Bibliography for Teaching English for Academic Purposes (Online Course) BETA

Academic Word List | School of Linguistics and Applied Language Studies | Victoria University of Wellington. (n.d.). http://www.victoria.ac.nz/lals/resources/academicwordlist/

Aguilar, M. (2004). The peer seminar, a spoken research process genre. Journal of English for Academic Purposes, 3(1), 55–72. https://doi.org/10.1016/S1475-1585(03)00043-2

Alexander, O., Argent, S., & Spencer, J. (2008a). EAP essentials: a teacher’s guide to principles and practice. Garnet Publishing Ltd.

Alexander, O., Argent, S., & Spencer, J. (2008b). EAP essentials: a teacher’s guide to principles and practice. Garnet Publishing Ltd.

Alexander, O., Argent, S., & Spencer, J. (2008c). EAP essentials: a teacher’s guide to principles and practice. Garnet Publishing Ltd.

Anderson, K., Lynch, T., & Maclean, J. (2004). Study speaking: a course in spoken English for academic purposes (2nd ed). Cambridge University Press. https://contentstore.cla.co.uk//secure/link?id=82d180cd-e340-e911-80cd-005056af4099

Astorga, M. C. (2007). Teaching Academic Writing in the EFL Context: Redesigning Pedagogy. Pedagogies: An International Journal, 2(4), 251–267. https://doi.org/10.1080/15544800701670089

Atkinson, D. (1997). A Critical Approach to Critical Thinking in TESOL. TESOL Quarterly, 31(1). https://doi.org/10.2307/3587975

A.W., B. (n.d.). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153

BALEAP Can Do Framework for EAP syllabus design and assessment. (n.d.). https://www.baleap.org/wp-content/uploads/2016/04/Can_Do_Framework__with_sample_activities_April_2013.pdf

BALEAP Competency Framework for  Teachers of English for  Academic Purposes. (n.d.). https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf

BALEAP Guidelines on English Language Tests for University Entry. (n.d.). https://www.baleap.org/wp-content/uploads/2016/04/BALEAP_Guidelines_on_English_Language_Tests_for_University_AGM_v19_May_2012.pdf

Banerjee, J., & Wall, D. (2006). Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for Academic Purposes, 5(1), 50–69. https://doi.org/10.1016/j.jeap.2005.11.003

Basturkmen, H. (2010a). Developing courses in English for specific purposes. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518

Basturkmen, H. (2010b). Developing courses in English for specific purposes. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518

Becher, T. (1981). Towards a definition of disciplinary cultures. Studies in Higher Education, 6(2), 109–122. https://doi.org/10.1080/03075078112331379362

Becher, T. (1989). Academic tribes and territories: intellectual enquiry and the cultures of disciplines. Society for Research into Higher Education & Open University Press. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335230648

Becher, T. (1994). The significance of disciplinary differences. Studies in Higher Education, 19(2), 151–161. https://doi.org/10.1080/03075079412331382007

Benesch, S. (1996). Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach. TESOL Quarterly, 30(4). https://doi.org/10.2307/3587931

Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(01). https://doi.org/10.1017/S0261444806003958

Biber, D., Conrad, S., & Askews & Holts Library Services. (2009a). Register, genre, and style: Vol. Cambridge textbooks in linguistics. Cambridge University Press. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781107210073

Biber, D., Conrad, S., & Askews & Holts Library Services. (2009b). Register, genre, and style: Vol. Cambridge textbooks in linguistics. Cambridge University Press. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781107210073

Biber, D., Conrad, S., Reppen, R., Byrd, P., & Helt, M. (2002a). Speaking and Writing in the University: A Multidimensional Comparison. TESOL Quarterly, 36(1). https://doi.org/10.2307/3588359

Biber, D., Conrad, S., Reppen, R., Byrd, P., & Helt, M. (2002b). Speaking and Writing in the University: A Multidimensional Comparison. TESOL Quarterly, 36(1). https://doi.org/10.2307/3588359

Biggs, J. B., Tang, C. S., Society for Research into Higher Education, & Ebooks Corporation Limited. (2011). Teaching for quality learning at university: what the student does (Fourth edition). McGraw-Hill/Society for Research into Higher Education/Open University Press. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=798265

Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195–203. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=12361480&site=ehost-live

Blaj-Ward, L. & SpringerLink (Online service). (2017). Language Learning and Use in English-Medium Higher Education. Springer International Publishing. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1007/978-3-319-63239-1

Bourdieu, P., Passeron, J.-C., Saint Martin, M. de, Baudelot, C., & Vincent, G. (1994). Academic discourse: linguistic misunderstanding and professional power. Polity. https://contentstore.cla.co.uk//secure/link?id=92f304ec-e340-e911-80cd-005056af4099

Boyle, J., & Ramsay, S. (2017). Writing for science students: Vol. Palgrave Study Skills. Palgrave.

Brown, J. D. & Ebooks Corporation Limited. (2016a). Introducing needs analysis and English for specific purposes: Vol. Routledge introductions to English for specific purposes. Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4332718

Brown, J. D. & Ebooks Corporation Limited. (2016b). Introducing needs analysis and English for specific purposes: Vol. Routledge introductions to English for specific purposes. Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4332718

Bruce, I. (2005). Syllabus design for general EAP writing courses: A cognitive approach. Journal of English for Academic Purposes, 4(3), 239–256. https://doi.org/10.1016/j.jeap.2005.03.001

Bruce, I. (2009). Results sections in sociology and organic chemistry articles: A genre analysis. English for Specific Purposes, 28(2), 105–124. https://doi.org/10.1016/j.esp.2008.12.005

Charles, M., Pecorari, D., & Ebooks Corporation Limited. (2016a). Introducing English for academic purposes: Vol. Routledge Introductions to English for Specific Purposes. Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4185925

Charles, M., Pecorari, D., & Ebooks Corporation Limited. (2016b). Introducing English for academic purposes: Vol. Routledge Introductions to English for Specific Purposes. Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4185925

Charles, M., Pecorari, D., & Hunston, S. (Eds.). (2009). Academic writing: at the interface of corpus and discourse. Continuum. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781441135803

Chazal, E. de, & McCarter, S. (2012). Oxford EAP: a course in English for academic purposes, Upper-intermediate/B2. Oxford University Press. https://contentstore.cla.co.uk//secure/link?id=5d919ac1-e340-e911-80cd-005056af4099

Cheng, A. (2006). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes, 25(1), 76–89. https://doi.org/10.1016/j.esp.2005.07.002

Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T. M., Swann, J., & Ebooks Corporation Limited. (2003). Teaching academic writing: a toolkit for higher education. Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=240592

Coffin, C., & Donohue, J. P. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11(1), 64–75. https://doi.org/10.1016/j.jeap.2011.11.004

Cooper, A., & Bikowski, D. (2007). Writing at the graduate level: What tasks do professors actually require? Journal of English for Academic Purposes, 6(3), 206–221. https://doi.org/10.1016/j.jeap.2007.09.008

Cottrell, Stella. (2013). The study skills handbook: Vol. Palgrave study skills (4th ed). Palgrave Macmillan.

Davidson, B. W. (1998). Comments on Dwight Atkinson’s ‘A Critical Approach to Critical Thinking in TESOL’: A Case for Critical Thinking in the English Language Classroom. TESOL Quarterly, 32(1). https://doi.org/10.2307/3587906

Davies, M., & Barnett, R. (2015). The Palgrave handbook of critical thinking in higher education. Palgrave Macmillan. https://ezproxy.lib.gla.ac.uk/login?url=https://link.springer.com/book/10.1057/9781137378057

Ding, A. (n.d.). What’s disciplinary epistemology got to do with EAP? | Teaching EAP. https://teachingeap.wordpress.com/2012/07/20/whats-disciplinary-epistemology-got-to-do-with-eap/

Ding, A., Bruce, I., & Dawson Books. (2017a). The English for academic purposes practitioner: operating on the edge of academia. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9783319597379

Ding, A., Bruce, I., & Dawson Books. (2017b). The English for academic purposes practitioner: operating on the edge of academia. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9783319597379

Duff, P. A. (2010). Language Socialization into Academic Discourse Communities. Annual Review of Applied Linguistics, 30, 169–192. https://doi.org/10.1017/S0267190510000048

Durrant, P. (2014). Discipline and Level Specificity in University Students’ Written Vocabulary. Applied Linguistics, 35(3), 328–356. https://doi.org/10.1093/applin/amt016

Ebooks Corporation Limited. (2013). Routledge encyclopedia of language teaching and learning (M. Byram & A. Hu, Eds.; Second edition). Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1244603

Ellis, G., & Sinclair, B. (1989). Learning to learn English: a course in learner training : learner’s book. Cambridge University Press.

Ferris, D. (1998). Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis. TESOL Quarterly, 32(2). https://doi.org/10.2307/3587585

Flowerdew, J., & Costley, T. (2016). Discipline-specific writing: theory into practice. Routledge.

Flowerdew, J., & Costley, T. (Eds.). (2017). Discipline-specific writing: theory into practice. Routledge.

Flowerdew, J., & Peacock, M. (Eds.). (2005). Research perspectives on English for academic purposes. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139524766

Flowerdew, L. (2000). Using a genre-based framework to teach organizational structure in academic writing. ELT Journal, 54(4), 369–378. https://doi.org/10.1093/elt/54.4.369

Gardner, D., & Davies, M. (2014). A New Academic Vocabulary List. Applied Linguistics, 35(3), 305–327. https://doi.org/10.1093/applin/amt015

Gardner, S., & Nesi, H. (2013). A Classification of Genre Families in University Student Writing. Applied Linguistics, 34(1), 25–52. https://doi.org/10.1093/applin/ams024

Green, B. A., & Andrade, M. S. (2010a). Guiding principles for language assessment reform: A model for collaboration. Journal of English for Academic Purposes, 9(4), 322–334. https://doi.org/10.1016/j.jeap.2010.06.003

Green, B. A., & Andrade, M. S. (2010b). Guiding principles for language assessment reform: A model for collaboration. Journal of English for Academic Purposes, 9(4), 322–334. https://doi.org/10.1016/j.jeap.2010.06.003

Hall, G. (2016). The Routledge handbook of English language teaching: Vol. Routledge Handbooks in Applied Linguistics. Routledge Handbooks Online. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315676203

Helen Basturkmen, Author Vitae. (2002). Negotiating meaning in seminar-type discussion and EAP. Negotiating Meaning in Seminar-Type Discussion and EAP, 21(3), 233–242. https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/article/pii/S0889490601000242

Horowitz, D. M. (1986). What Professors Actually Require: Academic Tasks for the ESL Classroom. TESOL Quarterly, 20(3). https://doi.org/10.2307/3586294

Humphreys, G., & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52–63. https://doi.org/10.1093/elt/cct056

Hunston, S. (2002a). Corpora in applied linguistics: Vol. The Cambridge applied linguistics series. Cambridge University Press.

Hunston, S. (2002b). Corpora in applied linguistics: Vol. The Cambridge applied linguistics series. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524773

Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. https://doi.org/10.1016/S1060-3743(02)00124-8

Hyland, K. (2006a). English for academic purposes. Taylor & Francis. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203006603

Hyland, K. (2006b). English for academic purposes: An advanced resource book: Vol. Routledge Applied Linguistics. Taylor & Francis. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203006603

Hyland, K. (2006c). English for academic purposes: Vol. Routledge Applied Linguistics. Taylor & Francis. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203006603

Hyland, K. (2016). Teaching and researching writing: Vol. Applied Linguistics in Action (Third edition). Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4177806

Hyland, K., & Bondi, M. (Eds.). (2006). Academic discourse across disciplines: Vol. Linguistic Insights : Studies in Language and Communication. Peter Lang AG. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1053948

Hyland, K., & Hamp-Lyons, L. (2002). EAP: issues and directions. Journal of English for Academic Purposes, 1(1), 1–12. https://doi.org/10.1016/S1475-1585(02)00002-4

Hyland, K., & Sancho Guinda, C. (Eds.). (2012a). Stance and voice in written academic genres. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781137030825

Hyland, K., & Sancho Guinda, C. (Eds.). (2012b). Stance and voice in written academic genres. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781137030825

Hyland, K., & Shaw, P. (Eds.). (2016a). The Routledge handbook of English for academic purposes. Routledge Handbooks Online. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315657455

Hyland, K., & Shaw, P. (Eds.). (2016b). The Routledge handbook of English for academic purposes: Vol. Routledge handbooks in applied linguistics. Routledge Handbooks Online. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315657455

Hyland, Ken. (2000). Disciplinary discourses: social interactions in academic writing: Vol. Applied linguistics and language study. Longman.

Jordan, R. R. (1989). English for Academic Purposes (EAP). Language Teaching, 22(03). https://doi.org/10.1017/S026144480001483X

Jordan, R. R. (1997a). English for academic purposes: a guide and resource book for teachers. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511733062

Jordan, R. R. (1997b). English for academic purposes: a guide and resource book for teachers. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511733062

Journal of English for Academic Purposes. (n.d.-a). 10(2 (Listening in EAP)). https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/10/2

Journal of English for Academic Purposes. (n.d.-b). 2 (Spoken Academic English)(1). https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/2/1

Journal of English for Academic Purposes. (n.d.-c). 8(2). https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/8/2

Kettle, M. (2017). International student engagement in higher education: transforming practices, pedagogies and participation. Multilingual Matters. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781783098200

Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation: Vol. Learning in doing. Cambridge University Press.

Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364

LEA, MARY R.STREET, BRIAN V. (n.d.). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2). https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=823482&site=ehost-live

LearnEnglish | British Council | Genre Families. (n.d.). https://learnenglish.britishcouncil.org/

Lynch, T. (2007). Learning from the transcripts of an oral communication task. ELT Journal, 61(4), 311–320. https://doi.org/10.1093/elt/ccm050

Manning, A. (2008). English for language and linguistics in higher education studies: Course book. Garnet Education. https://contentstore.cla.co.uk//secure/link?id=81d180cd-e340-e911-80cd-005056af4099

Manning, A. (2016). Assessing EAP: theory and practice in assessment literacy. Garnet Education. https://contentstore.cla.co.uk//secure/link?id=a2e65dd9-e340-e911-80cd-005056af4099

McMahon, P. (2013). Group work: work together for academic success: Vol. Academic skills series. Collins EAP. https://contentstore.cla.co.uk//secure/link?id=5e919ac1-e340-e911-80cd-005056af4099

Moore, T. J. (2011). Critical thinking and disciplinary thinking: a continuing debate. Higher Education Research & Development, 30(3), 261–274. https://doi.org/10.1080/07294360.2010.501328

Morita, N. (2000). Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program. TESOL Quarterly, 34(2). https://doi.org/10.2307/3587953

Nesi, H., & Gardner, S. (2012a). Genres across the disciplines: student writing in higher education: Vol. The Cambridge applied linguistics series. Cambridge University Press.

Nesi, H., & Gardner, S. (2012b). Genres across the disciplines: student writing in higher education: Vol. The Cambridge applied linguistics series. Cambridge University Press.

Neumann, R. (2001). Disciplinary Differences and University Teaching. Studies in Higher Education, 26(2), 135–146. https://doi.org/10.1080/03075070120052071

Neumann, R., Parry, S., & Becher, T. (2002). Teaching and Learning in their Disciplinary Contexts: a conceptual analysis... Studies in Higher Education, 27(4), 405–417. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=7362300&site=ehost-live

Paltridge, B., & Starfield, S. (Eds.). (2013). The handbook of English for specific purposes: Vol. Blackwell Handbooks in Linguistics. John Wiley & Sons, Inc. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1120617

Paul, R. (2011). Critical Thinking Movement: 3 Waves. http://www.criticalthinking.org/pages/critical-thinking-movement-3-waves/856

Peacock, M., & Flowerdew, J. (2001). Research perspectives on English for academic purposes: Vol. Cambridge applied linguistics series. Cambridge University Press. https://contentstore.cla.co.uk//secure/link?id=899176b7-e340-e911-80cd-005056af4099

Pecorari, D. (2013). Teaching to avoid plagiarism: how to promote good source use. Open University Press. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595

Pennington, M. C., & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219

Peter Samuels. (2013). Promoting Learning Development as an Academic Discipline. Journal of Learning Development in Higher Education, 5. http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path[]=146&path[]=126

Swales, J. M. (1990). Genre analysis: English in academic and research settings: Vol. The Cambridge applied linguistics series. Cambridge University Press.

Swales, J. M. (2004). Research genres: explorations and applications: Vol. The Cambridge applied linguistics series. Cambridge University Press. https://contentstore.cla.co.uk//secure/link?id=7941d0f2-e340-e911-80cd-005056af4099

Swales, J. M., & Feak, C. B. (2012a). Academic writing for graduate students: essential tasks and skills: Vol. Michigan series in English for academic&professional purposes (3rd ed). University of Michigan Press. https://contentstore.cla.co.uk//secure/link?id=6fe026e0-e340-e911-80cd-005056af4099

Swales, J. M., & Feak, C. B. (2012b). Academic writing for graduate students: essential tasks and skills: Vol. Michigan series in English for academic&professional purposes (3rd ed). University of Michigan Press. https://contentstore.cla.co.uk//secure/link?id=6ee026e0-e340-e911-80cd-005056af4099

Thompson, C. (2011). Teaching Critical Thinking in EAP Courses in Australia. TESOL Journal, 11(4), 15–20. https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1002/j.1949-3533.2002.tb00104.x/pdf

Tomlinson, B. (2013). Developing materials for language teaching (2nd ed). Bloomsbury Academic. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1742612

Tudor, I. (1993). Teacher roles in the learner-centred classroom. ELT Journal, 47(1), 22–31. https://doi.org/10.1093/elt/47.1.22

UEfAP: EAP Background Reading. (n.d.). http://www.uefap.com/bgnd/biblfram.htm

Uhrig, K. (2012). Business and legal case genre networks: Two case studies. English for Specific Purposes, 31(2), 127–136. https://doi.org/10.1016/j.esp.2011.09.001

University of Glasgow :Graduate Attributes. (n.d.-a). http://www.gla.ac.uk/students/attributes/

University of Glasgow :Graduate Attributes. (n.d.-b). http://www.gla.ac.uk/students/attributes/

Ursula Wingate. (2015). Academic Literacy and Student Diversity. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=2000150

Walsh, S. (2011). Analyzing university spoken interaction: a CL/CA approach. Applying Corpus Linguistics. Applying Corpus Linguistics, 16(3). https://dspace.mic.ul.ie/bitstream/handle/10395/1795/Morton,%20T.%20Walsh,%20S.%20and%20O’Keeffe,%20A.%20(2011).%20Analyzing%20university%20spoken%20interaction%20a%20corpus%20linguisticsconversation%20analysis%20approach(Journal%20Article)(Pre-Published%20Version).pdf;jsessionid=B0A4740596B3C8B0377875ADC0C2EC6A?sequence=2

Watson Todd, R. (2003). EAP or TEAP? Journal of English for Academic Purposes, 2(2), 147–156. https://doi.org/10.1016/S1475-1585(03)00014-6

Weir, C. J. (2005). Language testing and validation: an evidence-based approach: Vol. Research and Practice in Applied Linguistics. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230514577

Weissberg, B. (1993). The graduate seminar: Another research-process genre. English for Specific Purposes, 12(1), 23–35. https://doi.org/10.1016/0889-4906(93)90025-J

West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(01). https://doi.org/10.1017/S0261444800007527

Wingate, U. (2006). Doing away with ‘study skills’. Teaching in Higher Education, 11(4), 457–469. https://doi.org/10.1080/13562510600874268

Wingate, U. (2016). Academic literacy across the curriculum: Towards a collaborative instructional approach. Language Teaching, 1–16. https://doi.org/10.1017/S0261444816000264

Wingate, U., Andon, N., & Cogo, A. (2011). Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education, 12(1), 69–81. https://doi.org/10.1177/1469787410387814

Woodrow, L. (2018a). Introducing course design in English for specific purposes. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781351389174

Woodrow, L. (2018b). Introducing course design in English for specific purposes. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781351389174

Woodward-Kron, R. (2008). More than just jargon – the nature and role of specialist language in learning disciplinary knowledge. Journal of English for Academic Purposes, 7(4), 234–249. https://doi.org/10.1016/j.jeap.2008.10.004

Writing for a Purpose. (n.d.). http://www.uefap.com/writingforapurpose/