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Article published In: Journal of English for Research Publication Purposes
Vol. 1:2 (2020) ► pp.143–169

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ERPP provision in the UK

Mapping the territory

 | University of Leeds
Published online: 30 November 2020
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https://doi.org/10.1075/jerpp.20007.wal
Abstract
This paper attempts to map the territory of ERPP, both in terms of pedagogical theory and its practical application, in the United Kingdom. The aim of the paper is threefold. First, the paper reviews specific challenges of researchers writing in English as their additional language and working in ‘periphery’ countries. Second, based on the review and working within the framework of critical pragmatic EAP (Harwood, N., & Hadley, G. (2004). Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes, 23(4), 355–377. Google Scholar logo with link to Google Scholar), the paper proposes five ingredients of a comprehensive ERPP curriculum, namely (a) publication process, (b) language and rhetorical conventions of ERPP genres, (c) writing for an international audience, (d) collaboration, and (e) sharing research outcomes. Taken together, these develop not only Kwan, B. S. C. (2010). An investigation of instruction in research publishing offered in doctoral programs: The Hong Kong case. Higher Education, 59(1), 55–68. Google Scholar logo with link to Google Scholar four competences for research publication, but also three additional competences for ERPP proposed here – collaborative competence, outreach competence and competence in building resilience. Finally, the paper discusses ERPP provision available at the Russell Group universities in the UK and evaluates it against the proposed curriculum, highlighting examples of good teaching practice and areas for further pedagogical development.
Article outline
  • 1.Introduction
  • 2.Addressing the challenges of EAL/periphery scholars
    • 2.1Challenges faced by EAL/periphery scholars
      • 2.1.1Linguistic challenges and their non-linguistic implications
      • 2.1.2Non-discursive challenges
    • 2.2Solutions
  • 3.The present study
    • 3.1Data collection and analysis
    • 3.2Ingredients of an ERPP curriculum
      • 3.2.1Publication process
      • 3.2.2Language and rhetorical conventions of ERPP genres
      • 3.2.3Writing for an international audience
      • 3.2.4Collaboration
      • 3.2.5Sharing research outcomes
  • 4.Results and discussion
    • 4.1Overall findings
    • 4.2Publication process
    • 4.3Language and rhetorical conventions of ERPP genres
    • 4.4Writing for an international audience
    • 4.5Collaboration
    • 4.6Sharing research outcomes
  • 5.Conclusion and recommendations
  • Acknowledgements
  • Notes
  • References
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