Theory and practice of teaching academic writing – Milada (Millie) Walkova

Theory and practice of teaching academic writing – Milada (Millie) Walkova –
The field of English for Academic Purposes (EAP) has been criticised for a disconnect between theory and practice. On the one hand, theory is often produced by researchers little concerned with pedagogical implications of their findings (Swales, 2019). On the other hand, EAP courses and teaching materials reflect theoretical findings to a limited extent (e.g. Cowley-Haselden and Monbec, 2019; Deroey, 2018; Walková, 2020).
With a particular focus on academic writing, my project aims to bridge the divide between theory and practice in EAP. It will review the available knowledge base related to academic writing and highlight theoretical frameworks which might be applied to inform pedagogy. Features of academic texts and relevant learner issues will be illustrated with authentic corpus examples, and possible pedagogical approaches will be exemplified with suggested teaching activities. Equally, the project will point out areas that have received scant research attention so far, hoping to generate interest in these areas.
The first stage of the project focuses on the interaction of the writer with the reader and with the academic community, and explores the concepts of the writer’s voice, stance, engagement, attribution, interactional metadiscourse and intercultural rhetoric.
Cowley-Haselden, S. and Monbec, L. 2019. Emancipating ourselves from mental slavery: affording knowledge in our practice. In: Gillway, M. ed. Proceedings of the 2017 BALEAP conference – Addressing the state of the union: working together = learning together, 7-9 April 2017, Bristol. Reading: Garnet, pp.39–46.
Deroey, K.L. 2018. The representativeness of lecture listening coursebooks: language, lecture authenticity, research-informedness. Journal of English for Academic Purposes. 34, pp.57–67.
Swales, J. M. 2019. The futures of EAP genre studies: A personal viewpoint. Journal of English for Academic Purposes, 38, 75-82.
Walková, M. 2020. Transition markers in EAP textbooks. Journal of English for Academic Purposes, 46, 100874.