ABSTRACT
Five years ago our EFL Unit was feeling elated. We had been asked to assess third-year undergraduate EEE report writing, and identify students who needed English Language classes. ‘Great!’ we thought. ‘A chance to assist with “writing across the curriculum”.’ However, our jubilation was tempered when we realized that, following the traditional style of the EEE Department, our input for the EEE students was to be a one-hour lecture on report writing in term one. Thankfully, we could give guidance on ‘goals’ by including criteria for assessment, but there was no chance to let students see a model, or to practise the process.
