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Academic Inquiry
Essays and Integrating Sources
Sarah Leu and Heike Neumann
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: Intermediate - Advanced
Key features
- Authentic content from Canadian textbooks helps students prepare for future academic studies.
- Realistic writing models and methodical practice empower students to become accomplished writers in multiple rhetorical patterns.
- Sentence skills, grammar skills, and composition skills help students understand and apply key writing skills.
- Step-by-step writing tasks take students reliably through the entire writing process.
- Preventing plagiarism strategies in each unit help students master the art of citing, paraphrasing, referencing, and summarizing.
- Systematic vocabulary instruction in each unit covers the AWL and extends into mid-frequency words, helping students acquire a rich and comprehensive vocabulary base.
- Critical Thinking Skills and Learning Strategies increase students' engagement, comprehension and success.
- Language Tips in each unit help students master essential words, phrases and expressions related to the rhetorical patterns being studied.
- Flexible units allow teachers and students to focus solely on the academic writing goals or also delve into the academic readings and vocabulary instruction.
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 Communications: Media Literacy
EXPLORING IDEAS: Summary
ACADEMIC READING: Choosing the Right Synonym
PROCESS FUNDAMENTALS: Recognizing an Author's Purpose for Writing and Thesis
WRITING FUNDAMENTALS: Paraphrasing
UNIT OUTCOME: Summary
- Unit 2 Sociology: Technological Innovation in Society
EXPLORING IDEAS: Expository Essay
ACADEMIC READING: Understanding Your Dictionary
PROCESS FUNDAMENTALS: Writing a Thesis Statement That Answers a Question
WRITING FUNDAMENTALS: Developing Body Paragraphs with the Question Technique
UNIT OUTCOME: Expository Essay
- Unit 3 Tourism and Hospitality Management: Travel
EXPLORING IDEAS: Compare-and-Contrast Essay
ACADEMIC READING: Learning to Use New Words Using a Dictionary
PROCESS FUNDAMENTALS: Writing Topic Sentences
WRITING FUNDAMENTALS: Achieving Essay Unity
UNIT OUTCOME: Compare-and Contrast-Essay
- Unit 4 Biology: Immunity
EXPLORING IDEAS: Cause-and-Effect Essay
ACADEMIC READING: Using Vocabulary Learning Strategies
PROCESS FUNDAMENTALS: Writing a Cause-and-Effect Thesis Statement
WRITING FUNDAMENTALS: Revising
UNIT OUTCOME: Cause-and-Effect Essay
- Unit 5 Environmental Science: Climatology
EXPLORING IDEAS: Problem-Solution Essay
ACADEMIC READING: Understanding Collocation
PROCESS FUNDAMENTALS: Writing a Problem-Solution Thesis Statement
WRITING FUNDAMENTALS: Achieving Coherence
UNIT OUTCOME: Problem-Solution Essay
- Unit 6 Business: Corporate Social Responsibility
EXPLORING IDEAS: Persuasive Essay
ACADEMIC READING: Correcting Grammar Using your Dictionary
PROCESS FUNDAMENTALS: Writing a Debatable Thesis Statement
WRITING FUNDAMENTALS: Acknowledging Opposing Views
UNIT OUTCOME: Persuasive Essay"
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.
Author Info
Heike Neumann has over 15 years' experience teaching EAP. She has taught at Concordia University, McGill University, and Université du Québec à Montréal. Her academic background includes a PhD in Second Language Education from McGill University and an MA in Applied Linguistics from Concordia University. She has published several papers on EAP topics.
has been teaching English and English for Academic Purposes for more than 20 years. She has taught at McGill University, Concordia University, The New School of New York, and New York University. Her accreditations include a PhD in TESOL from New York University and an MA in TESOL from St. Michael's College.
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.
has been teaching English and English for Academic Purposes for more than 20 years. She has taught at McGill University, Concordia University, The New School of New York, and New York University. Her accreditations include a PhD in TESOL from New York University and an MA in TESOL from St. Michael's College.
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.
