Academic writing

Language Teaching

Volumn 37, Issue 2, 2004, Pages 87-105

  Paltridge, Brian ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009596330     PISSN: 02614448     EISSN: 14753049     Source Type: Journal    
DOI: 10.1017/S0261444804002216     Document Type: Article

References (270)

1. Angelova, M. & Riazantseva, A. (1999). if You Don'T Tell Me, How Can I Know? Written Communication 16, 4, 491- 525.
2. Atkinson, D. (1997). A Critical Approach to Critical Thinking. Tesol Quarterly 31, 1, 71-94.
3. Atkinson, D. (2003). L2 Writing in the Post-Process Era: Introduction. Journal of second language writing 12, 1, 49-63.
4. Badger, R. & White, G. (2000). A Process Genre Approach to Teaching Writing. Eltjournal 54, 2, 153-160.
5. Ballard, B. & Clanchy, J. (1997). Teaching international students, a brief guide for lecturers and supervisors. Deakin, ACT: Education Australia.
6. Bark, D. & Watts, P. (2001). Textual Borrowing: Strategies for Graduate Level ESL Writers. in D. Belcher & A. Hirvela (EDS.), Linking literacies: perspectives on L2 reading-writing connections. Ann Arbor: University of Michigan Press. 246-267.
7. Barton, E. & STYGALL, G. (2002). Discourse studies in composition. Cresskill, NJ: Hampton Press.
8. Bazerman, C. (1988). Shaping written knowledge. Madison, Wi: University of Wisconsin Press.
9. Bazerman, C. & Prior, P (EDS.) (2004). What writing does and how it does it, An introduction to analyzing texts and textual practices. Mahwah, NJ: Lawrence Erlbaum.
10. Belcher, D. (1994). The Apprenticeship Approach to Advanced Academic Literacy: Graduate Students and Their Mentors. English for Specific Purposes 13, 1, 23-34.
11. Belcher, D. (2001). DOES second language writing theory have gender? in T. Silva & P K. Matsuda (eds.), On second language writing Mahwah, NJ: Lawrence Erlbaum. 59-71.
12. Belcher, D. & Hirvela, A. (EDS.) (2001). Linking literacies: perspectives on L2 reading-writing connections. Ann Arbor: University of Michigan Press.
13. Benesch, S. (1993). Esl, Ideology, And The Politics Of Pragmatism. Tesol Quarterly. 27, 4, 705-717.
14. Benesch, S. (1999). Rights Analysis: Studying Power Relations In An Academic Setting. English for specific purposes 18, 4, 313-27.
15. Benesch, S. (2001A). Critical English for academic purposes: theory, politics and practice. Mahwah, NJ: Lawrence Erlbaum.
16. Benesch, S. (2001B). Critical Pragmatism: A Politics of L2 Composition. in T. Silva & P. K. Matsuda (Eds.), On second language writing. Mahwah, NJ: Lawrence Erlbaum. 161-172.
17. Berkenkotter, C. & Huckin, T. N. (1995). Genre knowledge in disciplinary communication: cognition/culture/power. Hillsdale, NJ: Lawrence Erlbaum.
18. Best, S. & Kellner, D. (1997). The postmodern turn. New York: Guilford Press.
19. Bhatia, V. K. (1993). Analysing genre: language use in professional settings. London: Longman.
20. Biber, D., Conrad, S. & Reppen, R. (1994). Corpus-Based Approaches to Issues in Applied Linguistics. Applied Linguistics 15, 2, 169-189.
21. Bizzell, P. (1992). Academic discourse and critical consciousness. Pittsburgh: University of Pittsburgh Press.
22. Bloch, J. (2001). Plagiarism And The Esl Student: From Printed To Electronic Texts. In D. Belcher & A. Hirvela (Eds.), Linking Literacies: Perspectives On L2 reading-writing connections. Ann Arbor: University of Michigan Press. 209, 228.
23. BORG, E. (2003). Key Concepts iN Elt: Discourse Community. Eltjournal 57, 4, 340-398.
24. Braine, G. (1995). Writing In The Natural Sciences And Engineering. in D. Belcher & G. Braine (Eds.), Academic Writing in a second language: essays on research and pedagogy. Norwood, NJ: Ablex, 133-134.
25. Braine, G. (2001A). When Professors Don'T Cooperate: A Critical Perspective on Eap Research. English for specific purposes 20, 3, 293-303.
26. Braine, G. (2001B). Twenty Years of Needs Analysis: Reflections On A Personal Journey. in J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 195-207.
27. Brindley, G. (1989). the Role of Needs Analysis in Adult Esl. In R. K. Johnson (Ed.), The second language curriculum. Cambridge: Cambridge University Press, 63-78.
28. Brindley, G. & ROSS, S. (2001). Eap Assessment: Issues, Models, and Outcomes. in J. Flowerdew & M. Peacock (EDS.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 149-166.
29. Brinton, D. & Holten, C. A. (2001). Does the Emperor Have No Clothes? A Re-Examination of Grammar In Content-Based Instruction. Inj. FLOWERDEW & M. PEACOCK (EDS.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 239-251.
30. Brinton, D. & Master, P. (Eds.) (1997). New ways in content-based instruction. Alexandria, Va: Tesol.
31. Burgess, S. (2002). Packed Houses and Intimate Gatherings: Audience And Rhetorical Structure. In J. Flowerdew (Ed.), Academic discourse. Harlow, UK: Longman, 196-215.
32. Byrd, P. & Reid, J. (1998). Grammar in the composition classroom: essays on teaching ESL for college-bound students. New York: Heinle and Heinle.
33. Canagarajah, A. S. (2001). Addressing Issues of Power and Difference In Esl Academic Writing. Inj. Flowerdew & M. Peacock (Eds.), Research Perspectives on English for academic purposes. Cambridge: Cambridge University Press, 117-131.
34. Canagarajah, A. S. (2002A). Critical academic writing and multilingual students. Ann Arbor: University of Michigan Press.
35. Canagarajah, A. S. (2002B). A geopolitics of academic writing. Pittsburgh: University of Pittsburgh Press.
36. Canagarajah, A. S. (2003). Practicing Multiliteracies. Journal of second language writing. 12, 2, 156-162.
37. CANSECO, G. & BYRD, P (1989). Writing Requirements in Graduate Courses in Business Administration. Tesol quarterly 23, 2, 305-316.
38. Casanave, C.P. (1992). Cultural Diversity and Socialization: A Case Study of A Hispanic Woman in A Doctoral Program In Sociology. In D. MURRAY (ED.), Diversity as resource: redefining cultural literacy. Alexandria, VA: TESOL, 148-181.
39. Casanave, C.P. (1995). Local Interactions: Constructing Contexts for Composing in A Graduate Sociology Program. In D. Belcher & G. Braine (EDS.), Academic writing in a second language: essays in research and pedagogy. Norwood, NJ: Ablex. 83-110.
40. Casanave, C. P. (2002). Writing games: multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Laurence Erlbaum.
41. Casanave, C. P. (2004). Controversies in second language writing: dilemmas and decisions in research and instruction. Ann Arbor: University of Michigan Press.
42. Casanave, C. P. & Hubbard, P. (1992). the Writing Assignments And Writing Problems Of Doctoral Students: Faculty Perceptions, Pedagogical Issues, and Needed Research. English for specific purposes 11, 1, 33-49.
43. Clark, R. J. & Ivanic, R. (1997). The politics of writing. London: Routledge.
44. Clark, R. J. (1992). Principles And Practice Of Cla in The Classroom. in N. Fairclough (ED.), Critical language awareness. London: Longman, 117-140.
45. Clark, R. J. (1995). Developing Critical Reading Practices. Prospect 10, 2, 65-80.
46. Comber, B. & Simpson, A. (EDS.) (2001). Negotiating critical literacies in the classroom. Mahwah, NJ: Lawrence Erlbaum.
47. Connor, U. (1996). Contrastive rhetoric: cross-cultural aspects of second language writing. Cambridge: Cambridge University Press.
48. Connor, U. (2002). New Directions In Contrastive Rhetoric. Tesol quarterly 36, 4, 493-510.
49. Connor, U. (2003). Changing Directions In Contrastive Rhetoric: Implications For Teaching And Research. in B. Kroll (ed.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 218-241.
50. Connors, R. J. (1997). Composition-rhetoric: Backgrounds, theory and pedagogy. Pittsburgh, PA: University ofPittsburgh Press.
51. Cope, B. & Kalantzis, M. (EDS.) (1993). The powers of literacy: a genre approach to teaching writing. London: Falmer Press.
52. Cortes, V (Forthcoming). Lexical Bundles in Published And Student Disciplinary Writing: Examples From History and Biology. English for specific purposes.
53. Cotterall, S. & Cohen, R. (2003). Scaffolding for Second Language Writers: Producing An Academic Essay. Elt Journal 57, 2, 158-166.
54. Coxhead, A., & Nation, P (2001). the Specialised Vocabulary Of English For Academic Purposes. in J. Flowerdew & M. Peacock (Eds.), Research Perspectives On English For Academic purposes. Cambridge: Cambridge University Press, 252-267.
55. Crandall, J. & Kaufman, D. (Eds.) (2002). Content-Based Instruction in higher education settings. Alexandria, Va: TESOL.
56. Crandall, J. & Tucker, G. (1990). Content-Based Language Instruction In Second And Foreign Languages. in S. Anivan (Ed.), Language teaching methodology for the nineties. Singapore: SEAMO Regional Language Centre, 83-96.
57. Creme, P & LEA, M. (2003). Writing at university. A guide for students. Second edition. Maidenhead, UK: Open University Press.
58. Cumming, A. (1997). the Testing Of Writing in A Second Language. in C. Clapham & D. Corson (Eds.), Encyclopedia of language and education. Volume 7. Dordrecht: Kluwer, 51-63.
59. Cumming, A. (2002). Assessing L2 Writing: Alternative Constructs and Ethical Dilemmas. Assessing Writing 8, 1, 73-83.
60. Currie, P. (1994). What Counts as Good Writing? Encultu-Ration and Writing Assessment. in A. Freedman and P Medway (Eds.), Learning and teaching genre. Portsmouth, NH: Boynton/Cook. 63-79.
61. Currie, P (1998). Staying out of Trouble: Apparent Plagiarism and Academic Survival. Journal of Second Language Writing 7, 1, 1-18.
62. Cushing Weigle, S. (2002). Assessing writing. Cambridge: Cambridge University Press.
63. Delpit, L. (1988). the Silenced Dialogue: Power and Pedagogy in Educating Other People'S Children. Harvard Educational Review 58, 3, 280-298.
64. Dias, P, Freedman, A., Medway, P & Pare, A. (1999). Worlds apart: acting and writing in academic and workplace contexts. Mahwah, NJ: Lawrence Erlbaum.
65. Dong, Y. R. (1997). Supervising International Students Requires Cultural Sensitivity. The scientist 11, 9, 10. September 29.
66. Dong, Y. R. (1998). Non-Native Graduate Students' Thesis/Dissertation Writing in Science: Self-Reports by Students And Their Advisors From Two U.S. Institutions. English For Specific Purposes 17, 4, 369-390.
67. Douglas, D (2000). Assessing languages for special purposes. Cambridge: Cambridge University Press.
68. Dudley-Evans, T. (1989). an Outline of the Value of Genre Analysis in Lsp Work. in C. Lauren & M. Nordman (Eds.), Special language: from humans thinking to thinking machines. Clevedon: Multilingual Matters, 72-79.
69. Dudley-Evans, T. (1995). Common Core and Specific Approaches to the Teaching of Academic Writing. in D Belcher and G. Braine (Eds.), Academic Writing in A Second Language. Essays on research and pedagogy. Norwood, NJ: Ablex, 293-312.
70. Dudley-Evans, T. (1999). the Dissertation: A Case Of Neglect? in P. Thompson (Ed.), Issues in Eap Writing Research And Instruction. Reading: Centre for Applied Language Studies, University Of Reading, 28-36.
71. Dudley-Evans, T. & St John, M. J. (1998). Developments in English for specific purposes: a multi-disciplinary approach. Cambridge: Cambridge University Press.
72. Feez, S. (1998). Text-Based Syllabus Design. Sydney: Nceltr, Macquarie University.
73. Ferris, D. (2001). Teaching Writing For Academic Purposes. in J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 298-314.
74. Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbor: University of Michigan Press.
75. Ferris, D. (2003). Response to student writing: implications for second-language students. Mahwah, NJ: Lawrence Erlbaum.
76. Ferris, D. & Hedgecock, J. (1998). Teaching Esl Composition: Purposes, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum.
77. Flowerdew, J. (1993). An Educational, Or Process, Approach To The Teaching Of Professional Genres. Elt Journal 47, 4, 305-3160.
78. Flowerdew, J. (2000). Discourse Community, Legitimate Peripheral Participation, And The Nonnative-English-Speaking Scholar. Tesol Quarterly 34, 1, 127-150.
79. Flowerdew, J. (ED.) (2001). Academic discourse. Harlow, UK: Longman
80. Freedman, A, (1994). Anyone For Tennis? In A. Freedman & P Medway (Eds.), Genre And the new rhetoric. London: Taylor and Francis, 43-66.
81. Freedman, A. (1989). Reconceiving Genre. Texte 8, 9. 279-292.
82. Freadman, A. (1999). Beyond the Text: Towards Understanding the Teaching and Learning Of Genres. Tesol quarterly 33, 4, 764-768.
83. Freedman, A. & P. Medway (EDS.) (1994). Genre and the new rhetoric. London: Taylor and Francis.
84. Grabe, W (2003). Reading and Writing Relations: Second Language Perspectives on Research and Practice. In B. Kroll (ED.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 241-262.
85. Grabe, W & Kaplan, R. (1996). Theory and practice of writing, an applied linguistic perspective. London: Longman.
86. Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B. & KANTO, R. (1996). A study of writing tasks assigned in academic degree programs. Toefl Research Report No. 54. Princeton, NJ: Educational Testing Service.
87. Halliday, M. A. K. & Hasan, R. (1989). Language, context and text: aspects of language in a social-semiotic perspective. Oxford: Oxford University Press.
88. Halliday, M. A. K., Mc Intosh, A., & Strevens, P. (1964). The linguistics scienecs and lanaguge teaching. London: Longman.
89. Hamp-Lyons, L. (1990). Second Language Writing: Assessment Issues. IN B. Kroll (ED.), Second language writing research insights for the classroom. Cambridge: Cambridge University Press, 69-87.
90. Hamp-Lyons, L. (2001). Fourth Generation Writing Assessment. in T. Silva & P K. Matsuda (Eds.), On Second language writing. Mahwah, NJ: Lawrence Erlbaum, 117-127.
91. Hamp-Lyons, L. (2003). Writing Teachers As Assessors Of Writing. in B. KROLL (ED.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 162-189.
92. Hamp-Lyons, L. (ED.) (1991). Assessing second language writing in academic contexts. Norwood, NJ: Ablex.
93. Hamp-Lyons, L. & Condon, W (2000). Assessing the portfolio: principles for practice, theory, and research. Cresskill, NJ: Hampton.
94. Hamp-Lyons, L. & Kroll, B. (2001). Issues in Esl Writing Assessment: an Overview. in T. Silva & P K. Matsuda (Eds.), Landmark essays on ESL writing. Mahwah, NJ: Hermagoras Press, 225-240.
95. Harklau, L. (2003). L2 Writing By “Generation 1.5 Students”: Recent Research And Pedagogical Trends. Journal of Second Language Writing 12, 2, 153-156.
96. Harklau, L., Losey, K. & Siegal, M. (Eds.) (1999). Generation 1.5 Meets College Composition: Issues in the teaching of writing to US-educated learners of ESL. Mahwah, NJ: Lawrence Erlbaum.
97. Harwood, N. & Hadley, G. (Forthcoming). Demystifying Institutional Practices: Critical Pragmatism and The Teaching Of Academic Writing.
98. Hewings, A. & M. Hewings. (2001). Approaches to the Study of Disciplinary Variation in Academic Writing: Implications For Syllabus Design. In D. Hall & A. Hewings (Eds.), Innovations in Language Teaching: a reader. London: Routledge, 71-86.
99. Hinkel, E. (2002). Second language writers' text: linguistic and rhetorical features. Mahwah, NJ: Lawrence Erlbaum.
100. Hinkel, E. (2004). Teaching academic ESL writing: practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum.
101. Hirose, K. (2003). Comparing L1 and L2 Organizational Patterns in the Argumentative Writing Of Japanese Efl Students. Journal of second language writing 12, 2, 181-209.
102. Hirvela, A. (Forthcoming) Connecting Reading and writing in second language writing instruction. Ann Arbor: University of Michigan Press.
103. Hirvela, A. & Belcher, D. (2001). Coming Back to Voice: the Multiple Voices And Identities of Mature Multilingual Writers. Journal Of Second Language Writing 10, 1-2, 83-106.
104. Horowitz, D. (1986). What Professors Actually Require: Academic Tasks For The Esl Classroom. Tesol Quarterly 20, 3, 445-482.
105. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press.
106. Hyland, K. (1997). Hedging in scientific research articles. Amsterdam: John Benjamins.
107. Hyland, K. (2000). Disciplinary discourses: social interactions in academic writing. Harlow, UK: Longman.
108. Hyland, K. (2001). Activity and Evaluation: Reporting Practices in Academic Writing. in J. Flowerdew (Ed.), Academic discourse. Harlow, UK: Longman, 115-130.
109. Hyland, K. (2002A). Specificity Revisited: How far Should We Go Now? English for specific purposes 21, 4, 385-395.
110. Hyland, K. (2002B). Options Of Identity in Academic Writing. Elt journal 56, 4, 351-358.
111. HYLAND, K. (2002C). Teaching and researching writing. Harlow, UK: Longman.
112. Hyland, K. (2002D). Genre: Language, Context and Literacy. Annual review of applied linguistics 22, 113-136.
113. Hyland, K. (2002E). Directives: Argument and Engagement in Academic Writing. Applied linguistics 23, 2, 215-239.
114. Hyland, K. (2003A). Discourse Analysis in L2 Writing Research. Journal of second language writing 12, 2, 165-170.
115. Hyland, K. (2003B). Genre-Based Pedagogies: A Social Response to Process. Journal of second language writing 12, 1, 17-29.
116. Hyland, K. (2003C). Second language writing. Cambridge: Cambridge University Press.
117. Hyland, K. (Forthcoming A). Graduates' Gratitude: the Generic Structure of Dissertation Acknowledgements. English for specific purposes.
118. Hyland, K. (Forthcoming B). Genre and second language writing. Ann Arbor: University of Michigan Press.
119. Hyland, K. & Hamp-Lyons, L. (2002). Eap: Issues and Directions. Journal Of English For academic purposes 1, 1, 112.
120. Hyon, S. (1996). Genre in Three Traditions: Implications for Esl. Tesol Quarterly 30, 4, 693-722.
121. Ivanic, R. & Simpson, J. (1992). who'S who in Academic Writing? In N. Fairclough (Ed.), Critical language awareness. London: Longman, 141-173.
122. Ivanic, R. (1998). Writing and identity: the discoursal construction of identity in academic writing. Amsterdam: John Benjamins.
123. Jarvis, S., Grant, L., Bikowski. D. & Ferris, D. (2003). Exploring Multiple Profiles of Highly Rated Learner Compositions. Journal of second language writing 12, 4, 377-403.
124. Johns, A. M. (1990). L1 Composition Theories: Implications For Developing Theories Of L2 Composition. In B. Kroll (ED.), Second language writing research: insights for the classroom. Cambridge: Cambridge University Press, 24-36.
125. Johns, A. M. (1993). Written Argumentation for Real Audiences: Suggestions for Teacher Research and Classroom Practice. Tesol quarterly 27, 1. 75-90.
126. Johns, A. M. (1997). Text, role and context: developing academic literacies. Cambridge: Cambridge University Press.
127. Johns, A. M. (2002). Introduction. in A. Johns (ED.), Genre in the classroom: multiple perspectives. Malwah, NJ: Lawrence Erlbaum, 3-13.
128. Johns, A. M. (2003). Genre And Esl/Efl Composition Instruction. in B. Kroll (Ed.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 195-217.
129. Johns, A. M. & Swales, J. M. (2002). Literacy and Disciplinary Practices: Opening and Closing Perspectives. Journal of English for academic purposes 1, 1, 13-28.
130. Jones, A. (2001). Critical Thinking, Culture, and Context: An Investigation of Teaching and Learning In Introductory Macroeconomics. Med Thesis, Faculty of Education, The University Of Melbourne.
131. Jordan, R. R. (1989). English for Academic Purposes (Eap). Language teaching 22, 3, 150-164.
132. Jordan, R. R. (1997). English for academic purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press.
133. Kaplan, R. B. (1966). Cultural Thought Patterns in Intercultural Education. Language learning 16, 1, 1-20.
134. Kaplan, R. B. (1987). Cultural Thought Patterns Revisited. in U. Connor & R. B. Kaplan. (Eds.), Writing across languages: analysis of L2 text. Reading, Mass: Addison Wesley, 9 21.
135. Kaplan, R. B. (1988). Contrastive Rhetoric and Second Language Learning: Notes Towards A Theory of Contrastive Rhetoric. in A Purves (Ed.), Writing across language and cultures: issues in contrastive rhetoric. Newbury Park, CA: Sage, 275-304.
136. Kennedy, G. (1992). Preferred Ways Of Putting Things With Implications For language teaching. In J. Svartvik (ed.), Directions in corpus linguistics. Berlin: Mouton de Gruyter, 335-378.
137. Kirkpatrick, A. (1995). are They Really So Different? The ‘Chinese’ Genre Of University Entrance Essays. Open letter 5, 2, 43-52.
138. Kirkpatrick, A. (1997). Traditional Chinese Text Structures And Their Influence On The Writing In Chinese And English Of Contemporary Mainland Chinese Students. Journal Of second language writing 6, 3, 223-244.
139. Kroll, B. (1998). Assessing Writing Abilities. Annual review of applied linguistics 18, 219-240.
140. Kroll, B. (ED.) (2003A). Exploring the dynamics of second language writing. Cambridge: Cambridge University Press.
141. Kroll, B. (2003B). Preface. in B. Kroll (Ed.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 1-10.
142. Kubota, R. (1992). Contrastive Rhetoric of Japanese and English: A Critical Approach. Doctoral Dissertation, Department of Education, University of Toronto.
143. Kubota, R. (1997). A Reevaluation of the Uniqueness of Japanese Written Discourse: Implications for Contrastive Rhetoric. Written communication 14, 4, 460-480.
144. Kubota, R. (1998). An Investigation Of L1-L2 Transfer in Writing Among Japanese University Students: Implications for Contrastive Rhetoric. Journal of second language writing 7, 1, 69-100.
145. Kubota, R. (1999). Japanese Culture Constructed by Discourses: Implications for Applied Linguistics Research and Elt. Tesol Quarterly 33, 1, 9-35.
146. Kubota, R. (2000). Politics of Cultural Difference in Second Language Writing. Keynote Presentation, Symposium on Second Language Writing, Purdue University, Usa.
147. Kubota, R. (2003). New Approaches to Gender, Class, and Race in Second Language Writing. Journal of second language writing 12, 1, 31-47.
148. Lauer, J.M. & Lauer, J.W. (1988). Composition research: empirical designs. New York: Oxford University Press.
149. Lave, J. & WENGER, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
150. Lea, M. R. (1994). “I Thought I Could Write Until I Came Here”: Student Writing in Higher Education. In G. Gibbs (Ed.), Improving student learning: theory and practice. Oxford: Oxford Centre for Staff Development, 216-226.
151. Lea, M. R. & Street, B. (1998). Student Writing in Higher Education: An Academic Literacies Approach. Studies in higher education 23, 2, 157-172.
152. Lea, M. R. & Street, B. (1999). Writing as Academic Literacies: Understanding Textual Practices In Higher Education. In C. N. Candlin & K. Hyland (Eds.), Writing: texts, processes and practices. London: Longman.
153. Lea, M. R. & Street, B. (2000). Student Writing and Staff Feedback In Higher Education: an Academic Literacies Approach. in M. R. LEA & B. Stierer (EDS.), Student writing in higher education: new contexts. Buckingham: Open University Press, 32-46.
154. Leeds, B. (ED.) (1996). Writing in a second language: insights from first and second language teaching and research. New York: Longman.
155. Leki, I. (1991). Twenty-Five Years Of Contrastive Rhetoric: Text Analysis And Writing Pedagogies. Tesol quarterly 25, 1, 123-143.
156. Leki, I. (1992). Understanding ESL writers. Portsmouth, NH: Boynton/Cook, Heinemann.
157. Leki, I. (1997). Cross-Talk: Esl Issues and Contrastive Rhetoric. in C. Severino, J. C. Guerra & S. E. Butler (Eds.), Writing in Multicultural Settings. New York: Modern Language Association ofAmerica, 234-244.
158. Leki, I. (1999). Pretty Much I Screwed Up: Ill-Served Needs of A Permanent Resident. in L. Harklau, K. M. Losey & M. Siegal (Eds.), Generation 1,5 meets college composition: issues in the teaching of writing to US-educated learners of ESL. Mahwah, NJ: Lawrence Erlbaum, 17-43.
159. Leki, I. (2000). Writing, Literacy, and Applied Linguistics. Annual review of applied linguistics 20, 99-115.
160. Leki, I. (2003). Coda: Pushing L2 Research. Journal of second language writing 12, 1, 103-105.
161. Leki, I. (ED.) (2001). Academic writing programs. Alexandria, Va: TESOL.
162. Leki, I. & CARSON, J. (1997). “Completely Different Worlds”: Eap and the Writing Experiences of Esl Students in University Courses. Tesol quarterly 31, 1, 39-69.
163. LI, X. M. (1996). “Good writing” in cross cultural contexts. Albany, NY: SUNY Press.
164. Lillis. T. M. (2001). Student writing: access, regulation, desire. London: Routledge.
165. Luke, A. (1996). Genres Ofpower? Literacy Education and the Production Of Capital. in R. Hasan & G. Williams (Eds.), Literacy in society. London: Longman, 308-338.
166. Luke, A. (1997). Critical Approaches To Literacy. in V. Edwards & D. Corson (Eds.), Encyclopedia Of Language and Education, Volume 2: Literacy. Dordrecht: Kluwer Academic Publishers, 143-151.
167. Martin, J. R. (2001). Language, Register and Genre. in A. Burns and C. Coffin (Eds.), Analysing English in A Global Context, A Reader. London: Routledge, 149-166.
168. Matsuda, P K. (2000). Beyond The Division: The Changing Role Ofl2 Writing Specialists. Journal Ofsecond language writing 9, 1, 14-19.
169. Matsuda, P K. (2003A). Second Language Writing in the Twentieth Century. in B. Kroll (Ed.), Exploring the Dynamics of Second Language Writing. Cambridge: Cambridge University Press, 215-34.
170. Matsuda, P K. (2003B). Process and Post-Process: A Discursive History. Journal of Second Language Writing 12, 1, 65-83.
171. Matsuda, P K., (2003C). Metadisciplinary Inquiry in Second Language Writing. Journal of Second Language Writing 12, 2, 170-173.
172. Mauranen, A. (2001). Descriptions Or Explanations? Some Methodological Issues In Contrastive Rhetoric. In M. Hewings (Ed.), Academic Writing In Context: Implications And Applications. Birmingham: University Ofbirmingham Press, 43-54.
173. Miller, C. R. (1984). Genre as Social Action. Quarterly Journal of Speech 70, 2, 151-167. Reprinted in A. Freedman & P. Medway (Eds.), (1994). Genre and The New Rhetoric. London: Taylor and Francis, 23-42.
174. Mohan, B. A. (1986). Language and content. Reading, MA: Addison Wesley.
175. Mohan, B. & LO, A.-Y. (1985). Academic Writing and Chinese Students: Transfer and Developmental Factors. Tesol Quarterly 19, 3, 515-534.
176. Moore, N. (2004). Book Review: Research Perspectives on English for Academic Purposes. English for Specific Purposes 23, 1, 96-100.
177. Moore, T. & Morton, J. (1999). Authenticity in the Ielts Academic Module Writing Text. in R. Tulloch (Ed.), Ielts Research Reports. Vol 2. Canberra: Ielts Australia, 64106.
178. Muncie, J. (2002). Finding A Place for Grammar in Efl Composition Classes. Eltjournal 56, 2, 180-186.
179. Muspratt, S., Luke, A. & Freebody, P (EDS.) (1997). Constructing critical literacies: teaching and learning textual practice. St Leonards, NSW: Allen and Unwin.
180. Nesi, H., G. Sharpling, & Ganobcsik-Williams, L. (Forthcoming). Student Papers Across The Curriculum. Computers and education.
181. Newman, M., Trenchs-Parera, M. & Pujol, M. (2003). Core Academic Literacy Principles Versus Culture-Specific Practices. English for specific purposes 22, 1, 45-71.
182. Norton, B. & Toohey, K. (EDS.) (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press.
183. Ostler, S. E. (2001). Contrastive Rhetoric: an Expanding Paradigm. in J. Flowerdew & M. Peacock (EDS.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 167-181.
184. Paltridge, B. (1997). Genre, frames and writing in research settings. Amsterdam: John Benjamins.
185. Paltridge, B. (2001A). Linguistic Research and Eap Pedagogy. In J. Flowerdew & M. Peacock (EDS.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 55-70.
186. Paltridge, B. (2001B). Genre and the language learning classroom. Ann Arbor: University of Michigan Press.
187. Paltridge, B. (2002A). Genre, Text Type and The Eap Classroom. in A. Johns (Ed.), Genre in the classroom: multiple perspectives. Malwah, NJ: Lawrence Erlbaum, 73-90.
188. Paltridge, B. (2002B). Thesis And Dissertation Writing: an Examination Ofpublished Advice and Actual Practice. English for Specific Purposes 21, 2, 125-143.
189. Paltridge, B. (2002C). Academic Literacies and Changing University Communities. Revista canaria de estudios ingleses 44, 15-28.
190. Paltridge, B. (2003). Teaching Thesis and Dissertation Writing. Hong Kong Journal Of Applied Linguistics 8, 2, 78-96.
191. Paltridge, B. (2004A). the Exegesis as A Genre: an Ethnographic Examination. in L. Ravelli & R. Ellis (Eds.), Analyzing academic writing: Contextualised frameworks. London: Continuum, 84-103.
192. Paltridge, B. (2004B). Approaches to Genre. in J. Cummins & C. Davison (EDS.), Kluwer handbook of English language teaching. Dordrecht: Kluwer Academic Publishers.
193. Panetta, C. G. (ED.) (2001). Contrastive rhetoric revisited and redefined. Mahwah, NJ: Lawrence Erlbaum.
194. Pecorari, D. (2001). Plagiarism and International Students: How the English Speaking University Responds. in D. Belcher & A. Hirvela (Eds.), Linking Literacies: perspectives on L2 reading-writing connections. Ann Arbor: University of Michigan Press. 229-245.
195. Pecorari, D. (2003). Good And Original: Plagiarism and Patchworking in Academic Second-Language Writing. Journal Of Second Language writing 12, 4, 317-345.
196. Pennington, M. (1996). The computer and the non-native writer, a natural partnership. Cresskill, NJ: Hampton Press.
197. PEnnington, M. (2003). The Impact Of the Computer in Second Language Writing. in B. Kroll (Ed.), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press, 287-310.
198. Pennycook, A. (1996A). Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism. TESOL quarterly 30, 2, 201-230.
199. Pennycook, A. (1996B). Tesol and Critical Literacies: Modern, Post, Or Neo? Tesol Quarterly 30, 1, 163-171.
200. Pennycook, A. (1997A). Vulgar Pragmatism, Critical Pragmatism, and Eap. English for specific purposes 33, 4, 329-348.
201. Pennycook, A. (1997B). Critical Applied Linguistics And Education. in R. Wodak A D. Corson (eds.), Encyclopedia of language and education. Volume 1. Dordrecht: Kluwer, 23-31.
202. Pennycook, A. (Ed.) (1999). Critical Approaches to Tesol [Special Topic Issue] Tesol Quarterly, 33, 3.
203. Pennycook, A. (2001). Critical applied linguistics: a critical introduction. Mahwah, NJ: Lawrence Erlbaum.
204. Perrett, G. (2001). Researching Second and Foreign Language Development. in L. Unsworth (Ed.), Researching Language In Schools And Communities. London: Cassell, 87-110.
205. Prior, P. (1991). Contextualising Writing and Response in A Graduate Seminar. Written Communication B, 3, 267-310.
206. Prior, P. (1994). Response, Revision And Disciplinarity: A Microhistory of A Dissertation Prospectus in Sociology. Written Communication 11, 4, 483-533.
207. Prior, P. (1995). Redefining The Task: An Ethnographic Examination Ofwriting And Response In Graduate Seminars. In D. Belcher A G. Braine (Eds.), Academic writing In A second language: essays in research and pedagogy. Norwood, NJ: Ablex, 47-82.
208. Prior, P. (1998). Writing/disciplinarity: a sociohistoric account of literate activity in the academy. Mahwah, NJ: Laurence Erlbaum.
209. Raimes, A. (1991). Out Of The Woods: Emerging Traditions In The Teaching Of Writing. Tesol Quarterly 25, 3, 407-430.
210. RAIMES, A. (1998). Teaching Writing. Annual review of applied linguistics 1B, 142-167.
211. Ramanathan, V. A Kaplan, R. B. (1996). Some Problematic ‘Channels’ in the Teaching of Critical Thinking in Current L1 Composition Textbooks: Implications for L2 Student-Writers. Issues in Applied Linguistics 7, 2, 225-229.
212. Reid, J. (2001A). Academic Eap Writing and Curriculum Design: What Do We Need To Know? in T. Silva A P. K. Matsuda (eds.), On second language writing. Mahwah, NJ: Lawrence Erlbaum, 143-160.
213. Reid, J. (2001B). Writing. in D. Nunan (Ed.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 28-33.
214. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
215. Robinson, P. (1991). ESP today: a practitioner's guide. New York: Prentice Hall.
216. Rose, M. (1983). Remedial Writing Courses: A Critique and A Proposal. College English 45, 2, 109-126.
217. Samraj, B. (2004). Discourse Features Of The Student-Produced Academic Research Paper: Variations Across Disciplinary Courses. Journal Of English for Academic Purposes 3, 1, 5 22.
218. Santos, T. (2001). The Place Of Politics In Second Language Writing. In T. Silva A P. K. Matsuda (eds.), On Second Language Writing. Mahwah, NJ: Lawrence Erlbaum, 173-190.
219. Sasaki, M. (2000). Toward An Empirical Model Ofefl Writing Processes: An Exploratory Study. Journal of second language writing 9, 3, 259-291.
220. Schneider, M. A Fujishima, N. K. (1995). When Practice Doesn't Make Perfect. The Case Of An Esp Graduate Student. In D. Belcher And G. Braine (Eds.), Academic writing in a second language: essays on research and pedagogy. Norwood, NJ: Ablex.
221. Scollon, R. (1997). Contrastive Rhetoric, Contrastive Poetics, or Perhaps Something Else? Tesol Quarterly 31, 2, 352-363.
222. Scott, M. (1999). Agency And Subjectivity In Student Writing. In C. Jones, J. Turner & B. Street (Eds.), Students writing in the university: cultural and epistemological issues. Amsterdam: John Benjamins, 171-191.
223. Shi, L. (2004). Textual Borrowing In A Second Language. Written communication. 21, 2, 171-200.
224. Shohamy, E. (1998). Critical Language Testing And Beyond. Studies in educational evaluation 24, 4, 331-345.
225. Shohamy, E. (2001). The power of tests: a critical perspective on the uses of language tests. London: Longman.
226. Silva, T. (1990). Second Language Composition Instruction: Developments, Issues, And Directions In Esl. In B. Kroll (ed.), Second Language Writing: Research insights for the classroom. Cambridge: Cambridge University Press, 11-23.
227. Silva, T. (1993). Toward An Understanding of The Distinct Nature of L2 Writing: The Esl Research And Its Implications. Tesol quarterly 27, 4, 657-677.
228. Silva, T. (1997). Differences In Esl And Native-English-Speaker Writing: The Research And Its Implications. In C. Severino, J. C., Guerra & S. E. Butler (eds.), Writing in multicultural settings. New York: Modern Language Association of America, 209-219.
229. Silva, T. & Matsuda, P K. (EDS.) (2001A). On second language writing. NJ: Lawrence Erlbaum.
230. Silva, T. & Matsuda, P K. (EDS.) (2001B). Landmark essays on ESL writing Mahwah, NJ: Hermagoras Press.
231. Silva, T. & Matsuda, P K. (2002). WRITING. IN N. SCHMITT (ED.), An introduction to applied linguistics. London: Arnold, 252-266.
232. Snow, M. A. (1998). Trends And Issues In Content-Based Instruction. Annual review of applied linguistics 18, 243-267.
233. Soe, W N. (2003). A Case Study Of The Spoken And Written Genre Needs Of International Students Enrolled In The Master Of Education In Tesol Program At The University Sydney: A Retrospective Account. Med Tesol Dissertation, University Of Sydney.
234. Song, B. & August, B. (2002). Using Portfolios To Assess The Writing Of Esl Students: A Powerful Alternative? Journal Of Second Language Writing 11, 1, 49-72.
235. Starfield, S. (2001). 'I'LL Go With The Group': Rethinking 'Discourse Community' In Eap In J. Flowerdew & M. Peacock (EDS.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 132-147.
236. Starfield, S. (2002). ‘I'M A Second-Language English Speaker’: NEGOTIATING WRITER IDENTITY AND AUTHORITY IN SOCIOLOGY ONE. Journal of language, identity, and education 1, 2, 121-140.
237. Starfield, S. (2004). WORD POWER: NEGOTIATING SUCCESS IN A FIRST-YEAR SOCIOLOGY ESSAY. IN L. RAVELLI & R ELLIS (EDS.), Analyzing academic writing: Contextualised frameworks. London: Continuum, 66-83.
238. Starfield, S. (FORTHCOMING). RECENT RESEARCH INTO STUDENT ACADEMIC WRITING. IN J. CUMMINS AND C. DAVISON (EDS.), Kluwer handbook of English language teaching. Dordrecht: Kluwer Academic Publishers.
239. Street, B. (1999). POSITION PAPER: NEW DIRECTIONS IN LITERACY RESEARCH. A SYMPOSIUM, PANEL THREE, ACADEMIC LITERACIES, AILA (INTERNATIONAL ASSOCIATION OF APPLIED LINGUISTICS).
240. Swales, J. M. (1985). Episodes in ESP. Hemel Hempstead: Prentice Hall.
241. Swales, J. M. (1988). DISCOURSE COMMUNITIES, GENRES AND ENGLISH AS AN INTERNATIONAL LANGUAGE. World Englishes 7, 2, 211-220.
242. Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
243. Swales, J. M. (1998). Other floors, other voices: a textography of a small university building. Mahwah, NJ: Lawrence Erlbaum.
244. Swales, J. M. (2001). EAP-RELATED LINGUISTIC RESEARCH: AN INTELLECTUAL HISTORY. IN J. FLOWERDEW & M. PEACOCK (EDS.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 42-54.
245. Swales, J. M. (2004). Research genres: explorations and applications. Cambridge: Cambridge University Press.
246. Swales, J. M. & FEAK, C. B. (1994). Academic writing for graduate students: a course for nonnative speakers ofEnglish. Ann Arbor: University of Michigan Press.
247. Swales, J. M. & FEAK, C. B. (2004). Academic writing for graduate students: essential tasks and skills. Second edition. Ann Arbor: University of Michigan Press.
248. Swales, J. M. & Feak, C. B. (2000). English in today's research world: a writing guide. Ann Arbor: University of Michigan Press.
249. Swales, J. M. & Hyon, S. (1994). GENRES OF POWER. IN Encyclopedia of English studies and language arts. New York: Scholastic, 532-533.
250. Swales, J. M., Ahmad, U. K., Chang, Y.-Y., Chavez, D., Dressen, D. F. & Seymour, R. (1998). CONSIDER THIS: THE ROLE OF IMPERATIVES IN SCHOLARLY WRITING. Applied Linguistics 19, 1, 97-121.
251. Tarone, E., Dwyer, S., Gillette, S. & Icke, V. (1981). ON THE USE OF THE PASSIVE IN TWO ASTROPHYSICS JOURNAL PAPERS. The ESP Journal. 1, 2, 123-140.
252. Thompson, P. (1999). EXPLORING THE CONTEXTS OF WRITING: INTERVIEWS WITH PHD SUPERVISORS. IN P. THOMPSON (ED.), Issues in EAP writing research and instruction. Reading: Centre for Applied Language Studies, University of Reading, 37 54.
253. Thompson, P. & Tribble, C. (2001). LOOKING AT CITATIONS: USING CORPORA IN ENGLISH FOR ACADEMIC PURPOSES. Language learning and technology 5, 3, 91-105.
254. Threadgold, T. (1989). TALKING ABOUT GENRE: IDEOLOGIES AND INCOMPATIBLE DISCOURSES. Cultural Studies 3, 3, 101-127.
255. Thurston, J. & Candlin, C. N. (1997). Exploring academic English: a workbook for student essay writing. Sydney: NCELTR, Macquarie University.
256. Trimble, L. (1985). English for science and technology: a discourse approach. Cambridge: Cambridge University Press.
257. Turner, J. (FORTHCOMING). LANGUAGE AS ACADEMIC PURPOSE. Journal of English for academic purposes.
258. Warschauer, M. (1999). Electronic literacies: language, culture and power in online education. Mahwah, NJ: Erlbaum.
259. Warschauer, M. (2003). TECHNOLOGY AND SECOND LANGUAGE WRITING: RESEARCHING A MOVING TARGET. Journal of second language writing 12, 2, 162-165.
260. Weber, J. J. (2001). A CONCORDANCE-AND GENRE-INFORMED APPROACH TO ESP ESSAY WRITING. ELT journal 55, 1, 1420.
261. Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press.
262. Wennerstrom, A. (2003). Discourse analysis in the classroom. Volume 2. Genres of writing. Ann Arbor: University of Michigan Press.
263. West, R. (1994). STATE-OF-THE-ART ARTICLE: NEEDS ANALYSIS IN TEACHING. Language teaching 27, 1, 1-19.
264. White, R. & Arndt, V. (1991). Process writing. Harlow, UK: Longman.
265. Woodward-Kron, R. (2002). CRITICAL ANALYSIS VERSUS DESCRIPTION? EXAMINING THE RELATIONSHIP IN SUCCESSFUL STUDENT WRITING. Journal of English for academic purposes 1, 2, 121-143.
266. Woodward-Kron, R. (FORTHCOMING). ‘DISCOURSE COMMUNITIES’ AND ‘WRITING APPRENTICESHIP’: AN INVESTIGATION OF THESE CONCEPTS IN UNDERGRADUATE EDUCATION STUDENTS' WRITING. Journal ofEnglish for academic purposes.
267. Xue, G. & Nation, I. S. P. (1984). A UNIVERSITY WORD LIST. Language learning and communication 3, 2, 215-229.
268. Zamel, V. (1976). TEACHING COMPOSITION IN THE ESL CLASSROOM: WHAT WE CAN LEARN FROM RESEARCH IN THE TEACHING OF ENGLISH. TESOL quarterly 10, 1, 67-76.
269. Zamel, V. & SPACK, R. (1998). PREFACE. IN V. ZAMEL & R. SPACK. (EDS.), Negotiating academic literacies. Mahwah, NJ: Lawrence Erlbaum, ix-xviii.
270. Zhu, W (2004). WRITING IN BUSINESS COURSES: AN ANALYSIS OF ASSIGNMENT TYPES, THEIR CHARACTERISTICS, AND REQUIRED SKILLS. English for specific purposes. 23, 2, 111-135.