Dr.

Muhammad Shahbaz
‘Test fast,
fail fast,
adjust fast’

(Tom Peter)
 English for General Academic Purposes
(English for Study for Undergraduates)
 English for Specific Academic Purposes
(Master’s Degree Students, Postgraduates)
 English for Academic Purposes
(Teachers and Researchers)
_______________________________________________
Key: Why English is needed for University students? –
NEEDS ANALYSIS
Conclusion: General English is
English for No Obvious Reasons (ENOR)
 Vocabulary
 Grammar
 Writing
 Reading
 Listening
 Speaking
 Level
 Context
 Descriptors for self-assessment
 Fix everything on entry in Language Portfolio

Step by step
develop academic vocabulary,
academic reading,
academic writing,
speaking & listening,

bringing from GE to EAP

 and
LANGUAGE LEARNING
INTEGRATION
 Justify Show Creating
Hypothesis
Investigate Predict
Evaluating Evaluate Rank
Attribute Assess
Compare Analyse Analysing
Applying Differentiate Relate
Discuss Explain Illustrate
Account for Summarise Understanding
Sequence Classify Trace Outline
Remembering
Organise Group Categorise

Lists Define Identify Ennumerate Indicate

tt
Example Task: (Speaking and/or Writing)

‘While many people may say that they need a

smartphone few really do.’

Define the term ‘smartphone, analysing and

evaluating the benefits that owning such a device
may bring to a student
 Topic
‘While many people may say that they need a smartphone few
really do.’
Instruction Instruction Instruction
Define the term ‘smartphone, analysing and evaluating the
benefits that owning such a device may bring to a student.

Limit Limit
 Process-oriented
 Product –oriented – focus on what is
produced: Genre/type and
Text structure (Introduction, Body,
Conclusion)
 Description
 Arguments Against & For
 Problems & Solutions
Cyclic Process: Generating ideas – Organizing
(Topic areas) – Writing - Rewriting with
ongoing evaluation & revision at each stage

 Title
Criteria
Topic
Stage 1 - background
Focus Schools of
Key terms Support
thought
Response
Stage 2 - reference mining
Book A Point of
view
Reference to book B

Topic / focus in
index or contents Opinion

page reference
Gives Evidence Gives Support
Another author

bibliography Examples
Another book
Roots of Planning Problems

Different L1 Writing culture:

Main argument

Clarity/Position/Linking

Supporting points

Definition / Relevance / Reference

 Poor language skills
Translation from L1 into ‘broken’ L2
 Cultural influences
Reader / Writer responsibility-position of writer in the text

Focus on form not content

Kinds of connection

Referencing

SOLUTIONS PROPOSED - WORKSHOPS

to share BEST practices
Expansion
Explanation
Exception
Example
Evidence
Reason
Result
Restatement
Reformulation
Comprehension
 Main idea
 Specific Information
 Specific words/phrases/ data
Navigation/Structure
Headings/subheadings
Formatting (italics./bold)
Topic sentences/concluding
Graphics – tables, charts
Citations /references
Research
relevance of text to task
reliability – facts/opinions
evidence
Use
Form – Quotation/Summary/Paraphrase
Quantity
Way – reference- position
Experience of British Universities

• Scales
• Score changes
• Marking System
Objective
Repeatable
Verifiable
 Different genres and types of lecture
 Structure
 Ways of delivery:
speed,
tone,
signalling,
interaction,
role of visuals