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Table of Contents
English for Academic Research: A Guide for Teachers; Copyright; Introduction; Who is this book for?; What kind of teacher's book is this? Is it a step-by-step guide to using all the books in the series?; What is English for Academic Research? Is it the same as English for Academic Purposes (EAP)? Who is the target audience?; What are the components of the English for Academic Research series?; What key differences are there between this book and other guides to teaching academic English?; What is the main focus of this book? Which skills are covered the most?
How is this book organized? Does the series cover both science and humanities students?; Why should I want to teach EAP / scientific English?; I am a regular EFL teacher. Will I be able to use English for Academic Research series?; What are the possible pitfalls to this book?; The author; Contents; Part I: Academic Written English: What It Is and How to Teach It; Chapter 1: What Is EAP / Scientific English? What Do I Need to Do to Prepare Myself to Teach Scientific English?; 1.1 In this book, how are the terms Academic English and Scientific English used?; 1.2 What is Academic English?
1.3 Are the rules of Academic English the same for all disciplines?1.4 Is the grammar of Academic English different from that of General English?; 1.5 Does Academic / Scientific English share any similarities with Business English?; 1.6 So can I really teach'scientific' English when I don't have a scientific background?; 1.7 What kind of background reading will help me to understand science and how it is written up?; 1.8 How can papers and presentations written by scientists possibly be easier to correct / edit than those written by humanists?
1.9 What do students typically think that their'English problems' are?Chapter 2: The Research and Publication Process: Why Papers Get Rejected; 2.1 What are the aims of PhD students and researchers?; 2.2 How important is it for my students to write good papers?; 2.3 What are the main steps in getting research published?; 2.4 What about conferences - how do they affect the publication process?; 2.5 What steps do the students themselves follow when writing their manuscript?; 2.6 What do my students need to know about referees?
2.7 How do referees do their job? Do native speakers always get their papers accepted?2.8 How do I know what to focus on when teaching students how to write up their research for publication? What criteria do referees follow when reviewing a manuscript or abstract?; 2.9 How can I help my students write better English? When manuscripts are rejected for 'poor English' what exactly does'poor' mean?; 2.10 Are there differences in the comments made by native and non-native reviewers? What do I need to tell my students in this regard?; 2.11 So what do referees say when commenting about the English?
How is this book organized? Does the series cover both science and humanities students?; Why should I want to teach EAP / scientific English?; I am a regular EFL teacher. Will I be able to use English for Academic Research series?; What are the possible pitfalls to this book?; The author; Contents; Part I: Academic Written English: What It Is and How to Teach It; Chapter 1: What Is EAP / Scientific English? What Do I Need to Do to Prepare Myself to Teach Scientific English?; 1.1 In this book, how are the terms Academic English and Scientific English used?; 1.2 What is Academic English?
1.3 Are the rules of Academic English the same for all disciplines?1.4 Is the grammar of Academic English different from that of General English?; 1.5 Does Academic / Scientific English share any similarities with Business English?; 1.6 So can I really teach'scientific' English when I don't have a scientific background?; 1.7 What kind of background reading will help me to understand science and how it is written up?; 1.8 How can papers and presentations written by scientists possibly be easier to correct / edit than those written by humanists?
1.9 What do students typically think that their'English problems' are?Chapter 2: The Research and Publication Process: Why Papers Get Rejected; 2.1 What are the aims of PhD students and researchers?; 2.2 How important is it for my students to write good papers?; 2.3 What are the main steps in getting research published?; 2.4 What about conferences - how do they affect the publication process?; 2.5 What steps do the students themselves follow when writing their manuscript?; 2.6 What do my students need to know about referees?
2.7 How do referees do their job? Do native speakers always get their papers accepted?2.8 How do I know what to focus on when teaching students how to write up their research for publication? What criteria do referees follow when reviewing a manuscript or abstract?; 2.9 How can I help my students write better English? When manuscripts are rejected for 'poor English' what exactly does'poor' mean?; 2.10 Are there differences in the comments made by native and non-native reviewers? What do I need to tell my students in this regard?; 2.11 So what do referees say when commenting about the English?