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Frontiers in Educational Research, 2022, 5(1); doi: 10.25236/FER.2022.050120.

A Close Investigation into Authenticity in Academic Read-To-Write Integrated Tasks


Nan Kang

Corresponding Author:
Nan Kang

School of Languages, Linguistics, Queen Mary University of London, England, UK


This academic essay is an assessed coursework in Teaching English in Professional and Academic settings (TEPAS) for taught postgraduate in School of Languages, Linguistics, Queen Mary University of London (2018). In English for Academic Purposes (EAP) or English for Specific Purposes (ESP) settings, teaching reading and writing in integration is considered to encourage ‘authenticity’. To discuss above statements in a critical way, this essay first introduces the notion of discourse communities in EAP settings, illustrates the literacy support of the source texts in order to exemplify the advantages of integrated tasks. Then, the essay puts integrated task authenticity under detailed analysis by taking students’ literacy needs and communication features in academic and professional settings into consideration.


EAP, ESP, Reading-Writing Integrated Task, Task Authenticity

Cite This Paper

Nan Kang. A Close Investigation into Authenticity in Academic Read-To-Write Integrated Tasks. Frontiers in Educational Research (2022) Vol. 5, Issue 1: 108-112. https://doi.org/10.25236/FER.2022.050120.


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