Access EAP: Frameworks was nominated for the Excellence in Course Innovation award at the 2014 ELTons.
Written by the authors of the highly successful EAP Essentials, the second part of this two-level course teaches academic language and competence to Upper Intermediate to Advanced learners.
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.
17 Jan 2014
Number of pages: 328
Unit 1: Starting points
Unit 2: Looking backwards and forwards
Unit 3: Key concepts and tools
Unit 4: Resources for research
Unit 5: Speaking for yourself
Unit 6: Cultures and systems
Unit 7: Academic integrity
Unit 8: Critical reading and academic argument
Unit 9: Evidence from research
Unit 10: Entering university
Sue Argent co-authored Garnet Education’s EAP Essentials and Access EAP. She has taught EAP for a number of years in universities in Papua New Guinea and in China, as well as in the UK. She has also taught in adult and further education delivering ESOL and EAP training and supporting teachers.
She has written corpus-based EAP courses for distance learning with Olwyn Alexander and Jenifer Spencer, including specialist courses for business studies and science and technology. Her interests are critical thinking and student autonomy.
Olwyn Alexander co-authored Garnet Education’s EAP Essentials and Access EAP. She teaches English for Academic Purposes to engineering, management and translation studies students at Heriot-Watt University in Edinburgh. She has collaborated with colleagues Sue Argent and Jenifer Spencer in writing two distance learning courses: Academic English for Business and Academic English for Science and Technology.
Her current research interests include the use of learning teams for managing large classes and how to establish links between research and teaching in the EAP classroom.
“Access EAP: Frameworks endeavours to develop academic competence, preparing students in readiness for university study. It equips students with so much more than the use of English for academic purposes.
As its title suggests, it provides a strong ‘framework’ through which prospective university students are able to gain valuable insights into the institutional practices and procedures of Higher Education whilst gaining understanding of the academic conventions and competencies required to carry out research and complete assignments effectively.
It provides comprehensive coverage of the language, study skills, academic competencies and Graduate attributes required for a student to potentially succeed at university. It uses realistic situations and scenarios which are reflective of university life. Furthermore, tasks are designed to promote integrated and authentic use of language and study skills.
This course book uniquely adopts a holistic approach in its preparation of students for university study. It embraces both the idea of navigating the institution and its systems, as well as addressing the language and study competencies needed for academic success.
There is an excellent Teacher’s Book, including extra resources, which accompanies the Student’s Book.
It is informative, insightful, and innovative. Teachers will be inspired and students enlightened, equipped and empowered!”