Article

Wette, R. and Furneaux, C. (2018) Academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities. System, 78. pp. 186-200. ISSN 0346-251X doi: 10.1016/j.system.2018.09.001

Liu, X. and Furneaux, C. (2015) Argument structures in Chinese university students’ argumentative writing: a contrastive study. English Text Construction, 8 (1). pp. 65-87. ISSN 1874-8775 doi: 10.1075/etc.8.1.03liu

Liu, X. and Furneaux, C. (2013) A multidimensional comparison of discourse organization in English and Chinese university students' argumentative writing. International Journal of Applied Linguistics. ISSN 1473-4192 doi: 10.1111/ijal.12013

Furneaux, C., Paran, A. and Fairfax, B. (2007) Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. International Review of Applied Linguistics in Language Teaching, 45 (1). pp. 69-94. ISSN 1613-4141 doi: 10.1515/IRAL.2007.003

Paran, A., Furneaux, C. and Sumner, N. (2004) Computer-mediated communication in distance MA programmes: the student's perspective. System, 32 (3). pp. 337-355. ISSN 0346-251X doi: 10.1016/j.system.2004.02.007

Furneaux, C. (1999) Recent materials on teaching writing. English Language Teaching Journal, 53 (1). pp. 56-61.

Book or Report Section

Furneaux, C. (2020) Opening plenary: state of the union: what union. In: Gillway, M. (ed.) Proceedings of the 2017 BALEAP Conference. Addressing the state of the union: Working together = learning together. Garnet, Reading, UK, pp. 13-26. ISBN 9781782606765

Furneaux, C. (2017) Transitions into post-graduate study: developing writers at a British University. In: Spelman Miller, K. and Stevensen, M. (eds.) Transitions in writing. Brill. ISBN 9789004330399 doi: 10.1163/9789004348905

Furneaux, C. (2015) Becoming a post/graduate writer in a social science discipline. In: Badenhorst, C. and Guerin, C. (eds.) Research literacies and writing pedagogies for Masters and doctoral writers. Studies in Writing Series, 31. Brill, Leiden. Netherlands, pp. 166-183. ISBN 9789004304338 doi: 10.1163/9789004304338

Furneaux, C., Wright, C. and Wilding, E. ORCID: https://orcid.org/0009-0008-0035-5537 (2015) From darkness to light: first experiences in developing and facilitating a MOOC. In: Corbeil, J. R., Corbeil, M. E. and Khan, B. H. (eds.) The MOOC Casebook: Case Studies in MOOC Design, Development and Implementation. Linus Books, Ronkonkoma, NY, pp. 337-348. ISBN 9781607975618

Furneaux, C. and Rignall, M. (2007) The effect of standardisation - training on rater judgements for the IELTS Writing Module. In: Taylor, L. and Falvey, P. (eds.) IELTS Collected Papers: Research in Speaking and Writing Assessment SiLT 19. Cambridge University Presss, Cambridge, pp. 422-445.

Furneaux, C. (1998) 10 entries. In: Johnson, K. and Johnson, H. (eds.) Encyclopedic Dictionary of Applied Linguistics. Oxford Blackwell.

Furneaux, C., Robinson, P. and Tonkyn, A. (1998) Making friends and influencing teachers: strategies for acculturation in the EAP classroom. In: Brookes, A. and Grundy, P. (eds.) Individualization and Autonomy in Language Learning. MEP in association with the British Council, pp. 88-99.

Tonkyn, A., Locke, C., Robinson, P. and Furneaux, C. (1993) The EAP teacher: prophet of doom or eternal optimist? EAP teachers' predictions of students' success. In: Blue, G. (ed.) Language, Learning and Success: Studying through English. MEP in association with the British Council, pp. 37-48.

Furneaux, C., Locke, C., Robinson, P. and Tonkyn, A. (1991) Talking heads and shifting bottoms: the ethnography of academic seminars. In: Adams, P., Heaton, B. and Howarth, P. (eds.) Socio-Cultural issues in English for Academic Purposes. MEP in association with the British Council, pp. 74-85.