English for Academic Purposes - Report Example

NAME OF THE UNIVERSITY ESSAY HETEROGLOSSIC WRITING STUDENT NAME ADMISSION NO. COURSE NAME: COURSE NO: LECTURER DATE OF SUBMISSION Assignment extract: focus on the ways in which academic writers need to bring other "voices" or resources into their texts rather than only represent their own voice. - introduce the field of EAP and discuss how it has been differentiated from general English language programs. - Discuss some of the ways in which academic differs from more every day kinds of language. Introduction English for Academic Purpose (EAP) refers to a comprehensive training for students in higher learning institutions or those intending to enroll in such institutions (Bruce, 2003). EAP helps students make use of language correctly for study. Generally, such training is anticipated to improve the levels of students’ general English before they enter university. The ways in which academic language differs from more every day kinds of language Academic language refers to the kind of language that is required by students or academic writers to accomplish school assignments, for example subject-specific grammar, vocabulary, phrases and punctuations that a representative for that particular discipline. While, every day kinds of language refers to general spoken language, could either be official or non-official (mother-tongue) that is used in day-to-day interactions or communications. According to Bruce (2011), the academic language differs from other kinds of language as it develops students’ skills in creating and comprehending both oral and written texts in their respective subject areas and involves them in language-based assignments, whereas other kinds of language will focus on oral part. Academic language basically entails itself in productive language skills like reading and writing but other kind of language in essence focus in receptive language skills like listening and speaking. In general, language demand for other kinds of language are embedded in instructional goings-on like listening and talking to a group of peers, while academic language will help to responds in writing like writing a summary. Other kinds of languages not do have any format in regard to presentation of its content while academic language follow a specific format in presenting its content, for examples, grammatical structures, referencing style and so on. Developments of academic language Similar to the way student go to school or a class with some basics knowledge understanding on the subject matter, they also come in academic language with basic skills on the content area. It’s the tutor’s duty to help them develop their skills in oral discourse, text formats and vocabulary typical to the subject matter (Hyland, 2005: 173). They teach students the academic language methods and strategies that are employed in the particular content area, for instance, a tutor in history subject will build his or her discussions on historical facts. By so doing, students will build up their language skills on how to write, debate or communicate in their thesis or essay based on the conventions of the discipline area. The principles of academic writing go beyond the mastery of basic skills and avoiding plagiarism, to good academic practices such as development of good reading and writing skills, and following correct referencing styles. Even though, this is a paramount part of maintain the academic integrity in writing. Differences between EAP and other English language programs English for Academic Purpose (EAP) is multifarious part of the broader field of English language programs, for it entails both the learning and teaching purposes. As such, its termed as the foremost part of English for specific purposes (ESP). The EAP lessons are adored for they help students build up their study skills and necessary academic practices whereas other English programs will focus on language development (Jordan, 1997: 2). EAP programs tend to center more attention in training of skills needed to carry out well in other English language programs or in key subject areas in higher learning institutions. The EAP programs are much flexible compared to the latter as they can be apportioned in sessional courses and hence, taken along with other subjects (Alexander et al, 2008). Also, the EAP program may be narrowed down to concentrate on the basics of linguistic demands of another discipline, for instance business subjects such as marketing. The EAP trainings has endeavored in assisting students in other English language programs like IELTS, in the United Kingdom (UK) and TOEFL in the United States (US) Similar to other language programs, EAP trainings focus on vocabulary, grammar and the four English skills, that is reading, writing, speaking and listening, but more often than not, it will endeavor to link these to the particular learning desires of a student. For example, writing lesson for a business student will focus on writing business related manuscripts like business letters. In the same way, the grammar and vocabulary will be established on academic manuscripts. Jordan (1997: 17) affirms that the tutors in EAP have sometimes found themselves dealing with the teaching of study skills either directly or indirectly, a trend that has been attributed to the rising number of foreign students. English for Academic Purposes persuades learners to adopt writing conventions that are allowed by institutions of their choice. Ways writers bring other "voices" or resources into their texts The most common way academic writers bring other voices into a text is by direct quotation. The quotation marks hint that someone else’s words are erupting into the text. Though, in the words enclosing the quotation, the writer forms perception for the quoted stuff. For this reason, the writer is able to stage-manage the interpretation of a reader, and hence maintains the control of other voices as the establishments of the ideas. Comparable to direct quotation, but less noticeable is indirect quotation, where the writer paraphrases the words of other voices although recognizes the other voices as the basis of the thoughts. Through paraphrasing, the writer is positioned to interpret the meaning of the indirect quotations and center attention on the facts most significant to his or her personal stand. Hence, writers would have more control over other voice in indirect quotation than it’s the case of direct quotation. Writers’ positions, interests and biases will surface in use of other voice, this could be in terms presentation of a story in a particular way to create their own perspective. Often writers will influence readers to see the story the way want them to see it because of their set of beliefs or attitudes. The voices of different people will not always be represented by direct quotation, not are the voices obviously certain. Some voices may die away into a common setting of a continuing discussion, as it’s the case of deeply embedded voices. In such instances, opinions, phrases and catchwords turn into vital resources for academic writers (Bruce, 2011). The more readers identify such echoing voices, the more they take hold of writer’s discussion and contribution to the subject matter. This deep embedding of other voices is beneficial as it makes writers’ language and thinking richer. Meaning of multi-voiced or heteroglossic and resources used by writers to include other voices Heteroglossic refers to another’s speech in another’s language, serving to express authorial intentions but in a refracted way (Bakhtin, 1981: 324). It summarily mean the incorporation of other voices within a single voice, which is another speech in another language, which is meant to express authorial intentions of the writer. In heteroglossic discourse, there are a number of linguistic means by which academic writers construe the presence of other voices, this could be in terms of references, quoting or reporting. It is a code of intellectual honesty for academic writers to acknowledge the origin of the ideas, words or data that form the basis of their writing. To acknowledge the academic texts for multi-voiced sentences, the writer need to offer references to such texts; it’s the duty of an academic writer to make clarity of whose “voice” is speaking in the text, whether his or one from the sources. The necessities for precision of source draw on imply that writers must cite adequately, make it clear when quoting or paraphrasing, and create the relationship between the source and his or her writing. A writer’s voice is normally composed of several voices, which the writer combines as one in writing. The writer’s voice come out in the manner he or she refers on all the voices and join them in making a common statement. Academic writers are deemed to use the voices or resources of many people in creating their own text; orchestrate a number of voices to create one single voice of authority in their own writing. This could be through a number of ways, namely quotation, paraphrase, or summary. As such, the ways helps the voices enter a text either directly or indirectly as background. This makes academic writer own his or her own mode of expression that coils from the language, meaning and patterns of thoughts learned from others. By integrating other “voices” to serve his or her reasons, academic writer creates the author’s viewpoint in content (Hyland, 2005: 177). A clear understanding of the structure of voices in writing helps to shun confusion between the writer’s perspectives with that of other voices he or she may have drawn upon. Managing the writing of multi-voiced texts When writing multi-voiced texts, students must have a very clear idea of their thoughts not to lose the perspective they are taking in writing. They are supposed to look at a text, an object or event a certain perspective and consider how particular concepts are incorporated in their writing. When they (students) write, they should exert control over the voices to fit them into a logical text. As academic writer, one must institute authority over all the voices in use; failure to do so, will make leaders get lost in a tower of Babel. This will also help students build a repertoire of knowledge in writing and start using correct phrases and proper sentence patterns. The acknowledgement of authors’ ideas and interpretations through citation not only accord credit to their work, but also offers a solid theoretical background for writer’s argument. The work of academic writers gains credibility if supported by the work of prominent authors. Transparency in citing the source of material consent to the positioning writers’ work within the subject matter, and display the ways in which their work is original. This also offers the readers of the text with a chance to pursue a subject matter more, or to confirm the legitimacy of their interpretations (Bruce, 2011). Writing multi-voiced text can create “identity crisis” in academic writing, thus turning out to be a stumbling block to students. This arises where students are told to write in a language that is not their own and must adopt specific discourses or genres, for example being told to write in native English when a student is not from English speaking country. As such, students are encouraged to start practicing writing of an autobiographical self, and demonstration of self through the discourses they take on as they write. By so doing, they will be able to exert their presence in the text, and impose authoritative discourse of a voice in their own writing. The tutor’s effort also comes in hand in helping students in this expedition of managing multi-voiced text. Students are encouraged to undertake writing consultations in a broader perspective of learning context of multi-voiced texts. Different kinds of writing should be modeled to students and identity of issue to be made clear. Such interventions will make students’ work to meet high academic standards. Students who face difficulties in writing multi-voiced texts are advised to seek support and guidance. They can also encourage developing their academic writing skills through practice and getting detailed response of their work. Ways in which academic writers encourage their readers to align or disalign Academic writing has paid a more attention on how academic writers use a number of resources like heteroglossic system in meeting or aligning with the discourse and expectations of readers for their writing. Academic writing will allow readers to either align or disalign on writers ideas, for instance, good writing appeals to readers whereas bad writing stuff disalign them off. Getting readers attention in your work is great, but this just a genesis of academic writing. One’s a writer has attracted readers to his text, he has to retain them. There two basic techniques in which readers can get aligned to a writer’s content; if the text is useful or if it’s entertaining, preferably, it should be both. Academic writers should make their content well enriched with language, for the reason that language is fundamentally the “wrapping” that they use to deliver their ideas to readers. Positioning ideas in a clear bullets listing is one technique of undertaking the wrapping, and there is presentation of information as a story. One technique will allow the reader to read quickly and pass over the text, while the other will force them to read, examine, and connect with the information (White, 2003: 261). Academic writers are encouraged to start with short sentences in the text that will pique curiosity and then build it into something attractive which grabs the readers’ attention. This could be achieved through telling a story (that maintain readers to observe how it ends) or by painting a picture of an outcome (that readers continue going through it to find out how you got there) and last but not least being challenging (readers who examine it closely maybe because they disagree or agree). If an academic writer is well-placed to attract and retain an audience, then definitely, he or she is on the right tract. A strategy that students may use to develop their control of writing heteroglossic texts Effective teaching remains a key strategy that enables students to develop their control of writing heteroglossic texts. This is because it helps bring out the voice role in writing, hence increasing students’ knowledge in multi-voiced texts. The effective teaching is also fundamental given that it embrace diversity in terms of language, culture or educational preparedness (Bruce, 2011). By identifying and having clarity on voice roles will help academic writers to accommodate and harness this diversity in heteroglossic texts. It helps in bringing out a dialogue between the cultures and discourses of academia, and by so doing, empowering students with backgrounds with poor language skills, by giving them critical experience in heteroglossic texts. Language instructors play a key role in this endeavor in multi-voiced text in the general field of academic writing. Conclusion English for Academic Purpose is probably the most important to students as it is en route in the way their work is assessed (Alexander et al, 2008). EAP has played a key role in helping students in their academic writing classes to prepare their academic writing assignments and projects. The assignments vary very much, ranging from writing short answers to writing case studies, these and dissertations. As such, skills learned from EAP classes like accurate grammar, punctuation, paraphrasing and writing of multi-voiced texts are employed along with formal language required. This is because EAP lessons concentrate more on academic writing, which entails writing process; planning, organizing, presenting, re-writing different texts (single-voiced and multi-voiced), linking words and fixing phrases, and proof-reading. EAP is thus an important area in of English for Specific Purpose (ESP) and have contributed a lot in shaping the academic writing in learning institutions. Bibliography Alexander, O., Argent, S. & Spencer, J. (2008). EAP essentials: A teacher's guide to principles and practice. Reading: Garnet. Bruce, I. (2011). Theory and concepts of English for academic purposes. London: Palgrave. Hood, S. (2010). Appraising Research: Evaluation in Academic Writing, Basingstoke: Palgrave Macmillan, pp.8-44 Jordan, R.R. (1997). English for Academic Purposes: A guide and Resource Book for teacher. New York: Cambridge University Press, pp. 2-18 Hyland, K. (2005). Stance and Engagement: A Model of Interaction in Academic Discourse, Vol. 7, Issue.2, pp.171-193 Hyland, K. & Hamp, L. (2002). EAP: Issues and Directions, Journal of English for Academic Purposes, Vol.1, Issue.1, pp.1-12 White, P.R.R.(2003). Beyond Modality and Hedging: A dialogic view of the language of intersubjective stance, Vol.23, Issue. 2, pp.259-284 Read More

They teach students the academic language methods and strategies that are employed in the particular content area, for instance, a tutor in history subject will build his or her discussions on historical facts. By so doing, students will build up their language skills on how to write, debate or communicate in their thesis or essay based on the conventions of the discipline area. The principles of academic writing go beyond the mastery of basic skills and avoiding plagiarism, to good academic practices such as development of good reading and writing skills, and following correct referencing styles.

Even though, this is a paramount part of maintain the academic integrity in writing. Differences between EAP and other English language programs English for Academic Purpose (EAP) is multifarious part of the broader field of English language programs, for it entails both the learning and teaching purposes. As such, its termed as the foremost part of English for specific purposes (ESP). The EAP lessons are adored for they help students build up their study skills and necessary academic practices whereas other English programs will focus on language development (Jordan, 1997: 2).

EAP programs tend to center more attention in training of skills needed to carry out well in other English language programs or in key subject areas in higher learning institutions. The EAP programs are much flexible compared to the latter as they can be apportioned in sessional courses and hence, taken along with other subjects (Alexander et al, 2008). Also, the EAP program may be narrowed down to concentrate on the basics of linguistic demands of another discipline, for instance business subjects such as marketing.

The EAP trainings has endeavored in assisting students in other English language programs like IELTS, in the United Kingdom (UK) and TOEFL in the United States (US) Similar to other language programs, EAP trainings focus on vocabulary, grammar and the four English skills, that is reading, writing, speaking and listening, but more often than not, it will endeavor to link these to the particular learning desires of a student. For example, writing lesson for a business student will focus on writing business related manuscripts like business letters.

In the same way, the grammar and vocabulary will be established on academic manuscripts. Jordan (1997: 17) affirms that the tutors in EAP have sometimes found themselves dealing with the teaching of study skills either directly or indirectly, a trend that has been attributed to the rising number of foreign students. English for Academic Purposes persuades learners to adopt writing conventions that are allowed by institutions of their choice. Ways writers bring other "voices" or resources into their texts The most common way academic writers bring other voices into a text is by direct quotation.

The quotation marks hint that someone else’s words are erupting into the text. Though, in the words enclosing the quotation, the writer forms perception for the quoted stuff. For this reason, the writer is able to stage-manage the interpretation of a reader, and hence maintains the control of other voices as the establishments of the ideas. Comparable to direct quotation, but less noticeable is indirect quotation, where the writer paraphrases the words of other voices although recognizes the other voices as the basis of the thoughts.

Through paraphrasing, the writer is positioned to interpret the meaning of the indirect quotations and center attention on the facts most significant to his or her personal stand. Hence, writers would have more control over other voice in indirect quotation than it’s the case of direct quotation. Writers’ positions, interests and biases will surface in use of other voice, this could be in terms presentation of a story in a particular way to create their own perspective. Often writers will influence readers to see the story the way want them to see it because of their set of beliefs or attitudes.

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