
Writing with Students
New Perspectives on Collaborative Writing in EAP Contexts
Lucy Macnaught(Author)
Bloomsbury Academic (Publisher)
Will be published approx. on 19. March 2026
Book
Paperback/Softback
280 pages
978-1-350-29774-6 (ISBN)
Description
Shortlisted for the ASFLA (Australian Systemic Functional Linguistics Association) 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.
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.
Reviews / Votes
This book provides valuable insights into how students respond to teacher guidance during joint construction as part of a teaching sequence ... Macnaught effectively addresses the interests of both researchers and teachers by grounding theoretical insights into practical classroom discourse analysis. * LINGUIST List * Lucy Macnaught expertly expands the knowledge base of systemic functional linguistics (SFL) and associated pedagogical practices such as the teaching and learning cycle (TLC) by analyzing the process of joint construction at the college level. Her book is carefully researched and provides compelling evidence for the power of teachers making disciplinary literacy practices highly visible and open to critical reflection. - Meg Gebhard, Professor, University of Massachusetts, USAMore details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
Professional and scholarly
Illustrations
25 bw illus
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 15 mm
Weight
421 gr
ISBN-13
978-1-350-29774-6 (9781350297746)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions

E-Book
08/2024
1st Edition
Bloomsbury Academic
€31.99
Available for download

E-Book
08/2024
1st Edition
Bloomsbury Academic
€31.99
Available for download
Person
Lucy Macnaught is Senior Lecturer in the role of Learning Advisor at Auckland University of Technology, New Zealand.
Content
List of Figures
List of Tables
Foreword, Maria Brisk
Acknowledgements
List of Abbreviations
1. Writing Development in EAP Contexts
2. Scaffolding Writing Development
3. Student Micro-Tasks During Joint Construction
4. Teacher Guidance During Joint Construction
5. Teacher Organisation of Joint Construction Across a Lesson
6. Creating Classroom Metalanguage with Students
7. Behind the Scenes of Classroom Discourse Analysis
8. Further Developing Intermediate Units of Analysis
References
Appendices
Index
List of Tables
Foreword, Maria Brisk
Acknowledgements
List of Abbreviations
1. Writing Development in EAP Contexts
2. Scaffolding Writing Development
3. Student Micro-Tasks During Joint Construction
4. Teacher Guidance During Joint Construction
5. Teacher Organisation of Joint Construction Across a Lesson
6. Creating Classroom Metalanguage with Students
7. Behind the Scenes of Classroom Discourse Analysis
8. Further Developing Intermediate Units of Analysis
References
Appendices
Index