English for Specific Academic Purposes (ESAP) Writing

Making the case

  • John Flowerdew City University of Hong Kong
Keywords: English for academic purposes (EAP), English for specific academic purposes (ESAP), writing, specific purposes writing, register and discourse analysis, genre analysis, corpora, ethnography, contrastive rhetoric, classroom methodology, critical approaches

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.

Author Biography

John Flowerdew, City University of Hong Kong

John flowerdew is a Professor in the Department of English, City University, Kowloon, Hong Kong.

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Published
2016-05-23
How to Cite
Flowerdew, J. (2016). English for Specific Academic Purposes (ESAP) Writing. Writing & Pedagogy, 8(1), 5-32. https://doi.org/10.1558/wap.v8i1.30051
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