Cover not available
Part of
Variation in University Student Writing: A communicative text type approach
Larissa Goulart
[Studies in Corpus Linguistics 117] 2024
► pp. 210–214

References

This content is being prepared for publication; it may be subject to changes.
Aull, L.
(2015) First-year university writing: A corpus-based study with implications for pedagogy. Springer. DOI logoGoogle Scholar
Barbieri, F., & Wizner, S.
(2019) Appendix A: Annotation of major register and genre studies. In D. Biber & S. Conrad (Eds.), Register, genre, and style (pp. 318–364). Cambridge University Press.Google Scholar
Benitez-Castro, M. A.
(2021) Shell-noun use in disciplinary student writing: A multifaceted analysis of problem and way in third-year undergraduate writing across three disciplines. English for Specific Purposes, 61, 132–149. DOI logoGoogle Scholar
Biber, D.
(1988) Variation across speech and writing. Cambridge University Press. DOI logoGoogle Scholar
(1994) An analytical framework for register studies. In D. Biber & E. Finegan (Eds.), Sociolinguistic perspectives on register (pp. 31–56). Oxford University Press. DOI logoGoogle Scholar
(2019) Text-linguistic approaches to register variation. Register Studies, 1(1), 42–75. DOI logoGoogle Scholar
Biber, D., & Barbieri, F.
(2007) Lexical bundles in university spoken and written registers. English for Specific Purposes, 26(3), 263–286. DOI logoGoogle Scholar
Biber, D., & Conrad, S.
(2019) Register, genre, and style (2nd ed.). Cambridge University Press. DOI logoGoogle Scholar
Biber, D., & Egbert, J.
(2018) Register variation online. Cambridge University Press. DOI logoGoogle Scholar
Biber, D., Egbert, J., & Keller, D.
(2020) Reconceptualizing register in a continuous situational space. Corpus Linguistics and Linguistic Theory, 16(3), 581–616. DOI logoGoogle Scholar
Biber, D., Egbert, J., Keller, D. R., & Wizner, S.
(2021a) Describing registers in a continuous situational space: Case studies from the web and natural conversation. In E. Seoane & D. Biber (Eds.), Corpus-based approaches to register variation (pp. 19–50). John Benjamins. DOI logoGoogle Scholar
Biber, D., Egbert, J., Keller, D., & Wizner, S.
(2021b) Towards a taxonomy of conversational discourse types: An empirical corpus-based analysis. Journal of Pragmatics, 171, 20–35. DOI logoGoogle Scholar
Biber, D., & Finegan, E.
(1994) Intra-textual variation within medical research articles. In N. Oostdijk & P. de Haan (Eds.), Corpus-based research into language (pp. 201–222). Rodopi. DOI logoGoogle Scholar
Biber, D., & Gray, B.
(2010) Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes, 9(1), 2–20. DOI logoGoogle Scholar
(2016) Grammatical complexity in academic English: Linguistic change in writing. Cambridge University Press.Google Scholar
Biber, D., Gray, B., & Poonpon, K.
(2011) Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45(1), 5–35. DOI logoGoogle Scholar
Biber, B., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) Longman grammar of spoken and written English. Pearson Education. Also published as Biber, B., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (2021) Grammar of spoken and written English. John Benjamins. DOI logoGoogle Scholar
Biber, D., Reppen, R., & Staples, S.
(2017) Exploring the relationship between TOEFL iBT scores and disciplinary writing performance. TESOL Quarterly, 51(4), 948–960. DOI logoGoogle Scholar
Black, A., Dixon, T., Goulart, L. & Wizner, S.
(2021) Register and register variation. Oxford bibliographies online research guide. Oxford University Press.Google Scholar
Braine, G.
(1989) Writing in science and technology: An analysis of assignments from ten undergraduate courses. English for Specific Purposes, 8(1), 3–15. DOI logoGoogle Scholar
Bridgeman, B., & Carlson, S. B.
(1984) Survey of academic writing tasks. Written Communication, 1(2), 247–280. DOI logoGoogle Scholar
Britton, J.
(1975) The development of writing abilities (pp. 11–18). Macmillan Education.Google Scholar
Bruce, I.
(2010) Textual and discoursal resources used in the essay genre in sociology and English. Journal of English for Academic Purposes, 9(3), 153–166. DOI logoGoogle Scholar
Çandarlı, D.
(2022) Linguistic characteristics of online academic forum posts across subregisters, L1 backgrounds, and grades. Lingua, 267, 103190. DOI logoGoogle Scholar
Charles, M.
(2006) Phraseological patterns in reporting clauses used in citation: A corpus-based study of theses in two disciplines. English for Specific Purposes, 25(3), 310–331. DOI logoGoogle Scholar
Chen, M.
(2013) Overuse or underuse: A corpus study of English phrasal verb use by Chinese, British and American students. International Journal of Corpus Linguistics, 18(1), 418–422. DOI logoGoogle Scholar
Chen, Y.-H., & Baker, P.
(2010) Lexical bundles in L1 and L2 academic writing. Language Learning and Technology, 14(2), 30–49.Google Scholar
Comrey, A. L., & Lee, H. B.
(2013) A first course in factor analysis, 2nd ed. Psychology Press. DOI logoGoogle Scholar
Conrad, S. M.
(1996) Academic discourse in two disciplines: Professional writing and student development in biology and history (Unpublished doctoral dissertation). Northern Arizona University.
Cortes, V.
(2004) Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23(4), 397–423. DOI logoGoogle Scholar
Couture, B.
(1986) Effective ideation in written text: A functional approach to clarity and exigence. DigitalCommons@University of Nebraska, Lincoln. Retrieved on 27 April 2024 from [URL]
Eblen, C.
(1983) Writing across-the-curriculum: A survey of a university faculty’s views and classroom practices. Research in the Teaching of English, 17(4), 343–348. DOI logoGoogle Scholar
Egbert, J.
(2014) Reader perceptions of linguistic variation in published academic writing (Unpublished doctoral dissertation). Northern Arizona University.
Egbert, J., & Staples, S.
(2019) Doing multi-dimensional analysis in SPSS, SAS, and R. In T. Berber Sardinha & M. Veirano Pinto (Eds.), Multi-dimensional analysis: Research methods and current issues (pp. 125–144). Bloomsbury Academic. DOI logoGoogle Scholar
Gardner, S., & Holmes, J.
(2009) Can I use headings in my essay? Section headings, macrostructures and genre families in the BAWE corpus of student writing. In M. Charles, S. Hunston, & D. Pecorari (Eds.), Academic writing: At the interface of corpus and discourse (pp. 252–271). Bloomsbury Academic.Google Scholar
Gardner, S., & Nesi, H.
(2013) A classification of genre families in university student writing. Applied linguistics, 34(1), 25–52. DOI logoGoogle 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. DOI logoGoogle Scholar
Gardner, S., & Powell, L.
(2006) An investigation of genres of assessed writing in British higher education: A Warwick-Reading-Oxford Brookes project. In Research, scholarship and practice in the area of academic literacies. University of Westminster.Google Scholar
Gil, L., Bråten, I., Vidal-Abarca, E., & Strömsö, H. I.
(2010) Understanding and integrating multiple science texts: Summary tasks are sometimes better than argument tasks. Reading Psychology, 31(1), 30–68. DOI logoGoogle Scholar
Gorsuch, R. L.
(2015) Factor analysis. Routledge.Google Scholar
Goulart, L.
(2016) Compilation of a Brazilian academic written English corpus. Revista e-scrita: Revista do Curso de Letras da UNIABEU, 8(2), 32–47.Google Scholar
(2021) Register variation in L1 and L2 student writing: A multidimensional analysis. Register Studies, 3(1), 115–143. DOI logoGoogle Scholar
Goulart, L., Biber, D., & Reppen, R.
(2022) In this essay, I will…: Examining variation of communicative purpose in university writing. Journal of English for Academic Purposes, 59, 101159. DOI logoGoogle Scholar
Goulart, L., & Staples, S.
(2023) Multidimensional analysis. In M. Kessler & C. Polio (Eds.), Conducting genre-based research in applied linguistics (pp. 127–148). Routledge. DOI logoGoogle Scholar
Goulart, L., & Wood, M.
(2021) Methodological synthesis of research using multi-dimensional analysis. Journal of Research Design and Statistics in Linguistics and Communication Science, 6(2), 107–13. DOI logoGoogle Scholar
(2019) Tagging and counting linguistic features for multi-dimensional analysis. In T. Berber Sardinha & M. Veirano Pinto (Eds.), Multi-dimensional analysis: Research methods and current issues (pp. 43–66). Bloomsbury Academic. DOI logoGoogle Scholar
Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R.
(1996) A study of writing tasks assigned in academic degree program. TOEFL Research Reports, 44.Google Scholar
Hardy, J. A., & Römer, U.
(2013) Revealing disciplinary variation in student writing: A multi-dimensional analysis of the Michigan Corpus of Upper-level Student Papers (MICUSP). Corpora, 8(2), 183–207. DOI logoGoogle Scholar
Hardy, J. A., & Friginal, E.
(2016) Genre variation in student writing: A multi-dimensional analysis. Journal of English for Academic Purposes, 22, 119–131. DOI logoGoogle Scholar
Heuboeck, A., Holmes, J., & Nesi, H.
(2010) The BAWE corpus manual, Version III.Google Scholar
Hewings, M., & Hewings, A.
(2002) “It is interesting to note that…”: A comparative study of anticipatory ‘it’ in student and published writing. English for Specific Purposes, 21(4), 367–383. DOI logoGoogle Scholar
Horowitz, D. M.
(1986) What professors actually require: Academic tasks for the ESL classroom. TESOL quarterly, 20(3), 445–462. DOI logoGoogle Scholar
Hyland, K.
(1999) Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341–367. DOI logoGoogle Scholar
(1998) Boosting, hedging and the negotiation of academic knowledge. Text & Talk, 18(3), 349–382. DOI logoGoogle Scholar
(2008a) Academic clusters: Text patterning in published and postgraduate writing. International Journal of Applied Linguistics, 18(1), 41–62. DOI logoGoogle Scholar
(2008b) As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27(1), 4–21. DOI logoGoogle Scholar
Hyland, K., & Jiang, F. K.
(2021) A bibliometric study of EAP research: Who is doing what, where and when? Journal of English for Academic Purposes, 49, 100929. DOI logoGoogle Scholar
Hyland, K., & Tsé, P.
(2007) Is there an “academic vocabulary”? TESOL Quarterly, 41(2), 235–253. DOI logoGoogle Scholar
Hymes, D.
(1974) Foundations in sociolinguistics: An ethnographic approach. University of Pennsylvania Press.Google Scholar
Kellogg, R. T., & Raulerson, B. A.
(2007) Improving the writing skills of college students. Psychonomic Bulletin & Review, 14(2), 237–242. DOI logoGoogle Scholar
Larsson, T.
(2016) The introductory it pattern: Variability explored in learner and expert writing. Journal of English for Academic Purposes, 22, 64–79. DOI logoGoogle Scholar
Larsson, T., Paquot, M., & Biber, D.
(2021) On the importance of register in learner writing. In E. Seoane & D. Biber (Eds.), Corpus-based approaches to register variation (pp. 235–258). John Benjamins. DOI logoGoogle Scholar
Leki, I., & Carson, J.
(1997) “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31(1), 39–69. DOI logoGoogle Scholar
Lin, L., & Evans, S.
(2012) Structural patterns in empirical research articles: A cross-disciplinary study. English for Specific Purposes, 31(3), 150–160. DOI logoGoogle Scholar
Martin, J. R., & Rothery, J.
(1986) What a functional approach to the writing task can show teachers about ‘good writing’. In B. Couture (Ed.), Functional approaches to writing: Research perspectives (pp. 241–265). Ablex.Google Scholar
Melzer, D.
(2009) Writing assignments across the curriculum: A national study of college writing. College Composition and Communication, 61(2), 240–261. DOI logoGoogle Scholar
Moran, K. E.
(2013) Exploring undergraduate disciplinary writing: Expectations and evidence in psychology and chemistry (Unpublished doctoral dissertation). Georgia State University.
Nesi, H., & Gardner, S.
(2006) Variation in disciplinary culture: University tutors’ views on assessed writing tasks. In R. Kiely, P. Rae-Dickins, H. Woodfield, & G. Clibbon (Eds.), Language, culture and identity in applied linguistics (pp. 99–117). Equinox.Google Scholar
(2012) Genres across the disciplines: Student writing in higher education. Cambridge University Press. DOI logoGoogle Scholar
O’Donnell, M. B., & Römer, U.
(2012) From student hard drive to web corpus, (part 2): The annotation and online distribution of the Michigan Corpus of Upper-level Student Papers (MICUSP). Corpora, 7(1), 1–18. DOI logoGoogle Scholar
Rashid, A., & Mahmood, M. A.
(2019) Linguistic variations across disciplines: A multidimensional analysis of Pakistani research articles. Global Social Sciences Review, IV, 34–48. DOI logoGoogle Scholar
Revelle, W.
(2021) How to use the psych package for mediation/moderation/regression analysis. The Personality Project. Retrieved on 27 April 2024 from [URL]
Römer, U., & O’Donnell, M. B.
(2011) From student hard drive to web corpus, (part 1): The design, compilation and genre classification of the Michigan Corpus of Upper-level Student Papers (MICUSP). Corpora, 6(2), 159–177. DOI logoGoogle Scholar
Saville-Troike, M.
(2003) The ethnography of communication: An introduction. John Wiley & Sons. DOI logoGoogle Scholar
Staples, S., Biber, D., & Reppen, R.
(2018) Using corpus-based register analysis to explore the authenticity of high-stakes language exams: A register comparison of TOEFL iBT and disciplinary writing tasks. The Modern Language Journal, 102(2), 310–332. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Staples, S., & Reppen, R.
(2016) Understanding first-year L2 writing: A lexico-grammatical analysis across L1s, genres, and language ratings. Journal of Second Language Writing, 32, 17–35. DOI logoGoogle Scholar
Tabachnick, B. G., & Fidell, L. S.
(2007) Using multivariate statistics. Pearson Education.Google Scholar
Tasker, D. G.
(2019) Situational and linguistic variation in undergraduate English-department student writing (Unpublished doctoral dissertation). Northern Arizona University.
(2022) A case study of the variety of writing assignments in an undergraduate English department. English for Specific Purposes, 66, 33–62. DOI logoGoogle Scholar
Van Rooy, B.
(2008) A multidimensional analysis of student writing in Black South African English. English World-Wide, 29(3), 268–305. DOI logoGoogle Scholar
Wolfe, C. R.
(2011) Argumentation across the curriculum. Written Communication, 28(2), 193–219. DOI logoGoogle Scholar
Wright, H. R.
(2020) Stand-alone literature reviews. In U. Römer-Barron, V. Cortes, & E. Friginal (Eds.), Advances in corpus-based research on academic writing: Effects of discipline, register, and writer expertise (pp. 307–322). John Benjamins. DOI logoGoogle Scholar
Wu, B., & Paltridge, B.
(2021) Stance expressions in academic writing: A corpus-based comparison of Chinese students’ MA dissertations and PhD theses. Lingua, 253, 103071. DOI logo
Zhu, W.
(2004) Writing in business courses: An analysis of assignment types, their characteristics, and required skills. English for Specific purposes, 23(2), 111–135. DOI logoGoogle Scholar