Expository Writing

Since its introduction in academia and professional practice during the 1950s, gaming has been linked to simulation. Although both fields have a few important characteristics in common, they are distinct in their form and underlying theories of knowledge and methodology. Nevertheless, in the literature, hybrid terms such as gaming/simulation and simulation gaming are used for practical or pragmatic reasons, causing confusion and ambiguity about the marking out of gaming versus simulation. Generally it is not clear whether authors are talking about games and simulations as artifacts of certain forms or whether they are referring to their functionality. The author elaborates on the confusion about these terms and offers a frame of reference to bring more terminological coherence and reduce methodological ambiguity.

Despite what most people believe, myths are not just amusing tales about gods, goddesses and supernatural creatures. Myths reflect ancient people's rituals, beliefs, and what they regarded or did not regard as sacred. Although Ancient people did not have "religion" as what we regard now, they had a system of beliefs, promoted some types of behavior like honor and loyalty, performed special rituals, and prayed to their gods and goddesses. When studying Greek mythology we learn that ancient Greeks' beliefs, rituals, and mannerisms are different from teachings of dominant world religions such as Islam.

Blogs are reshaping our political, social, and cultural environment. Education is affected by blogs because of their potential for learning and teaching, and also their risks. This article elaborates a set of rules for evaluating and implementing blogs in teaching college science. (Contains 5 figures.)

Student-written cases are powerful pedagogical tools that can lead to improved understanding of business situations, more informed analysis, emphasis on reflection, and clearer expository writing, all of which are critical skills for business students. Cases provide an opportunity for students to enjoy an active learning experience and derive the experiential payback that such activities offer. In this article, the author describes an innovative method for combining teaching cases and research cases that gives relatively inexperienced undergraduate students practice in applying theory to practice. The project was designed for a small business management class for which the learning objectives go beyond content and theory application; students gain the additional benefits of development of interpersonal skills, an enhanced ability to deal with ambiguity, and the extension of insight and originality. The article provides a design for the implementation of the case-writing process, sample assignments and student work, and theoretical supports that focus on qualitative methodologies. Although the disciplinary focus is small business and entrepreneurship, the process of student case writing can be readily transferred among and beyond business disciplines.

The purpose of this study is to investigate the questions of whether 1) Does concept mapping knowledge have any effect on Intermediate EFL learners' self-efficacy? 2) Does concept mapping knowledge have any effect on Intermediate EFL learners' expository writing accuracy? The following five steps determine the delivery and the sequence of the study: 1) A TOEFL test (writing section) as the pretest, 2) selfefficacy questionnaire, 3) 8 sessions of instruction on concept map construction with experimental group, 4) integration of concept mapping as a pre-writing strategy in experimental group, and 5) post-test of writing and self-efficacy questionnaire with both groups. Firstly, the writing Proficiency Test along with self-efficacy questionnaire was given to 180 learners. Based on the results of TOEFL writing test and self-efficacy questionnaire, 60 intermediate homogeneous participants were selected and randomly assigned to two groups of control and experimental. In the course of 22-sessions, during regular class time 15 minutes were devoted to concept mapping. Each session the participants of both groups were given a writing task besides their course book writing section. The students in the experimental group were engaged in concept map construction after writing each task and were organized their pre-writing activities such as discussion, doing exercises, and reflective practices according to their constructed maps. A post-test of writing and an efficacy questionnaire were administered to all the participants and the pair sample t-test, and independent sample t-test were used to answer the study questions. The results showed that concept mapping had a significant effect on selfefficacy and expository writing accuracy.

Advancements and innovations in technology have encouraged language and literacy teachers to use the blended mode of instruction in enhancing the communicative skills of their students.  This paper hopes to find out the impact (if any) of blended learning on high school students' expository writing skills. Results reveal that majority of the respondents had negative or uncertain
perception about the impact of blended instruction on their expository writing skills.  This perception has been associated with many factors (e.g. slow wifi connection, poor choice of gadget, design of blended instruction, etc.) Results of the survey also indicated that blended instruction did not improve students’ expository writing
skills.  However, while most students  prefer that their teacher use the traditional mode of instruction, most of them acknowledged the importance of being immersed in blended instruction in preparation for "real world" tasks.

In this study we argue that narrative storytelling and expository discussion, as 2 distinct discourse genres, differ both in linguistic expression and in their underlying principles of organization--schema-based in narratives and category-based in exposition. Innovative ...

Table of Contents 1
CHAPTER ONE 3
EXPOSITORY WRITING 3
1.1 Introduction 3
1.2 Main Characteristics and Features of Expository Writing 5
1.3 Why to Teach Expository Writing? 6
1.4 Guidelines for Writing Expository Essays 7
definition| example| compare and contrast|  cause and effect | classification | process analysis 12
1.5 Examples of Expository Writing 14
1.6 Real Samples 19
Mosharafa 29
1.7 Reflections and Ideas for Workshops 36
CHAPTER TWO 38
ACADEMIC WRITING 38
2.1 Introduction 38
2.2 Academic Document Types 39
2.3 Features of Academic Writing 40
2.4 The Process of Academic Writing: Writing an Academic Essay 48
2.5 Real Samples 54
2.6 Reflections and Ideas for Workshops 66
CHAPTER THREE: FUNCTIONAL-PRAGMATIC WRITING 68
3.1 Introduction 68
3.2 Why and How Do We Write Functionally and Pragmatically? 69
3.3 Types of Functional-Pragmatic Writing Products 72
3.4 What Are the Key Requirements of Functional Writing? 73
CHAPTER FOUR 76
FUNCTIONAL-WRITING PRODUCTS 76
4.1 Introduction 76
4.2 Letters/E-mails (Formal and Informal) 77
4.3 Reports 84
4.4 Diary Entries 87
4.5 Memorandum (memo) 92
4.6 Note Taking 96
4.7 Curriculum Vitae (CV) 100
4.8 Written Explanations 102

Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined -- namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.

The CONTACT-2 strategy is characterised by CONTinuous, computer-assisted ACTivation of the conceptions of individual learners while they are processing expository texts. A previous study showed that the CONTACT-2 strategy was effective as an instructional strategy aimed at supporting processes of prior-knowledge activation and conceptual change. The present study was designed to explore the (quantitative and qualitative) differences in learning activities between students who were successful and less successful while working with the CON-TACT-2 strategy. Subjects were 10 fifth-and sixth-graders (primary education). The way in which the second CONTACT-2 step on "comparing and contrasting their preconceptions with the new information" was being performed by the students appeared to be crucial for the effectiveness of the CONTACT-2 strategy as a whole. Recommendations for future research and educational practice are formulated. 

This project examined the words selected for instruction from fourth-grade English/Language Arts (ELA) and science programs with the goal of describing the unique words in these two text types. Seven features of the words were established: (a) length, (b) frequency, (c) frequency of a word's morphological family, (d) familiarity, (e) dispersion (i.e., how frequently a word appears across subject areas), (f) conceptual complexity, and (g) semantic relatedness. Analyses showed differences on all features except for the frequency of morphological families and dispersion. Narrative vocabulary was more familiar but less frequent than science vocabulary, but science words were longer, more conceptually complex, and more semantically related than narrative words. These differences lend themselves to different instructional approaches. In science, where unique words are conceptually complex, students benefit from extensive discussion and demonstrations. Because the unique words of narrative texts represent fairly familiar concepts, instruction should emphasize the ways in which authors vary their language.

In the present study, the effects of four planning time conditions (pre-task, extended task, free writing, and control) were investigated over the quality of expository and argumentative writings of 108 undergraduate EFL writers. The maximum time limit was 30 minutes for all the four groups of the study. The results revealed significantly higher writing quality in the free writing condition in both argumentative and expository writings. The results also showed that compared with the effects of the writing mode those of the planning time conditions were more decisive on the writing quality. Moreover, argumentative writings were of higher quality than expository writings. Being placed in different writing modes was not decisive in the choice of planning time conditions. The results may have pedagogical implications for EFL writing instructors and theoretical implications for EFL writing researchers.

Purpose: A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. Method: Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade-level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. Results: Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between Grades 4 and 5. Similar error types were noted across age groups, but the nature of linguistic feature error changed with age. Conclusions: Triple word-form theory was supported. By Grade 1, orthographic errors predominated, and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects nonlinear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling.

Despite the fact that expository texts, i.e. the use of language to convey information, are important for academic success, research examining students' skills in expository writing is limited for Modern Greek. Moreover, this text type exhibits a variety of macro-structure patterns, rendering, thus, the generalization of research findings difficult. In an effort to shed some light on the development of this text type and the effect different topics and macrostructures may have, this paper investigates the developmental trajec-tories of two written expository texts, focusing on their microstructure and specifically on syntactic complexity. The sample comprised students aged 10, 13 and 16, as well as adults aged 25 to 35. The texts were analyzed in terms of four measures of syntactic complexity at clausal and subclausal level: mean length of T-Unit, ratio of complex T-Units to T-Units, the subordination index, and mean clause length. Results indicated age-related growth in syntactic complexity at the subclausal level but not in subordina-tion. Moreover, the adults significantly differentiated the means for achieving syntactic complexity in the two texts. Finally, syntactic complexity at the subclausal level was positively correlated in the two texts, while syntactic complexity at the clausal and sub-clausal level were negatively correlated in one of the texts. These results indicate that the development of mature expository skills is complex, continues into adulthood and has distinct characteristics for each expository text. 1. Εισαγωγή Η ανάπτυξη της γλώσσας κατά την παιδική ηλικία, την εφηβική και μεταγενέστερα έχει αποτελέσει τις τελευταίες δεκαετίες αντικείμενο συστηματικής έρευνας, καθώς σταδιακά κατέστη σαφές ότι η γλωσσική ανάπτυξη είναι μια δυναμική διαδικασία που εκτείνεται χρονικά και πέρα από τα πρώτα χρόνια της ζωής (Berman 2004· Nippold 2016). Το ενδιαφέρον για τις γλωσσικές δεξιότητες σε αυτές τις ηλικίες τροφοδοτείται και από τις συνέπειές τους στη σχολική επιτυχία, αλλά και αντίστρο-φα, από την επίδραση της εκπαίδευσης στην ανάπτυξή τους. Σε αυτό το πλαίσιο μελετώνται με όλο και μεγαλύτερη συστηματικότητα τα πληροφοριακά κείμενα (expository texts). Τα κείμενα αυτά, λόγω των χαρακτηριστικών τους, αποτελούν πρόκληση για τις υπό ανάπτυξη γλωσσικές ικανότητες των παιδιών και των εφήβων (Snyder & Caccamise 2009) και γι' αυτό προσφέρονται για τη διερεύνηση πιο ανε-πτυγμένων μέσων γλωσσικής έκφρασης (Berman 2008). Επιπλέον, η κατανόηση και παραγωγή πληροφοριακού λόγου είναι εξαιρετικής σημασίας για τη σχολική επι-τυχία, δεδομένου ότι αξιοποιείται στην εκπαίδευση για την περιγραφή του περι-εχομένου των γνωστικών αντικειμένων (Nippold & Scott 2010· Scott & Balthazar 2010). *Η μεταδιδακτορική έρευνα πραγματοποιήθηκε στο πλαίσιο της πράξης "Ενίσχυση μεταδιδακτορικών ερευ-νητών/ ερευνητριών" του ΕΠ "Ανάπτυξη Ανθρώπινου Δυναμικού, Εκπαίδευση και Διά Βίου Μάθηση", 2014-2020, η οποία υλοποιείται από το ΙΚΥ και συγχρηματοδοτήθηκε από το Ευρωπαϊκό Κοινωνικό Ταμείο και το ελληνικό δημόσιο. Θερμές ευχαριστίες οφείλω στην κ. Ευαγγελία Θωμαδάκη για την υποστήριξη, τις συζητή-σεις και την ανατροφοδότηση σε όλες τις φάσεις της έρευνας.

This research was aimed at describing the extent to which the grade 10,11, and 12 students acquire the paragraph development of exposition paragraph writing and to describe the process of acquiring the paragraph development. The development of exposition paragraph was analyzed by following the theory of Knapp & Watkins (2009:152) that consists of text structure and lexico-grammar. The text structure is used to see the logical flow of ideas from the beginning until the end of the paragraph, while the lexico-grammar refers to the wordings to form meaning. To achieve the objectives of this study, this research was conducted by using descriptive qualitative design which relied on words to describe the phenomena. The data was analyzed following Miles et.al’ s model. The research finding showed that first, the students from grade 10,11, and 12 had not acquired the development of exposition paragraph writing since they only put the thesis statement, argument, but there was no conclusion. Second, the development of the exposition paragraph could not be explained since the subjects did not relate the thesis statement to the argument and they did not provide a conclusion. However, the development can be seen through the greater use of lexico-grammar from grade 10, 11 until 12.

Discourse can be organized in many different ways, two of these being comparison and a collection of descriptions. These two discourse types correspond to schemata that vary in their organizational components, and these differences can be expected to produce differences in the processing of text. For example, research has shown that for young adults of high verbal ability, the more organized discourse type--comparison--yields better recall of information than does the less organized type--collection--for descriptions of a topic. A study was conducted to explore the view that the learning of information from discourse can be enhanced by matching its organization to the learner's prevalent learning strategy. The subjects, 40 young, 38 middle aged, and 40 old adults, completed a demographic survey, health questionnaire, survey of reading habits, and the Quick Word Test. Scores on the word test indicated that approximately half the subjects in each age group were high verbal and half were average verbal. Subjects read especially constructed passages with different discourse structures and responded to recall questions. Results showed that the comparison structure yielded superior recall for all age groups. No interaction was found, however, among discourse type, age, and verbal ability. (Passages used in the study are

"This study was an attempt to determine the effect of task-based approach vs. traditional approach on the narrative and expository writing of the Iranian EFL learners. There were two control groups and two experimental groups in the current study. In the two control groups i.e., G1 and G2 narrative and expository writing were taught respectively using the traditional approach. But in the two experimental groups, i.e. G3 and G4 narrative and expository writing were taught respectively based on task-based approach. After the treatment, a narrative writing post-test was given to the two narrative groups (G1 & G3) and an expository writing post-test was given to the two expository groups (G2 & G4).Data analysis showed that experimental groups outperformed control groups .So it was concluded that task-based approach was more effective in teaching narrative and expository writing compared to the traditional approach. It was also found that although there was a difference between the narrative and expository experimental groups (G3 & G4) in favor of the narrative group, this difference was not statistically significant.
Key Words: Task; Task-Based Language Teaching; Writing Mode; Narrative Writing;
Expository Writing"

The field of English for specific purposes (ESP), which addresses the communicative needs and practices of particular professional or occupational groups, has developed rapidly in the past forty years to become a major force in English language teaching and research. ESP draws its strength from an eclectic theoretical foundation and a commitment to research-based language education which seeks to reveal the constraints of social contexts on language use and the ways learners can gain control over these. In this chapter, I will briefly point to some of the major ideas and practices that currently influence ESP, focusing on needs analysis, ethnography, critical approaches, contrastive rhetoric, social constructionism, and discourse analysis. I then go on to look briefly at some of the effects ESP has had on language teaching and research, arguing that it has encouraged teachers to highlight communication rather than language, to adopt a research orientation to their work, to employ collaborative pedagogies, to be aware of discourse variation, and to consider the wider political implications of their role. Together these features of ESP practice emphazise a situated view of literacy and underline the applied nature of the field.

This article reports on an experiment investigating the impact of causal discourse markers (connectives and signaling phrases) on the comprehension of expository texts in L1 and L2. Although several psycholinguistic studies have investigated the impact of connectives and lexical markers of text structure on comprehension (i.e. off-line), there is no consensus on the exact effect of explicit discourse markers on

In recent years, many scholars have called for greater inclusion of expository texts in early schooling. A first step in assessing the wisdom of these calls is to examine what young children actually know, and can learn, about the language of these reputedly-difficult texts. This study provides information about 20 preliterate kindergartners' knowledge of one genre of expository text, information books, at two points in time—in September, when the children first entered kindergarten, and in December, after children had spent 3 months in a classroom in which information books were read aloud on a near-daily basis. Children's pretend readings of an unfamiliar wordless information book in September contained key features of information book language: their December readings contained far greater use of these features, and among more children. These young children's fast-developing knowledge of information book language provides one indication that inclusion of such texts...

Success at university depends to a large extent on students' ability to read expository texts effectively in order to access and understand information, and study it for exam purposes. An important component of the comprehension process is the reader's ability to connect current information with information mentioned previously. One aspect of this text connecting process involves logical connectives. These are text devices that explicitly signal how chunks of information in a text are related to one another in a specific logical semantic relationship. This paper reports on findings from a study that investigated ESL students' ability to connect information linked by illustrative, causal and adversative logical connectives during the reading of expository texts. The comprehension of logical relations was examined in relation to the students' academic performance and their language proficiency in English, the language of learning and teaching. The findings showed a robust relationship between the ability to comprehend logical relations in expository text on the one hand, and academic performance and ESL proficiency levels on the other hand. In particular, the academically poor performers found causal and adversative relations challenging. In discussing the results, the implications of these findings for reading comprehension in general and for academic support programmes for ESL students at tertiary level in particular are considered.

This experimental, statistical study investigated the effects that Francis Christensen's "Generative Rhetoric of the Sentence" (1967) would have on overall writing quality and the number of subordinate clauses attached to the main independent clauses for more complex sentences with supporting details in college freshmen's paragraphs making up the essays. In the experimental group of 42 students, the professor taught "cumulative-sentence" lessons based on Christensen's work. However, the other professor did not give these lessons on cumulative sentences to the 41 students in the control group. On overall writing quality, the statistical results showed that the experimental group made very highly significant gains in overall writing quality. The control group also made highly significant gains in overall writing quality. However, the experimental group's posttest essay scores were still significantly higher than the control group's. On complex sentences with supporting details, the results showed a statistically significant difference between the experimental and control groups in the gains of writing subordinate clauses attached to main independent clauses in these complex sentences. The experimental group made very highly significant gains over the control group. These statistics implied that lessons on Christensen's "Generative Rhetoric of the Sentence" contributed to the experimental group's remarkable gains and outcomes over the control group in writing quality and in the number of subordinate clauses, the majority of which came after the main independent clauses, for more detailed complex sentences to build paragraphs developing the entire essay.

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The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

This article examines the process a diverse group of eighth grade students go through when charged with writing about the ways in which race might matter at their desegregated school. Students' articulations are bounded by a school culture of silence around race. The regulatory aspect of this school culture was enacted when students first make racism visible through exaggerated writing in a fictional play about school life, only to later censor themselves in an effort to more accurately portray the implicit nature of racialized relations at the school. As the students talked and wrote about their understandings of race and racism at their school, we listened carefully to what they said and also to their silences, paying attention to the erasures. The article concludes that such findings invite us to think about the value of alternative spaces for students to talk and write as well as a consideration of how the school sphere itself might be made more accepting of diverse perspectives on race outside of the dominant colorblind discourse. In addition, we suggest the power of fiction for eliciting conversation among youth.

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students' informative writing. Participants in this study were 72 fifth-and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and social studies information could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling (MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally, comparison of fifth-and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings of this investigation are provided.

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using the learning-to-learn strate-gies as they read, study, and write expository texts, although neither group is judged to be highly proficient. The implica-tions point to a renewed emphasis on preparing content-area teachers to teach the literacy and learning strategies that support the development of learners who know how to read to learn and how to write to learn.

A major northeastern land-grant university has been engaged in preparing vocational technical (now career and technical) teachers through a baccalaureate degree program for 79 years. However, one of the most frequently asked questions during meetings with prospective students and their parents is, "What does one do with a degree from this program?" This study was undertaken to provide answers to that question.

In this study, 36 participants read an expository text describing 4 rare illnesses from a given perspective. Their eye movements were recorded during reading, and think-alouds were probed after 10 relevant and 10 irrelevant sentences. A free recall was collected after reading. The results showed that in addition to increasing the fixation time and recall for relevant in comparison to irrelevant text information, a reading perspective guides readers to use slightly different comprehension processes for relevant text information, as shown by think-aloud protocols. Repetitions were more frequent responses after relevant than after irrelevant target sentences. Verbally reported processing strategies were associated with the eye-fixation patterns. Verbal responses indicative of deeper processing were associated with longer first-pass fixation times than those indicative of shallower processing. It is concluded that a "triangulation" using complementary measures is a worthwhile endeavor when studying text-comprehension processes.

This study was to investigate Chinese children's eye patterns while reading different text genres from a developmental perspective. Eye movements were recorded while children in the second through sixth grades read two expository texts and two narrative texts. Across passages, overall word frequency was not significantly different between the two genres. Results showed that all children had longer fixation durations for low-frequency words. They also had longer fixation durations on content words. These results indicate that children adopted a word-based processing strategy like skilled readers do. However, only older children's rereading times were affected by genre. Overall, eye-movement patterns of older children reported in this study are in accordance with those of skilled Chinese readers, but younger children are more likely to be responsive to word characteristics than text level when reading a Chinese text.

and the World Health Assembly in May 2005 called for more research in developing countries to strengthen health systems and to help achieve the Millennium Development Goals (MDGs) by 2015 (1, 2). Research, we believe, has to be a component of a strategic process rather than an end in itself. Ill-health and premature deaths from preventable causes persist, especially among poor children and women, in spite of available cost-effective interventions (3), in part because there is a gap between what is known and what gets done in practice, i.e., the 'know-do' gap. This gap between available knowledge and its application in policy and practice is not new, but systematic approaches to address it are urgently needed. New approaches should promote the use of best available scientific evidence and strategic research. They should also harness field experience and innovation with an emphasis on problem-solving to address priority health problems, both at the global and local levels. To bridge the know-do gap, knowledge must be leveraged effectively to achieve better health (4). The generation and sharing of knowledge are necessary steps in its effective application. Global debate continues on how this gap can be bridged. Evidencebased medicine and health policy represent genuine efforts to ensure that the best evidence informs policy and practice, but much remains to be done. Developing countries are underrepresented in randomized controlled trials and systematic reviews. This under-representation contributes to the mismatch between best evidence and what is relevant, applicable, feasible and affordable in such countries (5). The situation is even more tenuous beyond the clinical setting, given the complex nature of public health and policy, where questions rarely lend themselves

Recent research on teaching English for academic purposes (t'AP) has shown that conscious knowledge of genre structure plays an important role in effective use of English in academic ~ttings. This study examines the effect of raising university students' awareness of term paIx~r conwmtions through fl~rmal instruction in L2 on producing this genre in the ~me language or another language (L1). The results show that, although formal instruction plays an important role in raising students' awarenms of these conventions, and, therefore, in improving their academic writing, wlriations in professors' evaluation of these aspects seem to be the main factor afhx'ting whether this awareness is put into practice. It is suggested tha! the co.o[x_.ration between EAP and subject teachers should include issues like agreement on the features ¢~f the genres required from students and the criteria set for lheir evaluation.