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ACADEMIC WRITING RESEARCH

A bibliography for academic writing research
Wu Siew Mei (Editor)
Centre for English Language Communication, NUS

Presentation

The following section presents a bibliography of research and practice in academic writing in English language that spans over the last two decades or so. The list mainly focuses on tertiary level undergraduate and post-graduate writing except in papers that compare these writings to professionally written texts. Given that the umbrella term academic writing includes a comprehensive range of related issues, this bibliography is organized around major areas of development in the field as outlined by Jones (2004).

Jones discusses academic writing research and pedagogy from an international perspective and broadly classifies four areas in the field contributing to current views and practices: (1) English for Academic Purposes, (2) genre theories, (3) studies on academic literacies and (4) work on writing across the curriculum (WAC). The unifying factor in these areas is the convergence on the need for more critical awareness of the role of language in constructing texts, writer identities, and of the view that writing is a socially and culturally embedded practice. These identified areas are used as a guide for the classification of references although one has to keep in mind that in actuality, the overlap of distinct categories is not uncommon.

It is beyond the scope of this bibliography to provide equally comprehensive references to work done within the four areas. As such, the listing mainly consists of theoretical deliberations and pedagogical investigations into the first three areas as the WAC phase seems further removed from the interest of current local practices than the others. Though not directly pertinent, the generic approach to the study of English language at primary and secondary levels locally may reflect the direction of English language teaching at institutions that provide the student base for our tertiary level institutions. As such, work pertaining to genre theories is given comprehensive coverage.

English for academic purposes

Allison, D. (1996). Pragmatist discourse and English for academic purposes. English for Specific Purposes 15 (2), 85-103.
Allison, D., Berry, V. and Lewkowicz, J. (1995). Processes and their products: A comparison of task sequences and outcomes in EAP writing classes. Hong Kong Papers in Linguistics and Language Teaching, 18, 13-31.
Allison, D. and Wu, S. M. (2001). Academic writing: Whose expectations? RELC Journal, 32 (1), 52-72.
Allison, D. and Wu, S. M. (2002). Investigating writing development in an academic English language curriculum. In J. Flowerdew (ed.), Academic Discourse, pp. 255-267. London: Longman.
Belcher, D. and Braine, G. (Eds.) (1995). Academic writing in a second language: essays on research and pedagogy. Norwood, NJ: Ablex Publishing Corporation.
Benesch, S. (2001). Critical English for academic purposes: Theory, politics and practice. Mahwah, N. J.: Lawrence Erlbaum Associates.
Canagarajah, A. S. (2002). Critical academic writing and multilingual students. Ann Arbor: The University of Michigan Press.
Chandrasegaran, A. (1994). Integrating content-course tasks into the teaching of writing skills for academic purposes. In K. Chanock (ed.), Integrating the teaching of academic discourse into courses in the disciplines. (Proceedings of the conference held a La Trobe University, November), pp. 21-22. Language and Academic Skills Units of La Trobe University, Melbourne.
Chandrasegaran, A. (1996). Awareness of rhetorical goals and academic writing competence. In S.Leong and A.Kirkpatrick (eds.), Different Approaches: Theory and Practice in Higher Education. Research and Development in Higher Education, Vol 19. Jamison Centre, ACT, Australia: HERDSA.
Chandrasegaran, A. (2000). An analysis of obliqueness in student writing. RELC Journal 31, 23-44.
Chandrasegaran, A. (2000). Cultures in contact in academic writing: Students' perceptions of plagiarism. Asian Journal of English Language Teaching, 10, 91-113.
Chandrasegaran, A. (2002) Empowering NNSE postgraduate students for written academic discourse: An exploratory study of discussion moves. English Australia Journal, 19(2) 8-28.
Dudley-Evans, T. and St. John, M. J. (1998). Developments in ESP: A multi-disciplinary approach. New York: Cambridge University Press.
Dudley-Evans, T. (2001). Team-teaching in EAP: changes and adaptations in the Birmingham Approach. In J. Flowerdew and M. Peacock (eds), Research Perspectives on English for Academic Purposes, pp. 225-39. Cambridge: Cambridge University Press.
Flowerdew, L. (ed.) (2002). Academic Discourse. London: Longman.
Flowerdew, L. (2002). Corpus-based analyses in EAP. In J. Flowerdew (ed.), Academic discourse, pp. 95-115. London: Longman.
Hale, G., Taylor, C., Bridgeman, B, Carson, J., Kroll, B., and Kantor, R. (1996). A study of writing tasks assigned in academic degree programs. Princeton, NJ: Educational Testing Service.
Horowitz, D. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20, 445-462.
Johns, AM. (2001). ESL students and WAC programs: varied populations and diverse needs. In S. McLeod, E. Miraglia, M. Soven and C Thaiss (eds), WAC for the New Millennium: Strategies for Continuing Writing-A cross- The-Curriculum Programs, pp. 141-64. Urbana, IL: National Council of Teachers of English.
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Leki, I. and Carson, J. G. (1997). Completely different worlds: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly 31(1), 39-69.
Leki, I. (1998). Academic writing: Exploring processes and strategies. Cambridge: Cambridge University Press.
Leki, I. (Ed.) (2001). Academic writing programs. Alexandria, Va: Teachers of English to Speakers of Other Languages.
Pender, J. (1997). English for academic purposes: writing. Toowoomba, Queensland: USP Press for the Centre for Language Learning and Teaching.
Pennycook, A. (1997). Vulgar pragmatism, critical pragmatism, and EAP. Pergamon, 6(4), 253-69.
Swales, J. and Feak, C. B. (1994). Academic writing for graduate students: Essential tasks and skill: A course for nonnative speakers of English. Ann Arbor: University of Michigan Press.
Swales, J. M. (2002). Integrated and fragmented worlds: EAP materials and corpus linguistics. In J. Flowerdew (ed.), Academic discourse, pp. 150-164. London: Longman.
Swales, J. M. (2001). EAP-related linguistic research: an intellectual history. In J. A. Flowerdew and M. Peacock (eds), Research Perspectives on English for Academic Purposes, pp. 42-55. Cambridge: Cambridge University Press.
Tang, R. (2000). Do we allow what we encourage? How students are positioned by teacher feedback. The Australian Journal of Language and Literacy, 23(2), 157-168.
Tang, R. (2004). An approach to written academic voice: Exploring the interpersonal negotiations in student academic writing through APPRAISAL. Unpublished PhD thesis, University of Birmingham.
Tang, R. and John, S. (1999). The 'I' in identity: Exploring writer identity in student academic writing through the first person pronoun. English for Specific Purposes, 18, S23-S39.
Thompson, P. (Ed.) (1998). Academic writing development in higher education: perspectives, explorations and approaches. Reading: Centre for Applied Language Studies, The University of Reading.
Wu, S. M. (2003). Exploring appraisal in claims of student writers in argumentative essays. Australian Journal of TESOL, 18 (3), 71-92.
Wu, S. M. (2003). Exploring the writer's opinion in two undergraduates' written reports. Reflections in English Language Teaching, 2, 24-41.
Wu, S. M. (2004). Investigating evaluative language in undergraduate argumentative essays. Unpublished PhD thesis. National University of Singapore.
Wu, S. M. and Lee, G. L. (2005). Reexamining the criteria for diagnosing undergraduates' English skills. In Paradigm Shifts in English Language Teaching and Learning. Selected papers from the inaugural CELC international symposium, pp. 117-128. Singapore: National University of Singapore.

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Genre theory

Allison, D. (1997). Characterising an English Language curriculum: A study in English for academic purposes (Topics in Language and Literature, 6). Singapore: Dept. of English Language and Literature, National University of Singapore.
Askehave, I. and Swales, J. M. (2001). Genre identification and communicative purpose: a problem and a possible solution. Applied Linguistics, 22 (2), 195-212.
Bartholomae, D. (1985). Inventing the university. In M. Rose (ed.), When a writer can't write: Studies in writer's block and other composing process problems, pp. 134-165. New York: Guilford Press.
Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press.
Berkenkotter, C. and Huckin, T. N. (1995). Conventions, conversations, and the writer: An apprenticeship tale of a doctoral student. In C. Berkenkotter, and T. N. Huckin (eds.), Genre knowledge in disciplinary communication: Cognition, culture, power, pp. 117-150. Hillsdale, NJ: Lawrence Erlbaum Associates.
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.
Bhatia, V. K. (2002). A generic view of academic discourse. In J. Flowerdew (ed.), Academic discourse, pp. 1-19. Sydney: Pearson Education.
Bizzell P. (1992). Academic discourse and critical consciousness. Pittsburg: Cambridge University Press.
Bizzell, P. (1982). College composition: Initiation into the academic discourse community. Curriculum Inquiry 12, 191-207.
Braine, G. (1995). Writing in the natural sciences and engineering. In D. Belcher and G. Braine (eds.), Academic writing in a second language, pp. 113-134. Norwood, NJ: Ablex.
Bunton, D. (2002). Generic moves in Ph.D. thesis introductions. In J. Flowerdew (ed.), Academic discourse, pp. 57-76. Sydney: Pearson Education.
Bunton, D. (2002). Generic moves in PhD introductions. In J. Flowerdew (ed.), Academic discourse, pp. 57-76. London: Longman.
Candlin, C. N. and Plum, G. A. (1999). Engaging with challenges of interdiscursivity in academic writing: Researchers, students, tutors. In C. N. Candlin and K. Hyland (eds.), Writing: Texts, processes and practices, pp. 193-219. London: Longman.
Crompton, P. (1997). Hedging in academic writing: some theoretical problems. English for Specific Purposes 16(4), 271-287.
Drury, H. (2004). Teaching academic writing on screen: a search for best practice. In L. J. Ravelli and R. A. Ellis (eds.), Analysing academic writing: contextualized frameworks, pp. 233-253. New York: Continuum.
Drury, H. and Webb, C. (1991). Teaching academic writing at the tertiary level. Prospect 7(1), 7-21.
Dudley-Evans, T. (1995). Common-core and specific approaches to the teaching of academic writing. In D. Belcher, and G. Briane (eds.), Academic writing in a second language: Essays on research and pedagogy, pp.293-313. Norwood, NJ: Ablex.
Dudley-Evans, T. (2002). The teaching of the academic essay: Is a genre approach possible? In A. M. Johns (ed.), Genre in the classroom, pp. 225-237. New Jersey: Lawrence Erlbaum Associates.
Duszak, A. (1997). Cross-cultural academic communication: A discourse-community view. In A. Duszak (ed.), Cultures and styles of academic discourse, pp. 11-39. New York: Mouton de Gruyter.
Flowerdew, J. (Ed.) (2002). Academic discourse. Longman: London.
Flowerdew, J. (2002). Introduction: Approaches to the analysis of academic discourse in English. In J. Flowerdew (ed.), Academic discourse, pp. 1-19. Sydney: Pearson Education.
Flowerdew, J. and Peacock, M. (Eds.) (2001.) Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press.
Flowerdew, J. (Ed.) (2002). Academic discourse. Harlow: Longman.
Flowerdew, J. and Peacock, M. (Eds.) (2001.) Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press.
Flowerdew, J. (Ed.) (2002). Academic discourse. Harlow: Longman.
Freedman, A and Medway, P. (Eds) (1994). Learning and teaching genre. Portsmouth, NH: Heinemann/Boynton Cook.
Golebiowski, Z. (1997). Policy and Practice of Tertiary Literacy Volume 1: Proceedings of the First National Conference on Tertiary Literacy: Research and Practice. Victoria University of Technology, Melbourne.
Hewings, A. (2004). Developing discipline-specific writing: an analysis of undergraduate geography essays. In L. J. Ravelli and R. A. Ellis (eds.), Analysing academic writing: contextualized frameworks, pp. 131-152. New York: Continuum.
Hewings, M. (Ed.) (2001). Academic Writing in Context: implications and applications. Birmingham: University of Birmingham Press.
Hoe, G. Y. (2000). Writing honours theses in science: a case study. Academic exercise. Department of English Language and Literature, Faculty of Arts and Social Sciences, National University of Singapore.
Holder, G.M., Jones, J., Robinson, R. and Krass, I. (1999.) Academic literacy skills and progression rates amongst pharmacy students. Higher Education research and Development 18(1), 19-30.
Hunston S. and Thompson, G. (Eds.). (2000). Evaluation in Text: Authorial stance and the construction of discourse. Oxford: Oxford University Press.
Hyland, K. (1994). Hedging in academic writing and EAP textbooks. English for Specific Purposes 13, 239-256.
Hyland, K. (1996a) Talking to the academy: Forms of hedging in science research articles. Written Communication 13, 251-281.
Hyland, K. (1999). Disciplinary discourses: Writer stance in research articles. In C. N. Candlin and K. Hyland (eds.), Writing: Texts, processes and practices, pp. 99-122. London: Longman.
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. New York: Longman.
Hyland, K. (2002a) Activity and evaluation: Reporting practices in academic writing. In J. Flowerdew (ed.), Academic discourse, pp. 115-131. Sydney: Pearson Education.
Hyland, K. (2004). Patterns of engagement: dialogic features and L2 undergraduate writing. In L. J. Ravelli and R. A. Ellis (eds.), Analysing academic writing: contextualized frameworks, pp. 5-23. New York: Continuum.
Hyon, S. (1996). Genre in three traditions: implications for ESL. TESOL Quarterly 30,693-722.
Ivanic, R. (1998). Writing and Identity: The Discoursal Construction of Identity in Academic Writing. Amsterdam: John Benjamins.
Johns, A.M. (1995). Teaching classroom and authentic genres: Initiating students into academic cultures and discourses. In D. Belcher and G. Briane (eds.), Academic writing in a second language: Essays on research and pedagogy, pp. 277-293. Norwood, NJ: Ablex.
Johns, A.M. (2002). Destabilizing and enriching novice students' genre theories. In A. Johns (ed.), Genre in the classroom: Multiple perspectives, pp. 237-249. Mahwah, NJ: Lawrence Erlbaum Associates.
Johns, A. M. (Ed.) (2002). Genre in the classroom: multiple perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
Jones, C., Turner, J. and Street, B. (Eds.) (1999) Students Writing in the University: Cultural and Epistemological Issues. Amsterdam: John Benjamins.
Jones, J. (2004). Learning to write in the disciplines: The application of systemic functional linguistic theory to the teaching and research of student writing. In L. J. Ravelli and R. A. Ellis (eds.), Analysing academic writing: contextualized frameworks, pp. 254-273. New York: Continuum.
Kaldor, S., Herriman, M. and Rochecouste, J. (1998). Cross-disciplinary and discipline-specific discourse features in student academic writing. In Z. Golebiowski (ed.), Policy and practice of tertiary literacy (Vol. 1), pp. 198-209. Selected proceedings of the first national conference on tertiary literacy: Research and practice. Melbourne: Victoria University of Technology.
Kutz, E. (1998). Between students' language and academic discourse: Interlanguage as middle ground. In V. Zamel and R. Spack (eds.), Negotiating academic literacies: Teaching and learning across languages and cultures, pp. 37-51. NJ: Lawrence Erlbaum Associates.
Luukka, M. R. (2001). Social and interpersonal perspectives on scientific discourse. In C. Barron, N. Bruce, and D. Nunan, (eds.), Knowledge and discourse: Towards an ecology of language, pp. 221-237. Harlow: Longman.
MacDonald, S. P. (1990). The literary argument and its discursive conventions. In W. Nash (ed.), The writing scholar: Studies in academic discourse, pp. 31-63. London: Sage Publications.
Meyer, P. G. (1997). Hedging strategies in written academic discourse: Strengthening the argument by weakening the claim. In R. Markkanen and H. Schro??der (eds.), Hedging and discourse: Approaches to the analysis of a pragmatic phenomenon in academic texts, pp.21-42. New York: Walter de Gruyter.
Myers, P. G. (1989). The pragmatics of politeness in scientific articles. Applied Linguistics 10, 1-35.
Nash, W. (Ed.), (1990). The writing scholar: Studies in academic discourse. London: Sage Publications. New York and London: Longman.
Ramanathan, V. and Kaplan, R. B. (2000). Genres, authors, discourse communities: Theory and application for (L1) and L2 writing instructors. Journal of Second Language Writing 9(2),171-191.
Ravelli, L. J. and Ellis, R. A. (2004). (Eds.). Analysing academic writing: contextualized frameworks. New York: Continuum.
Samraj, B. (2002). Disciplinary variation in abstracts: The case of wildlife behaviour and conservation Biology. In J. Flowerdew (ed.), Academic discourse, pp. 40-57. London: Longman.
Spack, R. (1998).Initiating ESL Students into the Academic Discourse Community: How Far Should We Go? In V. Zamel and R. Spack (eds.), Negotiating academic literacies: Teaching and learning across languages and cultures, pp. 85-105. NJ: Lawrence Erlbaum Associates.
Starfield, S. (2001). 'I'll go with the group': Rethinking 'discourse community' in EAP. In J. Flowerdew and P. Matthew (eds.), Research perspective on English for Academic Purposes, pp. 132-148. Cambridge: Cambridge University Press.
Starfield, S. (2004). Word power: negotiating success in a first-year sociological essay. In L. J. Ravelli and R. A. Ellis (eds.), Analysing academic writing: contextualized frameworks, pp. 66-83. New York: Continuum.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Swales, J., Ahmad, U., Chang, Y., Chavez, D., Dressen, D., and Seymour, R. (1998). Consider this: The role of imperatives in scholarly writing. Applied Linguistics 19, 97-121.
Thompson, G. (2001). Interaction in academic writing: Learning to argue with the reader. Applied Linguistics 22, 58-78.
Ventola, E. (1996). Packing and unpacking of information in academic texts. In E. Ventola and A. Mauranen (eds.), Academic writing: Intercultural and textual issues, pp.153-195. Amsterdam: John Benjamins.
Ventola, E. (1997). Modalization: Probability � an exploration into its role in academic writing. In A. Duszak (ed.), Culture and styles of academic discourse, pp. 157-181. New York: Mouton de Gruyter.
Ventola, E. (1998). Interpersonal choices in academic work. In Macarro, A. S. and Carter, R. (eds.), Linguistic choice across genres: Variation in spoken and written English, pp.117-137. Amsterdam: John Benjamins.
Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing 13, 29-48.
Zhu, W. (2004). Writing in business courses: An analysis of assignments, their characteristics, and required skills. English for Specific Purposes 23, 111-135.

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Academic literacies

Allison, D. and Wu, S. M. (2002). Investigating writing development in an academic English Language curriculum. In J. Flowerdew (ed.), Academic discourse, pp. 253-268. Sydney: Pearson Education.
Baldauf, R. B. (1997). Tertiary language, literacy and communication policies: Needs and practice. In Z. Golebiowski (ed.), Policy and practice of tertiary literacy (Vol. 1), pp. 1-19. Selected proceedings of the First National Conference on Tertiary Literacy: Research and practice. Melbourne: Victoria University of Technology.
Candlin, C.N. and Plum, G. (Eds) (1998). Researching Academic Literacies: Framing Student Literacy: Cross-cultural Aspects of Communication Skills in Australian University Settings. Sydney: NCELTR, Macquarie University.
Johns, A.M. (1997). Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press.
Lea, M. R. and Street, B. (1999). Writing as academic literacies: Understanding textual practices in higher education. In C. N. Candlin and K. Hyland (eds.), Writing: Texts, processes and practices, pp. 62-83. London: Longman.
Lea, M. R. and Stierer, B. (Eds.) (2000). Student writing in higher education: new contexts. The Society for Research into Higher Education and Open University Press: Buckingham.
Lillis, T. (2003). Student writing as 'academic literacies': drawing on Bakhtin to move from critique to design. Language and Education 17 (3), 192-207.
Street, B. (1999) Academic literacies. In C. Jones, J. Turner and B. Street (eds.), Students writing in the university: Cultural and epistemological issues, pp. 193- 228. Amsterdam: John Benjamins.

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