DEVELOPING ACADEMIC WRITING SKILLS IN EAP CLASSROOMS: REFLECTIONS FROM PRACTICE IN UZBEKISTAN
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This article presents reflective insights and classroom practices from an English for Academic Purposes (EAP) course taught to multilingual graduate students in Uzbekistan. The paper illustrates how explicit instruction in plagiarism prevention, citation, reporting verbs, hedges, boosters, and academic vocabulary can transform learners’ understanding of academic writing conventions. Drawing on readings from Hyland (2008), Charles and Pecorari (2015), and other key scholars, the article demonstrates how teacher-designed activities and reflective practice can help students develop both technical accuracy and academic voice. The paper concludes with implications for EAP practitioners seeking to build ethically grounded, communicatively confident writers prepared for English-medium instruction (EMI) contexts.
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