Dr Nigel Harwood

Contact

BA (Hull), MA (Lancaster), PhD (Canterbury), RSA DipTEFLA (British Council, Lisbon)
Room 4.04b
Jessop West
1 Hanover Street
Sheffield S3 7RA

Internal extension 28464
Tel +44 (0)114 222 8464
Fax +44 (0)114 222 8481

email: n.harwood@sheffield.ac.uk

Overview

I joined the School of English as a Reader in Applied Linguistics in 2014. Prior to taking up my post at Sheffield I worked at the University of Essex for 11 years as Teaching Fellow, Lecturer, then Senior Lecturer. Before becoming a lecturer, I taught English as a foreign language for seven years across southern Europe (Greece, Spain, and Portugal).

My primary research interests lie in the areas of academic writing, English for specific and academic purposes, academic literacy, materials and textbook design, and corpus-driven pedagogy. I have recently edited two books on theory and practice in ELT materials design: English Language Teaching Materials: Theory & Practice (CUP), and English Language Teaching Textbooks: Content, Consumption, Production (Palgrave). Another area of interest focuses on students’ and supervisors’ experiences of dissertation supervision, research I conducted with Dr Bojana Petric (Birkbeck, University of London). We will publish a book in 2016 reporting our findings: Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors (Routledge).

I am co-editor of the journal English for Specific Purposes (Elsevier) and an editorial board member of Journal of English for Academic Purposes, and review manuscripts for a number of other academic journals, including Applied Linguistics, TESOL Quarterly, Text & Talk, Journal of Second Language Writing, Written Communication, and Journal of Writing Research.

Research

I am a qualitative researcher, and the primary research methods I use in my work are interviews and textual analysis. My doctoral thesis is a corpus-based study of how the personal pronouns I and WE are used in academic writing across four disciplines (Business, Economics, Computing, and Physics) by ‘experts’ writing journal articles and postgraduate students writing dissertations. I have published papers on taking a lexical approach to ELT and on taking a corpus-based critical pragmatic approach to English for academic purposes. More recent work includes research on citation in academic writing, on proofreaders’ beliefs and practices when working on student texts, and on supervisors’ and supervisees’ experiences of master’s dissertation supervision. I have published my findings in outlets such as Applied Linguistics, Written Communication, Text & Talk, English for Specific Purposes, Journal of Pragmatics, Studies in Higher Education, Journal of the American Society for Information Science & Technology, and Journal of Business & Technical Communication.

In general, my research interests lie in the following areas:

  • Analysis of academic writing—analysing the text and interviewing writers about their texts
  • Citation analysis
  • Academic literacies in higher education
  • Academic socialisation in higher education
  • English for specific and academic purposes
  • Development and use of and language teaching materials and textbooks
  • Critical pedagogy
  • English language teaching and learning
Teaching

I teach on both the BA in English Language and Linguistics and the MA in Applied Linguistics with TESOL. At master’s level I contribute to the Research Methods module, and teach modules entitled Teaching Writing in TESOL and Researching Writing in TESOL in the second semester. At undergraduate level I convene the module Introduction to Linguistics.

Supervision

I am interested in hearing from PhD applicants who wish to conduct qualitative or predominantly qualitative projects relating to academic writing, academic literacies, ESP/EAP, or language teaching materials/textbooks.

Publications

Harwood, N. & Petric, B. (2017). Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors. Abingdon: Routledge.
Harwood, N. (2016). What can we learn from mainstream education textbook research? RELC Journal.
Khuder, B. & Harwood, N.
(2015). L2 writing in test and non-test situations: process and product. Journal of Writing Research 6: 233-278.
Harwood, N.
(2014). (editor) English Language Teaching Textbooks: Content, Consumption, Production. Basingstoke: Palgrave MacMillan, 392pp.
Harwood, N. (2014). Content, consumption, and production: three levels of textbook research. In N. Harwood (ed.), English Language Teaching Textbooks: Content, Consumption, Production. Basingstoke: Palgrave Macmillan, pp.1-41.
Grammatosi, F. & Harwood, N. (2014). An experienced teacher’s use of the textbook on an academic English course: a case study. In N. Harwood (ed.), English Language Teaching Textbooks: Content, Consumption, Production. Basingstoke: Palgrave Macmillan, pp.178-204.
Menkabu, A. & Harwood, N. (2014). Teachers’ conceptualization and use of the textbook on a medical English course. In N. Harwood (ed.), English Language Teaching Textbooks: Content, Consumption, Production. Basingstoke: Palgrave Macmillan, pp.145-177.
Petric, B. & Harwood, N. (2013). Task requirements, task representation, and citation functions: an interview-based study of the citing behaviour of a successful L2 student writer. Journal of English for Academic Purposes 12: 110-124.
Harwood, N. (2013). (editor) English Language Teaching Materials: Theory & Practice [China Edition]. Beijing: Cambridge University Press & Foreign Language Teaching and Research Publishing.
Harwood, N., Austin, L., & Macaulay, R. (2012). Cleaner, helper, teacher? The role of proofreaders of student writing. Studies in Higher Education 37: 569-584.
Harwood, N. & Petric, B. (2012). Performance in the citing behavior of two student writers. Written Communication 29: 55-103.
Harwood, N. & Petric, B. (2011). English for academic purposes. In J. Simpson (ed.), Handbook of Applied Linguistics. London: Routledge.
Harwood, N. (2010). (editor) English Language Teaching Materials: Theory & Practice. Cambridge: Cambridge University Press, 436pp.
Harwood, N. (2010). Issues in materials development and design. In N. Harwood (ed.) English Language Teaching Materials: Theory & Practice. Cambridge: Cambridge University Press, pp.3-30.
Harwood, N. (2010). Research-based materials to demystify academic citation for postgraduates. In N. Harwood, (ed.) English Language Teaching Materials: Theory & Practice. Cambridge: Cambridge University Press, pp.301-321.
Harwood, N., Austin, L., & Macaulay, R. (2010). Ethics and integrity in proofreading: findings from an interview-based study. English for Specific Purposes 29: 54-67.
Harwood, N., Austin, L., & Macaulay, R. (2009). Proofreading in a UK university: proofreaders’ beliefs, practices, and experiences. Journal of Second Language Writing 18: 166-190.
Harwood, N. (2009). An interview-based study of the functions of citations in academic writing across two disciplines. Journal of Pragmatics 41(3): 497-518.
Harwood, N. (2008). Publication outlets and their effect on academic writers’ citations. Scientometrics 77(2): 253-265.
Harwood, N. (2008). Citers’ use of citees’ names: findings from a qualitative interview-based study. Journal of the American Society for Science & Technology 59(6): 1007-1011.
Angouri, J. & Harwood, N. (2008). ‘This is too formal for us’: a case study of variation in the written products of a multinational consortium. Journal of Business & Technical Communication 22(1): 38-64.
Harwood, N. (2007). Political scientists on the functions of personal pronouns in their writing: an interview-based study of I and we. Text & Talk 27(1): 27-54.
Harwood, N. (2006). (In)appropriate personal pronoun use in political science: a qualitative study and a proposed heuristic for future research. Written Communication 23(4): 424-450.
Harwood, N. (2005). 'We do not seem to have a theory...The theory I present here attempts to fill this gap': inclusive and exclusive pronouns in academic writing. Applied Linguistics 26(3): 343-375.
Harwood, N. (2005). 'Nowhere has anyone attempted…In this article I aim to do just that'. A corpus-based study of self-promotional I & WE in academic writing across four disciplines. Journal of Pragmatics 37: 1207-1231.
Harwood, N. (2005). 'I hoped to counteract the memory problem, but I made no impact whatsoever': discussing methods in computing science using I. English for Specific Purposes 24: 243-267.
Harwood, N. (2005). What do we want EAP teaching materials for? Journal of English for Academic Purposes 4: 149-161.
Harwood, N. (2004). Citation analysis: academic literacy for postgraduates. In M. Baynham, A. Deignan, and G. White (eds.), Applied Linguistics at the Interface. London: Equinox, pp.79-89.
Harwood, N. & Hadley, G. (2004). Demystifying institutional practices: critical pragmatism and the teaching of academic writing. English for Specific Purposes 23(4): 355-377.
Harwood, N. (2002). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics 12(2): 139-155.
Harwood, N. (2000). The Sample Approach: teaching writing with Cambridge examination classes. CRILE Working Papers 52, Lancaster University. A revised version of this paper appears in Humanising Language Teaching 4(5) 2002.