English for Academic Purposes. Edward de Chazal

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      Edward de Chazal

      English for Academic Purposes

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      First published in 2014

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      PUBLISHER’S ACKNOWLEDGEMENTS

      The author and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p24 Extract from ‘Theorizing and practicing critical English for academic purposes’ by Sarah Benesch, Journal of English for Academic Purposes, Vol 8, Issue 2, pp.81–85. Copyright 2009. Reproduced by permission of Elsevier; p24 Extract from ‘Different not Deficit: Towards a More Critical EAP Pedagogy’ by F. Cotton, EAP in a Globalizing World: English as an Academic Lingua Franca (Proceedings of the 2007 BALEAP conference) edited by Melinda Whong. © Garnet Publishing Ltd 2007. Reproduced by permission; p36 Extract from English for Academic Purposes: An Advanced Resource Book by Ken Hyland. Published by Routledge, 2006. Reproduced by permission of Ken Hyland; p36 Extract from Theory and Concepts of English for Academic Purposes by Ian Bruce, Palgrave Macmillan, May 2011. Reproduced by permission of Palgrave Macmillan; p37 Extract from ‘Culture shock? Genre shock?’ by Christine B. Feak, English for Specific Academic Purposes (Proceedings of the 2009 BALEAP Conference) edited by Sian Etherington. © Garnet Publishing Ltd 2009. Reproduced by permission; p37 Extract from ‘Discipline and divergence: evidence of specificity in EAP’ by Ken Hyland, English for Specific Academic Purposes (Proceedings of the 2009 BALEAP Conference) edited by Sian Etherington. © Garnet Publishing Ltd 2009. Reproduced by permission; p44 Extract from the Bangor University Guide to MA Courses in Linguistics 1990–1 by P. Scholfield. Reproduced by permission of Bangor University; p59 Extract from Genre Analysis: English in Academic and Research Settings by John Swales, Cambridge University Press, 1990. © Cambridge University Press 1990. Reproduced by permission; p68 Extract from Evolution: A Very Short Introduction by Brian Charlesworth and Deborah Charlesworth, Oxford University Press, Jun 2003. Reproduced by permission of Oxford University Press; p85 Extract from ‘Confronting the Coffee Crisis: Can Fair Trade, Organic, and Specialty Coffees Reduce Small-Scale Farmer Vulnerability in Northern Nicaragua?’ by Christopher Bacon, World Development, Vol 33, Issue 3, March 2005, Elsevier. Reproduced by permission of Elsevier; p89 Table 1.11 from Longman Grammar of Spoken and Written English by Douglas Biber, Susan Conrad and Geoffrey Leech, Pearson Education Limited, 1999. © Pearson Education Limited 1999. Reproduced by permission; p95 Extract from Table 3: Academic Discourse from ‘Competency Framework for Teachers of English for Academic Purposes’ by BALEAP, August 2008. Reproduced by permission of BALEAP; p97 Extract from Child Public Health, 2^nd Edition by Mitch Blair, Sarah Stewart-Brown, Tony Waterston and Rachel Crowther, Oxford University Press, Nov 2003. Reproduced by permission of Oxford University Press; p135 Extract from Critical Thinking Skills for Education Students by Brenda Judge, Elaine McCreery and Patrick Jones, Learning Matters, July 2009. Reproduced by permission of Sage Publications Ltd; p153 Extract from First Ecology: Ecological Principles and Environmental Issues by Alan Beeby and Anne-Maria Brennan, Oxford University Press, November 2007. Reproduced by permission of Oxford University Press; p183 Extract from Business Research Methods, 3^rd Edition by Alan Bryman and Emma Bell, Oxford University Press, March 2011. Reproduced by permission of Oxford University Press; p186 Extract reproduced with permission from John Clanchy & Brigid Ballard, Essay Writing for Students: A Practical Guide © 1992, Pearson Australia, p.244; p187 Extract from ‘Disciplinary