Department of Linguistics
LING969: Bibliography and Annotated Readings
Full Bibliography
Askehave, I. , and J. M. Swales . 2001. Genre identification and communicative purpose: a problem and a possible solution. Applied Linguistics, 22(2):195-212.
Barton, D. (1994). Literacy: An Introduction to the Ecology of the Written Language. Oxford : Blackwell.
Bazerman, Charles (1988). Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison , WI : University of Wisconsin Press.
Barton, D., & Hamilton , M. (1998). Local Literacies: Reading and Writing in One Community . New York : Routledge.
Barton, D., & Hamilton , M. (2000). Literacy practices. In D. Barton, M. Hamilton & R. Ivanic (Eds.), Situated literacies: reading and writing in context. New York : Routledge
Barton, D., Hamilton, M., & Ivanic, R. (Eds.). (1999). Situated Literacies: Reading and Writing in Context . London : Routledge.
Baynham, M. (1995). Literacy Practices: Investigating Literacy in Social Contexts. London : Longman.
Bazerman, C. (2002). Rhetorical research for reflective practice: A multi-layered narrative. In C. Candlin (Ed.), Research and practice in professional discourse (pp. 79–93). Hong Kong : City University of Hong Kong Press.
Beaufort, A. (1997). Operationalising the concept of discourse community: A case study of one institutional site of composing. Research in the Teaching of English, 31, 4, 486-530.
Becher, Tony, 1989. Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. The Society for Research into Higher Education and Open University Press, Milton Keynes , UK .
Becher, Tony, 1994. The significance of disciplinary differences. Studies in Higher Education 19 (2), 151–161.
Belcher, Diane. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13, 23–34.
Belcher, D., & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp. 291–308). Ann Arbor : University of Michigan Press.
Bell , A., 1984. Language style as audience design. Language in Society, 13/2.145-204.
Benesch, S. (2001). Critical English for Academic Purposes: Theory, Politics, and Practice. Mahwah , NJ : Lawrence Erlbaum Associates.
Benesch, Sarah. (Ed.). (1988). Ending Remediation: Linking ESL and Content in Higher Education. Washington , DC : TESOL.
Bereiter, C., & Scardamalia, M. The psychology of written composition. Hillsdale , NJ : Lawrence Erlbaum Associates. 1987.
Berkenkotter, Carol, Huckin, Thomas N., 1995. Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power. Lawrence Erlbaum Associates, Hillsdale , NJ .
Bernstein, Basil. ( 1962). Social class, linguistic codes and grammatical elements. Language and speech ( Teddington , UK ), vol. 5, no. 4, p. 221–40.
Bernstein, Basil. ( 1973). (Ed.) Class, Codes and Control Vol. 2: Theoretical Studies towards a Sociology of Language. London / Boston : Routledge & Kegan Paul.
Bernstein, Basil. ( 1971) . Class, Codes and Control Vol. 1: Applied Studies towards a Sociology of Language . London / Boston : Routledge & Kegan Paul.
Bhatia, V. K. (2002a). Applied Genre Analysis: A Multi Perspective Model. Ibérica 4: 3-19.
Bhatia, V. K. (2002b). A generic view of academic discourse. In J. Flowerdew (Ed.). Academic Discourse (pp.21-39). London : Longman.
Bhatia, V. K. (1999). Disciplinary Variation in Business English. In M. Hewings & C. Nickerson (Eds.), Business English: Research into Practice. Prentice Hall (129-143).
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London : Longman.
Bhatia, V. K. (1991). A genre-based approach to ESP material development. World Englishes, 10/2: 1-14.
Biber, D. 1995. Dimensions of register variation: A cross-linguistic comparison. Cambridge : Cambridge University Press.
Biber, D. 1988. Variation across speech and writing. Cambridge : Cambridge University Press.
Biber, D. (1986). Spoken and written textual dimensions in English: Resolving the contradictory findings. Language, 62, 384-414.
Biber, D., Johansson, S., Leech, G., Conrad, S., and Finegan, E. (1999). LongmanGrammar of Spoken and Written English. Harlow , U.K. : Longman/Pearson.
Biber, D., S. Conrad, and G. Leech. 2002. The Longman student grammar of spoken and written English. London : Longman.
Brinton, D. M., Snow, M. A., and Wesche, M. B. (2003). Content-based language instruction. Ann Arbor : University of Michigan Press.
Brinton, D. M., Snow, M. A., and Wesche, M. B. (1989). Content-Based Second Language Instruction. New York : Newbury.
Bruce, Ian. (2005). Syllabus design for general EAP writing courses: A cognitive approach. Journal of English for Academic Purposes, Volume 4, Issue 3, Pages 239-256.
Candlin, C. N. & Hyland, K. (Eds.) (1999). Writing: Texts, Processes and Practices. Harlow : Longman.
Candlin, C.N., & G. A. Plum, (1999):Engaging with challenges of interdiscursivity in academic writing: researchers, students and tutors In C. N. Candlin & K. Hyland (Eds.), Writing: Texts, Processes and Practices. London , Longman, (193-217).
Candlin, Christopher N. & Guenther A. Plum (Eds.) (1998). Researching academic literacies. Sydney : NCELTR. (Four monographs.)
Camiciottoli, Belinda Crawford. (2003). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language, Volume 15, Number 1. Online at: http://nflrc.hawaii.edu/rfl/April2003/camiciottoli/camiciottoli.html
Canagarajah, A. S. (2002). Critical academic writing and multilingual students. Ann Arbor : University of Michigan Press.
Canagarajah, S. (2001). Addressing issues of power and difference in ESL academic writing. In J. Flowerdew & M. Peacock (Eds.). Research Perspectives on English for Academic Purposes (pp. 117-131). Cambridge : Cambridge University Press.
Canagarajah, S. (2002). Multilingual writers and the academic community: towards a critical relationship. Journal of English for Academic Purposes, 1, 29-44.
Candlin, C. N. and Hyland, K. (eds.) 1999. Writing: Texts, Processes and Practices. Essex : Longman
Candlin, C.N., and Plum , G. (eds.) Researching academic literacies. Framing student Literacy: cross cultural aspects of communication skills in Australian universities. Sydney : NCELTR.
Casanave, C. P. (2004). Controversies in second language writing: Dilemmas and decisions in research and instruction. Ann Arbor : University of Michigan Press.
Christie , Frances , and James R. Martin, (eds.). 1997. Genre and institutions: Social processes in the work place and school. London : Continuum.
Clanchy, John, and Brigid Ballard. (1886). Essay Writing for Students: A Practical Guide. Melbourne : Longman Cheshire.
Clyne, M. (1987). Cultural differences in the organization of academic texts: English and German. Journal of Pragmatics, 11, 211-247.
Coe, R. M. (1974). An apology for form, or, who took the form out of the process? CollegeEnglish, 49:13-28.
Coe, R.M. (1994). Teaching genre as process. In Freedman, A & Medway, P. [Eds.].Learning and Teaching Genre (pp. 157-69). Portsmouth , NH : Heinemann/
Coffin, Caroline, Mary Jane Curry, Sharon Goodman, Ann Hewings, Theresa Lillis, Joan Swann. (2002). Teaching Academic Writing: A Toolkit for Higher Education (Literacies S.). Routledge.
Collier, V. P. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, (23)3.
Collier, V. P. (1987). Age and rate of acquisition of a second language for academic purposes. TESOL Quarterly, (21)6.
Collier, V. P., & Thomas, W. P. (1989). How quickly can immigrants become proficient in school English? Educational Issues of Language Minority Students, 5.
Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. New York : Cambridge University Press.
Connor, U., 1987: "Argumentative patterns in student essays: Cross-cultural differences." In U. Connor and R. B. Kaplan (eds.), Writing across Languages: Analysis of L2 Text. Reading , MA : Addison Wesley. 57-71.
Connor, U. and A. M. Johns. 1990. Coherence in writing: Research and pedagogical perspectives. Alexandria , VA : Teachers of English to Speakers of Other Languages.
Connor, U. and R. B. Kaplan (eds.). (1987). Writing across Languages: Analysis of L2 Text. Reading , MA : Addison Wesley.
Connor, U., and R. B. Kaplan (eds.) (1987). Writing Across Languages: Analysis of L2 Text. Reading , MA : Addison Wesley.
Conrad, S., and D. Biber (eds.). 2001. Variation in English: Multi-dimensional studies. London : Longman.
Cooke, S. (1998) Collaborative Learning Activities in the Classroom: designing inclusive materials for learning and language development. Leicester , England : Forest Lodge Education Centre.
Cope, Bill, and Mary Kalantzis. (Eds.) (1993). The Powers of Literacy: A Genre Approach to Teaching Writing. The Falmer Press.
Cope, Bill, Mary Kalantzis, Gunther Kress, & Jim Martin. (1993). Bibliographical Essay: Developing the Theory and Practice of Genre-based Literacy. In Cope and Kalantzis. (Eds.) (1993).
Corson, D. (1995). Using English words. New York : Kluwer.
Crandall, Joann (Ed.). (1995). ESL through Content-Area Instruction. McHenry , IL : CAL/Delta.
Crismore, Avon . (1989). Talking with Readers: Metadiscourse as Rhetorical Act. New York : Peter Lang.
Crompton , Peter. (2004). “Theme in discourse: ‘Thematic progression’ and ‘method of development’ re-evaluated”. Functions of Language 11:2, 213–249.
Cullip, Peter F., and Diana Carol. (n.d.). Tailoring An Eap Course To Disciplinary Needs: The Unimas Effort. Universiti Malaysia Sarawak . Available online only at: http://www.melta.org.my/ET/2002/wp05.htm ( 26-02-06 ).
Cummins, J. (2001) An Introductory Reader to the Writings of Jim Cummins. Clevedon : Multilingual Matters.
Cummins, Jim. (2000). Language, Power and Pedagogy.
Cummins, Jim. (n.d.). http://www.iteachilearn.com/cummins/bicscalp.html
Cummins, J. (1984) Bilingualism and Special Education: Issues in assessment and pedagogy. Clevedon , U.K. : Multilingual Matters.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada : A reassessment. Applied Linguistics, 11(2), 132-149.
Cummins, J. (1980). Psychological assessment of immigrant children: Logic or institution? Journal of Multilingual and Multicultural Development, 1(2), 97-111.
Daneš, F. (1974). Functional Sentence Perspective and the Organization of the Text. In F. Daneš (Ed.), Papers on Functional Sentence Perspective. The Hague : Mouton.
Derewianka, B. (1990). Exploring how texts work. Rozelle, NSW, Australia : Primary English Teaching Association. (Distributed in North America by Heinemann.).
Dixon , R. M. W. 1992. A New Approach to English Grammar, on Semantic Principles. OUP. 416 pages.
Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge : Cambridge University Press.
Duszak, Anna (Ed.) 1997. Culture and Styles of Academic Discourse. Mouton de Gruyter.
Elder, C. (2002). The Perils Prediction: Score Gains on IELTS after 10-12 Weeks of Intensive Instruction. AIEC conference paper, Hobart 2002.
Fairclough, N., (1992): Discourse and Social Change. London , Polity.
Fairclough, N., (1995): Critical Discourse Analysis: The Critical Study of Language. London , Longman.
Flower, Linda, and John R. Hayes. “A Cognitive Process Theory of Writing.” College Composition and Communication. 32.4 (1981): 365-87.
Feez, S. (2002). Text-based syllabus design. New South Wales , Australia : AMES . http://publications.ames.edu.au/content/detailpage.asp?categoryID=5&ProductID=69
Flowerdew, J. (Ed.). (2001). Academic Discourse. London : Longman.
Flowerdew, J., and M. Peacock. (Eds.). (2001). Research Perspectives on English for Academic Purposes . CUP.
Foucault, Michel. (1972). The Archaeology of Knowledge, translated by A.M. Sheridan Smith. New York : Pantheon Books. (Orig. 1969, in French.)
Freedman, A., and P. Medway. (Eds.) (1994). Genre and the new rhetoric. London : Taylor & Francis.
Gatehouse, Kristen. (2001). Key Issues in English for Specific Purposes (ESP) Curriculum Development. The Internet TESL Journal, Vol. VII, No. 10, Oct. 2001. Online only:
Gee, James Paul. (1990; 1996). Social Linguistics and Literacies: Ideology in Discourses. London : The Falmer Press.
Gilbert, G. Nigel. (1977). Referencing as Persuasion. Social Studies of Science 7, 113-22.
Givon, Talmy. (1993) English Grammar: A Function-Based Introduction. Amsterdam : John Benjamins
Grabe, W. & Stoller, F. (2002). Teaching and researching reading. Harlow , England : Longman/Pearson.
Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs. Princeton , NJ : Educational Testing Service.
Halliday, M. (1994). Introduction to Functional Grammar (2 nd edition).
Halliday, M., and R. Hasan. Cohesion in English. London : Longman, 1976.
Halliday, M. A. K. (1993). Some grammatical problems in scientific English. In M. A. K. Halliday. & J. R. Martin (Eds), Writing Science: Literacy and Discursive Power.
Halliday, M.A.K., Martin, J.R. 1993. Writing Science : Literacy and Discursive Power . The Falmer Press.
Halliday, M. A. K., and Matthiessen, Christian M. I. M. An Introduction to Functional Grammar. Third Edition. Oxford : OUP. 2004.
Harklau, L., Losey, K., and Seigal, M. (1999) Generation 1.5 meets college composition: Issues in teaching writing to U.S-educated learners of ESL. Mahwah , NJ : Lawrence Erlbaum.
Hasan, Ruqaiya. (1996). Ways of Saying: Ways of Meaning. Selected Papers of Ruqaiya Hasan. London : Cassell. Edited by Carmel Cloran, David Butt & Geoff Williams.
Hasan, Ruqaiya. ( 1984). Ways of saying: ways of meaning. In Robin Fawcett, MAK Halliday, Sydney M. Lamb and Adam Makkai (Eds.) The Semiotics of Culture and Language Vol.1: Language as Social Semiotic. (OLS). London : Frances Pinter.
Hewings, A. and M. Hewings. 2005. Grammar and Context: An Advanced Resource Book. Routledge Applied Linguistics. Routledge: London & New York .
Hinds, J. (1983). Contrastive rhetoric: Japanese and English. Text, 3, 183-195.
Hoey, M. 1983. On the Surface of Discourse. London : George Allen and Unwin.
Hoey, M. 1991. Patterns of Lexis in Text.
Hornberger Nancy. (n.d.). Educational Linguistics as a Field. Available online at: ttp://www.gse.upenn.edu/~hornberg/papers/EdLxFieldWPELv172001.pdf
Horowitz, D. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20, 445-462.
Hunston, S. and Thompson, G. (eds.). Evaluation in Text: Authorial Stance and the Construction of Discourse. Oxford , Oxford University Press.
Hunston, S. 1994. Evaluation and organization in a sample of written academic discourse. In Coulthard, M. (ed.) 1994. Advances in Written Text Analysis. London : Routledge, 191-218.
Hutchinson, Tom & Alan Waters. English for Specific Purposes. Cambridge : Cambridge University Press.
Hyland, K. 1999. Disciplinary Discourse: writer stance in research articles. In Candlin, C. N. and Hyland, K. (eds.) 1999. Writing: Texts, Processes and Practices. Essex : Longman, 99-121.
Hyland, K. (2004; 2000) Disciplinary Discourses: Social Interactions in Academic Writing. Longman/Pearson.
Hyland, K. Options of Identity in Academic Writing. ELT Journal, 56(4), 2002, pp 351-358.
Hyland, K. '(2002) Teaching and Researching Writing. Longman/Pearson.
Hyland, K. (2002) Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17-29.
Hyland, K. Bringing in the Reader: Addressee Features in Academic Articles. Written Communication, 18 (4): 549-574, 2001.
Hyland, K. Definitely a Possible Explanation: Epistemic Modality in Academic Argument. In M. Gotti & M. Dossena (eds.) Modality in specialized texts. Bern : Peter Lang. pp 291-310, 2001.
Hyland, K. Directives: Argument and Engagement in Academic Writing. Applied Linguistics, 23 (2): 215-239,2002.
Hyland, K. Specificity Revisited: How Far Should We Go Now? English for Specific Purposes, 21 (4): 385-395, 2002.
Hyland, Ken, 1998. Persuasion and context: the pragmatics of academic metadiscourse. Journal of Pragmatics 30, 437–455.
Hyland, K., & Hamp-Lyons L, EAP: Issues and Directions. Journal of English for Academic Purposes, 1 (1), 2002.
Hyon, S. (1996). Genres in three traditions: Implications for ESL. TESOL Quarterly, 30, 693-722.
Ingram, David. (2005). English Language Testing: A pass for proficiency is not necessarily the answer. UniNews Vol. 14, No. 13, 25 July – 8 August 2005 . Uni of Melbourne . Online: http://uninews.unimelb.edu.au/articleid_2583.html ( 24-01-06 ).
Ivanic, Roz. (1998). The discoursal construction of identity in academic writing. John Benjamins.
Johns, Ann M. (2002) Genre in the Classroom: Multiple Perspectives . Mahwah: Lawrence Erlbaum Associates.
Johns, Ann M. (1981) Necessary English: An Academic Survey. TESOL Quarterly, 14 (51-57).
Johns, Ann M. (1997). Text, role, and context: Developing academic literacies. New York : Cambridge .
Johns, Ann M. 1986. Coherence and academic writing: some definitions and suggestions for teaching. TESOL Quarterly 20: 227-265.
Johns, Ann M. (2001a). An interdisciplinary, interinstitutional, learning communities program: Student involvement and student success. In I. Leki (Ed.), Academic Writing Programs (pp. 61-72). Alexandria , VA : TESOL.
Johns, Ann M. (2001b). ESL students and WAC programs: Serving varied populations with diverse needs. In S. Mcleod, E.Miraglia, M. Soven, & C. Thais (Eds.), WAC for the new millennium: Strategies of/for continuing writing across the curriculum programs (pp. 141-64). National Council of Teachers of English.
Johns, Ann M. (2003). Academic writing: A European perspective. Journal of Second Language Writing 12, 313-316.
Johns, Ann M. & D. Price-Machado (2001). English for Specific Purposes (ESP): Tailoring courses to student needs—and the outside world. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 43-54). Boston , MA : Heinle & Heinle/Thomson Learning.
Johns, Ann M. (2005). The Linguistically-Diverse Student: Challenges and Possibilities Across the Curriculum. Guest Editor's Introduction: Writing Across the Disciplines. Pub. May 15, 2005 . Online: http://wac.colostate.edu/atd/lds/intro.cfm
Jones, A., and Sin, S. (2004a). Integrating language with content in first year accounting. In R. Wilkinson (ed.) Integrating Content and Language: meeting the challenge of a multilingual higher education 478-492. Maastricht : Maastricht University Press.
Jones, A., and S. Sin. (2004b). The integration of language and content: Action research based on a theory of task design. Journal of Applied Linguistics, 1(1), 95-100.
Jones, A., and S. Sin. Generic Skills in Accounting. Sydney : Prentice-Hall/Pearson. 2003.
Jones, A., & Freeman, T. (2003).Imitation, copying and the use of models: Report writing in an introductory physics course. IEEE Transactions on Professional Communication, 46(3), 168-184.
Jones, Carys, Turner, Joan & Street, Brian (1999) (Eds) Students Writing in the University: Cultural and epistemological issues.
Jordan, R. R. 1997. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge : Cambridge University Press.
Kalantziz, M., and P. Wignell. (1988). Explain! Argue! Discuss!: Writing for Essays and Exams. Sydney : Common Ground.
Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1-20.
Kasper, L.F. (1994). Improved reading performance for ESL students through academic course pairing. Journal of Reading , 37(5), 376-384.
Kasper, L.F. (1995). Theory and practice in content-based ESL reading instruction. English for Specific Purposes, 14(3), 223-230.
Kasper, L.F. (1997). The impact of content-based instructional programs on the academic progress of ESL students. English for Specific Purposes, 16(4), 309-320.
Kasper, L.F. (1998). Focus discipline research and the Internet: Keys to academic literacy for at-risk college students. Paper presented at WebNet 98. Orlando, FL. Available online: http://members.aol.com/Drlfk/WebNet98paper.html
Lave, J. and Wenger, E. (1991), Situated Learning: Legitimate Peripheral Participation. Cambridge : Cambridge University Press
Leki, I. (2001). “A narrow thinking system”: Nonnative-English-speaking students in group projects across the curriculum. TESOL Quarterly, 35, 39-67.
Leki, I. , & Carson, J. (1994). Students’ perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28, 81-101.
Leki, I. (1991). Twenty-five years of contrastive rhetoric: Text analysis and writing pedagogies. TESOL Quarterly, 25, 123-143.
Kiely, Richard. 2004. Learning to critique in EAP. Journal of English for Academic Purposes, Volume 3, Issue 3, July 2004, Pages 211-227
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge : Cambridge University Press.
Lea, Mary R. & Stierer, Barry (2000) (Eds) Student Writing in Higher Education: New contexts. Society for Research into Higher Education & the Open University Press.
Lea, M.R., and B. Street . 1998. Student writing in higher education: An academic literacies approach, Studies in Higher Education 23 (1998), pp. 157–172.
Lee, Icy. (2002). Teaching Coherence to ESL Students: A Classroom Inquiry. Journal of Second Language Writing, Vol. 11, No. 2, pp. 135-159.
Lee, Icy. (2002). Helping Students Develop Coherence in Writing. English Teaching Forum Online. Online: http://exchanges.state.gov/forum/vols/vol40/no3/p32.htm ( 9-1-06 ).
Leki, I. (1992) Understanding ESL writers. Portsmouth , NH : Heinemann/Boynton-Cook.
Leki, I. (2003). A challenge to second language writing professionals: Is writing overrated? In B. Kroll (Ed), Exploring the dynamics of second language writing (pp. 315-332). New York : Cambridge .
Lillis, Theresa. (2001). Student Writing: Access, Regulation, Desire. Routledge: London & New York .
Lillis, Theresa. (1999). Whose Common Sense? In C. Jones, J. Turner. & B. V. Street (eds), Students Writing in the University, pp 127-47. Amsterdam : Benjamins.
Lynch, T. & Anderson, K. (1991). DoYou Mind if I Come in Here? – A Comparison of EAP Seminar/Discussion Materials and the Characteristics of Real Academic Interaction. In P. Adams, B. Heaton & P. Howarth (eds.)Socio-Cultural Issues in English for Academic Purposes: Developments in ELT. Hemel Hempstead : Phoenix ELT.
Martin, J. R. (1992). English text: System and structure. Amsterdam : Benjamins.
Martin, J. R. (1985). Factual writing: exploring and challenging social reality. Deakin: Deakin University , Victoria .
Martin, J. R., and R. Veel, Eds. (1997). Reading Science: critical and functional perspectives on discourses of science. London : Routledge.
Martin, J.R., Rose, D. with Fawcett, R. Working with Discourse: Meaning Beyond the Clause. London : Continuum. 2003.
Miller, Tom, and Dee Parker. (1997). Writing for the Reader: A Problem Solution Approach. Forum, Vol 35(1) p. 2. Online only ( 14-02-2006 ): http://exchanges.state.gov/forum/vols/vol35/no1/p2.htm
Mohan, B.A. (1986). Language and Content. Don Mills, Ontario : Addison-Wesley Moore, J. (1980). Reading and thinking in English-Discourse in action (Teacher's edition, pp. 1-12). Oxford University Press, Oxford .
Moore, Tim, and Janne Morton. Dimensions of difference: a comparison of university writing and IELTS writing.
John M. Murphy and Fredricka L. Stoller. (2002). Select References Related to Sustained Content for Language Teaching. Online: http://jan.ucc.nau.edu/~fls/sustained-content-bib.html
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NALDIC (2004) Supporting Language and Cognitive Development. Online: http://www.naldic.org.uk/ITTSEAL2/teaching/SupportingLanguageandCognitivedevelopment.cfm ( 2-1-06 ).
New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29, 1. 133-158.
Nystrand, M. (1989). A social-interactive model of writing. Written Communication, 6, 66-85.
Pally, M. (2001). Skills Development in "Sustained" Content-Based Curricula: Case Studies in Analytical/Critical Thinking and Academic Writing. Language and Education,"Fall 2001. Online: http://www.marciapally.com/langed.html
Pally, M. (1999). Sustained content-based teaching for academic skills development in ESL/EFL. (ERIC Document Reproduction Service No. ED 431 324), pp. 2-23.
Pally, M. (1997). Critical thinking in ESL: An argument for sustained content. Journal of Second Language Writing, 6(3), 293-311.
Pally, M. (Ed.). (2000). Sustained content teaching in academic ESL/EFL: A practical approach. Boston : Houghton Mifflin.
Pally, M. (2000). Sustaining interest/advancing learning: Sustained content-based instruction in ESL/EFL—Theoretical background and rationale. In M. Pally (Ed.), Sustained content teaching in academic ESL/EFL: A practical approach (pp. 1-18). Boston : Houghton Mifflin.
Pally, Marcia, Hadara Perpignan, Helen Katznelson, Bella Rubin. (2002).What Is Learned in Sustained-Content Writing Classes Along With Writing? Journal of Basic Writing. Online: http://www.marciapally.com/alongwith.html
Pecorari, Diane. 2006. Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes, 25, 4-29.
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 (pp. 229–245). Ann Arbor : University of Michigan Press.
Pecorari, D. (2003). Good and original: plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12, 317–345.
Pennycook, A. (1996). Borrowing others' words: Text, ownership, memory and plagiarism. TESOL Quarterly (29), 201-230.
Peters, Pam. (1985). Strategies for Student Writers. John Wiley and Sons.
Ping, Alvin Leong. (2005). Talking themes: the thematic structure of talk. Discourse Studies, Vol. 7, No. 6, 701-732.
Ramburuth, P. (1999). Managing language and learning diversity in higher education: Enhancing the graduate experience. Retrieved April 3, 2004 from UltiBASE database RMIT http://ultibase.rmit.edu.au/Articles/dec99/ramburuth1.htm
Street, B. (2004). Academic literacies and the ‘new orders’: impl
Ravelli, Loise J., and Robert A. Ellis. (Eds.) (2004). Analysing Academic Writing: Contextualized Frameworks. Continuum: London & New York .
Russell, David. (1994). American origins of Writing-across-the-Curriculum Movement. Reprinted in Bazerman, C. and D. R. Russell (Eds.), Landmark essays on Writing across the Curriculum (pp. 2-22). Davis , CA : Hermagoras Press.
Rutherford , W. (1987). Second Language Grammar: Learning and Teaching. Longman.
Scarcella, Robin. (1996). Secondary education in California and second language research: Instructing ESL students in the 1990s. CATESOL Journal 9(1), 129-151.
Scollon, Ron, and Suzie Wong Scollon. (2001). Intercultural Communication, 2nd edition. Oxford : Blackwell Publishers.
Scollon, Ron, and Suzie Wong Scollon. (1981). Narrative, literacy, and face in interethnic communication. Norwood , NJ : Ablex Publishing Corp.
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Some Annotated Readings
Hewings, M. (Ed.) (2001). Academic writing in context: Implications and applications: Papers in honour of Tony Dudley-Evans. Birmingham , UK : University of Birmingham Press.
This collection of 15 original essays is an unusually stimulating and engaging Festschrift, quite appropriate as a tribute to one of the most significant contributors to the popularity and development of ESP over the course of three decades. The chapters cover a wide array of EAP topics, ranging from issues relevant to the socialization of novice academic readers and writers, to the specific rhetorical and linguistic features of genres within and across various disciplines.
Johns, A. (Ed.). (2002). Genre in the classroom: Multiple perspectives. Mahwah , NJ : Erlbaum.
Johns has assembled, in this 17-chapter volume, representatives of all three major schools of thought in genre studies: the Sydney School , New Rhetoric, and ESP. The contributors consider what a genre approach can (or cannot) offer classroom practitioners. This volume succeeds as few others have in showcasing the multiplicity of views on genre as a concept and as a facilitator of literacy and language learning.
Orr, T. (Ed.). (2002). English for specific purposes. Alexandria , VA : TESOL.
Like other volumes in the TESOL Case Studies Series, this book was written by and for practitioners. Readers should find especially helpful the concise and straightforward accounts of the curricular decision-making processes of each of the ESP contributors. The 12 chapters address classroom-practice issues in both academic and workplace settings, many of which are familiar ESP domains, such as English for legal purposes, for medical purposes, and for business. Much less familiar sites of ESP practice, however, are also represented, including English for shipbuilding, for tourism, and for the horse-racing business.