An Analysis of English for Academic Purpose and General English

This essay explores the differences between English for Academic Purpose (EAP) and General English (GE). It highlights the formal nature, academic vocabulary, and specific grammar points (like passive sentences) of EAP, essential for university settings, especially in fields like education and science. The essay contrasts this with General English, which is informal and used daily, focusing on tenses and idioms. It also discusses methods to improve EAP writing skills, such as learning linking words, tenses, and reading academic papers, and enhancing speaking skills through interactions with native speakers and listening to resources like British radio and TED talks. The essay concludes by summarizing the distinctions and emphasizing the importance of both types of English in different contexts.

Running head: ENGLISH FOR ACADEMIC PURPOSE
ENGLISH FOR ACADEMIC PURPOSE
Name of the student:
Name of the university:
Author note:

1ENGLISH FOR ACADEMIC PURPOSE
It has been confusing for people for a long time when they consider the general English
and English for academic purpose. English skills are important for various reasons in various
fields. However the requirements can be specific which demands different kinds of
specialization. The paper will discuss the English for academic purpose (EAP) and General
English (GE) along with their features and benefits that I have learnt in the EAP lessons.
EAP is one of the recent booms in the area of English language market across the globe.
There is increase in the free flow of international students who wish to get the best of education.
EAP is the English language that is most popular as well as necessary for university. In
universities, EAP is most promoted language for its formal nature (Bhatia 2014). The purpose of
EAP is to develop formal English fluency in the academic field. In education, science and law
EAP is used excessively since it has a high level of academic vocabulary. EAP is the English
language with rich academic words. In EAP use of passive sentences are considered as typical
grammar points. In EAP passive sentences are not considered as pure academic for it does not
clearly state the agent. Also, in EAP the main of focus of writing is the idea and the writer. In
EAP the ‘who’ need not to be expressed or explained. In order to write in pure academic form it
is important to gain some skills in regard to academic writing. Often it requires paraphrasing and
rewording sentences in order to avoid plagiarism which is a serious misconduct violating
academic integrity (Turkan et al. 2014).
On the other hand, General English is the informal English. It is used on a daily basis.
The grammar is focused in tenses along with uses of idioms. General English is used for all
language and communication. It is the base for the general English.

2ENGLISH FOR ACADEMIC PURPOSE
In order to improve the writing of the EAP, one can learn linking words and tenses. They
can focus on the topic sentences. These learning can be by reading more academic papers such as
journals, books and websites. While reading, one must focus on known family word, scanning
and skimming skills.
Also, to improve the speaking one may begin to talk with the native speakers of English.
Talking with native English speakers has added advantages and makes the learning method much
faster. Listening Britch radio and using app such as TED. These are the ways one can improve
their English in not only speaking but also in the writing that helps in developing the English for
academic purpose.
As mentioned earlier, it has been confusing for people for a long time when they consider
the general English and English for academic purpose. In the end of the paper it can be
concluded that the both types of English are used widely however for the academic purpose, it is
more formal language.

3ENGLISH FOR ACADEMIC PURPOSE
References:
Bhatia, V.K., 2014. A generic view of academic discourse. In Academic discourse (pp. 31-49).
Routledge.
Turkan, S., De Oliveira, L.C., Lee, O. and Phelps, G., 2014. Proposing a knowledge base for
teaching academic content to English language learners: Disciplinary linguistic
knowledge. Teachers College Record, 116(3).