English for Academic Study
Introductiontoacademic writing No source text
Reflecting on the process of academic writing
Sustainableenergy 2a Using waste, Swedish city cuts its fossil fuel use (1) 2b Using waste, Swedish city cuts its fossil fuel use (2)
How can alternative sources of energy be harnessed effectively?
Getting started: Planning an essay ■ Writing a first draft of an essay ■ Peer evaluation of a first draft ■ Incorporating sources ■ Writing introductions
Thebusinessofscience 3a Stop selling ...view middle of the document...
A higher level of sustainability in materials production is the key solution. Discuss. Compare and contrast the role of Innovators and Early Adopters with the role of the Early Majority in achieving commercial success. Relate your answer to Gladwell’s theory of the Tipping Point.
TheTippingPoint 8a The Tipping Point: How Little Things Can Make a Big Difference 8b Mental epidemics 8c An interview with Malcolm Gladwell, author of the The Tipping Point 8d The Tipping Point by Malcolm Gladwell: Book review 8e Rumours, sneakers and the power of translation
English for Academic Study
The purpose of this book is to help you develop the academic writing skills you need to deal effectively with the written element of your academic study, as well as to develop other important skills such as reading research and critical thinking.
Unitstructure: There are eight units in the book. Each unit explores and/or recycles certain key aspects of academic writing, such as organizing and supporting ideas, or writing in examinations. The development of the skills necessary to succeed in these key aspects occurs within the context of a specific topic area, such as sustainable energy and the business of science. You will have the opportunity to read texts on these and other topics in the accompanying EAS: Reading & Writing Source Book. Your writing in any unit will be based on the unit topic. The importance of the context reflects the reality of academic study, where students write about topics and issues within their chosen subject area, and the purpose of writing is directed by the context. Keywritingskills:These are explained where it is felt you need specific information on an area of writing. They usually appear at the end of a task, so that you can reflect on the skills, having done the task. Studytips:These are included for ease of reference when you are revising what you have studied. They either summarize the outcome of a series of activities, or are a summary of other information contained in the unit. Unitsummaries: Each unit is followed by a unit summary, giving you the opportunity to reflect on what you have learnt.
Glossary: Words or phrases in bold (or bold and underlined in task instructions) in the text are explained in the glossary on pages 84–85. Peerevaluationsheets: These can be found on pages 86–91 and provide structured questions to help you evaluate another student’s essay and provide useful feedback.
The appendix on pages 92–93 contains an Assessing my progress form for you to complete once you have finished the course. You should use it to assess the progress you have made on the course, by evaluating the essays you have written and deciding on your strengths and weaknesses.
When you are writing in another language, you not only need to think about the...