An analysis of perceptions: writing task designers in an English for Academic Purposes (EAP) program and a specific academic discipline

This qualitative case study investigated academic writing in two contexts. The first was writing task designers at an EAP program; the second was the academics in the discipline of Accounting and Corporate Governance. Two participants from each context volunteered their perspectives on the role and function of academic writing in their respective settings. Drawing on Roz Ivanic's (2004) theoretical framework, data was coded and categorised into discrete concepts. Analysis of participants' perspectives reflected core concepts encountered in Ivanic's framework, although some responses combined discourses proposed as separate by Ivanic. The findings are discussed to illuminate potential implications for different stakeholders.