university. Even after you are placed in a level, your teachers will closely
25 - 49
Foundations
monitor your progress to determine if you need to be moved to another level.
50 – 74
Intermediate
We have the right to move you to a different level if your teachers and 75 – 100
Pre-University
administration thinks that you have been placed in an inappropriate level.
CHALLENGE TEST: If you feel that you have been placed in the incorrect level of ESLi, you may take
a challenge test to move to the next level. The Challenge test will be offered within two weeks of the
beginning of the semester. You must make a request to the Director to take the Challenge Test. The
challenge test costs $25.
BOOKS: Books are a part of your tuition and fees each semester. As a matter of convenience, ESLi purchases
all books for each student then charges them later for the set. This reduces complications and allows for every
student to have the same books. Because of this, we have a few policies regarding our books:
 Students may not purchase their own books. All students will be charged the book fees and must pay in
order to receive books.
 Students may not share books.
 Students may not re-use books from previous semesters unless told to do so by ESLi administration.
 Instructors have the right to inspect books at any time.
REGISTRATION WEEK / LATE FEE: Registration week always occurs the week directly before the first week
of WKU classes. As a new student, registration is the first day you are able to come to the school. As a returning
student, you will be informed of the returning student registration day. Returning students who do not register
in person on or before returning student registration day will pay $50 per day in late fees.
ESLi CALENDAR: ESLi classes meet on the same schedule as classes at Western Kentucky University. There
are two semesters—15 weeks each—in fall and spring and one summer term – 10 weeks. Students attend five
classes per day for a total of 25 hours per week in the fall and spring semesters and around 30 hours per week
in the summer term. The holiday and vacation schedule is the same as the University’s. (See the University
Calendar in the Appendix.)
NOTIFICATION OF PARENTS AND/OR AGENT: ESLi reserves the right to notify a student’s parents
and/or agent about their status and activities while attending the program.
ACADEMIC ADVISORS: At the beginning of the semester, or upon your arrival here during the semester,
you will be assigned an advisor. Your advisor will meet with you during the semester, both on a formal and an
informal basis. She or he will help you with your adjustment to the United States, to this school, and to the many
different situations you will have to deal with. Your advisor will try to answer questions you may have about
your classes, about your study plan at home, and about your future plans for English study or graduation to the
university.
We encourage you to be honest and open with your advisor so that she/he can help you. You will be responsible
for asking the questions and seeking help. Your advisor will always keep your concerns confidential unless you
indicate otherwise. Information that is less personal will be shared sensitively with the Director when necessary.
9
STUDENT HANDBOOK | FALL 2015
Progress and Grades
ESLi CURRICULUM: ESLi knows that to prepare students to do well in the world of academics and in the
work place, we must have a well-rounded and comprehensive curriculum. You will study the following
subjects: Grammar, Reading, Writing, Listening/Speaking, and I-Skills, and you will receive 25 hours of
intensive English instruction each week in one of four levels. A second important focus of the ESLi program is
making students aware of the community in which they are living. Each semester ESLi students are given the
opportunity to take educational excursions to area businesses, cultural events, and recreational activities. The
cost of some of these excursions is included in the student’s ESLi tuition and fees.
GRADE REPORTS: Grade reports are given to students at midterm and after final exams. Additionally, first
and third quarter grades are available to students. It is up to the student to track his or her progress in each
class using Schoology. If you have not tracked your progress and require a grade update, you must make an
appointment with your teacher during his or her office hours. It is not up to the teacher to provide you with
a day-by-day update of your grade.
GRADE PRIVACY: As a student in the U.S., you are protected by the Family Educational Rights and Privacy
Act (FERPA). This means that information about your progress is private between your educators (teachers)
and you. This also means that ESLi teachers and staff cannot share your grades with your friends, spouse,
siblings, other family members, or other parties without your written permission. If you want to provide
permission for someone else who is not you to see your grades or attendance, or get your grade report, you must
fill out a written form in the office.
GRADE DISPUTES: In the event of a disagreement between an instructor and a student regarding a student’s
grade, it is the responsibility of both the student and teacher to follow each step of the ESLi Grade Dispute
Procedure.
1. In the event of a dispute over an assigned course grade: The student must request a meeting with the
instructor within one week of receiving the grade. The student must fill out all of the information on the
form.
2. The instructor will meet with the student within 3-5 days of the student’s request. The instructor must
communicate his/ her decision to the student at the end of the scheduled meeting.
3. If the student and instructor are not able to resolve the issue and the student wishes to pursue the matter, he
or she must request a meeting with the ESLi Director.
These steps must be followed in order for a student to receive a formal review of his/her grade dispute.
GPA AND GRADING SYSTEM: The following GPAs and minimum averages are required to pass from a level
in ESLi.
In order to pass Preparatory Level or
NO FINAL GRADE
LEVEL
GPA
Foundations, students must have a minimum of a 2.0 GPA
BELOW
on a 4-point scale and may not receive a grade lower than
PREPARATORY
2.0
65%
a 65% in any class. In order to pass Intermediate, students
FOUNDATIONS
2.0
65%
must have minimum of a 2.5 GPA on a 4-point scale and
may not receive a grade lower than a 70% in any class. In
INTERMEDIATE
2.5
70%
order to pass Pre-University and enter the university,
PRE-UNIVERSITY
3.0
75%
students must have a minimum of a 3.0 GPA on a 4-point
scale and may not receive a grade lower than a 75% in any class.
10
STUDENT HANDBOOK | FALL 2015
GRADE WEIGHTS BY CLASS: Although ESLi may have two sections of one class, each class is delivered with
standardized weights. Below is a table of weights for each class.
PREPARATORY
FOUNDATIONS
INTERMEDIATE
PRE-UNIVERSITY
Preparatory Grammar
Homework: 20%
Quizzes: 30%
Tests: 50%
Foundations Grammar
Homework: 20%
Quizzes: 30%
Tests: 50%
Intermediate Grammar
Homework: 15%
Quizzes: 25%
Tests: 60%
Pre-University Grammar
Homework: 15%
Quizzes: 25%
Tests: 60%
Preparatory Reading
Homework: 20%
Quizzes: 35%
Tests: 45%
Foundations Reading
Homework: 20%
Quizzes: 35%
Tests: 45%
Intermediate Reading
Homework: 20%
Quizzes: 35%
Tests: 45%
Pre-University Reading
Homework: 20%
Quizzes: 35%
Tests: 45%
Preparatory Writing
Homework: 10%
Quizzes: 10%
Tests: 30%
In-Class Writing: 10%
Writing Assignments: 40%
Foundations Writing
Homework: 10%
Quizzes: 10%
Tests: 30%
In-Class Writing: 10%
Writing Assignments: 40%
Intermediate Writing
Homework: 10%
Quizzes: 15%
Out of Class Writing: 10%
In-Class Writing: 25%
Major Essays: 40%
Pre-University Writing
Homework: 10%
Quizzes: 15%
Out of Class Writing: 10%
In-Class Writing: 25%
Major Essays: 40%
Preparatory Speaking and
Listening
Homework: 10%
Quizzes: 20%
Listening Tests: 30%
Speaking: 40%
Foundations Speaking and
Listening
Homework: 10%
Quizzes: 20%
Listening Tests: 30%
Speaking: 40%
Intermediate Speaking
and Listening
Homework: 10%
Quizzes: 20%
Listening Tests: 30%
Speaking: 40%
Pre-University Speaking
and Listening
Homework: 10%
Quizzes: 20%
Listening Tests: 30%
Speaking: 40%
Preparatory I-Skills
Homework: 10%
Quizzes: 20%
Listening Tests: 40%
Speaking: 30%
Foundations I-Skills
Homework: 10%
Quizzes: 20%
Listening Tests: 40%
Speaking: 30%
Intermediate I-Skills
Homework: 10%
Quizzes: 20%
Listening Tests: 40%
Speaking: 30%
Pre-University I-Skills
Homework: 10%
Quizzes: 20%
Listening Tests: 40%
Speaking: 30%
FINAL EXAMS: At the end of each semester, assuming you have passing grades for each class and have not
exceeded your allowed absences, you will be given a standardized final exam in each class. The final exams are
worth 30 percent of your final grade in each class.
REPEATING A LEVEL: If it is necessary for you to repeat a level, do not think that you are a failure. Everyone
learns at a different speed, and we all have different abilities. We want you to enter the university as soon as
possible, but we also want you to succeed in your university courses. Students may only repeat a level twice.
If a student repeats a level twice and does not succeed, he or she will be asked to transfer.
TUTORING: Some students need additional help to master the materials in their classes. Private tutors are
available for a fee to assist you. If one of your teachers, or the director of ESLi, recommend private tutoring, you
should seriously consider this suggestion. Often a tutor can make the difference between passing and failing a
level.
11
STUDENT HANDBOOK | FALL 2015
Academic Violations
ACADEMIC PROBATION POLICY: It is ESLi’s desire that all of our students perform to their best abilities. In
order to assist in this purpose, students must meet certain minimum grade and GPA requirements, which are
related to academic performance and attendance while at ESLi. If a student does not meet these requirements,
he or she will be given two opportunities to rectify his or her situation. The first opportunity is called an
Academic Warning; the second is called Academic Probation.
ACADEMIC WARNING: The purpose of the Academic Warning is to give instructors an opportunity to consult
with students who are failing, to garner reasons why the failure is occurring, and to suggest ways to improve.
For the student, the purpose is to give him or her the opportunity to improve his or her grades through selfdirected or assisted work.
1. A student will be placed on Academic Warning if he or she has two or more grades below passing and/or if
his or her GPA is below passing on the current midterm grade report. This requirement applies to all classes.
2. A student placed on Academic Warning will receive a form from ESLi informing him or her of this Academic
Warning status. The student is then responsible for meeting with instructors who teach the class(es) in which
he or she is failing. Instructors will inform the student why he or she is below passing and suggest ways in
which the student can improve his or her academic performance. Tutoring or other services may be offered
at this time.
3. The Academic Warning status will last for the duration of the semester in which it is given. The student
must improve his or her grades during the next half of the semester or risk failing the semester and being
placed on Academic Probation for the subsequent semester.
ACADEMIC PROBATION: The purpose of Academic Probation is to monitor students who have failed the
previous semester and assist him or her in order to do his or her best and remain at ESLi.
1. 1 A student placed on Academic Probation is one who has failed to progress from one level to the next in the
previous semester.
2. A student on Academic Probation must complete two primary tasks:
a. Meet with the Director, Assistant Director, or Teacher Leader at the start of the semester to discuss
an Academic Contract, and
b. Meet with his or her advisor at each quarter term to check grades, report tutoring progress and
assistance sought, and outline ways to succeed as the semester continues using the Academic
Contract.
3. A student who has been placed on Academic Probation has one semester to improve his or her academic
success. If the student fails to meet the terms of his or her probation, including the above tasks and meeting
the academic requirements of the semester, then he or she will be asked to transfer to another institution or
return to his or her home country.
RECOMMENDATION OF WITHDRAWAL: If a student who is on Academic Probation who does not pass his
or her current level will be asked to withdraw from ESLi and return home. A notification will be sent to Western
Kentucky University informing them of this action.
12
STUDENT HANDBOOK | FALL 2015
Behavior Violations
BEHAVIOR VIOLATIONS: All ESLi students are expected to conduct themselves with respect when
interacting with instructors, peers, and administrators. Additionally and following WKU policy, ESLi has a zero
tolerance policy with regards to sexual harassment, violence, weapons, and fighting. If a student is found to
have conducted himself or herself in a way that endangers himself/herself or others, then ESLI reserves the right
to dismiss the student and immediately terminate the student’s I-20.
ZERO TOLERANCE: ESLi seeks to maintain a learning environment in which individuals are treated with
common courtesy and respect and which is free from acts or threats of violence. ESLi has established a zerotolerance policy for threats, violence and any acts, physical or otherwise that may create an intimidating and
disruptive learning environment. This policy applies to threatening behavior or acts of violence against ESLi
students and employees and visitors or other individuals who are a part of the campus community.
For the purposes of this policy, violence is any intentional verbal or physical contact affecting the classroom or
ESLi Center that causes any individual to reasonably fear for his/her personal safety or the safety of his/her
family, friends, or property. Following are definitions of unacceptable behavior:







Threats: A “threat” is an expression of intent to cause physical or mental harm to another individual. Such
an expression constitutes a threat without regard to whether the person communicating the threat has the
ability to carry it out and without regard to whether the threat is current or future-based.
Physical Attack: A “physical attack” is any unwanted or hostile physical contact with another individual
such as hitting, pushing, kicking, shoving, throwing objects, or fighting.
Intimidation: “Intimidation” includes such actions as stalking or similar actions, either verbal or physical,
which are intended to create fear or coercive action.
Property Damage: “Property damage” is any intentional act intended to damage or destroy property owned
by ESLi, the host university, or its employees, students, visitors, and guests. This also includes theft of any
ESLi property.
Stalking: To “stalk” means to engage in an intentional course of conduct directed at a specific person or
persons, which seriously alarms, annoys, intimidates, or harasses the person or persons, which serves no
legitimate purpose and which would cause a reasonable person to suffer mental distress.
Illicit Drugs: “Illicit drugs” includes the possession, distribution, consumption, and/or use of illicit drugs
or narcotics on ESLi and/or host university property or at any event sponsored by ESLi or the university or
any university student organization, including student travel on behalf of ESLi is prohibited.
Disruptive Activity: “Disruptive activity” interferes with either (1) the instructor’s ability to conduct ESLi
classes or (2) the ability of other students to profit from the instruction. Such activity is contrary to the rules
of good order and behavior, or violates public peace or good order; or is turbulent, riotous, or indecent.
Examples of violence include, but are not limited to, the following:







13
Physically or verbally threatening another individual
Intentionally destroying ESLi or university property or another individual’s property
Harassing, threatening or profane comments, conversation, phone calls, letters, e-mails, or other written
communications
Stalking
Threatening physical harm or similar intimidation either directly or indirectly, present or future-oriented
Instigating and/or encouraging violent or disorderly behavior by others
Advocating the illegal possession and/or use of firearms, bombs, weapons, or other items of destruction
STUDENT HANDBOOK | FALL 2015
Plagiarism and Cheating
In ESLi, teachers and administrators expect all students to complete all homework assignments, projects, papers,
theses, and examinations on their own. Instructors work with students at all levels of the program to ensure that
students have the knowledge and ability to avoid the intentional or unintentional misuse of borrowed
information. Students must cite the original source of all borrowed information.
PLAGIARISM VERSUS CHEATING
Plagiarism is when a student presents the work of another person as his/her own.
Cheating is when teachers ask a student to work on his/her own, but other people
help with the work. Cheating is also when teachers ask a student to do the work
without aids, but the student uses notes, books, or other forms of help.
If plagiarism is suspected and instructor deems that the incident warrants disciplinary action, the instructor will
meet with a review committee* within two days of the incident to determine the degree of intentionality and
whether or not the incident will be subject to the Plagiarism Policy.
If it is determined that disciplinary action will be taken (within the Plagiarism Policy), the instructor will meet
with student and complete the Plagiarism Notification Form.
If it is determined that disciplinary action is not necessary, the instructor will meet with the student to review
the work and correct any problems therein.
*Review committee will not typically include the director. Lead instructors or other appointed person(s) will
constitute committee.
Plagiarism Policy:
If review committee determines that plagiarism has occurred, the following policy will do in effect:
1. First Offense: Students will receive a -0- grade for the assignment.
2. Second Offense: Students will receive a -0- grade for the class.
3. Third Offense: Students will be expelled from ESLi
NOTE: These consequences are cumulative during the student’s enrollment in ESLi.
14
STUDENT HANDBOOK | FALL 2015
Classroom Etiquette
GENERAL: Every individual is of the highest value and worth; therefore, it is expected that students always
treat each other with dignity and respect. No race, gender, or position makes anyone better than another; thus,
positive, meaningful, and friendly relationships are encouraged among all students and staff. Discrimination or
prejudice of any kind will absolutely not be tolerated among any ESLi students or staff or at any ESLi function,
whether on or off campus.
SPEAKING IN CLASS: General courtesy is expected in every class. Only one person should speak at a time
unless there is a group discussion activity. It is considered rude to speak out or visit privately with a neighbor
while the teacher or another student is talking.
FIRST LANGUAGE: Students may not, except with permission, use their first language during class time. They
should make every effort to speak English throughout the ESLi center at all times. Diligent practice in using
conversational English will greatly assist in language acquisition. Teachers may enforce their own standards for
first language usage within the class.
HOMEWORK IN CLASS: It is both rude and unacceptable for students to attend an ESLi class but at the same
time try to complete homework from another class. This is disrespectful to the teacher and shows poor study
habits and lack of discipline on the part of the student.
ILLNESS: Students suffering from serious colds or other contagious illnesses should stay at home and phone
the office. Students who are new to Kentucky must understand the problems of the climate changes. Special
care must be taken to prevent serious and prolonged illnesses. Students should pay particular attention to
regular, adequate rest and healthy food.
FATIGUE: It is considered rude to sleep in class. Students who do this may be asked to leave and/or may lose
points or assessment scores for the day.
DICTIONARIES AND TRANSLATORS: It is strongly recommended that ALL students use only an English
dictionary in class, when needed. Students are allowed to use a native language dictionary with the teacher’s
permission. Each teacher will decide as to whether students are allowed to use a translator on a class-by-class
basis.
ELECTRONIC DEVICES: Any and all electronic devices being used by a student during class time that is not
approved by the teacher can and will be taken from the student. This includes, but is not limited to the following
items: cell phones, mp3 players, video or audio recorders, smart devices (including smart watches), and cameras.
Laptop computers can be used only when approved by the teacher and the teacher can and will check the
student’s computer to ensure that only class related activities are being performed. Teachers reserve the right
to confiscate any device for the duration of the class.
DISCIPLINARY ACTION: If a student is disrupting class in any way or is noncompliant, the teacher reserves
the right to dismiss the student from class and send him or her to speak with the Director or Assistant Director.
Repeated offenses may lead to the student’s dismissal from the program.
15
STUDENT HANDBOOK | FALL 2015
Attendance
Attendance in all classes mandatory. Frequent tardies and absences are detrimental, not only to the absent
student, but also to the entire class. Poor attendance will be reflected in the student’s class performance and
will make progression through ESLi more difficult.
In accordance with US immigration law and SEVP guidance, students need to attend classes and make
sufficient progress towards a specific educational objective. The educational objective of ESLi students
consists of earning a certificate of completion. Progress will be determined at the end of a semester based on
student performance. Non-attendance will have an adverse effect on progress. As mentioned in the ESLi
Policy “Repeating a Semester”, a student may repeat a level once. If a student fails a level a second time, ESLi
can no longer argue that the student is making progress towards his or her certification. If this occurs, the
student’s record will be terminated or the student will be required to transfer to a different institution.
TARDIES: Students are expected to be in the classroom and prepared to begin class ON TIME each day.
Students should be marked “Tardy” if they arrive between the class’s starting time and 15 minutes past
starting time. If a student arrives after 15 minutes past the class’s starting time, he or she will be marked
absent and the instructor reserves the right to not allow the student to attend.
ABSENCES: Students who enter the United States as full-time students (in possession of the Form I-20 or DS2019 with a valid F1 or J1 visa) are required by law to attend a sufficient amount of classes to maintain fulltime student status. SEVP dictates that “where a pattern of non-attendance is evident, the DSO must terminate
the student SEVIS record.” Therefore, if the student does not attend his or her classes and maintain full-time
student status, ESLi is required to terminate the student’s immigration record. This will place the student
out-of-status and the director will notify SEVP immediately by updating the student’s SEVIS record. A
student who is out-of-status must go home immediately, or must transfer to another school.
ADDITIONAL NOTES
 Any student who chooses to leave the classroom to make or accept a phone call, smoke, or for any other
reason will be marked absent for the entire class period.
 Any in-class or out-of-class assignments, quizzes, tests, etc. that a student misses due to being tardy or
absent will result in a grade of 0%. If a student provides a doctor’s note dated for the full time of nonattendance, the student will then be able to make up the work that was missed.
 If a student knows in advance of a conflict that will prevent him or her from attending class, the student
should make arrangements with the instructor to complete the formal assessment or turn in the assignment
early. Discussing a planned absence with a teacher or the administration does not guarantee that the
student will be able to make up work for each class. This decision is up to individual teachers.
 ESLi follows the university calendar with regards to days off, holidays, and/or cancellations for weather.
It is up to the student to check the university website for school cancellations for weather. Students will
not be excused from classes for holidays not recognized by the university, nor will they be excused from
class because they did not check the university website.
 If a student feels he or she has just cause for an exception to be made, he may request to speak with the
director or assistant director. A faculty member should never be asked to make an exception.
 Students who believe they cannot maintain their full-time student status for the enrolled semester should
request to speak to the director or assistant director immediately. Under immigration law, a student may
withdraw from a semester with proper documentation. Acceptable reasons can range from medical
reasons (in which case the student can stay in the USA or go home) to family emergencies (in which the
students receives approval to go home).
16
STUDENT HANDBOOK | FALL 2015
PREGNANT STUDENTS: Students who are pregnant while studying in the US might have difficulty abiding
by ESLi’s attendance policy. Students who believe they might be absent for several classes due to pregnancy
should request to speak to the director and assistant director immediately. Based on medical documentation,
the director or assistant director can
advise a course of action for the student
ATTENDANCE QUICK FACTS
that will comply with immigration
 Attendance is mandatory. You are expected to attend every class.
regulations.
o We understand that you may get sick. If you only miss






one or two days, you should still be able to pass your
courses with hard work.
o However, if you miss a class, you cannot make up any
work that you missed unless you have a note from the
doctor excusing you from class. This will lower your
grade.
o Long-term major assignments will not be excused for a
one-day doctor’s note.
If you arrive late to class, then you will be marked late. Any work
missed will count as a 0.
If you arrive more than 15 minutes late to class, you will be
marked absent.
If you miss a test or quiz or assignment because you are absent,
you will get a 0%. This will mean a lower grade.
You may not make up a test, quiz, or missed work unless you
have a note from a doctor excusing you from class.
If you do not hand in an essay or other homework assignment
because you are absent, you will get a 0% for that assignment. This
will mean a lower grade.
If you know ahead of time that you will be absent for a doctor’s
appointment or other personal business, you should ask your
teachers if they will allow you to hand in your assignments ahead
of time.
SPOUSE/CHILD WHO IS SICK:
While ESLi employees understand a
student’s family situation, immigration
regulations do not dictate exceptions
based on the health of a dependent. If a
student is struggling with the
attendance policy due to the health of a
dependent, he or she should request to
speak to the director or assistant
directors who can advise the student on
a proper course of action based on that
conversation and appropriate
documentation. Any absences related to
the illness of a dependent will be
documented as a regular absence from
class.
F-2 STUDENT/DEPENDENT: An F-2
spouse or F-2 child may enroll in less
than a full course of study, as defined
by SEVP (8 CFR 214.2(f)(6)(i)(A)-(D) and
8 CFR 214.2(m)(9)(i)-(iv)). ESLi policy
states under “Part-Time Students” that dependents on an F-2 visa can study part-time with ESLi, up to three
classes per semester. For these three classes, the student will be held to the same standards as full-time
students, and attendance is mandatory and recorded. If a pattern of non-attendance is evident, the director or
assistant director reserves the right to determine that the student is not a good fit for the program and dismiss
the student.
ACTIVITIES AND NON-CLASS FUNCTIONS: No ESLi function or activity that occurs in place of regular
classes is optional. All students are expected to attend field trips and any other such “class-time” activities.
Attendance records are kept of these events.
ESLi parties or other ESLi social activities during non-class time hours are optional but are very beneficial for
the development of good relationships and the improvement of conversation skills. Students who actively and
enthusiastically participate in these social and educational activities are generally the students who progress
through the program most rapidly and tend to adapt the best with the intense study pressures of university
life.
17
STUDENT HANDBOOK | FALL 2015
ABSENCE FOR RELIGIOUS HOLIDAYS: ESLi respects the rights of students to observe major religious
holidays and will make accommodations, upon request, for such observances. Students who wish to observe
official religious holidays must inform their instructors and the director in writing within the first two weeks
of each semester of their intent to observe the holiday so that alternative arrangements, which are convenient
to both students and faculty, can be made at the earliest opportunity. Only officially-recognized holidays can be
requested as days off, and no more than three days per term may be requested.
Students who make such arrangements by the deadline will not be required to attend classes or take
examinations on the designated days, and faculty must provide reasonable opportunities for such students to
make up missed work and examinations. Students must complete all assignments within the deadlines set by
the instructor. However, all work missed for such absences, including papers and examinations, must be
made up. Students who do not arrange for excused absences by the deadline are not entitled to such
accommodations.
STUDENT MEDICAL WITHDRAWAL: Students who have a documented illness that prevents them from
attending classes in order to be considered a full-time student may withdraw from the enrolled semester. A
student that wants to withdraw for medical reasons should request to speak to the director or assistant
director. Depending on the student’s decision, the director or assistant director can reduce the student’s
course load (for no longer than 12 months) if the student wants to stay in the USA, or terminate the student’s
immigration record for “Authorized Early Withdrawal” if the student wants to go back to his or her home
country.
ANNUAL VACATION POLICY: According to USCIS and SEVP policy, an F-1 language student must
complete a minimum of one academic years’ worth of classes before being eligible for to take an annual
vacation period. An academic year as defined by U.S. Department of Education is twenty-six (26) weeks of
instructional time if the school uses clock hours; ESLi uses clock hours to measure progress.
Students who enter ESLi during the Fall term must complete Fall and Spring before being eligible for the
annual vacation period. Students who enter ESLi during the Spring term will not be eligible for break until the
end of Fall term. Students who enter ESLi for Summer term would not be eligible until the end of the following
Spring term.
No student may take the Fall or Spring semesters as an annual vacation while enrolled at ESLi. If a student
chooses to not attend ESLi for the Fall or Spring semester, his or her immigration record will be terminated
based on failure to enroll.
18
STUDENT HANDBOOK | FALL 2015
Student Complaint Procedure
STUDENT PROBLEMS: Each student is important to ESLi. We want to respond to your needs, and we
welcome your suggestions. If you have a suggestion, speak to your advisor or the ESLi Director. Occasionally
a student may be unhappy about a situation in ESLi. This might concern grades, a faculty member, or another
student or students. The student is encouraged to talk to his/her advisor or teacher about the problem. In
addition, a student may write a formal complaint and turn the form in to the Director. A copy of the
complaint form is found in the Appendix of this handbook. Additional forms are available in the Director’s
office.
PROCEDURE: If a student has a problem with another student, a teacher, a member of the staff or
administration, or the school as a whole, he or she has the right to submit a formal complaint. The student
must fill out a complaint form and follow the procedures in order for action to occur.
1. In the event of a complaint:

The student must request a complaint form in a timely manner.

The student must fill out all of the information on the form.
2. The administration will contact the defendant within 3-5 days of submission of complaint form.
3. A committee will be formed once all parties have had the opportunity to write about and respond to the
complaint. The committee’s decision is considered final unless the complaint is above the level of the local office.
These steps must be followed in order for a student to receive a formal review of his/her complaint.
Social Media Use
Facebook, Twitter, Instagram, and other social media sites have increased in popularity globally. ESLi seeks to
connect with students via these mediums in a variety of ways. Students should be aware that third parties—
including faculty, family, agents, and future employers—could easily access their profiles and view all
personal information posted. This includes all pictures, videos, comments, and posts. Inappropriate material
found by third parties may affect the perception of our students, ESLi, and the university. This can also
influence the students’ future employment or school enrollment options.
Examples of inappropriate or offensive behaviors concerning participation in online communities may include
depictions or presentations of the following:

Photos, videos, and comments that are of a sexual or lewd nature.

Pictures, videos, comments, or posts that condone or reveal drug-related activity.

Content online that is offensive, disrespectful, or prejudice in nature.

Information that is sensitive in nature (e.g. travel plans, itineraries, home addresses, etc).

Posting a teacher’s or fellow student’s picture to any social media platform without his or her
permission.
If a student’s profile and its contents are found to be inappropriate, he or she may be asked to speak with the
director or assistant director. ESLi reserves the right to remove any content that is posted to ESLi-related social
media profiles or material that is tagged with ESLi or ESLi-related tags. Additionally, if class materials (e.g.
tests, homework, etc) are posted to social media platforms, all rules of plagiarism and cheating will be applied.
If you are ever in doubt of the appropriateness of your online public material, consider whether it upholds and
positively reflects your own values and ethics as well as those of ESLi and the university.
19
STUDENT HANDBOOK | FALL 2015
Matriculating to the University
ESLi RECOMMENDATION: Conditionally admitted ESLi students may enter Western Kentucky University
when they have successfully completed the ESLi program. A TOEFL score is not required of ESLi graduates.
When a student completes the Pre-University Level of ESLi , the student will then be admitted to the University
provided he/she has taken and made a qualifying score on any other test(s) required by WKU and/or has
completed all other prerequisite course work for their program of study.
ALL STUDENTS:
COMPLETED FILE: All students who are completing ESLi must ensure they have a completed file with
ESLi, including transcripts, bank statements, and necessary admission documents. If you do not have
these documents by the expressed time of the administration, it will be your responsibility to submit
them to the university.
ISO CHECK-IN AND ORIENTATION: All graduated ESLi students are required to check in with ISO
and attend their orientation.
UNDERGRADUATE STUDENTS
COMPASS TEST: The Compass test is required by WKU for all international undergraduate students,
even those who come from other language centers. This test acts as an English class placement test. As
an ESLi student, you will take this test twice: once as a practice test and once to enter the university.
ATP: All undergraduates entering WKU must complete ATP. ESLi will schedule ATP for ESLi
graduates. Attendance is mandatory. If a student misses the ESLi ATP, he or she must schedule his or
her own.
GRADUATE STUDENTS
WORLD EDUCATION SERVICES (WES) EVALUATION: Any international student entering WKU
as a graduate student must provide the university a WES evaluation of academic credentials. ESLi will
help you apply for this evaluation.
GRE/GMAT: The GRE and the GMAT are tests that are required for admission to the graduate school.
Your specific masters program will determine which of these two tests is appropriate for you to take.
Before the end of your Intermediate semester, you must register for this test. The test must be completed
and your score reported to WKU Graduate Studies by the mid-point of your Pre-University Level
courses. You must take the test and make a passing score before your first semester of graduate study.
ESLi realizes that these required tests are important to university-bound students. In your ESLi classes,
we emphasize the skills necessary to perform well on required admission tests. However, a student’s
first priority is to learn English. Therefore, students may not miss class to study for these tests. Students
who do so will not be able to make up class work or tests they miss.
REQUIRED HOUSING POLICY: The university requires full time freshman and sophomores to live on
campus. While students are studying at ESLi, they are exempt from this policy; however, upon graduating from
ESLi, students must follow this policy. Exceptions to this policy include students who are married, have
children at home, and/or are 21 years of age or older. Students who don’t fit these exceptions will be fined
$1,000 per semester of non-compliance.
Students who desire to enroll in a university other than WKU need to make a qualifying score on an
international TOEFL or IELTS exam.
20
STUDENT HANDBOOK | FALL 2015
APPENDIX A
SURVIVING IN BOWLING GREEN
21
STUDENT HANDBOOK | FALL 2015
Banking in the United States
When you arrived here in Bowling Green, ESLi helped you make banking arrangements. Here is some
additional information you may need.
BANK WIRE CHARGES: There is a charge for wiring money into the U.S. This is in addition to the charges
paid in your home country. It will probably cost about $25 for each wire transfer. If you have additional
questions, see the ESLi Director.
ATM CARDS: You were issued an ATM card when you opened your bank account. You will receive this card
about two weeks after the bank processes it. This card permits you to withdraw money from your account here
in Bowling Green. There are some things you should know to use your ATM card safely:
 Memorize your PIN (personal identification number). Never write it on your card or keep it with your wallet
or purse. Never tell anyone else what your PIN is and never have someone else enter your PIN for you.
 Choose your PIN carefully. Many cards allow you to choose your PIN; do not use numbers such as your
birthday; they can be easily traced.
 Never give out your PIN to anyone over the phone even if they tell you they are from your financial institution.
 If you lose your ATM card or it is stolen, report it immediately to your financial institution. You will be issued
another card promptly.
 Never approach an ATM in use. Wait until the previous customers have finished their transactions.
BB&T BANK LOCATIONS
DOWNTOWN
443 PARK ROW, BOWLING GREEN, KY 42101-2242
IN KROGER
350 US 31W BYP
BOWLING GREEN, KY 42101-1770
NEAR THE PARK
1025 FAIRVIEW AVE
BOWLING GREEN, KY 42103-1647
PAST CREASON STREET
1901 RUSSELLVILLE RD
BOWLING GREEN, KY 42101-3759
NEAR THE MALL
1820 SCOTTSVILLE RDBOWLING GREEN, KY 42104-3302
22
STUDENT HANDBOOK | FALL 2015
CHECKING ACCOUNTS: Checking accounts (called current accounts in many countries) are a way to
keep your money safe and still allow easy access to it. Checks are an easy way to pay bills, especially by
mail. Never send cash through the mail.
HOW TO ADDRESS A CHECK
1. Today’s date
2. Your name and address
3. Business/person whom is receiving the money
4. Your signature
5. Amount of money in numbers
6. Amount of money in words
7. Check number
8. Routing number
9. Account number
23
STUDENT HANDBOOK | FALL 2015
Health Insurance in the United States
All WKU & ESLi students are required to have insurance. All ESLi students are covered by AHP
insurance, unless they are connected to an already-established scholarship insurance plan. This plan
meets WKU’s coverage requirements and is included in your fees this semester.
TO OBTAIN YOUR ID CARD INFORMATION THROUGH THE MOBILE APP









The app is available on the Apple App Store
and on Google Play
.
Go to www.uhcsr.com.
Click on “Create Your Account”.
Type in your First Name, Last Name (Family Name), Date of Birth, and click the button “School Assigned
ID”. In the field below, type in your 800#.
Click Continue
The next page will ask you for an email address and then a password.
Once you set up your account, you will be able to view/print a card and also request a card be sent to you.
Once logged in, you may select "Request Permanent ID Card" or "View or Print ID Card" after clicking the "ID
Card Information" link in the left navigation.
If your ID card is not available, please call 1-800-767-0700.
Remember: Always carry your insurance card with you! If an emergency occurs before you get
your card, you are still covered! Contact the ESLi Office and we will assist you in getting a
temporary card.
A Note to Scholarship Students: If you do not show proof of Aetna Insurance by the end of the first
week of classes, you must pay for AHP Health Insurance.
IF YOU ARE INJURED OR GET SICK:
1. Go to WKU Graves-Gilbert Clinic (Partners of Health Building) or other healthcare clinic immediately.
2. Make sure you bring your insurance card, passport (or other ID), and any medicines with you.
3. Contact ESLi if you need help translating or contacting friends or roommates.
WKU GRAVES GILBERT CLINIC HOURS OF
OPERATION
Monday – Thursday:
7:30 AM – 7:00 PM
Friday and Saturday:
8:00 AM – 12:00 PM
Call 270-745-CARE or 270-745-5111 to make an
appointment
24
STUDENT HANDBOOK | FALL 2015
Seeking Help on WKU’s Campus
ESLi understands that attending classes in a new country, learning a language, and being away from
home can be stressful endeavors. The stress of
Mission of the WKU Counseling &
homesickness, school, and other problems can be a
Testing Center
lot to handle for students. Sometimes students
We believe that the university experience should be
need to talk to someone who is not their teacher or
challenging, not overwhelming, and universities have
a duty to support students as they are being
advisor. Fortunately, because you are an ESLi
challenged. To this end, the WKU Counseling and
student, you have access to services provided to
Testing Center is committed to promoting the
WKU students, including the WKU Counseling &
academic mission of the university by providing a
Testing Center, located in Potter Hall on the fourth
variety of psychological services to students that will
floor.
augment recruitment, retention, and graduation by
strengthening students’ capacity to tolerate distress,
The hours of the Counseling & Testing Center are
form healthy relationships, and seek healthy
Monday – Friday, 8:00 AM – 4:30 PM. To make an
expressions of their ideals and values. The Counseling
appointment call 270-745-3159. You can also find
and Testing Center also advances the university’s
mission by providing educational programming,
more information on their website:
training, and consultation to the students, faculty, staff,
www.wku.edu/heretohelp. If you have any
and constituents of WKU.
questions about the Counseling & Testing Center
or if you need help making an appointment, please see someone in the office or your advisor.
Students with Disabilities
For some students, learning can be additionally challenging. Having vision, hearing, or learning
disabilities can add to the already daunting task of learning English. As a student in the United
States, you have access to education regardless of your physical and mental disabilities; however, you
must document these disabilities with the Student Accessibility Resource Center.
Mission of the WKU Student
Accessibility Resource Center
The goal of the Student Accessibility Resource
Center is to ensure that all students with disabilities
are provided access to all facets of the Western
Kentucky University experience; to facilitate and
coordinate support services and programs that enable
students with disabilities to maximize their
educational potential; and to increase awareness
among all members of the University so that students
with disabilities are able to achieve academic success
based on their abilities, not their disabilities.
Students with disabilities who require
accommodation (academic and/or auxiliary aids
or services) for this course must contact the
Student Accessibility Resource Center, Room
A200, DSU. The OFSDS telephone number is (270)
745-5004 V/TDD. Please do not request
accommodations directly from the instructor
without a letter of accommodation from the Office
for Disability Services.
If you would like to visit the Student Accessibility
Resource Center, their hours are Monday – Friday
8:00 AM – 4:30 PM. You can also find more information on their website www.wku.edu/sarc.
25
STUDENT HANDBOOK | FALL 2015
Getting Around Bowling Green
BOWLING GREEN TRANSPORTATION SERVICES:
Bowling Green Public Transit – GO BG Transit provides fixed route bus service within the Bowling Green
city limits. All buses are wheelchair accessible, and “GO, too” ADA Complementary Paratransit service is
available to eligible persons with disabilities.
Telephone: (270) 782-3162
Website: http://www.casoky.org/transportation.shtml
TAXI SERVICE:
Komfort Kabs Bowling Green: Phone: (270) 782-9410
AIRPORT SHUTTLE INFORMATION:
Airport Shuttle from Nashville, TN to Bowling Green, KY: Phone toll free from within the U.S.A. 1-866-2348705 or call 270-781-4321, email reservations@bgshuttle.com, or make reservation on the web at
ww.bgshuttle.com.
WKU TRANSPORTATION SERVICES:
Western Kentucky University provides transportation for employees and students across campus and to
various shopping locations. For more information visit the WKU Parking and Transportation website at:
http://www.wku.edu/transportation/ click “Topper Transit” for shopping shuttle information.
BIG RED BIKES:
Big Red bicycles can be checked-out for a period of one week and renewed (for
a rental period of 14 days at a time) from the Office of Sustainability located at 503
Regents Avenue, beside Gary Ransdell Hall. Helmets and locks are also available.
Bikes can be checked out and returned between the hours of 9:00 A.M.-1:00 P.M.
Monday, Wednesday, and Friday. 1:00 P.M.- 2:30 P.M. Tuesday and
Thursday. Please bring your WKU ID. Per this is a bike sharing program, we do
not rent for the whole semester.
THE SHOPPING SHUTTLE:
The Shopping Shuttle leaves from WKU and takes students to and from various locations around Bowling
Green. The shuttle is free for all ESLi students. It serves two functions:

It provides service between the main campus and south campus in the evenings to return students to their
residence halls or vehicles.

It provides service to off campus shopping areas, including Wal-Mart, Greenwood Mall, Kroger, Great
Escape Theater, The Gables Students Apartments, and Barnes and Nobles shopping center.
The Green Line operates from 6:00 PM - 8:30 PM (every 30 mins.) weeknights, and 4:00 PM - 7:00 PM (on the
hour) on Saturdays. When classes are out of session, and during summer term, service is provided from
2:00 PM - 6:00 PM on Wednesdays and Saturdays.
26
STUDENT HANDBOOK | FALL 2015
Shopping in Bowling Green
GREENWOOD MALL:
Enjoy great one stop shopping and a family-friendly environment at
over 100 specialty stores and four department stores including
Dillard’s, JCPenney, Macy’s, and
Sears. Greenwood Mall has a full
size antique carousel, 600 seat
food court featuring
complimentary Wi-Fi access, family restrooms with a nursing lounge,
and soft seating areas, guaranteed to make every visit a true shopping
experience!
Conveniently located off I-65, the mall attracts shoppers to key retailers
that include Express, Aeropostale, American Eagle, Dunham’s Sports, Forever 21, Gap, Hollister Co., Old
Navy, Tradehome Shoes, and Victoria’s Secret.
Greenwood Mall also features an on-site storage facility, the Great Escape Theatre, and several restaurants
including Applebee’s, Longhorn Steakhouse, O’Charley’s, Pizza Hut, and Red Lobster.
WAL-MART:
Wal-Mart is a large department store that has groceries (food and beverages), clothing, cleaning supplies,
home items (curtains, towels, sheets, pillows, blankets, plates), medicine, personal health items, and much
more! Most students can find what they need at Wal-Mart.
Bowling Green has two Wal-marts. Here are the addresses:
150 Walton Avenue, Bowling Green - (270) 781-7903
This Wal-Mart is by the Greenwood Mall.
The WKU Shopping Shuttle stops at this Wal-Mart.
1201 Morgantown Road, Bowling Green - (270) 780-9996
This Wal-Mart is closest to campus, about three miles away.
OTHER NEARBY SHOPPING:
TARGET: Target is a department store like Wal-Mart. Most people shop at this store for clothing,
shoes, home furnishings, and electronics. Students like Target because the clothes and home items
have a more unique style than Wal-Mart’s.
BARNES AND NOBLE: Barnes and Noble is a large
bookstore located across from Wal-Mart by the Greenwood
Mall. The store has a wide variety of books. Most students go to
Barnes and Noble to find dictionaries, GRE or GMAT study guides,
magazines, or books of any kind. Barnes and Noble also has a Starbucks coffee shop inside. The WKU
Shopping Shuttle stops here.
27
STUDENT HANDBOOK | FALL 2015
Important Semester Dates
Fall 2015

Registration Week: August 17 - 21

Returning Student Registration: August 20 (Students arriving after this day must pay $50 per day in late
fees)








Classes Begin: August 24
Labor Day: September 7
Fall Break: October 1 – 2
Thanksgiving Break: November 25 – 27
Final Exams: December 3 – 8
Receiving Final Grades and Graduation Party: December 9
ATP/MPE/Advising for ESLi Graduates: December 10
Students May Leave: December 11
Spring 2016

Registration Week: January 19 – 22

Returning Student Registration: January 21 (Students arriving after this day must pay $50 per day in late
fees)






Classes Begin: January 25
Spring Break: March 7 – 11
Final Exams: May 5 – 10
Receiving Final Grades and Graduation Party: May 11
ATP/MPE/Advising for ESLi Graduates: May 12
Students May Leave: May 13
Summer 2016

Registration Week: May 31 – June 3

Returning Student Registration: June 2 (Students arriving after this day must pay $50 per day in late fees)






Classes Begin: June 6
Independence Day: July 4
Final Exams: August 4 – 9
Receiving Final Grades and Graduation Party: August 10
ATP/MPE/Advising for ESLi Graduates: August 11
Students May Leave: August 12
Fall 2016

Registration Week: August 15 - 19

Returning Student Registration: August 18 (Students arriving after this day must pay $50 per day in late
fees)








28
Classes Begin: August 22
Labor Day: September 5
Fall Break: October 6-7
Thanksgiving Break: November 23 - 25
Final Exams: December 1 - 6
Receiving Final Grades and Graduation Party: December 7
ATP/MPE/Advising for ESLi Graduates: December 8
Students May Leave: December 9
STUDENT HANDBOOK | FALL 2015
APPENDIX B
Student Complaint Form
29
STUDENT HANDBOOK | FALL 2015
English as a Second Language International
at
Western Kentucky University
STUDENT COMPLAINT FORM
Description of Complaint Process
As an ESLi student, you have the right to lodge a formal complaint against another student, a teacher, a
member of the staff, and/or the institution as a whole. If you wish to submit a formal complaint, you must
first complete the complainant portion of this form. The form will be reviewed by the Director and/or the
Academic Director. If your complaint is directed at a student, an instructor, or a member of the staff, he or she
will have an opportunity to respond on the defendant form. Once the case has been reviewed by the
administration, an instructor or staff member will review the case. The group will meet, decide the proper
course of action, and respond on the administration portion of this form. You will be notified of the results
within one week of the complaint.
COMPLAINANT PORTION
Date:____________________________________________________________________________________________
Complainant’s Name:___________________________________________________________________________
Date of Incident:________________________________________________________________________________
Description of Complaint:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Please attach any documents to support your claim.
______________________________________________________
Complainant’s Signature
30
STUDENT HANDBOOK | FALL 2015
English as a Second Language International
at
Western Kentucky University
DEFENDANT PORTION
Date:____________________________________________________________________________________________
Defendant’s Name:___________________________________________________________________________
Description of Complaint (to be completed by third party):
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Defendant’s Response:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Please attach any documents to support your claim.
______________________________________________________
Defendant’s Signature
31
STUDENT HANDBOOK | FALL 2015
English as a Second Language International
at
Western Kentucky University
ADMINISTRATION PORTION
Date:____________________________________________________________________________________________
Members of the Committee:
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
Committee Meeting Minutes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Decision:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________
Signature of Committee Member
______________________________________________________
Signature of Committee Member
______________________________________________________
Signature of Committee Member
32
STUDENT HANDBOOK | FALL 2015
APPENDIX C
Student Learning Objectives
33
STUDENT HANDBOOK | FALL 2015
Student Learning Objectives
1.
PREP GRAMMAR SLOs
1. Identify and begin using parts of speech and
rules of grammar
1.1 Identify and use nouns
1.1.1 Use nouns as subjects and objects
1.1.2 Use regular plural nouns and common
irregular plurals
1.1.3 Identify and use possessive nouns
1.2 Identify and use articles
1.2.1 Identify and use articles: a/an
1.2.2 Use articles and determiners with single and
plural nouns
1.3 Identify and use pronouns
1.3.1 Identify and use subject and object pronouns
1.3.2 Identify and use possessive adjective
pronouns
1.4 Identify and use verbs
1.4.1 Identify verbs in sentences
1.4.2 Correctly use present and past forms of be
and have
1.4.3 Correctly use forms of be and do as helping
verbs in simple present and simple past tenses
1.4.4 Use simple present and present progressive
1.4.5 Use simple past tense, including negatives
and contractions
1.5 Identify and use basic prepositions of place
2.
PREP WRITING SLOs
1. Apply level-specific rules of grammar
PREP READING SLOs
1. Demonstrate pre-reading skills
PREP SPEAK/LISTEN SLOs
1. Demonstrate control of spoken grammar
1.1 Identify and use basic parts of speech in
learner-generated sentences
2. Construct basic writing
1.1 Apply previewing skills through identification of
title, header, and captions
1.2 Demonstrate skimming and scanning skills to
find key words and information
2. Acquire and demonstrate vocabulary-building
strategies
2.1 Apply basic context clues to determine word
meaning
2.2 Apply basic structural word analysis (prefixes
and suffixes) to define unfamiliar words
2.3 Demonstrate use of English learner’s dictionary
1.1 Use sentences that demonstrate proper subjectverb agreement
1.2 Use level-appropriate grammar
2.1 Write personal information correctly
2.2 Construct basic sentences with appropriate
subject/verb agreement
2.3 Employ correct capitalization of the first word of
every sentence and proper nouns
2.4 End every sentence with appropriate
punctuation
3. Construct paragraphs
3. Demonstrate reading comprehension
3.1 Logically organize simple sentences into basic
paragraphs
3.2 Recognize and use basic paragraph structure:
topic sentence, supporting sentences, and
concluding sentence
3.3 Develop unity and coherence by using a variety
of organizational devices or patterns to generate
and then revise simple paragraphs
3.4 Write different types of paragraphs: narrative,
logical division, and descriptive
3.5 Apply composition-specific vocabulary
(transitions and time order vocabulary) that are
appropriate for writing different types of paragraphs
4. Apply the editing/revising process
3.1 Understand simple sentences, common
vocabulary, and basic word order
3.2 Identify topic and main idea in a reading
selection
4.1 Identify and correct basic sentence-level errors
such as capitalization, punctuation, subject-verb
agreement, sentence completion, etc.
4.2 Improve organization and grammar in revised
drafts of paragraphs and exercises
5. Respond to timed assignments
5.1 Employ the writing process in a timed setting in
in-class writing by incorporating basic organizational
skills along with basic sentence or paragraph
structure
5.1 Respond to a text with an opinion
1.3 Produce words with basic fluency and clarity
1.4 Respond to correction of mispronunciations
2. Engage in meaningful conversation
2.1 Produce correct stress and intonation in
dialogues
2.2 Use courtesy expressions and correct
responses for context
2.3 Answer and ask simple information questions
2.4 Ask for basic directions or clarification
3.4 Identify factual information in a reading selection
2.5 Answer questions with complete ideas
3.5 Make simple inferences and conclusions using
level appropriate reading material
3.6 Identify time sequence in a reading
2.6 Incorporate level-appropriate vocabulary and
grammar into speech
2.7 Respond to conversational scenarios with levelappropriate dialogue
4. Model oral reading fluency
3. Present information an audience
4.1 Demonstrate basic oral reading fluency in class
3.1 Illustrate an appropriate volume level and use of
level-appropriate vocabulary
4.2 Demonstrate ability to pronounce basic
vocabulary correctly during oral reading
5. Respond to level-appropriate text
3.2 Use speech that is understood by an audience
3.3 Respond to basic genre and purpose (ex.
introduction to class)
3.4 Explain a specific topic
1.6 Identify and use basic modal verbs
5.2 Summarize reading orally at a basic level
3.5 Utilize technology and/or visual aids to enhance
speech
1.7 Identify and use basic adjectives to identify
nouns.
2. Apply level-specific rules of grammar in
various settings
5.3 Apply critical reading skills in a timed
environment
3.6 Illustrate basic body language
3.7 Speak from basic notes for an audience
2.1 Compose simple sentences using basic word
order, and proper capitalization and punctuation
2.2 Combine simple sentences to produce everyday
writing (forms, notes, and short paragraphs)
2.3 Correct level-appropriate mistakes in writing and
speaking
3.8 Demonstrate ability to stay on topic when
speaking
4. Report key information from a simple lecture
or conversation
4.1 Record key words of a lecture or conversation
2.4 Ask and respond to simple questions in oral and
written form
4.2 Identify keywords, main idea, and topic(s)
3.
4.3 Identify sequence of a simple lecture or
conversation
4.4 Summarize orally a response to a simple lecture
of conversation
4.5 Answer simple questions about the lecture
34
STUDENT HANDBOOK | FALL 2015
PREP I-SKILLS SLOs
1. Acquire and demonstrate basic vocabularyand word-building skills
1.1 Recognize basic conversational vocabulary
though adopted texts
1.2 Produce learned vocabulary
1.3 Employ basic structural word analysis: prefixes
and suffixes
1.4 Employ learned vocabulary in writing and
speaking.
1.5 Correctly use vocabulary from real-life context
1.6 Correctly identify the phonetic sounds of the
alphabet
2. Practice key areas of the core curriculum.
2.1 Apply level-appropriate grammar rules as
dictated by Preparatory Grammar curriculum
2.2 Apply reading comprehension strategies as
dictated by Preparatory Reading curriculum
2.3 Reproduce letters, words, and phrases written in
legible English and in the basic mechanics of writing
as dictated by the Preparatory Writing curriculum
2.4 Employ listening strategies as dictated by the
Preparatory Speaking and Listening curriculum
3. Create and present a basic oral presentation
3.1 Prepare and present a short explanation on a
specific topic
3.2 Demonstrate appropriate body language
3.3 Use sustained speech that is understood by the
audience
4. Utilize the university and community as a text
4.1 Recognize the spatial layout of the university
though maps and physical experiences
4.2 Utilize university facilities in order to gain a
better recognition of the physical space
FOUNDATIONS GRAMMAR SLOs
1. Identify and use the rules of grammar
FOUNDATIONS WRITING SLOs
1. Apply level-specific rules of grammar
FOUNDATIONS READING SLOs
1. Demonstrate pre-reading skills
FOUNDATIONS SPEAK/LISTEN SLOs
1. Demonstrate control of spoken grammar
FOUNDATIONS I-SKILLS SLOs
1. Demonstrate vocabulary-building skills
1.1 Identify and use simple present and simple
past tenses
1.1 Develop and use a variety of simple, complex,
and compound sentences
1.1 Organize sentences using time order words
1.1 Recognize basic communication vocabulary
1.2 Identify and use present and past progressive
tenses
2. Construct paragraphs
1.2 Use level-appropriate grammar
1.2 Produce learned vocabulary
1.3 Identify and use simple future tense
2.1 Generate original ideas using pre-writing
techniques
2.2 Recognize basic paragraph structure: topic
sentence, supporting sentences, and concluding
sentence
2.3 Effectively use the writing process to generate
a basic supporting paragraph to include a topic
sentence, supporting sentences, and a concluding
sentence
2.4 Write simple paragraphs using a variety of
organizational devices and patterns: process,
compare/contrast, order of importance
2.5 Develop unity and coherence by using a variety
of organizational devices or patterns to generate
and then revise simple paragraphs
1.1 Apply previewing skills through use of title,
header, caption, table of contents and other text
elements/reading material
1.2 Demonstrate skimming and scanning skills to
find key words, specific details and specific
information
2. Acquire and demonstrate vocabularybuilding strategies
2.1 Apply context clues to determine word
meaning
1.3 Produce words and sentences with basic
fluency and clarity
1.4 Begin to self-correct mispronunciations
1.3 Employ basic structural word analysis
2.2 Apply basic structural word analysis to define
unfamiliar words
2. Engage in meaningful, academic
conversation
1.5 Identify word meanings from context.
2.3 Demonstrate use of English learner’s dictionary
2.1 Produce correct stress and intonation in
dialogues
1.6 Identify meanings of idioms
3. Demonstrate reading comprehension
2.2 Use formal and conversational language
2. Practice key areas of the core curriculum
3.1 Understand and classify simple, compound,
and complex sentences common vocabulary, and
basic word order
3.2 Identify main ideas and supporting points
2.3 Answer and elaborate on information questions
2.1 Apply level-appropriate grammar rules as
dictated by the Foundations Grammar curriculum
2.4 Answer and ask questions with complete ideas
3.3 Demonstrate ability to make simple inferences
and draw basic conclusions from paragraphs and
multi-paragraph selections
3.4 Distinguish between fact and opinion clearly
marked with graded words in a text
3.5 Recognize how sentences relate to each other
through use of pronoun reference identification and
rewriting sequence of events (explicitly and
implicitly stated)
4. Model oral reading fluency
2.5 Respond to conversational scenarios with
level-appropriate dialogue
2.2 Apply reading comprehension strategies as
dictated by Foundations Reading curriculum
2.3 Employ paragraph writing strategies as
dictated by the Foundations Writing curriculum.
4.1 Demonstrate oral reading fluency in class
1.4 Identify and use common modals
1.5 Identify and use nouns as subjects, objects,
and objects of prepositions
1.6 Identify and use regular and irregular plural
nouns
1.7 Identify and use count and noncount nouns
1.8 Identify and use subject and object pronouns
3. Construct basic essays
1.9 Identify and use regular and irregular plural
verbs
1.10 Identify and use adjectives to describe nouns
3.1 Use prewriting techniques to generate original
ideas
3.2 Apply the writing process to generate a basic
five-paragraph essay
1.11 Identify and use basic adverb clauses
1.12 Identify and use prepositions of time
3.3 Demonstrate unity and coherence in a basic
five-paragraph essay
4. Use the editing/revising process
1.13 Identify and use level-appropriate punctuation
4.1 Locate and correct basic writing errors
1.13.1 Use commas in lists or between
independent clauses
1.13.2 Use apostrophes with contractions
4.2 Recognize and repair sentence fragments and
run-on sentences.
4.3 Improve content, organization, and grammar in
revised drafts of paragraphs and essays
2. Apply level-specific rules of grammar in
various settings
2.1 Compose sentences using the appropriate
syntax and punctuation of simple, compound, and
complex sentence structures
5. Respond to timed assignments
2.1.1 Use time and if adverb clauses in future,
past, and past progressive sentences
2.1.2 Arrange prepositional phrases in correct
order in sentences
2.1.3 Respond to and create questions using
proper question words
2.2 Arrange simple and compound sentences in
simple paragraph form
2.3 Correct level-appropriate mistakes in writing
and speaking
35
5.1 Employ the writing process in a timed setting in
in-class assignments by incorporating
organizational skills along with basic paragraph
structure to form a unified response
4.2 Demonstrate ability to pronounce simple
vocabulary and phrasing correctly during oral
reading
5. Respond to a level-appropriate text
5.1 Respond to a text with a logically supported
opinion
5.2 Summarize orally and/or in writing a single
paragraph
5.3 Apply critical reading skills in a timed
environment
1.4 Employ learned vocabulary in writing and
speaking.
2.6 Incorporate level-appropriate vocabulary and
grammar in speech
2.7 Express opinions, share feelings, state
preferences, and give advice
2.4 Utilize note taking strategies as dictated by the
Foundations Speaking and Listening curriculum.
3. Create oral presentations.
3. Create a short (2-3 min.) oral presentations
3.1 Prepare and present a presentation on a given
topic.
3.1 Demonstrate control of volume/tone of voice
and level-appropriate vocabulary
3.2 Use sustained speech that is understood by an
audience
3.2. Collaborate with peers to create a
presentation.
3.3 Demonstrate non-verbal presentation
strategies.
3.3 Recognize genre and purpose (ex: informative,
persuasive)
3.4 Give a short explanation on a specific topic
using multimedia prompts
4. Utilize the university and community as a
text
4.1 Utilize a university facility (i.e. student
gymnasium, computer lab, etc.)
3.5 Utilize technology and/or visual aids to
enhance the presentation
3.6 Illustrate appropriate body language
4.2 Locate and attend a university activity and/or
event
3.7 Speak from notes during a presentation
3.8 Demonstrate ability to stay on topic when
speaking
4. Report key information from a lecture or
conversation
4.1 Record accurate short sentences
4.2 Identify key elements in a lecture, such as
topic, main points, examples, etc.
4.3 Make a simple outline of what is heard
4.4 Summarize orally a lecture or conversation
4.5 Ask and respond to content-based and
clarification questions
STUDENT HANDBOOK | FALL 2015
INTERMEDIATE GRAMMAR SLOs
INTERMEDIATE WRITING SLOs
INTERMEDIATE READING SLOs
INTERMEDIATE SPEAK/LISTEN SLOs
1. Apply level-specific rules of grammar
1.1 Develop all four sentence types: simple,
compound, complex and compound-complex
sentences
1. Demonstrate pre-reading skills
1.1 Demonstrate ability to skim academic texts to
predict genre and purpose, and for overall
meaning
1. Demonstrate control of spoken grammar
1.1 Organize sentences using introductory phrases
or clauses
1. Demonstrate vocabulary-building skills
1.1 Define academic vocabulary
1.2 Use passive voice in level-appropriate verb
tenses
2. Construct paragraphs as a part of an essay
2. Demonstrate vocabulary-building strategies
1.2 Use level-appropriate grammar
1.2 Produce learned vocabulary
1.3 Identify and use gerunds and infinitives
2.1 Identify and use basic paragraph structure:
topic sentence, supporting sentences, and
concluding sentences
2.2 Develop unity and coherence by using a variety
of organizational devices or patterns to generate
and then revise simple paragraphs
2.4 Write composition-specific paragraphs such as
introductory, supporting (body), and concluding
paragraphs
2.1 Employ context clues to determine word
meaning or concepts
1.3 Produce sentences with fluency and clarity
1.3 Use structural word analysis to determine word
meaning
2.2 Apply structural word analysis to define
unfamiliar words
1.4 Self-correct overt mispronunciations
1.4 Employ learned vocabulary in writing and
speaking.
2.3 Demonstrate use of a collegiate EnglishEnglish dictionary
2. Use enhanced conversational and formal
speech in conversation
1.5 Identify and define key vocabulary from context
1.6 Identify and use possessive pronouns,
reflexive pronouns, and forms of other
3. Construct essays
3. Demonstrate reading comprehension skills
2.1 Use clear and accurate pronunciation, stress,
and intonation in dialogues
1.6 Produce idioms correctly in self-generated
statements
1.7 Identify and use adjectives to describe nouns
3.1 Use prewriting techniques to generate original
material
3.2 Effectively use the writing process to generate
five-paragraph essay
3.1 Recognize the organization of a reading
2.2 Conduct a group conversation or discussion
2. Apply key areas of the core curriculum
3.2 Determine main idea, supporting details, and
point of view
2.3 Respond to text, news commentary, academic
texts, and/or group/class discussions
2.1 Apply level-appropriate grammar rules as
dictated by the Intermediate Grammar curriculum
1.9 Identify and use participial adjectives
3.3 Demonstrate ability to create a basic thesis
statement
3.2 Show ability to make inferences, predictions,
and conclusions
2.4 Use discussion techniques to arrive at a
conclusion
2.2 Apply reading comprehension strategies as
dictated by Intermediate Reading curriculum
1.10 Identify and use noun clauses
3.4 Demonstrate unity and coherence in a fiveparagraph essay
3.3 Distinguish between fact and opinion in a text
2.5 Respond to conversational scenarios with
level-appropriate dialogue
2.3 Employ essay writing strategies as dictated by
Intermediate Writing curriculum
1.11 Identify and use adjective clauses
4. Model oral reading fluency
2.6 Incorporate level-appropriate vocabulary and
grammar into speech
2.4 Utilize note-taking strategies as dictated by the
Intermediate Speaking and Listening curriculum
1.12 Identify and use quoted speech
3.5 Produce three (+) essays using the following
modes: comparison/ contrast, process, argument,
cause/ effect, and division/classification for a
variety of audiences and purposes
4. Use the editing/revising process
4.1 Show ability to read and respond to materials
from a variety of genres (i.e. expository narrative,
academic)
2.7 Express opinions, share feelings, state
preferences, and give advice
3. Create oral presentations
1.13 Identify and use reported speech
4.1 Locate, and correct basic writing errors
4.2 Show oral reading fluency and clarity
3.1 Prepare and present a research-based
presentation on a given topic
1.14 Identify and use level-appropriate punctuation
4.2 Locate and repair sentence fragments, run-on
sentences, and comma splices.
5. Respond to a variety of academic genres of
increasing difficulty
1.14.1 Properly punctuate quoted speech
4.3 Improve content, organization, unity, and
grammar in revised drafts of paragraphs and
essays
4.4 Actively engage in the peer review process
5.1 Demonstrate ability to produce a coherent
outline of a text
3. Create and integrate simple multimedia
presentations into oral presentations (5-7
minutes)
3.1 Demonstrate control of volume/tone of voice,
level-appropriate vocabulary, and discourse
structures in a presentation
3.2 Use sustained speech that is understood by an
audience
5.2 Demonstrate ability to produce coherent
summaries using text as a support
5.3 Demonstrate ability to respond to author’s
purpose and/or theme
5.4 Utilize appropriate parenthetical citation when
responding to a reading in writing
3.3 Recognize genre and purpose (ex: informative,
persuasive)
3.4 Use correctly-cited research to support
position/topic
3.5 Use basic multimedia to support the oral
presentation
4. Utilize the university and community as a
text
4.1 Use the university libraries
5.5 Apply critical reading skills in a timed
environment
3.6 Use effective and appropriate body language
4.1.2 Utilize the circulation desk.
6.1 Use borrowed information with appropriate
documentation
6.2 Accurately determine the credibility of support
material
6.3 Successfully use simple and basic in-text
citations
3.7 Speak from notes during a presentation
4.2 Interact with various university departments
6.4 Incorporate one type of research material: e.g.
print, internet, database, etc.
4.1 Record accurate, organized notes
1.4 Identify and use modals of permission, ability,
and advisability
1.5 Identify and use possessive nouns, including
the correct use of apostrophes
1.8 Identify and use nouns as adjectives
1.14.2 Use apostrophes with possessive nouns
1.14.3 Use semicolons appropriately in compound
sentences
2. Apply level-specific rules of grammar in
various settings
2.1 Compose compound, complex, and
compound-complex sentences
2.2 Identify and use adjective clauses and noun
clauses, including reported speech
2.3 Compose and revise complex paragraphs by
linking related ideas/sentences
2.4 Correct level-appropriate mistakes in writing
and speaking
5. Respond to timed writing assignments
5.1 Employ the writing process in a timed setting in
in-class assignments by incorporating
organizational skills along with basic essay
structure to form a unified response
6. Utilize proper MLA citation style
3.8 Orally interpret information presented on
tables, charts, graphs, etc.
4. Report key information from a lecture or
discussion
4.2 Identify key elements (topic, main points, tone,
details, etc.)
4.3 Outline main and supporting points of a lecture
4.4 Briefly summarize or paraphrase information
that has been presented
4.5 Critique speaker’s academic register
36
INTERMEDIATE I-SKILLS SLOs
1. Identify and use the rules of grammar
1.1 Identify and use present perfect, present
perfect progressive, and past perfect verb tense
STUDENT HANDBOOK | FALL 2015
3.2 Collaborate with peers to create a presentation
3.3 Demonstrate non-verbal presentation
strategies
4.1.1 Utilize library databases, including print
source locator, eJournal finder, and select online
databases
PRE-UNIVERSITY GRAMMAR SLOs
1. Identify and use the rules of grammar
1.1 Identify and use all verb tenses including future
perfect
PRE-UNIVERSITY WRITING SLOs
Apply level-specific rules of grammar
1.1 Independently create simple, compound,
complex, and compound-complex sentences
demonstrating an advanced control of levelappropriate grammar
2. Write complete academic responses
PRE-UNIVERSITY READING SLOs
1. Demonstrate pre-reading skills
1.1 Apply skimming and scanning of texts to select
material for academic needs
PRE-UNIVERSITY SPEAK/LISTEN SLOs
1. Demonstrate control of spoken grammar
1.1 Organize presentation using introductory
phrases or clauses
PRE-UNIVERSITY I-SKILLS SLOs
Demonstrate vocabulary-building skills.
1.1 Define academic vocabulary
2. Demonstrate vocabulary-building strategies
1.2 Use level-appropriate grammar
1.2 Produce learned vocabulary
2.1 Use a prewriting tool to generate original levelappropriate ideas and material
2.2 Compose a clear, subject/genre-appropriate
thesis
2.3 Formulate logical, unified, and coherent support
for the stated thesis
2.1 Employ context clues to determine word meaning
in academic articles
2.2 Identify and manipulate structural word analysis
to determine word meaning
2.3 Demonstrate use of a collegiate English-English
dictionary
1.3 Produce presentation with fluency and clarity
1.3 Use structural word analysis to determine word
meaning
1.4 Employ learned vocabulary in writing and
speaking
1.5 Identify and define key vocabulary from context
1.6 Identify and use indefinite, collective, and
impersonal pronouns
1.7 Identify and use modal verbs of probability in
present, past, and future forms
2.4 Structure a clear introduction and conclusion
3. Demonstrate critical reading skills
2.5 Use appropriate transitions to move reader
through composition
1.6 Identify and define meaning of vocabulary found
in tests required by host university
1.6.1 Standardized test (i.e. Compass) (U)
1.8 Identify and use restrictive and adjective
clauses, noun clauses, and adverb clauses
2.6 Convey intent, tone, and meaning, tailoring
language to fit the audience and purpose
2.3 Respond to text, news commentary, academic
texts, and/or group/class discussions
1.6.2 GRE or GMAT (G)
1.9 Identify and use non-restrictive adjective
clauses, noun clauses (including reported speech),
and adverb clauses
1.10 Identify and use level-appropriate punctuation
2.7 Demonstrate an ability to use a variety of genre
styles
2.4 Use discussion techniques to arrive at a
conclusion
2. Apply key areas of the core curriculum
1.10.1 Use correct punctuation with compound,
complex, and compound/complex sentences
1.10.2 Correctly punctuate direct quotations
3.1 Compose appropriate research questions
3.1 Determine main idea, supporting details, and
point of view from various external and/or academic
sources
3.2 Identify and show understanding, through the use
of key words, of bias, prejudice, stereotype and
other subjective attitudes in a variety of reading
material
3.3 Compare, contrast, analyze, and interpret
information presented in diagrams, charts, tables,
and other textual formats
3.4 Distinguish between fact and opinion to
determine credibility of reading
4. Model oral reading fluency
2.1 Use clear and accurate pronunciation, stress,
and intonation in dialogues
2.2 Conduct a group conversation or discussion
2. Apply level-specific rules of grammar in
various settings
3.3 Integrate research into academic essays
4.1 Show ability to read and respond to materials
from a variety of genres (i.e. expository narrative,
academic)
4.2 Show oral reading fluency and clarity
2.5 Respond to conversational scenarios with levelappropriate dialogue
2.6 Incorporate level-appropriate vocabulary and
grammar in speech
2.7 Express opinions, share feelings, state
preferences, and give advice
2.1 Compose compound, complex sentences, and
compound-complex sentences
3.3.1 Analyze and incorporate research into
academic research project (U)
5. Response to teacher-selected academic
readings
2.1 Apply level-appropriate grammar rules as
dictated by the Pre-University Grammar curriculum
2.2 Apply reading comprehension strategies as
dictated by Pre-University Reading curriculum
2.3 Employ essay writing strategies for
standardized tests as dictated by the Pre-University
Writing curriculum
2.4 Utilize note taking and speech critique
strategies as dictated by the Pre-University
Speaking and Listening curriculum
3. Create oral presentation
2.2 Produce sentences using restrictive and nonrestrictive adjective clauses, adjective phrases,
noun clauses, and adverb clauses
2.3 Evaluate and correct sentences for parallel
structure
2.4 Produce unreal conditional sentences in present
and past form
2.5 Compose and revise complex paragraphs by
linking related ideas/sentences.
2.6 Correct level-appropriate mistakes in writing
and speaking
3.3.2 Critique, summarize, synthesize, and
incorporate research into academic research
project (G)
3.4 Convey tone appropriate for an academic
research project
3.5 Follow the steps for generating a multiple draft
project
4. Use the editing/revising process
5.1 Demonstrate ability to produce a coherent outline
of a text
1.2 Identify and use active and passive voice,
including stative passive
1.3 Identify and use gerunds and infinitives
1.4 Identify and correct irregularities in subject-verb
agreement
1.5 Use correct singular and plural verbs with
expressions of quantity
3. Construct a research essay
3.2 Research and select information for a specific
writing assignment
4.1 Identify and correct grammatical and structural
errors in personal writing, submitted writing
selections and exercises
4.2 Actively engage in the peer review process
4.3 Improve organization, unity, and grammar in
revised drafts of essays
5. Respond to timed writing assignments
5.1 Employ the writing process in a timed setting in
in- class assignments by incorporating
organizational skills along with basic essay
structure to form a unified response
6. Use correct documentation
37
5.2 Demonstrate ability to produce coherent
summaries using academic texts as support
5.3 Demonstrate ability to respond to author’s
purpose, opinion/stance, or presentation
5.4 Utilize appropriate parenthetical citation when
responding to a reading in writing
1.4 Demonstrate ability to self-monitor spoken
grammar
2. Use enhanced conversational and formal
speech in conversation
3. Deliver individual and group college-level oral
presentations (7-10 minutes) using technology
3.1 Demonstrate control of volume/tone of voice,
level-appropriate vocabulary, and discourse
structures in a presentation
3.2 Use sustained speech that is understood by an
audience
3.1 Prepare and present research-based
presentations on given topics
3.3 Recognize genre and purpose (ex: informative,
persuasive)
3.4 Use correctly-cited research to support
position/topic
3.5 Create and integrate multimedia presentations
into oral presentations
3.6 Use effective and appropriate body language
3.2 Collaborate with peers to create a presentation
3.7 Speak from notes during a presentation
4.1.1 Discuss the admission and general education
requirements of the university and its majors
4.2 Utilize learning management software (i.e.
Blackboard and university-issued email)
4.3 Utilize correctly the university libraries
5.5 Apply critical reading skills in a timed environment
3.8 Orally interpret information presented on table,
charts, graphs, etc
4. Report key information from a college-level
lecture or discussion
4.1 Take accurate, organized notes
6.1 Use appropriate style for documenting research
4.2 Identify advanced elements in a lecture
(purpose, tone, rhetorical strategies)
4.3 Outline main and supporting points of a lecture
6.1.1 Use MLA or APA citation style for cited
information (U)
4.4 Summarize or paraphrase information that has
been presented
6.1.2 Apply citation style appropriate to area of
study for cited information (MLA, APA, CMS) (G)
6.2 Select appropriate source material
6.3 Employ complex in-text citation style
6.4 Integrate a variety of sources
6.4.1 Incorporate two mediums and three minimum
research materials; e.g. print, internet, database (U)
6.4.2 Incorporate two mediums of six minimum
research materials; e.g. print, internet, database (G)
4.5 Critique the speaker’s delivery skills; (e.g. word
choice, pitch, feelings, tone, voice)
STUDENT HANDBOOK | FALL 2015
3.3 Demonstrate non-verbal presentation strategies
4. Utilize the university and community as a text
4.1 Discuss one’s areas of study (major and/or
minors)
4.4 Locate and attend at least one university class
or event
4.5 Meet and interact with a university professor
38
STUDENT HANDBOOK | FALL 2015