INSEAD Library

Includes bibliographical references and index and glossary

Digitized

English for Academic Purposes An Advanced Resource Book Contents Series editors' preface Acknowledgements How to use this book Introduction SECTION A: INTRODUCTION THEME 1: CONCEPTIONS AND CONTROVERSIES Unit Al Unit A2 Unit A3 Unit A4 Specific or general academic purposes? Study skills or academic literacy? Lingua franca or Tyrannosaurus rex? Pragmatism or critique? xi xiii xv 1 7 8 9 16 24 30 37 38 46 58 65 72 73 81 89 99 107 108 109 109 113 118 118 THEME 2: LITERACIES AND PRACTICES Unit A5 Unit A6 Unit A7 Unit A8 Discourses, communities and cultures Genre analysis and academic texts Corpus analysis and academic texts Ethnographically oriented analysis and EAP THEME 3: DESIGN AND DELIVERY Unit A9 Needs and rights Unit Al 0 Development and implementation Unit All Methodologies and materials Unit Al 2 Feedback and assessment SECTION B: EXTENSION THEME 1: CONCEPTIONS AND CONTROVERSIES Unit B1 Specific or general academic purposes? Spack, R., Initiating ESL students into the academic discourse community: how far should we go? Hyland, K., Specificity revisited: how far should we go now? Study skills or academic literacy? Lea, M.R. and Street, B.V., Student writing and staff feedback in higher education: an academic literacies approach Unit B2 Unit B3 Unit B4 Lingua franca or Tyrannosaurus rex? Swales, J.M., English as Tyrannosaurus rex Pragmatism or critique? Allison, D., Pragmatist discourse and English for Academic Purposes Pennycook, A., Vulgar pragmatism, critical pragmatism, and EAP 124 124 129 129 133 138 THEME 2: LITERACIES AND PRACTICES Unit B5 Discourses, communities and cultures 139 Myers, G., The narratives of science and nature in popularising molecular genetics 139 Becher, T., Academic tribes and territories: intellectual inquiry and the cultures of disciplines 143 Mauranen, A., Contrastive ESP rhetoric: metatext in Finnish-English economics texts 147 Genre analysis and academic texts 153 Yakhontova, T., 'Selling' or 'telling'? The issue of cultural variation in research genres 153 Chang, Y.-Y. and Swales, J., Informal elements in English academic writing: threats or opportunities for advanced non-native speakers? 157 Corpus analysis and academic texts Hyland, K. and Milton, J., Qualification and certainty in L1 and L2 students' writing Simpson, R., Stylistic features of academic speech: the role of formulaic speech Ethnographically oriented analysis and EAP Chin, E., Redefining 'context' in research on writing 163 163 168 174 174 179 180 180 186 186 193 193 197 202 208 208 Unit B6 Unit B7 Unit B8 THEME 3: DESIGN AND DELIVERY Unit B9 Needs and rights Benesch, S., Rights analysis: studying power relations in an academic setting Unit B10 Development and implementation Barron, C., Problem-solving and EAP: themes and issues in a collaborative teaching venture Unit B11 Methodologies and materials Johns, A., Text, role and context Flowerdew, L., Using a genre-based framework to teach organisational structure in academic writing Warschauer, M., Networking into academic discourse Unit B12 Feedback and assessment Ivanic, R. et al., 'What am I supposed to make of this?' The messages conveyed to students by tutors' written comments SECTION C: EXPLORATION THEME 1: CONCEPTIONS AND CONTROVERSIES Unit C1 Specific or general academic purposes? Unit C2 Study skills or academic literacy? Unit C3 Lingua franca or Tyrannosaurus rex? Unit C4 Pragmatism or critique? THEME 2: LITERACIES AND PRACTICES Unit C5 Discourses, communities and cultures Unit C6 Genre analysis and academic texts Unit C7 Corpus analysis and academic texts Unit C8 Ethnographically oriented analysis and EAP THEME 3: DESIGN AND DELIVERY Unit C9 Needs and rights Unit C10 Development and implementation Unit C11 Methodologies and materials Unit C12 Feedback and assessment Glossary Further reading References Author index Subject index 215 216 217 223 229 235 239 240 246 254 262 276 277 282 293 302 311 318 325 336 336