This paper presents, discusses, and evaluates research-based materials for English for Research Publication Purposes (ERPP) teaching, based on a study conducted with exiled academics supported by CARA (Council for At-Risk Academics) and their UK-based co-authors who provided textual interventions on their texts. Using data from interviews with exiled academics and their UK-based co-authors/mentors as well as their article drafts and textual interventions, we present teaching materials for ERPP workshops aimed at raising the participants’ awareness of issues that may arise in co-authorship involving asymmetrical power relations, such as those between exiled academics and their UK-based co-authors/mentors. The materials take the shape of data-based scenarios which ask workshop attendees to consider experiential co-authorship narratives involving (i) the issue of ‘parochialism’, i.e., failure to indicate the relevance of one’s research to a larger audience, (ii) issues with the type and amount of feedback regarding writer development and text production, (iii) blurred lines of co-authorship roles, and (iv) authority issues in interdisciplinary collaborative writing. Each scenario is followed by a research-informed discussion. We argue that scenario-based awareness-raising activities can sensitize all parties in asymmetrical co-authorship pairs/groups to common challenges that arise in such collaborations, help them navigate collaborative writing successfully, and encourage them to reflect on their own co-authorship practices. We conclude by discussing the merits of the scenario-based approach to developing materials for ERPP teaching.

This article reports the results of an interview-based study which investigated the citation behavior in the assignment writing of two second-language postgraduate business management students, Sofie and Tara. Discourse-based interviews were used to elicit the students’ own perspectives on their citation behavior in two of their assignments. Citations were one of the ways in which Sofie and Tara enacted performance (Goffman, 1959), aiming to create a favorable impression on the assignment markers. Both students made sure they cited key sources on their reading lists, whether they found the texts helpful or not, because they understood that lecturers required evidence that these sources had been consulted. Both writers also cited a large number of sources, whether they had read these sources carefully or not, to perform the industrious student who reads widely. By ensuring the same sources which had been discussed in class were cited in her writing, Tara was able to perform the attentive student who listened carefully to lectures and seminars. Sofie sometimes tailored what she cited to fit her markers’ perceived interests and ideological standpoints, in an attempt to align her own stance with what she felt would be the stance of her markers and thus gain their favor. Implications of using Goffman’s notion of performance to explore student writers’ citing behavior are discussed. The pedagogical implications of the study for subject-specific lecturers and for EAP teachers are also addressed.