CWC Event: Classes for Academic Bridge Programme (ABP)
August 2 @ 10:00 am - August 19 @ 1:00 pm
- This event has passed.
The Academic Bridge Programme (ABP) classes — specially curated for English language communications and academic writing skills that enable students, who join the Ashoka University Undergraduate programme, to “bridge”, to transition smoothly into university and campus life — were conducted this year from 2nd August to 19th August 2021. Classes were held from 10 AM to 1 PM on all working days in the period mentioned. It had a total of 38 students who were divided into three batches depending on the specific requirement of the students. These batches are collaboratively mentored by tutors and faculties from the Centre for Writing and Communication and the Undergraduate Writing Programme.
The syllabus for ABP classes were carefully crafted to include an array of collaborative assignments and individual introspective exercises. This gave students an introductory yet engaging experience of learning academic communication skills and critical thinking/reading/writing in English that are necessary for them to succeed in their university life. Student-led teaching methodologies and graded scaffolding techniques, that activated students’ pre-knowledge and prioritise learner autonomy, were applied to traditional writing exercises like “close-reading and comprehension”, “writing personal essays, op-eds and short academic essays” and “writing descriptive, persuasive and argumentative pieces”. Though teaching appropriate grammar and improving contextual vocabulary was a learning outcome ABP was committed to, the strategies the course implemented were intentionally never direct. Instead, fun and interactive language tasks played a major role in imparting learners the understanding to identify and appreciate how language functions differently in different situations. This student-driven pedagogical style has resulted in augmenting students’ confidence and willingness to communicate inside and outside the classroom manyfold. Moreover, the interactive processes of giving and receiving feedback, and “peer-reviewing” have manifested in the creation of a learning space that students found non-judgemental, empathetic and supportive even beyond the ABP.