STRATEGIES FOR TEACHING DISCIPLINARY-SPECIFIC WRITING (ENGLISH FOR ACADEMIC PURPOSES) TO PHILOLOGY STUDENTS
Keywords:
EAP, disciplinary writing, philology students, genre-based approach, academic writing, corpus linguistics, scaffoldingAbstract
Teaching disciplinary-specific writing within English for Academic Purposes (EAP) is a central challenge in philology education. Philology students are expected to master not only general academic writing skills but also genre-specific conventions of linguistics, literature, and translation studies. This article explores effective pedagogical strategies for developing disciplinary writing competence among philology students. The study synthesizes genre-based instruction, corpus-informed teaching, scaffolding techniques, and process writing approaches. It also presents a conceptual framework and a comparative visualization of strategy effectiveness. The findings suggest that an integrated approach combining explicit instruction and authentic academic tasks significantly improves students’ academic writing performance and disciplinary awareness.
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