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1、surveyreviewWritingacademicEnglish—asurveyreviewofcurrentpublishedresourcesChristopherTribbleIntroductionThisarticlestartedoutasasurveyreviewofmaterialswhichhavebeenDownloadedfrompublishedtosupportEAPteaching,butwhenover60booksfoundtheirwaytomydesk,i
2、tbecameclearthatIwouldhavetolowermysights.Ihave,therefore,restrictedmyfocustomaterialswhichwilldirectlyorindirectlybeofusetoteachersofwritingforacademicpurposes.ThisstillmeansthatIhavetodealwith27bookswithinasinglereviewandthatthespaceavailableforthe
3、discussionofthemerits(orotherwise)ofeachvolumewilleltj.oxfordjournals.orgnecessarilybebrief.Whilethisreductioninscopehascertainlymadethetaskofwritingthereviewmoremanageable,itwillalso,Ihope,makeitmorefocusedandmoreusefultothosewhoreadit.Indevelopingt
4、hereview,IhavealsohadtodealwithfragmentedandsometimescontradictoryaccountsofwhatismeantbyEAP.Thishasledtoanotherchangeinmyoriginalplan.RatherthancarryingoutadetailedatCSUHumboldtonMarch2,2011surveyofthefeaturesandbenefitsofeachbookinthereview,Ihavedec
5、idedtobeginthereviewwitharelativelyextensiveaccountofanumberofmajorEAPwritingtraditions.MyargumenthereisthatwithoutanawarenessofwhatEAPmeansindifferenteducationalculturesandcontexts,itwillbedifficultorimpossibleforteacherstomakeaninformedselectionfrom
6、thematerialsthatareonofferinaverycrowdedmarketplace.BuildingonthisaccountofthreemajortrendsincurrentEAPwritinginstruction,Ihavegoneontoallocateeachofthewritingcoursebookstooneofthesetraditionsandtocommentonforwhomandinwhichcontextthebookmightbeuseful
7、,andwhatitsmainfeaturesare.Inafinalsection,IhaveconsideredthreesetsofbookswhichcouldbeusefulforteacherswhowishtosupplementEAPwritingprogrammes:academicvocabularydevelopment,studyskills,andteachereducationforEAP.EpisodesinEAPHyland(2006:1)hasdefinedEAPa
8、s:‘teachingEnglishwiththeaimofassistinglearners’studyorresearchinthatlanguage’.Whilethissoundslikeastraightforwardkindofbusiness,itappearsthat,aswithmostthingsinlife,itisnotsosimple.Scratchbelowthesurfaceandyoufindthatthereareinfactatleastthreemajortr
