Downloads

References Alsop, S., & Nesi, H. (2009). Issues in the development of the British academic written English (BAWE) corpus. Corpora, 4(1), 71–83. Austrade: Australian Department of Education and Training (2021). Why Australia: Benchmark report 2021. https://international.austrade.gov.au/en/ why-australia/benchmark-report. Bangeni, B. (2013). An exploration of the impact of students’ prior genre knowledge on their constructions of “audience” in a marketing course at postgraduate level. English for Specific Purposes, 32(4), 248–257. Basturkmen, H. (2012). A genre-based investigation of discussion sections in research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11(2), 134–144. Braine, G. (1989). Writing in science and technology: An analysis of assignments from ten undergraduate courses. English for Specific Purposes, 8(1), 3–15. Canseco, G., & Byrd, P. (1989). Writing required in graduate courses in business administration. TESOL Quarterly, 23(2), 305–316. Carter, M. (2007). Ways of knowing, doing and writing in the disciplines. College Composition and Communication, 58(3), 385–417. Cooper, A., & Bikowski, D. (2007). Writing at the graduate level: What tasks do professors actually require? Journal of English for Academic Purposes, 6(3), 206–221. Crosthwaite, P., Gazmuri Sanhueza, A., & Schweinberger, M. (2021). Training disciplinary genre awareness through blended learning: An exploration into EAP students’ perceptions of online annotation of genres across disciplines. Journal of English for Academic Purposes, 53, 1475–1585. Donahue, J. (2012). Using systemic functional linguistics in academic writing development: An example from film studies. Journal of English for Academic Purposes, 11(1), 4–16. Elkington, S. (2020). Essential frameworks for enhancing student success: Transforming assessment in higher education A guide to the advance HE framework. Advance HE. https://www.advance-he.ac.uk/knowledge-hub/essential-frameworks-enhancing-student-success-transforming-assessment. Evans, M. (2019). A study of academic genre: Exploring writing in English for university purposes with Vietnamese students. VNU Journal of Foreign Studies, 35(1). https://doi.org/10.25073/2525–2445/vnufs.4338. Flowerdew, L. (2020). The academic literacies approach to scholarly writing: A view through the lens of the ESP/genre approach. Studies in Higher Education, 45(3), 579–591. Forman, J., & Rymer, J. (1999). The genre system of the Harvard case method. Journal of Business and Technical Communication, 13(4), 373–400. Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: Simulating genres and simulations as genre. Written Communication, 11(2), 193–226. Gardner, S., & Nesi, H. (2013). A classification of genre families in university student writing. Applied Linguistics, 34(1), 25–52. Graves, R., Hyland, T., & Samuels, B. M. (2010). Undergraduate writing assignments: An analysis of syllabi at one Canadian college. Written Communication, 27(3), 293–317. DISTRIBUTION PROHIBITED BY THE PUBLISHER 216 International Journal of English for Academic Purposes • 4.2 2024 Groves, N. (2012, 24 October). Authentic assessment: What does it mean for students, staff and sector? The Guardian. https://www. theguardian.com/higher-education-network/blog/2012/oct/24/ authentic-assessment-university-teaching-learning. Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs. Educational Testing Service. Halliday, M. A. K. (1978). Language as social semiotic. Edward Arnold. HESA (n.d.) Student record (2020–21). HESA. https://www.hesa.ac.uk/collection/ c20051/. Hollis-Turner, S., & Scholtz, D. (2010). Business writing in academic and workplace contexts. Southern African Linguistics and Applied Language Studies, 28(3), 239–245. Hyon, S. (1996). Genre in 3 traditions for ESL. TESOL Quarterly, 30(4), 693–772. Hyon, S. (2016). Using genre analysis to teach writing in the disciplines. In J. Flowerdew and T. Costley (Eds.), Discipline-specific writing: Theory into practice. [AQ11] Routledge. Johns, A. M. (Ed.) (2002). Genre in the classroom: Multiple perspectives. Lawrence Erlbaum. Johns, A. M. (2008). Genre awareness for the novice academic students: An ongoing quest. Language Teaching, 41(2), 237–249. Ketteringham, M. (2022). A needs analysis of the assessed writing genres of a 2nd year transnational undergraduate engineering programme. The Language Scholar, 11, 26–55. Kinash, S., McGillivray, L., & Crane, L. (2018). Do university students, alumni, educators and employers link assessment and graduate employability? Higher Education Research and Development, 37(2), 301–315. Lughmani, S. D., Gardner, S., Chen, J., Wong, H., & Chan, L. (2016). English across the curriculum: Fostering collaboration. ELTWO: Special Issue on 5th CELC Symposium Proceedings, 2016, 19–33. Mancho-Barés, G., Khan, S., & Agular-Peréz, M. (2022). An EMI lecturer’s assessment practices with engineering laboratory reports. Journal of EnglishMedium Instruction, 1(2), 232–254. Martin, J. R. (1984). Language, register and genre. In F. Christie (Ed.), Language studies: Children’s writing. Reader (pp. 21–29). Deakin University Press. Martin, J. R. (1997). Analysing genres: Functional parameters. In F. Christie & J. R. Martin (Eds.), Genre and institutions (pp. 3–39). Cassell. Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10–21. Miller, R. T., & Pessoa, S. (2016). Role and genre expectations in undergraduate case analysis in information systems. English for Specific Purposes, 44, 43–56. Moore, T., & Morton, J. (1999). Authenticity in the IELTS academic module writing test: A comparative study of Task 2 items and university assignments. IELTS Research Reports 2 (pp. 64–106). IELTS Australia. Moore, T., & Morton, J. (2005). Dimensions of difference: A comparison of university writing and IELTS writing. Journal of English for Academic Purposes, 4(1), 43–66. Nathan, P. (2013). Academic writing in the business school: The genre of the business case report. Journal of English for Academic Purposes, 12(1), 57–68. DISTRIBUTION PROHIBITED BY THE PUBLISHER Whiteside & Collins • Master’s level business school writing 217 Nesi, H. (2008). BAWE: An introduction to a new resource. In A. FrankenbergGarcia, T. Rkibi, M. Braga da Cruz, R. Carvalho, C. Direito, & D. Santos-Rosa (Eds.), Proceedings of the eighth teaching and language corpora conference (pp. 239–246). ISLA. Nesi, H., & Gardner, S. (2012). Genre across the disciplines: Student writing in higher education. Cambridge University Press. Nesi, H., Gardner, S., Thompson, P. et al. (2008). British academic written English corpus. Oxford Text Archive. http://hdl.handle.net/20.500.12024/2539. Parkinson, J. (2017). The student laboratory report genre: A genre analysis. English for Specific Purposes, 45, 1–13. Parkinson, J., Watterson, C., & Whitty, C. (2022). Constructing arguments in engineering student case studies, English for Specific Purposes 68, 14–30. Pessoa, S., Gomez-Laich, M. P., & Mitchell, T. D. (2020). Mapping the case analysis genre continuum in an information systems program. Journal of Writing Research, 12(2), 291–320. Reiff, M., & Bawarshi, A. (2011). Tracing discursive resources: How students use prior genre knowledge to negotiate new writing contexts in first-year composition. Written Communication, 28(3), 312–337. Rothery, J. (1996). Making changes: Developing an educational linguistics. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 86–123). Longman. Samraj, B. (2008). A discourse analysis of master’s theses across disciplines with a focus on introductions. Journal of English for Academic Purposes, 7(1), 55–67. Shi, L., & Dong, Y. (2015). Graduate writing assignments across faculties in a Canadian university. Canadian Journal of Higher Education, 45(4), 123–142. Sloan, D., & Porter, E. (2010) Changing international student and business staff perceptions of in-sessional EAP: Using the CEM model. Journal of English for Academic Purposes, 9(3), 198–210. Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press. Tayan, O., Hassan, A., Khankan, K., & Askool, S. (2024). Considerations for adapting higher education technology courses for AI large language models: A critical review of the impact of ChatGPT. Machine Learning with Applications, 15. https://doi.org/10.1016/j.mlwa.2023.100513. Tribble, C. (2017). ELFA vs. genre: A new paradigm in EAP writing instruction? Journal of English for Academic Purposes, 25, 30–44. Tribble, C., & Wingate, U. (2013). From text to corpus: A genre-based approach to academic literacy instruction. System, 41(2), 307–321. Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A “literacy” journey. Journal of English for Academic Purposes, 11(1), 26–37. Wingate, U., & Drummond, A. (2019). Kings College London: “Applying the BAWE genre families”. Symposium: BAWE 10 Years On, June 2019, Coventry University. [AQ12] Woodward-Kron, R. (2009). “This means that …”: A linguistic perspective of writing and learning in a discipline. Journal of English for Academic Purposes, 8(3), 165–179. 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.