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Sunday 12:15-1:05PM
Rose
An Analysis of Teachers' Perceptions of Students' Academic Writing 
Jie Shi, International Christian University, Japan
Ken Fujioka, International Christian University, Japan 

Teaching L2 academic writing is one of the most demanding tasks in the English Language Program (ELP) at the International Christian University, a bilingual university in Japan. The ELP teachers serve as a bridge between first year Japanese university students and university academicians, and prepare students for the academic demands where the medium of instruction is English. Within the College of Liberal Arts (CLA) courses students face different requirements and assessments for writing and this has raised the authors' awareness of the different academic requirements that may exist between the CLA and the ELP. The paper analyzes in detail a survey conducted with the CLA professors on the different genres of writing and the problems with students' writing as viewed by them. This paper will also suggest a genre-based process-writing approach as a more efficient solution to teaching academic English in the ELP and other practical considerations in teaching writing. 



Jie Shi teaches in the ICU English Language Program.  She holds degrees from Dalian Foreign Language University and Temple University, Japan (MA in TESOL).  She has taught English in China and Singapore before Japan.  She has also been involved in teacher training programs in both English and Chinese languages in Singapore and China. Her recent interests include intercultural communications, bilingualism and academic writing in EFL.

Ken Fujioka teaches in the ICU English Language Program.  He holds degrees from Marietta College, Southwestern Baptist Theologicial Seminary, and California State University, Fresno (MA Linguistics).  Before coming to ICU, he served as director of the Language Institute of Japan at Odawara.  His interests include intercultural communication, learner development, and academic writing.