A Genre Theory Contextualization for Academic Writing in Chinese Higher Education

Abstract

This paper explores new possibilities for teaching English for Academic Purposes (EAP) writing in the context of higher education in China. Using John Swales’ Create A Research Space (CARS) model, the paper demonstrates how genre theory can be integrated into undergraduate writing courses in China’s EFL settings. This method emphasizes teaching students to structure academic papers effectively, thereby improving their understanding and application of the genre-specific conventions of academic English. The paper illustrates how the CARS model aids students by delineating their research territory, identifying gaps, and positioning their studies within ongoing academic dialogues. Additionally, the teaching cycle guides students from modeling the text, to joint construction, and finally to independent writing. Furthermore, the paper highlights the comprehensive implications of this model, including enhancing intercultural communication skills and developing critical genre awareness among students. It addresses the challenges of adapting this model to the Chinese EFL context, such as linguistic and cultural barriers, and underscores the need for contextualized teaching strategies that meet Chinese learners’ needs. To conclude, it is recommended for further research to validate the practical usage of this genre-based EAP instruction in higher education and facilitate future curriculum development.