Irina Korotkina, Professor, PhD (Doctor of Science in Education), is Dean of the Interdisciplinary Department of English at the Moscow School of Social and Economic Sciences, Director of Academic Writing and Communication Center at the Russian Presidential Academy of National Economy and Public Administration, and Professor at the Institute for Education Development Strategy, Moscow, Russia. She holds two doctoral degrees in education (2008 and 2018), both dissertations being devoted to developing academic writing in Russia. She has taught academic writing for 25 years in English and 15 years in Russian, published 90 research papers, 11 books and designed two online courses on writing for research publication purposes and academic tutoring in Russian.

Title: WID, WAC, and ESAP: Merging Disciplinary and Writing Methodology in Teaching Public Policy Analysis

Academic and disciplinary per se, English for Specific Academic Purposes (ESAP) applies EAP methodology to particular subject-specific contexts. But could it work vice versa? Can disciplinary methods help develop academic language skills? The long-term ESAP experience of the Moscow School of Social and Economic Sciences says yes. A good example of merging the two methodologies is the course of English for Public Policy (Korotkina, 2023). The main goal of the course is to help students cope with reading and terminology in public policy analysis. However, reading and writing are inseparable in university education, and it is writing in the discipline that fosters understanding key concepts, models, and methods. As analytical skills are essential in policy analysis, publications in the field present excellent models of how academically literate texts should be written. Thus, William Dunn (2018), one of the founders of the discipline, introduces a variety of useful models, such as the model of problem-centered policy analysis and the structural model of argument, which are universal in nature and can therefore be efficiently used in writing across disciplines and languages. Another example of this mutual logicality is his three types of claims: designative, advocative, and evaluative, which correspond to the three types of conclusions manifested in teaching WAC. There are also marvelous examples of cleverly coined terminological clusters (i.e., problem solving, problem resolving, problem dissolving, and problem unsolving) that merge disciplinary word formation with academic vocabulary. The application of policy-analytical models and methods in WID, WAC, and ESAP does not only provide a range of useful cross-disciplinary methods but also proves the efficiency of postmethod pedagogy introduced by Kumaravadivelu (2001) and offers ways of integration between EAP and disciplines on a wider methodological scale.

Dunn, W.N. Public Policy Analysis: An integrated approach. 6th ed. Routledge, 2018.
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Li, Y., Flowerdew, J. Teaching English for Research Publication Purposes (ERPP): A review of language teachers’ pedagogical initiatives. In: Journal of English for Specific Purposes. Vol. 59, 2020. P. 29-41.
Korotkina, I.B. English for Public Policy, Administration, and Management. Moscow: Urait Publishing House, 2023.
Kumaravadivelu, B. Toward a postmethod pedagogy. In: TESOL Quarterly. Vol. 35, No. 4, 2001, pp. 537-560.
McCarty, R. Complicating the relationship between disciplinary expertise and writing development. In: A.R. Gere (ed.). Developing Writers in Higher Education: A longitudinal study. The University of Michigan Press, 2019, pp. 113-130.