1 Introduction

The importance of genre analysis in academic English writing teaching was discussed, emphasizing the role of genre knowledge and awareness in enhancing students' writing abilities. Identify the differences in teaching objectives, methods, and concepts among teachers from different disciplinary backgrounds, and propose a collaborative teaching model where language teachers take the lead and subject teachers provide professional support. At the same time, it is pointed out that the goal of academic English teaching is not only to enhance language proficiency, but also to help students explore the subject. Language form and subject content are inseparable. Based on the enhanced genre theory framework, this article analyzes the genre knowledge of subject teachers in academic English writing teaching, aiming to provide inspiration for relevant teachers and researchers.

2 Literature Review

Discussed the connotation of genre theory and its application in academic English writing teaching. The genre theory emphasizes the interactive relationship between text and context, individual behavior and communication system, and its teaching method is based on three pillars: discourse context, text features, and rhetorical functions. Social constructivism regards genre as individual behavior driven by communicative purposes, emphasizing the correlation between individual choices and social rules. The reinforcement theory framework proposed by Tardy et al. integrates social cognitive elements into the linguistic dominated genre theory model, broadening the concept of genre knowledge, including disciplinary genre knowledge and genre awareness. The role of subject teachers in academic English writing teaching is emphasized, as they have more say in the knowledge and common genres of their professional field, but there are not many examples of collaborative teaching. Subject teachers often view academic writing from the perspective of communicative behavior, explaining to students the unique thinking patterns and communication strategies in subject argumentation. However, the teaching practice and philosophy of subject teachers do not match, as they lack explicit and systematic genre knowledge and writing teaching experience. The aim of this study is to provide empirical data for collaborative teaching research between language and subject teachers by understanding the teaching activities of subject teachers both inside and outside the academic English writing classroom, and to explore how subject teachers teach academic English writing, provide feedback, and embody genre knowledge and teaching concepts.

3 Research Design

This chapter introduces an empirical study on the science and technology English writing course of a "Double First Class" university's School of Science and Engineering in Central China. This course is jointly designed by English teachers and subject teachers, aiming to teach academic English writing and research ideas in the field of engineering science. Students collaborate in groups to write research reports. Professor W, the core figure of the research, has rich experience in English publishing and is responsible for course design, teaching, and evaluation. The research methods include classroom observation, personal reporting, and copywriting analysis. Professor W's lecture notes, classroom recordings, listening notes, and English research reports from student research groups were collected. In addition, two semi-structured interviews were conducted with Professor W to gain a deeper understanding of his teaching practice.

4 Results and Discussion

Professor W uses Chinese idioms and numerical symbols to simplify key knowledge points in academic English writing teaching, emphasizing the importance of clear thinking, and summarizes the content of the introduction with "8". His teaching method is practical and efficient, transforming ideas into writing "routines" and reducing students' cognitive burden. Professor W believes that the poor academic writing ability of Chinese students is the result of a lack of academic expression training, rather than insufficient language skills. He spends a lot of time tutoring students in completing technology writing tasks outside of class, helping them improve their writing skills through direct editing and written feedback. Professor W's genre knowledge is acquired in natural contexts and preserved as procedural knowledge in the genre knowledge system, reflected in teaching. He emphasized the relationship between academic writing and disciplinary development, accurately interpreting the social nature of genres. Professor W's teaching content and coaching methods reflect the difference from language teachers, which is of great significance for the design of specialized English teaching syllabus and interdisciplinary teaching team cooperation.

5 Conclusion

This chapter is based on the genre enhancement theory framework and analyzes the content, methods, and genre knowledge of Professor W, a senior subject teacher, in academic English writing teaching. Research has found that subject teachers are more effective in teaching professional genre knowledge, accurately evaluating students' writing, and meeting learners' needs. Cooperative teaching can improve teaching effectiveness, but there are objective limitations in practice. Suggest investing more classroom time in teaching the connection between syntax and rhetoric, and following the constructivist teaching design philosophy. This study emphasizes the importance of collaboration between language and subject teachers, advocates for the establishment of sustainable partnerships, and proposes conducting more research using ethnographic methods.