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Students' Perceptions of EAP Writing Instruction and Writing Needs across the Disciplines

Ilona Leki and Joan G. Carson
TESOL Quarterly
Vol. 28, No. 1 (Spring, 1994), pp. 81-101
DOI: 10.2307/3587199
Stable URL: http://www.jstor.org/stable/3587199
Page Count: 21
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Students' Perceptions of EAP Writing Instruction and Writing Needs across the Disciplines
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Abstract

As English for academic purposes (EAP) writing instructors and writing curriculum planners, we need to know the degree to which ESL writing courses have been successful in gauging and providing for ESL students' writing needs across the university curriculum. However, making this determination is difficult because many academic writing requirements may be implicit in the curriculum of the disciplinary course and thus not amenable to ready description by the outsider. Furthermore, we also need to know how much carryover from ESL writing courses occurs with ESL students-that is, what elements of their ESL writing instruction have they found useful and available to them as students in content courses? This article reports on a survey of former ESL students now in university-level content courses that is designed to investigate students' perceptions of the relationship between the writing instruction the students received in ESL writing classes and the actual writing tasks they found in courses across the disciplines. The results of the survey include indications of which writing skills taught in ESL writing courses students found most useful in dealing with the writing demands of other content courses. In their answers to open-ended survey questions, ESL students also described their perceptions of their ongoing writing needs beyond the ESL writing curriculum.

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