LAUSR

Abstract Student writing in university contexts, especially in the area of business, has relatively been under-researched in the English for academic purposes (EAP) literature. Many previous studies have only labelled the types of student writing in the academe. Although labeling is essential as a starting point to map out and understand student writing at university, we still need more research to move beyond labeling and further uncover the expectations and requirements underlying the production of these types of writing. This study duly attempts to fill this gap and it adopted a qualitative ethnographically oriented methodology combining both text and context analyses to explore the types, requirements and expectations of student writing in a business postgraduate programme in a UK tertiary context. Eight participants, students and lecturers took part in the study by allowing face-to-face tape-recorded interviews. In this paper, I will only report findings from the perspective of the lecturer participants. Results of data analysis showed that the type of writing lecturers required for their courses was library research paper. However, the requirements and expectations underlying the production of this paper significantly varied across the courses and among those lecturers. Pedagogical implications for EAP were presented and discussed.