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(文献数据最近更新时间:2018-08-13;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:ACADEMIC WRITING (频次:22)
  • Afros, E. (2014). Replying/responding to criticism in language studies. English for Specific Purposes, 34(Apr), 79-89.
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  • Musgrave, J. & Parkinson, J. (2014). Getting to grips with noun groups. ELT Journal, 68(2), 145-154.
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  • Hu, G. W., & Lei, J. (2012). Investigating Chinese university students' knowledge of and attitudes toward plagiarism from an integrated perspective. Language Learning, 62(S2), 813-850.
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  • Wharton, S. (2012). Epistemological and interpersonal stance in a data description task: Findings from a discipline-specific learner corpus. English for Specific Purposes, 31, 261-270.
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  • Willey, I., & Tanimoto, K. (2012). "Convenience Editing" in action: Comparing English teachers' and medical professionals' revisions of a medical abstract. English for Specific Purposes, 31, 249-260.
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  • Kwan, B. S. C., Chan, H., & Lam, C. (2012). Evaluating prior scholarship in literature reviews of research articles: A comparative study of practices in two research paradigms. English for Specific Purposes, 31, 188-201.
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  • Lin, L., & Evans, S. (2012). Structural patterns in empirical research articles: A cross-disciplinary study. English for Specific Purposes, 31, 150-160.
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  • McGrath, L., & Kuteeva, M. (2012). Stance and engagement in pure mathematics research articles: Linking discourse features to disciplinary practices. English for Specific Purposes, 31, 161-173.
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  • Adel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31, 81-92.
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  • Liu, D. L. (2012). The most frequently-used multi-word constructions in academic written English: A multi-corpus study. English for Specific Purposes, 31, 25-35.
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  • Tessuto, G. (2011). Legal problem question answer genre across jurisdictions and cultures. English for Specific Purposes, 30, 298-309.
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  • Chang, C. F., & Kuo, C. H. (2011). A corpus-based approach to online materials development for writing research articles. English for Specific Purposes, 30, 222-234.
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  • Parkinson, J. (2011). The Discussion section as argument: The language used to prove knowledge claims. English for Specific Purposes, 30, 164-175.
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  • Peters, S. (2011). Asserting or deflecting expertise? Exploring the rhetorical practices of masters theses in the philosophy of education. English for Specific Purposes, 30, 176-185.
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  • Koyalan, A., & Mumford, S. (2011). Changes to English as an additional language writers' research articles: From spoken to written register. English for Specific Purposes, 30, 113-123.
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  • Durrant, P., & Mathews-Aydinli, J. (2011). A function-first approach to identifying formulaic language in academic writing. English for Specific Purposes, 30, 58-72.
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  • Gray, B., & Cortes, V. (2011). Perception vs. evidence: An analysis of this and these in academic prose. English for Specific Purposes, 30, 31-43.
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  • Ruecker, T. (2011). The potential of dual-language cross-cultural peer review. ELT Journal, 65(4), 398-407.
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  • Marshall, S., Hayashi, H., & Yeung, P. (2012). Negotiating the multi in multilingualism and multiliteracies: Undergraduate students in vancouver, Canada. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(1), 28-53.
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  • Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95, 401-417.
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