Language learning for academic and techniical Books
Cambridge University Press Cambridge English for Nursing Intermediate Plus
Book Synopsis
£32.57
HarperCollins Publishers Writing for IELTS With Answers
Book SynopsisIf your writing is preventing you from getting the score you need in IELTS, Collins Writing for IELTS can help. Don't let one skill hold you back.
£13.49
Cambridge University Press Professional English in Use Engineering with
Book SynopsisProfessional English in Use Engineering is another addition to the Professional English in Use series.
£32.59
Cambridge University Press Cambridge English for Engineering Students Book
Book Synopsis
£34.38
HarperCollins Publishers Speaking for IELTS With Answers and Audio
Book SynopsisIf your speaking is preventing you from getting the score you need in IELTS, Collins Speaking for IELTS can help.Don''t let one skill hold you back.If your speaking is preventing you from getting the score you need in IELTS, Collins Speaking for IELTS can help.Don''t let one skill hold you back.Contents consumer: Collins Speaking for IELTS has been specially created for learners of English who plan to take the IELTS exam to demonstrate that they have the required ability to communicate effectively in English, either at work or at university. It is ideal for learners with band score 5 5.5 who are aiming for band score 6 or higher on the IELTS test (CEF level B1 and above).This major new edition has been thoroughly updated and improved to make it even easier to use. Now in full colour, the book has a new layout and a series of brand new features to help students feel fully prepared for their IELTS exam: Enhanced answer keys with further explanations of why answers are right or wrong, or
£13.49
Cambridge University Press Good Practice Students Book
Book SynopsisGood Practice is a course for doctors and medical students who need to communicate with patients in English; the course can be used in the classroom or for self-study.
£60.24
Cambridge University Press Professional English in Use Marketing with
Book SynopsisProfessional English in Use Marketing offers comprehensive coverage of key marketing vocabulary, it includes 50 units covering everything from marketing basics and the full marketing mix, through to research, advertising, media and PR.
£32.59
Cambridge University Press Professional English in Use Medicine
Book SynopsisProfessional English in Use Medicine is a brand new addition to the Professional English in Use series.
£32.59
HarperCollins Publishers Geyte E Reading for IELTS With Answers
Book SynopsisIf your reading is preventing you from getting the score you need in IELTS, Collins Reading for IELTS can help.Don''t let one skill hold you back.Collins Reading for IELTS has been specially created for learners of English who plan to take the Academic IELTS exam to demonstrate that they have the required ability to communicate effectively in English at university. It is ideal for learners with band score 5 5.5 who are aiming for band score 6 or higher on the IELTS test (CEF level B1 and above).This major new edition has been thoroughly updated and improved to make it even easier to use. Now in full colour, the book has a new layout and a series of brand new features to help students feel fully prepared for their IELTS exam: Enhanced answer keys with further explanations of why answers are right or wrong, or ambiguous Watch out!' boxes that highlight common IELTS mistakes A revision checklist at the end of each section to remind students what they should do for each particular part of the examWhat is IELTS?The International English Language Testing System (IELTS) is the most common test used by universities for foreign students to prove their language level. IELTS is also increasingly used for immigration purposes, with many countries requiring visa applicants whose first language is not English to submit an IELTS grade. The system tests candidates' Reading, Writing, Listening and Speaking in four separate papers. Usually, students must gain a good mark in all four skills in order to gain entry to the course, job, or country of their choice. For this reason, candidates will often sit the exam numerous times to secure the score that they need.Powered by COBUILDThe 4-billion-word Collins corpus is the world''s largest database of the English language. It is updated every month and has been at the heart of Collins COBUILD for more than 30 years.
£13.49
Cambridge University Press Professional English in Use Management with
Book SynopsisA must have for MBA students and professional managers who need to use English at work.
£32.59
Cambridge University Press Cambridge English for Nursing Preintermediate
Book Synopsis
£35.07
HarperCollins Publishers Key Words for Electrical Engineering B1 Collins COBUILD Key Words
Book SynopsisCollins COBUILD Key Words for Electrical Engineering is a brand-new vocabulary book aimed at anyone who wants to study or work in the field of electrical engineering. The title contains the 500 most important words and phrases you will need to succeed and includes practice material to make sure you really learn them.
£9.49
HarperCollins Publishers Cambridge IGCSETM English as a Second Language
Book SynopsisCollins Cambridge IGCSE English as a Second Language Third Edition has been fully updated to support the revised Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Exam Board: Cambridge Assessment International EducationFor examination from 2024Written and edited by experienced English as a Second Language authors and examinersIn-depth coverage of the Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Equal coverage of each of the four skills of listening, reading, speaking and writingFun and creative projects at the end of each chapterTopic-based chapters provide engaging content so that language is developed through real-world contextsRich variety of texts and audio to help students develop their reading and listening skillsProvides extensive support and advice to help students prepare for assessmentThis resource is endorsed by Cambridge Assessment ITrade Review‘The Collins resources develop the skills that our students need. The content is authentic, the information relevant, and all four skills (reading, writing, listening and speaking) are covered equally. Our students become more fluent readers and better writers.’ – Rula Qandalaft , English teacher, Jerusalem
£26.99
Oxford University Press Teachers Book Tech Talk Intermediate
Book SynopsisA course for adult learners in the technical, industrial, and scientific sectors, who need English for everyday workplace communication.
£29.74
The University of Michigan Press English for Nursing Academic Skills
Book SynopsisEach year, more nurses arrive in the United States and begin enrolling in US nursing schools or begin work in hospitals. This book is designed to prepare non-native speakers of English for the language-related skills and tasks and the cultural content necessary for success in associate and baccalaureate degree nursing programs in the US.
£31.45
Cambridge University Press Cambridge English for Scientists Students Book
Book Synopsis
£34.38
Cambridge University Press Cambridge English for Human Resources Students
Book Synopsis
£36.19
Cambridge University Press English in Medicine
Book SynopsisThe third edition of this well established course for doctors, medical students and other medical professionals.
£32.02
Cambridge University Press Be My Guest Students Book
Book SynopsisThis fifteen-unit course deals with the many situations in which hotel employees meet guests, including reception, restaurant and bar work, answering the phone, giving directions, dealing with guests' problems, writing short e-mails and letters, suggesting places to visit and explaining how things work. A Teacher's Book and Audio CD are also available.Table of Contents1 Introductions 2 The Check-in 3 The hotel bedroom 4 The bathroom, the porter 5 Services in the hotel 6 Location of facilities 7 Room services 8 Problems and solutions 9 Taking bar orders 10 In the restaurant (1) 11 In the restaurant (2) 12 Interesting places to visit 13 Enquiries 14 Using the phone 15 The check-out Personal job files Speaking practice Tapescripts Verb list
£26.95
Bloomsbury Publishing PLC Check Your English Vocabulary for Medicine All You Need to Improve Your Vocabulary
Book SynopsisDesigned to help learners of English improve their knowledge and understanding of core medical terminology, this workbook includes crosswords, puzzles and word games to test and build specialist English vocabulary. Combining self-study exercises and practical speaking activities, it is useful for both home and class-based study.Trade Review"Part of a series designed to help students whose first language is not English...this will help them with medical terminology and general language proficiency." Publishing News (3 Feb 2006)
£15.73
Peter Lang Inc., International Academic Publishers The Academic Enculturation of Chinese
Book SynopsisIn the past few decades, sustained and overwhelming research attention has been given to EAL (English as an Additional Language) scholars' English writing and publishing. While this line of research has shed important light on the scene of global knowledge production and dissemination, it tends to overlook the less Anglicized and more locally bound disciplines located at the academic periphery. This book aimed to fill the gap by examining the academic enculturation experiences of Chinese archaeologists through the lens of their disciplinary writing.Consisting of a situated genre analysis and a multi-case study, the textographic study disclosed the immense complexity of archaeologists' texts, practices and identities. Important implications were generated for writing researchers and teachers as well as archaeologists and other HSS (the humanities and social sciences) scholars. This book would make a valuable reading for researchers and students of disciplinary/academic writingTable of ContentsList of Figures – List of Tables – List of Abbreviations – Acknowledgments – Preface – Introduction – Academic Enculturation Through the Lens of Genre – Aspects of the Enculturation of Academics – A Textographic Research Design – Primary Genres and Disciplinarity of Chinese Archaeology – Writing Research Articles in Chinese Archaeology – Constructing Knowledge Across Public and Academic Spaces – Transforming Knowledge Between Chinese and English – Re-Examining the Academic Enculturation of Chinese Archaeologists – Conclusion – Appendices – Index.
£62.19
Edinburgh University Press How to Write in Arabic
Book SynopsisIntermediate and advanced learners will discover how to use the Arabic linguistic features that are key to achieving written fluency. Each unit contains carefully selected exercises where students practise their vocabulary and grammar in a range of registers and contexts: writing a CV, a short story, a love letter, an essay and many more.
£90.00
Edinburgh University Press How to Write in Arabic
Book SynopsisIntermediate and advanced learners will discover how to use the Arabic linguistic features that are key to achieving written fluency. Each unit contains carefully selected exercises where students practise their vocabulary and grammar in a range of registers and contexts: writing a CV, a short story, a love letter, an essay and many more.
£25.19
£29.78
Kaplan Publishing Official Guide to OET
Book SynopsisThe Official Guide to OET is the first and only guide book endorsed by the test maker (CBLA) and is designed to prepare students for the updated OET exam. Kaplan Test Prep, the world leader in test preparation since 1938, has authored this book incorporating key test-taking tips and strategies. The practice questions have been reviewed by CBLA to ensure they are true to the test.Get familiar with the exam to help you face the OET with confidence. Test-like Listening tracks, realistic practice questions, and additional online resources give you everything you need to succeed on the OET. This book is suitable for both self-study and classroom use. To access your audio and online resources, first register online at kaptest.com/booksonline. Once you’ve registered, access your audio and resources at kaptest.com/login or download the Kaplan Mobile Prep app on Google Play or the App Store for your Android or iOS deviceTips and Practice 1 full practice test Online audio for Listening content Skill-boosting activities for each of the subtests (Listening, Reading, Writing & Speaking Self-study tips Test Day advice Expert Guidance We know the test: The Kaplan team in conjunction with CBLA ensure our practice questions and study materials are true to the test Kaplan's books and practice questions are written by experts who know students—every explanation is written to help you learn We invented test prep—Kaplan (www.kaptestglobal.com) has been helping students for 80 years, and our proven strategies have helped legions of students achieve their dreams
£26.18
American Pharmacists Association Essential Spanish for Pharmacy
Book SynopsisEssential Spanish for Pharmacy, Fourth Edition is intended to be a supplemental quick reference to assist pharmacy professionals in interacting with Spanish-speaking patients. This book includes phrases, keywords, questionnaires, and pictograms to guide a Spanish-based conversation with a patient. It is best used by someone who has a basic understanding of the language and needs more guidance for pharmacy and medical-specific vocabulary. This book also includes basic phases for anyone to make a patient feel welcome with the additional use of a trained interpreter and other resources available.
£19.90
Channel View Publications Ltd Power and Meaning Making in an EAP Classroom:
Book SynopsisThis book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.Trade ReviewThis book should be widely read because it addresses an acute and current linguistic issue which we language teachers should seriously take into consideration. This book invites critical language educators to revisit an EAP classroom with a critical lens. Chun has done a wonderful job in challenging us to revisit our classroom and realize a meaningful connection of theory and practice in EAP. -- Adcharawan Buripakdi, Suranaree University of Technology, Thailand * rEFLectionsVol 26, No.2 *Christian Chun's book is a true must for anyone involved in EAP teaching and researching, for anyone who is captive to the dilemmas of neoliberal higher education. -- Catalina Neculai, Coventry University, UK * Journal of English for Academic Purposes (2015) 1-4 *This book is an important contribution to the research of critical pedagogies in English language education; it will doubtlessly be useful for language education researchers who intend to conduct classroom research with practicing teachers, and for EAP instructors interested in understanding how critical pedagogies can empower their students in learning the language while developing their critical literacy skills. -- Kongji Qin, Michigan State University, USA * Discourse & Society 28(3) *Table of ContentsAcknowledgments Chapter One: Introduction Chapter Two: An EAP Classroom Chapter Three: Exploring the Making of Meanings Chapter Four: The Multimodalities of Neoliberal Globalization Discourses in YouTube Videos Chapter Five: Engaging with Neoliberalization Discourses, Part Two: Summer Term Class Chapter Six: Who is ‘Jennifer Wong’? Multiculturalism and the Model Minority Consumer Chapter Seven: Bringing the Political into an EAP Classroom? Chapter Eight: Everyday Life of an EAP Classroom
£23.70
Channel View Publications Ltd Power and Meaning Making in an EAP Classroom:
Book SynopsisThis book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.Trade ReviewThis book should be widely read because it addresses an acute and current linguistic issue which we language teachers should seriously take into consideration. This book invites critical language educators to revisit an EAP classroom with a critical lens. Chun has done a wonderful job in challenging us to revisit our classroom and realize a meaningful connection of theory and practice in EAP. -- Adcharawan Buripakdi, Suranaree University of Technology, Thailand * rEFLectionsVol 26, No.2 *Christian Chun's book is a true must for anyone involved in EAP teaching and researching, for anyone who is captive to the dilemmas of neoliberal higher education. -- Catalina Neculai, Coventry University, UK * Journal of English for Academic Purposes (2015) 1-4 *This book is an important contribution to the research of critical pedagogies in English language education; it will doubtlessly be useful for language education researchers who intend to conduct classroom research with practicing teachers, and for EAP instructors interested in understanding how critical pedagogies can empower their students in learning the language while developing their critical literacy skills. -- Kongji Qin, Michigan State University, USA * Discourse & Society 28(3) *Table of ContentsAcknowledgments Chapter One: Introduction Chapter Two: An EAP Classroom Chapter Three: Exploring the Making of Meanings Chapter Four: The Multimodalities of Neoliberal Globalization Discourses in YouTube Videos Chapter Five: Engaging with Neoliberalization Discourses, Part Two: Summer Term Class Chapter Six: Who is ‘Jennifer Wong’? Multiculturalism and the Model Minority Consumer Chapter Seven: Bringing the Political into an EAP Classroom? Chapter Eight: Everyday Life of an EAP Classroom
£80.96
Multilingual Matters Making Language Visible in the University:
Book SynopsisThis book focuses on the nexus of language, disciplinary content and knowledge communication against the background of the economic, cultural and ideological forces of Higher Education’s current push for internationalisation. It suggests the need for a greater synergy between language and content experts and argues that change needs to be implemented through policy rather than on an ad-hoc basis by individual teachers. It is a call to action for English for Academic Purposes practitioners to find a way out of the silo of their own centres and work to assert influence over the wider context in which they work. The book begins and ends in the practice of teaching, with a focus throughout on understanding the barriers and enablers to that practice within a particular context.Trade ReviewThis volume scrutinises the role of English for Academic Purposes within the university. Through careful and thought-provoking analysis, it reveals a worrying disconnect, but also provides strategies for closing the gap, to the benefit of all stakeholders. This book can inform EAP practitioners' understanding of the role of their subject and should be required reading for all university administrators. * Diane Pecorari, City University of Hong Kong, Hong Kong *Bond proposes a range of targeted and important interventions to help postgraduate international students succeed in English-medium universities. Based on her long experience in the field and her recent detailed research, she provides much-needed insights for both teachers of academic English and disciplinary staff. This book is essential reading for anyone involved in the recruitment, support or teaching of international students at university level. * Ian Bruce, University of Waikato, New Zealand *This book is a timely and thought-provoking study in an area of higher education teaching which is insufficiently researched. It is an insightful, substantial and engaging contribution to our understanding of the international university, the role of language in the curriculum and the issues of identity for EAP practitioners. * Sarah Brewer, University of Reading, UK *This timely publication should be read by everyone who is involved in language teaching, internationalisation and higher education teaching and learning e a deliberately broad recommendation that underlines its achievements [...] Making Language Visible in the University feels throughout like a book written for ‘us’ with huge potential for an external audience, as opposed to what frequently feels like vice versa. For that alone, Bond is to be praised for no mean feat. -- Conrad Heyns, Goldsmiths, University of London, UK * Journal of English for Academic Purposes 49 (2021) *Table of ContentsForeword Introduction: Contextualising the Problem, Defining Terms Chapter 1. The Accidental Scholar Chapter 2. Tracing a Student Journey: The Stories of Mai and Lin Chapter 3. The Taught Post-Graduate Curriculum Chapter 4. Language and the Academic Curriculum Chapter 5. Language and Academic Norms Chapter 6. The Place of English for Academic Purposes Chapter 7. Language Across the Curriculum Chapter 8. Implications Afterword: The Engaged Scholar References Index
£31.46
Multilingual Matters Making Language Visible in the University:
Book SynopsisThis book focuses on the nexus of language, disciplinary content and knowledge communication against the background of the economic, cultural and ideological forces of Higher Education’s current push for internationalisation. It suggests the need for a greater synergy between language and content experts and argues that change needs to be implemented through policy rather than on an ad-hoc basis by individual teachers. It is a call to action for English for Academic Purposes practitioners to find a way out of the silo of their own centres and work to assert influence over the wider context in which they work. The book begins and ends in the practice of teaching, with a focus throughout on understanding the barriers and enablers to that practice within a particular context.Trade ReviewThis volume scrutinises the role of English for Academic Purposes within the university. Through careful and thought-provoking analysis, it reveals a worrying disconnect, but also provides strategies for closing the gap, to the benefit of all stakeholders. This book can inform EAP practitioners' understanding of the role of their subject and should be required reading for all university administrators. * Diane Pecorari, City University of Hong Kong, Hong Kong *Bond proposes a range of targeted and important interventions to help postgraduate international students succeed in English-medium universities. Based on her long experience in the field and her recent detailed research, she provides much-needed insights for both teachers of academic English and disciplinary staff. This book is essential reading for anyone involved in the recruitment, support or teaching of international students at university level. * Ian Bruce, University of Waikato, New Zealand *This book is a timely and thought-provoking study in an area of higher education teaching which is insufficiently researched. It is an insightful, substantial and engaging contribution to our understanding of the international university, the role of language in the curriculum and the issues of identity for EAP practitioners. * Sarah Brewer, University of Reading, UK *This timely publication should be read by everyone who is involved in language teaching, internationalisation and higher education teaching and learning e a deliberately broad recommendation that underlines its achievements [...] Making Language Visible in the University feels throughout like a book written for ‘us’ with huge potential for an external audience, as opposed to what frequently feels like vice versa. For that alone, Bond is to be praised for no mean feat. -- Conrad Heyns, Goldsmiths, University of London, UK * Journal of English for Academic Purposes 49 (2021) *Table of ContentsForeword Introduction: Contextualising the Problem, Defining Terms Chapter 1. The Accidental Scholar Chapter 2. Tracing a Student Journey: The Stories of Mai and Lin Chapter 3. The Taught Post-Graduate Curriculum Chapter 4. Language and the Academic Curriculum Chapter 5. Language and Academic Norms Chapter 6. The Place of English for Academic Purposes Chapter 7. Language Across the Curriculum Chapter 8. Implications Afterword: The Engaged Scholar References Index
£98.96
Channel View Publications English for Academic Purposes
Book Synopsis
£89.96
Berghahn Books Working With Diagrams
Book Synopsis Arising from the need to go beyond the semiotic, cognitive, epistemic and symbolic reading of diagrams, this book looks at what diagrams are capable of in scholarly work related to the social sciences. Rather than attempting to define what diagrams are, and what their dietic capacity might be, contributions to this volume draw together the work diagrams do in the development of theories. Across a range of disciplines, the chapters introduce the ephemeral dimensions of scientist’s interactions and collaboration with diagrams, consider how diagrams configure cooperation across disciplines, and explore how diagrams have been made to work in ways that point beyond simplification, clarification and formalization.Table of Contents List of Illustrations Introduction: Diagrams beyond Mere Tools Lukas Englemann, Caroline Humphrey, and Christos Lynteris Chapter 1. Revisiting Sigmund Freud's Diagrams of the Mind Ro Spankie Chapter 2. Dis/working with Diagrams: How Genealogies and Maps Obscure Nanoscale Worlds (a Hunter-Gatherer Case) Nurit Bird-David Chapter 3. On Visual Coherence and Visual Excess: Writing, Diagrams, and Anthropological Form Matei Candea Chapter 4. Configurations of Plague: Spatial Diagrams in Early Epidemiology Lukas Engelmann Chapter 5. A Nomadic Diagram: Waddington's Epigenetic Landscape and Anthropology Caroline Humphrey Afterword: Abstraction and Schematization in the Repeated Copying of Designs Philip Steadman Conclusion: The Work of Diagrams Lukas Engelmann, Caroline Humphrey, and Christos Lynteris Index
£72.00
Berghahn Books Working With Diagrams
Book Synopsis Arising from the need to go beyond the semiotic, cognitive, epistemic and symbolic reading of diagrams, this book looks at what diagrams are capable of in scholarly work related to the social sciences. Rather than attempting to define what diagrams are, and what their dietic capacity might be, contributions to this volume draw together the work diagrams do in the development of theories. Across a range of disciplines, the chapters introduce the ephemeral dimensions of scientist’s interactions and collaboration with diagrams, consider how diagrams configure cooperation across disciplines, and explore how diagrams have been made to work in ways that point beyond simplification, clarification and formalization.Table of Contents List of Illustrations Introduction: Diagrams beyond Mere Tools Lukas Englemann, Caroline Humphrey, and Christos Lynteris Chapter 1. Revisiting Sigmund Freud's Diagrams of the Mind Ro Spankie Chapter 2. Dis/working with Diagrams: How Genealogies and Maps Obscure Nanoscale Worlds (a Hunter-Gatherer Case) Nurit Bird-David Chapter 3. On Visual Coherence and Visual Excess: Writing, Diagrams, and Anthropological Form Matei Candea Chapter 4. Configurations of Plague: Spatial Diagrams in Early Epidemiology Lukas Engelmann Chapter 5. A Nomadic Diagram: Waddington's Epigenetic Landscape and Anthropology Caroline Humphrey Afterword: Abstraction and Schematization in the Repeated Copying of Designs Philip Steadman Conclusion: The Work of Diagrams Lukas Engelmann, Caroline Humphrey, and Christos Lynteris Index
£22.75
Peter Lang International Academic Publishers The Making of Accessible Audiovisual Translation
Book SynopsisAccessibility, understood as social integration, has been studied from many perspectives yet, due to our constantly changing environment, the concept is still in flux and needs to be reexamined. Within Translation Studies, audiovisual translation (AVT) has expanded the concept of translation activity and its growth has been exponential. In recent decades, AVT and accessibility studies have developed side by side, and the intersection of both fields has been at the heart of academic research as well as of professional practice. This collective volume showcases nine chapters written by specialists who approach the topic from different, yet complementary perspectives. All of them analyse the production of accessible translated material that requires adaptation to meet the needs and expectations of a multifarious audience, including older people, persons with sensory and cognitive disabilities, and those with limited digital knowledge.Table of ContentsContents: – Support for Access to Audiovisual Media (SAAM): An Impactful Service- Learning Project – Building Audiences for Audio Description: A Case Study from the Krakow Film Music Festival – Analysing the Accessibility of TV News for Blind or Visually Impaired Audiences: Inclusive Scriptwriting as an Additional Tool for Media Production – Easy Audios for Easy Audiovisual Content: An Overview – Accessibility and Standards in Online Subtitling: From Quantity to Quality in Making Videos Accessible – Implementation of the Online Text Accessibility Heuristics – Cloud Studios and Scripts: Evolving Workspaces and Workflows in Dubbing.
£36.00
Garnet Publishing English for Environmental Science Course Book +
Book Synopsis
£24.00
Springer Nature Switzerland AG Giving an Academic Presentation in English:
Book SynopsisThis book is for university students, with at least a mid-intermediate level of English. It can be used as part of an English for Academic Purposes (EAP) course, either alone or with the companion volume Writing an Academic Paper in English. The chapters are independent so that EAP teachers and students can choose those sections that best fit their needs. This means that a course could range from a minimum of 20 hours, up to 60 hours or more. There is an introductory chapter that includes what role academics play in today’s world, where success is not just measured in terms of paper output and presentations at conferences, but also in involvement interdisciplinary projects and supporting society at large. Each chapter covers either a particular skill (e.g. preparing a script, pronunciation, visuals, how to begin and end a presentation) or the particular purpose of a specific moment in a presentation. For example, the final slide is designed not just to conclude and thank the audience, but is an opportunity to reach out for collaborations and assistance. The aims of each part of a presentation are also highlighted by comparisons with non-academic situations where similar skills are required. The course is highly practical with screenshots from real presentations given by PhD students. It is also designed to be fun to use. Other books in the series: Writing an Academic Paper in English Essential English Grammar and Communication Strategies Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.Table of ContentsChapter 1 The key aims of a presentation Chapter 2 Resources: Presentations on TED and YouTube Chapter 3 Preparing a script before you create the slides Chapter 4 Pronunciation, intonation, and speed of voice Chapter 5 Titles Chapter 6 Starting your presentation: giving the big picture Chapter 7 Agenda Chapter 8 Explaining technical slides Chapter 9 The visual aspect of slides Chapter 10 The conclusions and final slide Chapter 11 Q&A session Chapter 12 Doing presentations online Chapter 13 Practising, improving, and getting feedback Aim of this book Other books in this series Use of icons Teachers notes About the author Acknowledgements Full table of contents Index
£23.74
Springer Nature Switzerland AG Essential English Grammar and Communication
Book SynopsisThis book is for university students, with at least a mid-intermediate level of English. It is designed both for self-study and also as a support for a course on academic communication. It can thus be used alongside the companion volumes: Writing an Academic Paper in English and Giving an Academic Presentation in English. The book focuses only on those areas that are either the most commonly found in academic communication and/or cause the most problems. It is thus considerably more accessible than a traditional grammar or style guide. Grammar coverage includes: articles (a/an, the), countable vs uncountable nouns, modal verbs (can, may, could, might), comparisons, present and past tenses, link words, prepositions, and verbs that cause grammatical difficulties. There is a strong focus on those elements that make a paper more readable, and a presentation more accessible and memorable: clarity and empathy, sentence length, word order, and punctuation. There are chapters on two key areas of communication in academia: writing emails to editors, drafting a CV/resume. The book is laid out simply, with short explanations, and lots of example sentences (plus typical mistakes). Other books in the series: Writing an Academic Paper in English Giving an Academic Presentation in English Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.Table of Contents1. Articles and nouns 2. Abbreviations, Acronyms, False friends, Spelling 3. Can, May, Could, Might 4. Clarity and Empathy 5. Comparisons, Dates, Measurements, Numbers 6. CVs / Resumes 7. Emails 8. Link words 9. Paragraphs, Sentence length, Paraphrasing 10. Prepositions and Adverbs 11. Present and Past Tenses 12. Punctuation, Genitive 13. Verbs and Forms 14. Word order
£22.49
Springer Nature Switzerland AG Writing an Academic Paper in English:
Book SynopsisThis book is for university students, with at least a mid-intermediate level of English. It can be used as part of an English for Academic Purposes (EAP) course, either alone or with the companion volume Giving an Academic Presentation in English. The chapters are independent so that EAP teachers and students can choose those sections that best fit their needs. This means that a course can range from a minimum of 20 hours, up to 60 hours or more. There is an introductory chapter that includes what role academics play in today’s world, where success is not just measured in terms of paper output but also involvement in interdisciplinary projects and supporting society at large. Each chapter covers a particular section of a paper (Abstract, Introduction, Methods etc) and begins with a discussion exercise on what the exact purpose of each section is. This purpose is also highlighted by comparisons with non-academic situations where similar skills are required. There are many examples and templates – none of which are lengthy or complex - but which are designed to highlight key points. Students learn what style to adopt (we vs impersonal), the correct tenses to use in each section, typical mistakes, and useful phrases. The course is highly practical and is also designed to be fun to use. Other books in the series: Giving an Academic Presentation in English Essential English Grammar and Communication Strategies Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.Table of ContentsIntroduction Chapter 1 Getting started Chapter 2 Introduction and Review of the Literature Chapter 3 Introduction: Part 2 Chapter 4 Methods Chapter 5 Results Chapter 6 Discussion Part 1 Chapter 7 Discussion Part 2 Chapter 8 Conclusions Chapter 9 Abstracts Part 1 Chapter 10 Abstracts 2 and Titles Chapter 11 How to write and structure a paper: a very brief summary Aim of this book Other books in this series Use of icons A note for teachers About the author Acknowledgements Full table of contents Index
£23.74
Springer International Publishing AG Writing to Learn Academic Words: Assessment,
Book SynopsisThis book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the learning of academic words. Then, it reports on three empirical studies conducted in the Polish context. The first study develops a reliable tool to assess the knowledge of academic vocabulary of undergraduate learners. The second and third studies investigate the learning of academic words after the writing of sentences and argumentative essays, and discuss the role of cognition as a mediator of such learning. The book also provides an accessible introduction to linear mixed-effect models, a powerful, reliable, and flexible statistical technique that has been gaining popularity among SLA and psycholinguistics researchers.Table of ContentsIntroduction 1: The Importance of General and Academic Vocabulary 2: Incidental Lexical Learning3: The Writing Cycle and Cognitive Processes that May Affect Learning 4: An Overview of the Research Project5: Inferential statistics and linear mixed models 6: Study 1 The Assessment of Academic Vocabulary: Developing a Reliable Academic Placement Tool 7: Discussion of findings for Study 18: Study 2 Lexical Learning through Writing Sentences and Timed essays 9: Study 3 Lexical Learning through Writing Sentences, Timed and Untimed essays 10: Discussion for Studies 2 and 3
£80.99
Springer International Publishing AG English for Writing Research Papers
Book SynopsisPublishing your research in an international journal is key to your success in academia. This guide is based on a study of over 1000 manuscripts and reviewers' reports revealing why papers written by non-native researchers are often rejected due to problems with English usage and poor structure and content. With easy-to-follow rules and tips, and examples taken from published and unpublished papers, you will learn how to: prepare and structure a manuscript increase readability and reduce the number of mistakes you make in English by writing concisely, with no redundancy and no ambiguity write a title and an abstract that will attract attention and be read decide what to include in the various parts of the paper (Introduction, Methodology, Discussion etc) highlight your claims and contribution avoid plagiarism discuss the limitations of your research choose the correct tenses and style satisfy the requirements of editors and reviewers This edition has two completely new chapters covering machine translation and using AI tools (e.g. chatbots, paraphrasers, editing tools) to improve and correct the English of a text. Other titles in this series: Grammar, Usage and Style Grammar, Vocabulary, and Writing Exercises (three volumes) 100 Tips to Avoid Mistakes in Academic Writing and Presenting English for Presentations at International Conferences English for Academic Correspondence English for Interacting on Campus English for Academic CVs, Resumes, and Online Profiles English for Academic Research: A Guide for TeachersAdrian Wallwork is the author of more than 40 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 50 countries to write papers. He edits research manuscripts through his own proofreading and editing agency. Table of ContentsChapter 1 Planning and Preparation 1.1 Why should I publish? How do I know whether my research is worth publishing? 1.2 Should I write the initial draft in my own language rather than writing it directly in English? 1.3 Which journal should I choose? 1.4 How do I know what style and structure to use? 1.5 What preparation do I need to do? 1.6 How can I create a template? 1.7 Writing style: how do I keep the referees happy? 1.7 In what order should I write the various sections? 1.8 How can I highlight my key findings? 1.9 How can I improve the chances of my paper not only being published, but also being read, understood and cited? 1.10 I know that the recommendations in this book about writing simply and clearly will improve the readability of my paper, but my professor ... 1.11 Summary Chapter 2 Word order and sentence length 2.1 Basic word order in English: subject + verb + object + indirect object 2.2 Place the subject before the verb 2.3 Keep the subject and verb close to each other 2.4 Avoid inserting parenthetical information between the subject and the verb 2.5 Don’t separate the verb from its direct object 2.6 Put the direct object before the indirect object 2.7 Don’t use a pronoun (it, they) before you introduce the noun that the pronoun refers to 2.8 Locate not before the main verb, but after auxiliary and modal verbs 2.9 Locate negations near the beginning of the sentence 2.10 Deciding where to locate an adverb 2.11 Put adjectives before the noun they describe 2.12 Deciding where to put new and old information within a sentence 2.13 Analyse why and how long sentences are created 2.14 Learn how to break up a long sentence 2.14 Summary Chapter 3 Structuring Paragraphs 3.1 Elegance vs Effectiveness 3.2 Choose the most relevant subject to put it at the beginning of a sentence that opens a new paragraph 3.3 First paragraph of a new section - begin with a mini summary plus an indication of the structure 3.4 Deciding where to put new and old information within a paragraph 3.5 Link each sentence by moving from general concepts to increasingly more specific concepts 3.6 Present and explain ideas in the same (logical) sequence 3.7 Break up long paragraphs 3.8 How to structure a paragraph: an example 3.9 Summary Chapter 4 Being Concise and Removing Redundancy 4.1 Being concise is not just an option 4.2 Write less and you will make fewer mistakes in English, and your key points will be clearer 4.3 Cut any unnecessary generic words 4.4 Consider deleting abstract words and phrases 4.5 Prefer verbs to nouns 4.6 Choose the shortest expressions 4.7 Cut redundant adjectives 4.8 Cut pointless introductory phrases and unnecessary link words 4.9 Be concise when referring to figures and tables 4.10 Consider reducing the length of your paper 4.11 Summary Chapter 5 Avoiding ambiguity, repetition, and vague language 5.1 Use a simple and accessible style 5.3 Beware that pronouns are probably the greatest source of ambiguity 5.4 Avoid replacing key words with synonyms and clarify ambiguity introduced by generic words 5.5 Restrict the use of synonyms to non-key words 5.6 Be as precise as possible 5.7 Choose the least generic word 5.8 Use punctuation to show how words and concepts are related to each other 5.9 Defining vs non defining clauses: that vs which / who 5.10 Clarifying which noun you are referring to when which, that, who and the -ing form 5.11 - ing form vs. subject + verb 5.12 Avoiding ambiguity with the - ing form: use by and thus 5.13 Uncountable nouns 5.14 Definite and indefinite articles 5.15 Referring backwards: the dangers of the former, the latter 5.16 Referring backwards and forwards: the dangers of above, below, previously, earlier, later 5.17 Use of respectively to disambiguate 5.18 Distinguishing between both … and, and either … or 5.19 Talking about similarities: as, like, unlike 5.20 Differentiating between from and by 5.21 Be careful with Latin words 5.22 False friends 5.23 Be careful of typos 5.24 Summary Chapter 6 Clarifying and Highlighting 6.1 Why is it so important highlight and differentiate my findings in relation to the findings of other research groups? 6.2 Check your journal’s style - first person or passive 6.3 How to form the passive and when to use it 6.4 Use the active form when the passive might be ambiguous 6.5 Consider starting a new paragraph to distinguish between your work and the literature 6.6 Ensure you use the right tenses to differentiate your work from others, particularly when your journal prohibits the use of we 6.7 For journals that allow personal forms, use we to distinguish yourself from other authors 6.8 Make good use of references 6.9 Avoid long blocks of text 6.10 When you have something really important to say, make your sentences shorter than normal 6.11 Other means of attracting the reader’s eye and keeping their attention 6.12 Show your paper to a non-expert and get them to underline your key findings 6.13 Summary Chapter 7 Discussing your limitations 7.1 What are my limitations? Should I mention them? 7.2 Recognize the importance of 'bad data' 7.3 How to avoid losing credibility 7.4 Be constructive in how you present your limitations 7.5 Clarify exactly what your limitations are 7.6 Anticipate alternative interpretations of your data 7.7 Refer to other authors who experienced similar problems 7.8 Tell the reader that with the current state-of-the-art this problem is not solvable 7.9 Explain why you did not study certain data 7.10 Don't end your paper by talking about your limitations 7.11 Summary Chapter 8 Readability 8.1 You are responsible for enabling your readers to understand what you have written 8.2 Basic rules of readability 8.3 Place the various elements in your sentence in the most logical order possible: don’t force the reader to have to change their perspective 8.4 Don't force readers to hold a lot of preliminary information in their head before giving them the main information 8.5 Try to be as concrete as possible as soon as possible 8.6 When drawing the reader's attention to something use the least number of words possible 8.7 State your aim before giving the reasons for it 8.8 Be as specific as possible 8.9 Avoid creating strings of nouns that describe other nouns 8.10 Be careful how you use personal pronouns and avoid stereotyping 8.11 Summary Chapter 9 Chatbots 9.1 What are the key things I need to know about chatbots? 9.2 What prompts (instructions) can I use to get a chatbot to fulfill my request? 9.3 How can I see the changes that the bot has made? What can I learn from the list of changes generated? 9.4 What good corrections do chatbots make? 9.5 What can’t GPT do? Is it a good idea to pre-edit my original text that I wrote in English? 9.6 What kinds of grammar mistakes does a bot currently fail to correct? 9.7 What kinds of errors will a bot probably never be able to correct? 9.8 What the most dangerous errors that chatbots make when revising a text in English? 9.9 What are the dangers of modifying the chatbot’s version? Is there a solution? 9.10 What decisions do I need to make before rejecting a change made by GPT? 9.11 Will a chatbot negatively affect my writing style? 9.12 How can I assess whether the bot’s version is actually better than my original version? 9.13 Using AI to generate a rebuttal letter 9.14 When not to use a bot to generate / correct an email 9.15 How easy is it to tell that a text has been generated by artificial intelligence? 9.16 Is using a chatbot an act of plagiarism? 9.17 Summary Chapter 10 Automatic translation 10.1 How does this chapter differ from the chapter on translation (Chapter 16) in the companion volume on Grammar, Usage and Style? 10.2 Should I use machine translation? Which application? 10.3 Pre-editing: how to improve the chances of getting an accurate automatic translation 10.4 Grammar and vocabulary areas where MT may be more accurate than you 10.5 Typical areas where automatic translators may make mistakes in English if your language is not a major language 10.6 Areas where machine translation will not help you even if your language is a major language 10.7 The dangers of using machine translation 10.8 How can I combine my use of machine translation with a chatbot? 10.9 Will I still improve my level of English if I use machine translators and chatbots? 10.10 Do NOT use an automatic translator to check your English 10.11 A note for EAP teachers 10.12 Summary Chapter 11 Titles 11.1 How important is my title? 11.2 How can I generate a title? 11.3 Should I try to include some verbs in my title? 11.4 How will prepositions help to make my title clearer? 11.5 Are articles (a / an, the) necessary? 11.6 Will adjectives such as innovative and novel attract attention? 11.7 What other criteria should I use to decide whether to include certain words or not? 11.8 How should I punctuate my title? What words should I capitalize? 11.9 How can I make my title shorter? 11.10 How can I make my title sound more dynamic? 11.11 Can I use my title to make a claim? 11.12 Are questions in titles a good way to attract attention? 11.13 When is a two-part title a good idea? 11.14 How should I write a title for a conference? 11.15 What is a running title? 11.16 Is using an automatic spell check enough? 11.17 Using a chatbot to generate or improve your title 11.18 Summary: How can I assess the quality of my title? Chapter 12 Abstracts: Standard types 12.1 What is an abstract? When should I write it? 12.2 How important is the Abstract? 12.3 Where is the Abstract located? What are ‘highlights’? 12.4 How should I select my key words? 12.5 What is a structured abstract? 12.6 What style should I use: personal or impersonal? 12.7 How should I begin my Abstract? 12.8 How much background information should I give? 12.9 What tenses should I use? 12.10 Why and how should I be concise? 12.11 What should I not mention in my Abstract? 12.12 How can I ensure that my Abstract has maximum impact? 12.13 How can chatbots help me improve my Abstract? 12.14 Summary: How can I assess the quality of my Abstract? Chapter 13 Abstracts: Particular types 13.1 I have never written an Abstract before. I don’t know where to start. Could I chatbot help me? 13.2 Social and behavioral sciences. How should I structure my abstract? How much background information? 13.3 I am a historian. We don't necessarily get 'results' or follow a specific methodology. What should I do? 13.4 I am writing an abstract for a presentation at a conference. What do I need to be aware of? 13.5 How do I write an abstract for a work in progress that will be presented at a conference? 13.6 What is an Extended Abstract? 13.7 What is a video abstract? How can I make one? 13.8 My aim is to have my paper published in Nature. Is a Nature abstract different from abstracts in other journals? 13.9 I know I need to end my Abstract with a view of the big picture. How can I use a chatbot to suggest to me what the implications of my research are? 13.10 How do journal editors and conference review committees assess the abstracts that they receive? 13.11 Summary Chapter 14 Introduction 14.1 What is an Introduction? 14.2 How should I structure it? How long should it be? 14.3 How does an Introduction differ from an Abstract? 14.4 How should I begin my Introduction? 14.5 How should I structure the rest of the Introduction? 14.6 What tenses should I use? 14.7 How long should the paragraphs be? 14.8 How should I outline the structure of the rest of my paper? 14.9 My research area is not a ‘hard’ science. Are there any other ways of beginning an Introduction? 14.10 Can a chatbot help me to write my Introduction? 14.11 Summary: How can I assess the quality of my Introduction? Chapter 15 Writing a Review of the Literature 15.1 I need to write a Review Paper. How should I structure my Abstract? What are my aims and conclusions? 15.2 How should I structure my review of the literature in my Introduction to my paper? 15.3 How should I begin my literature review? How can I structure it to show the progress through the years? 15.4 What is the clearest way to refer to other authors? Should I focus on the authors or their ideas? 15.5 How can I talk about the limitations of previous work and the novelty of my work in a constructive and diplomatic way? 15.6 How can I reduce the amount I write when reporting the literature? 15.7 In my review I need mention what other authors have written. How should I do this? 15.8 How can I quote directly from other papers? 15.9 How can I use a bot to help me paraphrase? 15.10 How to quote from another paper by paraphrasing 15.11 Paraphrasing: a simple example 15.12 Paraphrasing: how it can help you write correct English 15.13 What are some more quick tips for writing a review paper? 15.14 How should I conclude a Review Paper? 15.15 Summary: How can I assess the quality of my Literature Review? Chapter 16 Methods 16.1 What is a Method’s section? 16.2 Are there any ways that a chatbot could help me with my Methods section? 16.3 How should I structure the Methods? 16.4 What style: should I use the active or passive? What tenses should I use? 16.5 How should I begin the Methods? 16.6 My methods use a standard / previous procedure. Do I need to describe the methods in detail? 16.7 Should I describe everything in chronological order? 16.8 How many actions / steps can I refer to in a single sentence? 16.9 How can I reduce the number of words but avoid my Methods appearing like a series of lists? 16.10 What potential errors of grammar and syntax do I need to be careful of? 16.11 What other points should I include in the Methods? How should I end the Methods? 16.12 Summary: How can I assess the quality of my Methods section? Chapter 17 Results 17.1 What is a Results section? 17.2 How should I structure the Results? 17.3 How should I begin the Results? 17.4 What tenses and style should I use when reporting my Results? 17.5 Should I report any negative results? 17.6 How can I show my readers the value of my data, rather than just telling them? 17.7 How should I comment on my tables and figures? 17.8 What more do I need to know about commenting on tables? 17.9 How can I use a chatbot to help me write the Results section? 17.10 What about legends and captions? 17.11 My research was based on various surveys and interviews. How should I report quotations from the people we interviewed? 17.12 Summary: How can I assess the quality of my Results section? Chapter 18 Discussion 18.1 What is a Discussion? 18.2 How should I structure the Discussion? 18.3 Active or passive? What kind of writing style should I use? 18.4 How should I begin the Discussion? 18.5 Why and how should I compare my work with that of others? 18.6 How can I give my interpretation of my data while taking into account other possible interpretations that I do not agree with? 18.7 How can I use seems and appears to admit that I have not investigated all possible cases? 18.8 What about the literature that does not support my findings - should I mention it? 18.9 How can I show the pitfalls of other works in the literature? 18.10 Should I discuss the limitations of my research? 18.11 How can I be more concise? 18.12 How can I use a chatbot to help me with my Discussion? 18.13 What are the dangers of using a chatbot to help me write my Discussion? 18.14 How long should the paragraphs be? 18.15 How should I end the Discussion if I have a Conclusions section? 18.16 How should I end the Discussion if I do not have a Conclusions section? 18.17 Summary: How can I assess the quality of my Discussion? Chapter 19 Conclusions 19.1 What is the purpose of the Conclusions section? 19.2 What tenses should I use? 19.3 I have no idea how to write a Conclusions section. Is there a quick way that a chatbot could help me? 19.4 How should I structure the Conclusions? 19.5 How can I differentiate my Conclusions from my Abstract? 19.6 How can I differentiate my Conclusions from my Introduction and from the last paragraph of my Discussion? 19.7 How can I increase the impact of the first sentence of my Conclusions? 19.8 I don’t have any clear Conclusions, what can I do? Should I mention my limitations? 19.9 How can I end my Conclusions? 19.10 To be honest, I don’t really know what the implications of my research are or what possible avenues for future research there are. How could a chatbot help me? 19.11 How should I write the Acknowledgements? 19.12 Summary: How can I assess the quality of my Conclusions? Chapter 20 The Final Check 20.1 How good is my paper? 20.2 Use AI to check your paper, then print it out 20.3 Check your paper for readability 20.4 Always have the referee in mind 20.5 What to do if your paper is subject to a 'blind' review 20.6 Be careful with cut and pastes 20.7 Make sure everything is consistent 20.8 Check that your English is suitably formal 20.9 Don’t underestimate the importance of spelling mistakes 20.10 Write a good letter / email to accompany your manuscript 20.11 Keep an open mind and deal with rejections in a positive way 20.12 Take the editor's and reviewers' comments seriously 20.13 A final word from the author: Let's put a bit of fun into scientific writing! 20.14 Summary of this chapter 20.15 Summary of the entire book: 10 key concepts
£26.59
Orient Blackswan Pvt Ltd English for Engineers and Technologists: v. 1 & 2
Book Synopsis
£9.74
Hong Kong University Press Academic English
Book Synopsis
£19.95
