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We would like to thank all those who gave us feedback on
Copyright © 2013 Garnet Publishing Ltd. early drafts of this book, including the readers and editors
at Garnet Education and our colleagues, Kester Newill and
The right of Sue Argent and Olwyn Alexander to be June Nimmo, who piloted the draft material with their
identified as the authors of this work has been asserted students and provided tremendously helpful comments.
in accordance with the Copyright, Design and Patents Act We are particularly grateful to Mike Wallace and Alison
1988. Wray for their clear analysis of critical reading and to
George Woolard for his invaluable suggestions on spoken
All rights reserved. communication.

No part of this publication my be reproduced, stored in

a retrieval system, or transmitted in any form or by an Thanks are also due to the following for their subject-
means, electronic, mechanical, photocopying, recording specific expertise and advice: Dr Alan Marshall on
or otherwise, without the prior permission of the mathematical modelling; Dr George Argent on tropical
Publisher. Any person who does any unauthorized act rainforest; Jennifer Argent and Paul Howden-Leach on
in relation to this publication may be liable to criminal Environmental Science; Iain Argent on Computer Science.
prosecution and civil claim for damages. To all the academic writers, whether experts or students,
who allowed us to use their texts we owe a great debt of
First published 2013. gratitude.

ISBN: 978 1 xxxxx xxx x

Finally, many thanks to teaching colleagues who discussed
with us the scholarship of teaching and learning at
British Cataloguing-in-Publication Data
university and gave us permission to present them in the
A catalogue record for this book is available from the
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2
ACCESS EAP: Frameworks • Unit 3
Contents

Book map 4
Introduction 6
Preface xx
Unit 1 Starting points xx
Unit 2 Looking backwards and forwards xx
Unit 3 Key concepts and tools xx
Unit 4 Resources for research xx
Unit 5 Speaking for yourself xx
Unit 6 Cultures and systems xx
Unit 7 Academic integrity xx
Unit 8 Critical reading and academic argument xx
Unit 9 Evidence from research xx
Unit 10 Entering university xx
Transcripts xx

3
ACCESS EAP: Frameworks • Unit 3
 Unit themes Functions Texts Academic language
1 Starting points • introduction to Reading: university websites; purpose statements
Section 1 New places and new faces functions student e-mails; a student prepositional phrases
Section 2 Making contact and first impressions • stating purpose assignment; textbook contents types of nouns
Section 3 Nouns and noun phrases and method Listening: conversations an noun phrases
Section 4 Academic writing • defining and ecology lecture academic style
Section 5 An introductory lecture classifying positive and negative words for
viewpoint

2 Looking backwards and forwards • reviewing Reading: report writing two-part questions
Section 1 Reviewing • reporting guidelines; a research report reporting tenses
Section 2 Coaching • evaluating Listening: tutorial discussions reporting verbs
Section 3 Reporting
Section 4 Reporting ideas from sources
Section 5 Writing clearly and logically

3 Key concepts and tools • defining Reading: dictionary entries; types of definition and purposes
Section 1 The concept of autonomy • explaining concordance lines; textbooks; structure of definitions: an X is a Y
Section 2 Tools for researching vocabulary lecture handouts that ...; an X is a Y for verb + ing /
Section 3 Key concepts and tools Listening: instructions for to + verb
Section 4 From metaphors to models using concordancers; a lecture synonyms and acronyms
Section 5 Concepts and tools that cross disciplines on mathematical models

4 Resources for research • comparing Reading: a list of references; a metaphors for research
Section 1 Exploring the concept of research • contrasting set of abstracts noun phrases in titles
Section 2 Tools for searching online • evaluating Listening: a seminar grammar patterns for comparison
Section 3 Reviewing the language of comparison introducing research; a talk on and contrast
and contrast searching online databases
Section 4 Surveying sources
Section 5 Using abstracts to select and compare
sources

5 Speaking for yourself • classifying Reading: case studies of positive and negative words for
Section 1 Learning from experience • explaining problems; job interview problems and solutions: too, not
Section 2 Setting the right tone for enthusiasm problems and guidelines enough
and agreement solutions Listening: a discussion about modals in the past
Section 3 Telling problem stories • making working overseas word and sentence stress
Section 4 Setting the right tone for listing and recommendations key intonation patterns
new information emphasizers and emphatic do
Section 5 Setting the right tone for familiar and
contrasting information

6 Cultures and systems • explaining causes Reading: a textbook; Internet metaphors for cross-cultural
Section 1 Crossing cultures and effects sources; a lecturer’s web page communication
Section 2 Negotiating the system: brick walls and • explaining and e-mail case studies comparatives
gatekeepers problems and Listening: staff– student positive and negative words for
Section 3 Getting the tone right for negotiating evaluating negotiations; a committee evaluating sources
the system solutions meeting too +adjective
Section 4 Presenting a case for change: Part 1 • negotiating strategic language for diplomacy,
Section 5 Presenting a case for change: Part 2 assertiveness
sentence stress

7 Academic integrity • making ethical Reading: a lecture handout; If clause + result clause +
Section 1 Understanding ethical thinking decisions a ‘cheat’ website; a student tense choice
Section 2 A lecture on ethics • expressing code of conduct; a TurnitinTM The more … the more
Section 3 What is scholarship? probability report; ethical case studies Tenses to show viewpoint
Section 4 An academic misconduct hearing • describing Listening: a lecture on ethics;
Section 5 Discussing ethical case studies procedures an academic misconduct
hearing

8 Critical reading and academic argument • arguing Reading: a textbook; Internet strengthening: clearly, obviously
Section 1 A point of view • persuading sources; published data; hedging: some, possibly, may
Section 2 Reasonable scepticism: how to be a • evaluating student writing distancing: a widespread view
critical reader arguments Listening: an argument about evaluating: primitive, failed
Section 3 Writer’s voice: reasonable persuasion data emphasizers and highlighters: only,
Section 4 Arguing from sources: assignments over, particularly
Section 5 Arguing from data numerical comparison: four times

9 Evidence from research • linking evidence to Reading: newspaper articles; research terms: cohort, control,
Section 1 Communicating research transparently: claims research papers; student conditions, variables
where is the evidence? • evaluating projects Informal register for research quality:
Section 2 Research across the disciplines: what evidence and the Listening: a lecture on reliable, robust, significant, elegant
counts as evidence? methods that research approaches; a focus reporting claims: as predicted, it is
Section 3 Evaluating research: how good is the produced it group discussion well known
evidence? • communicating
Section 4 The role of the literature review: linking research
theory to research design
Section 5 Critical reading of a research paper

10 Entering university • arguing and Reading: extracts from CEFR; exam questions and instructions
Section 1 Assessing readiness for university study persuading table comparing SELTs; FAQs describing team roles and team skills:
Section 2 Teamwork in group projects • evaluating from test website; SELT and delegate, adaptive, facilitator
Section 3 Reflection for assessment • comparing subject exam questions; group self-reflection: perceptions,
• solving problems project briefs; a student peer complemented, insights
review and self-reflection

4
ACCESS EAP: Frameworks • Unit 3
 Writing and speaking Academic competence Thinking critically
Writing: e-mails; an exam answer; redrafting in • explore expectations of students and • interpret a general statement by selecting
academic style universities - develop awareness of writer’s specific examples
Speaking: word stress purpose and intended reader - prepare for a • evaluate e- mails and other texts - guess,
lecture - listen and make notes effectively speculate and justify answers

Writing: a tutorial record form; an e-mail to a • set, implement and review goals - record • evaluate performance
lecturer; reporting ideas from sources key information - use general to specific and • set SMART objectives
Speaking: advice about study familiar to new principles to structure texts - • compare report formats and purposes
understand moves in texts • understand a writer’s viewpoint

Writing: definitions and explanations; summaries • understand autonomy - identify moves in • distinguish definitions from descriptions
from a textbook and a lecture; a definition of a an explanation - check vocabulary using a • infer implicit definitions
concept in your field concordance tool - practise strategies to find • identify writer’s purpose in defining
Speaking: short presentations of concepts information in a book - tolerate uncertainty • evaluate your own learning approach
about difficult concepts in a lecture • relate general concepts to your own examples

Writing: answers to FAQs; an e-mail; a • understand the purpose of library research • identify types of research
comparison of online search tools; a summary use keyword searching - compare familiar • explore the limits of a metaphor
from notes with new concepts - categorize sources - use • evaluate online search tools
Speaking: an oral summary abstracts to preview articles • identify general and specific research titles
• identify the purpose of abstracts
• link concepts to your own experience

Writing: guidelines for working overseas • analyze problems and solutions - acknowledge • infer the impact of experiences
Speaking: problem narratives; responding and respond to the ideas of others - identify • evaluate solutions
effectively in discussions; contrasting, listing and learning outcomes - research and plan for a • infer the causes of problems
giving examples orally; suggesting alternative written assignment • apply job interview criteria
solutions; advice on working in your country; a
presentation

Writing: e-mails; a personal statement for • take a stance and negotiate - follow the • evaluate sources for specific purposes
a funding proposal; an article for a student writing process - understand roles and • analyze problems and solutions
newsletter; meeting minutes; a report responsibilities within the university system - • compare negotiating conventions across
Speaking: negotiation role plays; a meeting follow conventions for meetings cultures
• evaluate negotiations and contributions to a
meeting

Writing: advice on cultural differences; an e-mail • reflect on hypothetical situations - choose • relate ethical options and choices to your own
about cheating; a formal letter; a case study levels of probability and certainty - plan and experience
report adapt listening and note- taking strategies - • infer lecturer’s purpose
Speaking: discuss cultural differences; advise a summarize accurately - show viewpoint - use • evaluate a ‘cheat’ website
student on plagiarism; a case study presentation and reference ideas from a source • find evidence for answers
• ask sceptical questions

Writing: to what extent arguments; interpretive • take a nuanced stance and defend it - read • infer viewpoints from context
summaries; a persuasive report of research data; sources and data critically - understand • suggest improvements
a defended stance; a critical evaluation of a key assignment titles - write from sources and data • anticipate problems
concept with an academic voice • identify data to answer a question
Speaking: discussion of viewpoints ~ • interpret research data
brainstorming for definitions

Writing: diagrammatic notes from a lecture; a • understand and compare research designs - • assess research evidence
summary of two research papers classify types of research - record points in a • identify stance in a paper or lecture
Speaking: discussions: claims and research lecture and discussion - formulate research • evaluate the quality of methods and results
evidence; research types and quality; experience questions • identify limitations in research
of being an international student • draw independent conclusions from research
data

Writing: advice about working in teams; a • recognize university- level competence • evaluate type of evidence
reflective log and assess current ability - analyze exam • recognize limitations of SELTs
Speaking: negotiation in teamwork; reflective questions - analyze project briefs - undertake • identify assessment criteria
discussion autonomous, self- directed learning - assess • assess student project reports
process, peers and self

5
ACCESS EAP: Frameworks • Unit 3
 Introduction
What is different about this book?

It’s about university We recognize that you need to develop your writing
specifically for your target subject, yet you may share
Access EAP: Frameworks is based on real university life
a class with EAP students intending to study in a wide
and prepares you for many of the tasks that you will
range of disciplines. An important part of each section
face in your studies. Each unit has an academic theme
is the self-study task which directs you to investigate
and takes you through conversations and discussions,
how the vocabulary, grammar and skills introduced in
seminars and lectures, reading texts and assignments
the section are applied in your particular subject area.
that relate to the theme, helping you to make choices
about how to study. To help you to build your academic vocabulary, there
are lists of key academic words and phrases from the
Access EAP: Frameworks follows on from the lower-
texts. You will learn the important grammar patterns
level book Access EAP: Foundations. However, it is not
that are needed for understanding and producing a
necessary to have studied Access EAP: Foundations
range of academic texts. This means that you will focus
first. There is a short preface that will help you to
on nouns and noun phrases rather than verbs. You will
familiarize yourself with the students in the book and
also learn that academic texts develop from general to
their areas of study.
specific ideas and from what is familiar to what is new.
The themes These aspects of academic grammar are essential for
understanding academic style.
Each theme explores an aspect of what lecturers
will expect you to do at university. You will develop Progress
the language and skills you need to meet these
Access EAP: Frameworks is designed to help you to
expectations; for example, explaining concepts and
make progress and achieve a high level of academic
using data to support arguments, as well as writing
performance by providing you with frameworks of
assignments and e-mails and negotiating with staff.
language and study skills through which you can build
Each theme determines the content of the unit and
your own experience and learning. These frameworks
the choice of authentic academic reading and listening
may be checklists and procedures to follow, or
texts which help you practise study strategies and
language patterns and structures to use. You will
develop vocabulary and grammar patterns that you can
revisit the same key concepts and key language within
use in your academic studies. Look at the map of the
increasingly more difficult texts and tasks, helping you
book to see how it works.
to remember them as you work through the book.
The sections
Access EAP: Frameworks consists of:
The book has ten units, each divided into five sections • a students’ Course Book, including audio
apart from the final unit which has only three. The first transcripts
section introduces the theme, for example reports, key
• a Teacher’s Book, which provides detailed guidance
tools and concepts, and research. We have linked the
on each section, answers to tasks and additional
listening, reading, speaking and writing tasks together
around each theme, just as they are at university. There photocopiable resources
are regular tasks in each section to develop your ability • an audio CD with lectures, conversations,
to think critically and to study effectively. discussions and seminar excerpts

6
ACCESS EAP: Frameworks • Unit 3
 Preface
Gateway University students

The students shown in these photographs are all studying at Gateway University in Summerford somewhere in
the UK, and have successfully completed Semester 1. They appear in the units of this book and the earlier book in
this series, Access EAP: Foundations, not to make the books more ‘friendly’ – quite the contrary – they are present
to illustrate clearly and in personal detail the sometimes problematic situations you are likely to meet at university.
However, they also demonstrate ways that you can meet these challenges. The subsequent units follow their
progress through Semester 2, examining the tasks they have to do and the choices they make.
There is a large population of international students studying on campus and by open learning1.

Maysoun is the oldest of the students in this book and is a postgraduate. She met Chen when Key words & phrases
they were both studying on the university’s presessional course. They studied English for
problematic
Academic Purposes (EAP) for eight weeks in order to prepare for their university studies. She
meet challenges
lives off campus and is married with a small child, a little boy who attends a local primary school.
a population
Her husband is studying for a PhD in Education and she is studying for a master’s degree in international
Environmental Science. Her first degree, which she gained in her home country, Syria, was in on campus
Maysoun Geography. Her main concern is that she has not studied biology before and so she has to learn by open learning
a lot about this subject in a short time. She has also experienced some new ways of learning. For off campus
example, in the first semester she had her first laboratory practical classes and she had to go on a main concern
residential field trip. practical classes
a residential field trip
unacceptable
Chen is from China and is in his first year of a BSc in Computer Science. In the first semester, he
a module
lived in the room next to Guy on campus and they became friends. Chen helps Guy with any
relied heavily
computer problems. They are also language partners, so Guy helps Chen with his English and managed to
Chen is helping Guy to learn Chinese. Chen expected that he wouldn’t have to write or speak to reference
much English on his course but he soon found that he was wrong. For one of his essays, he ethical trading
considered using ideas from another student’s essay by just changing the words, but Maysoun journal references
Chen convinced him that this is unacceptable at university. He hates speaking in class, but when he had academic assignments
to give a presentation, Maysoun and Guy helped him. He also joined the International Student
Committee, and that gave him a little more confidence in speaking English. He met his girlfriend
Xiaohua when he went to talk to a new group of international students at the university.

Guy is from Wales in the UK and he is in his second year of a degree in International Business.
He has to study a language module as part of his degree and has chosen Chinese. His first
year at the university was not very successful. He avoided the library because he was not really
sure how to use the resources there. He relied heavily on the Internet to find information for
his assignments; he missed assignment deadlines and even failed some of his exams. However,
he took them again in the vacation and managed to pass them. During the next semester, he
Guy struggled to understand how to write good academic texts and so he got some help from a tutor
in the Writing Centre. She showed him the correct way to use ideas from the library sources he
found and how to reference them. He started to enjoy his studies when he became interested in
ethical trading and found some good journal references.

Xiaohua is the youngest of the group. She wants to study Computer Science next year and so
she is studying on the foundation-year programme. Because she arrived late, she missed some
important work and it was very difficult for her to understand what was expected in her writing.
Chen helped her to understand the difference between the essays she used to write for her high
school English class and the academic assignments that are required at university.

Xiaohua

1
Many universities offer whole or part of degree studies in a student’s own country. This is called ‘open’ or ‘distance’ learning.

7
ACCESS EAP: Frameworks • Preface