By Patricia Aspinall
Combines systematic education in examination concepts and thorough improvement of complicated point language abilities.
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Extra info for Advanced Masterclass CAE: Workbook
Teachers provide learners with the analytical concepts and tools to analyze, compare, and manipulate representative samples of discourse to experience for themselves the effect that grammatical choices have on creating meanings. Consciousness-raising always involves a focus on texts, usually through mini-analyses of the genres students have to write or of their own writing. One example is to ask students to identify and highlight where the writer of a text has chosen to use or avoid I and then determine possible reasons for this, finally writing a report to present their findings.
They discuss the major tests of academic English that already exist, showing the trend towards increasing integration of skills that makes the tests more valid in context, and draw out general features that would be of use to practising teachers designing tests of their own students. References Benesch, S. (2001). Critical English for academic purpose. Oxford: Blackwell. Bourdieu, P. -C. (1965). Introduction: langage et rapport au langage dans la situation pédagogique. , & de Saint Martin, M. (eds) Rapport pédagogique et communication.
Even in cognate fields, such as nursing and midwifery, students are asked to produce very different writing assignments (Gimenez, 2009), and this diversity can present considerable challenges to students. A large-scale corpus study, in fact, has distinguished thirteen ‘genre families’, ranging from case studies through empathy writing to research reports, which differ in social purpose, generic stages, and the networks they form with other genres (Nesi & Gardner, 2012). Even genre names can be misleading as the structure of common formats such as the experimental lab report can differ considerably across different engineering disciplines, for example (Braine, 1995).