Extended Writing and Research Skills: Course Book (English for Academic Study)

English for Academic Study: Extended Writing and Research Skills English for academic study: Extended Writing & Research Skills takes students step by step through the process of producing an extended piece of academic writing, helping them to develop the writing and research skills necessary for the task. Students make use of the authentic source materials that accompany the course to produce their own piece of extended writing. They are then encouraged to use the strategies they have learnt to produce a second piece of writing, within their own field of study. The approach allows students to work independently, supported by detailed information and advice, as well as model answers provided in both the Course Book and the Teacher's Book. The 2009 edition of EAS Extended Writing & Research Skills has been fully revised for ease of use. As well as a new format, the Course Book now comes with a book map, unit summaries and a comprehensive glossary of terms. Each unit has weblinks offering additional information and activities. A dedicated website, www.englishforacademicstudy.com, offers further teacher resources. This book can be used in conjunction with the following books in the English for academic study series, also published by Garnet Education: EAS Reading, EAS Writing, EAS Listening, EAS Speaking, EAS Vocabulary and EAS Pronunciation. Key features * Step-by-step process for completing written tasks * Detailed advice and model answers * Authentic source materials used to produce a piece of extended writing * Dedicated website with interactive activities at www.englishforacademicstudy.com An accompanying Teacher's Book is also available.

Working with ESOL graduate students, the benefits of this series becomes clear. This course takes students sequentially through the process of producing an extended piece of academic writing. Aimed at students with an IELTS level of 5.5, it teaches the writing and research skills necessary for such a task, as well as developing oral skills for participating in tutorials, seminars or presentations. The approach taken encourages students to work independently, supported by the provision of detailed advice and model answers, in addition to web-based material for independent study. Students use relevant and authentic source materials to produce a piece of extended writing. There is a logical development progression of skills covered in the 8 chapters such as finding information effectively, using evidence to support ideas, and acknowledgement of sources. The text layout, broken down into achievable tasks, is manageable for students particularly in a tutorial situation. Examples used in context throughout the book clearly model the learning objectives for each chapter. The design of the material is based on work carried out at the University of Reading's Centre for Applied Language Studies and supported by a review of current research into EAP methodology reflecting the most recent developments in language teaching for academic purposes. The book can be used in conjunction with English for academic study: reading and writing also published by Garnet Education. Reasonably priced, with good examples and step-by-step skill progression, English for Academic Study: Extended Writing and Research Skills sets realisable goals along with reasonable expectations for developing facility in academic writing. Very user-friendly! --John McKeown, Lakehead University, Canada for iatefl Voices, Issue 194, January-February 2007

Published in conjunction with the University of Reading, Extended Writing and Research Skills has been a popular generalist course book for proficient NESB students about to embark on tertiary studies. While many British course materials suffer from assuming that English is only spoken north of Land's End, Extended Writing and Research Skills employs international contexts to develop universal themes. Its focus enables it to unpack several important writing skills: developing ideas, structuring an argument, what constitutes plagiarism and how to avoid it. There are also some useful exercises aimed at developing oral skills presentations; anyone who has sat through what passes for oral presentations will understand that most students need to develop their competencies in this area. As a course book, however, Extended Writing and Research Skills is limited and old-fashioned. Its limitations are clear and well understood: the authors have focussed on the skill of writing, and to that end it is a good book. Unfortunately, this focus falsely separates writing and reading to the detriment of both. Good writing and good reading go together because the synthesis required in critical treading - the close analysis of textual material - is precisely the same process which is key to the development of an argument. It is by deciphering the point of view of the written, spoken, televisual material under scrutiny, and appreciating the devices used in the construction of that point of view, that successful students bring to their writing. By moving away from the assumptions inherent in language learning, EAP practitioners could focus more on the 'hidden curriculum' of tertiary studies: absorbing information; developing and testing ideas; focussing deeply on the responses of others and seeking to understand the assumptions behind them; articulating one's own response in the light of newly developed knowledge; acknowledging the ideas of others; developing objectivity and theoretical sophistication. My other concern is the apparent (and rather quaint) assumption that students do most of their assignment research via books. Search engines, databases, e-journals, podcasts and blogs have proliferated in the last decade. One of the requirements of a course book is to familiarise students with research techniques and platforms. In my experience, the skills for deciphering on-line material are much the same as for older media - notwithstanding a lot more chaff for the same amount of wheat - but it is essential that students gain familiarity with on-line materials beyond computer games and Facebook. Nowadays course book should consider an on-line element as an indispensible part of the format, while remaining practical, grounded, realistic and skills-based --Jack Bowers for the Journal of Academic Language & Learning, Vol 2, No 1, 2008

On pre-sessional courses at UK universities students produce an extended piece of writing, often called a library project. This book focuses on the writing and research skills necessary to do this. It also looks at how to develop spoken skills. The eight units provide a solid course, which has been trialled and honed by tutors at the University of Reading, UK. Typical EAP areas are covered, such as avoiding plagiarism and acknowledging sources. Lengthy appendices include a sample project and a wealth of source material. The material espouses a process approach to writing. A teacher's book describes the methodology as one which 'encourages critical thinking'. The material is well laid out and attractive. It is expected that teachers will use supplementary material on, say, grammar. Recommended for EAP teachers --Pete Sharma for the Bournemouth English Book Centre in the EL Gazette