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The Language Centre

 

Staff List

Dr Karen Ottewell

Positions:

  • Director of Academic Development & Training for International Students (ADTIS)
  • Fellow & Tutor of Lucy Cavendish College
  • Senior Member of Wolfson College
  • Part-time Graduate at Emmanuel College
  • Junior Pro-Proctor
  • Reviewer for ISEJ

Contact Information

Telephone: +44 (0)1223(3)35004
Email: ko201@cam.ac.uk

Dr Karen Ottewell

Profile

Previous Positions

  • Abteilungsleiterin Englisch für Philologen, Sprachenzentrum, Universität Erlangen-Nürnberg, Germany (April 2007-August 2008)
  • University Teaching Associate on the Graduate Development Programme, University of Cambridge (2007-2011)
  • Supervisor and Examiner for Paper 7 (German) of the Part I English Tripos, University of Cambridge (Oct. 2006-May 2014)
  • Head and Trustee of The St. Luke’s Institute, Cambridge UK (August 2004-March 2007)
  • Translator – Campus Germany, Deutsche Welle, Bonn, Germany (2002-2007)
  • Seminar Leader for UN Entrance Exams, German Foreign Office, Berlin, Germany (2003-2005)
  • Senior Lecturer in Banking English, Deutscher Sparkassen- und Giroverband, Bonn, Germany (2001-2004)
  • Lecturer in English, German Foreign Office Training Institute, Bonn, Germany (2002-2003)
  • Lektorin, Englisches Seminar, Universität Bonn, Germany (1999-2004)
  • Part-time Lecturer in German, Anglia Ruskin University, Cambridge, UK (1996-1998)

Research Interests

  • Cultural Influence on Writing
  • Contrastive Rhetoric
  • Assessment Design
  • Academic Literacy

Education

  • Ed.D. ‘Looking behind the Writing: The design and implementation of a framework to provide transitional support for the development of written articulacy at PG level – a University of Cambridge Case Study’; Emmanuel College, University of Cambridge (current)
  • PhD ‘Lessing and the Sturm und Drang’, Emmanuel College, University of Cambridge (2000)
  • MPhil. in European Literature, Emmanuel College, University of Cambridge (1995)
  • M.A. (Hons.) in German Language & Literature, University of St. Andrews, (1994)

Awards and Fellowships

  • Pilkington Teaching Prize (2016)

External Examiner Appointments

  • University of St. Andrews
    International Foundation Programme - January Intake (Oct 2015-to present)
    In-Sessional Programme (Oct. 2016-to present)
  • University of Winchester
    Certificate of English for International Students (Oct. 2011-June 2015)
    International Foundation Programme (Oct.2011-June 2014)
  • University of Leeds (April 2010-June 2014)
    English for International Communication
    English for Interpreters
    English for Translators
    English for Public Speaking
    English for Precis and Document Drafting
  • Aston University (April 2012-April 2014)
    English for Medicine (MSc)
    English for Medicine (PhD)

National Memberships

  • British Educational Research Association (BERA)
  • UK Association for Language Testing and Assessment (UKALTA)
  • British Association of Applied Linguistics (BAAL)
  • Society for Research into Higher Education (SRHE)
  • Chartered Institute of Linguists (Status: MCIL)

Current Projects

  • Development of a Test of Academic Literacy for postgraduates (with Cambridge Assessment: Admissions Testing)
  • Design and development of the Academic Language and Literacy components of the proposed ICE International Pre-Master’s Programme
  • Further development of an annual two-day Writing Retreat for PhD students, together with the Researcher Development Programme

Publications

Burnard P. A, Dragovic T, Ottewell K, Lim W.M. (2018). Voicing the professional doctorate and the researching professional's identity: Theorising EdD's uniqueness. The London Review of Education Special Issue 

Ottewell, K. (2017). Notes on a Proposed Test of Academic Literacy for PG Entry, Proceedings of the 3rd International Conference on ESP/EAP/EMI in the Context of Higher Education Internationalisation (NUST MISiS, Moscow).

Ottewell, K. & Lim W.M. (2016). PhD: Been There, Done That: So, why do a (second), Professional Doctorate?, In Burnard, P.a.. et.al (Eds). Transformative Doctoral Research Practices for Professionals (Sense Publishers: Rotterdam), pp. 29-42.

D. Litman, S. Young, M. Gales, K. Knill, K. Ottewell, R. van Dalen and D. Vandyke (2016). Towards Using Conversations with Spoken Dialogue Systems in the Automated Assessment of Non-Native Speakers of English. Sigdial. (Los Angeles, CA).

Lu, Z, Li, L & Ottewell, K. (2016). Rhetorical diversity and the implications for teaching academic English, Asian Journal of Applied Linguistics (Vol.3:1), pp.101-113.

Ottewell, K (2008). Das Eignungsfeststellungsverfahren mit anschließender Studienfachberatung der Friedrich-Alexander Universität Erlangen-Nürnberg – Ein Erfahrungsbericht, Conference Proceedings of the AKS (Arbeitskreis der Sprachenzentren, Sprachlehrinstitute und Fremdspracheninstitute) 2008: Sprachen als akademische Schlüsselkompetenz? (Bochem), pp.185-192.

Ottewell, K. (2003). Aspects of foreign language competence in business communication, In Ashauer, G. (Ed.) Bildung – Führung – Veränderung: Deutsche Sparkassenakademie 75 Jahre Lehrinstitut 1928-2003 (Bonn), pp. 209-231.

Ottewell, K. (2003). English … the sine qua non of global communication, Die Sparkassen Zeitung (Deutsche Sparkassenakademie: Bonn), pp10-11.

Ottewell, K. (2002). Lessing and the Sturm und Drang: A Reappraisal Revisited (Pere Lang Verlag: Essen).

Conferences

2018
XXIVth Annual NATE Russia: International Convention & English Language Expo, Samara University

  • Plenary: Why academic writing is so hard – and what we can do to help
  • Workshop: The Craft of Academic Argument
  • Workshop: Writing for Publication – The pitfalls and strategies for avoiding them…

2017
Centre for Advanced English Studies 2 (CAES): Teaching and Researching Academic & Professional English, Hong Kong University

  • Postgraduate EAL Writing and the overlooked influence of Rhetorical Transfer
  • Encouraging better preparation – a new Test of Academic Literacy for entry onto postgraduate EMI courses

European Association of Teachers of Academic Writing (EATAW): Academic Writing Now: Policy, Pedagogy and Practice, Royal Holloway University

  • Postgraduate EAL Writing and the overlooked influence of Rhetorical Transfer

Society for Research into Higher Education (SRHE): Researching, Supervising and Working in and with Other Cultures and Languages, SRHE (London)

  • Writing across cultures: Supporting PG students whose first language is not English to develop their discipline-specific academic literacy

Association of Language Testers (ALTE) 6th International Conference, Bologna

  • Encouraging better preparation – a new Test of Academic Literacy for entry onto postgraduate EMI courses

2016
3rd International Conference on ESP/EAP/EMI in the Context of Higher Education Internationalisation (NUST MISiS, Moscow): PLENARY

  • Encouraging better preparation – a new Test of Academic Literacy for entry onto postgraduate EMI courses
  • Cultural Mechanics of English – or: What makes English tick…

British Association of Applied Linguistics (BAAL)/Routledge Workshop Series, Manchester Metropolitan University

  • PG entry requirements to HE: What should we be testing?

2015
University of St. Andrews EAP Conference: Assessment in EAP – What’s the score?

  • PG entry requirements to HE: What should we be testing?

2nd International Conference on ESP/EAP/EMI in the Context of Higher Education Internationalisation (NUST MISiS, Moscow): PLENARY

  • Test of Academic Literacy for PG Entry: What should we be testing?

International Association of Research Universities (IARU), University of Oxford

  • What studying in English actually means… And what we should be making explicit

British Association of Lecturers of English for Academic Purposes (BALEAP): PIM Process and Practice in EAP, University of Sheffield

  • PG entry requirements to HE: What should we be testing?

University of the Arts: LCF College Conference: Attainment (London) INVITED SPEAKER

  • Is language a barrier to attainment?

Centre for Advanced English Studies 1 (CAES): Teaching and Researching Academic & Professional English, Hong Kong University

  • Rhetorical Diversity and the Implications for Teaching Academic English

Tsinghua University EAP/ESP Conference, Beijing

  • Rhetorical Diversity and the Implications for Teaching Academic English

Association of University Language Centres (AULC): Superdiversity in Language Centres, University of Cambridge

  • Rhetorical Diversity and the Implications for Teaching Academic English

2014
University of St. Andrews EAP Conference: Innovation in EAP

  • Cambridge’s Online EAP Courseware: What we’ve done; what we’re doing; and what we’re going to do

1st International Conference on ESP/EAP/EMI in the Context of Higher Education Internationalisation (NUST MISiS, Moscow): PLENARY

  • Cultural Modes of Argumentation: The Mechanics of English
  • The Cambridge Approach: An overview of our Pre-Sessional and In-Sessional Programmes

2013
British Association of Lecturers of English for Academic Purposes (BALEAP) Conference, University of Nottingham

  • EAP Best Practices for the wider University: Teaching International Students: Facts – Myths – Strategies

University of St. Andrews EAP Conference: Materials for Thought: moving best practice in EAP forward

  • EAP Best Practices for the wider University

2012

Cambridge University Press (CUP): Cambridge Day (London) INVITED SPEAKER

  • English for Academic Purposes courses are not just language courses…