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Basturkmen, Helen. Developing Courses in English for Specific Purposes. Basingstoke, Hampshire: Palgrave Macmillan, 2010. Web. <https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518>.
Basturkmen, Helen. Ideas and Options in English for Specific Purposes. ESL and applied linguistics professional series. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 2006. Print.
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Bell, Roger T. An Introduction to Applied Linguistics: Approaches and Methods in Language Teaching. London: Batsford, 1981. Print.
Benesch, Sarah. ‘Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach’. TESOL Quarterly 30.4 (1996): n. pag. Web.
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Biber, Douglas. University Language: A Corpus-Based Study of Spoken and Written Registers. Studies in corpus linguistics. Amsterdam: J. Benjamins, 2006. Print.
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Biglan, Anthony. ‘The Characteristics of Subject Matter in Different Academic Areas.’ Journal of Applied Psychology 57.3 (1973): 195–203. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=pdh&amp;AN=1974-01819-001&amp;site=ehost-live>.
Bitchener, J., and U. Knoch. ‘The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation’. Applied Linguistics 31.2 (2010): 193–214. Web.
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Breen, Michael P. ‘Contemporary Paradigms in Syllabus Design. Part I’. Language Teaching 20.02 (1987): n. pag. Web.
Bruce, Ian. ‘Cognitive Genre Structures in Methods Sections of Research Articles: A Corpus Study’. Journal of English for Academic Purposes 7.1 (2008): 38–54. Web.
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Bruce, Ian, 1953-. Theory and Concepts of English for Academic Purposes. Basingstoke, UK: Palgrave Macmillan, 2011. Print.
Byram, Michael and Morgan, Carol. Teaching-and-Learning Language-and-Culture. Multilingual matters (Series). Clevedon: Multilingual Matters, 1994. Print.
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Cooper, Amy, and Dawn Bikowski. ‘Writing at the Graduate Level: What Tasks Do Professors Actually Require?’ Journal of English for Academic Purposes 6.3 (2007): 206–221. Web.
Cottrell, Stella. Critical Thinking Skills: Developing Effective Analysis and Argument. Third edition. London: Palgrave, 2017. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234915>.
Cottrell, Stella. Teaching Study Skills and Supporting Learning. Palgrave study guides. Basingstoke: Palgrave, 2001. Print.
Cottrell, Stella. The Study Skills Handbook. Fifth edition. London: Red Globe Press, 2019. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234945>.
‘Critical Thinking: Where to Begin’. N.p., n.d. Web. <http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796>.
Davidson, Bruce W. ‘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 (1998): n. pag. Web.
de Almeida Soares, Doris. ‘Understanding Class Blogs as a Tool for Language Development’. Language Teaching Research 12.4 (2008): 517–533. Web.
Dexter, Phil, Sheerin, Susan, and International Association of Teachers of English as a Foreign Language. Learner Independence Worksheets 2. Whitstable: IATEFL, 1999. Print.
Dick Allwright. ‘Developing Principles for Practitioner Research: The Case of Exploratory Practice’. The Modern Language Journal 89.3 353–366. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3588663>.
Dr Armin Krishnan. ‘What Are Academic Disciplines?    Some Observations on the Disciplinarity vs.  Interdisciplinarity Debate’. Web. <http://www.forschungsnetzwerk.at/downloadpub/what_are_academic_disciplines2009.pdf>.
Ellis, Gail and Sinclair, Barbara. Learning to Learn English: A Course in Learner Training : Learner’s Book. Cambridge: Cambridge University Press, 1989. Print.
Ferris, Dana. ‘Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis’. TESOL Quarterly 32.2 (1998): n. pag. Web.
Flowerdew, John, ed. Academic Listening: Research Perspectives. Cambridge: Cambridge University Press, 1994. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139524612>.
Flowerdew, Lynne. ‘Integrating Traditional and Critical Approaches to Syllabus Design: The “What”, the “How” and the “Why?”’ Journal of English for Academic Purposes 4.2 (2005): 135–147. Web.
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Gass, Susan M., Carolyn G. Madden, and Conference on Applied Linguistics. Input in Second Language Acquisition. Series on Issues in Second Language Research. Cambridge, MA: Newbury House, 1985. Print.
Gieve, Simon and Miller, Inés K. Understanding the Language Classroom. Basingstoke: Palgrave Macmillan, 2006. Print.
Gillett, A.J. ‘Designing an EAP Syllabus: English Language Support for Further and Higher Education.’ Journal of Further and Higher Education 13.2 (1989): 92–104. Web.
Gillett, Andy, and Claire Weetman. ‘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 (2005): 36–43. Web. <https://uhra.herts.ac.uk/bitstream/handle/2299/2597/902908.pdf?sequence=1>.
Gillett, Andy, Liz Wray, and British Association of Lecturers in English for Academic Purposes. Assessing the Effectiveness of EAP Programmes. London: BALEAP, 2006. Print.
Green, Brent A., and Maureen Snow Andrade. ‘Guiding Principles for Language Assessment Reform: A Model for Collaboration’. Journal of English for Academic Purposes 9.4 (2010): 322–334. Web.
Groom, Nicholas. ‘Pattern and Meaning across Genres and Disciplines: An Exploratory Study’. Journal of English for Academic Purposes 4.3 (2005): 257–277. Web.
Horowitz, Daniel M. ‘What Professors Actually Require: Academic Tasks for the ESL Classroom’. TESOL Quarterly 20.3 (1986): n. pag. Web.
Hunston, Susan. Corpora in Applied Linguistics. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 2002. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524773>.
Hyland, Ken. Disciplinary Discourses: Social Interactions in Academic Writing. Applied linguistics and language study. Harlow: Longman, 2000. Print.
---. Disciplinary Discourses: Social Interactions in Academic Writing. Applied linguistics and language study. Harlow: Longman, 2000. Print.
Hyland, Ken. Disciplinary Identities: Individuality and Community in Academic Discourse. Cambridge applied linguistics. Cambridge: Cambridge University Press, 2012. Print.
Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New Ed. Routledge applied linguistics. Abingdon, UK ; New York, NY: Routledge, 2006. Print.
Hyland, Ken, and Marina Bondi, eds. Academic Discourse across Disciplines. Linguistic Insights : Studies in Language and Communication. Bern, Switzerland: Peter Lang AG, 2006. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1053948>.
Hyland, Ken, and Liz Hamp-Lyons. ‘EAP: Issues and Directions’. Journal of English for Academic Purposes 1.1 (2002): 1–12. Web.
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Hyland, Ken and Hyland, Fiona. Feedback in Second Language Writing: Contexts and Issues. Cambridge Applied Linguistics. Cambridge: Cambridge University Press, 2006. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742>.
Hyland, Ken, and Fiona Hyland. ‘Feedback on Second Language Students’ Writing’. Language Teaching 39.02 (2006): n. pag. Web.
Jordan, R. R. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge language teaching library. Cambridge: Cambridge University Press, 1997. Print.
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‘Journal of English for Academic Purposes’. 10.2 (Listening in EAP) n. pag. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/10/2>.
‘---’. 2 (Spoken Academic English).1 n. pag. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/2/1>.
‘---’. 8.2 n. pag. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/8/2>.
Lea, Mary R., and Brian V. Street. ‘Student Writing in Higher Education: An Academic Literacies Approach’. Studies in Higher Education 23.2 (1998): 157–172. Web.
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Morita, Naoko. ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’. TESOL Quarterly 34.2 (2000): n. pag. Web.
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Muncie, J. ‘Using Written Teacher Feedback in EFL Composition Classes’. ELT Journal 54.1 (2000): 47–53. Web.
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Neumann, Ruth. ‘Disciplinary Differences and University Teaching’. Studies in Higher Education 26.2 (2001): 135–146. Web.
Nunan, David and Carter, Ronald. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, 2001. Print.
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Pecorari, Diane. Teaching to Avoid Plagiarism: How to Promote Good Source Use. Maidenhead, Berkshire: Open University Press, McGraw-Hill Education, 2013. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595>.
‘Principles and Practices in Second Language Aquisition’. Web. <http://www.sdkrashen.com/content/books/principles_and_practice.pdf>.
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‘Teachers’ Beliefs’. n. pag. Web. <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’. Web. <http://www.gla.ac.uk/media/media_106264_en.pdf>.
Thompson, Celia. ‘Teaching Critical Thinking in EAP Courses in Australia’. TESOL Journal 11.4 (2011): 15–20. Web. <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. ‘Academic Tribes and Territories’. Web. <https://www.mheducation.co.uk/openup/chapters/0335206271.pdf>.
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