It is easy to see that EAP textbooks do not teach many useful aspects of writing that learners would find useful (e.g., Holmes, 1988; Hyland, 1994, 1998; McEnery & Kifle, 2002). Harwood (2005) studied the treatment of pronouns in 21 EAP textbooks and found that apart from one (Swales & Feak, 1994) they either provide “misleading explanations” (Harwood, 2005, 368) or fail to provide enough information to be helpful to learners. While textbook writers are obviously constrained by space limitations, what they include should rely on corpus-based empirical data rather than “folk wisdom or intuition” (Harwood, 2005, 368). Similarly, Biber et al. (2002) warn that while the value of intuitions about language use should be appreciated, they very often turn out to be wrong; therefore, linguistic, corpus-based descriptions should be taken into consideration, as they provide information for “making principled pedagogical decision” (10).