A genre-instantiation approach to teaching English for Specific Academic Purposes: Student writing in Business, Economics and Engineering

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Abstract

This paper introduces five linked resources and demonstrates, with a focus on Business, Economics and Engineering, their use in a novel genre-instantiation approach to teaching academic writing. The resources centre on the British Academic Written English (BAWE) corpus. They are 1) published research literature that investigates the student assignment genres and registers; 2) descriptions of the contents of the corpus; 3) the BAWE corpus itself, which can be freely searched by teachers and learners; 4) online teaching materials based on the above; and 5) lesson plans from EAP teachers who use these materials in their teaching of pre-sessional and in-sessional academic English. The genre instantiation approach to teaching academic writing builds on two central principles: the identification of key genres for the target discipline-levels, and the exemplification of these through instances of successful student writing. This enables teachers to develop programmes that raise genre awareness, where learners can engage with instances from across specific topics, courses, levels and disciplines. The genre-instantiation approach is illustrated here with specific reference to Business Case Studies, Economics Essays and Engineering Methodology Recounts.
Original languageEnglish
Pages (from-to)117-144
Number of pages28
JournalWriting and Pedagogy
Volume8
Issue number1
DOIs
Publication statusPublished - 23 May 2016

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business economics
genre
engineering
Teaching
student
teacher
resources
economics
Instantiation
Teaching English
Student Writing
Economics
methodology

Keywords

  • British Academic Written English (BAWE) corpus
  • academic writing

Cite this

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