Notwithstanding the voluminous literature devoted to academic writing, especially using genre analysis, more investigation needs to be done on academic writing pedagogy focusing on disciplinespecific. However, English for Academic Purpose (EAP) has long been focusing on what students learn instead of how they learn. In this regard, this study provides an integrated genre-based academic writing teaching model by classroom observation and interview, combining Rothery’s (1994) genre-based teaching/ learning cycle, Hommand (1994)’s circular writing model with Swales (1990)’ move analysis to shed some light on aerospace English academic writing classroom setting. This study also designs interviews to investigate the views of students toward genre-based teaching model and academic English writing. Hopefully, this integrated genre-based teaching model can develop students writing ability while improving their academic literacy.
Notwithstanding the voluminous literature devoted to academic writing, especially using genre analysis, more investigation needs to be done on academic writing pedagogy focusing on discipline-specific. However, English for Academic Purpose (EAP) has long been focusing on what students learn instead of how they learn. In this regard, this study provides an integrated genre-based academic writing teaching model by classroom observation and interview, combining Rothery’s (1994) genre-based teaching/learning cycle, Hommand (1994)’s circular writing model with Swales (1990)’ move analysis to shed some light on aerospace English academic writing classroom setting. This study also designs interviews to investigate the views of students toward genre-based teaching model and academic English writing. Hopefully, this integrated genre-based teaching model can develop students writing ability while improving their academic literacy.