Series editors' preface |
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xi | |
Acknowledgements |
|
xiii | |
How to use this book |
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xv | |
Introduction |
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1 | (6) |
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7 | (100) |
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Theme 1: Conceptions and Controversies |
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8 | (29) |
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Specific or general academic purposes? |
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9 | (7) |
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Study skills or academic literacy? |
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16 | (8) |
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Lingua franca or Tyrannosaurus rex? |
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24 | (6) |
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30 | (7) |
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Theme 2: Literacies and Practices |
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37 | (35) |
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Discourses, communities and cultures |
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38 | (8) |
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Genre analysis and academic texts |
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46 | (12) |
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Corpus analysis and academic texts |
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58 | (7) |
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Ethnographically oriented analysis and EAP |
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65 | (7) |
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Theme 3: Design and Delivery |
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|
72 | (35) |
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73 | (8) |
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Development and implementation |
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81 | (8) |
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Methodologies and materials |
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89 | (10) |
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99 | (8) |
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|
107 | (108) |
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Theme 1: Conceptions and Controversies |
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108 | (30) |
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Specific or general academic purposes? |
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109 | (9) |
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Initiating ESL students into the academic discourse community: how far should we go? |
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109 | (4) |
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Specificity revisited: how far should we go now? |
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113 | (5) |
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Study skills or academic literacy? |
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118 | (6) |
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Student writing and staff feedback in higher education: an academic literacies approach |
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118 | (6) |
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Lingua franca or Tyrannosaurus rex? |
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124 | (5) |
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English as Tyrannosaurus rex |
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124 | (5) |
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129 | (9) |
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Pragmatist discourse and English for Academic Purposes |
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129 | (4) |
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Vulgar pragmatism, critical pragmatism, and EAP |
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133 | (5) |
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Theme 2: Literacies and Practices |
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138 | (41) |
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Discourses, communities and cultures |
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139 | (14) |
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The narratives of science and nature in popularising molecular genetics |
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139 | (4) |
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Academic tribes and territories: intellectual inquiry and the cultures of disciplines |
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143 | (4) |
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Contrastive ESP rhetoric: metatext in Finnish--English economics texts |
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147 | (6) |
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Genre analysis and academic texts |
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153 | (10) |
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`Selling' or `telling'? The issue of cultural variation in research genres |
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153 | (4) |
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Informal elements in English academic writing: threats or opportunities for advanced non-native speakers? |
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157 | (6) |
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Corpus analysis and academic texts |
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163 | (11) |
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Qualification and certainty in L1 and L2 students' writing |
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163 | (5) |
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Stylistic features of academic speech: the role of formulaic speech |
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168 | (6) |
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Ethnographically oriented analysis and EAP |
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174 | (5) |
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Redefining `context' in research on writing |
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174 | (5) |
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Theme 3: Design and Delivery |
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179 | (36) |
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180 | (6) |
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Rights analysis: studying power relations in an academic setting |
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180 | (6) |
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Development and implementation |
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186 | (7) |
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Problem-solving and EAP: themes and issues in a collaborative teaching venture |
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186 | (7) |
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Methodologies and materials |
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193 | (15) |
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193 | (4) |
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Using a genre-based framework to teach organisational structure in academic writing |
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197 | (5) |
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Networking into academic discourse |
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202 | (6) |
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208 | (7) |
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`What am I supposed to make of this?' The messages conveyed to students by tutors' written comments |
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208 | (7) |
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215 | (96) |
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Theme 1: Conceptions and Controversies |
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216 | (23) |
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Specific or general academic purposes? |
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217 | (6) |
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Study skills or academic literacy? |
|
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223 | (6) |
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Lingua franca or Tyrannosaurus rex? |
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229 | (6) |
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|
235 | (4) |
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Theme 2: Literacies and Practices |
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|
239 | (37) |
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Discourses, communities and cultures |
|
|
240 | (6) |
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Genre analysis and academic texts |
|
|
246 | (8) |
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Corpus analysis and academic texts |
|
|
254 | (8) |
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Ethnographically oriented analysis and EAP |
|
|
262 | (14) |
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Theme 3: Design and Delivery |
|
|
276 | (35) |
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|
277 | (5) |
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Development and implementation |
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282 | (11) |
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Methodologies and materials |
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293 | (9) |
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302 | (9) |
Glossary |
|
311 | (7) |
Further reading |
|
318 | (7) |
References |
|
325 | (11) |
Author index |
|
336 | (1) |
Subject index |
|
336 | |