This paper focuses on the development of EAP methodology within an African EAP context. I describe the setting up and implementation of an EAP study skills programme at the University of Asmara, Eritrea, over the period 1994-1998 and its subsequent development up to 2002. The unique social and political context of the EAP programme served as a "laboratory" for the development of a specific methodology relevant to the Eritrean context. Data come from an initial base-line study and subsequent monitoring of students' progress with a retrospective in 2002. Examples are given of materials which illustrate the application of the theoretical approach. The paper shows the concept of intertextuality served to complement genre theory in offering an approach to EAP methodology. In particular, intertextuality offers a view of reading that addresses the issue of how new meaning is created from previous texts by readers and writers. Intertextuality, once combined with genre analysis, can offer a powerful basis for a coherent methodology that deals with the teaching of EAP reading and writing skills. (Contains 1 figure.)