Abstract
Recent research on teaching English for academic purposes (EAP) has shown that conscious knowledge of genre structure plays an important role in effective use of English in academic settings. This study examines the effect of raising university students' awareness of term paper conventions through formal instruction in L2 on producing this genre in the same language or another language (L1). The results show that, although formal instruction plays an important role in raising students' awareness of these conventions, and, therefore, in improving their academic writing, variations in professors' evaluation of these aspects seem to be the main factor affecting whether this awareness is put into practice. It is suggested that the co-operation between EAP and subject teachers should include issues like agreement on the features of the genres required from students and the criteria set for their evaluation.
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