A long-standing issue concerning EAP is the integration of context that resembles the type of academic content students engages in during tertiary education. In English for General Academic Purposes (EGAP), the foci are on the development of academic language, and receptive and productive skills, with generic academic content acting as the disregarded background yet frames students to apply these skill sets. The typical content is heavily orientated towards knowledge which resembles student schema and rarely if ever, reaches the depth demonstrated in mainstream academic subjects. Instead, diverse rhetorical modes are offered since as Stockwell (2006) argues, varying the academic genres encourages learners to produce different interpretations on a level of language and organization. In efforts to bridge the gap between academic writing and academic learning, in the past year, an EMI university in northern Japan amended the advanced research writing course (hereafter, Composition II). The changes involved enrolled students combining Composition II with another content course thereby constructing a pedagogical rationale where English writing structures, strategies and stages for the primary assessment were taught, with the content courses offering authentic disciplinary knowledge, sources and ultimately, content for their Composition II paper. After analysis of the conducted interviews this presentation reports the collaborative practices and challenges between the EAP and content faculty and offers implications for EAP and EMI.