Some grammatical problems in scientific English

Cited by 18 other publications

Casino, Fran, Thomas K. Dasaklis, Georgios P. Spathoulas, Marios Anagnostopoulos, Amrita Ghosal, Istvan Borocz, Agusti Solanas, Mauro Conti & Constantinos Patsakis

2022. Research Trends, Challenges, and Emerging Topics in Digital Forensics: A Review of Reviews. IEEE Access 10 ► pp. 25464 ff.

Chanock, Kate

2005. Scholarship of Teaching and Learning: Investigating Patterns and Possibilities in an Academic Oral Genre. Communication Education 54:1 ► pp. 92 ff.

Day, Adrian

2014.  In The Structure of Scientific Examination Questions [SpringerBriefs in Education, ], ► pp. 1 ff.

Ferreira, Alfredo A. & Sandra Zappa-Hollman

2019. Disciplinary registers in a first-year program. Language, Context and Text. The Social Semiotics Forum 1:1 ► pp. 148 ff.

González Pueyo, Isabel & Sonia Val

1996. The construction of technicality in the field of plastics: A functional approach towards teaching technical terminology. English for Specific Purposes 15:4 ► pp. 251 ff.

Kaldor, Susan & Judith Rochecouste

2002. General academic writing and discipline specific academic writing. Australian Review of Applied Linguistics 25:2 ► pp. 29 ff.

Kramer‐Dahl, Anneliese

1995. Reading and Writing Against the Grain of Academic Discourse. Discourse: Studies in the Cultural Politics of Education 16:1 ► pp. 21 ff.

Lo, Yuen Yi, Angel M. Y. Lin & Yiqi Liu

2020. Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism ► pp. 1 ff.

Martin, James R.

1992. Genre and Literacy-Modeling Context in Educational Linguistics. Annual Review of Applied Linguistics 13 ► pp. 141 ff.

Meyer, David & Verena Pietzner

2022. Reading textual and non-textual explanations in chemistry texts and textbooks – a review. Chemistry Education Research and Practice 23:4 ► pp. 768 ff.

Moore, Tim, Glenda Ballantyne & Craig McIntosh

2018. The embedding challenge. Australian Review of Applied Linguistics 41:2 ► pp. 130 ff.

O'Toole, John Mitchell & Robert A. R. King

2010. A Matter of Significance: Can Sampling Error Invalidate Cloze Estimates of Text Readability?. Language Assessment Quarterly 7:4 ► pp. 303 ff.

O’Toole, John M, Junyu Cheng & Gjyn O’Toole

2015. An enduring lens for a continuing problem: Close analysis of conceptually scored cloze items. Language Testing in Asia 5:1

Paltridge, Brian

1993. Writing up research: A systemic functional perspective. System 21:2 ► pp. 175 ff.

Rose, David

1993. On Becoming: the Grammar of Causality in Pitjantjatjara and English. Cultural Dynamics 6:1-2 ► pp. 42 ff.

Sibanda, Lucy

2017.  In Improving Primary Mathematics Education, Teaching and Learning, ► pp. 147 ff.

Stiller-Reeve, Mathew A., Céline Heuzé, William T. Ball, Rachel H. White, Gabriele Messori, Karin van der Wiel, Iselin Medhaug, Annemarie H. Eckes, Amee O'Callaghan, Mike J. Newland, Sian R. Williams, Matthew Kasoar, Hella Elisa Wittmeier & Valerie Kumer

2016. Improving together: better science writing through peer learning. Hydrology and Earth System Sciences 20:7 ► pp. 2965 ff.

Wells, Gordon

1994. The complementary contributions of Halliday and Vygotsky to a “language-based theory of learning”. Linguistics and Education 6:1 ► pp. 41 ff.

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