Contents

Part I Academic Written English: What It Is and How to Teach It

1 What Is EAP / Scientific English? What Do INeed

toDo toPrepare Myself toTeach Scientific English? . . . . . . . . . . . . . . . 3
1.1 In this book, how are theterms Academic English
andScientific English used?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 What is Academic English?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Are therules ofAcademic English thesame forall disciplines? . . . . . . 4
1.4 Is thegrammar ofAcademic English different
fromthat ofGeneral English?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.5 Does Academic / Scientific English share any similarities
withBusiness English? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.6 So can Ireally teach 'scientific' English when Idon't
have ascientific background? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.7 What kind ofbackground reading will help me
tounderstand science andhow it is written up?. . . . . . . . . . . . . . . . . 10
1.8 How can papers andpresentations written byscientists possibly
beeasier tocorrect / edit thanthose written byhumanists? . . . . . . . 11
1.9 What do students typically think that their 'English
problems' are? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2 The Research andPublication Process:
Why Papers Get Rejected. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.1 What are theaims ofPhD students andresearchers? . . . . . . . . . . . . 15
2.2 How important is it formy students towrite good papers?. . . . . . . . 16
2.3 What are themain steps ingetting research published? . . . . . . . . . . 16
2.4 What aboutconferences- how do they affect
thepublication process?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.5 What steps do thestudents themselves follow when
writing their manuscript?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.6 What do my students need toknow about referees?. . . . . . . . . . . . . 19

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2.7 How do referees do their job? Do native speakers

always get their papers accepted? . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.8 How do Iknow what tofocus onwhen teaching students
how towrite uptheir research forpublication?
What criteria do referees follow when reviewing
amanuscript or abstract?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.9 How can Ihelp my students write better English?
When manuscripts are rejected for'poor English'
what exactly does 'poor' mean?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.10 Are there differences inthecomments made bynative
andnon-native reviewers? What do Ineed totell my
students inthis regard?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.11 So what do referees say when commenting abouttheEnglish? . . . . 25
2.12 So do Ireally need toknow what editors andreviewers
expect fromapaper? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3 Readability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.1 How are papers read?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.2 How does thereader's andwriter's role vary between
Anglo countries andnon-Anglo countries?. . . . . . . . . . . . . . . . . . . . 30
3.3 What do non-native speakers think aboutEnglish
incomparison withtheir own language? Are they right? . . . . . . . . . 31
3.4 How does theEnglish oftoday compare totheEnglish
ofpast centuries?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.5 So how andwhy has theEnglish language evolved?. . . . . . . . . . . . . 33
3.6 What aboutnative English researchers? Do they always
write clearly?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.7 Why do academics write andspeak insuch anabstractway?. . . . . . 35
3.8 Would some students have difficulty inwriting papers
even intheir own language?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3.9 Is there aconnection betweenastudent's mother tongue
andhow likely they are tobepublished?. . . . . . . . . . . . . . . . . . . . . . 36
3.10 So is it really important towrite (and speak) clearly?
How can Iconvince my students?. . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.11 Not many ofmy students will beaiming topublish inNature.
Will my students really beable tosee thebenefits
ofcommunicating inasimple way? Aren't Ilikely
toencounter alot ofresistance?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.12 Do students judge their writing inEnglish inthesame
way asthey would judge it if they had written thepaper
intheir native language? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4 Difficult Grammatical Structures andOther Aspects
that Are Typical ofAcademic English that May BeBest
Left Well Alone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4.1 How can Idecide what grammar (not) tocover?. . . . . . . . . . . . . . . . 43
4.2 Nominalization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
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4.3 Inversion ofsubject andverb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

4.4 Complex conjunctions (although vs notwithstanding) . . . . . . . . . . . 47
4.5 Avoidance ofrepetition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.6 Is it worth teaching my students how touse references?. . . . . . . . . . 49
4.7 What kind ofstyle should my students avoid? . . . . . . . . . . . . . . . . . 50
4.8 How likely are students tobeunaware that they have
used informal language inaresearch paper? Should
Iteach them amore formal style? If so, how?. . . . . . . . . . . . . . . . . . 50
4.9 Insistence onthepassive voice (but thepassive is useful
inmany circumstances). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.10 A few more myths aboutacademic writing andpresenting. . . . . . . . 53
4.11 Moral ofthestory ofthis chapter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
5 Using Google Translate andAnalysing Student-
andGT-Generated Mistakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
5.1 Should Iencourage students touse Google Translate?. . . . . . . . . . . 55
5.2 How good is Google Translate?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5.3 How well does GT compare withatypical student's translation?. . . 59
5.4 What kind ofgrammar andvocabulary mistakes
do students make? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.5 What kinds ofmistakes does GT make?. . . . . . . . . . . . . . . . . . . . . . 62
5.6 So how should Iuse Google Translate inlessons? . . . . . . . . . . . . . . 63
5.7 How can Google Scholar help students tocorrect their English?. . . 67
5.8 So what is themoral ofthestory regardingwhether teachers
should encourage students touse Google Translate?. . . . . . . . . . . . . 68
6 Teaching Students toRecognize thePros andCons
ofShort andLong Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
6.1 Do native speakers write inlong sentences?. . . . . . . . . . . . . . . . . . . 69
6.2 But doesn't academic English have astyle ofits own?
Aren't theFrench, Spanish andItalians right: surely
short sentences are inappropriate inapaper? . . . . . . . . . . . . . . . . . . 70
6.3 But are short sentences always agood idea?. . . . . . . . . . . . . . . . . . . 71
6.4 Do people write inshort sentences inother languages? . . . . . . . . . . 74
6.5 Is English word order logical?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
6.6 What aboutparagraphs? Are they structured inthesame
way fromlanguage tolanguage?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
7 Using Students' Own Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
7.1 Why use students' own materials?. . . . . . . . . . . . . . . . . . . . . . . . . . . 79
7.2 Removing redundancy fromanAbstract. . . . . . . . . . . . . . . . . . . . . . 79
7.3 Making ahumanist text more cohesive andinteresting. . . . . . . . . . . 82
7.4 Highlighting ambiguity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
7.5 Emails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.6 CVs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.7 Adding a cross-cultural element . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
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8 Showing How Skills Taught inYour Writing Course

Are Also Applicable inOther Areas ofCommunication. . . . . . . . . . . . 87
8.1 Encourage students totransfer their skills from
one area ofcommunication toanother. . . . . . . . . . . . . . . . . . . . . . . . 87
8.2 Ambiguity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
8.3 Attention gaining, highlighting, paragraphing. . . . . . . . . . . . . . . . . . 89
8.4 Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
8.5 Criticizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
8.6 Hedging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
8.7 Paragraphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
8.8 Readability andempathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
8.9 Redundancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Part II Academic Presentations: What They Are and

How to Teach Them

9 Teacher's Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
9.1 How important are presentation skills formy students?. . . . . . . . . . 99
9.2 How can Ihelp someone withtheir presentation
when Ihave zero understanding oftheir topic?. . . . . . . . . . . . . . . . 100
9.3 What can Ido tofind out about presentations?. . . . . . . . . . . . . . . . 101
9.4 What questions do Ineed tothink aboutbefore starting
toteach my students how todo presentations? . . . . . . . . . . . . . . . . 102
9.5 How much theory should Igive my students?. . . . . . . . . . . . . . . . . 103
9.6 What objections amIlikely toencounter interms
oftheapproach presented inEnglish forPresentations
atInternational Conferences?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
10 Getting Students toThink About Presentations. . . . . . . . . . . . . . . . . . 105
10.1 What common misconceptions do students have
aboutpresentations?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
10.2 What's afun way toget students thinking aboutthetypical
bad things that presenters do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
10.3 How can Iget thestudents tothink aboutthestructure
oftheir presentation?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
10.4 How can Ihelp students who are reluctant
togive apresentation?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
10.5 How can students practise presentations without
standing upinfront ofthewhole class?. . . . . . . . . . . . . . . . . . . . . . 110
10.6 How important is their body language?. . . . . . . . . . . . . . . . . . . . . . 110
10.7 Is it better toset alimit ontime or alimit onthe
number ofslides?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
10.8 How can Iteach theuseful phrases giveninChapter 20
ofthePresentations book?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
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11 Using TED. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

11.1 What is TED?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
11.2 What are some good andbad presentations that
are worthshowing students?  113
11.3 How can Iuse the'comments' feature? . . . . . . . . . . . . . . . . . . . . . 114
11.4 Is it worth using the'rate this talk' feature?. . . . . . . . . . . . . . . . . . 114
11.5 How should Iuse thesubtitles andtheinteractive transcript?. . . . 115
11.6 Can students really beexpected toimitate all these
great TED presenters? Aren't they likely tobedemotivated?. . . . 115
11.7 Can students use TED presentations asamodel?. . . . . . . . . . . . . 116
11.8 Use TED toencourage your students tobemore
curious abouttheworld. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
12 Giving Feedback andTeaching Self Evaluation. . . . . . . . . . . . . . . . . . 119
12.1 The importance ofgiving positive feedback. . . . . . . . . . . . . . . . . 119
12.2 Teach students how togive feedback oneach other . . . . . . . . . . . 120
12.3 How can Iteach my students toself-evaluate their
own slides andthose oftheir colleagues? . . . . . . . . . . . . . . . . . . . 120
12.4 What's agood way tohighlight theimportance
ofputting statistics, facts, graphs etc. intocontext?. . . . . . . . . . . 122
13 Working onStudents' Pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . 125
13.1 Why do some nationalities speak better English thanothers?. . . . 125
13.2 Why do students mispronounce English words?. . . . . . . . . . . . . . 126
13.3 Is there astandard English pronunciation that Ishould
teach my students?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
13.4 How can Ihelp my students discover what words they
mispronounce sobadly that theaudience may
not understand them?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
13.5 Are there others ways ofteaching students toimprove
their pronunciation?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
13.6 How can Iteach sentence stress?. . . . . . . . . . . . . . . . . . . . . . . . . . 130
14 Students' Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
14.1 How should thequality ofastudent's slides improve
overthecourse?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
14.2 What can Ido toget students tohone their speeches?. . . . . . . . . . 140

Part III Strategies for Teaching Writing and Presenting

15 How toInject Some Fun into Your Lessons / Making

Comparisons withOther Areas Outside Academia. . . . . . . . . . . . . . . 145
15.1 What is thepoint ofthis chapter? . . . . . . . . . . . . . . . . . . . . . . . . . 145
15.2 Abstracts: Following aclear structure. . . . . . . . . . . . . . . . . . . . . . 146
15.3 Introduction: Paraphrasing andplagiarism . . . . . . . . . . . . . . . . . . 146
15.4 Materials andMethods: Explaining aprocess or strategy. . . . . . . 148
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15.5 Results: Statistics foruse inpresentations. . . . . . . . . . . . . . . . . . . 149

15.6 Results: using sports asanexample. . . . . . . . . . . . . . . . . . . . . . . . 150
15.7 Discussion: Interpreting findings. . . . . . . . . . . . . . . . . . . . . . . . . . 151
15.8 Discussion: Hedging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
15.9 Discussion: Getting students tothink abouttheimportance
oftheir research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
15.10 Discussion: Highlighting theauthor's unique contribution. . . . . . 153
15.11 Conclusions: Discussing limitations andfuture research . . . . . . . 154
15.12 Conclusions: Avoiding acut andpaste fromtheAbstract. . . . . . . 155
15.13 Final check: papers andpresentations. . . . . . . . . . . . . . . . . . . . . . 156
16 Giving Students Advice, Dealing withTheir Resistance,
Handling Different Nationalities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
16.1 Pepper your lessons withuseful advice.
Don't beafraid ofrepeating thesame advice. . . . . . . . . . . . . . . . . 157
16.2 Be aware that students tend totake any advice,
guidelines or rules that yougive them very literally. . . . . . . . . . . 158
16.3 Dealing withresistance: give students external
evidence ofwhat youare telling them. . . . . . . . . . . . . . . . . . . . . . 159
16.4 Use advice andexamples fromex-students. . . . . . . . . . . . . . . . . . 160
16.5 Reassure students abouttheir English withevidence
fromyour own life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
16.6 Remember that teaching EAP / scientific English
is very different frompreparing students foraCambridge
English exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
16.7 Academic writing andacademic life ingeneral differ
fromcountry tocountry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
16.8 Learning styles andcultural issues inmulticultural /
multinational classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Part IV Syllabus and Lesson Plans

17 Creating aSyllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

17.1 What do Ineed tothink aboutwhen deciding onasyllabus?. . . . 171
17.2 What sections ofthecore books were specifically
designed forin-class use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
17.3 Why are there only syllabuses fortheWriting
andPresentations courses inthis book? Why not
fortheCorrespondence andCampus books?. . . . . . . . . . . . . . . . . 173
17.4 Given thechoice, should Iopt todo theWriting
andPresentations courses separately, or integrate
them intoone course? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
17.5 Are there any PPTs or PDFs ofsome teacher's slides
forwriting courses andpresentations courses?. . . . . . . . . . . . . . . 174
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17.6 What do Ineed toknow aboutmy students beforethestart

ofthecourse?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
17.7 What explanations do Ineed togive inmy first lesson?. . . . . . . . 176
17.8 What can Ido asawarm-up activity inmy first lesson?. . . . . . . . 177
17.9 Why doesn't thesyllabus outlined inChapters 19
and20 follow thesame order asthechapters intheWriting
andPresentations books?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
17.10 How can Iensure that Idon't gointo lecturing mode? . . . . . . . . . 178
17.11 How long are thecourses andindividual lessons
designed tolast?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
17.12 Given that Icannot besure inadvance how long my
courses are going tolast, how can Iplan inadvance
which lessons Icould cut?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
17.13 Do Ineed toensure that students do all theexercises
recommended inthesyllabuses?. . . . . . . . . . . . . . . . . . . . . . . . . . 179
17.14 How much homework, if any, should Igive my students? . . . . . . 180
17.15 In theWriting course, is it agood idea tochoose
apaper anduse this asabasis forall thelessons?. . . . . . . . . . . . . 180
17.16 In theWriting course, is theaim forstudents tobegin
writing apaper inLesson 1 andhave it finished
bytheend ofthecourse?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
17.17 How much exposure todoing presentations will my
students already have had?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
18 What's theBuzz Sections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
18.1 English forWriting Research Papers. . . . . . . . . . . . . . . . . . . . . . . 183
18.2 English forPresentations at International Conferences. . . . . . . . . 186
18.3 English forAcademic Correspondence. . . . . . . . . . . . . . . . . . . . . 186
18.4 English forInteracting onCampus . . . . . . . . . . . . . . . . . . . . . . . . 188
19 Writing Course: Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
19.1 Lesson 1 Preparation; Readability & Empathy;
Breaking uplong sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
19.2 Lesson 2 More onshort sentences, Word Order . . . . . . . . . . . . . . 193
19.3 Lesson 3 Abstracts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
19.4 Lesson 4 More onAbstracts, Redundancy / Conciseness. . . . . . . 195
19.5 Lesson 5 Titles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
19.6 Lesson 6: Introductions, Review oftheLiterature,
Paraphrasing andPlagiarism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
19.7 Lesson 7 Methods andResults. . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
19.8 Lesson 8 Ambiguity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
19.9 Lesson 9 Discussion- part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
19.10 Lesson 10 Discussion- part 2, Conclusions . . . . . . . . . . . . . . . . . 201
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20 Presentations Course: Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . 203

20.1 Lesson 1 Good vs bad presentations, theimportance
ofpresentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
20.2 Lesson 2 TED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
20.3 Lesson 3 Writing ascript. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
20.4 Lesson 4 Pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
20.5 Lesson 5 Slides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
20.6 Lesson 6 Beginnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
20.7 Lesson 7 Conclusions andQ&A. . . . . . . . . . . . . . . . . . . . . . . . . . 210
20.8 Lesson 8 Methodology, Results andDiscussion;
Socializing ataconference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
20.9 Lesson 9 Attracting andmaintaining audience attention. . . . . . . . 213
20.10 Lesson 10A Posters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
20.11 Lesson 10B Final lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Appendix: Table of course components  217
Acknowledgements 225
Sources 227
Index 233
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