TY - BOOK AU - Argent, Sue AU - Alexander, Olwyn TI - Access EAP: Frameworks SN - 9781859645581 (pbk) PY - 2013/// CY - Reading, UK PB - Garnet Education Limited KW - English language KW - Study and teaching (Higher) KW - Study and teaching KW - Foreigh speakers KW - Problems and exercises N1 - 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 ; Suitable for Upper Intermediate to Advanced. IELTS bands 5.5-6.5. CEF levels B2-C1; Book Jacket N2 - "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) UR - https://www.garneteducation.com/product/access-eap-frameworks-2/ ER -