1. The Teaching of EAP: Shared and Individual Features Across Genres and Disciplines
Yang Ruiying
PhD, Professor
Xi’an Jiaotong University

2. What should we include in a EAP course?
What genres are essential for university or postgraduate students?
Is it possible to teach a class with students from different disciplines?
Introduction

3. Outline ESP and EAP Genres in the academic circle across disciplines
Common features and individual features
Implications for EAP teaching

4. The Tree of ELT

5. ESP and EAP should be Learner-centered.

6. Primary Academic Genres
Conference Presentations
Research articles
Lectures
Thesis and dissertations
Books and monographs
Term paper
Project presentation
(by students)

7. Supporting Academic Genres (Swales, 2011)
Getting into Graduate School
Statements of Purpose
Personal Statements
Finding Your Voice in the Academic Community
Communicating with Seniors
Communicating with Co-authors
Requests and Reminders
Writing Apologies
Establishing Yourself in Graduate School
Research proposal
Small Grant Applications
Other Applications
Letters of Recommendation
Supporting the Publication Process
Manuscript Submissions
Responding to Reviewers and Editors
Moving on to an Academic or Research Career
Curricula Vitae
External Job Applications
Statements of Teaching Philosophy

8. A genre-based approach to the teaching of EAP
Task-based approach
Skills-based approach

9. The Genre of English Research Article
The macro-structure: IMRD/C
Comparing the structure of RA introduction
across disciplines

10. The CARS Model (Swales 1990:141)
Move One: Establishing a Territory
Step 1: Claiming centrality (and/or)
Step 2: Making topic generalization(s) (and/or)
Step 3: Reviewing items of previous research
Declining rhetorical effort
Move Two: Establishing a niche
Step 1A: Counter-claiming (or)
Step 1B: Indicating a gap (or)
Step 1C: Question-raising (or)
Step 1D: Continuing a tradition
Weakening knowledge claims
Move Three: Occupying the niche
Step 1A: Outlining purposes (or)
Step 1B: Announcing present research
Step 2: Announcing particular findings
Step 3: Indicating RA structure Increasing explicitness
The CARS Model (Swales 1990:141)

11. Move
Step
M1: Establishing a territory
Making topic-generalization
Graduated driver licensing (GDL) policies have been introduced in many jurisdictions in an attempt to reduce young driver crash risk. While the specifics of various laws vary, they can be characterized as involving three-stages. The first stage, typically referred to as the learner stage, requires all driving by the novice to be supervised. The second stage allows unsupervised driving but with restrictions. The final stage is obtaining the full license (Shope, 2007).

12. M1: Establishing a territory
Reviewing relevant items of previous research
GDL has been shown to be effective in reducing crashes (Russell et al., 2011) but there is much room for improvement (Williams et al., 2012). Research, can assist in this respect and several research reviews have been published over the last decade with most recent being by Williams et al. (2012).
M2: Establishing a niche
Indicating a gap
The review preceding that in 2012 covered the period 2007–2010 and highlighted that until recently little was known about what went on during the learner stage (Williams and Shults, 2010).
Question-raising
In particular: “how much and what types of driving are done, adherence to restrictions, how parents manage this stage, and interactions between parents and teens” (p. 80). While the 2010 review indicated that some information was starting to emerge on these issues, a reading of that review and the update in 2012 reveals no progress in our understanding of a key element of this stage, namely adherence to the supervisory restriction and crash risk associated with non-adherence.

13. M3: Occupying the niche
Outlining purposes (Listing research questions)
In this paper we address the following research questions:
What are the associations between socio-demographic and behavioural factors and compliance with learner licensed supervised driving condition (Investigation 1)?
(2) Is unsupervised driving as a learner licence holder
associated with elevated crash risk while holding a
learner licence (Investigation 2)?
(Accident Analysis and Prevention 60: 24–30.)

14. Comparing the structure of RA introduction
and the Introduction of plenary conference presentation

15. The potential structure of the Beginning
Move One: Expressing thanks
Step 1: Thanking the chair
Step 2: Thanking the organization committee
Step 3: Thanking audience
Move Two: Checking out supporting resources
Step 1: Checking handout
Step 2: Checking volume

16. The potential structure of the Introduction section
Move One: Contextualizing topic
Step 1: Accounting personable experience
Step 2: Telling an anecdote / joke
Step 3: Indicating relevance to conference theme

17. Move Two: Occupying the niche
Step 1: Announcing topic
Step 2: Outlining purposes
Step 3: Indicating significance
Step 4: Defining terminology
Step 5: Indicating structure / content
*Move Three: Establishing a niche
Step 1: Telling an anecdote
Step 2: Indicating a gap
Step 3: Re-emphasizing the purpose

18. Getting into graduate school
Statements of Purpose
Curricula Vitae
Application for financial aid
Communicating with Seniors
Getting into graduate school
Potential needs for graduate study overseas
Studying at English-medium universities
Experimental report
Course / term paper
Research proposal
Thesis and Dissertation
Research article
Conference presentation

19. Principles of EAP teaching
Awareness-raising of the shared features and variations
Pattern-seeking pedagogic activities
Integration of situated learning and explicit teaching
Exploration of underlying motivations

20. Task design -- Principles
Authentic texts are to be employed to guarantee that the learners are learning what they need.
Students’ previous generic knowledge in terms of the communicative purpose should be activated at the beginning stage.
Deconstruction or analysis of relevant texts in terms of move and step is to be used to raise students’ awareness of the rhetorical organization at both macro and micro level of RAs and the linguistic exponents to signal the structure.

21. The tasks are pattern-seeking, designed to guide students to not only understand the rhetorical patterns and linguistic features but also to explore the rationale of them.
Both common features of the RA genre and the individual features of particular cases should be taken into account in the design of tasks so that students will obtain a comprehensive and balanced understanding of the genre, which can prepare them for reading and writing of RAs.

22. The importance of genre knowledge
Genres are essential elements of language just as words, syntactic structures, and sound patterns. In order to express one’s individual thoughts, one must use available patterns for speech; that is to say, genres, in one way or another. Virtually every communicative interchange between people, whether in speech or in writing, involves generic structure…
(Berkenkotter and Huckin 1995: )

24. Thank you!