2021 NFEAP Conference Program

The idea of a stage – as space of performance, period of development or both – opens up rich ways of thinking about academic writing and academic speech. When we talk about stages, we might mean the stages of a text, the stages of a writing process, the stages of a writing career. We might mean writing as performance, or the stages of the seminar room or lecture theatre, where discoursal norms demand that speaking entails a kind of performing. How might EAP teachers and thinkers reckon with the stages – process and performance – of writing, teaching, speaking, research, academic work as a whole? Join us for an exciting two-day online conference!

Plenary speakers

Abstracts

Go here for abstracts and biographies and see below for program, recordings of the plenaries, and power point slides of the presentations.

Participant guidelines

For participant guidelines, please click on this link.

Conference time zone: Central European Summer Time

Note that small changes in the program are possible. Session Zoom links will be added later.

Program at a Glance

Thursday, June 3Friday, June 4
11.00-11.30 Pre-Conference Lounge/Social Time (details TBA)
11.30-12.00 Welcome/Opening
12.00-12.15 Break
12.15-13.15 Plenary Session 1: Pat Thomson
13.15-13.30 Break
13.30-14.00 Concurrent Session 1
14.05-14.35 Concurrent Session 2
14.35-14.50 Break
14.50-15.20 Concurrent Session 3
15.25-15.55 Concurrent Session 4
15.55-17.00 Break
17.00-17.30 Concurrent Session 5
17.35-18.15 Concurrent Session 6
18.15-18.30 Break
18.30-19.30 Virtual Social Event (Details TBA)
10.00-10.30 Conference Lounge/Social Time (details TBA)
10.30-11.00 Concurrent Session 7
11.05-11.35 Concurrent Session 8
11.35-12.00 Break
12.00-13.00 Plenary Session 2: Raffaella Negretti and Lisa McGrath
13.00-14.00 Lunch
14.00-14.30 Concurrent Session 9
14.35-15.05 Concurrent Session 10
15.05-15.20 Break
15.20-15.50 Concurrent Session 11
15.55-16.25 Concurrent Session 12
16.25-16.40 Break
16.40-17.10 Concurrent Session 13
17.15-18.15 Conference Wrap-up

Thursday, June 3rd

11.00-11.30: Conference Lounge/Social Time
Join us in the Zoom Lobby
Join us for an informal pre-conference session. Meet other conference participants

11.30-12.00Welcome/Opening. Remarks by OsloMet Library Director Lars Egeland and members of the Conference Organizing Committee

12.00-12.15 Break

12.15-13.15Plenary Session 1: Pat Thomson

Title: “Staging revision: some musings on academic writing advice”

Abstract: Academic writing advice often suggests that it is good/normal/desirable to produce a messy first draft that then needs to be revised. In this presentation, I examine the “staged” notion of revision that is implicit in this advice. While there are clear benefits of encouraging researchers to get words down on paper, I ask whether there may be unintended consequences which arise from glossing over inter-connected revising practices. My (informed) suspicion is that supervisors and reviewers often see the results of rituals of revision which are more a performance than the artisanal crafting required in authoritative and persuasive text work-identity work. I propose a heuristic for somewhat better advice. And, oh yes, this is a first outing of some of a new book on revision!
To watch a recording of the plenary select this link.

13.15-13.30 Break

TimeConcurrent Session 1Zoom Room Links
13.30-14.00Room 1:
“The academic writing rehearsal: learning from
the performance”
Andrew Northern and Hilary Glasman-Deal
To attend this session, enter Room 1 by clicking on this link
Room 2:
“An ethnographic investigation into authorial voice development
of an exiled academic: an academic literacies approach”
Baraa Khuder and Bojana Petrić

To attend this session, enter Room 2 by clicking on this link

TimeConcurrent Session 2Zoom Room Links
14.05-14.35Room 1:
“Opening dialogic spaces: Meaning-making in teacher educators’ conversations with colleagues about academic writing instruction practices”
Ingunn Ofte
To attend this session, enter Room 1 by clicking on this link
Room 2:
“Risk Assessment: Setting the Stage for More Daring Performances in Academic Essays”
Jonathan W. Leader


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14.35-14.50 Break

TimeConcurrent Session 3Zoom Room Links
14.50-15.20Room 2:
“The PhD confirmation report and viva: ‘stages’ for performing knowledge”
Marion Heron and Nadya Yakovchuk

To attend this session, enter Room 1 by clicking on this link

TimeConcurrent Session 4Zoom Room Links
15.25-15.55
Room 2:
“Dealing with EAP mixed-ability groups step by step”
Natalia Tager

To attend this session, enter Room 2 by clicking on this link

15.55-17.00 Break

TimeConcurrent Session 5Zoom Room Links
17.00-17.30Room 1:
“Writing Retreats and Writing Groups – Significant Stages of Doctoral Writing Support”
Jenny Mattsson
To attend this session, enter Room 1 by clicking on this link
Room 2:
“Offstage: an invitation to a Circle of Trust”
Michèle le Roux

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TimeConcurrent Session 6Zoom Room Links
17.35-18.05Room 1:
“Using Mixed Methods in EAP Writing Research”
Weijia Li

To attend this session, enter Room 1 by clicking on this link
Room 2:
“Collaborative Pedagogical Drama Game Play as Part of Writing Process”
Lin Zhou
To attend this session, enter Room 2 by clicking on this link

18.05-18.30 Break

18.30-19.30 Virtual Social Event (Details in the welcome email you received before the conference)

Friday, June 4th

10.00-10.30: Conference Lounge/Social Time
Join us in the Zoom Lobby

TimeConcurrent Session 7Zoom Room Links
10.30-11.00Room 1:
“Interactive annotation in higher education. Staging student teachers’ collaborative reading and writing through the Lacuna Platform”
Anita Normann and Hildegunn Otnes
To attend this session, enter Room 1 by clicking on this link
Room 2:
“Staging Speaking Provision along the Doctoral Journey”
Sharon Smith

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TimeConcurrent Session 8Zoom Room Links
11.05-11.35Room 1:
“Performing solidarity: Helping students to negotiate the explicit encoding of writer-reader alignment in their writing”
Ramona Tang
To attend this session, enter Room 1 by clicking on this link
Room 2:
“Setting the stage for lecture listening: how representative are EAP coursebooks?”
Katrien Deroey

To attend this session, enter Room 2 by clicking on this link

11.35-12.00 Break

12.00-13.00Plenary Session 2: Raffaella Negretti and Lisa McGrath

Title: Setting the stage(s) for research writing: actors, audiences and learning the craft

Before you hear the plenary, we invite you to complete a small activity.

Abstract: The stage is an apt metaphor for how the EAP community has come to understand research-based writing: scholarly writers are actors, performing genres to disciplinary audiences who have expectations based on familiarity with those genres and the recurrent rhetorical contexts in which they operate. Research writing is of course a textual practice, but it is also inherently social, with both cognitive and affective dimensions. As such, another intriguing facet of stage and its relationship to genre is the series of stages of writer development – how the writer acquires the ability to perform and have agency across rhetorically recurrent situations. The aim of our talk today is to bring new insights to our understanding of these “stages” by presenting a data set derived from a metacognitive scaffolding task completed by a group of doctoral students in the sciences. The task was designed to foreground primarily social facets of writing: writing as genre performance on a specific stage, for a specific audience and as a form of situated, purposeful communication against the backdrop of the current knowledge within a field. Further, the task foregrounded writing as a form of development towards a self-directed, agentive and possibly creative adaptation of one’s authorial choices. On the basis of this new data and our previous research, we present three main arguments: first, we show that a straightforward disciplinary framing of research-based writing is not reflective of the hybridised, fluid and multidisciplinary audiences that our students write for; second, given their complex writing contexts, we argue that students need support in recognising this complexity and in developing rhetorical adroitness in order to write effectively; and third, we call for deeper engagement with well-established theories of learning such as self-regulation and metacognition so that EAP teachers and researchers can design tasks that investigate and promote student learning, and that encompass the social, cognitive and affective dimensions of genre performance.
To watch a recording of the plenary, select this link.

13.00-14.00 Lunch

TimeConcurrent Session 9Zoom Room Links
14.00-14.30Room 1:
“Operating in the margins: the benefits of EAP occupying the Third Space”
Malgorzata Drewniok
To attend this session, enter Room 1 by clicking on this link
Room 2:
““Stages” of academic writing: a diachronic corpus analysis of history writing in English and Romanian”
Loredana Bercuci, Claudia Doroholschi, and Andrei Stavilă

To attend this session, enter Room 2 by clicking on this link

TimeConcurrent Session 10Zoom Room Links
14.35-15.05Room 1:
“Setting the stage for student collaboration”
Averil Bolster and Peter Levrai
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15.05-15.20 Break

TimeConcurrent Session 11Zoom Room Links
15.20-15.50Room 1:
“The uncanny little text doctor: creativity and aesthetic digital experience in the teaching of academic writing”
Iben Brinch Jørgensen and Merete Morken Andersen
To attend this session, enter Room 1 by clicking on this link
Room 2:
“Revising in Parallel Stages”
Jennifer Lewin

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TimeConcurrent Session 12Zoom Room Links
15.55-16.25Room 1:
“Academic Writing Centres as Stages of Performance: Experiences from two Norwegian Institutions”
Cathinka Dahl Hambro
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Room 2:
“Text is Material”
Josh Thorpe

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16.25-16.40 Break

TimeConcurrent Session 13Zoom Room Links
16.40-17.10Room 1:
“Micro-credentials and Digital Badges for EAP Programs”
Darren Downing
To attend this session, enter Room 1 by clicking on this link
Room 2:
“The Use of L1 in the Transitional Stages of Academic English Writing Development”
Lyudmila Belomoina

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17.15-18.15 Conference Wrap Up Event
Click on the Link to Join