Value creation in a partnership academic literacy programme

Current thinking in EAP emphasizes both the genre differences in the academic writing of different disciplines (e.g., Nesi & Gardner, 2012) and the range of academic literacies in which such practices are rooted (Wingate, 2016). With these understandings, there has been increased interest in decentralised EAP provision (Murray, 2016), particularly collaborations between EAP and disciplinary lecturers (Sloan, Porter, & Alexander, 2013). The question arises, however, of what form such partnerships might take and how complementary roles might be adopted (Hyland & Hamp-Lyons, 2002). This paper presents a case study of an initiative in the UK higher education context which seeks to address these central issues. The research investigates a formal collaboration between EAP lecturers and disciplinary lecturers in the form of an academic literacy programme for postgraduate students which embeds an in-sessional EAP programme within a disciplinary practice assignment.