Abstract
This chapter describes how I, as a relatively inexperienced English for academic purposes (EAP) teacher, survived the writing component of an intensive EAP course. It also describes the pathway to survival for the learners, none of whom had ever previously studied EAP. Survival seems to me the most fitting description of our situation, as we were all under intense pressure from the principle stakeholders – the people funding the program and my teaching institution – to perform well and, indeed, to aim high and actually overachieve. In the end, the surviving cohort of learners attained a reasonable level of proficiency in writing academic English, and I lived to teach another day.
| Original language | English |
|---|---|
| Title of host publication | Planning and teaching creatively within a required curriculum for adult learners |
| Editors | Anne Burns, Helen de Silva Joyce |
| Place of Publication | Alexandria, Va. |
| Publisher | Teachers of English to Speakers of Other Languages (TESOL) |
| Pages | 221-238 |
| Number of pages | 18 |
| ISBN (Print) | 9781931185400 |
| Publication status | Published - 2007 |
Publication series
| Name | TESOL language curriculum development series |
|---|---|
| Publisher | Teachers of English to Speakers of Other Languages (TESOL) |
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Cite this
Moore, S. H. (2007). Surviving a crash course in EAP writing: a Cambodian experience. In A. Burns, & H. de Silva Joyce (Eds.), Planning and teaching creatively within a required curriculum for adult learners (pp. 221-238). (TESOL language curriculum development series). Alexandria, Va.: Teachers of English to Speakers of Other Languages (TESOL).