Introduction
The chapter, 5 ESP and Writing, by Ken Hyland in Brian Paltridge and Sue Starfield’s (editors) The Handbook of English for Specific Purposes describes ESP writing instruction, the factors affecting ESP skills, and the general theories and practice involved in ESP writing. The chapter presents a central argument that ESP writing instructions are practically oriented, and they are crucial to the development of students’ expressive ability and creativity, which creates many opportunities for them. The article also argues that ESP has nothing to do with teaching students the writing skills they have failed to understand in their coursework. Else, it is all about developing a new form of literacy, where the students are equipped with communication skills that they can apply in particular professional and academic contexts.
Summary
Writing is an important part of people’s social and economic lives. Writing is an important tool for the dissemination of information. In the academic context, students are expected fully to develop writing skills that will help them in schoolwork as well as improve their suitability for their respective careers. Even though there are many languages applied in writing, a lot of emphasis is laid on mastery of English writing skills. English remains important since it dominates international business and academic communications. Even though every student learns English in their social or school environments, the language skills gained in these environments may not be effective in the professional lives of the students. It is for this reason that ESP lessons are necessary for the students. Unlike the other English lesson where the students learn English skills for general communication, ESP focuses on teaching the English skills requires for specific careers.
For ESP to be effective, it must incorporate the use of writing research. The research helps it possible to understand the skills necessary in particular contexts. The most common form of textual research in ESP is genre analysis. Genre analysis is preferred as it addresses more than the attempt to make writings have communicative meaning by addressing the various ways in which writing serves as communication. In genre ESP, a genre is considered to be a structured, stage event, which is designed to serve particular communicative purposes by certain discourse communities. In every genre, the writers are expected to use specific language and writing style, which will effectively deliver the intended message to a particular group. In genre analysis, the research aims at understanding the communication needs of particular events and creating a recommendation for the best ESP program applicable. Once genre analysis has been carried out; its effectiveness is supplemented by contextual studies. Whereas genre analysis emphasizes the use of writing in various discourse communities, contextual studies address the specific contexts where certain genres are to be created and applied. From the chapter, it is evident that understanding professional genres is different from understanding which genre should be best in which context.
Critical studies are also an important ESP research tool. There are many critical studies characterized by distinct theoretic methods and concepts. A collection of all these studies are termed critical discourse analysis (CDA), which considers language to be a social practice. CDA attempts to expose the ideological factors of discourse that have become part of natural communication and are now treated as common, natural, and acceptable features of discourse. Critical discourse analysis addresses the link between language and the activities surrounding it. It focuses on understanding how social identity, relations, power, and knowledge are created through written or spoken texts.
ESP research has been effective in the advancement of ESP learning in academic institutions. As explained in the chapter, the findings of the research have been applied in deciding what is learned. The findings are used in developing a syllabus that addresses the writing needs of learners, concerning their career needs. The new syllabus is designed to prepare the learners for what they expect in their future careers. ESP research has helped link the professional workplace and the learning institutions. Through the research, learning institutions understand the communication needs of particular professional contexts; hence preparing instructions and lessons aimed at equipping the students with the required communication competence.
Critique
In the chapter, Hyland has presented invaluable information about ESP. One of his main arguments in the chapter is that English competency is required for academic and professional success. This argument is supported by Papp (181), where she argues that English is the main medium for intercultural communication. Therefore, when studying the use of language in various international contexts, educators must emphasize educating students on the use of English in specific contexts. In the chapter, Hyland has not only discussed general ideas on ESP, but has addressed every aspect of ESP learning that is necessary to understand the application, importance, and improvements required. The comprehensive arguments of his works make his work more appealing and accurate.
In the chapter, the author has eradicated any possibility of bias in his work. He has successfully achieved this by incorporating research work and literature reviews that support his arguments. For instance, when he discusses research use in ESP, he describes the various approaches taken in ESP research and presents the researches that were previously carried out. The credentials of the author promote the validity of the arguments presented in the article. Ken Hyland has professional competency and experience in linguistics. He is Hong Kong University’s chair of applied linguistics as well as the Head of the university’s Centre for Applied English Studies. Hyland has written many books, journal articles, and book chapters on linguistics. He is, therefore, an authoritative author, whose arguments are credible. Despite his academic and linguistic competency, Hyland has avoided using complex linguistic terms. The use of simple, understandable language was important in making his work appealing to people with or without linguistic competency. Since it is an article addressing academic issues affecting all specialties, it was wise for Hyland to avoid using a language that would only be understood by linguists.
Conclusion
ESP is an important part of communication. It shifts the attention from teaching students general English writing and focuses on English writing for specific audiences and contexts. ESP is applied in educational institutions to equip students with the writing skills they will require in their future careers. To understand the English writing needs for various contexts and communities, ESP applies research in the form of genre analysis, contextual studies, and critical discourse analysis. The findings of the results are applied in defining the syllabus to be used in teaching ESP for various professions and environments. Generally, Hyland has addressed ESP from all perspectives. He has presented sound arguments that are supported by his competence in linguists.
Works Cited
Hyland, Ken. 5 ESP, and Writing. In Paltridge, Brian, and Sue Starfield (ed.). The Handbook of English for Specific Purposes. Chichester: Wiley, 2012. Print
Papp, Judit Szabóné. English as the Main Language in Intercultural Communication. Department of English Language and Linguistics University of Miskolc, N.d. Web. 2015.