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| Series editors' preface | |
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| Acknowledgements | |
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| How to use this book | |
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| Introduction | |
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| Introduction | |
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| Conceptions and Controversies | |
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| Specific or general academie purposes? | |
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| Study skills or academic literacy? | |
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| Lingua franca or Tyrannosaurus rex? | |
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| Pragmatism or critique? | |
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| Literacies and Practices | |
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| Discourses, communities and cultures | |
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| Genre analysis and academic texts | |
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| Corpus analysis and academic texts | |
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| Ethnographically oriented analysis and EAP | |
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| Design and Delivery | |
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| Needs and rights | |
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| Development and implementation | |
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| Methodologies and materials | |
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| Feedback and assessment | |
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| Extension | |
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| Conceptions and Controversies | |
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| Specific or general academic purposes? | |
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| Initiating ESL students into the academic discourse community: how far should we go? | |
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| Specificity revisited: how far should we go now? | |
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| Study skills or academic literacy? | |
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| Student writing and staff feedback in higher education: an academic literacies approach | |
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| Lingua franca or ryrannosauros rex? | |
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| English as Tyrannosaurus rex | |
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| Pragmatism or critique? | |
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| Pragmatist discourse and English for Academic Purposes | |
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| Vulgar pragmatism, critical pragmatism, and EAP | |
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| Literacies and Practices | |
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| Discourses, communities and cultures | |
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| The narratives of science and nature in popularising molecular genetics | |
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| Academic tribes and territories: intellectual inquiry and the cultures of disciplines | |
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| Contrastive ESP rhetoric: metatext in Finnish-English economics texts | |
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| Genre analysis and academic texts | |
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| 'Selling' or 'telling'? The issue of cultural variation in research genres | |
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| Informal elements in English academic writing: threats or opportunities for advanced non-native speakers? | |
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| Corpus analysis and academic texts | |
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| Qualification and certainty in L1 and L2 students' writing | |
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| Stylistic features of academic speech: the role of formulaic speech | |
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| Ethnographically oriented analysis and EAP | |
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| Redefining 'context' in research on writing | |
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| Design and Delivery | |
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| Needs and rights | |
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| Rights analysis: studying power relations in an academic setting | |
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| Development and implementation | |
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| Problem-solving and EAP: themes and issues in a collaborative teaching venture | |
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| Methodologies and materials | |
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| Text, role and context | |
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| Using a genre-based framework to teach organisational structure in academic writing | |
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| Networking into academic discourse | |
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| Feedback and assessment | |
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| 'What am I supposed to make of this?' The messages conveyed to students by tutors' written comments | |
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| Exploration | |
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| Conceptions and Controversies | |
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| Specific or general academic purposes? | |
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| Study skills or academic literacy? | |
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| Lingua franca or Tyrannosaurus rex? | |
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| Pragmatism or critique? | |
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| Literacies and Practices | |
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| Discourses, communities and cultures | |
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| Genre analysis and academic texts | |
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| Corpus analysis and academic texts | |
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| Ethnographically oriented analysis and EAP | |
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| Design and Delivery | |
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| Needs and rights | |
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| Development and implementation | |
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| Methodologies and materials | |
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| Feedback and assessment | |
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| Glossary | |
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| Further reading | |
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| References | |
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| Author index | |
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| Subject index | |