Introduction Section A: Introduction Theme 1: Conceptions and Controversies Unit One: Specific or general academic purposes? Unit Two: Study skills or academic literacy? Unit Three: Lingua Franca or Tyrannosaurus rex? Unit Four: Pragmatism or Critique? Theme 2: Literacies and Practices Unit Five: Discourses, communities and cultures Unit Six: Genre analysis and academic texts Unit Seven: Corpus analysis and academic texts Unit Eight: Ethnographically-oriented analysis and EAP Theme 3: Design and Delivery Unit Nine: Needs and Rights Unit Ten: Development and Implementation Unit Eleven: Methodologies and Materials Unit Twelve: Feedback and Assessment Section B: Extension Theme 1: Conceptions and Controversies Unit One: Specific or general academic purposes? Unit Two: Study skills or academic literacy? Unit Three: Lingua Franca or Tyrannosaurus rex? Unit Four: Pragmatism or Critique? Theme 2: Literacies and Practices Unit Five: Discourses, communities and cultures Unit Six: Genre analysis and academic texts Unit Eight: Ethnographically-oriented analysis and EAP Theme 3: Design and Delivery Unit Nine: Needs and Rights Unit Ten: Development and Implementation Unit Eleven: Methodologies and Materials Unit Twelve: Feedback and Assessment Section C: EXPLORATION Theme 1: Conceptions and Controversies Unit One: Specific or general academic purposes? Unit Two: Study skills or academic literacy? Unit Three: Lingua Franca or Tyrannosaurus rex? Unit Four: Pragmatism or Critique? Theme 2: Literacies and Practices Unit Five: Discourses, communities and cultures Unit Six: Genre analysis and academic texts Unit Seven: Corpus analysis and academic texts Unit Eight: Ethnographically-oriented analysis and EAP Theme 3: Design and Delivery Unit Nine: Needs and Rights Unit Ten: Development and Implementation Unit Eleven: Methodologies and Materials Unit Twelve: Feedback and Assessment Glossary References
Biography
Ken Hyland is Professor of Education and Head of the Centre for Academic and Professional Literacies at the Institute of Education, University of London. He has 26 years experience teaching and researching academic and professional literacies.
‘Hyland’s book is a very welcome addition to the literature on teaching English for academic purposes. It covers a wide range of topics, both comprehensively and thoroughly. This book is certain to become key reading for students, teachers and researchers with an interest in the teaching of English for academic purposes.’ – Brian Paltridge, University of Sydney, Australia
