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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)
Abstract
  • References (7)
  • Citations (15)
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References7
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#1Mary R. Lea (University of Cambridge)H-Index: 23
#2Brian StreetH-Index: 31
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K–12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an...
356 CitationsSource
#1Tom CobbH-Index: 3
#2Marlise HorstH-Index: 13
The ESP reading problem With the growth of English as the lingua franca of work and study, many non-English speakers find themselves needing to attain some level of proficiency in English in order to function in jobs or courses. However, they may have limited time to devote to language learning, and little interest in knowing English outside the work or study context. Responding to these circumstances, English for Specific Purposes (ESP) curriculum designers have attempted to reduce the time fra...
40 CitationsSource
#1Averil Coxhead (Victoria University of Wellington)H-Index: 12
This article describes the development and evaluation of a new academic word list (Coxhead, 1998), which was compiled from a corpus of 3.5 million running words of written academic text by examining the range and frequency of words outside the first 2,000 most frequently occurring words of English, as described by West (1953). The AWL contains 570 word families that account for approximately 10.0% of the total words (tokens) in academic texts but only 1.4% of the total words in a fiction collect...
1,356 CitationsSource
#1Mary R. Lea (OU: Open University)H-Index: 23
#2Brian Street ('KCL': King's College London)H-Index: 31
ABSTRACT This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the insti...
1,095 CitationsSource
#1Ann Raimes (CUNY: City University of New York)H-Index: 9
Twenty-five years ago, writing instruction was characterized by an approach that focused on linguistic and rhetorical form. Since then, we have gone into the woods in search of new approaches, focusing in turn on the writer and the writer's processes, on academic content, and on the reader's expectations. In our search for a new approach, we have come up against some thorny issues, five of which are described in detail: the topics for writing, the issue of "real" writing, the nature of the acade...
280 CitationsSource
#1Tony SilvaH-Index: 1
266 CitationsSource
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...
182 CitationsSource
Cited By15
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Abstract This paper looks at how phrases are conceptualized in English for Academic Purposes (EAP) research and practice. It presents examples of phrases identified in academic discourse by EAP researchers, and compares these with examples of the phrases taught in EAP writing course books. The paper highlights the ways in which the forms and functions of phrases recommended for teaching by EAP researchers are different from the forms and functions recommended for teaching in EAP writing course b...
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#1Lynne FlowerdewH-Index: 15
First, it is necessary to examine how the field of English for academic purposes (EAP) positions itself within the wider field of ESP (English for specific purposes). Keywords: discourse analysis; corpus; language for academic purposes; language for specific purposes; vocabulary; writing
2 CitationsSource
Despite extensive research into academic writing of university students from various linguistic backgrounds and disciplines at various levels of study, little research has focused on longitudinal studies of assessed writing produced by heterogeneous groups of students at a foundation level. This study seeks to fill this gap by investigating the most prevalent examples, features and development of academic lexis used in UK-based international foundation students’ written assignments and the main ...
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...
14 CitationsSource
#1Qinqin Luo (SWPU: Southwest Petroleum University)H-Index: 1
#2Ying Liao (SWPU: Southwest Petroleum University)H-Index: 1
This study reports on a small-scale study exploring the effects of using corpora in the process of revising essays in English as a foreign language (EFL). 30 undergraduate students from two College English Classes in China participate in the experiment. The BFSU CQP web is used for assisting experimental group to correct the lexico-grammatical errors in writing. The findings reveal that corpora as reference resources are more helpful than the online dictionary in helping learners make accurate c...
4 CitationsSource
4 CitationsSource
#1Julia Hathaway (American InterContinental University)H-Index: 1
This paper argues that all students, whatever their linguistic identities, can benefit from an explicit and structured introduction to academic writing. It argues that this tuition should no longer be seen as support, and therefore marginalised, but as a transformative process of acculturation that needs to be located in the mainstream of the university. For illustration, it examines a course that does precisely this and which, in a radical departure from other practices, is embedded in the curr...
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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...
#1Zeping Huang (Hong Kong Baptist University)H-Index: 1
This paper examines whether and to what extent data-driven learning (DDL) activities can improve the lexico-grammatical use of abstract nouns in L2 writing. A topic-based corpus was compiled to develop concordance learning activities, and 40 Chinese students majoring in English were randomly assigned to a control group or an experimental group. At the prewriting stage, both groups were given a list of five abstract nouns: the experimental group was provided with paper-based concordance lines to ...
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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...
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