Writing academic English—a survey review of current published resources

Published on Oct 1, 2009in Elt Journal
· DOI :10.1093/elt/ccp073
Christopher Tribble9
Estimated H-index: 9
('KCL': King's College London)
  • References (7)
  • Citations (15)
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IN THE MIDST of the composition renaissance, an odd fact stands out: our basic methods of teaching writing are the same ones English academics were using in the seventeenth century.' We still undertake to teach people to write primarily by dissecting and describing a completed piece of writing. The student is (a) exposed to the formal descriptive categories of rhetoric (modes of argumentdefinition, cause and effect, etc.-and modes of discourse-description, persuasion, etc.), (b) offered good exa...
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Genre approaches to English for Academic Purposes (EAP) writing instruction have recently been challenged by proponents of what is claimed to be a new paradigm for EAP – English as a Lingua Franca Academic (ELFA). From an ELFA perspective, EAP programmes are described as unfairly imposing national or native models on non-native speakers of English, and the genre-based paradigm which informs many EAP writing instruction programmes is characterised as conforming to rather than challenging the stat...
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Despite the growth of spoken academic corpora in recent years, relatively little is known about the language of seminar discussions in higher education. This thesis compares seminar discussions across three disciplinary areas. The aim of this thesis is to uncover the functions and patterns of talk used in different disciplinary discussions and to highlight language on a macro and micro level that would be useful for materials design and teaching purposes. A framework for identifying and analysin...
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Abstract The present study is an attempt to investigating the effect of unified materials development on Iranian EFL learners’ academic writing. The participants of the study were 85 Iranian Advanced EFL learners in not-for-profit higher education institute of Noor. In order to be certain that they had no unified materials development of academic writing, a pre-test was administered. One group was excluded from the four groups by administering unified principles. After the pre-test, the particip...