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Writing Academic English, Fourth Edition Alice Oshima
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Writing resources, english 114 guides.
These guides were created by Felisa Baynes-Ross to support students’ writing and research in English 114 and may also be used by the instructors who teach these courses, as well as students and instructors in other courses. The creation of these guides was possible with an FAS Professional Development Leave and support from Jessica Brantley, Maria del Mar Galindo, Sarah Harford, Margaret Homans, Heather Klemann, Stefanie Markovits, Ben Pokross, Jae Kirkland Rice, Erica Sayers, and Rasheed Tazudeen.
“What You Should Know About Writing” addresses misconceptions about writing and provides strategies for success in English 114 and other courses. Download “What You Should Know About Writing” (PDF) .
“Reading Strategies” offers practical strategies and approaches to help you read scholarly texts. Download “Reading Strategies” (PDF) .
“Key Elements of an Academic Argument” defines the key elements of an academic argument and provides examples to help you close read arguments. Download “Key Elements of an Academic Argument” (PDF) .
“Close Reading for Argument” outlines the steps involved in analyzing academic arguments. Download “Close Reading” (PDF) .
“Writing Academic Argument” identifies some key moves to help you join academic conversations. Download “Writing Academic Argument” (PDF) .
This “Revision Guide” explains the role of revision in writing and offers strategies to help you revise effectively. Download “What is Revision?” (PDF) .
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Main features at a glance
Aims and components, unit structure.
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- About the authors
● Integrated package: textbook, online multimedia material and self-study web site ● Interesting topics for student writing assignments ● Writing styles and techniques cover a variety of needs ● Additional material online for students and teachers ● Full and free online support ● Student online activities fully trackable by the teacher ● Auto-marking online tests and downloadable paper-based tests
The English Course – Writing Book 1 (Second Edition) is an integrated writing course for false beginners and pre-intermediate to lower intermediate (CEFR A2/B1 level) students. It is principally intended for students at college or university and/or young adult learners. The aim of the course is to provide structured opportunities of increasing complexity. Stimulating and relevant topics encourage and enable students to learn and develop basic English writing skills. The course is designed to be usable with a teacher in the classroom and by students in self-access situations. The course takes a back-to-basics approach for the early units and then material and tasks gradually develop in length and difficulty. The course is intended to make learning to write in English enjoyable and interesting. The topics chosen for each unit are contemporary, age-appropriate, internationally understood and hopefully interesting to students. The writing situations are realistic and plausible in terms of the students’ English language needs. Each unit in the textbook teaches an important writing skill and is divided into two foci that help students develop competence in utilizing that particular skill. The principal components are this textbook and a self-access web site for each student. There is also a workbook for students to use for their writing (available as an optional additional purchase). There are also teacher guides and answer keys for each unit on the course web site.
Syllabus and Content
Unit 1 − Getting started Focus 1: Writing simple sentences Focus 2: Understanding other common errors in sentences ● How to write correct sentences ● How to recognise, find and understand common errors in sentences Unit 2 – Writing Better Sentences Focus 1: Writing compound sentences Focus 2: Writing complex sentences ● How to write compound sentences ● How to write complex sentences Unit 3 – Writing paragraphs Focus 1: What a paragraph in English should look like Focus 2: Understanding what paragraphs are ● What a paragraph should look like ● How to organize your paragraphs Unit 4 – Brainstorming Focus 1: Brainstorming to get ideas for your writing Focus 2: Developing your ideas ● How to create clusters and lists ● How to develop your ideas further Unit 5 – Creating Surveys Focus 1: Getting started with surveys Focus 2: Creating good survey questions and answers ● How to choose question types to use in a survey ● How to write good questions for a survey Unit 6 – Writing reports Focus 1: Organizing your survey report Focus 2: Explaining data and analysing results ● How to organize a research report ● How to explain research data
Unit 7 – Writing Reviews Focus 1: Understanding reviews Focus 2: Writing a review ● How to consider criteria for topics ● How to use adjectives and adverbs for explaining your thoughts ● How to write a review (giving your opinions)
Unit 8 – Writing About The Past Focus 1: Using the past tenses when writing Focus 2: Using time-sequence words in biographies ● How to use the simple past and the past continuous tense ● How to use time-sequence words ● How to write about an experience ● How to write a biography Unit 9 – Writing About The Future Focus 1: Writing about plans and ambitions Focus 2: Writing predictions ● How to use the simple future tense ● How to express probability ● How to write about plans and ambitions ● How to write predictions Unit 10 – Writing Narratives Focus 1: Planning and creating a story Focus 2: Making a story clearer and more interesting ● How to write a narrative ● How to organize information by time ● How to organize several paragraphs Unit 11 – Writing Essays Focus 1: Organizing essays Focus 2: Pre-writing and peer editing ● What an essay is ● Prewriting skills ● Rewriting skills ● The importance of peer editing Unit 12 – Publishing Yourself Online Focus 1: Understanding blog sites and regular web sites Focus 2: Creating a blog ● What blogs are and why people create them ● The difference between a blog and a regular web site ● How to plan, create and promote a blog Appendix – Additional Material Glossary of English grammar and writing terms
All units of the book share the same basic design. The suggested schedule for teaching most of the units in the course is shown below. Some units do not exactly fit into this pattern, however. For example, the number and placement of tasks within each unit varies from unit to unit. Some activities will require more time than others.
Week 1: Review (or Warm-up) and Focus 1
Task 1: Review Students complete an exercise or discuss material and ideas from the previous unit (except for Unit 1 - Warm-up).
First half of the unit: Focus 1
Input material Students are taught the main ideas or grammar points associated with the introductory phase of the unit.
Tasks 2-4 Students complete various tasks related to the input material to check their understanding.
Quiz 1 Students attempt an interactive multimedia quiz with feedback and scoring, either individually or in teams.
Week 2: Focus 2
Input material Students are taught the main ideas or grammar points associated with the secondary phase of the unit.
Tasks 5-7 (or Tasks 5-8/Tasks 5-9) Students complete various tasks related to further input material to check their understanding.
Quiz 2 Students attempt an interactive multimedia quiz with feedback and scoring, either individually or in teams.
Week 3: Follow-up (either in-class and/or by self-access) Task 8 (or Task 9/Task 10) Students complete a final writing assignment.
Exercises and test Students complete additional tasks using the web site.
Click on the images below to see sample material from a unit of the textbook and accompanying audio or video material.
Unit 4 pages from the Writing Book 1 textbook
Click the picture of the book on the left to open and/or download a PDF file of Unit 4 from the textbook.
Extra material: Unit 2 Quiz 1
Click the stopwatch icon on the left to download a file containing a quiz from Unit 2 of the textbook.
About the Authors
Gary Ireland was born in Leicester, England. Having first visited Japan as a backpacker in 1986, Gary returned in 1988 and began to teach English at a language school. He has lived in Japan ever since. He taught at a wide variety of institutions before beginning to teach in college and university in 1993, and has taught at eight Tokyo colleges and universities since. Currently, he is a professor at a university in Tokyo. After graduating from university and before settling in Japan, Gary spent several years travelling around the world, and has continued to travel widely since moving to Japan. He has visited over 50 different countries in Asia, Europe, Africa, and Central America. Gary and Max created the idea for The English Course series and set up The English Company in 2007.
Max Woollerton is also British. He came to Japan in 1987 and began teaching English at a private language school. Within six months, he had moved on to working in a vocational college and was the coordinator for a course on current issues and a course teaching English for Special Purposes. Between 1996 and 1999, he broadened his experience by teaching students of every age and level in a variety of institutions. Max began teaching in universities in 1999 and has taught at eight Tokyo universities as a part-time instructor. In 2004, Max gained a Master of Education degree at the University of Manchester (Education Technology and ELT Programme). Since 2012, he has been a full-time associate professor at Chuo University in Tokyo. In 2018-2019, he was a visiting researcher at the School of Education and Lifelong Learning at the University of East Anglia in the UK.
Here you can find activities to practise your writing skills. You can improve your writing by understanding model texts and how they're structured.
The self-study lessons in this section are written and organised by English level based on the Common European Framework of Reference for languages (CEFR). There are different types of model texts, with writing tips and interactive exercises that practise the writing skills you need to do well in your studies, to get ahead at work and to communicate in English in your free time.
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English for English Speakers
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Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning
As , among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course. Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may also be the case that second language writing teachers feel ill prepared to teach reading, especially in connection with writing. How many [teachers] have actually been taught to teach the two skills In academic settings from secondary school to postgraduate instruction, second language (L2) students face many challenges. These challenges include the need for a large, academically oriented vocabulary, the ability to communicate reasonably effectively, a set of strategies when working with difficult ideas, and ability to combine reading and writing (reading/writing) skills to learn and display content. In this article, we focus on reading/writing...
Reading and writing are often seen as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see them better as separate skills. In our immediate environment, it is noticed that in the Teachers Training School they are taught as separate subjects; while in the English department of Constantine 1 university there is no room for 'reading'. This study aims primarily at investigating the relationship between reading and writing in teaching English as a foreign language. We hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, the descriptive method has been chosen. Two questionnaires were administered to teachers of Constantine 1 and the Teachers Training School English departments in order to prove that Reading Comprehension needs to be taught as a separate subject in the English Department of Constantine 1 unive...
Arab World English Journal (AWEJ)
Writing in a second language is different from writing in one's mother tongue. Writing in a second or foreign language is undeniably more difficult than writing in the first language. Therefore, it is imperative for teachers to understand that there are many differences between first language (L1) and second language (L2) writing. Second language writing is complexified by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). On that ground, teachers should select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their academic writing class is Reading to Learn strategy. This study presented information on a teaching strategy named Reading to Learn applied to one group of Academic Writing class. One group was taught using Reading to Learn teaching strategy, with the hope of helping students improve in both their reading and writing skills. This study was conducted in a writing course Introduction Writing is not an easy thing to do. Writing activity involves a number of things to be mastered, like lexical and grammatical knowledge, which can be very complex, coherence, cohesion, and mechanics. Writers also have to think about ideas as well as the logical organization of ideas. Writing is the result of employing strategies to manage the composing process. Dollahite and Haun (2012) mention that writing starts not with a pen and a piece of paper, nor does it start with a computer. It all starts with thinking, reading, and discussing about a topic. This shows us that to write, writers really need great energy to think; the analogy is like farmers who are working hard to plough their field. Tribble (2012) adds that learning to write is not a question of developing a set of mechanical orthographic skills: it also involves learning a new set of cognitive and social relations. Tribble further states:
In American schools reading and Writing are usually taught as separate subjects in the curriculum. This has been a convenient way to organize instruction even though for more than a century educators have advocated their integration. Research and pedagogy on integrating reading and writing (Chomsky, 1970; Loban, 1976; Smith, 1982) suggest “the facilitating effects of reading practice upon writing practice, and of writing practice upon reading skills” (Applebee, 1977; p. 536). Such proclamations have let to renewed interest and quests on the part of curriculum developers to design instructional programs that highlight relationships between expressive and receptive language skills. INTEGRATING READING AND WRITING LESSONS DIANA SCOTT and CAROL YN L. PIAZZA The Florida State University Tall ahassee In American schools reading and WfltIng are usually taught as separate subjects in the curriculum. This has been a convenient way to organize inst ruction even though for more than a century ...
International Education Studies
S. B. Olajide
Writing in a second language is different from writing in one's mother tongue. Writing in a second or foreign language is undeniably more difficult than writing in the first language. Therefore, it is imperative for teachers to understand that there are many differences between first language (L1) and second language (L2) writing. Second language writing is complexified by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). On that ground, teachers should select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their academic writing class is Reading to Learn strategy. This study presented information on a teaching strategy named Reading to Learn applied to one group of Academic Writing class. One group was taught using Reading to Learn teaching strategy, with the hope of helping students improve in both their reading and writing skills.
Dissertation submitted to the Department of English as a partial fulfillment of the requirements for the Master degree in Didactics and assessment in English Language Education Presented by: Supervised by: Ms. Dali Youcef Fatima Zohra Prof.Benyelles Radia Board of examiners Dr.Bouyakoub Naima President University of Tlemcen Prof.Benyelles Radia Supervisor University of Tlemcen Mr.Meghaghi Slimane Examiner University of Tlemcen
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