Learn English for academic purpose

Dialogue 1-1: FormalGreetings
4
JAMES:    Goodmorning, Professor Austin, how are you doing?
PROFESSOR AUSTIN: Good morning, James. I am doing well. And you?
JAMES: I’m great, thank you. This is my friend Emma. She is thinking about applying to this college. She has a few questions. Would you mind telling us about the process, please?
PROFESSOR AUSTIN: Hello, Emma! It’s a pleasure to meet you. I’m more than happy to speak with you. Please stop by my office next week.
EMMA: It’s a pleasure to meet you, professor. Thank you so much for helping us.
PROFESSOR AUSTIN: Don’tmentionit. Hopefully, I will be able to answer your questions!

LANGUAGE NOTES
• The greetings good morning/good afternoon/good evening are used at different times of the day to greet people. “Good evening” is often used after 6 p.m. or generally when the sun has set.
• “Good night” is not a greeting: It is used when leaving a place or group of people. Thank you and good night!/Good night, and see you tomorrow.
• When people meet in the United States, it is customary for them to shake hands. A handshake should be firm and usually lasts for about two to three seconds — which allows enough time to say “Nice to meet you.”
• “Don’tmentionit” is another way of saying “You’re welcome.” The phrase “You are welcome” is more formal. However, responses such as Don’t mention it./No problem./ Happy to help. are informal ways of responding to a thank you.

Saying Good-Bye

How you say good-bye in English depends on who you are talking to. There are formal, informal and VERY informal ways to say good-bye.
Similar to greetings, some people shake hands, wave, hug and kiss but this varies from situation to situation. It is best to follow what other people are doing or to do what makes you comfortable.
Formal Good-Bye Have a nice day! It was nice seeing you again. I look forward to seeing you again. Take care. Good night!
Informal Bye Bye-Bye See you later! Or- See you soon! Talk to you later. Take it easy. I’ve got to get going. I’ve got to run.
Really Informal Check you later. I’m out. Or- I’m out of here. I’m off.
I’ve gotta take off. See ya. Peace

Greeting Someone
Greeting someone is what you do when you first see them… basically saying ‘Hello’. There are many different ways people greet each other in English. Some being formal or appropriate for every situation and others being informal and something you should say only to close friends or family.
In the United States, the most common way to greet someone with words. In formal situations or when you meet someone for the first time you shake hands. Some people wave at one another. In informal situations with people you know (family or good friends) you may hug or kiss one another.
Formal Greetings Hello
Hello _________! (Insert name of person) How are you?
How are you doing? How have you been? Good Morning! Good Afternoon! Good Evening!
Informal Greetings Hi! Hey! What’s up? How’s it going? What’s new? What have you been up to? How are ya?

125 useful english phrases for everyday.
Top 25
English Expression 1. as easy as pie means “very easy” (same as “a piece of cake”) Example: He said it is a difficult problem, but I don’t agree. It seems as easy as pie to me!
English Expression 2. be sick and tired of means “I hate” (also “can’t stand”) Example: I’m sick and tired of doing nothing but work. Let’s go out tonight and have fun.
English Expression 3. bend over backwards means “try very hard” (maybe too much!) Example: He bent over backwards to please his new wife, but she never seemed satisfied.
English Expression 4. bite off more than one can chew means “take responsibility for more than one can manage”
Example: John is so far behind in his studies. Besides classes, he plays sports and works at a part-time job. It seems he has bitten off more than he can chew.
English Expression 5. broke means “to have no money”
Example: I have to borrow some money from my Dad. Right now, I’m broke.
English Expression 6. change one’s mind means “decide to do something different from what had been decided earlier”
Example: I was planning to work late tonight, but I changed my mind. I’ll do extra work on the weekend instead.
English Expression 7. Cut it out! means “stop doing something bad” Example: That noise is really annoying. Cut it out!
English Expression 8. drop someone a line means “send a letter or email to someone” Example: It was good to meet you and I hope we can see each other again. Drop me a line when you have time.
English Expression 9. figure something out means “come to understand a problem” Example: I don’t understand how to do this problem. Take a look at it. Maybe you can figure it out.
English Expression 10. fill in for someone means “do their work while they are away” Example: While I was away from the store, my brother filled in for me.
English Expression 11. in ages means “for a very long time” Example: Have you seen Joe recently? I haven’t seen him in ages.
Expression 12. give someone a hand means “help”
Example: I want to move this desk to the next room. Can you give me a hand?
English Expression 13. hit the hay means “go to bed” (also “hit the sack”) Example: It’s after 12 o’clock. I think it’s time to hit the hay.

Digital, Education & Speaking - sayfun.me Digital, Education & Speaking - out of BKK. Digital Marketing professional turned educator. Digital Strategy, lectures, conferences, talks by Sascha Funk

. Introduction to Academic Writing
1.1 Post-Secondary Reading and Writing

Learning Objectives

• Understand the expectations for reading and writing assignments in post-secondary (university, college, institute) courses
• Understand and apply general strategies to complete post-secondary-level reading assignments efficiently and effectively
• Recognize specific types of writing assignments frequently included in post-secondary courses
• Understand and apply general strategies for managing post-secondary-level writing assignments
• Determine specific reading and writing strategies that work best for you individually
In a post-secondary environment, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your workload can be challenging. This chapter includes strategies for studying efficiently and managing your time.
The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

English for Academic Purposes

Though English has been used in the Indian subcontinent and its educational systems for more than 200 years, the language education policy in Pakistan has not been explicit until recently. The long-term policy goal was to have Urdu as the MOI at secondary, tertiary, and higher education levels (Mansoor, 2004; Ministry of Education, 1959). Yet from the earliest education policy documents in Pakistan, English was maintained as the MOI in higher education (Ministry of Education,
1959). For most of the period after Independence, Urdu was officially the MOI for Grades 1-12 and, despite occasional shifts to English, the predominant code for all classroom registers, including the discourse and lexis across school subjects, particularly in public sector institutions (Ashraf, 2008). According to the NEP, study of English is now to be introduced in schools from the primary level along with Urdu and a regional language. It is also recommended as the MOI from Grade 4 onwards and compulsory from Grade 6 (Ministry of Education, 2009, p. 20). The policy declares that after completion of Grade 12, learners of English as a second language are expected to be proficient users of the language, possessing effective listening, speaking, reading, and writing skills (Ministry of Education, 2009). The Higher Education Commission (HEC; previously known as the University Grants Commission – UGC) recommends all higher education instruction to be in English, except for some subjects of humanities for which English-language resources are not available. The implications of using English MOI in higher education, as Schleppegrell and O’Hallaron (2011, p. 4) note, cannot be ignored: “learning to read, write, and interact using academic language requires support for language development that assists students in engaging with the communicative and literacy demands of disciplinary learning.” Given a lack of trained English-language teachers, limited resources, and students’ familial backgrounds and education, such support has been largely absent and the transition from Urdu or local language MOI to English MOI in higher education has not yet been achieved.
Research from Pakistani schools suggested that, even in those using English as the MOI, students are taught in a local language, and assessed in English (Canagarajah & Ashraf, in press; Mansoor, 2005; Rahman, 2002; Shamim, 2008,
2011). Although students are assessed using English only, in textbooks English is interspersed with Urdu terminology, translation, and explanation. Reliance on Urdu was also reflected in pedagogical practices in higher education in the traditional English programs (e.g. Master of Arts) in classical British English literature and canonical prose; for learning, students tended to rely on the translated versions of texts yet were examined in English (for details, see Rahman, 2001). Such practices are forms of translanguaging, a term originally translated from Welsh, rawsieithu referring to a pedagogical practice in bilingual classes in which input is provided in one language and tasks are performed in another (Cenoz & Gorter, 2011). The scope of this term has now broadened to refer to a process, a naturally occurring phenomenon in communicative practices of multilinguals (Canagarajah, 2009,
2011), and the norm in multilingual countries (García, 2009), involving multiple discursive practices, that is, “a systematic shift from one language to the other for specific reasons” (Coyle, Hood, & Marsh, 2010, p. 16) with “no clear cut borders between the languages of bilinguals” (García, 2009, p. 47). Notwithstanding, the NEP aims to separate English from local languages in higher education to designate it as the language to be used for academic purposes. To address this requirement of English MOI, the HEC has, therefore, in the past few years taken an aggressive approach to create more learning spaces for English that risks systematic weakening of Urdu and other local languages.
HEC’s English Language Teaching Reforms project (ELTR) was an attempt to bridge the gap between the MOI of schools and universities, and to address the dissatisfaction of students and teachers with available English-language resources (Higher Education Commission Pakistan, 2009). A National Committee on English (NCE) was formed in 2003 to address declining standards of English-language teaching in educational institutions (see Higher Education Commission Pakistan, Following the NCE recommendations, ELTR designed new curricula for English-language and EAP teachers. To enhance opportunities for students and teachers to use English as the MOI, ELTR also designed pedagogical courses for teachers of EAP. These courses match Gillett’s (2004) description of EAP, that is, “the language and associated skills that students need to undertake study in higher education through the medium of English.” HEC interventions to support English MOI, therefore, led to formulation of EAP courses such as Communication Skills in English, Functional English, Technical Writing, and Business Communication, the prescribed curricula of which are made available to educational institutions through HEC. These courses are now compulsory in undergraduate degree programs, and aim to support students’ academic research skills in postgraduate English-medium programs. In the first year, for example, university students are taught to communicate in English only and use English for performing various functions such as making requests, writing job applications, and reporting experiments. In the second and subsequent years, these courses are centered on English for Specific Purposes (ESP) and academic writing in different disciplines, aiming to develop students’ proficiency and performance in core subject areas. Teacher training and capacity-building workshops for university teachers, presented by local experts and international consultants, are also conducted by ELTR on a regular basis. Ideally, this array of initiatives would create English MOI classrooms that enable students to meet the academic goals of university education and research. Yet the languages and repertoire of the local linguistic landscape impact significantly on the goals of English MOI and EAP in Pakistan. In the next section we describe plurilingual practices, and their influence on development of English-language skills

What is English for Academic Purposes or EAP?
English for Academic Purposes (EAP) refers to an English language program that focuses on helping international and immigrant students acquire the advanced competencies in academic English that will be necessary for them to complete their degree program. EAP programs provide language instruction for non-native speakers of English who intend to earn associate or bachelor’s degrees

Welcome

English for Academic Purposes (EAP)
Welcome to English for Academic Purposes webpage. This page is designed to provide resources and updates related to the English for Academic Purposes initiatives, and provides definitions, related policies, course information and data related EAP programs. Information will be updated as additional resources are made available.