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Being part of general literacy skills, writing skills and audience awareness are essential for learning and communication in higher education, work life and participation in society. One approach in particular, threshold concepts for writing, has recently received increased attention for its potential to promote audience awareness in writing. Answering Costa and Albergaria-Almeida’s (2015) call to review teaching practices to meet the European standards and given the lack of research on threshold pedagogy for writing in Swedish school settings, the present study illuminates what beliefs and practices upper-secondary English teachers report regarding teaching audience awareness in writing, and how upper-secondary students learning English speak about audience awareness and their writing strategies. This qualitative ethnographic study involved email and stimulated recall interviews with four English teachers and nine students. The teacher and student datasets were analysed, coded, and organised into themes using content analysis. The findings indicate that teachers consider audience awareness in teaching and learning writing important and report using genre pedagogy to model the students’ writing process. However, the teachers differed regarding how much emphasis they put on audience when teaching and assessing writing. Moreover, the students reported reflecting on the audience and their writing to varying degrees, yet only a few students chose and wrote to a particular target audience aside from their teachers. Ultimately, the findings of this study suggest that supplementing genre pedagogy with Adler-Kassner and Wardle’s (2016b) threshold writing concepts can yield several benefits: to help teachers collaborate and communicate about their beliefs and students’ struggles, adopting threshold concepts and audience as a shared metalanguage; to create informed explicit writing instruction and assessment that target students’ metacognitive understanding of the needs of an

With an increase of Swedish upper-secondary students’ motivation to enrol in university studies (Statistics Sweden, 2020a, 2020b), teachers must ensure that learners are adequately equipped to meet the expectations of higher education. However, in a national report, Skolinspektionen (2015) states many students fail to meet the standards of academic writing when undertaking the diploma project. To ensure learners become eligible for graduation and prepared for university studies, teachers need to be able to instruct pupils and to design effective scaffolding for diploma project writing. Therefore, the following study investigates the applicability of a genre-based model as atool for analysing relevant student-produced researchers papers written by EFL students, and to what extent the same genre-pedagogical analytical framework may be suitable as a tool for helping teachers to develop scaffolding for diploma projects written in English (and other languages). To address questions, a direct content analysis employing John Swales’ CARS model (1990) of rhetorical moves as a conceptual framework as a point of departure was performed on six EFL teacher-student research papers from the English and Education program for upper-secondary teachers of English at Malmö university. The analysis demonstrated that while several moves were executed in the pre-service teachers’ papers, some moves were absent. Additionally, several unconventional moves were identified, which can be attributed to the specific genres of the independent and degree projects. Hence, Swales’ CARS model is applicable for analysing student-produced research papers following the IMRAD structure. However, further investigation is encouraged into the genre-specific features of the student papers and the subsequent adaptation of the model to reflect the student-paper genre more closely. Consequently, to employ the model for designing scaffolding for diploma projects, teachers need to develop a critical understandin

With an increase of Swedish upper-secondary students’ motivation to enrol in university studies (Statistics Sweden, 2020a, 2020b), teachers must ensure that learners are adequately equipped to meet the expectations of higher education. However, in a national report, Skolinspektionen (2015) states many students fail to meet the standards of academic writing when undertaking the diploma project. To ensure learners become eligible for graduation and prepared for university studies, teachers need to be able to instruct pupils and to design effective scaffolding for diploma project writing. Therefore, the following study investigates the applicability of a genre-based model as atool for analysing relevant student-produced researchers papers written by EFL students, and to what extent the same genre-pedagogical analytical framework may be suitable as a tool for helping teachers to develop scaffolding for diploma projects written in English (and other languages). To address questions, a direct content analysis employing John Swales’ CARS model (1990) of rhetorical moves as a conceptual framework as a point of departure was performed on six EFL teacher-student research papers from the English and Education program for upper-secondary teachers of English at Malmö university. The analysis demonstrated that while several moves were executed in the pre-service teachers’ papers, some moves were absent. Additionally, several unconventional moves were identified, which can be attributed to the specific genres of the independent and degree projects. Hence, Swales’ CARS model is applicable for analysing student-produced research papers following the IMRAD structure. However, further investigation is encouraged into the genre-specific features of the student papers and the subsequent adaptation of the model to reflect the student-paper genre more closely. Consequently, to employ the model for designing scaffolding for diploma projects, teachers need to develop a critical understandin