First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company. Series editors' preface xi Acknowledgements xiii How to use this book xv Introduction 1(6) SECTION A: INTRODUCTION 7(100) Theme 1: Conceptions and Controversies 8(29) Specific or general academic purposes? 9(7) Study skills or academic literacy? 16(8) Lingua franca or Tyrannosaurus rex? 24(6) Pragmatism or critique? 30(7) Theme 2: Literacies and Practices 37(35) Discourses, communities and cultures 38(8) Genre analysis and academic texts 46(12) Corpus analysis and academic texts 58(7) Ethnographically oriented analysis and EAP 65(7) Theme 3: Design and Delivery 72(35) Needs and rights 73(8) Development and implementation 81(8) Methodologies and materials 89(10) Feedback and assessment 99(8) SECTION B: EXTENSION 107(108) Theme 1: Conceptions and Controversies 108(30) Specific or general academic purposes? 109(9) Initiating ESL students into the academic discourse community: how far should we go? 109(4) Spack, R. Specificity revisited: how far should we go now? 113(5) Hyland, K. Study skills or academic literacy? 118(6) Student writing and staff feedback in higher education: an academic literacies approach 118(6) Lea, M.R. Street, B.V. Lingua franca or Tyrannosaurus rex? 124(5) English as Tyrannosaurus rex 124(5) Swales, J. M. Pragmatism or critique? 129(9) Pragmatist discourse and English for Academic Purposes 129(4) Allison, D. Vulgar pragmatism, critical pragmatism, and EAP 133(5) Pennycook, A. Theme 2: Literacies and Practices 138(41) Discourses, communities and cultures 139(14) The narratives of science and nature in popularising molecular genetics 139(4) Myers, G. Academic tribes and territories: intellectual inquiry and the cultures of disciplines 143(4) Becher, T. Contrastive ESP rhetoric: metatext in Finnish--English economics texts 147(6) Mauranen, A. Genre analysis and academic texts 153(10) `Selling' or `telling'? The issue of cultural variation in research genres 153(4) Yakhontova, T. Informal elements in English academic writing: threats or opportunities for advanced non-native speakers? 157(6) Chang, Y.-Y. Swales, J. Corpus analysis and academic texts 163(11) Qualification and certainty in L1 and L2 students' writing 163(5) Hyland, K. Milton, J. Stylistic features of academic speech: the role of formulaic speech 168(6) Simpson, R. Ethnographically oriented analysis and EAP 174(5) Redefining `context' in research on writing 174(5) Chin, E. Theme 3: Design and Delivery 179(36) Needs and rights 180(6) Rights analysis: studying power relations in an academic setting 180(6) Benesch, S. Development and implementation 186(7) Problem-solving and EAP: themes and issues in a collaborative teaching venture 186(7) Barron, C. Methodologies and materials 193(15) Text, role and context 193(4) Johns, A. Using a genre-based framework to teach organisational structure in academic writing 197(5) Flowerdew, L. Networking into academic discourse 202(6) Warschauer, M. Feedback and assessment 208(7) `What am I supposed to make of this?' The messages conveyed to students by tutors' written comments 208(7) Ivanic, R. SECTION C: EXPLORATION 215(96) Theme 1: Conceptions and Controversies 216(23) Specific or general academic purposes? 217(6) Study skills or academic literacy? 223(6) Lingua franca or Tyrannosaurus rex? 229(6) Pragmatism or critique? 235(4) Theme 2: Literacies and Practices 239(37) Discourses, communities and cultures 240(6) Genre analysis and academic texts 246(8) Corpus analysis and academic texts 254(8) Ethnographically oriented analysis and EAP 262(14) Theme 3: Design and Delivery 276(35) Needs and rights 277(5) Development and implementation 282(11) Methodologies and materials 293(9) Feedback and assessment 302(9) Glossary 311(7) Further reading 318(7) References 325(11) Author index 336(1) Subject index 336