Q: Skills for Success 4 Reading and Writing

Debra Daise, Charl Norloff, and Paul Carne

Oxford: Oxford University Press, 2011, 253 pages

Q: Skills for Success 4 Listening and Speaking

Robert Freire and Tamara Jones
Oxford, UK: Oxford University Press, 2011, 245 pages

Q: Skills for Success 4 is the fifth in a series of six integrated course books for
postsecondary English for Academic Purposes (EAP) classes. Divided into
listening and speaking and reading and writing strands, the set includes stu-
dents’ books, teachers’ resource books, classroom CDs, a test-maker CD-
ROM, and a host of online resources. Overall, it is a rich course book suite,
with topical content; relevant, well-conceived activities for skills practice;
limitless extendibility; and attractive presentation, although not without an
important weakness in the alignment of content with its larger goals.
Each of the 10 units in the Q: Skills for Success 4 Reading and Writing student
book contains a set of two readings on the same topic, covering themes from
health, art, science, and the environment, to nature, marketing, and child de-
velopment. The Q: Skills for Success 4 Listening and Speaking text follows a similar
pattern, both in offering two listening passages on the same topic per unit and
in presenting a parallel series of themes over the 10 units, presumably to allow
the two books to be used in concert. Teachers whose course structures allow
them longer classes can, therefore, create extended lessons with several activities
unified by theme; teachers of shorter classes will have to deliver each unit over
several lessons. The modular nature of the activities in each unit allows for this.
A variety of text genres are represented, including newspaper and mag-
azine articles, blogs, Web pages, books, and authentic texts licensed from
sources such as the New York Times, Cable News Network (CNN), Science
Daily, and online sources. The listening materials also include passages from
sources such as the Canadian Broadcasting Corporation, CBS Television
Broadcasting Company, and Reuters, as well as non-authentic lectures, in-
terviews, and dialogues. It is a generally successful balance of the strengths
and weaknesses of both authentic and non-authentic material, although the
pitfalls regarding the use of authentic listening materials have not been com-
pletely avoided. One of the Unit 4 listening passages has been adapted from
the soundtrack of a TV documentary, but stripped of its visual component,
the remaining audio sometimes lacks context.
The reading texts and listening passages are generally topical and engag-
ing (“Can climate change make us sicker?”; “Everyday people changing the
world”; “Manga’s new popularity”), although at times they focus on what
could be termed “first world problems.” Gray (2002) criticizes ELT textbooks

88 JENNIFER MACDONALD
bound for global use but produced in developed-world, English-speaking
countries for focusing on themes and values irrelevant to those from other
social, economic, and geographical contexts. In the case of Q: Skills for Success
4, a text on how to stage your home for quicker resale, a blog post on a 20-
year-old graduate contemplating joining a corporate accounting firm, and
an entire unit on nutrition “trends” are good examples of this phenomenon,
and so certain students may find these topics inaccessible.
Both the reading/writing and listening/speaking Q: Skills for Success 4
texts have a particular focus on vocabulary, with a variety of lexical skill ac-
tivities built into each unit. The Academic Word List and the publisher’s own
Oxford 3000 list are featured resources, both in terms of the vocabulary items
chosen for pre- and post-reading and listening exercises, and the end-of-unit
vocabulary lists. Dictionary skills are taught explicitly in both strands of this
series. Although broader vocabulary skills and strategies such as prefixes
and suffixes, collocations, and deriving meaning from context are covered,
there is repetition in the pre- and post-reading and listening vocabulary ac-
tivities, which generally consist of matching words to definitions.
Arguably, the strongest aspects of Q: Skills for Success 4 Reading and Writing
are the grammar and writing skills activities. Integration is key here; gram-
mar and lexico-grammar points are chosen for their direct relationship to the
genre of text assigned in the writing and reading activities. For example, a
review of the past perfect accompanies the narrative essay; a comparison and
contrast essay is accompanied by exercises on subordinators and transitions
of comparison and contrast. Although this approach is by no means new or
exclusive to this series, it gives relevance, focus, and immediate applicability
to the grammar included in the book, which is sometimes lost in texts that
focus on grammar in isolation.
The oral activities are a highlight of the Q: Skills for Success 4 Listening and
Speaking text. Each unit contains a major speaking assignment, which is de-
signed to flow seamlessly from the themes in the unit; connected to prior lis-
tening passages; and accompanied by pronunciation, reading, grammar,
critical thinking, and speaking skill-building activities. These provide the con-
text and scaffolding necessary to turn the final task into meaningful speaking
practice. McDonough and Shaw (1993) define an authentic speaking task as
providing “as close an approximation as possible to the world outside the
classroom,” and this course book includes activities such as presenting one’s
opinion to persuade a group at a town hall meeting, participating in a group
discussion in the workplace, doing a short individual or group presentation,
preparing and telling a story, and participating in an interview.
The pronunciation activities are also a strong point. They progress
through the book cumulatively, with a particular focus on stress. The expla-
nations are concise and accompanied by recorded examples, and the exer-
cises are bite-sized and focused on excerpts from the listening texts.

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 The set of resources accompanying these two course books is extensive
and rich. The teacher’s books contain an abundance of alternative activities
and assignments, ideas on how to adapt the activities to multilevel groups,
activity extensions, and cultural notes; accompanying online resources are
also available to teachers. The series comes with free student access to online
materials through a sophisticated learning management system (LMS),
which allows for access to classroom audio as well as supplementary inde-
pendent practice in all skill areas, with activities specifically related to the
books’ content. Teachers can monitor this practice, check students’ progress,
and make certain activities available or hidden to students through the LMS.
This is certainly a boon for teachers and students without the luxury of an
institutional virtual learning environment.
Q: Skills for Success 4 is a rich, engaging course book suite appropriate for
many contexts, but not necessarily rigorous enough for many EAP courses.
The series is marketed as appropriate for preparing students for “academic
success”; it includes “academic skills” and genres such as the lecture and
essay and draws on resources such as the Academic Word List. However, Q:
Skills for Success seems somewhat “EAP-lite.”
The content in Q: Skills for Success 4 appears similar to that of standardized
exams such as the IELTS and TOEFL. Texts and listening passages tend to be
journalistic and on topics of general interest. Also, academic in-text referenc-
ing and citation conventions are absent from reading texts and writing skills
sections. The emphasis is on personal rather than academic writing, and com-
prehension questions that reappear in the same format after every reading
and listening text also seem to echo those found on standardized tests.
Some researchers (Moore & Morton, 2005; Taylor & Weir, 2012) have found
a discrepancy between the genres present on standardized tests and those on
university reading lists and assignments. English for Academic Purposes is a
broad field, and an English course promoted as EAP could take a variety of
forms, from a simple test-preparation course to an intensive pre-sessional course
in a university focusing on both academic and English skills. Q: Skills for Success
4 seems better suited to a course focused on general ESL skills development or
standardized exam preparation. EAP courses aimed at preparing students for
university study through direct exposure to and practice with real-life academic
topics, skills, and genres might be better served by another textbook.

Jennifer MacDonald
The Reviewer
Jennifer MacDonald is Acting Head Teacher, ESL Programs in Dalhousie University. She has
taught in English in Quebec, Argentina, Slovakia, and Spain and holds a master’s degree in
TESOL from the Institute of Education, University of London. Her interests include materials
development, sociocultural SLA, and educational technology. She blogs and tweets on ESL at
www.jennifermacdonald.ca.

90 JENNIFER MACDONALD
References
Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D.
Cameron (Eds.), Globalization and language teaching (pp. 151-167). London: Routledge.
McDonough, J., & Shaw, C. (1993). Materials and methods in ELT: A teacher’s guide. Oxford, UK:
Blackwell.
Moore, T., & Morton, J. (2005). Dimensions of difference: A comparison of university writing
and IELTS writing. Journal of English for Academic Purposes, 4(1), 43–66. Available:
doi:10.1016/j.jeap.2004.02.001
Taylor, L., & Weir, C.J. (Eds.). (2012). IELTS collected papers 2: Research in reading and listening
assessment. Cambridge, UK: Cambridge University Press.

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