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The study details interdisciplinary collaboration rationale, positive student learning outcomes, and learning transfer to the policy course. Pedagogical implications emphasize that EAP instructors can work primarily with discipline texts, teach universal discourse principles embedded in the text type, and train learners to analyze audience-, context-, and situation-driven variations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-writing-within-the-disciplines-a-viable-approach-for-english-for-academic-purposes-eap-instructors/597933/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-writing-within-the-disciplines-a-viable-approach-for-english-for-academic-purposes-eap-instructors/597933.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What approach does the case study propose for teaching EAP writing instructors?","Question",{"text":112,"@type":113},"The study suggests EAP instructors should primarily work with texts within students’ disciplines, teach universal principles of well-written discourse implicit in the text type, and help students analyze features that vary by audience, context, and rhetorical situation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study describe learning outcomes and transfer to the policy course?",{"text":117,"@type":113},"It reports positive learning outcomes from the EAP writing course and describes learning transfer to the linked policy-analysis course, with pedagogical implications discussed in detail.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article say about whether EAP instructors need specialized training in learners’ fields?",{"text":121,"@type":113},"The findings and pedagogical implications are presented as adding to EAP curriculum design research and appearing to negate the argument that EAP instructors need specialized training in learners’ fields to teach disciplinary writing courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597933,1792190686,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","LISA LEOPOLD  \nMonterey Institute of International Studies  \nTeaching Writing Within the Disciplines: A Viable Approach for English for Academic Purposes (EAP) Instructors  \nThis case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describesan effective approach for putting “specificity” into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the learning transfer to the policy course, and the pedagogical implications are described in detail. It is suggested that the EAP instructor work primarily with texts within students’ disciplines, teach the universal principles of well-written discourse implicit in the text type, and teach students to analyze those features of the text that vary according to the audience, context, and rhetorical situation. The findings and pedagogical implications add to the current body of research about curriculum design in EAP and the positive learning outcomes appear to negate the argument that EAP instructors need specialized training in learners’ fields to teach disciplinary writing courses.  \nIntroduction  \nWith less than 5% of English for Specific Purposes (ESP) teachers  \nholding a degree or having employment experience in the field in  \nwhich they currently teach (Orr, 1995, based on survey data, as cited in Master, 1997), language courses taught by instructors with a novice command of their students’ disciplines is commonplace. However, the degree of subject-matter expertise that language instructors should command to teach writing courses in another discipline remains debatable. Ewer (1983) and, more recently, Dudley-Evans (1997), for example, claim that the language instructor should possess an educated layman’s knowledge of the discipline. Moreover, Dudley-Evans (1997) claims that it is important for the language instructor to understand “the view that the subject teachers present of the disciplinary culture”(p. 63). Exactly how much content knowledge the language instructor should possess may depend upon a wide array of factors, including, but not limited to, the students’ language proficiency and level of expertise within the discipline, the teaching methodology adopted by the instructor, and the de  \nThe CATESOL Journal 22.1 • 2010/2011 • 167  \ngree of specialization within texts and tasks (Robinson, 1991). Taking a slightly different stance, Hutchinson and Waters (1987) and Ferguson (1997) deemphasize the necessity for language instructors to command content-specialist knowledge and claim that it is more important for the language instructor to exhibit other competencies, including “(a) knowledge of disciplinary culture,(b) knowledge ofthe epistemologies of different disciplines and (c) knowledge of genre”(Ferguson, 1997, p. 88) and “(a) a positive attitude towards the ESP context; (b) a knowledge of the fundamental principles of the subject area; (c) an awareness of how much they probably already know. This can be summed up as ‘the ability to ask intelligent questions’”(Hutchinson & Waters, 1987, p. 163) . Hyland (2007) claims that it is critical for teachers to possess knowledge of genre and understand the ways language shapes meaning in texts.  \nAt the opposite end of the spectrum, some researchers argue that English language instructors should not attempt to teach writing outside their disciplines, because of the nearly impossible challenge of mastering the conventions of an unfamiliar discourse community and the potential harm that can result from mismatches in instructor expectations or feedback provided to students (Abbott, 1983; Blue, 1988; Spack, 1988) . Others point out that learning the specific conventions of their discipline may be too difficult for students (see Hyland, 2006) and even hamper their ability to adapt to unpredictable assignments (Widdowson, 1983). Goldstein, Campbell, and Cummings (1994) raised the poss","cbCaimAAzP7GyTDi","https://ap.wps.com/l/cbCaimAAzP7GyTDi","pdf",585046,22,"English","# Introduction\n## Interdisciplinary collaboration and curriculum specificity\n## Expertise expectations for EAP instructors\n## Limits of universal principles in genre and writing\n## Training feasibility and implications for disciplinary writing","[{\"question\":\"What approach does the case study propose for teaching EAP writing instructors?\",\"answer\":\"The study suggests EAP instructors should primarily work with texts within students’ disciplines, teach universal principles of well-written discourse implicit in the text type, and help students analyze features that vary by audience, context, and rhetorical situation.\"},{\"question\":\"How does the study describe learning outcomes and transfer to the policy course?\",\"answer\":\"It reports positive learning outcomes from the EAP writing course and describes learning transfer to the linked policy-analysis course, with pedagogical implications discussed in detail.\"},{\"question\":\"What does the article say about whether EAP instructors need specialized training in learners’ fields?\",\"answer\":\"The findings and pedagogical implications are presented as adding to EAP curriculum design research and appearing to negate the argument that EAP instructors need specialized training in learners’ fields to teach disciplinary writing courses.\"}]","Teaching Writing Within the Disciplines: A Viable Approach for English for Academic Purposes (EAP) Instructors | PDF",1792085980,55]