Exam Board: Pearson BTEC Academic Level: BTEC National Subject: Information Technology First teaching: September 2016 First Exams: Summer 2017

This book applies theory and research findings to the design of English for Academic Purposes courses. Drawing on approaches to researching academic communities, needs analysis and genre theory, a systematic approach to syllabus and curriculum development is proposed and used as the basis for detailed consideration of tasks and skills development.

This book contextualizes the field of English for Academic Purposes (EAP), with a particular focus on the professional and academic identity and role of the EAP practitioner. The authors examine previously neglected areas such as the socio-economic, academic and employment contexts within which EAP practitioners function. In doing so, they develop a better understanding of the roles, expectations and constraints that arise from these contexts, which in turn shape professional practice and the identity of the practitioner. As EAP is emerging as an academic discipline with a growing body of published research, this book will appeal to trainee and established practitioners, along with researchers and students of linguistics and education.

This book highlights the centrality of political and ideological issues as they relate to the positioning and practice of English for Academic Purposes (EAP), demonstrating that EAP cannot flourish as a profession or a discipline without an awareness of the macro- and meso-level political shifts that impact the wider university. The volume states that the practices of EAP are, in fact, political acts and examines these as yet unexplored power dynamics. The volume begins by considering key influences that have shaped universities and their governance and management over the last three decades and how these relate to the role and practice of EAP. These influences include neoliberal economic policies, governmental demands for widening participation, globalization, entrepreneurial approaches to higher education, students as clients and therapeutism in universities. Following consideration of these broader contextual issues, specific chapters focus on politics and policies surrounding the recruitment and participation of international, fee-paying students, their positioning and identity within English-medium universities, including issues relating to English language, standards and academic integrity. Further chapters then consider more local influences that shape EAP programmes, such as their strategic roles within universities, their management, their teaching and wider academic impact.

Exploring how critical thinking is expressed in writing, this book investigates the specific linguistic elements involved in this process. Ian Bruce takes a genre-based approach to compare the textual expression of critical thinking in samples of academic, professional and journalistic writing, using five studies to examine the similarities and differences in the elements deployed across different genres. Looking at phenomena such as the relations between propositions and words which express the writer's personal attitude, content-organizing patterns, and the role of metaphor, this book highlights the most important contributory factors in the expression of critical thinking. Providing an in-depth exploration of how it is articulated through different types of specialist writing, this book provides a lens to both examine texts and to identify and practice this skill.

This book contextualizes the field of English for Academic Purposes (EAP), with a particular focus on the professional and academic identity and role of the EAP practitioner. The authors examine previously neglected areas such as the socio-economic, academic and employment contexts within which EAP practitioners function. In doing so, they develop a better understanding of the roles, expectations and constraints that arise from these contexts, which in turn shape professional practice and the identity of the practitioner. As EAP is emerging as an academic discipline with a growing body of published research, this book will appeal to trainee and established practitioners, along with researchers and students of linguistics and education.

Non-profit organizations (NPOs) across the world are facing criticism alongside approbation. In order for NPOs to effectively support their causes, they require public trust. The editors of this book have persuaded PR experts from the UK and around the world, from a variety of PR specialisms operating across different organizational forms, to share their knowledge and experience. These contributions are scaffolded with authoritative academic and practical advice, as well as solutions. The book starts with foundations that underpin communications for causes. These include arguments that support the importance of non-profits in civil society; lessons in corporate governance; and a new approach to issues management. PR planning subjects tailored, or specific, to the sector include: strategic global communications planning, agile digital communications; branding internal communications and the securing of meaningful outcomes. Corporate partnerships are examined with a new 'Fit to Partner Test' and consideration of the mandated corporate social responsibility (CSR) in India, corporate volunteering in Brazil, and CSR in South Africa. Relations between governments and non-profits are also considered, both generally and with a particular focus on China. Communicating Causes looks at effective strategy and practice of PR in the modern non-profit. Including forewords by both John Grounds and Jon Snow, the expert perspectives offered in this book provide valuable support to current and future communicators.

The focus of this book is the use of genre-based approaches to teaching academic writing. Genre-based courses enable second language learners to integrate their linguistic, organisational and contextual knowledge in a variety of different tasks. The book reviews pedagogical approaches to genre through English for Specific Purposes and Systemic Functional Linguistics to present a synthesis of the current research being undertaken in the field. From this theoretical base, Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design.
Academic Writing and Genre is a cutting-edge monograph which will be essential reading for researchers in applied linguistics.

Non-profit organizations (NPOs) across the world are facing criticism alongside approbation. In order for NPOs to effectively support their causes, they require public trust. The editors of this book have persuaded PR experts from the UK and around the world, from a variety of PR specialisms operating across different organizational forms, to share their knowledge and experience. These contributions are scaffolded with authoritative academic and practical advice, as well as solutions. The book starts with foundations that underpin communications for causes. These include arguments that support the importance of non-profits in civil society; lessons in corporate governance; and a new approach to issues management. PR planning subjects tailored, or specific, to the sector include: strategic global communications planning, agile digital communications; branding internal communications and the securing of meaningful outcomes. Corporate partnerships are examined with a new 'Fit to Partner Test' and consideration of the mandated corporate social responsibility (CSR) in India, corporate volunteering in Brazil, and CSR in South Africa. Relations between governments and non-profits are also considered, both generally and with a particular focus on China. Communicating Causes looks at effective strategy and practice of PR in the modern non-profit. Including forewords by both John Grounds and Jon Snow, the expert perspectives offered in this book provide valuable support to current and future communicators.

This book applies theory and research findings to the design of English for Academic Purposes courses. Drawing on approaches to researching academic communities, needs analysis and genre theory, a systematic approach to syllabus and curriculum development is proposed and used as the basis for detailed consideration of tasks and skills development.

This book highlights the centrality of political and ideological issues as they relate to the positioning and practice of English for Academic Purposes (EAP), demonstrating that EAP cannot flourish as a profession or a discipline without an awareness of the macro- and meso-level political shifts that impact the wider university. The volume states that the practices of EAP are, in fact, political acts and examines these as yet unexplored power dynamics. The volume begins by considering key influences that have shaped universities and their governance and management over the last three decades and how these relate to the role and practice of EAP. These influences include neoliberal economic policies, governmental demands for widening participation, globalization, entrepreneurial approaches to higher education, students as clients and therapeutism in universities. Following consideration of these broader contextual issues, specific chapters focus on politics and policies surrounding the recruitment and participation of international, fee-paying students, their positioning and identity within English-medium universities, including issues relating to English language, standards and academic integrity. Further chapters then consider more local influences that shape EAP programmes, such as their strategic roles within universities, their management, their teaching and wider academic impact.

Exploring how critical thinking is expressed in writing, this book investigates the specific linguistic elements involved in this process. Ian Bruce takes a genre-based approach to compare the textual expression of critical thinking in samples of academic, professional and journalistic writing, using five studies to examine the similarities and differences in the elements deployed across different genres. Looking at phenomena such as the relations between propositions and words which express the writer's personal attitude, content-organizing patterns, and the role of metaphor, this book highlights the most important contributory factors in the expression of critical thinking. Providing an in-depth exploration of how it is articulated through different types of specialist writing, this book provides a lens to both examine texts and to identify and practice this skill.

Everyone has dreams of success but few of us really know how to go about realising them. We usually focus on what people have achieved rather than how they have lived each day to achieve it. Ian Bruce makes it simple, but doesn't promise it will be easy. He leads the reader through a process of self-discovery and empowerment that he guarantees will work for everyone - no matter what their goal. This has to be one of the most profoundly sensible books on the subject of personal fulfilment ever written. 'Ask yourself - did Richard Branson spend five hours every evening watching soap operas and action videos'?

Ian Bruce has written this book with the aim of helping the amateur grasp the concepts of this ancient Chinese ideology. It includes an introduction about the philosophy of Feng Shui and explains terms such as Ch'i in easy to understand language. Each room of a house is given its own chapter and includes ideas for creating ideal living space. It is fully illustrated throughout and includes colour pictures to help you make the most of your home.

Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. The focus of this book is the use of genre-based approaches to teaching academic writing. Genre-based courses enable second language learners to integrate their linguistic, organisational and contextual knowledge in a variety of different tasks. The book reviews pedagogical approaches to genre through English for Specific Purposes and Systemic Functional Linguistics to present a synthesis of the current research being undertaken in the field. From this theoretical base, Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. "Academic Writing and Genre" is a cutting-edge monograph which will be essential reading for researchers in applied linguistics.