The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy
Bibliographic Data
| ID | 4097779 |
|---|---|
| Authors | Ursula Wingate (0000-0002-4064-3559, King's College School, corresponding author), Christopher Tribble (0000-0001-8912-8796, King's College London) |
| Year | 2012 |
| Volume | 37 |
| Issue | 4 |
| Pages | 481-495 |
| Publication date | 2012-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2010.525630 |
| OpenAlex | W2058555645 |
| Language | EN |
| Citations received | 49 |
| References cited | 42 |
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
Academic writing · English for academic purposes · Higher education · Mainstream · Mathematics education · Pedagogy · Political science · Sociology · Discourse Analysis in Language Studies · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
From Academic Literacies to International Publishing
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Genre and second-language academic writing
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Genre-based L2 writing instruction and writing-specific psychological factors
Effects of using data-driven and generative AI-assisted instructions on learning multiword constructions in written academic English
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Chinese international students’ social interaction and use of cultural resources in online discussions in an ESL classroom
Undergraduate student academic writing in English-medium higher education
Sustainable embedded academic literacy development
Teaching Academic Literacies in international relations
Dialogue and subject positioning in pedagogical practice
Xenolexia's positivity
Bridging theory and practice
Student writing in higher education
The impact of large language models on university students’ literacy development
Academic literacy in enabling education programs in Australian universities
A review of tertiary-level writing courses in Singapore
Exploring inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE)
Bridging disciplinary knowledge
Inclusive pedagogies and practices of English for Academic Purposes (EAP) in higher education (HE)
Fractionating English language proficiency
From text to corpus – A genre-based approach to academic literacy instruction
Teachers' practices in EAP writing instruction
Double-blind multiple peer reviews to change students’ reading behaviour and help them develop their writing skills
The National Benchmark Test in Academic Literacy
Academic Staff Engagement with Institutional Language Support
Revisiting English language proficiency and its impact on the academic performance of domestic university students in Singapore
How first-year students perceive and experience assessment of academic literacies
Do secondary school-leaving English examination results predict university students’ academic writing performance? A latent profile analysis
In-Class EMI Challenges Arising in an Arabian Gulf Engineering Programme
The Academic Literacies approach to scholarly writing
Academic literacy across the curriculum
Sympathy for the devil? A defence of EAP
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Multimodality
Exploring inclusive teaching practices of English for Academic Purposes (EAP) in Higher Education (HE)
EAP in the digital age
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Structured peer feedback for authorial voice development
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What counts as disciplinary literacy instructional approaches in teacher education
Language, Context, and Text
Disciplinary discourses
Critical English for Academic Purposes
University Language
Research Genres
Critical English for Academic Purposes
English Text
Writing and Identity
Specificity revisited
Student Writing as 'Academic Literacies'
Literacy in Theory and Practice
An Introduction to Functional Grammar
Genre identification and communicative purpose
Analysing genre
The impact of formative feedback on the development of academic writing
Out of the Woods
Needs Analysis and Curriculum Development in EAP
Writing and Revising the Disciplines
Student writing in higher education
Pedagogies for diversity
The "Academic Literacies" Model
Academic literacies
Working with discourse
Situated Learning
| Unique citing works | 49 |
|---|---|
| Citations per year | 3,77 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 44 |