Teaching Materials for Academic Purpose - Research Paper Example

English for Academic Purposes A Global Connection: the Environment In this first research section, a chapter in the Englishfor Academic Purposes textbook is critically reviewed. The chapter is a Global Connection: the Environment, unit six, found in the English for Academic Purposes Students’ Book (Kathy & David, 2004). This unit enables students to understand speaking skills; writing skills, study skills, listening and speaking skills, critical thinking skills, and English use in the internet age. This chapter aims at improving the academic writing skills of undergraduate students taking courses in geography and the Environment (Widdowson, 2003). Adequate academic skills enable the undergraduate natural science students to write proper science reports on their experiments, and research; for example, when writing a research report on the negative impacts of deforestation on the economy of the USA (Jordan, 2009). This chapter also enables the undergraduate science students to develop critical thinking skills (Kathy & David, 2004). This is because it gives insights on current environmental challenges worldwide. Students are supposed to understand the environmental challenges, and thereafter discuss the most appropriate possible solutions in their discussion groups. The language level used in this book is simple. This enables the undergraduate students to effectively understand the academic writing concepts that are illustrated. The simple language is represented through the simple sentences which are clearly and logically arranged in understandable chapters. The simple language has been achieved through using minimal scientific terminologies and jargons (Jordan, 2009). This ensures that all students understand the contents; regardless of the undergraduate level or academic intelligence. Visual presentations are also used in order tyro simplify points of discussions and paragraphs. The presentations also summarize the main ideas discussed through highlighting the main message in simple, short and clear statements (Jordan, 2009). The most appropriate level of study for this chapter is the undergraduate academic level. This is because the environment concept at the global level are studied in most science courses studied at undergraduate level (Kathy & David, 2004). The science undergraduate students are required to write research proposals in the environment field of study. For the research proposal to be approved by the university professors, it must be presented in a clear, logical and scientific manner. An example of a research proposal is: “A research proposal on monitoring the effects of pollution on the economy of the USA.” It is also mandatory for the science undergraduate students to know the academic report writing procedure. This is because science courses requires students to report on experiments and researches conducted. This chapter gives students an overview of the environment discipline. The major writing areas covered in the environmental field are research proposal writing, research report writing, and presentation of environmental information (Sheldon, 2004). Environment deals with the study of our surroundings. It is divided into three major parts, some of which are highlighted in this chapter; physical environment, natural environment, and social environment. Natural environmental aspects illustrated in this chapter include the deforestation concept; where people cut down trees without replacement. The physical environmental aspect illustrated in this chapter is the spherical shape of the Earth; which is a scientific fact. The social environmental aspect illustrated in this chapter entails; the effect of nuclear energy disasters on human beings; for example the Russian Chernobyl nuclear disaster which lead to loss of human life and human physical deformities (Jordan, 2009). Several academic skills are illustrated in this chapter. Students are able to get Information and Communication (ICT) skills through studying this chapter. The ICT skills are instrumental when using the internet. The internet is a valuable information source; hence very important when collecting research data in the environmental field (Sheldon, 2004). The chapter has also effectively explained the report writing skills. The report must have six main areas; background of study, aims or objectives of the study, methodology employed in the research study, findings of the research process, and recommendations on further areas of research or improvement in the research process (Kathy & David, 2004). The academic discourse features selected very vital and applicable in the environmental field. The scientific report writing procedure ensures research consistencies in all parts of the world. All the students follow the same basic steps in analyzing a given area of study; the professor or fellow students can also perform the same research and come up with similar findings (Sheldon, 2004). The scientific community is guided by basic rules involving report writing; and therefore, students must understand the report stages through studying this chapter. Internet use skills are also vital in the current world. This is because it is a source of many academic information inform of journals, books and articles. Internet provides many data sources; which can be used in research process (Jordan, 2009). Bringing about Change In this second research section, another chapter in the English for Academic Purposes textbook is critically reviewed. The chapter is Bringing about Change, chapter seven, found in the Cambridge Academic English (Martin, 2014). This chapter aims at giving students the academic language and skills necessary at undergraduate academic level (Martin, 2014). The chapter is open to all undergraduate students who want a significant improvement in the English; so as to be successful in university level studies. The audiences targeted by this chapter are all the undergraduate students in all the universities around the world. The academic skills discussed in this chapter ensure that students develop critical thinking abilities and academic language which is important in the undergraduate academic contexts. This chapter teaches the students to analyze spoken academic information, written academic texts, understand academic culture and prevent plagiarism. Also in this chapter, the language level employed is simple. This enables the undergraduate students to effectively understand the academic writing concepts that are illustrated (Ribson, 2006). The simple language is represented through the simple sentences which are clearly and logically arranged in understandable paragraphs. The simple language has been used, in order to effectively enable the non-native English speaking students to present academic works in English (Martin, 2014). The chapter strives to ensure that all students understand the content illustrated; regardless of the undergraduate level or general academic intelligence. Authentic academic texts are used in this chapter, in simplified form. This enables the students to cope with the main contents of the course studies. The level of study that this chapter is suitable for is the undergraduate academic level of study. Undergraduate students must learn how to read critically. Reading critically entails knowing the king of text being read, knowing the authority responsible for the academic text, understanding the main subject matter discussed in the academic text, and knowing the audience that the academic text is targeted at (Peacock, 2001). This chapter also stresses the concept of inferring words meaning, which must be applied by the undergraduate students. The students must be able to effectively understand the meaning of words used in the academic texts. This assists undergraduate students when collecting data, or information, which is used in the academic research process. The general disciplinary focus in this chapter is the study techniques. Effective study techniques ensure that undergraduate students succeed in their academic goals at the university. Critical reading is an effective study technique because students are able to understand the main ideas that an academic text is discussing (Ruiz-Garrido et al 2010). Finding required information also an effective study technique; this chapter teaches the students how to do research in the library and through the internet. The research provides information sources which are very vital to the students. Effective study technique also entails learning appropriate academic writing styles. Appropriate styles must be used when writing academic papers. In most colleges and universities, the APA academic writing style is preferred (Ruiz-Garrido et al 2010). Writing styles make academic work of students orderly and presentable. The academic skills illustrated in this topic ensure that students emerge successful in their undergraduate academic goals (Ruiz-Garrido et al 2010). Effective report writing ability is realized through the ability of a student to infer meaning of words. This will ensure effective research process because the discussion of findings section relies so heavily on the inference concept. Research ability is also improved in the process of studying this chapter. Research relies heavily in the process of data collection; finding related academic information on a specified topic through library or online searches, ensures effective research process (Peacock, 2001). Academic communication and presentation skills are also illustrated in this chapter. Students are supposed to present academic papers which adhere to the correct vocabulary and grammar. The academic features illustrated in this chapter are suitable because they ensure academic effectiveness of the students. Reading critical is suitable for undergraduate students because; it ensures that the students understand the academic and professional competencies of the authors (Ruiz-Garrido et al 2010). In essays, critical thinking enables the students to understand the position of the author or writer concerning a given topic or research. This chapter also encourages students to work in discussion groups; discussion groups are important to students because students get forums for sharing academic ideas. Presentation ability illustrated in this chapter enables students to effectively summarize their academic works. This enables them to effectively give oral presentations during classroom discussions. Listening skills is also important for a student; this is because it enables students to effectively understand the information that the lecturer is providing. This academic information if properly utilized results to increased academic performance of the students (Martin, 2014). References Jordan, R. R. (2009). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge Univ. Press. Kathy, K. & David, H. (2004). English for Academic Purposes. Frenchs Forest: Pearson Education. Martin Hewings (2014) Cambridge Academic English. Cambridge: Cambridge University Press. Peacock, M., &Flowerdew, J. (2001). Research perspectives on English for academic purposes. Cambridge: Cambridge University Press. Ribson, P. (2006). Academic Writing: Processes and Products. London: Modern English Publications. Ruiz-Garrido, M. F., Palmer, J. C., &Fortanet, I. (2010). English for professional and academic purposes. Amsterdam: Rodopi. Sheldon, L. E. (2004). Directions for the future: Issues inEnglish for academic purposes. Oxford: Peter Lang. Widdowson, H. G. (2003). Teaching Language as Communication. Oxford: Oxford University Press. Read More