The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy

Published on Jun 1, 2012in Studies in Higher Education2.85
· DOI :10.1080/03075079.2010.525630
Ursula Wingate11
Estimated H-index: 11
('KCL': King's College London),
Christopher Tribble9
Estimated H-index: 9
('KCL': King's College London)
This article is a review of two dominant approaches to academic writing instruction in higher education, English for Academic Purposes (EAP), which is used internationally, and Academic Literacies, which has become an influential model in the UK. The review was driven by a concern that Academic Literacies has been mainly focused on the situations of ‘non-traditional’ students, and has not sufficiently acknowledged the theoretical and pedagogical potential of EAP for developing a mainstream instructional model. Another concern was that EAP is too focused on the needs of non-native speakers of English and has, therefore, failed to make an impact on mainstream writing instruction. The aim of this article is to critically examine both approaches and to identify shared principles that can be used for developing relevant writing support programmes for students from all backgrounds at UK universities and elsewhere.
  • References (62)
  • Citations (80)
Published on Aug 25, 2015in Journal of Applied Linguistics
Theresa Lillis19
Estimated H-index: 19
(OU: Open University),
Mary Scott2
Estimated H-index: 2
(IOE: Institute of Education)
Academic literacies research has developed over the past 20 years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies. Whilst there is fluidity and even confusion surrounding the use of the term ‘academic literacies’, we argue in this paper that it is a field of enquiry with a specific epistemological and ideologica...
Published on Jan 22, 1995in The Modern Language Journal3.76
Vijay K. Bhatia21
Estimated H-index: 21
General Editor's Preface Preface Acknowledgements Part 1: Genre Analysis-Theoretical Preliminaries 1. From description to explanation in discourse analysis 2. Approach to genre analysis Part 2: Genre Analysis in Action 3. Product and self promotion in business settings 4. Research genres in academic settings 5. Legal discourse in professional settings Part 3: Applications 6. From description to explanation in language teaching 7. Generic integrity and language reform Bibliography Subject Index A...
Published on Jun 17, 2014
Norman Fairclough40
Estimated H-index: 40
List of contributors Acknowledgements 1. Introduction, Norman Fairclough Part I: Language Awareness: Critical and Non-critical Approaches 2. The appropriacy of 'appropriateness', Norman Fairclough Part II: Critical Language Awareness in Diverse Educational Contexts 3. Critical literacy awareness in the EFL classroom, Catherine Wallace 4. Making it work - communication skills training at a black housing association, Pete Sayers 5. Principles and practice of CLA in the classroom, Romy Clark 6. Who...
Published on Mar 1, 2011in Active Learning in Higher Education2.29
Ursula Wingate11
Estimated H-index: 11
Nicholas Andon5
Estimated H-index: 5
Alessia Cogo9
Estimated H-index: 9
(University of Surrey)
The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK’s higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded...
Published on Aug 1, 2010in Assessment & Evaluation in Higher Education2.47
Ursula Wingate11
Estimated H-index: 11
('KCL': King's College London)
This paper presents a small‐scale exploratory study, which focuses on the impact of formative assessment that was provided as part of a writing intervention in a first‐year undergraduate programme. Qualitative data were collected to find evidence of use of formative feedback, and of resulting improvements, as well as to shed some light on students’ inclination to use feedback. Uptake and use of the formative feedback was assessed by an analysis of feedback comments on students’ texts as well as ...
Richard Bailey2
Estimated H-index: 2
The importance of student learning and study support is now widely recognised in higher education but empirical research into this aspect of teaching and learning is still limited in scope. In particular the experience, perceptions and understandings of academic staff constitutes a perspective which seems under-explored. This paper presents the findings of a qualitative study in this area undertaken in one institutional context. Data are presented which illustrate academic staff attitudes to, an...
Published on Oct 1, 2009in Elt Journal1.35
Christopher Tribble9
Estimated H-index: 9
('KCL': King's College London)
Published on Jun 1, 2009in Journal of English for Academic Purposes1.73
Brian Morgan16
Estimated H-index: 16
(Glendon College)
Abstract In this article, I explore the often difficult transfer of theory to practice in respect to promoting the conceptual role of transformative intellectual/practitioner through a pre-service “social issues project” for future EAP and ESL teachers. Following an examination of more established role options in EAP (e.g. technician, reflective practitioner), and the sources of their prominence, I take up the particular ideological and methodological challenges that arise in fostering the role ...
Published on Jun 1, 2009in Journal of English for Academic Purposes1.73
Sarah Benesch6
Estimated H-index: 6
(CUNY: City University of New York)
Cited By80
Published on May 3, 2018in Journal of Further and Higher Education
S. Elliott (Bishop Grosseteste University), H. Hendry (Bishop Grosseteste University)+ 13 AuthorsN. Lilley (Bishop Grosseteste University)
Student difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England...
Published on Jul 9, 2019in Assessment & Evaluation in Higher Education2.47
Jiming Zhou (Fudan University), Ke Zhao (SUFE: Shanghai University of Finance and Economics), Phillip Dawson11
Estimated H-index: 11
(Deakin University)
AbstractFirst-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understa...
Published on May 1, 2019in Journal of English for Academic Purposes1.73
Karin Whiteside (Warw.: University of Warwick), Sue Wharton6
Estimated H-index: 6
(Warw.: University of Warwick)
Abstract Contributing to the growing body of research on student texts, and the construct of disciplinarity at undergraduate level, this study involves a lexico-grammatical analysis of successful third-year student writing in two UK HE institutions from the disciplines of History and of Politics and International Relations. We use an inductive corpus approach in which the phraseological patterning around five grammatical keywords ( of , and , that , as and this ) is categorised according to sema...
Zahra Khozaei Ravari1
Estimated H-index: 1
(SBUK: Shahid Bahonar University of Kerman),
Kok Eng Tan5
Estimated H-index: 5
(Universiti Sains Malaysia)
Purpose Research on academic writing development at graduate level has received wide attention. However, less has been documented on positive academic writing literacy experiences and strategies of non-native students while completing their master’s theses. The purpose of this paper is to examine facilitating strategies that non-native students develop in the writing-up stage. Design/methodology/approach A total of 50 MA English majors from 11 higher education institutions in Tehran participated...
Published on Apr 1, 2019in English for Specific Purposes1.70
Zhiwei Wu (PolyU: Hong Kong Polytechnic University)
Abstract Guided by the Vygotskian concepts of mimicry , emulation , and imitation , this study examines how eight Chinese EFL students modeled from genre exemplars when composing their first academic papers in university. The students were enrolled in a “Cultural Tourism Studies” course at a university in south China. The course was delivered in a co-teaching approach with an embedded six-week EAP workshop. Given the short time frame of the workshop, an ESP genre-based approach was adopted, and ...
Published on Mar 8, 2019in Teaching in Higher Education1.72
Helen Joy Benzie2
Estimated H-index: 2
(UniSA: University of South Australia),
Rowena Harper3
Estimated H-index: 3
(UniSA: University of South Australia)
ABSTRACTAcademic literacies research emphasizes the importance of social context for understanding student writing development in higher education. In particular, students’ choices of textual practices are shaped by perceptions of disciplinary norms and institutional expectations. In contemporary online learning environments, however, student writing is increasingly guided by advice from digital products – referred to in this paper as ‘third-party products’. These are developed by commercial pro...
Published on Mar 2, 2019in Higher Education3.00
Lisa McGrath5
Estimated H-index: 5
(SHU: Sheffield Hallam University),
Raffaella Negretti4
Estimated H-index: 4
(Chalmers University of Technology),
Karen Nicholls (SHU: Sheffield Hallam University)
Subject specialists’ knowledge of academic and disciplinary literacy is often tacit. We tackle the issue of how to elicit subject specialists’ tacit knowledge in order to develop their pedagogical practices and enable them to communicate this knowledge to students. Drawing on theories of genre and metacognition, a professional development activity was designed and delivered. Our aims were to (1) build participants’ genre knowledge and (2) scaffold metacognitive awareness of how genre knowledge c...
Published on Feb 17, 2019in Studies in Higher Education2.85
Lynne Flowerdew (Birkbeck, University of London)
ABSTRACTI first briefly review two paradigms for scholarly writing, namely the English for Specific Purposes (ESP) and Academic Literacies (Ac Lits) approaches. ESP has traditionally been considere...
Published on Jan 1, 2019
Christopher Tribble9
Estimated H-index: 9
(University of Cambridge)
Helping novice writers engage with disciplinary discourses is a key task for EAP practitioners. Recently, genre approaches to EAP writing instruction have been challenged by proponents of a new paradigm for EAP—English as a Lingua Franca (Academic)—ELFA. ELFA supporters claim that genre-based EAP programmes unfairly impose native models on non-native speakers of English, and characterize a genre-based EAP paradigm as conforming to rather than challenging the status quo. Drawing on recent researc...
Published on Jan 1, 2019
Sue Starfield12
Estimated H-index: 12
Sue Starfield
View next paperDoing away with ‘study skills’