English for Academic Study: Grammar for Writing
English for Academic Study: Grammar for Writing is a graded self-study course that will help students improve their academic writing. It will build their confidence in understanding and using grammar for written assignments, so they can write accurate English and communicate more effectively in academic contexts.
EAS: Grammar for Writing starts at a relatively low level, recognizing that many students require continuing practice of common grammatical problems in academic writing (such as subject-verb agreement, or the use of present simple and present continuous). It gradually increases the level of challenge so that by the end of the book students can use appropriate grammatical structures to express more complex academic ideas.
The nine units are based on the following topics:
- Starting out
- Information flow within a text
- Looking back (past simple and present perfect)
- Showing logical links (1)
- Showing logical links (2)
- Expressing shades of meaning
- Expressing condition
- Avoiding person-based writing
- Using relative clauses
Each unit is divided into three stages, moving from basic structures to more complex ones. Full explanations and examples are followed by extensive practice exercises. Many exercises use examples from student essays, so students can identify typical problems and work out how to put them right. Each unit also includes an end-of-unit self-check test to give students a quick overview of what they have covered. There are four useful appendices on: articles, describing data, referring to academic sources, and a sample student essay.
A full answer key is available on the English for Academic Study website at www.englishforacademicstudy.com. The dedicated website also provides additional resources across the range of titles in the series.
This book can be used in conjunction with the following books in the English for Academic Studies (EAS) series, also published by Garnet Education: EAS: Reading, EAS: Writing, EAS: Extended Writing & Research Skills, EAS: Listening, EAS: Speaking, EAS: Vocabulary and EAS: Pronunciation
27 Mar 2014
Number of pages: 240
g. Glossary of grammatical terms
1. Starting out
2. Information flow within a text
3. Looking back
4. Showing logical links (1)
5. Showing logical links (2)
6. Expressing shades of meaning
7. Expressing condition
8. Avoiding person-based writing
9. Using relative clauses
Anne Vicary works as an In-sessional English Programme Co-ordinator and EAP lecturer at the International Study and Language Institute (ISLI) at the University of Reading. She has taught a wide variety of academic skills to international students at all levels, but she is particularly interested in the teaching of writing. She has had a lifelong interest in grammar, having taught French and Italian to students of all ages before training to teach English as an additional language. She has also worked in Bergamo, Italy, as a Director of Studies.
“If I had to choose one coursebook for a 3-credit point course, it would be the Extended Writing & Research Skills course, which I found the most helpful of all. Most of our students need these skills, no matter how good their English is, and any support given to them in this area would also be appreciated by the harassed supervisors of their papers and theses.”
Margaret Oertig for ETAS Journal, Summer 2013
“This course book is for ESOL students taking the step up from the typical 250-word argument essay to university level writing. It will also provide excellent guidance to native speakers of English who have done no extended writing. Although it is a course book, it could also be used as a handy reference for a scholar who feels rusty with, for example, APA referencing, or for someone preparing their first poster presentation. The clear layout and pink detailing please the eye, making the somewhat daunting task of research and lifting writing skills for dissertation more achievable.
The University of Reading has trialled the contents of this course book for more than ten years. The authors have settled on a format for a ten-week course. In the first four weeks, the students do a scaffolded project where the readings are supplied. In the following six weeks, students choose their own research topic, decide upon their own readings and write up their project while simultaneously working through the course book. The course aims at developing independent learning. Many aspects of extended writing and research are mentioned in the first units to be built on in later units. The first task looks at critical thinking. Unit 2 turns to reading, guiding the student towards selective reading for the purpose of supporting their thesis. This leads on to note-taking, summarising, paraphrasing, referencing, and caveats against plagiarism.
Unit 3 goes into more detail about selecting sources and the structure of the finished project. Information from the Internet is dealt with here. Students are advised that they need “Title, Authority, Currency and Content” (p. 45) before using a site.
Practice at writing a bibliography comes next and then samples are given of in-text referencing, direct quotations and summaries. This sort of information is available elsewhere in reference books, but rarely is it set out so clearly (pink on pink!) (pp. 49 - 50). Referencing is, of course, the legal side of plagiarism. This course book gives generous space to both sides of the coin. A useful exercise is presented in Unit 4, where, following an extract from an environmental science text book, students have to judge five student examples of incorporated texts as either “Quotation”, “Paraphrase” or “Plagiarism” (pp. 56 - 57). In another exercise, students are placed into the tutor’s role and have to give advice on how to avoid plagiarism to imagined students who have given excuses beginning with “I didn’t know…” or “In my country…” No way could students using this course book misunderstand the seriousness of plagiarism, the temptation of plagiarism, or the personal vigilance needed against it.
The features of abstracts and their usefulness are discussed next, followed by introductions and conclusions. In Unit 5, the student is shown how to go about choosing a topic and establishing a focus within that topic. The authors recommend a ‘working title’ that can change as research continues to a specific title (p.72). The last two units look at incorporating data into academic texts and presenting findings at conferences. Clear, colourful graphs and tables are given, which the student is required to insert into a written text. The aim is always to support the text. Tips are given on preparing PowerPoint slides and public speaking. The glossary gives definitions of 50 academic terms, and one of the six appendices is a self-evaluation checklist summarising what the book has been teaching. This book is thorough, reflecting the experience of its authors. My only reservation is the light treatment given to time management. Perhaps with the amount of information and the number of tasks given, the need for good time management becomes evident.”
Kathryn Henderson for the TESOLANZ Newsletter, December 2013