DISCIPLINARY SPECIFICITY IN ACADEMIC WRITING: IMPLICATIONS FOR ENGLISH FOR ACADEMIC PURPOSES INSTRUCTION

We examine the specificity of academic writing genres, focusing on university-level assignments in Physics and English. Through an analysis of genre conventions and expectations, this study investigates how assignment types, structural formats, and language use align with distinct epistemological frameworks in each discipline. In Physics, writing genres such as lab reports and research proposals prioritize precision, objectivity, and empirical rigor. Conversely, English assignments, including analytical essays and reflective discourses, emphasize argumentative structure, critical interpretation, and expressive language. These findings highlight the importance of English for Academic Purposes (EAP) programs in providing both discipline-specific instruction and foundational skills. By addressing the unique and shared aspects of disciplinary writing, this paper offers insights for EAP curriculum design, promoting a balance between specialized training and adaptable competencies to support students across academic fields.