Discipline-Specific Writing Theory into practice

Discipline-Specific Writing provides an introduction and guide to the teaching of this topic for students and trainee teachers. This book highlights the importance of discipline-specific writing as a critical area of competence for students, and covers both the theory and practice of teaching this crucial topic. With chapters from practitioners and researchers working across a wide range of contexts around the world, Discipline-Specific Writing: Explores teaching strategies in a variety of specific areas including science and technology, social science and business; Discusses curriculum development, course design and assessment, providing a framework for the reader; Analyses the teaching of language features including grammar and vocabulary for academic writing; Demonstrates the use of genre analysis, annotated bibliographies and corpora as tools for teaching; Provides practical suggestions for use in the classroom, questions for discussion and additional activities with each chapter. Discipline-Specific Writing is key reading for students taking courses in English for Specific Purposes, Applied Linguistics, TESOL, TEFL and CELTA.

IntroductionJohn Flowerdew and Tracey Costley Investigating local sociocultural and institutional contexts for discipline-specific writingRichard W. Forest and Tracy S. Davis Developing writing courses for specific academic purposesHelen Basturkmen The role of grammar in the discipline-specific writing curriculumJack Richards and Lindsay Miller Approaches and perspectives on teaching vocabulary for discipline-specific academic writingAveril Coxhead Using genre analysis to teach writing in the disciplinesSunny Hyon Teaching writing for science and technologyJean Parkinson Using annotated bibliographies to develop student writing in social sciencesDamian Fitzpatrick and Tracey Costley Discipline-specific writing for business students: research, practice and pedagogyJulio Gimenez Teaching English for Research Publication Purposes with a focus on genre, register, textual mentors and language re-use: a case studyJohn Flowerdew and Simon Ho Wang Introducing corpora and corpus tools into the technical writing classroom through Data-Driven Learning (DDL)Laurence Anthony Critical literacy writing in ESP: perspectives and approachesChristian W. Chun Towards a specific writing language assessment at Hong Kong universitiesJane Lockwood

John Flowerdew isProfessor Emeritus at City University of Hong Kong and is now based in the UK, where he is a Visiting Professor at Lancaster University. Tracey Costley is a Lecturer in the Department of English Language and Linguistics at the University of Essex, UK.