ELI Student Learning Outcomes, by Curriculum Area

Below are the student learning outcomes (SLOs) for each curriculum area in the ELI. SLOs for each course are available on course syllabi.

• Listening & Speaking
• Reading
• Writing: Undergraduate Level
• Writing: Graduate Level

Student Learning Outcomes
ELI Listening & Speaking Curriculum Area

After successful completion of ELI Listening & Speaking courses, students will be able to:

• demonstrate effective use of strategies for: comprehending advanced academic lectures in English; critically evaluating speakers’ perspectives, techniques, and arguments; and incorporating information from academic lectures into their overall studies
• make academic presentations (individually or in group or panel contexts) with a high degree of formal accuracy and cultural and stylistic appropriacy
• autonomously lead academic discussions using academic English, and demonstrate effective use of advanced strategies for participation in academic discussions with expert users of English
• self-assess their strengths in terms of listening/speaking abilities, identify areas for continued development, and state a range of strategies to address those areas

Activity Map

Key: I=Introduced; R=reinforced and opportunity to practice; M=mastery at the exit level.

* Since all students admitted to UH Manoa have studied English extensively, it is assumed that they have already been introduced to the concepts covered by these SLOs and that the ELI is reintroducing them in an academic context.

Student Learning Outcomes
ELI Reading Curriculum Area

After successful completion of ELI Reading courses, students will be able to:

• select reading and note-taking strategies appropriately for a range of different academic reading tasks, in accordance with courses they are enrolled in as well as their own purposes for reading advanced academic English texts
• evaluate authors’ messages, perspectives, techniques, and arguments

• evaluate print and web-based sources
• self-assess their strengths in terms of reading abilities, identify areas for continued development, and state a range of strategies to address those areas

Activity Map

Key: I=Introduced; R=reinforced and opportunity to practice; M=mastery at the exit level.

* Since all students admitted to UH Manoa have studied English extensively, it is assumed that they have already been introduced to the concepts covered by these SLOs and that the ELI is reintroducing them in an academic context.

Student Learning Outcomes
ELI Writing Curriculum Area – Undergraduate Level

After successful completion of ELI Writing courses, undergraduate students will be able to:

• fluently generate sufficient written text, at the brainstorming and drafting stages of the writing process, in response to a writing assignment
• Compose college writing that achieves a specific purpose and responds adeptly to an identifiable audience.
• Provide evidence of effective strategies for generating, revising, editing, and proofreading a text in order to produce finished prose.
• Compose an argument that makes use of source material that is relevant and credible and that is integrated in accordance with an appropriate style guide.

Working definitions for SLO #2:

• Revising: making global changes (e.g., adding, deleting, or moving content; rewriting for a different audience; rewriting in a different tone)
• Editing: making changes at the sentence level, including changes in sentence style, syntax, phrasing
• Proofreading: correcting grammar, punctuation and mechanics, spelling, formatting

Activity Map

Key: I=Introduced; R=reinforced and opportunity to practice; M=mastery at the exit level.

* Since all students admitted to UH Manoa have studied English extensively, it is assumed that they have already been introduced to the concepts covered by these SLOs and that the ELI is reintroducing them in an academic context.

Student Learning Outcomes
ELI Writing Curriculum Area – Graduate Level

After successful completion of ELI Writing courses, graduate students will be able to:

• fluently generate sufficient written text, at the brainstorming and drafting stages of the writing process, in response to a writing assignment
• analyze discipline and genre-specific academic English writing conventions and effectively apply that knowledge to graduate level writing tasks
• self-assess their strengths as academic writers, as well as areas for continued development, incorporating personal reflection and feedback from others
• appropriately incorporate a variety of reliable information sources that are relevant for doing graduate-level research in their academic writing

Activity Map

Key: I=Introduced; R=reinforced and opportunity to practice; M=mastery at the exit level.

* Since all students admitted to UH Manoa have studied English extensively, it is assumed that they have already been introduced to the concepts covered by these SLOs and that the ELI is reintroducing them in an academic context.