ERIC Number: ED316028
Record Type: RIE
Publication Date: 1989
Is There an Audience in the Advanced EAP Composition Class?
Belcher, Diane D.
The composition teacher's role in responding to students papers is especially problematic when students are advanced English-as-a-Second-Language students at the graduate level. With limited knowledge of a student's field of study, the teacher can not simulate the audience the student needs to address. While evaluation by peers in the same field seems feasible, experience suggests little constructive criticism may result. Teachers of English for Academic Purposes (EAP) should not hesitate to assign papers on intellectually engaging topics. As experienced readers of academic prose, teachers can represent the academic interpretive community. However, while composition teachers may assist in understanding many conventions of academic texts, much content will be beyond their expertise. In this case, teachers should attempt to teach their students to act as peer reviewers and consult them as needed. Student-informed teacher response may create more realistic audiences in EAP classes and also enable teachers to teach what they know best, composing strategies, in contexts that are relevant to the needs and interests of advanced students. Appended materials include a questionnaire used in surveying content-area faculty about EAP compositions, peer review forms, and two sample student essays. (Author/MSE)
Publication Type: Reports - Evaluative; Information Analyses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A