The Graduate School Context
Caplan, N. (2016). Grammar Choices for Graduate and Professional Writers (2nd edition). University of Michigan Press.
Carter, M. (2007). Ways of knowing, doing, and writing in the disciplines. College Composition & Communication, 58(3), 385-418.
Casanave, C. P. (2016). What advisors need to know about the invisible ‘real life’ struggles of doctoral dissertation writers. In S. Simpson et al (Eds.), Supporting Graduate Student Writers: Research, Curriculum and Program Design (97-116). University of Michigan Press.
Cheng, A. (2007). Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26(3), 287–307.
Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1), 50–71.
Curry, M. J. (2016). More than language: graduate student writing as ‘disciplinary becoming’. In S. Simpson et al (Eds.), Supporting Graduate Student Writers: Research, Curriculum and Program Design (78-96). University of Michigan Press.
Hyland, K. (2009). Writing in the disciplines: research evidence for specificity. Taiwan International ESP Journal, 1(1), 5-22.
Kuteeva, M. (2013). Graduate learners’ approaches to genre-analysis tasks: Variations across and within four disciplines. English for specific purposes, 32(2), 84-96.
Lee, A. & Aitchison, C. (2009). Writing for the doctorate and beyond. In D. Boud & A. Lee, (Eds.), Changing practices of doctoral education, (99-111). Routledge.
Li, Y. (2006). Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication. Journal of Second Language Writing, 15(3), 159–178.
Simpson et al. (Eds.) (2016) Supporting Graduate Student Writers: Research, Curriculum and Program Design. University of Michigan Press.
Swales, J. & Feak, C. (2012). Academic Writing for Graduate Students (3rd edition). University of Michigan Press.
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111-133.