|In addition to providing specific language techniques and cultural information, ICC classes provide an opportunity for language practice and feedback (crucial to the development of a second language). As such, our workshops and seminars function much like "studio classes" or "labs", so many students have found it useful to attend sessions multiple times.|
Classes are offered as 7-week credit mini-courses, and meet twice a week, one and a half hours per session
Language and Culture for Teaching, 99-452, 3 units
Workshops typically meet twice a week, one and a half hours per session, in two to five week modules.
Advanced Fluency Challenges focuses on building the robust academic fluency needed to handle the demands students face at Carnegie Mellon. In this workshop, students will practice building this fluency through regular, focused speaking activities. In addition, students will also learn valuable communication strategies that will help them compensate for language gaps they may have in their current speaking skills. (5 weeks, 15 hours total)
Advanced Grammar Monitoring helps students who are comfortable in academic English, but who are still making a significant number of grammar mistakes while speaking. The class focuses on expanding the students' knowledge and understanding of spoken English grammar usage, on the kinds of errors ICC students typically make, and on learning to "monitor" (identify and correct) grammar errors while speaking. (3 weeks, 9 hours total)
Focus on Pronunciation provides weekly 90-minute sessions to help students practice and develop pronunciation skills. Students can attend any or all of these stand-alone sessions. Unlike other workshops, pre-registration and weekly attendance are not required. However, students are strongly encouraged to attend as often as possible; mastering a second language takes commitment and regular practice over time.
Presentation Basics helps graduate students who are nonnative English speakers develop the fluency and skills needed to give successful presentations at Carnegie Mellon. The workshop covers audience awareness, organizing language and presentation techniques, and the importance of stress and intonation in presenting. There is ample time for practice and feedback, both in a series of small group mini-talks, and in a final videotaped presentation. At the end of the workshop, students meet individually with the instructor for extensive feedback and coaching. (5 weeks, 15 hours total)
Public Speaking Practicum allows students to practice giving short presentations about their fields and to receive feedback on language and communication style. This workshop is intended as a follow up for students who attended Presentation Basics or LCT, and who want continued presentation practice. (4 weeks, 6 hours total)
Speaking and Listening is intended for students who have had limited experience with spoken academic English. The workshop helps students begin to develop the fluency to express their ideas and questions in classes, improve basic listening comprehension and note-taking, and better understand the Carnegie Mellon classroom. More importantly, students will gain a clearer understanding of the robust fluency they will need to develop for success at Carnegie Mellon and have a stronger language foundation so that they can benefit from other ICC support services. (4 weeks, 12 hours total)
Seminars are one-time sessions that meet for two hours.
Avoiding Plagiarism: quoting and paraphrasing properly Nonnative English speakers may unintentionally plagiarize for two main reasons: 1) they may not completely understand what plagiarism means in US universities, and 2) they may lack the language and skills to paraphrase another author's work properly. This seminar will help students deal with these issues.
Becoming a Better Language Learner highlights second language theories and techniques which students can use to become more effective language learners, both in ICC classes and in their daily interactions.
Building Fluency for Office Hours: a seminar for ITAs helps ITAs recognize and begin to develop skills needed to be successful in office hours. Participants will become aware of key aspects of teaching fluency, work on aspects of pronunciation crucial for communication with learners, and look at communication techniques needed in office hours.
Communicating Data Effectively teaches students how to describe and discuss graphs, figures, and tables when writing academic papers. The class focuses on techniques such as structuring a data commentary, summarizing findings, highlighting important information, and evaluating different data sets.
Communication Issues for Speakers of Other Varieties of English (offered only in August) is intended for students who have used English for much or all of their academic lives (e.g., India, Singapore) but who still may encounter communication difficulties in the US. This seminar helps students recognize and deal effectively with potential problem areas.
Drama Techniques for Academic Presentations provides theater techniques that can help presenters and ITAs more clearly communicate their message by engaging the audience and highlighting key ideas. This is offered as a two-part series of seminars that includes: Improving Spoken Delivery and Developing Non-Verbal Communication.
Email for Academic Purposes addresses common problems that nonnative English speakers face when communicating by email with faculty, colleagues and other students. In this seminar, students will identify and practice strategies for effectively organizing information and communicating politely in academic emails.
Exploring Pittsburgh provides a basis to understand references, examples and analogies that students may encounter in their work at Carnegie Mellon.
Focused Listening trains students to use authentic materials (video or lectures) to develop both their own academic fluency and their ability to understand implied as well as literal meaning.
ITA Test Overview gives students a clear understanding of the ITA test (procedures and scoring) so that they can prepare appropriately for the test and be more comfortable when taking the test.
Job Interviewing Skills for International Students focuses on basic language and cultural skills needed to handle job interviews in the United States.
The Multicultural Classroom examines some of the differences in communication style and attitudes to learning that students will encounter in a multi-cultural campus such as Carnegie Mellon. Through the use of a video case study, students will experience and discuss key issues in cross-cultural communication, identify potential problem areas, and develop strategies for dealing successfully with those issues.
Orientation to Individual Work provides an overview of the opportunities for self-paced work available at ICC, and helps students become better language learners both in and outside of formal language classes.
Participating in Classes addresses the common factors (e.g., cultural differences, interaction style and assumptions about learning) that often hinder international students' ability to interact sufficiently in the Carnegie Mellon classroom. Participants will learn how to more effectively demonstrate their knowledge in classes, discussion groups and seminars.
Preparing for Oral Qualifiers and Defenses helps students develop the language and cultural skills for effective interaction with examiners during an oral qualifier, defense, or exam. Specifically, this seminar reviews strategies to help students display greater confidence, demonstrate professionalism, and handle difficult questions effectively.
Principles of Academic Writing offers an overview of the cultural variations in academic writing that often cause problems for international students. This seminar also helps students become better writers in their fields by teaching them to recognize, and eventually implement, various principles of successful academic writing (e.g. audience, purpose, organization, style, flow).
Pronunciation for Effective Presentations introduces the crucial features of pronunciation (e.g., stress, intonation, speed and rhythm) that can make students more comprehensible when presenting or teaching in English. This seminar is fairly fast paced, so may not be appropriate for students still working on basic fluency.
Revising for Clarity helps students improve the clarity of their writing by practicing how to structure sentences and paragraphs in a way that is consistent with the US academic style. Through examples and practice, students will learn how to compose their writing so that readers will interpret ideas as the writer intended.
"Talking the Talk" is a series of four seminars which focus on the language and cultural strategies NNES need in informal situations (e.g., job interviews, conferences, talking with clients and funders, departmental receptions, etc.). Each seminar practices a different aspect of this skill set; students will be better prepared to demonstrate their professional expertise. (Students can take seminars in any order.)
Three Keys for Better Presentations helps students quickly improve the quality of their presentations and feel more confident as presenters by focusing on three key areas: audience, purpose and organization. Participants plan and then present on academic topics of their choice.
Using Articles Accurately provides strategies and rules to help writers correctly use articles (a/an, the, no article) in their academic and scientific writing.
Writing Academic Summaries teaches students how to successfully write the various types of summaries that are required in many CM classes (reports, reviews, critiques, exams, etc.). Activities focus on identifying the key points in texts and summarizing these points in an accurate and concise way. Students will practice using their own words to condense material from outside sources.
Writing Successful Critiques addresses common challenges that international students face when writing an evaluation or an analysis of another author's work. In this seminar, students will review and practice with the organizing structure and language typically used for critiques in the US academy.