Ms Terri Edwards, MA (Oxon.), MA (Open), RSA Dip TEFLA, PGCAP, FHEA
(email at email@example.com)
I started teaching English for Academic Purposes (EAP) at Durham in 2007. Before that, I taught General English and English for Specific Purposes (ESP) in the UK, Germany, and Japan.
At Durham, I teach discourse analysis and train prospective English Language teachers at undergraduate level. I also provide writing, study skills and research support to all levels of students and staff at the university. My main roles are as follows:
- Module Convener of L2 undergraduate modules: LANG2161 (Everyday English Discourse) and LANG2171 (English Language Teaching).
- Teacher and co-producer (in partnership with Durham students) of the Academic Writing Workshop, an evening course of 26 sessions running across the whole academic year, open to all students (including Exchange students and visiting scholars).
- Teacher and materials writer of Academic Skills courses, open to all undergraduates.
- Researcher, materials writer and teacher of discipline-specific EAP courses in closed groups, for Education, History and STEM subjects such as Physics, Biosciences and Earth Sciences.
- Dissertation supervisor on the MA TESOL programme.
I am also a part-time EdD student, now in the thesis phase. The working title of my thesis is: "Staff-student partnerships in EAP and beyond: breaking the boundaries of academic discourse communities."
In the rest of my free time, I write book reviews for Modern English Teacher (MET) magazine and the Journal of EAP (JEAP). I also work as a volunteer, assisting community archaeology and heritage groups in the North-East with fieldwalking, research and project write-ups. So far I have worked with The Friends of Longovicum, the Lanchester Heritage Audit group, and Cleveland Archaeological Trust, by contributing text, editing and co-editing their booklets and reports.
Edwards, T. (2019). Breaking the boundaries of academic communities: staff-student partnerships in EAP. St Andrew’s EAP.
Edwards, T. (2018). Changing lives for good via staff-student partnerships: reflections on a UKCISA-funded pilot project. UKCISA Conference: Edinburgh.
Edwards, T. (2018). International students as Curriculum Advisers for academic writing courses: developing and implementing staff-student partnerships. UKCISA Member's Seminar: London. Available at: https://www.ukcisa.org.uk/Training--Events/Member-seminars/Member-Seminars-2017-18#layer-6435
Edwards, T. (2017). Innovative practice in academic writing curriculum development: staff-student partnerships at the Durham University English Language Centre, Durham Learning and Teaching Conference: University of Durham.
Edwards, T. & Yang, T. (2017). “What I think is right becomes totally wrong”: Chinese students’ changing experiences of academic writing in Higher Education in the UK, CERA: Institute of Education, London.
Edwards, T. (2017) (Re)positioning international students and EAP staff in the curriculum design cycle, NFEAP: Oslo & Akershus University College of Applied Sciences, Norway.
Edwards, T. (2017). Developing materials for lab report writing in three STEM disciplines', ESAP 2017: Ruhr Universität, Bochum, Germany.
Edwards, T. (2017). From curriculum recipient to Curriculum Adviser: transitions for international students in academic writing course development, UK Lingua: Durham. Available at: https://www.dur.ac.uk/mlac/news/events/uklingua/presentations/
Edwards, T. & Barakat, T. (2017). International students as Curriculum Advisers for academic writing courses: developing and implementing staff-student partnerships, BALEAP 2017: Bristol. Available at: https://www.baleap.org/event/addressing-state-union-working-together-learning-together
Edwards, T. (2017). International students as Curriculum Advisers: staff-student partnerships in English for Academic Purposes, STORIES 2017: Oxford.
Edwards, T. & Fitzgerald, A. (2016). From clarion calls to autocomplete errors: a nascent discourse on openness in UK universities, OER16: Edinburgh.
Carr, C., Joubert, M. & Edwards, T. (2016). Negotiating language and content in EAP materials: three practitioner views, St. Andrews EAP. Available at: https://www.st-andrews.ac.uk/elt/eapconference/
Edwards, T. (2014). Authenticity in course materials for postgraduate scientists and mathematicians, BALEAP Professional Issues Meeting: Leeds. Available at: https://www.baleap.org/pims/list/activity/22/
Fitzgerald, A., Davidson, J., Edwards, T. & Carr, C. (2012). Open Text Analysis Tools & Techniques for the EAP Practitioner BALEAP Professional Issues Meeting: Durham.
Ustinov Global Forum Cafe, Durham University (2nd October 2017): From Britannia to Brexit: A Journey through Languages and Cultures.
UKCISA Pilot Project (2016-17) International students as Curriculum Advisers for academic writing courses: developing and implementing staff-student partnerships. The project report can be viewed at
- Staff-student partnerships in EAP
- STEM writing
- Edwards, Terri & Barakat, Tamara (2019), International students as curriculum advisers for academic writing courses: developing and implementing staff-student partnerships, in Gillway, Maxine eds, BALEAP 2017: Addressing the state of the union: Working together = learning together. Bristol, UK, Garnet Publishing, 203-208.
- Edwards, Terri (2017), International students as curriculum advisers for academic writing courses: staff-student partnerships in English for Academic Purposes (EAP), in Şahan, Kari Coffman, Melsen, Marianne, Tawell, Alice, Newell, Kaitlyn & Wortmann, Kai eds, STORIES 2017: Doing Education Differently. Oxford, England, STORIES conference, Oxford, 36-42.
- Carter, Spencer D., Edwards, Terri, Errickson, Dave & Mead, Adam (2018). ICE AND FIRE - The Eston Hills Rescue Archaeology Project: A Community Project in Redcar & Cleveland, North Yorkshire. London, TimeVista Archaeology.
- Edwards, Terri (2017). International students as Curriculum Advisers for academic writing courses: developing and implementing staff-student partnerships. London, UK Council for International Student Affairs (UKCISA).