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Dr Margaret Cargill
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Margaret Cargill is an applied linguist specialising in the development of research communication skills for scientists who use English either as a first or an additional language. She has 25 years' experience working intensively with international research students and their supervisors, including in the University's internationally recognised Integrated Bridging Program (1995-2008).
Her current research and teaching interests lie in developing, evaluating and delivering appropriate collaborative pedagogies to enable scientists and language specialists together to assist inexperienced authors in getting their research published in the international refereed literature. She is co-author, with Dr Patrick O'Connor, of a successful teaching text on this topic entitled Writing scientific research articles: Strategy and steps (Wiley-Blackwell 2009, 2013, www.writeresearch.com.au).
Doctor of Education, University of Adelaide, 2011
Master of Education (TESOL), University of South Australia, 1997
Diploma of Education, University of Sydney, 1969
Bachelor of Arts, University of Sydney, 1968
Awards & Achievements
1997 Stephen Cole the Elder Prize for Excellence in Teaching, The University of Adelaide
Lincoln College, Honorary Life Membership
Past editor, TESOL in Context (Journal of ACTA, Australian Council of TESOL Associations) Co-editor 1999-2001, Executive editor 2005-2008
Burgess, S., & Cargill, M. (2013). Using genre analysis and corpus linguistics to teach research article writing. In V. Matarese (Ed.), Supporting research writing: Roles and challenges in multilingual settings (pp. 55-71). Cambridge UK: Woodhead Publishing. Cargill, M., & O'Connor, P. (2012). Identifying and addressing challenges to international publication success for EFL science researchers: Implementing an integrated training package in China. In R. Tang (Ed.), Academic Writing in a Second or Foreign Language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum.
Burgess, S., & Cargill, M. (2013). Using genre analysis and corpus linguistics to teach research article writing. In V. Matarese (Ed.), Supporting research writing: Roles and challenges in multilingual settings (pp. 55-71). Cambridge UK: Woodhead Publishing.
Cargill, M., & O'Connor, P. (2012). Identifying and addressing challenges to international publication success for EFL science researchers: Implementing an integrated training package in China. In R. Tang (Ed.), Academic Writing in a Second or Foreign Language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum.
Cargill, M., O'Connor, P., & Li, Y. (2012). Educating Chinese scientists to write for international journals: Addressing the divide between science and technology education and English language teaching English for Specific Purposes. 31, 60-69. doi: 10.1016/j.esp.2011.05.03
Cargill, M. (2011). Collaborative interdisciplinary publication skill education: Implementation and implications in international science research contexts. Doctor of Education thesis, The University of Adelaide, Adelaide, South Australia. http://digital.library.adelaide.edu.au/dspace/handle/2440/72719
Cargill, M., & O'Connor, P. (2010). Structuring interdisciplinary collaboration to develop research students’ skills for publishing research internationally: Lessons from implementation. In M. Davies, M. Devlin & M. Tight (Eds.), Interdisciplinary Higher Education: Perspectives and Practicalities. International Perspectives on Higher Education Research Volume 5 (pp. 279-292). Bingley, UK: Emerald Group Publishing Ltd.
Cargill, M. & O’Connor, P. (2009). Writing Scientific Research Articles: Strategy and Steps, Oxford UK: Wiley-Blackwell.
Cadman, K., & Cargill, M. (2007). Providing quality advice on candidates' writing. In C. Denholm & T. Evans (Eds.), Supervising doctorates down under: Keys to effective supervision in Australia and New Zealand. Melbourne, Vic.: ACER, pp. 182-191.
Cargill, M. and O’Connor, P. (2006) Developing Chinese scientists’ skills for publishing in English: evaluating collaborating-colleague workshops based on genre analysis. Journal of English for Academic Purposes 5, 207-221.
Cargill, M., & O'Connor, P. (2006). Getting research published in English: towards a curriculum design model for developing skills and enhancing outcomes. Revista Canaria de Estudios Ingleses, 53, 79-94.
Cargill, M. (2006). Teaching English as a Foreign Language in China: reflections on the relevance of identity issues. In K. Cadman & K. O'Regan (Eds.), Tales out of school: Identity and English language teaching. TESOL in Context Series 'S' Special Edition 1 (pp. 164-173).
Cargill, M. (2006). Developing skills for publishing research articles internationally. In X. Hu & Y. Hei (Eds.), Proceedings of the Second ESL Teaching and Research International Seminar, September 2004 (pp. 1-16). Xi'An, P.R. China: Northwestern Polytechnical University Press.
Cargill, M. and Cadman, K. (2005) Revisiting quality for international research education: Towards an engagement model. Proceedings of the 2005 Australian Universities Quality Forum: Engaging Communities, Sydney 6-8 July, pp 45-49.
Cargill, M. and Adams, R. (2005) Learning discipline-specific research English for a world stage: A self-access concordancing tool? Higher Education in a Changing World: Proceedings of the HERDSA international conference held in Sydney 3-6 July 2005, pp 86-92.
Cargill, M. (2004) Transferable skills within research degrees: a collaborative genre-based approach to developing publication skills and its implications for research education. Teaching in Higher Education 9 (1), 83-98.
Adams, K. and Cargill, M. (2003) Knowing that the other knows: using experience and reflection to enhance communication in cross-cultural postgraduate supervisory relationships. in C. Bond and P. Bright (eds) Learning for an Unknown Future: Proceedings of the international conference of the Higher Education Research and Development Society of Australasia, held at Christchurch Polytechnic Institute of Technology, New Zealand, 6-9 July 2003, Research and Development in Higher Education Vol. 26 (CD-ROM).
Cargill, M. (2002) Lessons for Onshore ESL from Offshore Scientific Writing Workshops. TESOL in Context, Journal of the Australian Council of TESOL Associations 12 (2), 9-14.
Cargill, M., Cadman, K. and McGowan, U. (2001) Postgraduate writing: using intersecting genres in a collaborative content-based program, in I. Leki (ed) Case Studies in TESOL: Academic Writing Programs, Teaching English to Speakers of Other Languages, Inc., Alexandria, VA, USA, pp. 85-96.
Cargill, M. (2000) Inter-cultural postgraduate supervision meetings: an exploratory discourse study. Prospect: A Journal of Australian TESOL 15 (2), 28-38.
Cargill, M. (2000) Resisting generic-ness: A discipline-specific, integrated, collaborative and faculty-wide model of language and learning skill development. in G. Crosling, T. Moore and S. Vance (eds) Language and LEARNING: the learning dimensions of our work, Proceedings of the National Language and Academic Skills Conference, Monash University, 25-26 November 1999, CeLTS, Monash University, Victoria, pp. 196-202.
Cargill, M. (1998) Cross-cultural postgraduate supervision meetings as intercultural communication, in M. Kiley and G. Mullins (eds) Quality in postgraduate research: managing the new agenda, Proceedings of the 1998 Quality in Postgraduate Research Conference, April 23-24, ACUE, The University of Adelaide, pp. 175-188.
Cargill, M. (1996) An integrated bridging program for international postgraduate students. Higher Education Research and Development 15 (2), 177-188.
McGowan, U., Seton, J. and Cargill, M. (1996) A collaborating colleague model for inducting international engineering students into the language and culture of a foreign research environment. IEEE Transactions in Professional Communication 39 (3), 117-121.
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