Magali Paquot is a post-doctoral researcher at the Centre for English Corpus Linguistics, Université catholique de Louvain, Belgium

"One of the most controversial issues in EAP curriculum development is the question of whether the focus of instruction should be geared toward general academic instruction or toward discipline-specific features. The work of Magali Paquot shows that there exists a culture of academic literacy signalled by a range of non-technical vocabulary which can be used by undergraduate students in diverse disciplines, particularly those words or phrases for marking major academic functions, such as defining, exemplifying, classifying, and reporting the viewpoints of other scholars. This book holds important implications for teachers of academic writing to all novice writers, both native and non-native. The findings the author has presented should be incorporated into materials development for undergraduate teaching."

• Acknowledgements \ List of abbreviations \ Introduction \ Section 1: Academic vocabulary \ 1. What is academic vocabulary? \ 2. A data-driven approach to the selection of academic vocabulary \ Section 2: Learners' use of academic vocabulary \ 3. Investigating learner language \ 4. Rhetorical functions in expert academic writing \ 5. Academic vocabulary in the International Corpus of Learner English \ Section 3: Implications and conclusions \ 6. Pedagogical implications \ 7. General conclusion \ References \ Appendix \ Subject index \ Author index

Magali Paquot is a post-doctoral researcher at the Centre for English Corpus Linguistics, Université catholique de Louvain, Belgium

"One of the most controversial issues in EAP curriculum development is the question of whether the focus of instruction should be geared toward general academic instruction or toward discipline-specific features. The work of Magali Paquot shows that there exists a culture of academic literacy signalled by a range of non-technical vocabulary which can be used by undergraduate students in diverse disciplines, particularly those words or phrases for marking major academic functions, such as defining, exemplifying, classifying, and reporting the viewpoints of other scholars. This book holds important implications for teachers of academic writing to all novice writers, both native and non-native. The findings the author has presented should be incorporated into materials development for undergraduate teaching."

• Acknowledgements \ List of abbreviations \ Introduction \ Section 1: Academic vocabulary \ 1. What is academic vocabulary? \ 2. A data-driven approach to the selection of academic vocabulary \ Section 2: Learners' use of academic vocabulary \ 3. Investigating learner language \ 4. Rhetorical functions in expert academic writing \ 5. Academic vocabulary in the International Corpus of Learner English \ Section 3: Implications and conclusions \ 6. Pedagogical implications \ 7. General conclusion \ References \ Appendix \ Subject index \ Author index

Magali Paquot is a post-doctoral researcher at the Centre for English Corpus Linguistics, Université catholique de Louvain, Belgium

"One of the most controversial issues in EAP curriculum development is the question of whether the focus of instruction should be geared toward general academic instruction or toward discipline-specific features. The work of Magali Paquot shows that there exists a culture of academic literacy signalled by a range of non-technical vocabulary which can be used by undergraduate students in diverse disciplines, particularly those words or phrases for marking major academic functions, such as defining, exemplifying, classifying, and reporting the viewpoints of other scholars. This book holds important implications for teachers of academic writing to all novice writers, both native and non-native. The findings the author has presented should be incorporated into materials development for undergraduate teaching."

• Acknowledgements \ List of abbreviations \ Introduction \ Section 1: Academic vocabulary \ 1. What is academic vocabulary? \ 2. A data-driven approach to the selection of academic vocabulary \ Section 2: Learners' use of academic vocabulary \ 3. Investigating learner language \ 4. Rhetorical functions in expert academic writing \ 5. Academic vocabulary in the International Corpus of Learner English \ Section 3: Implications and conclusions \ 6. Pedagogical implications \ 7. General conclusion \ References \ Appendix \ Subject index \ Author index