EAP and subject specialist academic writing feedback collaboration.
Jill Northcott and David Caulton
Separating language from content potentially creates a false dichotomy (Hyland 2013). This presentation reports research into ESAP and subject specialist feedback on postgraduate academic writing on two collaborative online courses –in Social & Political Sciences and Medicine and Veterinary Medicine. A grounded theory study of ESAP and subject specialist approaches reveals possible ways of meeting student expectations for content as well as language-focussed feedback.
Jill Northcott is Head of ESP at ELE, University of Edinburgh. Her research and publication interests include Legal English and ethnographic exploration of academic learning contexts for teacher development and ESAP course design. She is a member of the JEAP Editorial Board. Her ESP teaching career began in Malaysia.
David Caulton started his ESP career in Italy and is now Deputy Section Head of ESP at ELE, University of Edinburgh. He teaches on a range of pre- and in-sessional ESAP courses. His interests include Business English and ESAP course design and materials development in both F2F and online learning.
Bringing learners and tutors together in the writing process through dialogic feedback
Dialogic feedback seeks to avoid problems caused when students do not understand the feedback given to them and have little or no opportunity to discuss it. This talk presents an attempt to implement dialogic feedback at the course design stage, using Google Docs and weekly tutorials.
Chris Smith has worked for more than 7 years at the University of Sheffield ELTC, recently focussing on course and assessment design. He has previously presented on error correction for speaking (IATEFL), seminar assessments (BALEAP PIM) and reading-into- writing tests (IATEFL TEA SIG).
From ghostwriting to learner engagement in pre-sessional writing assessment: How can an open book exam help?
Peter Holt and Eddie Cowling
Westbrook and Holt’s (2015) open book exam was designed to combat ghostwriting in presessional assessments. The cycle is presented as well as the findings of a recent study involving 91 students and 7 teachers which explored the exam’s impact on reading behaviour, and teachers’ and learners’ levels of motivation.
Peter Holt has been an EAP lecturer and assessment lead for 18 years and has worked at a variety of HE institutions in Turkey, Poland, Portugal and the UK. He also coordinates the SIG for Testing for Academic Purposes within EALTA (European Association for Language Testing and Assessment).
Eddie Cowling currently coordinates the presessional programes at York St John University, which has included implementing recent assessment revisions. He previously worked in Córdoba, Spain for a number of years and was also a researcher at Kingston University.
Collaborating with postgraduates on providing 1:1 academic support: Who benefits and how?
A model of student support used at Essex sees postgraduates collaborating with academic skills tutors in providing half-hour drop-in advising sessions to students from varying disciplines and study levels. In considering who benefits, I explore the views of the postgraduates themselves, using interviews to examine their perceptions of the experience.
Anne is a Tutor in EAP and Academic Skills at the University of Essex. She works on a range of UG and PG support modules, and is part of the 1:1 advising team. Previous experience includes teaching English in China and EAP presessional teaching at the University of Nottingham.
A critical evaluation of role assignment in collaborative writing tasks that use a SCALE-UP approach
Beichner et. al (2007) recommend that students adopt roles (e.g. ‘manager’, ‘scribe’) as they work on collaborative tasks. This paper evaluates this by analysing the performance of students when adopting these roles. It also suggests an alternative way of promoting collaboration in the EAP classroom.
Walter Nowlan is a Lecturer and Deputy Programme Manager for Pre-sessional EAP. He has extensive experience as a teacher and teacher trainer in Poland, France, Ukraine, Romania and the UK.
Listening in Lectures: Are they transferring the skills and strategies from pre-sessional to Masters’ lectures?
Academic Listening can sometimes be a neglected skill on pre-sessional programmes, relegated in priority while attention is more geared towards academic writing. Yet the listening strand is assessed and is a pre-requisite skill for students on their post-graduate programmes. What strategies do students take forward from the pre- sessional course?
Having previously worked in industry, I arrived late to a career in teaching English, firstly as a foreign language in Further Education and language schools and subsequently for academic purposes in Higher Education. I am currently working at the University of Bristol, teaching on International Foundation, Pre-sessional and In-sessional programmes.
Inspiring Learners with Innovative Feedback
Research has shown that the integration of technology in teaching in higher education is recognised as fundamental if best practice is to be achieved. This paper illustrates the use of screen-capture software, Snagit with Turnitin, to provide feedback to students on their assessed
Ella Tennant works at Keele University, where she leads EAP and Intercultural Communication Skills modules. Ella holds a BA Honours degree in French Modern Arts, MA in Asian Studies (University of Hong Kong), and the RSA TEFL Diploma and Certificate. She is a Senior Fellow of the Higher Education Academy.
Fellowship Bids: teaching an occluded genre
The session will describe and examine the presentation of the language and communicative moves in a small corpus of British fellowship bid applications.
Ian Pople works in the University Language Centre of the University of Manchester, and is a BALEAP Senior Fellow.