English for Specific Purposes and Academic Literacies: Eclecticism in academic writing pedagogy

MCGRATH, Lisa and KAUFHOLD, Kathrin (2016). English for Specific Purposes and Academic Literacies: Eclecticism in academic writing pedagogy. Teaching in Higher Education, 21 (8), 933-947.

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Official URL: http://www.tandfonline.com/doi/full/10.1080/135625...
Link to published version:: https://doi.org/10.1080/13562517.2016.1198762
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    Abstract

    Academic Literacies and English for Specific Purposes perspectives on the teaching of academic writing tend to be positioned as dichotomous and ideologically incompatible. Nonetheless, recent studies have called for the integration of these two perspectives in the design of writing programmes in order to meet the needs of students in the increasingly diverse and shifting landscape of academia. The aim of the present paper is to reflect on how this theoretical integration could be put into practice. Drawing on the design of a research-based writing workshop for postgraduate anthropology students, we argue that rather than a ‘hybrid’ model of writing pedagogy, a theoretically grounded but eclectic approach is needed in order to respond to students’ personal, local, and disciplinary contexts.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Humanities Research Centre
    Identification Number: https://doi.org/10.1080/13562517.2016.1198762
    Page Range: 933-947
    Depositing User: Lisa Mcgrath
    Date Deposited: 01 Jul 2016 12:29
    Last Modified: 10 Jun 2019 10:45
    URI: http://shura.shu.ac.uk/id/eprint/12692

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