English for Academic Purposes: Students' Book

157 Pages·2004·18.34 MB·English

by  Kathy Cox

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preface
dents' book
Copyright © Kathy KCoxandDavldHill 2004
Pearson Education Australia
Unit 4, Level 2
14Aquatic Drive
Frenchs Forest NSW 2086
www.pearsoned.corn.au
English for Academic Purposes Now! has been created for you as a course book in
TheCopyright Act 1968 ofAustralia allowsamaximum ofonechapteror10%ofthisbook,whichever isthe English for Academic Purposes. It has been written with the intention of fulfilling a
greater, tobecopiedbyanyeducational institution foritseducationalpurposesprovided thatthateducational
institution (orthebodythatadministers it) hasgivena remuneration noticeto Copyright Agency Limited need for a single book which includes the many skills that you will require in order
(CAL) undertheAct. For details oftheCALlicenceforeducational institutions contact: to be successful in English tertiary education (education after high school or post
Copyright Agency Limited, telephone: [phone], email: [email protected]
secondary education). If you wish to attend college or university, or to study in an
All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and English speaking country where you will need to have Upper Intermediate or
subsequent amendments, no part of this publication maybe reproduced, stored in a retrieval systemor
Advanced level skills, or if you are a native speaker of English who would like to
transmitted in any form or by any means,electronic. mechanical, photocopying, recording orotherwise,
without thepriorpermissionofthecopyright owner. expand your repertoire ofEnglishlanguage skillsand prepare foruniversity, this book
will assist you to achieve your goals.
AllchapteropeningquotationstakenfromSpiritualSayingsofKahlilGibran (1990) arereprintedbypermission
ofCitadelPress/Kensington PublishingCorporation (www.kensingtonbooks.com). Allrightsreserved. As experienced English language teachers ourselves, we have brought to the writing
of EAP Now! our own understanding of the learning difficulties and cultural
For further information on material adapted from Tony Buzan Use Your Head (l995) visit Buzan Centres
Limited website:www.buzancentres.com: email: buzencpbuaancentres.com:'Iel: [phone]. challenges that you will face as you undertake study in a language other than your
first.There areintellectual shifts which maybe required ofyou as you learn new ways
Acquisitions Editor: Andrew Brock "
Project Editor: Jane Roy/RebeccaPomponio to present your ideas and arguments in writing and speaking contexts; you will learn
Copy Editor: SonnetEditorial to question texts rather than accept them as absolutely always correct; you will make
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decisions as to the importance of the World Wide Web for your study; you will
Coverandinternal designby~t(gn~ PtyLtd
Cover illustration byOettyImages increase your ability to become independent learners and you will strive for cross
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cultural understanding and critical cultural consciousness as a result of your studies
Printed inMalaysia, pp within this course.
Learningthe academic skillsnecessary to succeed in a tertiary environment can be an
12 13 14 IS II 1009 08 07
arduous, difficultand complexprocess. You, the student, and your teacher willset out
National LibraryofAustralia
together on a journey that this coursebook provides.You willwork together in orderto
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attain these skills.They are the skillsand thinking modes that you willneed in all the
Cox, Kathy, 1945+. various academic environments (universitiesand other institutions) into which you are
EAP Now! :English for academic purposes.
heading.
Bibliography.
We believe this course book breaks new ground for EAP and we sincerely hope you
Includes index.
ISBNI 740910737. enjoy using it.
,1.Englishlanguage- Foreignspeakers- Problems,exercises.etc.2.Englishlanguage- Studyandteaching
- Australia - Foreign speakers. LHill, David, 1969-. KathV
COX
428.2407094 David Hill
Every effort has been madeto trace andacknowledge copyright. However, shouldany infringement have
occurred, thepublishers tender their apologies andinvitecopyright ownerstocontact them.
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• :. AnimprintofPearsonEducationAustralia (adivisionofPearsonAustraliaGroupPlyLtd) preface-students' book i i i
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4 Listening
student
~the When listening, you will hear many varieties of spoken English (some nine different
accents are used in the recordings).
There are two lengthy lectures of over a quarter of an hour, and, although a 'real'
university lecture may go on foras long as three hours, the principles, the vocabulary,
the format and the content of the recording are academic and will giveyou authentic
practice in listening to a lecture and taking notes.
Aims and focus of EAP Now! 5 Reading
The reading texts are designed to reflect the real world and are placed in real world
social contexts. Each time you read, it is hoped you will ask the following: Where is
English for Academic Purposes Now! is designed to help any student who wishes to this textfrom? When wasit written? Who wrote itor might have written it? What could
succeed in afurther orhigher education course which istaught inEnglish,in particular be their purpose for writing it? Who is the audience it is written for? What possible
at university or college. slant or bias is communicated within the text?
You will learn about study reading and reading to interpret essay questions.
The aims of this students' book are to assist you to comprehend, question, evaluate
and produce a range ofdiscourses which are relevant to academic contexts.
6 Critical thinking
We hope to have anticipated some of the problems you may face and to help you
Critical thinkingismeant tointroduce you to waysofthinkingand ofapproaching texts
.overcome them as you begin your preparation in English.
that will be expected of you in further and higher education courses.
Each unit contains eight skills which are thematically linked. These are:
You will think about power relationships and should keep in mind that even as you
1 Writing learn the language of academia in English, you are learning the language of powerful
2 Grammar institutions.
3 Speaking We want you to respect and admire your own academic culture and add to it your
4 Listening knowledge ofthe one you are learning. You bring to the classroom and your classmates
a rich knowledge of your own.
5 Reading
6 Criticalthinking
\ 7 English for the Internet Age
7 English for the Internet Age
Webelieve the Internet has a great future and you will see its importance grow. It is
8 Learner independence and study skills.
included here as a resource for use in academic research and as a window to the wider
world outside of your classroom. Students are provided with opportunities to learn
1 Writing
navigation around sites, and terminology that willassist you to carry out projects.
In writing, a great deal of work is done around essay construction and the types of In English medium tertiary settings, a great deal of learner autonomy is expected of
essays you will be required to produce. You will learn to differentiate an explanation students-you have to carry out independent research at the library, and make
from an exposition, and description from argument. Answering exam questions is judgments within your essays in addition to summarising the opinions ofothers. Even
covered and there are tasks teaching you how toavoidplagiarism and how to reference students who have grown up in the culture often find this a shock.
your essays properly. Many models of varying text types are included.
8 Learner independence and study skills
2 Grammar
Learner independence and study skills is designed to help you to find out how you
Grammaristaught as beinga part ofwholetexts,that is,itiswithinreadings,discussions learn best and to assist you to learn to work independently.
and lecturesrather than separate fromthem. You willbe askedto examinethe socialand Students like to know how they are goingin terms of their own progress. Your teacher
culturalsituations (orcontexts)aswellasthe textsthemselves.Sometraditionalgrammar can assist you byprovidinganswers tothe activities.Additionally,peer-group evaluation
points (suchas articles)have been included in caseyou need to work in those areas. and self-evaluation is included. You will learn how to keep records of your own
progress and note what you do outside of the class to help your English.
3 Speaking
The tasks are varied and relevant to EAP purposes. We sincerely hope you find that
Speaking sections assist you to solve problems that you may face on campus. You will some are fun as well as a challenge.
learn how to make academic requests to individual lecturers and to consider what an
Anote about terminology
appropriate request comprises. You willalso practise tutorial participation skillssuch as
learning how to participate actively. Units coverresearch, preparation and presentation Wehave used the expression 'English-medium tertiary education' to cover post-high
ofvarious oral tasks required at university-these are called oral presentation skills. school education in countries such as Australia, Canada, Ireland, NewZealand, the UK
i v ENGLISH FOR ACAOEMIC PURPOSES stUdents' book to the stUdent v
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and the USA where English is the main medium of instruction and that have many
academic traditions in common. These academic traditions include such things asways
of writing and speaking (rhetorical style), methods of assessment (eg assignments, contents
presentations or essay exams) and the concept of plagiarism.
Havingsaidthis, there are variations between the academic culture ofeach ofthe native
English speakercountriesand alsobetween differentdisciplineswithin the same country.
Furthermore,ifyou are froma country with a European academic tradition, by working
through thisbookyou maybesurprised atwhat younoticeabout thedifferencesbetween
your own academic culture and the cultures within English-mediumtertiary education.
Kathy David Hill
COX Preface-students' book iii Writing and Reading 42
To the student iv Argument essays andstagingintroductions
Aims andfocus ofEA? Now! iv and conclusions 42
About the authors vi Essay plans 46
About the authors Acknowledgements vi Cohesion through discourse markers: addition
Contents map x andcontrast 48
Differentiating between main and supporting
Kathy (ox Unit 1- Educati@n 1 ideas 48
Critical thinking andWriting 49
Speaking 2
traces her teaching back through her maternal ancestors. Originallyfromand educated Differentiating between weak andstrong
Discussion 2
in the USA, she graduated fromthe University ofHawaiiand taught firstin PagoPago, evidence 49
Academic requests 1 2
Samoa, before travelling to New Zealand, Thailand, Malaysia and Singapore, finally Providing concrete supporting evidence 50
Criticalthinking 4
Listening 50
settling in Australia. She has taught English for Academic Purposes to many students How doyou like to learn language? 4
Note taking 50
over the years, and their learning and social experiences form the basis for this book. Listening 1 6
Predicting focus andlistening for supporting
Register: the new student 6
Kathy's research interests in Australiahave focused on students' listening skills;drama ideas 52
Writing 11
and the part it plays in enhancing language learning; academic writing; and identity. Grammar 54
Planning essays 11
She has a keen interest in teacher professional development and, as a Director of Definite articles 54
Explanations anddiscourse markers oftime
Studies for a decade, implemented successful programs. sequence 14 Learner independence andstudyskills 56
Self-correction marking code 56
Paragraphformatting1 16
Speaking andWriting 56
David Hill Reading 19
Discussion and essayquestions 56
Personal learning styles 19
grew up in the north west of England. Afterstudying at the Universityof Durham, his Identifying theme/skimming 20
interest in other cultures took him around the world and eventually inspired him to English-medium tertiaryeducation 21 Unit 3- Science «md 51
techn@logy
become a teacher of English to speakers ofother languages. Grammar 25
Cohesion andavoiding sentence fragments 25
After teaching English to adults in the UK, Turkey and Japan, David settled in Speaking 1 58
Listening 2 26
Australia where he now teaches and coordinates EAP and exam preparation for Orientation: someissuesinscience
Markers which indicatemain ideas:library
Australian PacificCollege. orientation talk 26 andtechnology 58
Listening 59
English for the InternetAge 28
Listening for reasons: interview with
Learner independence andstudyskills 33
How to usethis book inandout ofthe ascientist 59
Acknowledgements classroom 33 Writing 1 60
Discussion essays 60
Unit 2- (Iall and kinship 35 Reading andWriting 65
Avoiding the repetition ofwords 65
Kathywould liketoacknowledgethe numerous and memorable students and colleagues
Speaking 36 Grammar 66
from whom she has learned so much, particularly those from academic preparation
Discussion: orientation to this Unit's topic 36 Cohesion through discourse markers: contrast,
programs at UniversityofWollongongand APe. Specialappreciation goesto Murrayfor
Reading 37 deduction, example, addition and summation 66
his ongoing loveand support during the years this project took to complete. Scanning 37 English forthe InternetAge 69
Finding meaning from context 38 Searching the World Wide Web 69
David would also like to express his appreciation to the students, friends and
Collocation 41 Speaking 2 71
colleagues with whom he has had the pleasure ofworking overthe years,most recently
English forthe InternetAge 42 Interrupting, suggesting, accepting and
at APe. Heextends his specialthanks to Chie,whose help, encouragement and support
Scanning forrequired information andchoosing rejecting ideas 71
has been immensely valuable. appropriate links 42 Critical thinking 72
ENGLISH FOR AC
Analysis ofpositive andnegative aspectsof English forthe InternetAge 131 Listening andSpeaking 2 171 Learner independence andstudyskills 219
technology 72 Refugees: Internetresearch project 131 Tutorial participation skills 3:various Listening outsideclass 219
W~~2 n Learner independence andstudyskills 134 discussion techniques 171 Postersession aboutlanguage learning
Writing a discussion essay 73 Assignment research skills 134 Grammar 172 experiences 220
Learner independence andstudyskills 74 Vocabulary fortertiarypurposes: Hypothesising andspeculating 172 Speaking 2 221
How to remember forlonger 74 university word lists 134 Conditionals 173 Explaining grammar features oflanguages
W~~3 ~ Learnerindependence andstudy skills 175 otherthan English 221
Issues inscience andtechnology 75 Unit 6- Ag!@bll! Speaking outsideclass 175 Writing 2 222
c@l'inecH@n: the envlrenment 135 Writing 175 Shortanswer questions 222
Extended essayassignment 175 Writing andSpeaking 223
Speaking 1 136 Writing andSpeaking 176 Discussion andessay questions 223
Writing 78
What doyou know aboutenvironmental Issuesineducation 176
Paragraph formatting 2:topicsentences 78 issues? 136 Unit 10-Aglobal connection:
Methods ofparagraph development: providing
Writing 136 Unit 8-A g!@b«i! crcss-culturjil communication 225
concrete supporting evidence 79
Research reports 136 connection: economics 1rt
Creative writing 83
Writing andSpeaking 140 Writing 226
Grammar 86
Mini-research project 140 Reading andWriting 178 Genre overview 226
Cause andeffect: discourse markers orsignals 86
Learner independence andstudy skills 141 Compare andcontrastessays 178 Grammar 227
Ellipsis andsubstitution 87
Reading outside class 141 Cause andeffect 181 Reviewing academic writing 227
~~~ ~
Listening andSpeaking 142 Writing 183 Register 227
Writers talkaboutwriting 89
Listening formain purpose: tutorialquestions Exposition schema: discussion andargument 183 Nominalisation 229
Text types 89
aboutbusiness and the environment 142 Grammar 186 Referencing 230
Note taking from whole books 96
Tutorial participation skills 2:asking questions Nominalisation: moving towards more Modality 231
Listening 99
intutorials 143 academic writing 186 Speaking 232
Listening forpleasure andlistening for
English forthe InternetAge 144 Speaking andListening 189 Cross-cultural discussion ofcommon beliefs
non-linguistic cues 99
Using university library catalogues onthe net 144 Orientation discussion aboutglobal trade 189 and practices 232
Critical thinking 100
Speaking 2 145 Listening to predict main focus, understand Listening . 233
Considering writing styles 100
Using visual aidsin presentation 145 key points andtakenotes 190 Note taking from a lecture: cross-cultural
Speaking 100
Criticalthinking 148 Reading andCritical thinking 192 communication 233
Tutorial participation skills 1 100
Distinguishing between factandopinion 148 Vocabulary and scanning 192 Critical thinking 233
Learner independence andstudyskills 102
Grammar 1 151 Skimming for main ideas 199 Critical cultural consciousness: political
Time management 102
Reporting verbs in citationandparaphrasing 151 English forthe.Internet Age 200 protest 233
English for the InternetAge andCriticalthinking 104
RY~~ 1~ Internet research project 200 Reading 234
Evaluating academic credibility ofinformation
Skimming andscanning 152 Learner independence andstudy skills 200 Peer review ofextended essays 234
onthe Internet 104
Grammar 2 154 Faculty requirements within different Reading andWriting 234
Future predictions 154 disciplines 200 Precis, abstracts and introductions: reading
to discover the usefulness oftextsfor
Speaking 108 155 Unit I}- LilngulIge 201 assignments 234
Oral presentation skills andoraldiscourse Extended introductions 237
markers 108 Speaking 1 156 Speaking 1 202 Conclusions andsummaries 237
Oral presentation assignment 110 Campus vocabulary 156 Languages quiz andintroductory discussion 202 Writing andReading 240
Writing 111 Listening andSpeaking 1 156 Listening, Speaking andCritical thinking 204 Interpreting anddescribing information from
Compiling bibliographies 111 Academic requests andreplies 2 156 Language ofpersuasion 204 chartsandgraphs 240
Grammar 114 Speaking 2 159 Critical thinking: reflecting oncultural English forthe InternetAge 244
Pronominal referencing andparticipant Furtheroralpresentation skills 159 aspectsofpersuasion 206 How does andwill the Internetaffectyou,
tracking 114 English forthe InternetAge 161 Speaking: persuasion 206 ua~~~ ~
Tense review: perfecttenses 117 Referencing from Internetsources 161 Grammar 207 Learnerindependence andstudy skills 246
Register revisited 121 Reading 162 Articles 2 207 End ofcourse: friendship compliments! 246
Listening 122 Examining textsfrom different pointsofview 162 English forthe InternetAge 208
Distinguishing between factandopinion 122 Using textsto assistin making and Internetdirectories 208 Appendix A-Correction codes 248
Reading 124 supportingjudgments 166 Writing 1 209 Appendix B-Information gapactivities 249
Newspaper editorial 124 Speaking and Listening 168 Dissecting essay questions formeaning 209 Appendix C-Assessment sheets: Oral
Purpose orintentionofwriter: identifying Giving constructive criticism 168 Expositions revisited andexpanded 212 presentation andessay 252
bias, connotations andattempts Critical listening andpeermarking Reading 216 Appendix O-IELlS Grid: Preparation tasks
to influence 127 ofpresentations 169 Finding implied meaning 216 forIELlS Academic module 258
Critical thinking 129 Critical thinking 170 Listening 217 References 264
Language aspower: becoming a critical reader 129 What isthe purpose ofeducation? 170 Listening skills: interview with astudent 217 Index 267
Learner
UnitNumber Reading (CriticalThinking Englishforthe Independence
andTheme Speaking Writing i Grammar Listening !(skills,texts) Internetage &StudySkills
1 Explorationof Planningessays 11 Register:spokenv. Register:the new IDifferentiating Howdoyoulike Introductionto Howto usethis
Education previouseducation written 6 student 6 register/style 9 to learnlanguage: usingthe WWW bookoutside the
system 2 Explanations 14 quiz 4 andintemet classroom 31
Cohesionthrough Listeningformarkers Personallearning vocabulary 28
Academic Paragraph discourse markers: whichindicate styles 19
requests 1 2 formatting 1 16 timesequence, mainideas: library
evidence 24 orientation talk 26 Identifying theme/
skimming 20
Avoiding sentence
fragments 24 English-
mediumtertiary
education 21
2 Typesof Arguments 42 Cohesionthrough Listeningandnote Scanning 37 Differentiating Scanning Twostage
Clanand families 36,56 discourse markers: taking 50 between weak for required self-correction
Kinship Staging introductions addition and Differentiating andstrong information marking
andconclusions 42 contrast 48 Predictingfocusofa between main evidence 49 andchoosing code 56
lecture: families 52 andsupporting appropriate
Essayplans 46 Definitearticles 54 ! ideas 48 links 42
i
Listeningfor
Providingconcrete ;supporting , Findingmeaning
supporting evidence 52 ifromcontext 38
evidence 50
Collocation 41
3 IIssues in science Discussions 60,73 Cohesionthrough listeningforreasons: iAvoiding Analysisof Searchingthe Howto remember I
Scienceand ;andtechnology discourse makers: iinterviewwitha repetition 65 positiveand Internet 69 forlonger 74
Technology 58,73 Analysingquestions: contrast, deduction, 'scientist 59 negative aspects
whichgenre? 75 example,addition oftechnology 72
Interrupting, andsummation 66
suggesting,
accepting and
rejecting ideas 71
Paragraphformatting 2: Causeand Listeningforpleasure Writerstalk about Considerwriting
topic sentences 78 effectdiscourse and listening for writing 89 styles ofown
markers 86 non-Iinqutstic cues: countries 100
Methodsofparagraph NedKelly 99 Notetaking from
development: providing Ellipsisand wholebooks 96
concrete supporting substitution 87
evidence 79
Languagefeatures
Creativewriting 83 ofavarietyoftext
types 89
r-------~---·_----·'-T-l;~;~-;~--·-··-----
I
UnitNumber Reading Critical Englishforthe Independence
IandTheme Speaking Writing Grammar Listening i (skills,texts) Thinking i!. Internetage ,&StudySkills
5 Oralpresentationskillsand Compiling bibliographies and Pronominalreferencing Distinguishingfact Newspaper Language Internet Assignment
The News oraldiscourse markers 108 avoidingplagiarism 111 andparticipant and opinion: Talkback editorial 124 aspower: researchproject: research
tracking 112 radioprogramabout becoming refugees 102 skills 134
Oralpresentation fast food 122 Purposeorintention acritical
Tensereview: perfect Vocabularyfor
assignment 110 ofwriter: identifying reader 129
tense 117 / tertiarypurposes:
bias 127
universityword
Registerrevisited 121
lists 134
I
6 Environmentalissues 136 ResearchReports 136 , Reportingverbs Tutorialparticipation Skimmingand Distinguishing Usinglibrary Readingoutside
AGlobol :incitation and skills2:listening for scanning 152 between catalogues 'class 141
TutorialParticipation
Connection: Mini research project 140 paraphrasing 151 mainpurpose 142 fact and onthe
Skills2:asking
The opinion 148 Internet 142
questions 143 Tutorialquestions:
Environment Future
businessandthe
Usingvisualaidsin predictions 154
environment 142
presentations 145
7 Academicrequests and Extendedessay Hypothesisingand Academicrequests Examiningtextsfrom Whatisthe Referencing iSpeakingoutside
On Campus replies2 156 assignment 175 speculating 172 and replies2 156 different points of purposeof fromelectronic ,class 175
view 162 education? sources 161
Furtheroralpresentation
Issuesineducation 176 Conditionals 173 Criticallistening and 170
skills 159
peer markingoforal Usingatext to
Constructivecriticism 168 presentations 169 assistinmaking
and supporting
Giving an oral
judgments 166
presentation 169
:Tutorialparticipation skills3:
idiscussiontechniques 171
8 , Effectsofglobaltrade 189 Compareand contrast Nominalisation 186 Predictingmain Vocabularyand i Issuesaround Internet Faculty
AGlobal essays 178 focus:university scanning 192 qlobatisation research requirements
Connection: lectureon 189 project 198 within different
Causeand effect 181
Economics derequlatedglobal Skimmingformain disciplines 200
,Expositionschema(argument trade 190 ideas 199
1and discussion) 183
I
9 i Languagesquizand Dissectingessayquestions for Articles 207 language of . Findingimplied Reflectingon Internet Listeningoutside
Language Idiscussion 202 meaning 209 persuasion 204 i meaning 216 culturalaspects directories class 219
Languageof ofpersuasion 208
Exposition- revisitedand languagelearning
Persuasion 204 persuasion 204 Interviewwith 206
expanded 212 experiences: Poster
astudentabout
session 220
Explaininggrammarfeatures Answeringshort answer listening skills 217
ofyourownlanguage 221 questions 222
!
10 Cross-culturaldiscussion Genreoverview 226 Review: Note-takingfroma Peerreviewof CriticalCultural Howdoesand Endofcourse
AGlobal ofcommonbeliefsand register 227 lecture: cross-cultural extended essays 234 Consciousness: willthe Internet friendship
;Precis,abstractsand
Connection: practices 232 ! nomtnatisation 229 communication 233 Precisand political affectyou,asa compliments!
introductions 234
CCroomssm-Cunuiltcuarteio!n iExtendedintroductions 237 referencing 230 abstract 234 protest 232 student? 244 246
i, Conclusionsandsummaries 237 Modality 231 Interpreting
information
, Describingcharts and fromcharts and
_.. .--.J. ".__..~_..._.".__... -,i..•g_.r_a.p._h-s---2-40-~.--_._---- graphs 240
11111111111111111111111111111111111111111111111111111111111111111111111111111
education'
Education sows
not seeds in you,
but makes your
seeds grow.
KAHLlL GIBRAR
Skills focus: In this Unit, you will learn and use the following skills:
Speaking: discussion;academicrequests 1 2
Critical thinking: howdo you liketo learn language? 4
listening 1: register-the newstudent 6
Writing: planningessays;explanationsand discourse markersof time
sequence;paragraphformatting 1 11
Reading: personallearning styles;identifyingtheme/skimming;
English-medium tertiary education 19
Grammar: cohesionand avoidingsentencefragments 25
Listening 2: markerswhichindicate mainideas-library orientationtalk 26
English for the Internet Age 28
Learner independence and study skills: howto usethis book in and 33
outof theclassroom
URlll education
3
4
,f Discussion
5
,f Academic requests 1
Discussion
• Most information is given to you in yourcourse outlines. However, ifyou find
yourself unable to complete an assignment ontime, you must ask(request) your
lecturer to allow you more timeto complete it. Do this early! Don't ask fortime
extensions onthe day it is due!
Will (or Has) learning in my new educational setting be(or been) the same as
learning in my home country? • Think aboutthe relationship between yourself andyourlecturer, tutor orsupervisor.
Are you equals orarethey more importantand powerful than you are?
Discuss inyour group thefollowing questions. Ask and tell each other the answers.
• Your requests need to bepoliteand must include allthe information needed by
1 What doyou expectlearning at tertiary level to belike.
yoursupervisor.
2 How many hours per week did you study when you were studying inyour own country?
3 What skills didyou concentrate on when studying English in yourown country?
4 How importantwas speaking and listening in your study ofEnglish?
5 Are you going to study an undergraduate orpostgraduate course? Use the fields below fora request foranextension oftimeto complete an
assignment. The model could beused forbothspoken and written requests.
6 What is your field ofstudy?, eg will you study in the Humanities, Applied Science or
Engineering, or Business? • Studentname: (Your name) --
• Subject studied: _
What were yourconclusions about learning andstudying at home?
Briefly write yourconclusions: • Name oflecturer: _
• Name ofdepartment: _
• Title ofessayorassignment: _
• Date due: _
• Reason forneeding extratime: _
• Date you can hand it in: _
• Number ofdays you wish the extension to be: _
Academic requests 1
1"'---.----.....-....----.------...---.---.......--...--. ..--.., .ti!t
Thinkin9.~~.o ~cademic requests"~
\. Task,. A: ...t LEARNING t p
Work inyourgroup onthe following. In anyeducational setting, you may need to
speak to a supervisor, a lecturer orsomeone elsein authority.
Can youthink ofany questionsyoumight wish to ask any ofthese people?
Make a listofpossible questions:
1
2 In pairs, play a student andthe supervisor. Ask yoursupervisor foranextension of
time based on whatyou wrote in the previous task.
e.
I like to writedown new words before I usethem.
Critical thinking
D. I like to practise new words outsideof class.
7 Outside ofclass:
How do you like to learn language?
A. I hate making mistakes when talking.
C/C-:'--"'~'-'_.'~-"'~~"'-"'--~-"',
Task A: Quiz) B. I like to try to talkto people as much as I can.
-_._-_._--~
e.
I always worry andfeel embarrassed to speakbecause I will make mistakes.
Take the following quiz bycircling the letter that isyouranswer andthat is closest
D. I don't caretoo much about mistakes, I just enjoytalkingwith someone.
to yourfeeling.
8 When I'm listening:
1 In myEnglish class:
A. I can't hearwell because I'm nearly always nervous.
A. I would rather writemostthings down that I hear.
B. I don't hearevery word, but can usually follow the gistofwhat'sbeing said.
B. I would rather practisewith a partnerout loud.
e.
e. I would rathersit quietlyuntilI know the answer. I wantto hearevery word soI know I understand the conversation.
D. I try to follow even when I don't know allthe words.
D. I would ratherget the chanceto speakthan to be quiet.
2 When working in pairs in class:
A. I like to writewhatis goingon.
Onthe next page, check your score to determine the 'type' oflearner you are.
B. I like to bethe leader. Ifyour score is between 8 and 10 inclusive, look at boxX.
e. I like to be quietand let the other person speak. Ifyour score is between 11and 13, look at box Y.
D. I like to speak. Ifyour score is between 14 and 16, look at box Z.
3 When speaking in class:
A. I always wantto be corrected. BoxY
BoxX
B. I like the teacher to allow me to finish withoutcorrections in the middle. Your learning styleis
\ Your learning style is accuracy
communicative. You liketo make
e.
I feel embarrassed and know I am making mistakes. driven. You like to be sure you
friends easilyand want to talk to
are right before speaking and
D. I want mistakes corrected immediately. everyone.
writing. You may be a little shy
4 When in class: when it comes to Your style is relaxed and you are
A. I wish I were outsidewalking orswimming or enjoying myself. communicating, particularly in fairlycomfortable in new
unfamiliar situations. situations. You willtry to talk,
B. I enjoyworking and learning English.
even ifyou make mistakes.
You are probably an analytical
e.
I don't enjoyit, but I know I muststudyhard. person and are neat and tidy You may need to work harder
D. I like my classmates and know my English will improve if I complete my work. with your notes and personal towards accuracy in your writing
dictionary. when it comes to academic
5 When it comes to grammar:
English.
A. I like to memorise the rules by heart.
B. I seem to usegrammar correctly mostofthe timewithout memorising.
e. BoxZ
I like to keep practising untilthe rule is not in my mind.
Like many people, you have a combination of learning styles and ways
D. I don't needrules, because I can hearchangesin speechand see themin
in which you liketo learn. You are relaxed and confident in some
writing.
situations but liketo be accurate and speak correctly in others.
6 When it comes to vocabulary:
Your task will be to work on study patterns that make the most ofyour
A. I like to memorise allvocabulary. talents, which consist ofboth these qualities.
B. I like to try to use new words as soonas I haveheard them.
4 ENGLISH fOR ACADEMIC PURPOSES s t u den t s.: boo k UNlll education 5
Recording script
Howtocalculate CD
~
RECORDING NUMBER 1(10MINUTES, 20 SECONDS)
your score
As =2
The new student
Bs = 1
Answer the questions that followthe recording script
Cs=2
Ds = 1
... the taxi cabdropped me offin front ofa hugebuilding ona busy citystreet.
Add all youranswers together. I was excited because this was my first day as a student of English and an
English speaking country. It was even my first dayin the country because my
SCORE _
plane hadonly arrived last night.
So,I walked into the reception area and looked up at the sign. It said Oxcam 5
1 Finda person inyour class who is the oppositetypeoflearner to you and discuss English School, floornumber 7. I got into the elevatorand upI went.Ah, I was
with them what youthink are the strengths and weaknessesofeach learningtype. so excited. When the doors opened, I could smell a wonderful smell, like
cooking of some sort. Alittlestrange, I thought to myself, but checked myself
2 Make a listforyourselfofsuggestionsthat you thinkyou mighttryafterdiscussion
with that person. Can you think ofwaysto diversify your learningstyle? Couldyou becauseI knew this was a different country and things would all be different
diversify experimentwith a newidea afterspeakingto someonedifferent fromyourself? here. SoI told the receptionist my name was Jim Park and she looked it up on 10
add to; broaden
a long list. Ah, here you are, Jim. listen, yourdetails need inputting but right
nowgoto room 10, the closs hasalready startedandwe can sortout the money
andthings like that later, chef hatesanyone being late!
Listening 1
This seemed a little bit strange to me because I had already paid all my fees,
but I was happy enough to obey and felt quite glad to think that I would be 15
learning English right from the first minute I arrived. So I said to her in the
Register: the new student
best English I could, I thank you very deeply and regretfully request you
Register involves the particular situation of a social activity with its particular regarding mylateness due to the taxihaving encountered much of traffic andin
participants (where, with whom, about what, how). Register occurs in all discourse travelling otherobstacles. The receptionist looked up briefly, smiled at me and
\,
(bothtalkingand writingare discourses).Register must beappropriate.If youwriteto waved her handin the direction ofthe hallway. 20
your mother,it willbe a differentregisterthan ifyou write to an important politician
So,I found Room 10 and walked through two huge, swinging doors. Aperson
in your country to complainabout an injustice. (I'm assuming here, that your mother
at the backof the room came quickly overto me and put this garment thing
does not happen tobe an important politician,but ofcourseshe couldbe!
over my head and then tied it around my waist, and handed me a long, sharp
knife andthen pointedto a bench where I was to stand. Shedidallthis holding
Task A: Listening for register-appropriate speech or writing in herfinger to ~er mouth and gesturing for silence while glancing nervously up 25
to the front ofthe room where the male teacher was standing.
a ro riate situations
Now, I just did as I was told but thought, whatarethese strangecostumes every
Listen to (and follow along with) the extract titled: The New Student (Recording
student is wearing? Now, it seemed we would learn English and protect our
number 1) clothing at the sametime. I was staring around the room at everybody andI was
so surprised to see students cutting something with knives. And while I was 30
You will hearthe following vocabulary onthe recording:
standingthere,the teacherleftthe frontofthe room, came upto me andactually
yelled very close to my face! He said, Get shoppin' andstopstandin' there like a
stunned mullet: slow person who does not understand bloodystunnedmullet. This was certainly nogreeting I hadeverstudied, andI also
tool: useless person, stupid did not know why I should go shopping, but I knew the vocabulary word mullet
andI knew that it was afish soI looked around forafish butsaw none. So I said 35
vegies:shortened word forvegetables
to him, I amsorry, I am notable to locate thefish mullet andalso maynotlocate
bloody: swear word
anyinthenearby area ofmysight. He said,Yeah, right... ya'smart arse'whatdidja
you'll know what for:you willbe punished in some way
say?So I repeated, more simply this time, I have nofish. He seemed to understand
cut it out: stop doing something this timebut hewas even more angry, andanswered me with,Ofcourse there's no
bloodyfish, we're onvegies today. Now, inanylanguage, Ialways have trouble with 40
6 ENGLISH FOR ACAOEMIC PURPOSES s I u d e n I s' boo k UNI11 education 7