Making the implicit explicit: a structured learning pathway for academic writing in English Medium Instruction

In English Medium Instruction (EMI) contexts, assessing academic writing is often hindered by misalignment between learning objectives and evaluation criteria. Rhetorical awareness and strategic language use are frequently treated as implicit expectations, disadvantaging students unfamiliar with academic genre conventions. This article proposes a structured, genre-based pathway to make these rhetorical and linguistic demands explicit and teachable. The three-step approach includes: (1) introducing academic genres to raise awareness; (2) conducting comparative move analysis to highlight cross-cultural rhetorical variation; and (3) engaging in reflective activities to develop strategic competence and critical thinking. Grounded in cross-cultural genre analysis, this model seeks to align assessment with teaching by integrating language-focused pedagogy into disciplinary instruction. While further research is needed, it offers a practical framework for scaffolding academic writing in EMI settings and supporting students’ linguistic and rhetorical development