Synopsis
The series is designed for the English for Academic Purposes (EAP) writing courses that prepare students from non-English speaking backgrounds for mainstream college and university level studies. The series acts as a bridge into the heavy writing demands of post-secondary education. Grounded in the core academic disciplines found on Canadian college and university campuses, the series takes an inquiry- and content-based approach to developing academic writing skills. The inquiry-based approach puts the needs of students front and centre in each unit, with their questions driving the acquisition of both language and content knowledge. By using academic content as a vehicle to contextualize learning, writing skills are embedded in a rich framework that provides an opportunity for the recycling and spiralling of core concepts. To promote content-rich writing outcomes, authentic academic readings are used throughout the series as a springboard for the promotion of effective academic writing. These readings are accompanied by learning strategies, anti-plagiarism tips, critical thinking development, grammar points, and specific writing skills that are distributed according to the demands of the unit content and writing assignments. Skills and learning strategies embedded in the disciplinary context of a unit build on one another to contribute to the creation of the writing assignment. A complete teacher's resource will be available online.
About the Author
Heike Neumann has over 15 years' experience teaching EAP. She has taught at Concordia University, McGill University, and Université du Québec à Montréal. Her academic background includes a PhD in Second Language Education from McGill University and an MA in Applied Linguistics from Concordia University. She has published several papers on EAP topics. Sarah Leu has been teaching English and English for Academic Purposes for more than 20 years. She has taught at McGill University, Concordia University, The New School of New York, and New York University. Her accreditations include a PhD in TESOL from New York University and an MA in TESOL from St. Michael's College. Scott Roy Douglas is the Series Editor for Academic Inquiry. He has been actively involved in the field of English language teaching for over 20 years. He has taught at the University of Calgary, Kansai Gaidai University, and the University of British Columbia's Okanagan campus, among others. He earned his MEd and PhD in TESL from the University of Calgary.
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