Abstract
<p>Academic courses aim to develop kinds of literacy that are significantly different from what students know from other contexts. Mastering ways of constructing knowledge in scholarly disciplines in a foreign language poses a considerable challenge, not only for the uninitiated. The challenge is none the less small for English for Academic Purposes (EAP) writing instructors as the currently observed diversity of student populations in master’s programs compels them to revise some of their long-standing assumptions and practices. The article reports on a study aiming to compare MA seminar teachers’ and beginner MA students’ perceptions of writing needs and an EAP course expectations and<br />suggests how the responses can be used constructively in writing pedagogy.</p>
Highlights
Today’s academia is a place of diversity
Literature and linguistics), – academic literacies already or simultaneously acquired in a native or foreign language other than English, – other types of literacies acquired The consequence of this diversity is that it is increasingly difficult for English for Academic Purposes (EAP) teachers to envisage what tasks and materials will be relevant and useful for the current populations of students
The second research questioned posed in the study focused on the expectations that MA seminar teachers have of their prospective students’ writing skills at the beginning of their MA programs as inferred from the responses provided to Question 6 in the teacher questionnaire (i.e.,TQ6: What entry expectations do you have of 1st year MA students’ writing skills?)
Summary
Today’s academia is a place of diversity. While a decade or so ago candidates for philological studies displayed comparable readiness and capability for academic study and it was relatively easy to expect a certain English Philology student profile, today with the recruitment process no longer relying on entrance examinations or interviews with candidates, such expectations are hardly realistic.
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