Writing with Students : New Perspectives on Collaborative Writing in EAP Contexts

Lucy Macnaught

ISBN 10: 1350297747 / ISBN 13: 9781350297746

Published by Bloomsbury Academic, 2026

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Shortlisted for the M. A. K. Halliday Prize 2025Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint constructionin a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading rolewhen writing collaboratively with their students.Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they 'try out' new academic language, modify and improve their writing.

Seller Inventory # 9781350297746

Bibliographic Details

• Title: Writing with Students : New Perspectives on Collaborative Writing in EAP Contexts
• Publisher: Bloomsbury Academic
• Publication Date: 2026
• Language: English
• ISBN 10: 1350297747
• ISBN 13: 9781350297746
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 234W x 156H x 15D millimeters 234 millimeters width by 156 millimeters height by 15 millimeters depth
• Weight: 421 grams

About this title

Synopsis

Shortlisted for the M. A. K. Halliday Prize 2025 Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint construction in a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students. Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they ‘try out’ new academic language, modify and improve their writing.

About the Authors

Lucy Macnaught is Senior Lecturer in the role of Learning Advisor at Auckland University of Technology, New Zealand.

J. R. Martin is Professor of Linguistics at the University of Sydney, Australia. The Martin Centre for Appliable Linguistics was opened by Shanghai Jiao Tong University in 2014.

David Caldwell is a Senior Lecturer in English Language at the University of South Australia.