English for Academic Purposes

English for Academic Purposes (EAP) has become a discipline in its own right,
comprising basic requirements of academic processing and expression. It is different
from ESL where students learn all the basics of English. EAP focuses on the same areas
that we focus on when we evaluate the writing of any student; it just emphasizes that the
students are speakers of other languages and may need extra guidance. It looks beyond
evaluating the discipline content to how well the students use English to communicate
that content, and provides suggestions to teachers on how they can help students improve
their skills in this area. EAP topics include:
 Understanding the major underpinnings of an assignment that involves situations
that would not occur in students’ own countries
 Being able to organize thoughts so they flow in a way that the professor or a
designated audience can follow the logic
 Being able to develop ideas so expression is complete
 Being able to summarize text
 Being able to reference appropriately
 Being able to use the basic conventions of English grammar, syntax (word order),
and usage (choosing the correct word) to convey meaning (These three areas will
be more clear when you read the sample coaching questions found in the
Appendix on page 12)
Notice the hierarchy of concerns; it has been a adapted from a form developed by
Sheryl Slocum, ESL Coordinator, Alverno College, Milwaukee, Wisconsin. Having such
a hierarchy keeps our attention on how well the students are conveying their
understanding of the topics of their papers. Suggestions for helping the students appear
below.
Situations and Activities Related to EAP and the Integration of RCE
1. If a student completely misses the boat in an assignment, it is possible that the
situation posed would never happen in his or her country. In most cases, students will just
wing it because challenging a professor on an assignment is also unheard of.

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 This can be avoided by checking, when the assignment is given, if a similar
situation would happen in students’ countries, and, if the answer is “no,” we adopt the
role of coach and provide a short model of what is expected.
When the model is presented, we can explain what a reader would be looking for
and that the assignment will be evaluated on the basis of satisfying the reader’s
requirements.
2. If students’ logic appears difficult to follow, it is probably because it is following
a pattern that they have learned in their schooling in their own countries. This is one of
the many reasons why first and second drafts are essential in a writing assignment.
We can help students by sincerely appreciating the logic in their first draft as
legitimate to their culture, and then gently coaching them on how the ideas need to be
ordered to help a US reader understand their writing. We can explain that the final
draft will be evaluated in terms of the requirements of US logic.
Asking questions is a good technique in coaching students through US logic.
(Please refer to page 13 of the Appendix for sample questions.)
3. If ideas in the paper need more development, it is possible that students need
more time to understand the topic and the materials they are using for research. This
presents a challenge in the block system, but if peer conferencing is built into the
structure of the assignment, and pairs are strategically chosen, the students who
understand the topic more easily can help their fellow students. Cooperative learning
takes place in our classrooms already because of the nature of our students; we make use
of that to give the speakers of other languages more time for comprehension and at the
same time enhance the communication skills of the native speakers.
As readers we are aware of where the gaps are, and our evaluation of the writing
as incomplete should always be accompanied with suggestions on how to fill the
gaps.
We can conference with students and ask them questions that bring out their
understanding and gently coach them into seeing where the gaps may be and where to
look for information that will fill them.
4. As mentioned before, if students are pasting large chunks of text into their
papers, they probably need practice summarizing.

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 As readers we mention to students that we are noticing large areas in the text of
their papers that appear to have come word for word from other sources. As coaches
we can design short exercises on summarizing main ideas. Our evaluation will
extend to how well they use the exercises to improve the summarizing in their papers.
(As mentioned above, please refer to page 11 of the Appendix for a sample
exercise on summarizing.)
5. If we notice that students are not referencing the facts and ideas they have gained
from other sources, then it is possible that this is not done in their countries and that they
need more guidance on how to do it correctly.
As readers we mention to students that there are parts of their paper that seem to
be from outside sources. As coaches we can refer them to
http://www.mum.edu/academicsupport/ where there is an easy guide for
referencing from outside sources. As evaluators we can remind the students that
receiving credit for the paper is strongly dependent on appropriate referencing,
and that it is an important skill that will be used throughout their entire academic
career.
6. If errors in English are interfering with our understanding of the writing, students
can be directed to the Academic Support Office for tutoring. If we wish to provide
assistance in this area ourselves, the following may be useful.
As readers we can show we need clarification by asking questions that gently
coach students into using the correct English form. For example, if an incorrect verb
tense is used, we can ask students, “when did this happen?” If a singular form of a
noun appears when plural is called for, we can ask, “how many?”
If we wish to be able to evaluate the effectiveness of our coaching, we should
avoid editing. That is a quick fix that rarely brings about transfer of skills.
Please refer to page 13 of the Appendix for more suggestions.

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 Conclusion:
Connecting the Parts of Knowledge with the Wholeness of Knowledge

Reader, Coach, Evaluator:

an Integrated Model for Responding
to the Writing of International Students
Samhita of Rishi, Devata, Chhandas

1. We play three basic roles when we give students feedback on their

writing: reader, coach, and evaluator.

2. Successful integration of these roles can yield positive, long lasting

results as we guide students in English for Academic Purposes.

3. Transcendental Consciousness is the field of perfect harmony,

integration, and the source of all evolution in life.

4. Impulses within the Transcendental field: Qualities of pure

intelligence include: Balancing, Holding Together, and Supporting;
Communication and Eloquence; Diagnosing; and Blossoming of
Totality.

5. Wholeness moving within itself: In Unity Consciousness, one

appreciates the integration of reader, coach, and evaluator as the
continuum of WHOLENESS collapsing to its own point in a perfect
blend of sequence and simultaneity.

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 Appendix
Contents

Sample Exercise on Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Sample Coaching Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

A Sample Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Excerpts from Writing Across Borders1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Sample Exercise on Summarizing

1. If you are teaching with enough computers in the room for each student, send the
excerpt below to each student and ask them to put the important words in the excerpt in
bold face without bolding complete sentences.
If there are no computers, use hard copy and ask students to circle the words.
Tell them the purpose of putting words in bold face (or circling) is to get them started
on thinking about main facts and concepts. Do the first paragraph with the whole group
so they get the idea.

Note: The bold faced words below are only suggestions for your reference. The students
would receive a plain text copy.
Excerpt from: http://www.greeneconomics.net/what2f.htm
Green economics is the economics of the real world—the world of work, human needs,
the Earth’s materials, and how they mesh together most harmoniously. It is primarily
about “use-value,” not “exchange-value” or money. It is about quality, not quantity for
the sake of it. It is about regeneration—of individuals, communities and
ecosystems—not about accumulation, of either money or material.

1
Writing Across Borders is a 3-year documentary project funded by Oregon State
University’s Center for Writing and Learning and its Writing Intensive Curriculum
Program. The transcript can be accessed at http://cwl.oregonstate.edu/wab/

11
 2. After working on the first paragraph together. Ask a student to give one or two
main points in his or her own words.
3. Have students continue on their own. It is best if each student works individually.
The excerpt continues:
The industrial or capitalist definition of wealth has always been about the
accumulation of money and matter. Any use-values generated (i.e. social needs met)
have been secondary—a side effect, by-product, spin-off or trickle-down—to the
primary goal of monetary accumulation. For two centuries, the quest to accumulate
money or capital drove a powerful industrialization process that actually did spin off
many human benefits, however unfairly distributed. But blind material and monetary
growth has reached a threshold where it is generating more destruction than real
wealth. A postindustrial world requires an economics of quality, where both money and
matter are returned to a status of means to an end. Green economics means a direct
focus on meeting human and environmental need.
4. After students have established the important words, ask them to write a summary
of the whole piece using their own words. Do the first two sentences together. Show
students how to substitute words and condense ideas. (Terms that have no substitute
would stay the same.) Here is a sample summary for your reference only:
Green economics focuses on the harmonization of human work, needs, and natural
resources. It concentrates on social needs rather than money and emphasizes
regeneration of all aspects of life.

Regular economics focuses on money. There are some benefits from this focus, but
they are not balanced. This has been destructive to society. What is needed is an
“economics of quality” where money and the production of goods and services meet
human and environmental needs simultaneously.
*************
Sample Coaching Questions

1. After giving an assignment:

a. Have you ever had an assignment like this before?

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 b. If not, do you have any ideas about why I think it relates to this course and
the way things are done in the US?
2. To help students develop their logic:
a. Can you help me follow the logical flow of when the events happened?
b. Can you show me who did what and why?
3. To help students develop their ideas
a. Can you tell me more about this (concept, event, principle)?
b. Can you give me an example?
4. To help students summarize:
a. In your own words, what are the main ideas of this article?
5. To point out when referencing is needed:
a. Are these your own ideas or did you learn them from reading?
b. What does it say in your syllabus about how to give credit for ideas or
facts that you have obtained from reading?
c. Do you need extra guidance on how to reference from outside sources?
6. Related to English grammar:
a. (Verb tenses) When did this happen?
b. (Singular and plural) How many?
7. Related to syntax (word order):
a. In your sentence: “Quality not quantity is emphasized in green economics, as
mentioned above”: What should we say first to orient the reader? (As mentioned above).
How can we then switch to active voice? (Green economics emphasizes quality, not
quantity.)
8. Related to usage:
a. In your sentence: “This makes people use resources wisely”: Does it force them
or does it more kindly put them in the right direction. What word is better than “makes”?
(The word is “helps.”)
A Sample Rubric for Coaching and Evaluating
This appears on the next page. Note that there is one for the first draft of a paper and
one for the final draft. This version is for discipline faculty. Writing faculty will want to
add in more English grammar, syntax, and usage elements.

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 Rubric and Suggestions for Giving Feedback: Academic Discipline Courses
First Draft
Below this explanation there is a table with aspects of your paper listed in the first
column (introduction, examples, etc.). The numerical scores in the second column
indicate how completely the purpose of a particular aspect has been accomplished.
This page contains information on first draft scoring and on focus for revision.
Scores:
10 points: This aspect of your paper is complete and effective in accomplishing its
purpose.
9 points: This aspect of your paper shows good understanding of the topic and the
assignment. Please refer to my comments for suggestions on how to make this aspect
more complete.
8 points: This aspect shows some good knowledge of the topic and is moving toward
fulfilling the assignment. Please refer to my comments for suggestions on how to make
the text more complete.
7–4 points: Let’s talk together about this aspect of the paper. Please refer to my
comments for initial suggestions. NOTICE THAT IT NEVER GOES DOWN TO 0.

Aspects of the Paper Score

The introduction captures the attention.

It is clear what the paper is about.

Details and examples are used effectively.

Sources of information are cited completely and accurately.

Transition sentences are used effectively.

It is easy to see a logical pattern in the ideas presented.

The ideas presented are easy to understand.

The summary helps the readers review all of the points.

The conclusion inspires further thought.

The paper was handed in on time in the required format.

In order that the meaning of your words be completely clear, it is also necessary that
you focus a bit more on English grammar and/or word usage. I noticed the following:
[Here you would put comments like]:
a. Help me follow the timing of the events.

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 b. Notice the words I have (made blue or circled) Look up their
meanings.
Advice on English can be obtained from the Academic Support Tutor, Toni Alazraki
at talazrak@mum.edu. You can send her your paper, and she will send advice on how to
revise your paper.

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 Final Draft
Below is a table with aspects (introduction, examples, etc.) of your paper listed in the
first column. The numerical scores in the second column indicate how completely the
purpose of a particular aspect has been accomplished in your final draft. Please refer
below for a reminder of what each score indicates.
Scores:
10 points: This aspect of your paper is complete and effective in accomplishing its
purpose.
9 points: This aspect of your paper shows good understanding of the topic and the
assignment. Please refer to my comments for suggestions on how similar situations can
be improved in your next paper.
8 points: This aspect shows some good knowledge of the topic and moved toward
fulfilling the assignment. Please refer to my comments for suggestions on how similar
situations can be improved in your next paper.
7–4 points: I would be good to increase your focus on developing skills related to
this aspect. Please refer to my comments for suggestions on resources for further
development of these skills.

Aspects of the Paper Score

The introduction captures the attention.

It is clear what the paper is about.

Details and examples are used effectively.

Sources of information are cited completely and accurately.

Transition sentences are used effectively.

It is easy to see a logical pattern in the ideas presented.

The ideas presented are easy to understand.

The summary helps the readers review all of the points.

The conclusion inspires further thought.

The paper was handed in on time in the required format.

Final Score ______ Grade:______

Suggested focus for future writing appears below.
[Here you would put comments like]:

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 a. In your next textbook assignment notice the logic the authors use
to present ideas
b. Remember that clear examples always help the reader understand
the points.
[If necessary] In order that the meaning of your words be completely clear, it is also
necessary that you continue to work on English grammar and word usage. Continue to
work with the Academic Support Tutor, Miss Toni Alazraki, who will be happy to assist
you.
******************

Excerpts from Writing Across Borders1

Some Challenging Aspects of EAP:

Comments from International Students at Another University
These comments give a flavor of the challenges that speakers of other languages face
while studying in the United States. Recognizing these challenges helps us to understand
situations that come up in writing assignments so we can coach from a platform of
acceptance as we gently guide students the direction of mastering EAP.

Maho from Japan: The need for diversion

“The Japanese traditional writing style is a little bit different from American writing
style, and the way I learned in my elementary school is that Japanese essay should be
divided up into four parts which is ki, sho, ten, ketsu.

“There’s a very famous Japanese poem that teaches us how to write Japanese essays,
and this is the way that I learned. The title of the poem is ‘The Daughters at the String
Shop.’

Ki part is ‘There are two daughters at the string shop in Osaka.’

Sho part is ‘the oldest daughter is 16 years old, and the youngest daughter is 14 years

1
Writing Across Borders is a 3-year documentary project funded by Oregon State
University’s Center for Writing and Learning and its Writing Intensive Curriculum
Program. The transcript can be accessed at http://cwl.oregonstate.edu/wab/

17
old’

“And this is the ten part: ‘Japanese samurai will kill their enemy with arrows.’

And ketsu part is ‘Japanese daughters at string shop will kill guys by their eyes.’

“So in ten part, we suddenly start talking about totally different thing from the
thesis, so readers can be surprised. What are we talking about, it’s totally different
from the story about the Japanese daughters, but when you come to the conclusion, you
can see how this part is connected to the conclusion part. So ten part takes a really
important role in the way we get the attention from the reader.”
Maho from Japan: The Reader’s Responsibility
In American writing it is very important for you to make everything very clear, but in
Japanese writing this is a bit different because readers are supposed to participate the
story much more than American writing. It means that, for example, that in Japanese
writing there are so many pronouns. And there are so many pronouns but this is the
reader’s job to understand what this he is and what this she is and what this it refers to. I
tend to do that in American writing, in English essays, and everyone asks me: ‘who this
he is and who this she is. I don’t understand.’
But for me, guess what, this is your job to understand it. But this is a really different
part. In American writing, writers have a lot of responsibility for their writing, but
in Japanese writing, readers have more responsibility to understand and participate
in the story.
Anna from Ecuador: Looping Organization
Ah what I have noticed is that Americans will usually introduce their main point or
say exactly what they want to say right at the beginning. It’s almost like organizing in
their introduction their main point and then they develop their main point. Well in
Ecuador what we would like to do or what we sometimes tend to do is that we don’t
present the main point at the beginning. We go around it and around it until we
finally get to the point, which is in the middle.
It’s kind of like this idea of circularity. We go around it and around it until we
get to it. A good example of this is if I want to talk about ... let’s say that yesterday I
went to a party and two guys were arguing. This is how an Ecuadorian would tell the

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story.
‘Ah I will start with saying remember Pablo...Remember how Pablo used to be in
love with Mary. And remember Juan and remember that he also liked Mary. Well
yesterday when we went to the party, and I will go on and give all these details and
maybe by the time I tell you yes Pablo and Juan got in a fight because of Mary.’ You
already have a complete idea of maybe 95% of what I’m trying to tell you.
In the case of an American, if I meet somebody for coffee and it’s a good friend of
mine and we sit down, she will just go ahead and tell me, ‘You know what Anna, you
know what happened yesterday. Juan and Pablo got in a fight because of Mary.’
Pablo from Colombia: Rude Writing
Well I think Americans are really direct, sometimes they are seem to be rude to
me looking from a Colombian perspective. Let’s say when I’m walking in the street in
Colombia in Bogotá, my city, if I meet somebody on the street I stop and if I saw a man I
shake his hand, and if I saw a woman I hug her.
Here, people just pause and they don’t say hello. Sometimes they ask me “How are
you doing?” and they don’t wait for my response, so I think that’s kind of rude. That is
reflected in the way Americans write papers. They go straight to the point, they don’t
take the time to establish a relationship between writer and reader, and I think that’s
important in my culture.
I have a personal example: Two weeks ago I wrote an email to my friends in
Colombia, and I asked them when was the birthday of one of our friends and I went
straight to the point, I didn’t say anything else, and they reply was: ‘You are so rude, so
impolite, you didn’t ask us how we were doing, you didn’t say anything about you,
and they were right.’ They were completely right.
Setenay from Turkey: More Elaboration
In America I have noticed that the writing professors want short, concrete,
understandable sentences. That’s the way to write your composition. But in Turkish, what
we do is we use long and elaborate sentences because we think that it’s more poetic and it
flows better that way, and you read it for the sake of getting some kind of a pleasure out
of it, not necessarily just to understand the point. And also, we pay attention to the fact
that we need to have these essays look good, so we have different punctuations that are

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just designed for visual pleasure, like three dots, when you write a sentence, end it with
three dots (…); that indicates that the thought goes on.
Khan from Vietnam: Not using any outside information
In Vietnam, you risk the chance of being penalized if you go outside the
classroom and put in extra information other than what is lectured in the class from
the teachers. An example was when I was younger I was given a topic of writing about a
typical meeting in the classroom and just describing a class meeting.
And so I was here in the classroom writing about the atmosphere of the class. And I
thought that wasn’t enough. So I looked out the window and I started writing about the
schoolyard, how peaceful it is during the study hours and I started mentioning about the
trees and the leaves falling. And I got marked down for that because I wasn’t supposed to
write about outside the classroom.
In the United States, for example in my history of medicine class, I didn’t do
very well as I thought I would on my paper, because I didn’t go outside the
classroom and find extra information to put down in my paper. So the main
difference here is that extra information and the students own opinions are so valuable in
essays.

The main message: We can’t take it for granted that students will automatically know
what to do. As readers, we know what we expect; as coaches we have to make it clear;
and as evaluators we can see how clear we have been.

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