This month we are publishing A Scholar’s Guide to Getting Published in English by Mary Jane Curry and Theresa Lillis. This book provides advice to academics needing to publish their work in English when it is not their native language. Nowadays, researchers all over the world are under pressure to publish in English and this book offers guidance to scholars to help them explore the larger social practices, politics, networks and resources involved in academic publishing.
John Flowerdew from the City University of Hong Kong says the book provides “an excellent overview” of the principles and procedures involved in scholarly publishing. The volume is based on 10 years of research and is written by experts in the field. Both Curry and Lillis have published widely in the field of academic writing.
We are also publishing another book on the topic of academic writing next month: Risk in Academic Writing edited by Lucia Thesen and Linda Cooper. This text brings together the voices of teachers, students and authors to examine the idea of risk in the world of academic writing.
Professor Sue Clegg from Leeds Metropolitan University calls it “a powerful, challenging, engaging, and moving collection” and Claire Aitchison from the University of Western Sydney says it is a “must-read.”
All these titles are available on our website at 20% discount. If you would like any more information about any of these titles or if you’d like to receive a copy of our latest catalogue please email us at firstname.lastname@example.org.
An author of one of our forthcoming books, Susan J. Behrens from Marymount Manhattan College, USA, tells us here about how she came to write her book Understanding Language in the Classroom.
This book combines my training in both linguistics and pedagogy to create a manual for those in higher education who want to gain a better control of academic English.
My 2010 book Grammar: A Pocket Guide supplied a user-friendly guide to English grammar for those curious about what lies behind their linguistic intuitions. This new book extends the mission of Grammar by explaining in detail how language works in writing assignments, college-level texts, oral presentations, and class discussion. It also supplies lessons for classroom activities. Understanding Language in the Classroom clearly details the specific nature of language as used in higher education, by disciplines, modalities, and even by generation (professors and students don’t always have the same sense of how language works).
The first half of this book explores the nature of academic discourse and its central role in college success. The second half of the book is a series of conversations. These consist of questions about language that I have culled from the numerous interviews and focus groups I have run with students and teachers about their perceptions of “college level English,” matched with answers that supply a linguistic explanation and context. For example, teachers ask why students use the passive voice. I supply a discussion of voice vs. tense, the uses of the passive, and why students tend to rely on it. Another example: students ask how to avoid using run-on sentences or fragments. I supply the explanation and tips. The appendix supplies tons of worksheets for teachers to use with students or for students to use on their own.