Session 6 – Saturday April 8th 11:30-12:00

Session 6A

University literature essays in the UK, New Zealand and the USA: Implications for EAP

Hilary Nesi, Neil Matheson and Helen Basturkmen


This paper compares, from a linguistic perspective, just under 100 undergraduate literature and drama essays on similar topics, drawn from the BAWE corpus, MICUSP, and a bank of proficient University of Auckland student writing, and suggests implications for the teaching of second language academic writing.


Hilary Nesi researches in the areas of corpus linguistics, EAP, and the design and use of dictionaries and reference tools in academic contexts. She was principal investigator for the projects to create the BASE corpus of British Academic Spoken English and the BAWE corpus of British Academic Written English.

Neil Matheson is Graduate Adviser at the University of Auckland. He is developing a text bank of New Zealand student writing, and has co-authored a chapter about how this can inform the academic writing curriculum, in Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives.

Helen Basturkmen is Associate Professor in Applied Language Studies and Linguistics at the University of Auckland. She is the author of English for Academic Purposes, published by Routledge (2015), and has published widely in areas relating to discourse analysis, teacher expertise in EAP/ESP and course development and evaluation.

Session 6B

Reflections on EAP provision in the context of Transnational Higher Education: challenges and opportunities

Martin Seviour and Laura Manzie


The UK is a key player in Transnational Higher Education with more international students studying for British degrees outside the country than inside. This presentation reflects on the experience of delivering a presessional EAP course in a partner institution in China and the opportunities created for programme and personal development.


Martin Seviour is a Principal Lecturer and Programme Manager for Pre-sessional EAP. He has extensive experience as a teacher, teacher trainer and materials writer in Sierra Leone, Mongolia, China and Uzbekistan.

Laura Manzie is a lecturer in EAP and currently delivering a pre-sessional course at the Communication University of China (CUC)in Beijing. She has nine years of ELT experience and has worked in Sri Lanka, Australia, Vietnam and Japan.

Session 6C

Creating TELP – an online skills assessment that gives comprehensive analysis of international students’ needs

Adam Wattan and Michel Mason


At Essex, we have created a new online English skills test in order to accurately assess international students. Performance in the test allows us to provide more focused academic support. This paper will outline the process we undertook to develop the test and will reflect on the experience so far.


Adam is a Tutor in EAP and Academic Skills at the University of Essex. He has a particular interest in materials design and language testing. Previous experience includes teaching and teaching centre management in various British Council teaching centres overseas.

Michel is a Tutor in EAP and Academic Skills at the University of Essex. She contributes to several UG and PG modules and the 1:1 advising team.  Previous experience includes teaching English and Business Communication in New Zealand, and content advising on NZQA Certificates in English Language for learners of EAL.

Session 6D

A combined offer: collaborative development through a content-based presessional programme

Bee Bond and Melinda Whong


This paper outlines the questions raised and affordances created through the development of presessional such that all PGT programmes at the University of Leeds were mapped onto corresponding content-based strands. Close collaboration with subject specialists has shifted understandings of what and how we all should be teaching and supporting students.


Bee is a Senior Teaching Fellow, currently seconded to the Leeds Institute for Teaching Excellence and Innovation,where she is carrying out a project looking at the convergence and disconnect between content knowledge and academic language and literacy. She is also a Senior Fellow of BALEAP and the HEA.

Melinda Whong is the Director of the Language Centre at the University of Leeds. While her academic background is in formal second language acquisition, she has been an active member of BALEAP for many years, as an accreditor and as a member of the Executive.

Session 6E

Launch, toolkit, lifesaver: the use of metaphors by staff and students to conceptualise the role of formulaic phrases

Mary Davis and John Morley


This study examines the metaphors academic writers use to explain how a compendium of formulaic phrases can assist them in a wide range of disciplinary and linguistic contexts. In their responses to an online survey, respondents employed metaphors about unblocking the flow, building a text and demystifying academic writing.


Mary Davis is a Senior Lecturer at Oxford Brookes University where she manages a pre-Master’s EAP programme. Her research interests focus on plagiarism, formative feedback and phrasal intertextuality. She recently completed a PhD at the Institute of Education, University of London, in the development of source use at postgraduate level.

John Morley is Director of the University-wide Language Programmes at the University of Manchester. Part of this work involves organising and running classes and workshops in academic writing for students and staff. He has a special interest in pedagogical role of academic phraseology. He holds a PhD in Applied Linguistics.

Session 6F

Collaborate to Accelerate

Norazida Johar


In developing an online writing course for freshmen, a writing instructor collaborated with her student to create a learning object consisting of videos using animation and interactivity. This course, Good Writing: What and How, serves as a primer to the foundation writing course, Programme in Writing and Reasoning.


Norazida Johar works at the Centre for English Communication, Singapore Management University and teaches communication skills to undergraduate and postgraduate students. From 2014 to 2016, she was the Project Lead for an online writing course developed as a primer for incoming freshmen enrolled in the Programme in Writing and Reasoning.

Session 6G

Evaluating partnership programmes in embedded in-sessional settings

Simon Webster


This paper discusses the findings for case study research evaluating an in-sessional support programme which was developed as a partnership between EAP practitioners and receiving department academics. Based on these findings, the paper proposes a dynamic model for the evaluation of embedded language programmes in diverse contexts.


Simon Webster is director of in-sessional programmes at the University of Leeds. His research interests lie in the areas of teacher cognition, programme design for in-sessional programmes and ESAP programme evaluation.

Session 6I

Using Google Docs for Formative Assessment

Kate Finegan and Rebecca Pearson-Fischer


Formative assessment allows both students and teachers to see how they’re doing and modify their learning or teaching accordingly. Google Docs is an easy-to-use, flexible, online tool that allows teachers to monitor and respond to their students’ work in real time as students work together on formative assessment projects.


Kate Finegan teaches Critical Reading and Writing in the International Foundation Program at the University of Toronto. She has also taught at universities in Tennessee and Iowa and holds an MA in TESOL. You can find her on Twitter @kehfinegan and as co-coordinator of #tleap on Facebook.

Rebecca Pearson-Fischer teaches Critical Reading and Writing/EAP at the University of Toronto. She has taught academic English for twelve years. Rebecca’s experience also includes teaching developmental reading and writing. She is the co-author of a digital textbook designed to help pre-college students with reading and writing.

Session 6J

Non-native teachers and multilingualism in EAP

Julia Gardos and Kazuo Yamomoto


We set out to explore the role of non-native teachers in EAP and the advantages that such teachers can bring to the classroom. By conducting our research at Bristol University, we collected data about student and teacher attitudes and will make suggestions for successful collaboration between native and non-native tutors.


Julia Gardos has a background in English Linguistics, Literature and Culture. She is currently working as an EAP tutor at Bristol University. Her research interests include the role of non-native speaker teachers in the EAP classroom and the intercultural experience of students and tutors in HE.

Kazuo Yamamoto majored in language education including TESOL and FLE (français langue étrangère). He works as a Pre-sessional EAP tutor at Bristol University during summer and also teaches languages at other institutions. His research interests focus on multilingualism, second language acquisition, and the status of non-native teachers.