Michigan Series in English for Academic & Professional Purposes – serie

Many law students feel that they are learning a new language during their first year of law school. For those students who are not native English speakers this process can be even more overwhelming. Strategies for Legal Case Reading and Vocabulary Development was written for just these students. The goal of the text is to help students develop the case reading and vocabulary strategies they will need to compete and succeed in an American law school.Strategies for Legal Case Reading and Vocabulary Development begins with an overview of the American legal system and relevant research and guidelines relating to case reading. The book is divided into sections on common law, statutory law, and constitutional law. Approximately twenty cases (some abridged) and eight readings are included in the text. Questions for Discussion follow each case to help students prepare to actively participate in class case discussions. Additional features include hypotheticals (often posed by law professors), vocabulary tasks, and short writing assignments.

Law is a profession that requires the ability to read critically, write well, synthesize sources from research, and speak concisely and clearly. American Legal English was developed to help non-native speakers improve their ability to understand and communicate in English with their legal counterparts around the world. The text is an introduction to basic legal information and the U.S. legal system that addresses the major areas of law and provides actual cases and statutes so that students can become familiar with legal syntax and legal vocabulary. Each chapter addresses a particular area of the law and has three parts: Discovering Connections is a warm-up activity that focuses on non-legal concepts that lead into a discussion of the law. Legal Listening and Legally Speaking offer the opportunity to practice new vocabulary terms before they are used in context later in the chapter. Legal Thumbnail provides a simplified summary of the law with actual statutory and case materials.In the second edition, the language development activities have been moved to the back of the book and are organized in the categories of writing, reading, oral communication, grammar, and culture. Supplemental listening activities (21 tracks) are available via an audio CD (978-0-472-00325-9) or MP3 download (978-0-472-00360-0) is available for use in conjunction with this textbook. Running time: 000:40:02.

Today's research world demands a variety of different abstracts to serve different purposes. As a result, writing abstracts can be a difficult task for graduate and international students, researchers, and even practiced authors. Abstracts and the Writing of Abstracts is designed to demystify the construction of this essential writing form and to equip scholars with the skills to summarize their work in clear and compelling ways. This volume represents a revision and expansion of the material on writing abstracts that appeared in English in Today's Research World. The Abstracts volume focuses on abstracts for research articles before addressing abstracts for short communications, conferences, and PhD dissertations. It also covers keywords, titles, and author names. Wherever appropriate within the text, Language Focus sections discuss options and provide tips for meeting specific linguistic challenges posed by the writing of different types of abstracts.

Telling a Research Story: Writing a Literature Review is concerned with the writing of a literature review and is not designed to address any of the preliminary processes leading up to the actual writing of the literature review.This volume represents a revision and expansion of the material on writing literature reviews that appeared in English in Today's Research World. This volume progresses from general to specific issues in the writing of literature reviews. It opens with some orientations that raise awareness of the issues that surround the telling of a research story. Issues of structure and matters of language, style, and rhetoric are then discussed. Sections on metadiscourse, citation, and paraphrasing and summarizing are included.

This version of the book matches 9780472033324 except it is not packaged with a DVD. All references to the DVD in the text have been replaced with "videos." Video access sold separately on Vitalsource, here: https://www.vitalsource.com/products/videos-to-accompany-academic-interactions-christine-b-feak-susan-m-v9780472003631?term=9780472003631. The ability to understand and be understood when communicating with professors and with native speakers is crucial to academic success. Academic Interactions focuses on actual academic speaking events, particularly classroom interactions and office hours, and gives students practice improving the ways that they communicate in a college/university setting. Academic Interactions addresses skills like using names and names of locations correctly on campus, giving directions, understanding instructors and their expectations, interacting during office hours, participating in class and in seminars, and delivering formal and informal presentations. In addition, advice is provided for communicating via email with professors and working in groups with native speakers (including negotiating tasks in groups). The text uses transcripts from MICASE (the Michigan Corpus of Academic Spoken English) to ensure that students learn the vocabulary and communication strategies that will be most effective in their academic pursuits. Units also feature language use issues like ellipsis, hedging, and apologies.

Navigating Academia is a bit different from the other volumes in the series because it focuses on the supporting genres that facilitate the more public genres that form the building blocks of an academic and/or research career. Included are statements of purpose for graduate school applications, letters of recommendation, and responses to journal reviewers.One feature that these genres have in common is that they are largely hidden from public view; it is difficult to find examples of them in university libraries. Although guidance about these genres can increasingly be found on the Internet, this guidance is often too general to be helpful in an individual particular situation. This is unfortunate because in almost all cases, the individual needs to be seen as both a serious scholar, researcher, or instructor (whether beginning or getting established) and as a collegial but objective person. As a result, many of these academic communications need to be carefully considered, particularly with regard to the likely effect this communication will have on its intended recipients, who, more often than not, are established figures in the field (as with a job application letter). Because of the roles of these genres, this volume also differs somewhat from the others in that it is as much concerned with social academic practice as it is with more formal academic texts.This volume represents a revision and expansion of the material on academic correspondence that appeared in English in Today's Research World.

Research article introductions are central to Creating Contexts: Writing across Genres with the CaRS (creating a research space) model used as a starting point. This volume focuses on introductions for other kinds of texts that are also part of the graduate student writing experience such as course papers and critiques, proposals, and dissertations. This volume represents a revision and expansion of the material on introductions that appeared in English in Today's Research World. The material presented in this volume is appropriate for graduate students and others already working in their chosen academic fields. The material has, in fact, been used with each of these groups in both writing courses and writing workshops. We believe that the material would also be suitable for those wishing to pursue a course of self-study. To target these different possible uses, we have included a variety of topics and tasks that we hope will deepen users’ understanding of how to create a writing context for their work. Tasks range from evaluating text commentaries to open-ended questions and have been designed to generate lively classroom or workshop discussion as well as thoughtful consideration by an individual user.

Like its predecessor, the third edition of Academic Writing for Graduate Students explains understanding the intended audience, the purpose of the paper, and academic genres; includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising; shows how to write summaries and critiques; features Language Focus sections that address linguistic elements as they affect the wider rhetorical objectives; and helps students position themselves as junior scholars in their academic communities.Among the many changes in the third edition:*newer, longer, and more authentic texts and examples*greater discipline variety in texts (added texts from hard sciences and engineering)*more in-depth treatment of research articles*greater emphasis on vocabulary issues*revised flow-of-ideas section*additional tasks that require students to do their own research*more corpus-informed content*binding that allows the book to lay flat when open. The Commentary (teacher's notes and key) (978-0-472-03506-9) has been revised expanded.

The Commentary for the third edition of this successful guide to writing has been revised and expanded in many ways to provide more support for instructors; this includes additional tasks for Units Two and Four to supplement the main text. However, the collegial tone established in previous Commentaries between Swales & Feak and instructors has been retained.This volume contains commentaries on each of the eight units plus the two appendixes. The format for each unit includesa summary of the main points of the unit along with a list of topics covered. a synopsis of activities, divided into Language Focus sections and description of tasks. some general notes designed to capture the character of the unit, to indicate alternative activities, or to anticipate problems that may arise. detailed commentary and discussion of individual tasks, including model or sample answers where possible.

Giving Academic Presentations provides guidance on academic-style presentations for university students. A goal of the text is to make presenters aware that giving an effective academic presentation requires mastery of a broad range of skills. The presentation genres addressed in the book are: making introductions, describing and comparing objects, explaining a process, defining a concept, and giving a problem-solution speech. Among the many academic skills and concepts addressed in the book are:Examination of major speech types and the accompanying organizational strategies Discussion of speech overviews and suggestions for designing them and creating visuals to accompany them Suggestions for speaker-listener interaction including checking for understanding, soliciting questions from the audience, preparing for and responding to questions, and interrupting the speaker to ask questions or request clarification Discussion of the importance of using evidence in academic speaking and the advantages of using certain types of evidence Suggestions of ways to qualify claims and strategies for making weaker or stronger claims Strategies and practice to improve pausing, stress, and intonation Practical advice about preparing and practicing speeches Opportunities for presenters to evaluate their own and others’ work The Second Edition includes many new tasks and additional speeches; more attention to working with and using visuals; information about computer projection and using PowerPoint; and new sections on presenting biographical information, referring to handouts, and giving research presentations.

Grammar Choices is a different kind of grammar book: It is written for graduate students, including MBA, master’s, and doctoral candidates, as well as postdoctoral researchers and faculty. Additionally, it describes the language of advanced academic writing with more than 300 real examples from successful graduate students and from published texts, including corpora.Each of the eight units in Grammar Choices contains: an overview of the grammar topic; a preview test that allows students to assess their control of the target grammar and teachers to diagnose areas of difficulty; an authentic example of graduate-student writing showing the unit grammar in use; clear descriptions of essential grammar structures using the framework of functional grammar, cutting-edge research in applied linguistics, and corpus studies; vocabulary relevant to the grammar point is introduced—for example, common verbs in the passive voice, summary nouns used with this/these, and irregular plural nouns; authentic examples for every grammar point from corpora and published texts; exercises for every grammar point that help writers develop grammatical awareness and use, including completing sentences, writing, revising, paraphrasing, and editing; and a section inviting writers to investigate discipline-specific language use and apply it to an academic genre.Among the changes in the Second Edition are:new sections on parallel form (Unit 2) and possessives (Unit 5)revised and expanded explanations, but particularly regarding verb complementation, complement noun clauses, passive voice, and stance/engagementa restructured Unit 2 and significantly revised/updated Unit 7new Grammar Awareness tasks in Units 3, 5, and 6new exercises plus revision/updating of many othersself-editing checklists in the Grammar in Your Discipline sections at the end of each unitrepresentation of additional academic disciplines (e.g., engineering, management) in example sentences and texts and in exercises.

Even though reading and writing recommendation letters is one of the essential service tasks of the professorial life of academics, there are few resources to train graduate students and junior academics on how to draft a successful recommendation letter for different academic purposes. Writing Recommendation Letters draws linguistic and rhetorical principles from close to a thousand real-world examples of academic letters of recommendation. As a result, the research that informs the pedagogy is extensive, current, and highly relevant to the discourse of evaluation in academic settings with findings that have implications for genre-based writing instruction, English for Academic Purposes (EAP), and teaching of academic literacies. The authors are two experienced college professors who regularly teach graduate students and mentor young academics, so the reflection questions and instructor suggestions they provide were designed for today’s university classroom. The result is an instructive book that translates academic discourse structures and principles into accessible language, supplying authentic examples and ample writing practice. Key FeaturesReaders will learn the theoretical context that defines the genre of letters of recommendation. The book highlights the similarities and differences between the three different types of letters of recommendation: letters written for graduate admission, letters written in support of fellowship applications, and letters written to support obtaining a faculty position. Chapters on different aspects of linguistic and rhetorical features discuss presenting the applicants' credentials, highlighting the strengths of their character, accentuating and downplaying certain traits, as well as the pros and cons of boilerplate language and the use of customary frames for opening and closing.Readers will see real-world examples of actual letters of recommendation to see how seasoned faculty build the case for the applicant.

Applying for an academic job is a complex process that requires applicants to present their credentials, strengths, and values through multiple written documents. These self-promotional writing genres—particularly research, teaching, and diversity statements—carry different purposes and utilize distinct strategies to portray a job seeker as the right match for the hiring institution. Presentation of Self in Academic Support Genres demystifies these high-stakes genres by analyzing authentic texts and real-world examples. It provides insight into the intricacies and challenges of self-presentation in diverse settings and sheds light on an otherwise hidden discourse community and its conventions. It also includes dozens of engaging activities and tasks, some of which are specifically designed for multilingual writers, that guide readers through composing effective job application materials. This theoretically grounded but practice-oriented book will be a valuable guide for recent graduates and newly minted PhD holders about to start their careers in higher education and beyond. Readers will gain awareness of job application expectations and best practices, and job seekers interested in pursuing careers beyond the classroom will also learn how to leverage their skills and qualifications for industry jobs. The book will be a great resource in advanced courses on genre-based writing instruction, English for Academic Purposes, and professional communication. In addition, it can be used in graduate professionalization courses, professional seminars, faculty development workshops, or by individuals working independently.