W5: Approaches for teaching academic writing

Various approaches are used in the area of teaching academic writing. From early years rhetorical functions approach, the process approach to recently genre-centred approach, critical EAP approach and academic literacies approach, each approach has its own focus as well as limitations.

The rhetorical functions approach is believed as an approach which restricts students’ individual expressions and hinders students’ creativities due to its explicit modelling of linguistic form. However, from my own learning experience, (this approach is the way that I was taught in EAP course) it is likely an effective introduction to academic writing for students who are not familiar with the rhetorical patterns which appear in academic writing frequently.

The process approach is a learner-centred approach which involves self-evaluation and peer feedback and focuses on stages of writing and emphasis on language comes in final stages, according to Paltridge (2001). This approach is regarded as misleading students’ view of academic settings, yet it seems a good way to evoke students’ creativity and autonomy.

A genre-centred approach focuses on teaching particular academic genres, text and context as well as writing for particular disciplines. Following Hyland’s model for a genre-centred syllabus, students get familiar with the particular academic genres and finally they are able to complete independent writings. Though Reid (1984) and Horrowitz (1986) point out that this approach fails to consider disciplinary differences, it could be an efficient way to introduce particular academic genres writing in that it identifies both the rhetorical and linguistic features, as well as considers the socio-cultural contexts of certain genres.

Other approaches include content-based instruction which aims at post-secondary education and critical English for academic purpose which encourages students’ critical thinking. Besides, academic literacies approach is another approach involves critical learning. It emphasises on epistemology and identities and focuses on identifying expectations of different disciplines, different subject tutors. According to Wingate (2006), “writing needs to be taught explicitly within the subject context” (p.462), “through explanations, modelling and feedback by subject tutors.” (p.463) Though it is so true that this approach is a solution for developing students’ understanding of subject-specific writing requirements, it seems unrealistic in that it involves subject tutors’ teaching time consuming.

As Lea and Street (1998) point out, teacher’s beliefs about the teaching of academic writing determine the type of approach they use. Teachers, therefore, need to be aware of students’ need, consider each approach’s merits and deficits, and combine key elements from variety of approaches in their way of teaching academic writing.

Reference:
Horrowitz, D. (1986). Process not producr: less than meets the eye. TESOL Quarterly 20: 141-144.
Lea, M. and Street, B. (1998). Student writing in higher education: an academic literacies approach. Studies in higher education 23 (2): 157-172.
Paltridge, B. (2001). Linguistic research and EAP pedagogy. In J.Flowerdew & M. Peacock, eds., Research perspectives on English for academic purposes. Cambridge: Cambridge University Press.
Reid, J. 1984. The radical outliner and the radical brainstormer: a perspective on the composing process. TESOL Quarterly 18:529-533.
Wingate, U. (2006). Doing away with ‘study skills’. Teaching in higher education, 11:4, 457-469. Retrieved 1, August 2007 from http://dx.doi.org/10.1080/13562510600874268