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Part I Academic Written English: What It Is and How to Teach It |
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1 What Is EAP / Scientific English? What Do I Need to Do to Prepare Myself to Teach Scientific English? |
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3 | (12) |
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1.1 In this book, how are the terms Academic English and Scientific English used? |
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3 | (1) |
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1.2 What is Academic English? |
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3 | (1) |
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1.3 Are the rules of Academic English the same for all disciplines? |
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4 | (2) |
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1.4 Is the grammar of Academic English different from that of General English? |
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6 | (2) |
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1.5 Does Academic / Scientific English share any similarities with Business English? |
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8 | (1) |
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1.6 So can I really teach `scientific' English when I don't have a scientific background? |
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9 | (1) |
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1.7 What kind of background reading will help me to understand science and how it is written up? |
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10 | (1) |
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1.8 How can papers and presentations written by scientists possibly be easier to correct / edit than those written by humanists? |
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11 | (1) |
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1.9 What do students typically think that their `English problems' are? |
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12 | (3) |
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2 The Research and Publication Process: Why Papers Get Rejected |
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15 | (14) |
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2.1 What are the aims of PhD students and researchers? |
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15 | (1) |
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2.2 How important is it for my students to write good papers? |
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16 | (1) |
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2.3 What are the main steps in getting research published? |
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16 | (1) |
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2.4 What about conferences -- how do they affect the publication process? |
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17 | (1) |
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2.5 What steps do the students themselves follow when writing their manuscript? |
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18 | (1) |
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2.6 What do my students need to know about referees? |
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19 | (1) |
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2.7 How do referees do their job? Do native speakers always get their papers accepted? |
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20 | (1) |
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2.8 How do I know what to focus on when teaching students how to write up their research for publication? What criteria do referees follow when reviewing a manuscript or abstract? |
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20 | (2) |
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2.9 How can I help my students write better English? When manuscripts are rejected for `poor English' what exactly does `poor' mean? |
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22 | (1) |
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2.10 Are there differences in the comments made by native and non-native reviewers? What do I need to tell my students in this regard? |
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23 | (2) |
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2.11 So what do referees say when commenting about the English? |
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25 | (1) |
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2.12 So do I really need to know what editors and reviewers expect from a paper? |
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26 | (3) |
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29 | (14) |
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29 | (1) |
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3.2 How does the reader's and writer's role vary between Anglo countries and non-Anglo countries? |
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30 | (1) |
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3.3 What do non-native speakers think about English in comparison with their own language? Are they right? |
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31 | (1) |
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3.4 How does the English of today compare to the English of past centuries? |
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31 | (2) |
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3.5 So how and why has the English language evolved? |
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33 | (1) |
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3.6 What about native English researchers? Do they always write clearly? |
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34 | (1) |
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3.7 Why do academics write and speak in such an abstract way? |
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35 | (1) |
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3.8 Would some students have difficulty in writing papers even in their own language? |
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36 | (1) |
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3.9 Is there a connection between a student's mother tongue and how likely they are to be published? |
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36 | (2) |
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3.10 So is it really important to write (and speak) clearly? How can I convince my students? |
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38 | (2) |
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3.11 Not many of my students will be aiming to publish in Nature. Will my students really be able to see the benefits of communicating in a simple way? Aren't I likely to encounter a lot of resistance? |
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40 | (1) |
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3.12 Do students judge their writing in English in the same way as they would judge it if they had written the paper in their native language? |
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40 | (3) |
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4 Difficult Grammatical Structures and Other Aspects that Are Typical of Academic English that May Be Best Left Well Alone |
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43 | (12) |
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4.1 How can I decide what grammar (not) to cover? |
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43 | (1) |
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44 | (2) |
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4.3 Inversion of subject and verb |
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46 | (1) |
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4.4 Complex conjunctions (although vs notwithstanding) |
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47 | (1) |
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4.5 Avoidance of repetition |
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48 | (1) |
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4.6 Is it worth teaching my students how to use references? |
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49 | (1) |
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4.7 What kind of style should my students avoid? |
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50 | (1) |
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4.8 How likely are students to be unaware that they have used informal language in a research paper? Should I teach them a more formal style? If so, how? |
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50 | (2) |
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4.9 Insistence on the passive voice (but the passive is useful in many circumstances) |
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52 | (1) |
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4.10 A few more myths about academic writing and presenting |
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53 | (1) |
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4.11 Moral of the story of this chapter |
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54 | (1) |
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5 Using Google Translate and Analysing Student- and GT-Generated Mistakes |
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55 | (14) |
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5.1 Should I encourage students to use Google Translate? |
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55 | (1) |
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5.2 How good is Google Translate? |
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56 | (3) |
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5.3 How well does GT compare with a typical student's translation? |
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59 | (1) |
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5.4 What kind of grammar and vocabulary mistakes do students make? |
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60 | (2) |
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5.5 What kinds of mistakes does GT make? |
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62 | (1) |
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5.6 So how should I use Google Translate in lessons? |
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63 | (4) |
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5.7 How can Google Scholar help students to correct their English? |
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67 | (1) |
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5.8 So what is the moral of the story regarding whether teachers should encourage students to use Google Translate? |
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68 | (1) |
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6 Teaching Students to Recognize the Pros and Cons of Short and Long Sentences |
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69 | (10) |
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6.1 Do native speakers write in long sentences? |
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69 | (1) |
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6.2 But doesn't academic English have a style of its own? Aren't the French, Spanish and Italians right: surely short sentences are inappropriate in a paper? |
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70 | (1) |
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6.3 But are short sentences always a good idea? |
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71 | (3) |
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6.4 Do people write in short sentences in other languages? |
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74 | (1) |
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6.5 Is English word order logical? |
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75 | (1) |
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6.6 What about paragraphs? Are they structured in the same way from language to language? |
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76 | (3) |
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7 Using Students' Own Materials |
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79 | (8) |
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7.1 Why use students' own materials? |
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79 | (1) |
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7.2 Removing redundancy from an Abstract |
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79 | (3) |
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7.3 Making a humanist text more cohesive and interesting |
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82 | (1) |
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7.4 Highlighting ambiguity |
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83 | (1) |
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84 | (1) |
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84 | (2) |
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7.7 Adding a cross-cultural element |
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86 | (1) |
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8 Showing How Skills Taught in Your Writing Course Are Also Applicable in Other Areas of Communication |
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87 | (12) |
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8.1 Encourage students to transfer their skills from one area of communication to another |
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87 | (1) |
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88 | (1) |
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8.3 Attention gaining, highlighting, paragraphing |
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89 | (1) |
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89 | (1) |
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90 | (1) |
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91 | (1) |
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92 | (1) |
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8.8 Readability and empathy |
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93 | (2) |
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95 | (4) |
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Part II Academic Presentations: What They Are and How to Teach Them |
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99 | (6) |
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9.1 How important are presentation skills for my students? |
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99 | (1) |
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9.2 How can I help someone with their presentation when I have zero understanding of their topic? |
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100 | (1) |
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9.3 What can I do to find out about presentations? |
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101 | (1) |
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9.4 What questions do I need to think about before starting to teach my students how to do presentations? |
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102 | (1) |
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9.5 How much theory should I give my students? |
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103 | (1) |
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9.6 What objections am I likely to encounter in terms of the approach presented in English for Presentations at International Conferences? |
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103 | (2) |
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10 Getting Students to Think About Presentations |
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105 | (8) |
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10.1 What common misconceptions do students have about presentations? |
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105 | (2) |
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10.2 What's a fun way to get students thinking about the typical bad things that presenters do? |
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107 | (1) |
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10.3 How can I get the students to think about the structure of their presentation? |
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107 | (2) |
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10.4 How can I help students who are reluctant to give a presentation? |
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109 | (1) |
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10.5 How can students practise presentations without standing up in front of the whole class? |
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110 | (1) |
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10.6 How important is their body language? |
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110 | (1) |
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10.7 Is it better to set a limit on time or a limit on the number of slides? |
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111 | (1) |
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10.8 How can I teach the useful phrases given in
Chapter 20 of the Presentations book? |
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111 | (2) |
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113 | (6) |
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113 | (1) |
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11.2 What are some good and bad presentations that are worth showing students? |
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113 | (1) |
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11.3 How can I use the `comments' feature? |
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114 | (1) |
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11.4 Is it worth using the `rate this talk' feature? |
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114 | (1) |
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11.5 How should I use the subtitles and the interactive transcript? |
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115 | (1) |
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11.6 Can students really be expected to imitate all these great TED presenters? Aren't they likely to be demotivated? |
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115 | (1) |
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11.7 Can students use TED presentations as a model? |
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116 | (2) |
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11.8 Use TED to encourage your students to be more curious about the world |
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118 | (1) |
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12 Giving Feedback and Teaching Self Evaluation |
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119 | (6) |
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12.1 The importance of giving positive feedback |
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119 | (1) |
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12.2 Teach students how to give feedback on each other |
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120 | (1) |
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12.3 How can I teach my students to self-evaluate their own slides and those of their colleagues? |
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120 | (2) |
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12.4 What's a good way to highlight the importance of putting statistics, facts, graphs etc. into context? |
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122 | (3) |
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13 Working on Students' Pronunciation |
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125 | (8) |
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13.1 Why do some nationalities speak better English than others? |
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125 | (1) |
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13.2 Why do students mispronounce English words? |
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126 | (1) |
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13.3 Is there a standard English pronunciation that I should teach my students? |
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127 | (1) |
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13.4 How can I help my students discover what words they mispronounce so badly that the audience may not understand them? |
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128 | (1) |
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13.5 Are there others ways of teaching students to improve their pronunciation? |
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129 | (1) |
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13.6 How can I teach sentence stress? |
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130 | (3) |
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133 | (12) |
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14.1 How should the quality of a student's slides improve over the course? |
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133 | (7) |
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14.2 What can I do to get students to hone their speeches? |
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140 | (5) |
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Part III Strategies for Teaching Writing and Presenting |
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15 How to Inject Some Fun into Your Lessons / Making Comparisons with Other Areas Outside Academia |
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145 | (12) |
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15.1 What is the point of this chapter? |
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145 | (1) |
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15.2 Abstracts: Following a clear structure |
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146 | (1) |
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15.3 Introduction: Paraphrasing and plagiarism |
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146 | (2) |
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15.4 Materials and Methods: Explaining a process or strategy |
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148 | (1) |
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15.5 Results: Statistics for use in presentations |
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149 | (1) |
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15.6 Results: using sports as an example |
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150 | (1) |
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15.7 Discussion: Interpreting findings |
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151 | (1) |
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152 | (1) |
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15.9 Discussion: Getting students to think about the importance of their research |
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153 | (1) |
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15.10 Discussion: Highlighting the author's unique contribution |
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153 | (1) |
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15.11 Conclusions: Discussing limitations and future research |
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154 | (1) |
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15.12 Conclusions: Avoiding a cut and paste from the Abstract |
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155 | (1) |
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15.13 Final check: papers and presentations |
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156 | (1) |
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16 Giving Students Advice, Dealing with Their Resistance, Handling Different Nationalities |
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157 | (14) |
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16.1 Pepper your lessons with useful advice. Don't be afraid of repeating the same advice |
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157 | (1) |
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16.2 Be aware that students tend to take any advice, guidelines or rules that you give them very literally |
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158 | (1) |
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16.3 Dealing with resistance: give students external evidence of what you are telling them |
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159 | (1) |
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16.4 Use advice and examples from ex-students |
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160 | (1) |
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16.5 Reassure students about their English with evidence from your own life |
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161 | (1) |
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16.6 Remember that teaching EAP / scientific English is very different from preparing students for a Cambridge English exam |
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162 | (1) |
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16.7 Academic writing and academic life in general differ from country to country |
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163 | (1) |
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16.8 Learning styles and cultural issues in multicultural / multinational classes |
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164 | (7) |
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Part IV Syllabus and Lesson Plans |
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171 | (12) |
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17.1 What do I need to think about when deciding on a syllabus? |
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171 | (1) |
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17.2 What sections of the core books were specifically designed for in-class use? |
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172 | (1) |
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17.3 Why are there only syllabuses for the Writing and Presentations courses in this book? Why not for the Correspondence and Campus books? |
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173 | (1) |
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17.4 Given the choice, should I opt to do the Writing and Presentations courses separately, or integrate them into one course? |
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174 | (1) |
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17.5 Are there any PPTs or PDFs of some teacher's slides for writing courses and presentations courses? |
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174 | (1) |
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17.6 What do I need to know about my students before the start of the course? |
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175 | (1) |
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17.7 What explanations do I need to give in my first lesson? |
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176 | (1) |
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17.8 What can I do as a warm-up activity in my first lesson? |
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177 | (1) |
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17.9 Why doesn't the syllabus outlined in
Chapters 19 and 20 follow the same order as the chapters in the Writing and Presentations books? |
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178 | (1) |
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17.10 How can I ensure that I don't go into lecturing mode? |
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178 | (1) |
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17.11 How long are the courses and individual lessons designed to last? |
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179 | (1) |
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17.12 Given that I cannot be sure in advance how long my courses are going to last, how can I plan in advance which lessons I could cut? |
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179 | (1) |
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17.13 Do I need to ensure that students do all the exercises recommended in the syllabuses? |
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179 | (1) |
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17.14 How much homework, if any, should I give my students? |
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180 | (1) |
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17.15 In the Writing course, is it a good idea to choose a paper and use this as a basis for all the lessons? |
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180 | (1) |
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17.16 In the Writing course, is the aim for students to begin writing a paper in Lesson 1 and have it finished by the end of the course? |
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181 | (1) |
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17.17 How much exposure to doing presentations will my students already have had? |
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181 | (2) |
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18 What's the Buzz Sections |
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183 | (8) |
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18.1 English for Writing Research Papers |
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183 | (3) |
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18.2 English for Presentations at International Conferences |
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186 | (1) |
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18.3 English for Academic Correspondence |
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186 | (2) |
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18.4 English for Interacting on Campus |
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188 | (3) |
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19 Writing Course: Lesson Plans |
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191 | (12) |
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19.1 Lesson 1 Preparation; Readability & Empathy; Breaking up long sentences |
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192 | (1) |
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19.2 Lesson 2 More on short sentences, Word Order |
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193 | (1) |
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194 | (1) |
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19.4 Lesson 4 More on Abstracts, Redundancy / Conciseness |
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195 | (1) |
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196 | (1) |
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19.6 Lesson 6: Introductions, Review of the Literature, Paraphrasing and Plagiarism |
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197 | (1) |
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19.7 Lesson 7 Methods and Results |
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198 | (1) |
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199 | (1) |
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19.9 Lesson 9 Discussion - part 1 |
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200 | (1) |
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19.10 Lesson 10 Discussion - part 2, Conclusions |
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201 | (2) |
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20 Presentations Course: Lesson Plans |
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203 | (14) |
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20.1 Lesson 1 Good vs bad presentations, the importance of presentations |
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204 | (1) |
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205 | (1) |
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20.3 Lesson 3 Writing a script |
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206 | (1) |
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20.4 Lesson 4 Pronunciation |
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207 | (1) |
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208 | (1) |
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209 | (1) |
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20.7 Lesson 7 Conclusions and Q&A |
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210 | (2) |
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20.8 Lesson 8 Methodology, Results and Discussion; Socializing at a conference |
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212 | (1) |
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20.9 Lesson 9 Attracting and maintaining audience attention |
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213 | (1) |
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20.10 Lesson 1 OA Posters |
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214 | (1) |
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20.11 Lesson 10B Final lesson |
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215 | (2) |
| Appendix: Table of course components |
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217 | (8) |
| Acknowledgements |
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225 | (2) |
| Sources |
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227 | (6) |
| Index |
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233 | |
