English for Academic Purposes or EAP is a way of providing education on English which targets to educate pupils. This set up is usually followed in the higher studies by utilization of language for studying purposes in the right way (Kuteeva, 2011). EAP is often termed as English for Specific Purposes (ESP). the EAP lays stress upon interactive sessions of learning with the help of a revised syllabus and accurate study notes, projects and works. This helps in projection of the autonomy of the learner. This also aims to bring in the advanced technology while imparting education. In the process of EAP the objectives should be recognized of what the students are capable of achieving and what they will learn (Martin, 1993).
The aim of this report is to analyze two different chapters from two different books. The books include, “Cox and Hill” and “Oshima and Hogue”. The report elucidates a detailed analysis of the chapters in these books as to how they would be helpful for the students and whether they are recommended for students for their education.
The first book, which is discussed in the report is English for Academic Purposes by Cox and Hill. It is an undergraduate level book, which uses a direct voice to analyze different concepts associated with the correct usage of English Language. The chapter called ‘Reading and Critical Thinking’ is emphasized upon.
Reading is the process of recognizing and identifying the accepted symbols and signs to bring out a specific meaning. It is oral expression as opposed to writing of the matters understood through the means of languages (McHaney, Cronan & Douglas, 2016). Critical thinking means and includes a summarized analysis of the information and other knowledge deciphered from a Particular subject (Stevenson, 2011). The process of critical thinking cannot be done by novices since it involves a sound understanding, rationality and reasoning of matters. Reading and critical thinking involves the following elements namely: vocabulary and scanning, The challenges around globalization and looking out for the key ideas. The vocabulary and scanning are further divided three parts. Firstly, the student is required to scan the written documents which must necessarily contain the correct parts of speech including the nouns, adjectives, tenses and other portions which are included in the written documents. Once these are identified, the number of paragraphs can be calculated where the words selected would be placed. It is usually suggested by the teacher that the student along with his partner should identify and match the number of the paragraphs (Bhatia & Vijay, 2002). The practice exercise has been laid down in the chapter the easy understanding of the students and also to ensure they have understood their lessons well. A model extract has been provided with certain words underlined and the key points are then penned down for the easy access of the teacher to summarize and explain the points to the students (Parkinson & Musgrave, 2014). After having a deep understanding over the underlined words, their meanings and usages in the passage these underlined words should be used in the correct sentences which include the gaps for the students to fill them up. In this chapter after these are written, the definitions for the words are written in a list.
After understanding the above portions of reading and critical thinking the third portion is explained. It describes the looking out for the basic ideas. The students usually are aware of how to write the required notes and to how to understand the importance of a book for reading by having a close study of the reference list, appendices and the bibliography (Academic culture). The headings of a chapter and also the list of contents discussed in the chapter help in the provision for looking out the key points in the book for having a good reading and to inculcate the ability to think critically (Bhatia & Vijay, 2012).
The looking out for points include the process of skimming which means having a quick overview upon the subjects included in the topic. The process of scanning is different. It involves the procedure whereby a Particular topic or subject is searched thoroughly through close scrutiny and examination. The scope of the particular topic is required to be found out and after such finding, the process of skimming can be made viable. An exercise is then provided by the authors for the students to practice the process (Skopal & Herke, 2017). The process thus includes to identify the issues initially followed by the placing of the words correctly and in the correct pattern. After that, the arguments and the counter arguments are stated with the appropriate usage of words. Then the ending can be made through recommendations and a brief yet detailed conclusion. A task again is provided for the students to practice the art of reading and critical thinking. The more the students practice, it would be more easier for them to understand and be perfect.
The book written by Cox and Hill is recommended for the students in high school who have taken English as one of the main subjects. Since the book provides a vivid knowledge regarding reading and critical thinking, it would be very fruitful for the students to possess vocabulary and knowledge accordingly. The book ensures whether the students have actually learnt the art of reading and thinking critically. The teachers can analyse the skill of every student personally. Moreover the language used in the book is very lucid and easy to understand. It provides with the most important points in a summarized way which is beneficial for both the teachers and the students to save time.
The next book, which has been discussed in the report is called Writing Academic English by Alice Oshima and Ann Hogue. It is an undergraduate level book, which uses a direct voice to analyze different concepts associated with the correct usage of English Language. The chapter here relates to the comparative essays. The comparative essays deal with the dissimilarities and the similarities between two outlooks.
In an academic field, especially in English language the comparative essays are very common (Johns, 1997). Often questions like: compare the types of government under Australia and United States of America or compare the characters of Antonio and Bassanio in Shakespeare’s story of As you like it. The students often come across papers like these and here they are required to provide vivid outlooks of each side so that a clear comparison is deciphered (Turner, 2012). The chapter provides a model essay, which is a comparative one between Japan and United States. In this essay, a detailed account of the structure of Japan and United States have been clearly written to make a clear understanding amongst the students of how to write comparative essays. Examples are essential for students to understand from a pragmatic point of view other than from the theoretical approach (Biber& Gray, 2011). After having read the model essay upon comparison, like comprehension the students are put to questions from such an essay. This question and answer method enables every student to have a clear understanding upon how to write the comparative essays. In case of doubts that crop up, or mistakes that students commit a clear understanding could be given to them (Gee, 2012).
The chapter then explains the accurate way to write a perfect comparative essay and how to deal with them in the correct way. Since this is completely subjective, but involves comparison, it would be easier if there are points quoted with the key words (Jiang & Hyland, 2017). To make it further easier for the students, these points these key words would be used for describing the essay and giving the desired length to it. Writing these key points enable students to remember the important points and include them in the essay. This point method also makes the similarities and dissimilarities evident. A table has been provided as to how to write down in such point methods for a better understanding. These points often become the topic of the comparison depending upon the questions (Halliday & Martin, 1993).
The chapter further talks about making the comparative essays easier. This is through the block organizations. This method is slightly different from the point method. Under this method, all the points which are similar to each other, are written under one block while all the points of dissimilarities are written in another block (Herke & Wrong, 2016). In this way a clear distinction can be established between the subjects and the object of the comparative essays can be written down quite easily. While framing it finally in the actual projects, it has to be penned down in a paragraph form whereby one similarity can be put in one paragraph and the dissimilarities can be put in other paragraphs one after the other so that the continuity can be established. A model of the block method is given under this chapter which should contain certain parts namely: the introduction, body which contains the dissimilarities and similarities (Hyland, 2006). Under it the benefits, importance, opportunities, evaluation are given (depending upon the structure essay) and at the end, the conclusion. The introduction should incorporate in itself a general statement and a new one with regard to the topic. It should be face of the entire essay. It should not give details but provide with basic points, the scope and preview of the entire work. Next, comes the descriptive portions under the body. Under this section, the points of similarities and dissimilarities are discussed in detail to establish clear ideas of what the writer is trying to portray. Under the points of similarity and distinctions a detailed account as to the analysis, evaluation, benefits and other important points should be written (Hyland, 2009). The next is the ending note whereby a brief understanding of the above is given. The ending note provides with a brief overview of the entire topic which has been written in a divided way in the introduction and the body portions. In this way, the chapter discusses the ways to write a comparative essay. The chapter further states about exercises to be done by students to have an understanding by the teachers as where the students lie after having read about writing. The paragraphs under each essay depend upon the topic and the brevity of the subject under it (Flowerdew & Li, 2007).
The chapter provides a practice of a comparative essay whereby the thesis statement is given. The students are required to write a comparative essay upon it. It emphasizes upon another prime key to write about comparative essays, where a description regarding comparison and contrast signal words are given. When the appropriate signal words are used in such an essay, it becomes very easy to write a comparative essay (Ivanic & Camps, 2001). To complete a comparative essay it would not be enough if each subject is described and discussed. Apart from such discussion, each point should be compared with each other. Then only, it would be described as a comparative essay. Points in the essay deal with back and forth to give an understanding to the examiner as to what the students want to portray in their papers. The chapter then provides with a practice set questions to make the students understand the applicability of the comparison and contrast words. A review of the above details in the chapter summarizes the details regarding the writing of a comparative essay.
It is recommended that the book by Oshima and Hogue would be very useful for students to understand the concept of writing the comparative essays. The practice sets in the book provides for the students to understand each topic well and learn it thoroughly. The book successfully ensures that students have a clear understanding to write about the comparative essays anywhere. The book would be very useful for students at the high school and the graduation level to have a grip upon the language.
Conclusion
After a close perusal of the above details it can be concluded that the books have a provided with a sound knowledge regarding EAP. The books lay stress upon the reading and critical thinking and also upon essay writing. The students can successfully gain information and possess sound knowledge to improve their language skills quite easily. The language used in the books, are quite lucid having a subtle understanding over the topics and they can even excel in their fields. Thus, the process of imparting English education for academic reasons can be well supported by the books discussed above.
The following module helped me to understood the concept of EAP that is English for Academic Purposes and its importance in imparting the education to the students across the globe. I learnt that the importance of EAP puts stress upon making us, (that is the students) learn more about English. The detailed study of the books written by the Cox & Hill and Oshima & Hogue for the purpose of English language I can rightly conclude that both the books are qualified to provide the essential information, knowledge and facts regarding the study of English language. I have read both the books and each book has provided with sufficient knowledge for any person who have chosen English as a subject of higher studies to understand the topics of reading & Critical thinking and also writing comparative essays.
I have understood the key points important with regard to reading and the importance of the ability of thinking critically. Reading the English language is very important in every sphere of life. The modules associated with this course have helped me to lay down the easiest modes of understanding the important sections in a lucid language. I have practiced several exercises from there and I have learnt about scanning. My vocabulary has improved from before and I have learnt to find out the key points from a cluster of paragraphs. I can now think critically upon the given topic and write down points systematically. My reading skills have also improved from before. I was weak in vocabulary but now I can understand more and have a better knowledge upon Reading and Critical Thinking.
The weekly readings provided in this course has provided with a clear understanding of the chapter of comparative essays. I could easily find out the distinctions between the various kinds of essays with the comparative one. I followed the procedure of how to write the comparative essay. I learnt that it becomes easier if points of similarities and the points of dissimilarities are written separately from before. After that I can link these points together and make a good comparative essay. I do not tend to forget the main points by following this method. Then I can arrange my points into paragraphs and the contrasting nature of the essay can be brought about. I have understood that comparative essay writing is different from the regular essay writing and it necessary that the points of difference should be clubbed together separately but not in columns.
Thus, I can conclude that the process of gaining knowledge and education regarding English language and the ways in which they are divided, these books can be highly efficient. To know new things under English language, which include topics like Reading and Critical Thinking, comparative essay writing, I have understood their meanings and gained the adequate knowledge.
References
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Bhatia, Vijay K. (2012). Critical Reflections on Genre Analysis. Ibérica: Revista De La AsociaciónEuropea De Lenguas Para Fines Específicos/Journal of the European Association of Languages for Specific Purposes (AELFE), 24, 17-28.
Biber, D. &Gray, B. (2011). Grammatical Change in the Noun Phrase: The Influence of Written Language Use. English Language and Linguistics, 15(2), 223-250.
Flowerdew, J. & Li, Y. (2007). Plagiarism and second language writing in an electronic age. Annual Review of Applied Linguistics, 27, 161-183.
Gee, J. P. (2002). “Literacies, identities, and discourses” in M. J. Schleppegrell& M. C. Colombi. (Eds.), Developing Advanced Literacy in First and Second Languages: Meaning with Power. Mahwah, New Jersey: Lawrence Erlbaum.
Halliday, M. A. K. & Martin, J. (1993). Writing science: Literacy and discursive power. Bristol, USA: The Falmer Press.
Hyland, K. (2006). English for Academic Purposes: An advanced resource book. London, UK: Routledge.
Hyland, K. (2009). Academic discourse. London, UK: Continuum.
Ivanic, R. & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 writing. Journal of Second Language Writing, 10, (1-2), 3-33.
Johns, A. (1997). Text, role and context: Developing academic literacies. Cambridge, UK: Cambridge University Press.
Kuteeva, M. (2011). Wikis and academic writing: Changing the writer reader relationship. English for Specific Purposes, 30(1), 44-57.
Martin, J. R. (1993). Life as a noun: Arresting the universe in science and humanities. In M. Halliday & J. Martin (eds.), Writing science: Literacy and discursive power, 221–267. London, UK: The Falmer Press.
McHaney, R., Cronan, T. & Douglas, D. (2016). Academic Integrity: Information Systems Education Perspective. Journal of Information Systems Education, 27(3), 153-158
Parkinson, J. & Musgrave, J. (2014). Development of noun phrase complexity in the writing of English for Academic Purposes students. Journal of English for Academic Purposes,14, 48-59.
Skopal, D. P. &Herke, M. (2017). Public discourse syndrome: reformulating for clarity. Text & Talk, 37(1), 141-164.
Stevenson, J. (2011).Academic Culture: A student’s guide to studying at university. South Yarra, Vic: Palgrave Macmillan
Turner, J. (2012). Academic literacies: Providing a space for the socio-political dynamics of EAP. Journal of English for Academic Purposes, 11(1), 17-25.
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