The English Language Studies (ELS) curriculum is designed for (non-native) multi-lingual English speakers to foster effective communication in a variety of academic and professional contexts and facilitate their studies at MIT and their work beyond. Any multilingual undergraduate or graduate student earning a degree at MIT can register for an ELS subject. NOTE: As they focus on the expectations in writing for particular contexts, such as in a thesis, journal article, personal statement, or proposals, our advanced writing classes are open to native-English-speaking students as well, and many such students have taken them to great advantage.
The ELS program is a regular academic program and is open only to matriculated MIT students. Our grade- and credit-bearing classes meet according to the MIT academic calendar and involve homework and exams. To see the dates and times of this semester’s ELS offerings, see the MIT subject catalog. For sample syllabi, see the links below.
The English Evaluation Test
The English Evaluation Test, or EET, is offered prior to the start of each semester and is a requirement for all incoming international graduate students.
The Fall 2026 EET will be held in person on Tuesday, September 1, 9:00 a.m. – 12:00 p.m. in room 10-250. Please bring a charged, wi-fi-enabled computer and review the video overview and other information about the EET here.
Subjects and Sample Syllabi
| Subject | Description & Sample Syllabi |
|---|---|
| 21W.217/218 Workshop in Strategies for Effective Teaching | A mini-module for international teaching assistants. Covers special problems in teaching when English is a second language and the US a second culture. Videotaping of practice sessions for feedback. Individualized programs to meet different needs. Graduate TAs have priority. |
| 21W.219/220 Foundations of Academic and Professional Writing | For high-intermediate bilingual students who wish or need to improve accuracy, structure, style, and word choice in their academic and professional writing. Through short weekly writing assignments such as problem-solution texts, process descriptions, and data commentaries, students practice accurate grammar and punctuation, effective sentence and paragraph structure, and appropriate word choice, with extensive revisions. Discusses the use of generative AI in writing and learning. Students are encouraged to use their own research and other coursework for writing assignments. May be repeated for credit with permission of instructor. Undergraduates by placement only. (HASS-H) (PDF) |
| 21W.221 Communicating in American Culture | (CI-H) Designed for international undergraduates who wish to refine their academic communication skills through the study of mainstream American culture. Using a variety of materials in different media, students explore how the country’s history, geography, institutions, traditions and values have shaped contemporary communication styles and responses to critical events in the world. Students examine and practice principles of effective communication in genres common to the humanities and social sciences. Explores how discourse practices vary within and across cultures. Assignments include an educational memoir, project proposal, annotated bibliography, research-based cultural analysis of a current event of choice, and presentation. |
| 21W.222 Expository Writing for Bilingual Students | (CI-HW) Focuses on the skills necessary for bilingual undergraduates to write successful academic papers in English. Reviews key principles of American rhetoric and academic writing style with attention to accurate grammar and vocabulary usage. Teaches clear development, organization, and presentation of ideas as well as effective outside research and citation. Utilizes analysis of professional and student writing to generate discussion and understand the most effective ways to communicate. Frequent critique and revision. Discusses the use of generative AI in writing and learning. Assignments include three papers and an oral project. May be repeated for credit with permission of instructor. PDF |
| 21W.223/224 Listening, Speaking, and Pronunciation | For high-intermediate bilingual students who wish or need to increase listening comprehension and speaking skills for success in academic and professional settings. Students complete short speaking and listening assignments with extensive practice in comprehension, pronunciation, stress and intonation, and expression of ideas, culminating in short presentations such as explaining data or solving a problem. Frequent audio and video recording for feedback and self-analysis. Discusses the use of generative AI in speaking and learning. May be repeated for credit with permission of instructor. (HASS-H) PDF |
| 21W.225/226 Advanced Workshop in Writing for Science and Engineering | For advanced bilingual students who wish to build confidence and skills in writing in various contexts of academic and professional life. Short assignments include writing for a general audience, proposals, data commentaries, and cover letters and personal statements, leading to a written term project such as part of a thesis or journal article. Students encouraged to use their research as material for written assignments. Discusses the use of generative AI in writing and learning. Students taking graduate version complete additional assignments. May be repeated for credit with permission of instructor. (HASS-H) PDF |
| 21W.227/228 Advanced Workshop in Writing for Social Sciences and Architecture | For advanced bilingual students who wish to build confidence and skills in academic writing in English. Focuses on the types of texts used in academic and professional life in English. Short assignments include professional correspondence and proposals that lead toward a written term project. Also provides instruction in oral presentations for thesis proposals. Topics, materials, and assignments vary from term to term. Students encouraged to use their research as material for written assignments. Discusses the use of generative AI in writing and learning. (HASS-H) PDF |
| 21W.232/223 Advanced Speaking and Critical Listening Skills | For advanced bilingual students who wish to build confidence and skills in presenting and understanding material in a variety of academic and professional contexts: group discussions, classroom teaching and interactions, theses/research proposals, and conference talks. Includes frequent video and audio recording for analysis and feedback. Develops effective speaking and listening skills for academic and professional contexts. Students are encouraged to use their research as material for written assignments. Discusses the use of generative AI in writing and learning. May be repeated for credit with permission of instructor. (HASS-H) PDF |
| 21W.237 MIT Out Loud: Public Speaking for Bilingual Students | Develops oral communication skills for bilingual students through the lens of the MIT experience. Speaking assignments in informative and persuasive speech forms draw on examples of popular culture and MIT touchstones, such as campus tours, MIT 100K pitches, and TED talks. Explores the role of voice and body language through improvisation and impromptus. Focuses on spoken accuracy and vocabulary through oral exercises designed for bilingual students. Frequent video-recording will be used for self-evaluation. (HASS-H) PDF |
| 21W.238/239 Professional Communication in the Digital Realm: Social Media and Artificial Intelligence for Bilingual Students | Explores the opportunities and risks of social media and generative AI, especially for those communicating in a second language. Provides opportunities for advanced bilingual students to build confidence and skills in using social media in English-speaking contexts and in using generative AI effectively and ethically. Assignments include written analyses of social media across disciplines and cultures, tests of chatbots’ abilities and limitations, comparisons of their output with students’ own writing, and short in-class presentations. Culminates in the creation of a long-term social media plan for students’ careers. PDF |
| 21W.240 Imagining English: Creative Writing for Bilingual Students | Guides advanced bilingual students in the art of writing short stories (fiction) and poetry in English as well as refining advanced grammar and vocabulary. Discusses published examples from classic and well-known American, British, and non-native writers. Reviews the basic elements of craft and technique such as (for fiction) plot, character, and setting and (for poetry) form, meter, and sonic instruments as well as figurative language and meaning for both. Discusses differences between academic and non-academic tone and style and the role of generative AI in the creative process. Also includes one small translation project from students’ native language. (HASS-A) PDF |
Concentration in ELS (undergraduates)
As part of the HASS Requirement, all undergraduates must complete a HASS Concentration of three or four subjects, depending on the program and level of entry. An undergraduate concentration consists of any three subjects in English Language Studies or related fields. The Concentration Advisor for ELS is Eric Grunwald.
Recent news: ELS Annual Reports
ELS Instructors
- Director and Lecturer: Eric Grunwald (egrunwal@mit.edu)
- Lecturer: AC Kemp (ackemp@mit.edu)
- Lecturer: Olivia Szabo (oliviasz@mit.edu)
Frequently Asked Questions
Wondering why MIT students would need English classes if they’ve “passed” the TOEFL or IELTS? Want to know how our classes differ from ESL classes elsewhere? See our FAQ’s (Frequently Asked Questions) for the answers to these and other questions.