By Kallia Katsampoxaki-Hodgetts (2016) University of Crete
International postgraduate students are often equipped with substantial content knowledge when they enter an English for Academic Purposes (EAP) class. Having said that, more often than not a key issue which needs to be addressed is their ability to think, read or write critically when faced with a wide range of sources of information. EAP tutors should be prepared to raise students’ awareness over a number of lessons so as to mitigate differences between a higher and a lower level group.
Drawing students’ attention to how sources are cited or acknowledged can be a useful stepping stone. Through this, students should be able to jot down key phrases or ways employed to acknowledge authors and they should be able to notice different referencing types according to source, i.e. book, scholarly article, website. Yet, by being exposed to a variety of genre samples, students should also be able to classify sources as primary and secondary which can often be a crucial predicament for young researchers.
Following this, students should become aware of sequences and patterns in scientific texts, identifying similarities or differences, and arguments favouring or un-favouring views. As such, they should be invited to notice the difference between interpretation and description in scientific papers. Writing For and Against essays could also be a good way to introduce them to the use of evaluative language and drawing logical conclusions rather than summative ones….You can read the whole article here
In-sessional EAP/ESP instructor/lecturer
Academic Writing Specialist
School of Science and Engineering
University of Crete
Tel. (0030) 2810 545102