Product-oriented analyses have shown that academic English (the predominant L2 in their environment: Phillipson and Skuttnab-Kongas 1995) written by Scandinavian writers differs from that of L1 English writers in ways that might work to the disadvantage of the writers in terms of recognition or publishability. Simultaneously language-policy scholars have problematised the predominance of English in many academic fields. There is of course a great deal of individual variation in terms of language choice and publication success. We investigated the writing practices of some 75 Danish academics in various fields of economics and business studies by means of a questionnaire, and then interviewed a proportion of the respondents to get a richer sense of their practices, the intertextuality that lies behind them, the factors that lead to differential language choice and success, and the academics´ attitude to the predominance of English. We identified : a wide range of attitudes to the difficulty of writing in L2; practices associated with successful writing; fields in which international publication was more or less important; and a general reliance on implicit knowledge and intuitive learning, in contrast to the current trend towards explicit teaching of genre and rhetoric.