References (34)
References
Al-Malki, A., Kaufer, D., Ishizaki, S., & Dreher, K. (2012). Arab women in Arab news: Old stereotypes and new media. Bloomsbury Academic.Google Scholar logo with link to Google Scholar
Allison, S., Heuser, R., Jockers, M., Moretti, F., & Witmore, M. (2011). Quantitative formalism: An experiment. In Stanford Literary Lab Pamphlet 1. Stanford University, Literary Lab, Department of English.Google Scholar logo with link to Google Scholar
Brannon, L., & Knoblauch, C. H. (1982). On students’ rights to their own texts: A model of teacher response. College Composition and Communication, 33, 157–166. Google Scholar logo with link to Google Scholar
Chafe, W. (2001). The analysis of discourse flow. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp. 673–687). Blackwell.Google Scholar logo with link to Google Scholar
Collins, J., Kaufer, D., Vlachos, P., Butler, B., & Ishizaki, S. (2004). Detecting collaborations in text comparing the authors’ rhetorical language choices in the Federalist Papers. Computers and the Humanities, 38(1), 15–36. Google Scholar logo with link to Google Scholar
Connor, U. (1990). Linguistic/rhetorical measures for international persuasive student writing. Research in the Teaching of English, 24 (1), 67–87.Google Scholar logo with link to Google Scholar
Connor, U., & Mauranen, A. (1999). Linguistic analysis of grant proposals: European Union research grants. English for Specific Purposes, 18(1), 47–62. Google Scholar logo with link to Google Scholar
Connors, R. J., & Lunsford, A. A. (1993). Teachers’ rhetorical comments on student papers. College Composition and Communication, 44(2), 200–223. Google Scholar logo with link to Google Scholar
Daneš, F. (1974). Functional sentence perspective and the organization of the text. In F. Daneš (Ed.), Papers on Functional Sentence Perspective (pp. 106–127). Mouton. Google Scholar logo with link to Google Scholar
Ding, H. (2008). The use of cognitive and social apprenticeship to teach a disciplinary genre: Initiation of graduate students into NIH grant writing. Written Communication, 25(1), 3–52. Google Scholar logo with link to Google Scholar
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315–339. Google Scholar logo with link to Google Scholar
Flowerdew, L. (2016). A genre-inspired and lexico-grammatical approach for helping postgraduate students craft research grant proposals. English for Specific Purposes, 42, 1–12. Google Scholar logo with link to Google Scholar
Freed, R. C., Romano, J. D., & Freed, S. (2011). Identifying, selecting, and developing themes (Ch. 7). In Writing Winning Business Proposals. McGraw Hill.Google Scholar logo with link to Google Scholar
Halliday, M. (1967). Notes on transitivity and theme in English: Part 2. Journal of Linguistics, 3(2), 199–244. Google Scholar logo with link to Google Scholar
Hope, J., & Witmore, M. (2004). The very large textual object: A prosthetic reading of Shakespeare. Early Modern Literary Studies, 9(3), 1–36.Google Scholar logo with link to Google Scholar
Hawes, T. (2015). Thematic progression in the writing of students and professionals. Ampersand, 2, 93–100. Google Scholar logo with link to Google Scholar
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 83–101. Google Scholar logo with link to Google Scholar
Johns, A. (1986). Coherence and academic writing: Some definitions and suggestions for teaching. TESOL Quarterly, 20, 247–265. Google Scholar logo with link to Google Scholar
Kaufer, D., & Hariman, R. (2008). A corpus analysis evaluating Hariman’s theory of political style. Text & Talk, 28(4), 475–500. Google Scholar logo with link to Google Scholar
Kaufer, D., & Ishizaki, S. (2006). A corpus study of canned letters: Mining the latent rhetorical proficiencies marketed to writers. IEEE Transactions on Professional Communication, 49(3), 254–266. Google Scholar logo with link to Google Scholar
(2022). Computer-aided close reading: Visualizing contrastive persuasion strategies. In J. Fahnestock & R. Harris (Eds.), Routledge handbook of language and persuasion. Routledge. Google Scholar logo with link to Google Scholar
Kaufer, D., Ishizaki, S., Collins, J., & Butler, B. (2004). The power of words: Unveiling the speaker and writer’s hidden craft. Routledge. Google Scholar logo with link to Google Scholar
Moeller, R. M., & Christensen, D. M. (2009). System mapping: A genre field analysis of the National Science Foundation’s grant proposal and funding process. Technical Communication Quarterly, 19(1), 69–89. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Scinto, L. F. (1978). Relation of eye fixations to old-new information of texts. In J. W. Senders, D. F. Fisher, & R. A. Monty (Eds.), Eye movements and higher psychological functions (pp. 175–194). Hillsdale, N. J.: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
Shabana, N. O. (2018). Topical structure analysis: Assessing first-year Egyptian university students’ internal coherence of their EFL writing. Assessing EFL Writing in the 21st Century Arab World: Revealing the Unknown, 53–78. Google Scholar logo with link to Google Scholar
Sommers, N. I. (1982). Responding to student writing. College Composition and Communication, 33, 148–156. Google Scholar logo with link to Google Scholar
Tardy, C. M. (2003). A genre system view of the funding of academic research. Written Communication, 20(1), 7–36. Google Scholar logo with link to Google Scholar
Tardy, C. M., Sommer-Farias, B., & Gevers, J. (2020). Teaching and researching genre knowledge: Toward an enhanced theoretical framework. Written Communication, 37(3), 287–321. Google Scholar logo with link to Google Scholar
Vande Kopple, W. J. (1989). Clear and coherent prose: A functional approach. Scott Foresman.Google Scholar logo with link to Google Scholar
(1991). Themes, thematic progressions, and some implications for understanding discourse. Written Communication, 8(3), 311–347. Google Scholar logo with link to Google Scholar
Williams, J. (1990). Style: Toward clarity and grace. The University of Chicago Press.Google Scholar logo with link to Google Scholar
Witte, S. (1983a). Topical Structure and Writing Quality: Some Possible Text-Based Explanations of Readers’ Judgments of Student Writing. Visible Language, 17, 177–205.Google Scholar logo with link to Google Scholar
(1983b). Topical Structure and Revision: An Exploratory Study. College Composition and Communication, 34(3), 313–341. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue