Series editors'preface ever that boo e upodate maps of what is an ever-chalgn territory. The books in this series are designed to give key insights into core a uistics.T ent o bereeoga ed while,through k ric.Th that reader eflec ppor nities to ad and in t nk d n thei ad k Each book has three main sections,each made up of approximately ten units: A:An Introduction section:in which the key terms and conce pts which map the field of the subject are introduced,including introductory activities and reflective tasks des ned to establish key understandings,terminology,techniques of analysis and the skills appropriate to the theme and the discipline. B:An Extension section:in which selected core readings are introduced (usually edited from the original)from existing key books and articles,together with anno tations and commentary,where appropriate.Each reading is introduced,annotated and commented on in the context of the whole book,and research/follow-up questions and tasks are added to enable fuller understanding of both theory and practice.In some cases,readings are short and synoptic and incorporated within a more general exposition. C:An Exploration section:in which further samples and illustrative materials are provided with an emphasis,where appropriate,on more open-ended,student- centred activities and tasks,designed to support readers and users in undertaking their own locally relevant research projects.Tasks are designed for work in groups or for individuals working on their own.They can be readily included in award courses in applied linguistics,or as topics for personal study and research
Series editors’ preface The Routledge Applied Linguistics series provides a comprehensive guide to a number of key areas in the field of applied linguistics. Applied linguistics is a rich, vibrant, diverse and essentially interdisciplinary field. It is now more important than ever that books in the field provide up-to-date maps of what is an ever-changing territory. The books in this series are designed to give key insights into core areas of applied linguistics. The design of the books ensures, through key readings, that the history and development of a subject are recognized while, through key questions and tasks, integrating understandings of the topics, concepts and practices that make up its essentially interdisciplinary fabric. The pedagogic structure of each book ensures that readers are given opportunities to think, discuss, engage in tasks, draw on their own experience, reflect, research and to read and critically re-read key documents. Each book has three main sections, each made up of approximately ten units: A: An Introduction section: in which the key terms and concepts which map the field of the subject are introduced, including introductory activities and reflective tasks, designed to establish key understandings, terminology, techniques of analysis and the skills appropriate to the theme and the discipline. B: An Extension section: in which selected core readings are introduced (usually edited from the original) from existing key books and articles, together with annotations and commentary, where appropriate. Each reading is introduced, annotated and commented on in the context of the whole book, and research/follow-up questions and tasks are added to enable fuller understanding of both theory and practice. In some cases, readings are short and synoptic and incorporated within a more general exposition. C: An Exploration section: in which further samples and illustrative materials are provided with an emphasis, where appropriate, on more open-ended, studentcentred activities and tasks, designed to support readers and users in undertaking their own locally relevant research projects. Tasks are designed for work in groups or for individuals working on their own. They can be readily included in award courses in applied linguistics, or as topics for personal study and research. xi
Series editors'preface The books also contain a glossary/glossarial index.which provides a guide to the main terms used in the book and a detailed thematically organized further readine section,which lays the ground for further work in the discipline.There are also extensive bibliographies. The target audience for the series is upper undergraduates and postgraduates on language,applied linguistics and communication studies programmes as well as teachers and researchers in professional development and distance learning programmes.High-quality applied research resources are also much needed for teachers of EFL/ESLand foreign language students at higher education colleges and universities worldwide.The books in the Routledge Applied Linguistics series are aimed at the individual reader,the student in a group and at teachers building courses and seminar programmes. We hope that the books in this series meet these needs and continue to provide support over many years. The Editors Professor Christopher N.Candlin and Professor Ronald Carter are the series editors. ning titles in the fiel s relevant to this ea over one hundred ks and two ent of nternation ing hair of the British Association for Applied tof Li nd Psychology and tion and Language Studies The Open University Walton Hall Milton Keynes MK7 6AA,UK Professor Ronald Carter School of English Studies University of Nottingham Nottingham NG7 2RD,UK
The books also contain a glossary/glossarial index, which provides a guide to the main terms used in the book, and a detailed, thematically organized Further Reading section, which lays the ground for further work in the discipline. There are also extensive bibliographies. The target audience for the series is upper undergraduates and postgraduates on language, applied linguistics and communication studies programmes as well as teachers and researchers in professional development and distance learning programmes. High-quality applied research resources are also much needed for teachers of EFL/ESL and foreign language students at higher education colleges and universities worldwide. The books in the Routledge Applied Linguistics series are aimed at the individual reader, the student in a group and at teachers building courses and seminar programmes. We hope that the books in this series meet these needs and continue to provide support over many years. The Editors Professor Christopher N. Candlin and Professor Ronald Carter are the series editors. Both have extensive experience of publishing titles in the fields relevant to this series. Between them they have written and edited over one hundred books and two hundred academic papers in the broad field of applied linguistics. Chris Candlin was president of the International Association for Applied Linguistics (AILA) from 1996 to 2002 and Ron Carter was chair of the British Association for Applied Linguistics (BAAL) from 2003 to 2006. Professor Christopher N. Candlin Senior Research Professor Department of Linguistics Division of Linguistics and Psychology Macquarie University Sydney NSW 2109, Australia and Professor of Applied Linguistics Faculty of Education and Language Studies The Open University Walton Hall Milton Keynes MK7 6AA, UK Professor Ronald Carter School of English Studies University of Nottingham Nottingham NG7 2RD, UK xii Series editors’ preface
Acknowledgements with many people,soI triends v whic contrib are t y to ntio ndi,Iim Bosw s,An particul ey woul also like and R 89 ved in nis proje larly to Ch is for his 6 vision s in bothHo nd Lo of the tasks and for their feedback th and es.Finally and as a s to Fi nd.for her sup and teaching. The author and publisher wish to iht materials printsd from E rs 2 AlisonD. Pragmatist discourse and English for Academic Pu 1996 with n 22(3):Barron,C.'Problem-solving and EAP:themes and issues in a collaborative teaching venture'pp.297-314,copyright2002 with permission from Elsevier. Reprinted from en isfor Specific:Benesch,S.Rights analysis:study- ing power relations in an academic setting'pp.313-27,copyright 1999 with permission from Elsevier.Reprinted from English for Specific Purposes,12: Mauranen,A.'Contrastive ESP rhetoric:metatext in Finnish-English economics texts'pp.3-22,copyright1993 with permission from Elsevier.Reprinted from English for Specific Purposes,16:Pennycook,A.'Vulgar pragmatism,critical pragmatism,and EAppp.253-69.copvright 1997 with permission from Elsevier Reprinted from Journal of English for Academic Purposes,1(1):Warschauer,M. Networking into academic discourse'pp.45-58,copyright2002 with permission from Elsevier.Flowerdew,L.(2000)'Using a genre-based framework to teach organisational structure in academic writing LT Journal,54 (4)pp.371-5,by permission of Oxford University Press.Chin,E.(1994)Redefining"context"in research on writing.Written Communication,II,Sage Publications,reproduced with
Acknowledgements The view of EAP presented in this book emerged over many years in interactions with many people, so I want to record my thanks to the students, colleagues and friends who have encouraged me, discussed ideas and provided the insights which have contributed to it. While there are too many to name individually, I have to mention my debt to Vijay Bhatia, Marina Bondi, Tim Boswood, Lesley Coles, Ann Johns and John Swales in particular for their unwavering enthusiasm, ideas, texts and conversations which have both stimulated and sustained my interest in EAP. I would also like to acknowledge the series editors, Chris Candlin and Ron Carter, for inviting me to get involved in this project, and particularly to Chris for his close reading of several drafts of the manuscript and thoughtful suggestions for revisions. Thanks too to various classes of students on MA TESOL courses in both Hong Kong and London for guinea-pigging many of the tasks and for their feedback on the ideas and approaches discussed in these pages. Finally, and as always, my gratitude goes to Fiona Hyland, for her support, her encouragement and her ideas about writing and teaching. The author and publisher wish to express thanks to the following for use of copyright materials. Reprinted from English for Specific Purposes, 15 (2): Allison, D. ‘Pragmatist discourse and English for Academic Purposes’ pp. 85–103, copyright © 1996 with permission from Elsevier. Reprinted from English for Specific Purposes, 22 (3): Barron, C. ‘Problem-solving and EAP: themes and issues in a collaborative teaching venture’ pp. 297–314, copyright © 2002 with permission from Elsevier. Reprinted from English for Specific Purposes, 18: Benesch, S. ‘Rights analysis: studying power relations in an academic setting’ pp. 313–27, copyright © 1999 with permission from Elsevier. Reprinted from English for Specific Purposes, 12: Mauranen, A. ‘Contrastive ESP rhetoric: metatext in Finnish–English economics texts’ pp. 3–22, copyright © 1993 with permission from Elsevier. Reprinted from English for Specific Purposes, 16: Pennycook, A. ‘Vulgar pragmatism, critical pragmatism, and EAP’ pp. 253–69, copyright © 1997 with permission from Elsevier. Reprinted from Journal of English for Academic Purposes, 1 (1): Warschauer, M. ‘Networking into academic discourse’ pp. 45–58, copyright © 2002 with permission from Elsevier. Flowerdew, L. (2000) ‘Using a genre-based framework to teach organisational structure in academic writing’. ELT Journal, 54 (4) pp. 371–5, by permission of Oxford University Press. Chin, E. (1994) ‘Redefining “context” in research on writing’.Written Communication, II, Sage Publications, reproduced with xiii
for Specific Purposes,21(4):Hyland,K.'Specificity revisited:how far should we go now? pp.385-95,copyright2002,with permission from Elsevier.Reprinted from lournal of second lang age Writing,6(2):Hyland,K.and Milton,J.'Qualification Pe(190)m er,T.(1989)Academic tribes and territories:intellectual inquiry and the cultures of disciplines,SRHE/Open University Press,reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company.Ivanic,R.,Clark,R.,and Rimmershaw,R.(2000)"What am I supposed to make of this?"The messages conveyed to students by tutors'written comments,in M.Lea and B.Stierer(eds)Student writing in higher education:new contexts,Open University Press,reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company.Lea,M.and Street,B.(2000) 'Student writing and staff feedback in higher education:an academic literacies approach,in M.Lea and B.Stierer (eds)Student writing in higher education:new contexts,Open University Press,reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company.Myers,G.(1994)The narra (ed.),Advances in written text analysis,Routledge,reproduced w th permission o sions,pp.3/- Amsterdam and d permission by John Benjamins Pu .com anguag .19 stude he ac th kind on in researc with kir owerde 01632 P erpide.Ur 2000 Mich blish glishes,16(1),Blackwell Publishir repro ission of the
permission. Excerpts from Johns, A. (1997) Text, role and context, copyright © Cambridge University Press, reproduced with permission. Reprinted from English for Specific Purposes, 21 (4): Hyland, K. ‘Specificity revisited: how far should we go now?’ pp. 385–95, copyright © 2002, with permission from Elsevier. Reprinted from Journal of Second Language Writing, 6 (2): Hyland, K. and Milton, J. ‘Qualification and certainty in L1 and L2 students’ writing’ pp. 183–206, copyright © 1997, with permission of Elsevier. Excerpts from Becher, T. (1989) Academic tribes and territories: intellectual inquiry and the cultures of disciplines, SRHE/Open University Press, reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company. Ivanic, R., Clark, R., and Rimmershaw, R. (2000) ‘“What am I supposed to make of this?” The messages conveyed to students by tutors’ written comments’, in M. Lea and B. Stierer (eds) Student writing in higher education: new contexts, Open University Press, reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company. Lea, M. and Street, B. (2000) ‘Student writing and staff feedback in higher education: an academic literacies approach’, in M. Lea and B. Stierer (eds) Student writing in higher education: new contexts, Open University Press, reproduced with kind permission of the Open University Press/McGraw-Hill Publishing Company. Myers, G. (1994) ‘The narratives of science and nature in popularising molecular genetics’, in M. Coulthard (ed.), Advances in written text analysis, Routledge, reproduced with permission of the publisher. From Simpson, R. (2004) ‘Stylistic features of academic speech: the role of formulaic speech’, in Connor, U. and Upton, T. (eds) Discourse in the professions, pp. 37–64, with kind permission by John Benjamins Publishing Company, Amsterdam and Philadelphia, www.benjamins.com, and the Foundation of Language. Spack, R. (1988) ‘Initiating ESL students into the academic discourse community: how far should we go?’TESOL Quarterly, 22 (1), pp. 29–52, reproduced with kind permission of the author. Yakhontova, T. (2002). ‘“Selling” or “telling”? The issue of cultural variation in research genres’, in J. Flowerdew (ed.), Academic discourse, pp. 216–32, Longman, reproduced with kind permission of Tatyana Yakhontova. Excerpts from Swales, J. and Feak, C. (2000) English in today’s research world: a writing guide, University of Michigan Press, reproduced with kind permission of the publisher. Swales, J. (1997) ‘English as Tyrannosaurus rex’, World Englishes, 16 (1), Blackwell Publishing Ltd, reproduced with permission of the publisher. xiv Acknowledgements
How to use this book EAP is an activity at the attempts to i eory and and sys way. or Aca mic Pur oses:an d upper ergraduate and po nts on nguage,appl 1 nguistics and IE programmes as archers ok provides a platform ge with th dthrough a series of chapters d the ma ive an Like other books in the Routledge A Applied Linguistics seri for Academic P ses sists of thre secti an Intr oduction.an Extension and an Expl The Introduction units in Section a establish kev erms and c ovide a disc ive overview.develop an a nt towards EAP and ic what is to come in the corresponding B and C units. The Extension units in Section B provide extracts from a range of original texts, some'classic'and influential,others less known but nevertheless showcasing illustrative work and ideas.All readings include pre-reading,while-reading and post-reading tasks designed to help the reader to come to a better understanding of the texts. The Exploration units in Section C allow students to engage actively with the subject matter of the A and Bunits and take their study further by participating in a range of desk and field research tasks.The majority of these are open- ended,student-centred activities designed so that students can work with them and apply them in their own contexts
How to use this book EAP is an activity at the forefront of language education today, and this book attempts to introduce the key elements of its theory and practice in an accessible and systematic way. English for Academic Purposes: an advanced resource book is designed for upper undergraduate and postgraduate students on language, applied linguistics and TESOL programmes as well as teachers and researchers in the field of language teaching. The book provides a platform for readers to engage with the main issues in the field through a series of chapters discussing the main terms and ideas, extracts from key readings, and numerous reflective and research tasks. This material therefore encourages readers to reflect on theory and practice, conduct their own research and critically evaluate the research of others. Like other books in the Routledge Applied Linguistics series, English for Academic Purposes consists of three sections: an Introduction, an Extension and an Exploration: • The Introduction units in Section A establish key terms and concepts, provide a discursive overview, develop an argument towards EAP and preview what is to come in the corresponding B and C units. • The Extension units in Section B provide extracts from a range of original texts, some ‘classic’ and influential, others less known but nevertheless showcasing illustrative work and ideas. All readings include pre-reading, while-reading and post-reading tasks designed to help the reader to come to a better understanding of the texts. • The Exploration units in Section C allow students to engage actively with the subject matter of the A and B units and take their study further by participating in a range of desk and field research tasks. The majority of these are openended, student-centred activities designed so that students can work with them and apply them in their own contexts. xv