Abstract
The study investigates the issues that arise when teaching English for Academic Purposes. These issues have recently become a major concern of tutors at high institutions, and are being widely and highly investigated in recent studies and research. The study also suggests methodological and practical approaches to solve these problems all of which have been implemented and practiced in a twenty-hour integrated academic writing course centered around learners' needs. Before designing the course, I raised awareness about the issues that arise when teaching such courses, particularly academic writing ones. I discovered that certain linguistic, psychological, and pedagogical elements could hinder learning. These factors have been integrated and investigated in a needs analysis framework based on learners and stockholders' needs. The data collection methods are both of that qualitative and quantative ones. A variety of methodological approaches and hybrid syllabuses have been adopted and incorporated into the course to cope with the issues that the data collection methods and analysis have revealed. The objectives of the course will be evaluated by using different types of assessment. Finally, there is an overall course evaluation conducted by the end of the course. It must be noted that due to number issues the materials that have been used in investigating the learners' needs, teaching the course (including a detailed twenty-hour lesson plan), and evaluating it could not be provided with the study.