Hello
You can visit our worldwide website for our globally available teaching resources, or visit our local website for for products, events and materials for your area.
Please choose below:
Academic Inquiry
Sentences and Paragraphs
Marcia Kim and Jennifer MacDonald
The series is designed for the English for Academic Purposes (EAP) writing courses that prepare students from non-English speaking backgrounds for mainstream college and university level studies. The series acts as a bridge into the heavy writing demands of post-secondary education.
- Part of: Academic Inquiry
- Language Level: Late Beginner
Key features
- Inquiry-based approach allows students to personalize the content to specific disciplines and interests and get the most out of Academic Inquiry
- Content-driven approach is grounded in the core academic disciplines of Canadian colleges and universities, giving students hands-on experience with multiple academic writing styles
- With a focus on Vocabulary from the Academic Word List and Lexical Frequency list equips students for higher learning environments
- Built-in flexibility allows instructors to emphasize skill sections most pertinent to each classroom's teaching context
- Preparation and practice provides students with comprehensive explanations while requiring them to apply learning through writing tasks
- Canadian content featuring topical readings stimulate interest
Read more...
Grounded in the core academic disciplines found on Canadian college and university campuses, the series takes an inquiry- and content-based approach to developing academic writing skills. The inquiry-based approach puts the needs of students front and centre in each unit, with their questions driving the acquisition of both language and content knowledge. By using academic content as a vehicle to contextualize learning, writing skills are embedded in a rich framework that provides an opportunity for the recycling and spiralling of core concepts. To promote content-rich writing outcomes, authentic academic readings are used throughout the series as a springboard for the promotion of effective academic writing. These readings are accompanied by learning strategies, anti-plagiarism tips, critical thinking development, grammar points, and specific writing skills that are distributed according to the demands of the unit content and writing assignments. Skills and learning strategies embedded in the disciplinary context of a unit build on one another to contribute to the creation of the writing assignment.
A complete teacher's resource will be available online.
A complete teacher's resource will be available online.
Table of Contents
- Unit 1 Earth and Life Science: Weather and the Natural World
EXPLORING IDEAS: Explanation Paragraph
ACADEMIC READING: Using a Dictionary
PROCESS FUNDAMENTALS: Understanding the Essential Elements of a Paragraph
WRITING FUNDAMENTALS: Drafting
UNIT OUTCOME: Explanation Paragraph -
Unit 2 Technology: Robotics
EXPLORING IDEAS: Descriptive Paragraph
ACADEMIC READING: Adjective Formation
PROCESS FUNDAMENTALS: Writing a Topic Sentence
WRITING FUNDAMENTALS: Self-editing
UNIT OUTCOME: Descriptive Paragraph -
Unit 3 Engineering: Structural Engineering
EXPLORING IDEAS: Definition Paragraph
ACADEMIC READING: Forming Nouns
PROCESS FUNDAMENTALS: Supporting Your Topic Sentence
WRITING FUNDAMENTALS: Proofreading
UNIT OUTCOME: Definition Paragraph -
Unit 4 Health Sciences: Kinesiology
EXPLORING IDEAS: Opinion Paragraph
ACADEMIC READING: Forming Verbs
PROCESS FUNDAMENTALS: Writing a Concluding Sentence
WRITING FUNDAMENTALS: Using Checklists
UNIT OUTCOME: Opinion Paragraph -
Unit 5 Sociology: Trends in Society
EXPLORING IDEAS: Grahic-Description Paragraph
ACADEMIC READING: Recognizing Latin and Greek Loanwords
PROCESS FUNDAMENTALS: Organizing a Paragraph
WRITING FUNDAMENTALS: Asking for Peer Review
UNIT OUTCOME: Graphic-Description Paragraph
- Unit 6 Business: Business Practices
EXPLORING IDEAS: Report
ACADEMIC READING: Recognizing Collocation
PROCESS FUNDAMENTALS: Using Headings and Subheadings
WRITING FUNDAMENTALS: Incorporating Feedback
UNIT OUTCOME: Report
Author Info
Marcia Kim has taught ESL and EAP for more than 25 years. She has taught at the Tokyo Center for Language and Culture and the University of Calgary. She received an MA in TESOL from the School for International Training (SIT) and is a PhD candidate at the University of Calgary.
Jennifer MacDonald has been an English language teacher since 2001. She has taught at Dalhousie University and St. Francis Xavier University, as well as in Spain, Argentina, and Slovakia. She holds an MA in TESOL from the University College London Institute of Education, where she is also currently a doctoral candidate in education.
Scott Roy Douglas is the Series Editor for Academic Inquiry. He has been actively involved in the field of English language teaching for over 20 years. He has taught at the University of Calgary, Kansai Gaidai University, and the University of British Columbia's Okanagan campus, among others. He earned his MEd and PhD in TESL from the University of Calgary.
Jennifer MacDonald has been an English language teacher since 2001. She has taught at Dalhousie University and St. Francis Xavier University, as well as in Spain, Argentina, and Slovakia. She holds an MA in TESOL from the University College London Institute of Education, where she is also currently a doctoral candidate in education.
Scott Roy Douglas is the Series Editor for Academic Inquiry. He has been actively involved in the field of English language teaching for over 20 years. He has taught at the University of Calgary, Kansai Gaidai University, and the University of British Columbia's Okanagan campus, among others. He earned his MEd and PhD in TESL from the University of Calgary.
