This article is based on a study of the motivation and perceived outcomes of students from non-English speaking backgrounds enrolled in the English for Academic Study program at the Auckland University of Technology. It discusses the implications of the findings for tutors responsible for teaching writing. The findings indicate that that the motivation and immediate needs of those students are mainly instrumental, to write assignments and projects in a university environment, while the long-term goals are to use language in the workplace. For such students, we argue that a writing program will need to cater for generic forms acceptable to academic as well as real (often business) world readership. We also argue that while introducing an element of ideological critique is important when teaching writing, it does not seem to immediately help students with actual use or application of the genres relevant in real world situations. However, when considering long-term goals, the article looks at how the work of academic literacies thinkers can help alert students to power and ideological aspects of writing. The discussion in this article could also be generalized for the teaching of writing in ESL and EFL contexts.