Teaching Academic Writing in Higher Education English Classes: Approaches, Design, and Assessment

This article synthesizes research-informed principles for teaching English academic writing in higher education. It outlines what makes academic writing distinctive (audience, purpose, stance, evidence, and organization), compares leading pedagogical approaches (product, process, genre, communicative, and process-genre), and translates them into actionable course design. The paper also addresses technology integration (collaborative editors, corpora, and AI), common learner challenges with evidence-based remedies, and assessment with high-leverage feedback practices. The goal is a coherent, adaptable model instructors can apply across disciplines and proficiency levels.