Critical English for Academic Purposes: Theory, Politics, and Practice

By Sarah Benesch | Go to book overview

SUBJECT INDEX

A
Academic discourse, 47, 89
Academic genres, 70
Access, 103–104
AG, see Authentic genre
Agendas, teacher, 58
American Museum of Natural History, 99–103
Anorexia
alternatives, 82–83
critique of critical EAP and critical thinking, 69–70
instructional context, 68–69
student-selected topics in critical EAP, 80–82
teacher imposition
responses of female students, 77–80
student resistance, 73–77
topic choice
writing-process approaches, 70–72
traditional EAP, 72–73
Anthropology/EAP writing course, see Community, building
Arabian American Oil Company (ARAMCO), 25, 27–31
ARAMCO, see Arabian American Oil Company
Assignments, 96–99, see also Negotiated assignments
Authentic genre (AG), 22
Authority, 58, 112–114

B
Banking model, 108
Body image, 74–75, 77, 80
Brainstorming, 125, 130
British Council, 32–33
British government, 26
Bulimia, 79–80

C
California Arabian Oil Company (CASCO), 27
CARS, see Create a research space
CASCO, see California Arabian Oil Company
Center for Applied Linguistics, 34
CG, see Classroom genre
City University of New York (CUNY), 87, 122–124
Classroom genre (CG), 22
Collaborative model, 17
Collectivism, 96
Commerce, 26
Community, building
access, 103–104
delegation, 99–100
formation in EAP class, 93–99
museum visit, 100–103
pedagogy of difference, 89–91
research on tracking, 88–89
setting: linked EAP writing/anthropology course, 91–93
what is an ESL student, 87–88
Compliance, 112–114
Comprehension, 7, 117–119, 133
Content teachers, 139–140, see also Teachers
Control, 114–116
Coverage, material, 114–119, 140
Create a research space (CARS) model, 20, 22
Critical EAP
access-community relationship, 103–104
critique of critical thinking and anorexia, 69–70
pedagogical and ideological debates, 47–48
role of teacher, 119–120
student-selected topics, 80–82
theoretical influences feminist pedagogy, 57–60

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