ESAP

Argument construction is an important aspect of academic writing. Although literature presents a number of theoretical and pedagogical models of argument, research is lacking into authentic argument construction in expert writing. Moreover, it is not clear how disciplinary variation affects the construction of argument. Therefore, this paper analyses argument in four disciplines-philosophy, literature, chemistry, and computational science. The results show a degree of variation among disciplines. Three models of argument have been found, called here premise-based argument (found in philosophy and literature), hypothesis-based argument (found in computational science and to a lesser degree in literature) and exposition-based argument (in chemistry). These models differ from the theoretical and/or pedagogical models proposed in the literature, suggesting that EAP students might be asked to produce arguments very different from arguments encountered in the reading in their discipline. Given the disciplinary variation observed, the paper supports applying English for Specific Academic Purposes (ESAP) as well as English for General Academic Purposes (EGAP) approach to teaching argument construction.

Argument construction is an important aspect of academic writing. Although literature presents a number of theoretical and pedagogical models of argument, research is lacking into authentic argument construction in expert writing. Moreover, it is not clear how disciplinary variation affects the construction of argument. Therefore, this paper analyses argument in four disciplines-philosophy, literature, chemistry, and computational science. The results show a degree of variation among disciplines. Three models of argument have been found, called here premise-based argument (found in philosophy and literature), hypothesis-based argument (found in computational science and to a lesser degree in literature) and exposition-based argument (in chemistry). These models differ from the theoretical and/or pedagogical models proposed in the literature, suggesting that EAP students might be asked to produce arguments very different from arguments encountered in the reading in their discipline. Given the disciplinary variation observed, the paper supports applying English for Specific Academic Purposes (ESAP) as well as English for General Academic Purposes (EGAP) approach to teaching argument construction.

Los autores: Sergio Chica y Cristian Salazar,  buscan generar una discusión conceptual sobre las diferencias y similitudes entre la Nueva Gestión Pública (NGP) y la Posnueva Gestión Pública, (PNGP) especialmente en lo atinente a las prescripciones propuestas en términos de reforma de los aparatos administrativos públicos.
La pregunta guía indaga por los factores que explican la emergencia a partir de la segunda mitad de 1990, de enfoques PNGP, y los cuáles permiten referenciar como continuidad o como ruptura con respecto los enfoques de la NGP.

New and post-new public management. Continuity or rupture of the reforms' doctrines starting in the 90's Abstract T his article aims to nurture a conceptual discussion about the differences and similarities between the New Public Management NPM and the post-New Public Management P-NPM, especially regarding proposed prescription on the public administrative reform systems. The main question explores the factors that explain the emergency that took place in the second half of the 90's, from a P-NGP perspective, and of those factors, which ones would allow to reference those approaches as a continuity process or as a rupture in regards the NPM approaches.

El artículo adelanta una exploración sobre las formas de construcción e institucionalización de los argumentos que integran las doctrinas en administración pública. Enuncia las formas de saber administrativo y como estás se van articulando en cadenas que van desde las doctrinas administrativas hasta los modelos de gestión pública.

he aim of this quasi-experimental research is to investigate the extent of improving Rhetorical Organization skills in Second Language (L2) English writing of secondary students through formal instructions in a specific Content and Language Integrated Learning (CLIL) context. The classroom setting was at an International Baccalaureate (IB) World School in Istanbul. The participants were IB Diploma Program learners taking Business Management (BM) courses. It is aimed to first identify the needs of participants in dealing with writing short essay exam answers to the IB BM exams. Inspired by Trimble's Rhetorical Process approach, it is assumed that an intervention aiming to teach text organization via applications of rhetorical elements explicitly would improve the achievement of CLIL learners. Therefore, an explicit writing intervention program was designed and implemented. A selection of business content case samples provided by IB Organization (IBO) was integrated into classroom tasks. Two final-exam like tests for the BM subject of the IB Diploma Program were administered before and after the intervention program. The IBO BM Mark bands and Mark schemes, the public version of IELTS Writing Task 2, writing band descriptors, and a tailor made rhetorical functions assessment rubric were used as instruments of data collection. To increase the inter rater reliability, along with the researcher, another IB BM content teacher of the same IB World School and two L2 English teachers participated in the rating process. A questionnaire to evaluate the participants' perception of writing to the test before and after interventions was used. The quantitative data analyses included descriptive statistics. Participant's attitude on writing to the test was investigated through structured interviews before and after the intervention program. The qualitative data was analyzed through Open coding-Axial Coding-Selective Coding procedure to find out themes and to generate a grounding theory. NVivo 11 software program was used during the coding process. The findings revealed significant improvement on the L2 writing performances and attitudes of IB learners. The results indicated that the participants performed better and felt better after the intervention program. KEY WORDS: CLIL, IBO, rhetorical organization, improving L2 English writing

Argument construction is an important aspect of academic writing. Although literature presents a number of theoretical and pedagogical models of argument, research is lacking into authentic argument construction in expert writing. Moreover, it is not clear how disciplinary variation affects the construction of argument. Therefore, this paper analyses argument in four disciplines – philosophy, literature, chemistry, and computational science. The results show a degree of variation among disciplines. Three models of argument have been found, called here premise-based argument (found in philosophy and literature), hypothesis-based argument (found in computational science and to a lesser degree in literature) and exposition-based argument (in chemistry). These models differ from the theoretical and/or pedagogical models proposed in the literature, suggesting that EAP students might be asked to produce arguments very different from arguments encountered in the reading in their discipline. Given the disciplinary variation observed, the paper supports applying English for Specific Academic Purposes (ESAP) as well as English for General Academic Purposes (EGAP) approach to teaching argument construction.

As a preliminary part of their studies leading to dual British and Chinese degrees, Chemistry and Engineering students at Dalian Leicester Institute, China are offered extensive EGAP and ESAP support courses. This article describes a series of resources and approaches based on numerical data, created to assist students in their language needs while developing their understanding of the scientific method. It concludes with a brief consideration of the difficulties in cultivating learners' independent critical thinking. In the early stages of their studies, Chinese students were, understandably, strongly influenced by their high-school science lessons and heavily reliant on translations of secondary internet texts in their written English. This hampered a more critical approach to the students' learning. In order to try and break this impasse, I developed a series of approaches and resources that required students to collect, describe and interpret raw numerical data, including the use of games, graphs and in-class experiments.

The main purpose of this study is to investigate the reflection of critical thinking in ESAP textbooks developed by SAMT in Iran. To this end, three textbooks including English for Students of Veterinary Medicine (Medical Sciences), English for Students of Psychology (Soft Sciences) and English for Students of Сivil Engineering (Hard Sciences) were analyzed based on Peterson's model to identify the frequency of different types of critical reading questions. Moreover, 153 students of these majors filled out a critical thinking questionnaire. The results showed that approximately half of the exercises reflect general reading questions not critical reading questions in ESAP textbooks. The results of Chi-Square tests showed that while there is not any significant difference between the applications of critical reading questions in the ESAP textbooks, there is a significant difference between different types of critical reading questions in ESAP textbooks. In addition, the results of the one-way ANOVA showed that there is not any significant difference between critical thinking of students of the three majors.

El artículo está estructurado en tres apartados. En el primero, se muestra el papel de las doctrinas administrativas en la configuración del saber administrativo; En el segundo, se enuncian los procesos de innovación administrativa (construcción de cadenas de argumentos), y en el tercer apartado, se explicitan las formas de saber administrativo, que surgen con ocasión de la formalización e institucionalización de los argumentos administrativos.

This research reports on a survey study of 48 subject instructors, assistants, and lab assistants in engineering faculty at Ishik University in Iraq about their opinions and attitudes toward ESAP (English for Specific Academic Purpose) and ESAP related issues. The instrument used for the survey is a self-made questionnaire based on literature review. Since ESAP is driven by the specific learning needs of the language learner, the first step for ESAP course design is distinguishing the specific needs of the Subject instructors and students which will tell us the dynamics about our ESAP program. The study showed us that the effect of Advanced English to comprehend subject field courses will be limited in Engineering Faculty. On the contrary students should be provided with ESAP courses that will result in better comprehension of their subject field courses.

This research reports on a survey study of 48 subject instructors, assistants, and lab assistants in engineering faculty at Ishik University in Iraq about their opinions and attitudes toward ESAP (English for Specific Academic Purpose) and ESAP related issues. The instrument used for the survey is a self-made questionnaire based on literature review. Since ESAP is driven by the specific learning needs of the language learner, the first step for ESAP course design is distinguishing the specific needs of the Subject instructors and students which will tell us the dynamics about our ESAP program. The study showed us that the effect of Advanced English to comprehend subject field courses will be limited in Engineering Faculty. On the contrary students should be provided with ESAP courses that will result in better comprehension of their subject field courses.

Abstract: Problem statement: The main purpose of the study was to explore the levels of concentration in Zimbabwe’s grain-milling industry during period 1985-2005. The study could not be extended to periods after 2005 because the situation in the country had become economically chaotic. Approach: The methodology adopted involved the calculation of the concentration indices such as the Herfindall-Hirschman index, Hannah and Kay index, the Entropy index and the Four-Firm Concentration ratio. Results: The study revealed that liberalisation of the industry reduced seller concentration levels. The response to deregulation in this particular sector confirms the theoretical expectation that liberalisation promotes competition and reduces market power of existing firms, which is also consistent with the world-wide trends. Conclusion: The policies adopted at the inception of Economic Structural Adjustment Programmed (ESAP) should be pursued more vigorously to create a manufacturing base whic...

This paper reports the results of a replication experiment on the effectiveness of extra credit pop quizzes within the context of English for specific academic purposes course. In the original experiment, multiple-choice pop quizzes assigned as extra credit were found to be effective at increasing student attendance rates, classroom participation, the pass rate and student satisfaction, without undermining learning objectives or causing grade inflation. This replication sought to maintain these positive results, while mitigating the loss of instructional hours available for formative tasks. This was attempted by converting collaborative writing into unannounced extra credit assignments as substitutes for multiple-choice quizzes. In addition to maintaining the increased level of student effort, awarding extra credit for formative tasks was found to be a more efficient allocation of class time, resulting in a significant increase in student submission of collaborative writing assignments.

A través de esta investigación se pudo conocer las percepciones que tienen los jóvenes que participan en la política, sobre las relaciones que tienen con las instituciones públicas, las organizaciones políticas y su pensamiento sobre la política.

Abstract: Problem statement: The main purpose of the study was to explore the levels of concentration in Zimbabwe’s grain-milling industry during period 1985-2005. The study could not be extended to periods after 2005 because the situation in the country had become economically chaotic. Approach: The methodology adopted involved the calculation of the concentration indices such as the Herfindall-Hirschman index, Hannah and Kay index, the Entropy index and the Four-Firm Concentration ratio. Results: The study revealed that liberalisation of the industry reduced seller concentration levels. The response to deregulation in this particular sector confirms the theoretical expectation that liberalisation promotes competition and reduces market power of existing firms, which is also consistent with the world-wide trends. Conclusion: The policies adopted at the inception of Economic Structural Adjustment Programmed (ESAP) should be pursued more vigorously to create a manufacturing base whic...