Table of Contents

i. Introduction g. Glossary of grammatical terms 1. Starting out 2. Information flow within a text 3. Looking back 4. Showing logical links (1) 5. Showing logical links (2) 6. Expressing shades of meaning 7. Expressing condition 8. Avoiding person-based writing 9. Using relative clauses a. Appendices i. Index Read more on the structure of EAS Grammar for Writing here.

About the Author

Anne Vicary works as an In-sessional English Programme Co-ordinator and EAP lecturer at the International Study and Language Institute (ISLI) at the University of Reading. She has taught a wide variety of academic skills to international students at all levels, but she is particularly interested in the teaching of writing. She has had a lifelong interest in grammar, having taught French and Italian to students of all ages before training to teach English as an additional language. She has also worked in Bergamo, Italy, as a Director of Studies.

Reviews

"Grammar for Writing is clearly laid out to enable a learner studying alone to grasp whatever is necessary. While Stages A and B in each unit expand on grammatical knowledge, Stage C extends and provides further practice plus an end-of-unit self-check test. Various aspects are colour coded: grammar explanations in blue boxes, further notes in purple. Apart from being clearly suitable for self-study, I began to think that I wouldn't be at all upset if I was told I had to teach this book this semester. Take a look and see if you agree with me." Wayne Trotman for EL Gazette "...Grammar for Writing ... is a welcome addition to Garnet's list of published books for two principal reasons. The first is that there is considerable variety in the exercise types on offer which have direct relevance to the types of tasks a student of academic English is required to undertake whether for an exam or a course assignment. Secondly, the emphasis in this book is specifically on academic writing and the grammar needed for accurate and effective writing in academic contexts. Just as a budding guitarist finds that knowledge of a few pentatonic scales does not easily translate into Claptonesque type solos, so the New Zealand survey of EAP teachers (Barnard & Scampton, 2007) reported that the majority agreed that it was difficult for their students to transfer their grammatical knowledge into the production of authentic language. Grammar for Writing can help to bridge this gap and prove to be of benefit both to the independent learner and for occasional use in the classroom." Martin White (University of Auckland) for The TESOLANZ Journal, Volume 22, 2014