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Alexander, Olwyn, Argent, Sue, & Spencer, Jenifer. (2008b). EAP essentials: a teacher’s guide to principles and practice. Garnet.
Alexander, Olwyn, Argent, Sue, & Spencer, Jenifer. (2008c). EAP essentials: a teacher’s guide to principles and practice. Garnet.
Alexander, Olwyn, Argent, Sue, & Spencer, Jenifer. (2008d). EAP essentials: a teacher’s guide to principles and practice. Garnet.
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Badger, R., & White, G. (2000b). 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
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. (2010). Developing courses in English for specific purposes. Palgrave Macmillan. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518
Basturkmen, Helen. (2006). Ideas and options in English for specific purposes: Vol. ESL and applied linguistics professional series. Lawrence Erlbaum Associates, Publishers.
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 [Electronic resource]. 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
Bell, Roger T. (1981). An introduction to applied linguistics: approaches and methods in language teaching. Batsford.
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, Douglas. (2006). University language: a corpus-based study of spoken and written registers: Vol. Studies in corpus linguistics. J. Benjamins.
Biber, Douglas, Leech, Geoffrey N., & Conrad, Susan. (2002). Longman student grammar of spoken and written English. Longman.
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=pdh&AN=1974-01819-001&site=ehost-live
Bitchener, J., & Knoch, U. (2010). The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics, 31(2), 193–214. https://doi.org/10.1093/applin/amp016
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Bloomsbury - Academic Writing. (n.d.). http://www.bloomsbury.com/uk/academic-writing-9781441112361/
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
Bourdieu, Pierre, Passeron, Jean-Claude, Saint Martin, Monique de, Baudelot, Christian, & Vincent, Guy. (1994). Academic discourse: linguistic misunderstanding and professional power. Polity.
Breen, M. P. (1987). Contemporary Paradigms in Syllabus Design. Part I. Language Teaching, 20(02). https://doi.org/10.1017/S0261444800004365
Bruce, I. (2008). Cognitive genre structures in Methods sections of research articles: A corpus study. Journal of English for Academic Purposes, 7(1), 38–54. https://doi.org/10.1016/j.jeap.2007.12.001
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
Bruce, Ian, 1953-. (2011). Theory and concepts of English for academic purposes. Palgrave Macmillan.
Byram, Michael & Morgan, Carol. (1994). Teaching-and-learning language-and-culture: Vol. Multilingual matters (Series). Multilingual Matters.
Coffin, C., & Donohue, J. P. (2012a). 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
Coffin, C., & Donohue, J. P. (2012b). English for Academic Purposes: Contributions from systemic functional linguistics and Academic Literacies. Journal of English for Academic Purposes, 11(1), 1–3. https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com./science/article/pii/S147515851100083X
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, S. (2017). Critical thinking skills: developing effective analysis and argument (Third edition). Palgrave. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234915
Cottrell, S. (2019). The study skills handbook (Fifth edition). Red Globe Press. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234945
Cottrell, Stella. (2001). Teaching study skills and supporting learning: Vol. Palgrave study guides. Palgrave.
Critical Thinking: Where to Begin. (n.d.). http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796
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
de Almeida Soares, D. (2008). Understanding class blogs as a tool for language development. Language Teaching Research, 12(4), 517–533. https://doi.org/10.1177/1362168808097165
Dexter, Phil, Sheerin, Susan, & International Association of Teachers of English as a Foreign Language. (1999). Learner independence worksheets 2. IATEFL.
Dick Allwright. (n.d.). Developing Principles for Practitioner Research: The Case of Exploratory Practice. The Modern Language Journal, 89(3), 353–366. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3588663
Dr Armin Krishnan. (n.d.-a). What are Academic Disciplines?    Some observations on the Disciplinarity vs.  Interdisciplinarity debate. http://www.forschungsnetzwerk.at/downloadpub/what_are_academic_disciplines2009.pdf
Ellis, Gail & Sinclair, Barbara. (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. (Ed.). (1994). Academic listening: research perspectives. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139524612
Flowerdew, L. (2005a). Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’ Journal of English for Academic Purposes, 4(2), 135–147. https://doi.org/10.1016/j.jeap.2004.09.001
Flowerdew, L. (2005b). Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’ Journal of English for Academic Purposes, 4(2), 135–147. https://doi.org/10.1016/j.jeap.2004.09.001
Gass, S. M., Madden, C. G., & Conference on Applied Linguistics. (1985). Input in second language acquisition: Vol. Series on Issues in Second Language Research. Newbury House.
Gieve, Simon & Miller, Inés K. (2006). Understanding the language classroom. Palgrave Macmillan.
Gillett, A. J. (1989). Designing an EAP Syllabus: English Language Support for Further and Higher Education. Journal of Further and Higher Education, 13(2), 92–104. https://doi.org/10.1080/0309877890130210
Gillett, A., & Weetman, C. (2005). Investigation of the perceived usefulness of a StudyNet group discussion facility by students in higher education. Journal for the Enhancement of Learning and Teaching, 2(1), 36–43. https://uhra.herts.ac.uk/bitstream/handle/2299/2597/902908.pdf?sequence=1
Gillett, A., Wray, L., & British Association of Lecturers in English for Academic Purposes. (2006). Assessing the effectiveness of EAP programmes. BALEAP.
Green, B. A., & Andrade, M. S. (2010). 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
Groom, N. (2005). Pattern and meaning across genres and disciplines: An exploratory study. Journal of English for Academic Purposes, 4(3), 257–277. https://doi.org/10.1016/j.jeap.2005.03.002
Horowitz, D. M. (1986). What Professors Actually Require: Academic Tasks for the ESL Classroom. TESOL Quarterly, 20(3). https://doi.org/10.2307/3586294
Hunston, S. (2002). 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. (2012). Disciplinary identities: individuality and community in academic discourse: Vol. Cambridge applied linguistics. Cambridge University Press.
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. (2002a). 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., & Hamp-Lyons, L. (2002b). 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., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(02). https://doi.org/10.1017/S0261444806003399
Hyland, Ken. (2000a). Disciplinary discourses: social interactions in academic writing: Vol. Applied linguistics and language study. Longman.
Hyland, Ken. (2000b). Disciplinary discourses: social interactions in academic writing: Vol. Applied linguistics and language study. Longman.
Hyland, Ken. (2006). English for academic purposes: an advanced resource book: Vol. Routledge applied linguistics (New Ed). Routledge.
Hyland, Ken & Hyland, Fiona. (2006). Feedback in Second Language Writing: Contexts and Issues: Vol. Cambridge Applied Linguistics [Electronic resource]. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742
Jordan, R. R. (1989). English for Academic Purposes (EAP). Language Teaching, 22(03). https://doi.org/10.1017/S026144480001483X
Jordan, R. R. (1997). English for academic purposes: a guide and resource book for teachers: Vol. Cambridge language teaching library. Cambridge University Press.
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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
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
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Morita, N. (2000a). Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program. TESOL Quarterly, 34(2). https://doi.org/10.2307/3587953
Morita, N. (2000b). Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program. TESOL Quarterly, 34(2). https://doi.org/10.2307/3587953
Muncie, J. (2000). Using written teacher feedback in EFL composition classes. ELT Journal, 54(1), 47–53. https://doi.org/10.1093/elt/54.1.47
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Nesi, H., & Gardner, S. (2012). Genres across the disciplines: student writing in higher education. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/9781009030199
Nesi, Hilary. (2012). Genres across the disciplines: student writing in higher education: Vol. (The Cambridge applied linguistics serie. 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
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Pecorari, D. (2013). Teaching to avoid plagiarism: how to promote good source use. Open University Press, McGraw-Hill Education. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595
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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
Tony Becher and Paul R. Trowler. (n.d.-b). Academic Tribes and Territories. https://www.mheducation.co.uk/openup/chapters/0335206271.pdf
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Woodward-Kron, R. (2002). Critical analysis versus description? Examining the relationship in successful student writing. Journal of English for Academic Purposes, 1(2), 121–143. https://doi.org/10.1016/S1475-1585(02)00013-9
Woodward-Kron, R. (2008a). 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
Woodward-Kron, R. (2008b). 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
Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(03), 259–296. https://doi.org/10.1017/S0261444810000030
Yakhontova, T. (2006). Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic Purposes, 5(2), 153–167. https://doi.org/10.1016/j.jeap.2006.03.002
Zhang, R. (2004). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research, 8(3), 331–345. https://doi.org/10.1191/1362168804lr142xx