The Bridge Program is a rigorous pre-college level of English offered at Lewis-Clark State College. Upon successful completion of the Bridge Program, students fulfill the English language requirement for full admission to LCSC and the University of Idaho.
Admission to the Bridge Program is available for students who do not meet the English language requirements for direct college admission. Students can demonstrate our English proficiency requirements by submitting an official test score. This program is intended to help fulfill LCSC English requirements while earning college credits towards a degree.
The Bridge Program is also available to qualified "Year Abroad in Idaho" students or LCSC college students who meet LCSC's English-language admissions requirements but want a semester of intensive academic-English and college preparation.
Bridge core classes (18 hours of instruction each week):
In this course, students improve their academic reading comprehension, study skills, critical thinking skills, and ability to complete typical university-level assignments in a course textbook. Students read textbook chapters and journal articles from a variety of disciplines. Gaining familiarity with the organization, content and vocabulary of academic writing, students are more confident and become more efficient readers. The course design focuses on major content themes and specific critical reading strategies; students practice note taking, context clues, academic language and content-specific vocabulary; reading tables, charts, graphs and timelines; analysis, inference and reflection of reading content.
Students develop the listening comprehension skills needed to understand academic lectures and effective note-taking strategies for recording lecture notes. Students listen to lectures on topics of general interest and on subjects related to specific academic disciplines. This course helps students improve their ability to comprehend long, connected passages of spoken English presented in typical lecture style.
This course examines the stylistic features and rhetorical structures commonly used in college-level essays. Students read and analyze a variety of essays and create similar essays using the same styles and features. This course prepares students for academic study in English and for English 101 at the college level. Students learn writing processes and the peer review process. In addition, students improve their writing skills through writing exercises. They improve their sentence structure and their use of correct punctuation. Students also learn strategies for making their writing more interesting and for compiling topics for future college-level essays.
Grammar (3 CEUs)
In this course, students refine their advanced grammar skills. Students engage in a variety of communicative activities with classmates to examine grammatical structures and use them in different spoken and written texts. Students learn those concepts needed to present information, make generalizations, introduce problems or solutions, refer to sources and use common expressions in writing. This course also provides support for grammatical structures often needed to express thoughts when writing essays using cause and effect, persuasive, comparison, narrative and argument literary style.
In this course, students develop their ability to communicate effectively in situations where they are asked to present a speech on an academic topic. Students master common strategies for giving effective presentations to an audience of their peers and their professors. The focus of this class is on evaluating, preparing and delivering formal presentations. The teacher assists students with developing linguistically and socially appropriate language and behavior.
The purpose of this course, offered half of the term, is to introduce students to research writing which is different from other kinds of writing. This course introduces students to the conventions of organization and writing styles expected by American colleges and universities. Students are introduced to the college library’s facilities to locate and evaluate sources. Through the completion of a series of exercises, students learn how to select a research topic, how to summarize and paraphrase sources, and how to write an annotated bibliography using a standardized format for writing citations such as MLA or APA.
In this course, offered half of the term, students develop their recognition and use of academic vocabulary words, using the words and word families. Students are provided the opportunity to learn additional vocabulary words commonly used in academic texts and contexts. Practice using the words in sentences and writing, in addition to strategies for learning new vocabulary, assist students in improving their vocabulary skills. Students also learn strategies for predicting the meaning of new words found in an academic context.
In this course, offered half of the term, students will learn about American culture while improving their reading skills, academic vocabulary, argumentation skills and grammar. Students examine topics such as American values and beliefs, government and politics, education system, and family structure.