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      Archibald, A. 2010. ‘Patterns of revision in first language and second language writing’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 195-210
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Country of research: United Kingdom
      Institutional level: tertiary
      Entered by: University of Southampton (Modern Languages, School of Humanities)
      Preece, S. 2010. ‘The positioning of learners and educators in discourses associated with academic literacy’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 25-38
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Summary: This chapter examines discourses that underpin approaches to academic literacy in the field of EAP and how these position teachers and students on EAP programmes.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
      Nesi, H. 2010. ‘The virtual vocabulary notebook: the electronic dictionary as vocabulary learning tool’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 213-226
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Summary: This chapter discusses the way Chinese students use electronic dictionaries to learn vocabulary whilst studying at a British university.
      Country of research: United Kingdom
      Learners' background: China
      Institutional level: tertiary
      Entered by: Coventry University
      Marshall, S. and S. Williams. 2010. ‘Combining process, product and genre on a graduate EAP writing course’ in Developing Academic Literacy. Bern: Peter Lang, pp. 143-154
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Summary: A synthesis of product, process and genre approaches can be more effective with mixed-discipline postgraduate students than paying more or less attention to any of the three in isolation. A diagnostic, individualised approach is described in which students bring in writing from their discipline and apply generic lesson learned to writing in practice.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Sussex (The Sussex Language Institute)
      Jeannet, J. and C. Wright. 2010. ‘The benefits of the staged approach to the term paper for foundation level students’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 113-124
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Guariento, B. and E. Daborn. 2010. ‘Putting 'I' in its place: using academic texts to help students learn how to give opinions’ in Developing Academic Literacy. Oxford: Peter Lang
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Entered by: University of Glasgow (Language and Literature, Faculty of Education)
      Turner, J. 2010. ‘Supporting academic literacy: issues of proofreading and language proficiency’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 39-51
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Summary: From an EAP practitioner's perspective, explores the 1-1 consultation with PhD students on their writing. Issues of time, pressure, and ethics arise. Illustrated with textual examples.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Goldsmiths, University of London (Centre for Language, Culture and Learning)