This study uses Corpus Linguistic (CL) techniques to explore multiple turn openings in conjunction with comparative measures of turn-initial priming (the proportion of occurrences of a form that are turn-initial). Using a benchmark corpus of casual conversation as a point of comparison, six frequent items which have a particularly strong affinity with the turn-opening position--"mhm," "mm," "yes," "laughter," "oh, no"--are identified in a corpus of 250,000 words of spoken academic discourse as key indices of what makes this talk "academic" in respect of role/goal-driven behaviour in interactionally asymmetrical encounters. The paper concludes by arguing that there should be a greater focus on tutor reflection on roles, goals and discourse as part of tutors' professional development.