BOOK MAP

U1 STARTING POINTS
Section 1: New places and new faces
Section 2: Making contact and first impressions
Section 3: Nouns and noun phrases
Section 4: Academic writing
Section 5: An introductory lecture Functions: introduction to functions — stating purpose and method — defining and classifying
Reading: university websites — student e-mails — a student assignment — textbook contents
Listening: conversations — an ecology lecture
Academic language: purpose statements — prepositional phrases — types of nouns — noun phrases — academic style — positive and negative words for viewpoint
Writing: e-mails; an exam answer; redrafting in academic style
Speaking: word stress
Academic competence: explore expectations of students and universities — develop awareness of writer’s purpose and intended reader — prepare for a lecture — listen and make notes effectively
Thinking critically: interpret a general statement by selecting specific examples — evaluate e-mails and other texts – guess, speculate and justify answers

U2 LOOKING BACKWARDS AND FORWARD
Section 1: Reviewing
Section 2: Coaching
Section 3: Reporting
Section 4: Reporting ideas from sources
Section 5: Writing clearly and logically Functions: reviewing — reporting — evaluating
Reading: report writing guidelines — a research report Listening: tutorial discussions
Academic language: two-part questions — reporting tenses — reporting verbs
Writing: a tutorial record form; an e-mail to a lecturer — reporting ideas from sources
Speaking: advice about study
Academic competence: set, implement and review goals — record key information — use general to specific and familiar to new principles to structure texts — understand moves in texts
Thinking critically: evaluate performance — set SMART objectives — compare report formats and purposes — understand a writer’s viewpoint

U3 KEY CONCEPTS AND TOOLS
Section 1: The concept of autonomy
Section 2: Tools for researching vocabulary
Section 3: Key concepts and tools
Section 4: From metaphors to models
Section 5: Concepts and tools that cross disciplines
Functions: defining — explaining
Reading: dictionary entries; concordance lines -- textbooks -- lecture handouts
Listening: instructions for using concordancers — a lecture on mathematical models
Academic language: types of definition and purposes — structure of definitions: an X is a Y that…; an X is a Y for verb + ing / to + verb — synonyms and acronyms
Writing: definitions and explanations; summaries from a textbook and a lecture --- a definition of a concept in your field
Speaking: short presentations of concepts
Academic competence: understand autonomy — identify moves in an explanation — check vocabulary using a concordance tool — practise strategies to find information in a book — tolerate uncertainty about difficult concepts in a lecture
Thinking critically: distinguish definitions from descriptions — infer implicit definitions — identify writer’s purpose in defining — evaluate your own learning approach — relate general concepts to your own examples

U4 RESOURCES FOR RESEARCH
Section 1: Exploring the concept of research
Section 2: Tools for searching online
Section 3: Reviewing the language of comparison and agreement
Section 4: Surveying sources
Section 5: Using abstracts to select and compare sources
Functions: comparing — contrasting — evaluating
Reading: a list of references; a set of abstracts
Listening: a seminar introducing research; a talk on searching online databases
Academic language: metaphors for research — noun phrases in titles — grammar patterns for comparison and contrast
Writing: answers to FAQs; an e-mail -- A comparison of online search tools; a summary from notes
Speaking: an oral summary
Academic competence: understand the purpose of library research use keyword searching — compare familiar with new concepts — categorize sources — use abstracts to preview articles
Thinking critically: identify types of research — explore the limits of a metaphor — evaluate online search tools — identify general and specific research titles — identify the purpose of abstracts — link concepts to your own experience

U5 SPEAKING FOR YOURSELF
Section 1: Learning from experience
Section 2: Setting the right tone for enthusiasm and agreement
Section 3: Telling problem stories
Section 4: Setting the right tone for listing and new information
Section 5: Setting the right tone for familiar and contrasting information
Functions: classifying — explaining problems and solutions — making recommendations
Reading: case studies of problems — job interview guidelines
Listening: a discussion about working overseas
Academic language: positive and negative words for problems and solutions: too, not enough — modals in the past — word and sentence stress — key intonation patterns — emphasizers and emphatic do
Writing: guidelines for working overseas
Speaking: problem narratives; responding effectively in discussions; contrasting, listing and giving examples orally; suggesting alternative solutions; advice on working in your country; a presentation
Academic competence: analyze problems and solutions — acknowledge and respond to the ideas of others — identify learning outcomes — research and plan for a written assignment
Thinking critically: infer the impact of experiences — evaluate solutions — infer the causes of problems — apply job interview criteria

U6 CULTURES AND SYSTEMS
Section 1: Crossing cultures
Section 2: Negotiating the system: brick walls and gatekeepers
Section 3: Setting the right tone for negotiating the system
Section 4: Presenting a case for change: Part 1
Section 5: Presenting a case for change: Part 2
Functions: explaining causes and effects — explaining problems and evaluating solutions — negotiating
Reading: a textbook; Internet sources -- a lecturer’s webpage and e-mail -- case studies
Listening: staff-student negotiations; a committee meeting
Academic language: metaphors for cross-cultural communication — comparatives — positive and negative words for evaluating sources — too + adjective — strategic language for diplomacy, assertiveness — sentence stress
Writing: e-mails; a personal statement for a funding proposal; an article for a student newsletter; meeting minutes; a report
Speaking: negotiation role plays; a meeting
Academic competence: take a stance and negotiate — follow the writing process — understand roles and responsibilities within the university system — follow conventions for meetings
Thinking critically: evaluate sources for specific purposes — analyze problems and solutions — compare negotiating conventions across cultures — evaluate negotiations and contributions to a meeting

U7 ACADEMIC INTEGRITY
Section 1: Understanding ethical thinking
Section 2: A lecture on ethics
Section 3: What is scholarship?
Section 4: An academic misconduct hearing
Section 5: Discussing ethical case studies
Functions: making ethical decisions — expressing probability — describing procedures
Reading: a lecture handout; a ‘cheat’ website; a student code of conduct; a Turnitin report; ethical case studies
Listening: a lecture on ethics; an academic misconduct hearing
Academic language: if clause + result clause + tense choice — The more… the more… — tenses to show viewpoint
Writing: advice on cultural differences; an e-mail about cheating; a formal letter; a case study report
Speaking: discuss cultural differences; advise a student on plagiarism; a case study presentation
Academic competence: reflect on hypothetical situations — chose levels of probability and certainty — plan and adapt listening and note-taking strategies — summarize accurately — show viewpoint — use and reference ideas from a source
Thinking critically: relate ethical options and choices to your own experience — infer lecturer’s purpose — evaluate a ‘cheat’ website — find evidence for answers — ask skeptical questions

U8 CRITICAL READING AND ACADEMIC ARGUMENT
Section 1: A point of view
Section 2: Reasonable skepticism: how to be a critical reader
Section 3: Writer’s voice: reasonable persuasion
Section 4: Arguing from sources: assignments
Section 5: Arguing from data
Functions: arguing — persuading — evaluating arguments
Reading: a textbook; Internet sources; published data; student writing
Listening: an argument about data
Academic language: strengthening: clearly, obviously — hedging: some, possibly, may — distancing: a widespread view — evaluating: primitive, failed — emphasizers and highlighters: only, over, particularly — numerical comparison: four times
Writing: to what extent arguments; interpretive summaries; a persuasive report of research data; a defended stance; a critical evaluation of a key concept
Speaking: discussion of viewpoints – brainstorming for definitions
Academic competence: take a nuanced stance and defend it — read sources and data critically — understand assignment titles — write from sources and data with an academic voice
Thinking critically: infer viewpoints from context — suggest improvements — anticipate problems — identify data to answer a question — interpret research data

U9 EVIDENCE FROM RESEARCH
Section 1: Communicating research transparently: where is the evidence?
Section 2: Research across the disciplines: what counts as evidence?
Section 3: Evaluating research: how good is the evidence?
Section 4: The role of the literature review: linking theory to research design
Section 5: Critical reading of a research paper
Functions: linking evidence to claims — evaluating evidence and the methods that produced it — communicating research
Reading: newspaper articles; research papers; student projects
Listening: a lecture on research approaches; a focus group discussion
Academic language: research terms: cohort, control, conditions, variables — informal register for research quality: reliable, robust, significant, elegant — reporting claims: as predicted, it is well known
Writing: diagrammatic notes from a lecture; a summary of two research papers
Speaking: discussions; claims and research evidence; research types and quality; experience of being an international student
Academic competence: understand and compare research designs — classify types of research — record points in a lecture and discussion — formulate research questions
Thinking critically: assess research evidence — identify stance in a paper or lecture — evaluate the quality of methods and results — identify limitations in research — draw independent conclusions from research data

U10 ENTERING UNIVERSITY
Section 1: Assessing readiness for university study -- Section 2: Teamwork in group projects -- Section 3: Reflection for assessment -- Functions: arguing and persuading — evaluating — comparing — solving problems -- Reading: extracts from CEFR -- table comparing SELTs; FAQs from test website -- SELT and subject exam questions -- group project briefs; a student peer review and self-reflection -- Academic language: exam questions and instructions — describing team roles and team skills: delegate, adaptive, facilitator — self-reflection: perceptions, complemented, insights -- Writing: advice about working in teams; a reflective log -- Speaking; negotiation in teamwork; reflective discussion -- Academic competence: recognize university-level competence and assess current ability — analyze exam questions — analyze project briefs — undertake autonomous, self-directed learning — assess process, peers and self -- Thinking critically: evaluate type of evidence — recognize limitations of SELTs — identify assessment criteria — assess student project reports

"Access EAP: Frameworks is designed for students who are about to enter higher education studies in an English-speaking institution. The course is based on real student life and prepares students for the tasks they will face when studying in an English-medium higher education institution. The reader follows students at university as they have discussions, listen to lectures, read texts, work on assignments and make choices about how to study. The book builds language and competence across key academic themes such as academic integrity, argument and research, applying the concept of Graduate Attributes – skills, personal qualities and understanding that are developed through the higher education experience – to frame activities and tasks. The book has ten units, each framed around a key academic theme. Within each unit, the first section introduces the theme and subsequent sections develop the associated concepts, language and competence further or in a different context. The units are free standing, but within them the language skills and study competence are integrated, reflecting the reality of academic study. Key academic words are listed by the texts in which they are presented, and regular tasks help understanding, support learning and practise using these key words. Students will learn the important language and grammar patterns needed for understanding and producing academic texts. They will also discover essential aspects of academic study, including the ability to read critically and integrate ideas from sources into essays or reports." (Book Cover)

Suitable for Upper Intermediate to Advanced. IELTS bands 5.5-6.5. CEF levels B2-C1. Book Jacket.