Restricted Access Thesis

Degree Name



The purpose of this study is to discover how practicing ESL instructors in an existing Intensive English Program at a western United States university are implementing the teaching of academic writing in their classes. Prior to data collection, participants were given a list of components of academic writing compiled from research by Fregeau (1999), Hu (2007) and Leki & Carson (1994). They then participated in three stages of qualitative data collection at the beginning and end of an eight-week session. The results were compared to the aforementioned integrated list of components of academic writing to determine similarities and differences. In general, the findings indicated that the ESL instructors in this study implemented teaching practices that aligned with the findings of previous research. Some discrepancies and additional components of academic writing were also found.