This article is based on the presentation Integrating reading and writing in EAP: Citation, Criticality, Creativity, given at the 2012 Bilkent University biennial conference on EAP (English for Academic Purposes). The focus of the article is the EGAP / ESAP debate: respectively English for General, and Specific, Academic Purposes. This important distinction can be traced back to the 1990s and the work of EAP practitioners such as Jordan (1997). Through a critical review of the literature and a discussion of the key issues arising, illustrated by practical examples where appropriate, the article aims to demonstrate that for a number of pedagogical and practical reasons an EGAP rather than an ESAP approach is the most appropriate approach in most EAP contexts. This paper will also feature in our special edition of the proceedings for the 2012 Bilkent University biennial conference on EAP (English for Academic Purposes
