+1 862 207 3288 critically assess and evaluate current ESP approaches to the theory and practice of teaching academic writing
Critically assess and evaluate current ESP ( English for specific purposes ) approaches to the theory and
practice of teaching academic writing.
write 4000 words :300 for introduction.you have to break down the topic and say what you are going to do
theory part: (should be 1600 words)read the theoris about teaching of academic writing, you have to provide 3 definition for “academic writing” and explain differences between academic and non academic writing.say what it is and how it should be tought.mention anything shows a problem,if they suggest any teaching approach and say what and how. problemize it. wich academic writing is more difficult for international students and native students.( is academic writing difficult for native students? ). use 10 references for this part : 6 books and 4 among journals.
for the practical part : (1600 words)you should use course book which are used to teach english. (student books and teacher’s book both ). this part will examine the ways in which academic writing is taught in various course books.compare and contrast the exercise in the course books, are they friendly to students and teachers,are they stimulating , how is nature and topics of the course books,can the book be used as selfstudy or they have to be taught by teacher,is there a special syllabus to follow,is the approach inductive ( make student to discover )or deductive ( give student the answer and they just have to copy), are the exercise suitable for pair work or group work,which of them can be selfstudied,what kind of syllabus they are (inductive or deductive).10 reference for this part,student and teachers book.
conclusion : (should be 500 words) comment on development of essay, are there enough materials and books dealing with theory and practical material,quality of materials,their accessibility.is there anything missing,if yes what it is and how can be provided . in terms of practice can teacher just select one book or they have to cut and paste from different coursebooks , is there a need for the teachers to produce their own supplementary coursebook.
book u can use : english for academic purposes by jordan , english for academic purposes:an advanced resource book by ken hyland , development for english for specific purposes by dudley evans,writing academic english by oshima & hogue ,the essential of academic writing , introduction to academic writing, writing for academic success ,academic writing for graduated students etc.. journals like www.elsevier.com/journal-of-english-for-academic-purposes ,journal of english for academicpurposes-Elsevier-http://www.journals.elsevier.com/journal-of-english-for-academic-purposes. etc..
Please reference your work as you would any piece of academic writing, with intext referencing to the page, when relevant (eg Hoey 1991:16), and a corresponding list of full references at the end with author’s name, initial, year, title, place of publication, name of publisher.
no diagram , table and figure. no footnote.
lecturer note :- Consult a number of methodological books and journals that deal with the theory of academic writing, and refer to the experts in the field, there are many of them, e.g. Jordan, Swales, Hyland, Belcher, Olwyn Alexander – the onus is on you to find these experts to avoid CLONING in your essays
– Is academic writing the same across the cultures or there any distinct writing rhetorical patterns in different cultures/societies/languages; find some evidence in various sources
– consult a number of real books for students on academic writing; we mentioned the British school represented by R.R. Jordan, and also the American way represented by Oshima and Hogue; new books on academic writing like the Garnet’s ’50 Steps to Academic Writing’; other books on academic writing for students published by CUP, OUP, Palgrave Macmillan, SAGE or the University of Michigan Press; do these books have any thing in common? Compare and contrast the ways in which academic writing is taught; inductive or deductive approaches?
– Is there anything missing? If so, how can these deficiencies be remedied?
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