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Teaching academic ESL writing part 2

In addition, to meet mar¬ket demands and the expectations of professional training and preparation for English as a Second Language and English for Academic Purposes teachers, teacher-training and graduate programs have set out to address teachers' on-the-job skills that pertain to teaching L2 academic writers how to generate and organize ideas into coherent essays and compositions, as is expected of practically all students at undergraduate and graduate levels. | X PREFACE goal of this book however is to benefit language learners who aspire to success in academic degree programs beyond their ESL and English courses. Few EAP students set out to major in intensive English study and obtain degrees in English composition and practically all have other educational professional and career goals in mind. This book deals with techniques for teaching L2 writing grammar and lexis that can inform L2 instruction and effectively target specific areas of L2 text that require substantial improvements. ESL teachers are usually keenly aware of how short the course and class time are. The scope of material is designed to be taught during one or at most two courses at the high intermediate and or advanced levels of learner proficiency. In such courses the teacher s goal is usually to provide the critical preparation for students who are almost ready to begin their studies in regular college and university courses. Teaching strategies and techniques discussed here are based on a highly practical principle of maximizing learners language gains by employing a few shortcuts. This book based on current research and in particular a large-scale research of almost 1 500 NNS non-native speakers essays Hinkel 2002a Second Language Writers Text Linguistic and Rhetorical Features Lawrence Erlbaum in addition to 25 years of ESL teaching and teacher-training experience works with several sets of simple rules that collectively can make a noticeable and important difference in the quality of NNS students writing. The philosophical goal of this book is to focus the attention of practicing and preservice ESL EAP teachers on the fact that without clear reasonably accurate and coherent text there can be no academic writing in a second language. The practical and immediate purpose however is to provide a compendium of teaching techniques for the grammatical and lexical features of academic language that every teacher and student must know. Several key differences