TESOL REFLECTIONS

  The following is an analysis of a research abstract in terms of rhetorical moves and language features. It is a response to a task set on a course (2021) with the University of Glasgow. The source for this analysis is: Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics , 25 (2), 243-272. Rhetorical situation The authors are considered experts in Applied Linguistics and Language Studies. They have (individually) published articles, papers and books on topics in ESP, EAP, second language acquisition, and TBL, to outline just some of their output. Two work at universities in an Australian and New Zealand context (Curtin University, Perth, and the University of Auckland), and one in an American context (Michigan State University).  Applied Linguistics is a journal that aims to make connections between language research and real-world issues. It is aimed at the ‘wider Applied L

  I was recently asked to outline my approach to teaching academic writing. I am sure that with more experience, both practical and theoretical, this current outline will grow and adapt. However, this is where I am now and this piece will serve as a record upon which future me could reflect. Current approach Keeping in mind that ‘EAP classes cannot produce fully developed academic writers,’ my main aim is to raise students’ awareness of what is involved in academic writing and help them see how they might continue to develop as academic writers beyond the EAP course (Alexander, Argent, & Spencer, 2018, p. 200). Generally, students might share certain concerns about academic writing, which can help us to plan a scheme of work. Some of these concerns relate to language structures, academic style, and collating, summarising and paraphrasing other writers’ ideas to build arguments. On the other hand, teachers might be concerned about subject-specific technical terms that might be unfam