Professor Clare Furneaux
- +44 (0) 118 378 6343
National Award: Clare was made a National Teaching Fellow by the UK Higher Education Academy in 2009.
Teaching and Learning Dean (with responsibility for the student experience)
Co-chair Sub-Committee on Student Experience and Support
T&L Dean for the Institute of Education, the School of Law and of the School of Politics, Economics and International Relations (SPEIR).
Founding former Academic Director for the MA English Language Teaching by Distance Study (until 2015)
Clare supervises PhD students in DELAL in areas of second language writing.
Areas of Interest
Clare's EdD included an Institution Focused Study entitled 'Undergraduates and Technology: Uses and Attitudes', and a thesis entitled 'Masters Level Study in a British Context: Developing Writers'. Her research interests are concerned with developing second language writing skills (especially in English for Academic Purposes contexts) and on-line/distance learning. She also supervises research in the areas of curriculum design and study skills.
Research groups / Centres
Applied Linguistics Research Group.
- Furneaux, C. (2019) Opening plenary: state of the union: what union. In: Gillway, M. (ed.) Proceedings of the 2017 BALEAP Conference. Addressing the state of the union: Working together = learning together. Garnet, Reading, UK, pp. 13-26. ISBN 9781782606765
- Wette, R. and Furneaux, C. (2018) Academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities. System, 78. pp. 186-200. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2018.09.001
- Furneaux, C. (2017) Transitions into post-graduate study: developing writers at a British University. In: Spelman Miller, K. and Stevensen, M. (eds.) Transitions in writing. Brill. ISBN 9789004330399 doi: https://doi.org/10.1163/9789004348905
- Liu, X. and Furneaux, C. (2015) Argument structures in Chinese university students’ argumentative writing: a contrastive study. English Text Construction, 8 (1). pp. 65-87. ISSN 1874-8775 doi: https://doi.org/10.1075/etc.8.1.03liu
- Furneaux, C. (2015) Becoming a post/graduate writer in a social science discipline. In: Badenhorst, C. and Guerin, C. (eds.) Research literacies and writing pedagogies for Masters and doctoral writers. Studies in Writing Series, 31. Brill, Leiden. Netherlands, pp. 166-183. ISBN 9789004304338 doi: https://doi.org/10.1163/9789004304338
- Furneaux, C., Wright, C. and Wilding, E. (2015) From darkness to light: first experiences in developing and facilitating a MOOC. In: Corbeil, J. R., Corbeil, M. E. and Khan, B. H. (eds.) The MOOC Casebook: Case Studies in MOOC Design, Development and Implementation. Linus Books, Ronkonkoma, NY, pp. 337-348. ISBN 9781607975618
- Liu, X. and Furneaux, C. (2013) A multidimensional comparison of discourse organization in English and Chinese university students' argumentative writing. International Journal of Applied Linguistics. ISSN 1473-4192 doi: https://doi.org/10.1111/ijal.12013
- Furneaux, C., Paran, A. and Fairfax, B. (2007) Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. International Review of Applied Linguistics in Language Teaching, 45 (1). pp. 69-94. ISSN 1613-4141 doi: https://doi.org/10.1515/IRAL.2007.003
- Furneaux, C. and Rignall, M. (2007) The effect of standardisation - training on rater judgements for the IELTS Writing Module. In: Taylor, L. and Falvey, P. (eds.) IELTS Collected Papers: Research in Speaking and Writing Assessment SiLT 19. Cambridge University Presss, Cambridge, pp. 422-445.
- Paran, A., Furneaux, C. and Sumner, N. (2004) Computer-mediated communication in distance MA programmes: the student's perspective. System, 32 (3). pp. 337-355. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2004.02.007
- Furneaux, C. (1999) Recent materials on teaching writing. English Language Teaching Journal, 53 (1). pp. 56-61.
- Furneaux, C. (1998) 10 entries. In: Johnson, K. and Johnson, H. (eds.) Encyclopedic Dictionary of Applied Linguistics. Oxford Blackwell.
- Furneaux, C., Robinson, P. and Tonkyn, A. (1998) Making friends and influencing teachers: strategies for acculturation in the EAP classroom. In: Brookes, A. and Grundy, P. (eds.) Individualization and Autonomy in Language Learning. MEP in association with the British Council, pp. 88-99.
- Tonkyn, A., Locke, C., Robinson, P. and Furneaux, C. (1993) The EAP teacher: prophet of doom or eternal optimist? EAP teachers' predictions of students' success. In: Blue, G. (ed.) Language, Learning and Success: Studying through English. MEP in association with the British Council, pp. 37-48.
- Furneaux, C., Locke, C., Robinson, P. and Tonkyn, A. (1991) Talking heads and shifting bottoms: the ethnography of academic seminars. In: Adams, P., Heaton, B. and Howarth, P. (eds.) Socio-Cultural issues in English for Academic Purposes. MEP in association with the British Council, pp. 74-85.
BA Joint Honours English and History (Bristol); Post-graduate Certificate in Typography: Web-based Design (Reading); Post-graduate Certificate 'Applications of IT in Open and Distance Learning' (Open University). Diploma in the Teaching of English Overseas (Manchester ); MA in Applied Linguistics (Reading); EdD (Institute of Education, University of London).