Article published in:
Register in L1 and L2 Language Development
Edited by Bethany Gray and Jesse Egbert
[Register Studies 3:2] 2021
► pp. 247278
Aull, L., & Lancaster, Z.
(2014) Linguistic markers of stance in early and advanced academic writing: A corpus-based comparison. Written Communication, 31 (2):151–183. CrossrefGoogle Scholar
Chang, P., & Lee, M.
(2019) Exploring textual and interpersonal Themes in the expository essays of college students of different linguistic backgrounds. English for Specific Purposes, 54 1:75–90. CrossrefGoogle Scholar
Dewaele, J. M.
(2018) Why the dichotomy ‘L1 versus LX user’ is better than ‘native versus non-native speaker’. Applied Linguistics, 39(2):236–240.Google Scholar
Ebeling, S., & Wickens, P.
(2012) Interpersonal Themes and author stance in student writing. Language and Computers, 74(1):23–40. CrossrefGoogle Scholar
Gao, W.
(2012) Nominalization in medical papers: A comparative study. Studies in Literature and Language, 4 (1), 86–93.Google Scholar
Gardner, S.
(2008) ‘Mapping Ideational Meaning in a Corpus of Student Writing’ in C. Jones & E. Ventola (eds) New Developments in the Study of Ideational Meaning. London: Equinox Publishing, 169–188.Google Scholar
Gardner, S., Nesi, H., & Biber, D.
(2019) Discipline, Level, Genre: Integrating Situational Perspectives in a New MD Analysis of University Student Writing, Applied Linguistics, 40(4):646–674. CrossrefGoogle Scholar
Halliday, M. A. K., & Matthiessen, C. M. I. M.
(2014) Halliday’s Introduction to Functional Grammar. 4th Edition. London/New York: Routledge. CrossrefGoogle Scholar
(2004) An Introduction to Functional Grammar. 3rd Edition. London: Arnold.Google Scholar
Han, C., & Gardner, S.
(2021)  However and other transitions in the Han CH-EN corpus. Journal of English for Academic Purposes, 100984. CrossrefGoogle Scholar
Harwood, N.
(2005) ‘Nowhere has anyone attempted … In this article I aim to do just that’ A corpus-based study of self-promotional I and we in academic writing across four disciplines. Journal of Pragmatics, 371, 1207–1231. CrossrefGoogle Scholar
Hasselgård, H.
(2009) Thematic choice and expressions of stance in English argumentative texts by Norwegian learners. Corpora and language teaching, 33 1:121–139. CrossrefGoogle Scholar
He, M.
(2020) A review on studies of Theme in academic writing. Journal of Contemporary Educational Research, 4 (3). CrossrefGoogle Scholar
Herriman, J.
(2011) Themes and Theme progression in Swedish advanced learners’ writing in English. Nordic Journal of English Studies, 10 (1):1–28. CrossrefGoogle Scholar
Hewings, A. & North, S.
(2006) Emergent disciplinarity: a comparative study of Theme in undergraduate essays in geography and history of science. In Whittacker, R., O’Donnell, M. & A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum. 264–281.Google Scholar
Jing, W.
(2014) Theme and thematic progression in learner English: A literature review. Columbian Applied Linguistics Journal, 16(1):67–80. CrossrefGoogle Scholar
Leedham, M.
(2015) Chinese Students’ Writing in English: Implications from a corpus-driven study. London: Routledge.Google Scholar
Lu, X.
(2017) Automated measurement of syntactic complexity in corpus-based L2 writing research and implications for writing assessment. Language Testing, 34 (4):493–511. CrossrefGoogle Scholar
Martin, J. R.
(1993) Life as a Noun: Arresting the Universe in Science and Humanities. In Halliday, M. A. K. & J. R. Martin. Writing Science: Literacy and Discursive Power. London: The Falmer Press, 221–267.Google Scholar
(2002) Meaning beyond the clause: SFL perspectives. ARAL 221:52–74. CrossrefGoogle Scholar
Parkinson, J., & Musgrave, J.
(2014) Development of noun phrase complexity in the writing of English for Academic Purposes students. Journal of English for Academic Purposes, 14 1:48–59. CrossrefGoogle Scholar
Nesi, H. & Gardner, S.
(2012) Genres across the disciplines: Student writing in Higher Education. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
North, S.
(2005) Disciplinary variation in the use of Theme in undergraduate essays. Applied Linguistics, 26 (3), 431–452. CrossrefGoogle Scholar
O’Donnell, M.
(2014) The UAM Corpus Tool 3.4.16 http://​www​.wagsoft​.com​/CorpusTool/
Staples, S., Egbert, J., Biber, D., & Gray, B.
(2016) Academic writing development at the university level: Phrasal and clausal complexity across level of study, discipline, and genre. Written Communication, 33 (2):149–183. CrossrefGoogle Scholar