2010. Academic Writing in a Global Context. The Politics and Practices of Publishing in English. London: Routledge.
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
2010. Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
ISBN: 978 0 19 442475 2
Summary: A survey and critical assessment of arguments for and against translation in different teaching contexts. The book presents translation as: an aid to language acquisition, pedagogy, and testing; a contribution to student needs, rights, and empowerment; an educational insight into relationships between languages and cultures.
Entered by: The Open University (Faculty of Education and Languages)
ISBN: 978 0 19 442475 2
Summary: A survey and critical assessment of arguments for and against translation in different teaching contexts. The book presents translation as: an aid to language acquisition, pedagogy, and testing; a contribution to student needs, rights, and empowerment; an educational insight into relationships between languages and cultures.
Entered by: The Open University (Faculty of Education and Languages)
2010. Discourse and Genre: Using Language in Context. London: Palgrave Macmillan.
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
2010. ‘Developing materials for discipline-specific vocabulary and phrases in academic seminars’ in
English Language Teaching Materials. New York: Cambridge University Press
Book editor(s): Harwood, N.
ISBN: 978-0-521-12158-3
Entered by: University of Nottingham (School of Education)
Book editor(s): Harwood, N.
ISBN: 978-0-521-12158-3
Entered by: University of Nottingham (School of Education)
2010. ‘Students' conceptions of voice in academic writing’ in
Constructing Interpersonality: Multiple Perspectives and Applications to Written Academic Genres. Newcastle: Cambridge Scholars Publishing, pp. 325-336
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
2010. ‘Patterns of revision in first language and second language writing’ in
Developing Academic Literacy. Oxford: Peter Lang, pp. 195-210
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
2010. ‘Texts and practices’ in
Companion to English Language Studies. London: Routledge, pp. 42 – 75
Book editor(s): Maybin, J. Swann, J. and J. Swann.
ISBN: 978-0-415-40338-2
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
Book editor(s): Maybin, J. Swann, J. and J. Swann.
ISBN: 978-0-415-40338-2
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
2010. ‘Introduction’ in
The Routledge International Handbook of Language, Literacy and English Teaching. Abingdon: Routledge, pp. 1-8
Book editor(s): Wyse, D., R. Andrews and J. Hoffman.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Wyse, D., R. Andrews and J. Hoffman.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘The benefits of the staged approach to the term paper for foundation level students’ in
Developing Academic Literacy. Oxford: Peter Lang, pp. 113-124
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
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)
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)
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