English for Specific Academic Purposes (ESAP) Writing: Making the case.

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Bibliographic Details
Title:	English for Specific Academic Purposes (ESAP) Writing: Making the case.
Authors:	Flowerdew, John¹ enjohnf@cityu.edu.hk
Source:	Writing & Pedagogy. 2016, Vol. 8 Issue 1, p5-32. 28p.
Subject Terms:	English language education, Authorship, Discourse analysis, Rhetoric, *Higher education, Corpora
Abstract:	This introductory review article for this special issue sets out a range of issues in play as far as English for Academic Purposes (EAP) writing is concerned, but with a special emphasis on English for Specific Academic Purposes (ESAP) (as opposed to English for General Academic Purposes (EGAP)). Following the introduction, the article begins by outlining the different types of EAP and presenting the pros and cons of ESAP and EGAP for writing. It then goes on to review work in a range of areas of relevance to ESAP writing. These areas are register and discourse analysis; genre analysis; corpus analysis; ethnography; contrastive rhetoric; classroom methodology; critical approaches; and assessment. The article concludes by arguing that whichever model of writing is chosen (EGAP or ESAP), or if a hybrid model is the choice, if at all possible, students need to be exposed to the understandings, language and communicative activities of their target disciplines, with students themselves also contributing to this enterprise. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This introductory review article for this special issue sets out a range of issues in play as far as English for Academic Purposes (EAP) writing is concerned, but with a special emphasis on English for Specific Academic Purposes (ESAP) (as opposed to English for General Academic Purposes (EGAP)). Following the introduction, the article begins by outlining the different types of EAP and presenting the pros and cons of ESAP and EGAP for writing. It then goes on to review work in a range of areas of relevance to ESAP writing. These areas are register and discourse analysis; genre analysis; corpus analysis; ethnography; contrastive rhetoric; classroom methodology; critical approaches; and assessment. The article concludes by arguing that whichever model of writing is chosen (EGAP or ESAP), or if a hybrid model is the choice, if at all possible, students need to be exposed to the understandings, language and communicative activities of their target disciplines, with students themselves also contributing to this enterprise. [ABSTRACT FROM AUTHOR]
ISSN:	17565839
DOI:	10.1558/wap.v8i1.30051