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The genre(s) of student writing: developing writing models
Author(s) -
Hüttner Julia
Publication year - 2008
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/j.1473-4192.2008.00200.x
Subject(s) - academic writing , english for academic purposes , set (abstract data type) , context (archaeology) , tacit knowledge , computer science , mathematics education , homogeneous , professional writing , linguistics , pedagogy , psychology , knowledge management , mathematics , combinatorics , philosophy , paleontology , biology , programming language
This paper addresses the need to re‐evaluate the aims and objectives underlying the teaching of English for Academic Purposes (EAP) in a European context. I argue here that for students to develop fully their abilities as writers, the objectives set in individual classes must reflect students’ communicative purposes, rather than those of expert writers, and for that reason specific student writing models are needed. This paper proposes a methodology for the development of such writing models, and presents results of the application of this methodology to the analysis of a corpus of 55 student paper conclusions. The notion of student genre(s) adopted here challenges the tacit assumption that EAP is a homogeneous whole, and that expert models can realistically be used as models in teaching EAP student writing.