Academic Word List - School of Linguistics and Applied Language Studies - Victoria University of Wellington (no date). Available at: http://www.victoria.ac.nz/lals/resources/academicwordlist/.
Alexander, O., Argent, S. and Spencer, J. (2008) EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet Publishing Ltd.
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer (2008a) EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet.
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer (2008b) EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet.
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer (2008c) EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet.
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer (2008d) EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet.
Allwright, D. (2003) ‘Exploratory Practice: rethinking practitioner research in language teaching’, Language Teaching Research, 7(2), pp. 113–141. Available at: https://doi.org/10.1191/1362168803lr118oa.
Allwright, Dick (2009) The developing language learner: an introduction to exploratory practice. Houndmills, Basingst: Palgrave Macmillan.
de Almeida Soares, D. (2008) ‘Understanding class blogs as a tool for language development’, Language Teaching Research, 12(4), pp. 517–533. Available at: https://doi.org/10.1177/1362168808097165.
Atkinson, D. (1997) ‘A Critical Approach to Critical Thinking in TESOL’, TESOL Quarterly, 31(1). Available at: https://doi.org/10.2307/3587975.
Badger, R. and White, G. (2000a) ‘A process genre approach to teaching writing’, ELT Journal, 54(2), pp. 153–160. Available at: https://doi.org/10.1093/elt/54.2.153.
Badger, R. and White, G. (2000b) ‘A process genre approach to teaching writing’, ELT Journal, 54(2), pp. 153–160. Available at: https://doi.org/10.1093/elt/54.2.153.
‘BALEAP Can Do Framework for EAP syllabus design and assessment’ (no date). Available at: 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’ (no date). Available at: https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf.
Banerjee, J. and 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), pp. 50–69. Available at: https://doi.org/10.1016/j.jeap.2005.11.003.
Basturkmen, H. (2010) Developing courses in English for specific purposes. Basingstoke, Hampshire: Palgrave Macmillan. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518.
Basturkmen, Helen (2006) Ideas and options in English for specific purposes. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Becher, T. (1981) ‘Towards a definition of disciplinary cultures’, Studies in Higher Education, 6(2), pp. 109–122. Available at: https://doi.org/10.1080/03075078112331379362.
Becher, T. (1989) Academic tribes and territories: intellectual enquiry and the cultures of disciplines [electronic resource]. Buckingham: Society for Research into Higher Education & Open University Press. Available at: 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), pp. 151–161. Available at: https://doi.org/10.1080/03075079412331382007.
Bell, Roger T. (1981) An introduction to applied linguistics: approaches and methods in language teaching. London: Batsford.
Benesch, S. (1996) ‘Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach’, TESOL Quarterly, 30(4). Available at: https://doi.org/10.2307/3587931.
Benson, P. (2007) ‘Autonomy in language teaching and learning’, Language Teaching, 40(01). Available at: https://doi.org/10.1017/S0261444806003958.
Biber, Douglas (2006) University language: a corpus-based study of spoken and written registers. Amsterdam: J. Benjamins.
Biber, Douglas, Leech, Geoffrey N., and Conrad, Susan (2002) Longman student grammar of spoken and written English. Harlow: Longman.
Biglan, A. (1973) ‘The characteristics of subject matter in different academic areas.’, Journal of Applied Psychology, 57(3), pp. 195–203. Available at: 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. and Knoch, U. (2010) ‘The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation’, Applied Linguistics, 31(2), pp. 193–214. Available at: https://doi.org/10.1093/applin/amp016.
Bloom’s taxonomy (no date). Available at: http://www.learningandteaching.info/learning/bloomtax.htm.
Bloomsbury - Academic Writing (no date). Available at: 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), pp. 81–109. Available at: https://doi.org/10.1017/S0261444803001903.
Bourdieu, Pierre et al. (1994) Academic discourse: linguistic misunderstanding and professional power. Cambridge: Polity.
Breen, M.P. (1987) ‘Contemporary Paradigms in Syllabus Design. Part I’, Language Teaching, 20(02). Available at: 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), pp. 38–54. Available at: 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), pp. 105–124. Available at: https://doi.org/10.1016/j.esp.2008.12.005.
Bruce, Ian, 1953- (2011) Theory and concepts of English for academic purposes. Basingstoke, UK: Palgrave Macmillan.
Byram, Michael and Morgan, Carol (1994) Teaching-and-learning language-and-culture. Clevedon: Multilingual Matters.
Coffin, C. and Donohue, J.P. (2012a) ‘Academic Literacies and systemic functional linguistics: How do they relate?’, Journal of English for Academic Purposes, 11(1), pp. 64–75. Available at: https://doi.org/10.1016/j.jeap.2011.11.004.
Coffin, C. and Donohue, J.P. (2012b) ‘English for Academic Purposes: Contributions from systemic functional linguistics and Academic Literacies’, Journal of English for Academic Purposes, 11(1), pp. 1–3. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com./science/article/pii/S147515851100083X.
Cooper, A. and Bikowski, D. (2007) ‘Writing at the graduate level: What tasks do professors actually require?’, Journal of English for Academic Purposes, 6(3), pp. 206–221. Available at: https://doi.org/10.1016/j.jeap.2007.09.008.
Cottrell, S. (2017) Critical thinking skills: developing effective analysis and argument. Third edition. London: Palgrave. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234915.
Cottrell, S. (2019) The study skills handbook. Fifth edition. London: Red Globe Press. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234945.
Cottrell, Stella (2001) Teaching study skills and supporting learning. Basingstoke: Palgrave.
Critical Thinking: Where to Begin (no date). Available at: 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). Available at: https://doi.org/10.2307/3587906.
Dexter, Phil, Sheerin, Susan, and International Association of Teachers of English as a Foreign Language (1999) Learner independence worksheets 2. Whitstable: IATEFL.
Dick Allwright (no date) ‘Developing Principles for Practitioner Research: The Case of Exploratory Practice’, The Modern Language Journal, 89(3), pp. 353–366. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3588663.
Dr Armin Krishnan (no date) ‘What are Academic Disciplines?    Some observations on the Disciplinarity vs.  Interdisciplinarity debate’. Available at: http://www.forschungsnetzwerk.at/downloadpub/what_are_academic_disciplines2009.pdf.
Ellis, Gail and Sinclair, Barbara (1989) Learning to learn English: a course in learner training : learner’s book. Cambridge: Cambridge University Press.
Ferris, D. (1998) ‘Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis’, TESOL Quarterly, 32(2). Available at: https://doi.org/10.2307/3587585.
Flowerdew, J. (ed.) (1994) Academic listening: research perspectives. Cambridge: Cambridge University Press. Available at: 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), pp. 135–147. Available at: 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), pp. 135–147. Available at: https://doi.org/10.1016/j.jeap.2004.09.001.
Gass, S.M., Madden, C.G., and Conference on Applied Linguistics (1985) Input in second language acquisition. Cambridge, MA: Newbury House.
Gieve, Simon and Miller, Inés K. (2006) Understanding the language classroom. Basingstoke: Palgrave Macmillan.
Gillett, A. and 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), pp. 36–43. Available at: https://uhra.herts.ac.uk/bitstream/handle/2299/2597/902908.pdf?sequence=1.
Gillett, A., Wray, L., and British Association of Lecturers in English for Academic Purposes (2006) Assessing the effectiveness of EAP programmes. London: BALEAP.
Gillett, A.J. (1989) ‘Designing an EAP Syllabus: English Language Support for Further and Higher Education.’, Journal of Further and Higher Education, 13(2), pp. 92–104. Available at: https://doi.org/10.1080/0309877890130210.
Green, B.A. and Andrade, M.S. (2010) ‘Guiding principles for language assessment reform: A model for collaboration’, Journal of English for Academic Purposes, 9(4), pp. 322–334. Available at: 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), pp. 257–277. Available at: 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). Available at: https://doi.org/10.2307/3586294.
Hunston, S. (2002) Corpora in applied linguistics. Cambridge: Cambridge University Press. Available at: 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. Cambridge: Cambridge University Press.
Hyland, K. and Bondi, M. (eds) (2006) Academic discourse across disciplines. Bern, Switzerland: Peter Lang AG. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1053948.
Hyland, K. and Hamp-Lyons, L. (2002a) ‘EAP: issues and directions’, Journal of English for Academic Purposes, 1(1), pp. 1–12. Available at: https://doi.org/10.1016/S1475-1585(02)00002-4.
Hyland, K. and Hamp-Lyons, L. (2002b) ‘EAP: issues and directions’, Journal of English for Academic Purposes, 1(1), pp. 1–12. Available at: https://doi.org/10.1016/S1475-1585(02)00002-4.
Hyland, K. and Hyland, F. (2006) ‘Feedback on second language students’ writing’, Language Teaching, 39(02). Available at: https://doi.org/10.1017/S0261444806003399.
Hyland, Ken (2000a) Disciplinary discourses: social interactions in academic writing. Harlow: Longman.
Hyland, Ken (2000b) Disciplinary discourses: social interactions in academic writing. Harlow: Longman.
Hyland, Ken (2006) English for academic purposes: an advanced resource book. New Ed. Abingdon, UK ; New York, NY: Routledge.
Hyland, Ken and Hyland, Fiona (2006) Feedback in Second Language Writing: Contexts and Issues [electronic resource]. Cambridge: Cambridge University Press. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742.
Jordan, R. R. (1997) English for academic purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press.
Jordan, R.R. (1989) ‘English for Academic Purposes (EAP)’, Language Teaching, 22(03). Available at: https://doi.org/10.1017/S026144480001483X.
Jordan, R.R. (1997) English for academic purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press.
‘Journal of English for Academic Purposes’ (no date a), 10(2 (Listening in EAP)). Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/10/2.
‘Journal of English for Academic Purposes’ (no date b), 2 (Spoken Academic English)(1). Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/2/1.
‘Journal of English for Academic Purposes’ (no date c), 8(2). Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/8/2.
Lea, M.R. and Street, B.V. (1998) ‘Student writing in higher education: An academic literacies approach’, Studies in Higher Education, 23(2), pp. 157–172. Available at: https://doi.org/10.1080/03075079812331380364.
Lynch, Brian K. (1996) Language program evaluation: theory and practice. Cambridge [England]: Cambridge University Press.
Morita, N. (2000a) ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’, TESOL Quarterly, 34(2). Available at: https://doi.org/10.2307/3587953.
Morita, N. (2000b) ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’, TESOL Quarterly, 34(2). Available at: https://doi.org/10.2307/3587953.
Muncie, J. (2000) ‘Using written teacher feedback in EFL composition classes’, ELT Journal, 54(1), pp. 47–53. Available at: https://doi.org/10.1093/elt/54.1.47.
Musumeci, Diane (1997) Breaking tradition: an exploration of the historical relationship between theory and practice in second language teaching. New York: McGraw-Hill.
Nation, P. (2007) ‘The Four Strands’, Innovation in Language Learning and Teaching, 1(1), pp. 2–13. Available at: https://doi.org/10.2167/illt039.0.
Nesi, H. and Gardner, S. (2012) Genres across the disciplines: student writing in higher education. Cambridge: Cambridge University Press. Available at: 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. Cambridge: Cambridge University Press.
Neumann, R. (2001) ‘Disciplinary Differences and University Teaching’, Studies in Higher Education, 26(2), pp. 135–146. Available at: https://doi.org/10.1080/03075070120052071.
Nunan, David and Carter, Ronald (2001) The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Nuttall, C.E. (2005) Teaching reading skills in a foreign language. [2nd ed.]. Oxford: Macmillan Education.
O’Brien, T. (2004) ‘Writing in a foreign language: teaching and learning’, Language Teaching, 37(1), pp. 1–28. Available at: https://doi.org/10.1017/S0261444804002113.
Peacock, M. and Flowerdew, J. (2001) Research perspectives on English for academic purposes. Cambridge: Cambridge University Press.
Peacock, Matthew and Flowerdew, John (2001) Research perspectives on English for academic purposes. Cambridge: Cambridge University Press.
Pecorari, D. (2013) Teaching to avoid plagiarism: how to promote good source use. Maidenhead, Berkshire: Open University Press, McGraw-Hill Education. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595.
‘Principles and practices in second language aquisition’ (no date). Available at: http://www.sdkrashen.com/content/books/principles_and_practice.pdf.
Robinson, Pauline C. (1991) ESP today: a practitioner’s guide. London: Prentice Hall.
Robinson, Pauline C. and British Council (1988a) Academic writing: process and product. Basingstoke: Modern English Publications in association with the British Council.
Robinson, Pauline C. and British Council (1988b) Academic writing: process and product. Basingstoke: Modern English Publications in association with the British Council.
Rollinson, P. (2005) ‘Using peer feedback in the ESL writing class’, ELT Journal, 59(1), pp. 23–30. Available at: https://doi.org/10.1093/elt/cci003.
Samraj, B. (2004) ‘Discourse features of the student-produced academic research paper: variations across disciplinary courses’, Journal of English for Academic Purposes, 3(1), pp. 5–22. Available at: https://doi.org/10.1016/S1475-1585(03)00053-5.
SCHMIDT, R.W. (1990) ‘The Role of Consciousness in Second Language Learning1’, Applied Linguistics, 11(2), pp. 129–158. Available at: https://doi.org/10.1093/applin/11.2.129.
Subject benchmark statements: Languages and related studies (no date). Available at: https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-languages-cultures-and-societies.
Sun, Y.-C. (2013) ‘Do journal authors plagiarize? Using plagiarism detection software to uncover matching text across disciplines’, Journal of English for Academic Purposes, 12(4), pp. 264–272. Available at: https://doi.org/10.1016/j.jeap.2013.07.002.
Swales, John M. (1990) Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
‘Teachers’ beliefs’ (no date). Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/eltj/article/55/2/186/3114052.
‘The University’s student guide to assessment’ (no date). Available at: http://www.gla.ac.uk/media/media_106264_en.pdf.
Thompson, C. (2011) ‘Teaching Critical Thinking in EAP Courses in Australia’, TESOL Journal, 11(4), pp. 15–20. Available at: 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 (no date) ‘Academic Tribes and Territories’. Available at: https://www.mheducation.co.uk/openup/chapters/0335206271.pdf.
‘Towards reflective teaching’ (no date). Available at: http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf.
Tribble, Chris (1996) Writing. Oxford: Oxford University Press.
Tudor, I. (1993) ‘Teacher roles in the learner-centred classroom’, ELT Journal, 47(1), pp. 22–31. Available at: https://doi.org/10.1093/elt/47.1.22.
UEfAP: EAP Background Reading (no date). Available at: 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), pp. 127–136. Available at: https://doi.org/10.1016/j.esp.2011.09.001.
University of Glasgow :Graduate Attributes (no date). Available at: http://www.gla.ac.uk/students/attributes/.
UWF - Center for University Teaching, Learning, and Assessment - Assessment of Student Learning: Introduction to Bloom’s Taxonomy (no date). Available at: http://uwf.edu/cutla/assessstudent.cfm.
Wajnryb, Ruth (1992) Classroom observation tasks: a resource book for language teachers and trainers. Cambridge: Cambridge University Press.
Watson Todd, R. (2003) ‘EAP or TEAP?’, Journal of English for Academic Purposes, 2(2), pp. 147–156. Available at: https://doi.org/10.1016/S1475-1585(03)00014-6.
Weigle, Sara Cushing (2002) Assessing writing. Cambridge: Cambridge University Press.
Weissberg, B. (1993) ‘The graduate seminar: Another research-process genre’, English for Specific Purposes, 12(1), pp. 23–35. Available at: https://doi.org/10.1016/0889-4906(93)90025-J.
Wilson, J.J. (2008) How to teach listening. Harlow: Pearson Longman.
Woodward-Kron, R. (2002) ‘Critical analysis versus description? Examining the relationship in successful student writing’, Journal of English for Academic Purposes, 1(2), pp. 121–143. Available at: 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), pp. 234–249. Available at: 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), pp. 234–249. Available at: 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), pp. 259–296. Available at: 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), pp. 153–167. Available at: 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), pp. 331–345. Available at: https://doi.org/10.1191/1362168804lr142xx.