Beyond the research article: University faculty genres and EAP graduate preparation

Abstract

In ESP, few studies have explored the range of genres that university faculty write, faculty experiences writing them, or ways of familiarizing potential faculty – including non-native English speakers (NNESs) – with these genres. Studies of writing in academe and related teaching applications have focused heavily on research genres, and there has been little investigation of writing in other areas of faculty work, such as teaching and service. Through a study of faculty writing at one university, our research aims to shed light on some of the genres NNESs may write in some North American university contexts, as well as the different challenges these texts may pose to faculty. Data for the study come from a survey of 106 full-time faculty at a mid-size comprehensive state university in California. The survey findings illuminate the relative time respondents spend writing genres in three areas of their work – teaching, research, and service – as well as different features they are conscious of when writing these texts. In addition, the results highlight genres that may be particularly difficult for faculty at this university and the degree to which graduate school prepared them for writing different texts. Based on our analysis, we make recommendations for how graduate EAP curricula and faculty seminars might help prepare future faculty writers.