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      Gardner, S.F. and J. Holmes. 2010. ‘From section headings to assignment macrostructure in undergraduate student writing’ in Thresholds and Potentialities of Systemic Functional Linguistics. Trieste: Edizioni Universitarie Trieste, pp. 254-276
      Book editor(s): Swain, E.
      ISBN: 9788883032752
      Summary: The textual, ideational and interpersonal meanings of section headings of assignments in the BAWE corpus inform a classification of undergraduate assignment macrostructures as simple, complex or compound, based on the relationship between sections. A comparison with graduate thesis macrostructures follows.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Birmingham (School of Education)
      Al-Bulushi, Y. 2010. Awareness Raising of Language Learners' Writing Strategies in an Omani EFL Context.
      Supervisor(s): Deignan, A. and J. Holmes
      Awarding institution: University of Leeds
      Thesis type: PhD
      Country of research: Oman
      Entered by: University of Leeds (School of Education)
      Holmes, J. and H. Nesi. 2009. ‘Verbal and mental processes in academic disciplines’ in Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 58-72
      Book editor(s): Charles, M., S. Hunston and D. Pecorari.
      ISBN: 9781847064363
      Summary: This chapter uses keyword analysis to identify some discipline-specific clausal features in the writing of students of History, Physics, Medicine, Engineering and Hospitality, Leisure and Tourism, in order to further our understanding of the way disciplinary knowledge is conceptualised and expressed.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Coventry University
      Gardner, S.F. and J. Holmes. 2009. ‘Can I use headings in my essay? Section headings, macrostructures and genre families in the BAWE corpus of student writing’ in Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 251-271
      Book editor(s): Charles, M., S. Hunston and D. Pecorari.
      ISBN: 9781847064363
      Summary: The interactive / frame markers of section headings and assignment macrostructures in 13 genre families of BAWE (British Academic Written English) corpus are analysed to illustrate corpus–discourse interface; to explore the extent to which macrostructure can be used to expedite genre identification; and to answer pedagogical questions (see title).
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Birmingham (School of Education)
      Brick, B. and J. Holmes. 2008. Using screen capture software for student feedback, . Freiburg, Germany: IADIS CELDA, pp. 339-342
      Editor(s): Klinshuk, D., G. Sampson, J.M. Spector, P. Saias and D. Ifenthaler.
      Summary: In the wake of negative responses by students regarding the quality and helpfulness of feedback tutors have begun to explore ways in which new technologies can improve feedback. This paper reviews the literature in the area of student feedback and provides some initial results into trials conducted using screen capture software for student feedback. The final part of the paper discusses some of the procedural and practical issues which need to be addressed in developing a clear methodology for this type of feedback.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Coventry University