WRITING FOR ACADEMIC PURPOSES: SELECTED REFERENCES

(Last updated 3 March 2024)

Abasi, A. R., Akbari, N., & Graves, B. (2006). Discourse appropriation, construction of
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Abbas, M. A., Hammad, S., Hwang, G. J., Khan, S., & Gilani, S. M. M. (2023). An assistive
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Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring
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Ajmal, A., & Irfan, H. (2020). Effects of process-genre approach on writing anxiety among
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Akhtar, R., Hassan, H., & Saidalvi, A. (2020). The effects of ESL student's attitude on academic
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Allison, D. (1992). Discourse awareness in student writing. Hong Kong Papers in Linguistics
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Allison, D. (1993). Assertions and alternatives: Helping ESL undergraduates extend their choices
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Alotaibi, H., & Pickering, L. (2013). Cultural divergence in academic writing: A case study of
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Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the
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Assessi, T. (2024). Metadiscourse in academic abstracts written by Algerian, Saudi, and native
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Atkinson, D., & Ramanathan, V. (1995). Cultures of writing: An ethnographic comparison of L1
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Auerbach. E. R. (1992). Making meaning, making change. Participatory curriculum

development for adult ESL literacy. Center for Applied Linguistics & Delta Systems.

Bailey, A. (Ed.). (2007). The language demands of school: Putting academic English to the test.
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Bakar, N. A., & Ismail, K. (2009). Using blogs to encourage ESL students to write constructively
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research articles and book reviews. Eurasian Journal of Applied Linguistics, 6(1), 45-62.
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Bauler, C. V. (2012-2013). Online forum discussions and the development of opinions in

college-level ESL writing. The CATESOL Journal, 24(1), 112-121.

Becker, A. (2010). Examining rubrics used to measure writing performance in US intensive

English programs. The CATESOL Journal, 22(1), 113-130.

Bell, D. M. (2007). Sentence-initial and and but in academic writing. Pragmatics. Quarterly
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Berlin, J. (1988). Rhetoric and ideology in the writing class. College English, 50, 477-494.

Biber, D. (2006). Stance in spoken and written university registers. Journal of English for
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Biber, D., & Barbieri, F. (2007). Lexical bundles in university spoken and written registers.
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Biber, D., Conrad, S., Reppen, R., Byrd, P., & Helt, M. (2002). Speaking and writing in the
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Biber, D., Csomay, E., Jones, J. K., & Keck, C. (2004). A corpus linguistic investigation of
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Biber, D., Reppen, R., & Staples, S. (2017). Exploring the relationship between TOEFL iBT
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Bielinska-Kwapisz, A. (2015). Impact of writing proficiency and writing center participation on
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Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis
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Bloom, L. (1982). Why graduate students can’t write: Implications of research on writing anxiety
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Boyle, J., Ramsay, S., & Struan, A. (2019). The Academic Writing Skills Programme: A model
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Braine, G. (1989). Writing in science and technology: An analysis of assignments from ten
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Braine, G. (1996). ESL students in first-year writing courses: ESL versus mainstream classes.
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Braine, G. (2002). Academic literacy and the non-native speaker graduate student. Journal of
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Breeze, R. (2012) Rethinking academic writing pedagogy for the European university. Rodopi.

Brefeld, R. (2017). Practitioner inquiry group explorations in academic English: A dialogic

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Bridgeman, B., & Carlson, S. (1983). Survey of academic writing tasks required of graduate and
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Brisk, M. E. (2015). Engaging students in academic literacies: Genre-based pedagogy for K-5
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Britt, M., Pribesh S., Hinton-Johnson, K., & Gupta, A. (2018). Effect of a mindful breathing
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Bruce, N., & Lewkowicz, J. (1991). Thematic and topic development in academic writing. In V.
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Bui, G. (2017). A lexical approach to teaching formality in freshman L2 academic writing. In L.

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Bunch, G. C., Abram, P., Lotan, R., & Valdés, G. (2001). Beyond sheltered instruction:
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Bunch, G. C., & Kibler, A. K. (2015). Integrating language, literacy, and academic development:
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Buyserie, B. (2022). Languages of power and resistance: Future teachers of writing for social
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Byrnes, H. (2012). Conceptualizing FL writing development in collegiate settings: A systemic

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Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced L2 writing development
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Calvert, K. (2013-2014). Facilitating the quest: A case study of three technologies in an EAPP
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Canagarajah, S. (2001). Addressing issues or power and differences in ESL academic writing. In
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Canagarajah, A. S. (2002). Critical academic writing and multilingual students. Ann Arbor:
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Canagarajah, A. S. (2002). A geopolitics of academic writing. University of Pittsburgh Press.

Canagarajah, A. S. (2006). Toward a writing pedagogy of shuttling between languages: Learning

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Canagarajah, A. S. (2011). Codemeshing in academic writing: Identifying teachable strategies of
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Candlin, C. N., & Plum, G. A. (1999). Engaging with the challenge of academic writing:
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Carkin, S. (2005). English for academic purposes. In E. Hinkel (Ed.), Handbook of research in
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Casal, J. E., & Lu, X. (2021). ‘Maybe complicated is a better word’: Second-language English
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Cavusgil, S. (2008). Academic writing courses should focus on paragraph and essay
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Cmejrkova, S. (1996). Academic writing in Czech and English. In E. Ventola & A. Mauranen
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Coffin, C., & Donohue, J. P. (2012). Academic literacies and systemic functional linguistics:
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Conrad, S. (2008). Corpus-based research is too complicated to be useful for writing teachers. In
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