Outcomes is a completely new general English course in which: Natural, real-world grammar and vocabulary help students to succeed in social, professional, and academic settings CEF goals are the focus of communication activities where students learn and practise the language they need to have conversations in English Clear outcomes in every lesson of every unit provide students with a sense of achievement as they progress through the course

This book takes a philosophical approach to the question 'what is academic writing?' and specifically explores the question of how academic writing and writing development can be better understood and developed by lecturers in higher education. It examines how a number of interconnected and interdisciplinary political, linguistic, discursive, ontological and epistemological frameworks can be used to inform a 'post-qualitative' approach for research into higher education academic writing practices, employing a Bourdusian/ Deluzean inspired approach. Using lecturers' own perceptions and experiences of academic writing, and treating them as part of a 'professional academic writing in higher education habitus', the book illustrates and analyses a number of ideas and concepts through a broadly post-qualitative paradigm. It also offers a number of innovative academic writing and writing development practices. Offering an in-depth discussion into how lecturers might better negotiate academic writing practices and use their own academic writing experiences to develop students' writing, this book will be highly relevant to academics, scholars and post-graduate students working in higher education.

The Teaching Excellence Framework (TEF)'s aims, implementation and effect on the English higher education sector remains a controversial and often contested subject. This text offers a stimulating and wide-ranging interdisciplinary discussion of the implications of the TEF on the UK's fast-moving policy environment, and increasingly neoliberal higher education sector. Questioning the basic premise of the TEF, the authors tease out how students and staff are affected in different and often unfair ways by its implementation. Whilst acknowledging that the TEF has focused management attention on ways in which a diverse student population is, or is not, supported in their learning, this book highlights how it remains problematically silent on other kinds of diversity in the system such as specialised courses, diverse teaching styles, and varying institution sizes. Offering readers ways of rethinking and resisting 'teaching excellence', this book provides a timely examination of how, in various ways, the TEF, treated as an exclusionary quality assurance system, is likely to reinforce extant structural inequalities and competitive hierarchies in the sector.

The Official Cambridge Guide to IELTS is THE definitive guide to IELTS. It contains all you need to succeed in the exam. Skill-building exercises cover all of the question types in the exam for both the General Training and Academic Modules. Our research into real IELTS candidates' exam answers - and the mistakes they make, helps you avoid the same ones Eight official practice tests and a focus on test-taking strategy help you maximise your score. The DVD-ROM includes videos of the Speaking test, and all the listening material, including the tests, as MP3 files. IELTS is jointly managed by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment

The introduction of the Teaching Excellence Framework heralds an era of unprecedented scrutiny and focus on the quality of teaching in universities in England. This book offers inter-disciplinary, evidence-informed discussion around notions of excellence in higher education teaching. It will act as a key stimulus for institutional and sector-wide debates and a reference point for initiatives around the TEF agenda. Drawing on the authentic, grounded experiences of practising HE professionals and complemented by a range of recent case studies, this book offers insight into the pursuit of capturing excellence in the complex and wide-ranging context of HE teaching. It will consider what the repercussions of TEF might mean to those involved in learning and teaching in the sector and how this might impact institutional policy and practice.

We know higher education is more than effective teaching and learning. This series examine the issues impacting HE providers, students, reputations and longevity of institutions across the world. Great Debates are just that - discussions designed to assess and evaluate the state of higher education systems, policies as well as social and economic impacts looking at inclusivity, accessibility, safety and leadership. These topics resonate with students, researchers and HE administrators alike. Titles included in this set: Teaching Excellence in Higher Education:Challenges, Changes and the Teaching Excellence Framework; British Universities in the Brexit Moment:Political, Economic and Cultural Implications; Higher Education Funding and Access in International Perspective; Sexual Violence on Campus:Power-Conscious Approaches to Awareness, Prevention, and Response; Evaluating Scholarship and Research Impact:History, Practices, and Policy Development; Access to Success and Social Mobility through Higher Education:A Curate's Egg?; The Marketisation of English Higher Education:A Policy Analysis of a Risk-Based System; Refugees in Higher Education:Debate, Discourse and Practice; Radicalisation and Counter-Radicalisation in Higher Education; Perspectives on Access to Higher Education:Practice and Research; Cultural Journeys in Higher Education:Student Voices and Narratives; Degendering Leadership in Higher Education;

Gain a thorough understanding of Cambridge English: First. Use practical strategies and activities to fully prepare your learners for exam success. This course explains how to teach all four tests: Reading and Use of English, Writing, Speaking and Listening (including all parts). It is also applicable to the First for Schools exam. The course first explores what it means to be good at these skills, before explaining how they are assessed, the types of tasks learners can expect, and strategies for each of those tasks.