Research readings

All the below went into my PhD

Ablowitz, R. (1939). The Theory of Emergence. Philosophy of Science, 6(1), 1-16. Retrieved from http://www.jstor.org/stable/184327

Adler-Kassner, L., & Wardle, E. A. (Eds.). (2015). Naming what we know : threshold concepts of writing studies. Colorado: Utah State University Press.

Agaoglu, A. (Friday 19 April 2013 ). Academic writing: why no ‘me’ in PhD? The Guardian. Retrieved from https://www.theguardian.com/higher-education-network/blog/2013/apr/19/academic-writing-first-person-singular

Aitchison, C. (2017). How are we to understand plagiarism in doctoral writing?  Retrieved from https://doctoralwriting.wordpress.com/2017/07/27/how-are-we-to-understand-plagiarism-in-doctoral-writing/

Alexander, O., Argent, A., & Spencer, J. (2008). EAP Essentials: A teacher’s guide to principles and practice. Reading: Garnet Education.

Allen, J. (2003). G.e. Moore and the principle of organic unity. Journal of Value Inquiry, 37(3), 329-339.

Allen, S. (2015). Beyond Argument: Essaying as a Practice of Exchange (S. H. McLeod Ed.). Fort Collins, Colorando and Anderson, South Carolina: The WAC Clearinghouse and Parlor Press.

Allwright, D., & Hanks, J. (2009). The developing language learner : an introduction to exploratory practice. Basingstoke: Palgrave Macmillan.

Altbach, P., G. (September 8 2007). The Imperial Tongue: English as the Dominating Academic Language. Economic and Political Weekly, 3608-3611.

Alvesson, M., Gabriel, Y., & Paulsen, R. (2017). Return to Meaning: A Social Science with Something to Say. Oxford: Oxford University Press.

Alvesson, M., & Sandberg, J. (2013). Constructing Research Questions Doing Interesting Research SAGE Publications Ltd.

Andrews, R. (2003). The end of the essay. Teaching in Higher Education, 8(1), 117-128.

Andrews, R. (2010). Argumentation in higher education: improving practice through theory and research. New York: Routledge.

Andrews, R., Borg, E., Davis Boyd, S., Domingo, M., & England, J. (Eds.). (2012). The SAGE handbook of digital dissertations and theses. London: SAGE.

Anson, C. M., & Moore, J. L. (Eds.). (2016). Critical Transitions: Writing and the Question of Transfer. Colorado: Fort Collins: The WAC Clearinghouse and University Press of Colorado.

Appiah, K. A. (Writer). (2016a). Mistaken Identities [Radio Broadcast]. In J. Frank (Producer), The Reith Lectures: BBC Radio 4.

Appiah, K. A. (2016b, 09/11/2016). There is no such thing as western civilisation The Guardian. Retrieved from https://www.theguardian.com/world/2016/nov/09/western-civilisation-appiah-reith-lecture

Archer, A. (2016). Multimodal Academic Argument: Ways of Organising Knowledge across Writing and Image. In A. Archer & E. O. Breuer (Eds.), Multimodality in Higher Education (Vol. 33, pp. 93-113). Leiden/Boston: Brill.

Archer, A., & Breuer, E. (2016a). A Multimodal Response to Changing Communication Landscapes in Higher Education. In A. Archer & E. Breuer (Eds.), Multimodality in Higher Education (Vol. 33, pp. 1-17). Leiden/Boston: Brill.

Archer, A., & Breuer, E. (Eds.). (2015). Multimodality in writing: the state of the art in theory, methodology and pedagogy. Leiden Boston: Brill.

Archer, A., & Breuer, E. (Eds.). (2016b). Multimodality in higher education (Vol. 33). Leiden/Boston: Brill.

Archer, M. (1995). Realist social theory : the morphogenetic approach. Cambridge: Cambridge University Press.

Archer, M. (1998). Critical realism : essential readings. London: Routledge.

Archer, M. (2000). Being human : the problem of agency. New York: Cambridge University Press.

Archer, M. (2002). Realism and the Problem of Agency. Alethia, 5(1), 11-20. doi:10.1558/aleth.v5i1.11

Arnheim, R. (1969). Visual thinking. Berkeley: University of California Press.

Arnheim, R. (1974). Art and visual perception: a psychology of the creative eye (Expanded and revised ed. ed.). Berkeley: University of California Press.

Atkinson, P. (2013). Ethnographic Writing, the Avant-Garde and a Failure of Nerve. 6(1), 19-35. doi:10.1525/irqr.2013.6.1.19 %J International Review of Qualitative Research

Austin, J. L. (1962). How to do things with words : the William James lectures delivered at Harvard University in 1955: Clarendon P.

Back, L. (2016). Academic diary: or why higher education still matters. London, New Cross: Goldsmits Press.

Back, L. (2018, 31/10/2018). Take your reader there: some notes on writing qualitative research.  Retrieved from https://www.futurity.org/sign-language-speech-1907062/

Badat, S. (2002). Black student politics, higher education and apartheid, from SASO to SANSCO, 1968-1990. New York ; London: Routledge/Falmer.

Bailey, S. (2006). Academic writing : a handbook for international students (2nd ed. ed.). London: Routledge.

Bakhtin, M. (1953, 1987). The Problem of Speech Genres. In M. Holquist, M. M. Bakhtin, V. W. McGee, & V. W. McGee (Eds.), Speech Genres and Other Late Essays. Austin, UNITED STATES: University of Texas Press.

Bakhtin, M., & Holquist, M. (1981). The dialogic imagination: four essays. Austin University of Texas Press.

Ball, C. E., & Charlton, C. (2015). All writing is multimodal. In L. Adler-Kassner & E. A. Wardle (Eds.), Naming what we know : threshold concepts of writing studies (pp. 42-43). Colorado: Utah State University Press.

Ball, C. E., & Loewe, D. M. (Eds.). (2017). Bad Ideas About Writing. United States of America: WVU Libraries.

Ball, P. (2004). Critical mass: how one thing leads to another. London: Heinemann.

Bammer, A., & Joeres, R.-E. B. (Eds.). (2015). The future of scholarly writing: critical interventions (First edition. ed.). New York: Palgrave Macmillan.

Barber, C. (1993). The English language : a historical introduction. Cambridge: Cambridge University Press.

Barnett, R. (1990). The idea of higher education. Buckingham: The Society for Research into Higher Education & Open University Press.

Barnett, R. (2012). The future university: ideas and possibilities. New York: Routledge.

Barnett, R. (2013). Imagining the university. New York, NY: Routledge.

Barthes, R. (1967, Web. 3 Dec. 2012). The Death of the Author. Aspen: The Magazine in a Box 5+6. ubu.com. . Retrieved from http://www.tbook.constantvzw.org/wp-content/death_authorbarthes.pdf

Barton, D., & Papen, U. (2010). The anthropology of writing : understanding textually mediated worlds. London: Continuum.

Basbøll, T. (2014). How to Become a Better Writer.  Retrieved from http://secondlanguage.blogspot.co.uk/2014/09/how-to-become-better-writer.html

Bawarshi, A. S. (2003). Genre and the invention of the writer : reconsidering the place of invention in composition. Logan, Utah: Utah State University Press.

Bazerman, C. (1988). Shaping written knowledge : the genre and activity of the experimental article in science. Madison, Wis.: University of Wisconsin Press.

Bazerman, C. (2015). Social Changes in Science Communication: Rattling the Information Chain. In A. G. Gross & J. Ruehl (Eds.), Science and the Internet: Communicating Knowledge in a Digital Age (pp. 267-281). Amityville, United States: Baywood Publishing Company Inc.

Becker, H. S. (1986). Writing for social scientists : how to start and finish your thesis, book, or article (2nd ed.). Chicago: University of Chicago Press.

Becker, H. S. (2007). Telling about society. Chicago, Ill.: University of Chicago Press.

Becker, H. S. (2017, 19 December 2017). Some words about writing. Writing across boundaries. Retrieved from https://www.dur.ac.uk/writingacrossboundaries/writingonwriting/howardsbecker/

Beckett, D., & Hager, P. (2018). A Complexity Thinking Take on Thinking in the University. In S. S. E. Bengtsen & R. Barnett (Eds.), The Thinking University: A Philosophical Examination of Thought and Higher Education (pp. 137-153). Cham, SWITZERLAND: Springer.

Bedau, M. A. (1997). Weak Emergence. Philosophical Perspectives, 11, 375-399. Retrieved from http://www.jstor.org.ezproxy.nottingham.ac.uk/stable/2216138

Benesch, S. (1988). Ending remediation: linking ESL and content in higher education. Washington, DC: Teachers of English to Speakers of Other Languages.

Benesch, S. (2001). Critical English for academic purposes: theory, politics, and practice. Mahwah, N.J. ; London: Lawrence Erlbaum Associates.

Benesch, S. (2009). Theorizing and practicing critical english for academic purposes. Journal of English for Academic Purposes, 8(2), 81-85. doi:http://dx.doi.org/10.1016/j.jeap.2008.09.002

Benesch, S. (2012). Considering emotions in critical English language teaching: theories and praxis. New York: by Routledge.

Benesch, S. E. (2009). Journal of English for Academic Purposes  [Special issue], 8(2), IFC. doi:http://dx.doi.org/10.1016/S1475-1585(09)00020-4

Bengtsen, S. S. E., & Barnett, R. (2017). Realism and education: A philosophical examination of the ‘realness’ of the university. In Y. H. Waghid, P. (Ed.), Reader in Philosophy of Education (pp. 121-137). Cape Town: JUTA & Company, Ltd.

Bengtsen, S. S. E., & Barnett, R. (2018). The Thinking University : A Philosophical Examination of Thought and Higher Education. Cham, SWITZERLAND: Springer.

Bennett, K. (2009). English academic style manuals: A survey. Journal of English for Academic Purposes, 8(1), 43-54. doi:10.1016/j.jeap.2008.12.003

Bennett, K. (2010). Academic discourse in Portugal: A whole different ballgame? Journal of English for Academic Purposes, 9, 21-32.

Bennett, K. (2015). The Transparency Trope: Deconstructing English Academic Discourse Discourse and Interaction, 5-19 doi:10.5817/DI2015-2-5

Bennett, K. (Ed.) (2014). The semiperiphery of academic writing: discourses, communities and practices: Palgrave Macmillan.

Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, N.J.: Lawrence Erlbaum Associates.

Bernstein, S. N., & Lowry, E. (2017). The five-paragrph essay transmits knowledge. In C. E. Ball & D. M. Loewe (Eds.), Bad Ideas About Writing (pp. 214-219). United States of America: WVU Libraries.

Besley, T. A., & Peters, M. A. (2013). Re-imagining the Creative University for the 21st Century (T. A. Besley & M. Peters Eds.). Rotterdam: Sense Publishing.

Bezemer, J., & Kress, G. (2008). Writing in Multimodal Texts: a Social Semiotic Account of Designs for Learning. Written Communication, 25(2), 166-195.

Bhaskar, R. (1979). Philosophy and the human sciences. Brighton: Harvester Press.

Bhaskar, R. (1989a). The possibility of naturalism : a philosophical critique of the contemporary human sciences (2nd ed. ed.). New York ; London: Harvester Wheatsheaf.

Bhaskar, R. (1989b). Reclaiming reality : a critical introduction to contemporary philosophy. London: Verso.

Bhaskar, R. (1998). The possibility of naturalism : a philosophical critique of the contemporary human sciences (3rd ed. ed.). London ; New York: Routledge.

Biesta, G. (2015). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. European Journal of Education, 50(1), 75-87. doi:10.1111/ejed.12109

Biesta, G., Filippakou, O., Wainwright, E., & Aldridge, D. (2019). Why educational research should not just solve problems, but should cause them as well. British Educational Research Journal, 45(1), 1-4. doi:10.1002/berj.3509

Björkvall, A. (2016). Ploughing the field of Higher Education: an interview with Gunther Kress. In A. Archer & E. O. Breuer (Eds.), Multimodality in Higher Education (Vol. 33, pp. 21-30). Leiden/Boston: Brill.

Blair, A., J. (2008). The Rhetoric of Visual Arguments. In C. A. Hill & M. H. Helmers (Eds.), Defining visual rhetorics (pp. 41-62). Mahwah, N.J. ; London: Lawrence Erlbaum; Taylor and Francis e-Library.

Blommaert, J., & Horner, B. (2017). Mobility and academic literacies: An epistolary conversation. London Review of Education, 15(1), 2-20. doi:https://doi.org/10.18546/LRE.15.1.02

Bodle, A. (2015). Breaking point: is the writing on the wall for the paragraph? The Guardain. Retrieved from https://www.theguardian.com/media/mind-your-language/2015/may/22/breaking-point-is-the-writing-on-the-wall-for-the-paragraph?CMP=share_btn_tw

Boghossian, P. A. (2006). Fear of knowledge : against relativism and constructivism. Oxford: Clarendon.

Bonderup Dohn, N. (2006, April 2006). Affordances—a Merleau-Pontian account. Paper presented at the Fifth International Conference on Networked Learning 2006, Lancaster.

Bonderup Dohn, N. (2009). Affordances revisited: Articulating a Merleau-Pontian view. Computer Supported Learning, 4, 151–170 doi:DOI 10.1007/s11412-009-9062-z

Bourdieu, P., & Passeron, J. (1994). Introduction: Language and relationship to language in the teaching situation (R. Teese, Trans.). In P. Bourdieu, J.-C. Passeron, & d. S. M. M. (Eds.), Academic Discourse: Linguistic misunderstanding and professorial power (pp. 1-34). Cambridge: Polity.

Bourdieu, P., & Thompson, J. B. (1991). Language and symbolic power. Cambridge: Polity.

Brooke, M. (2019). Making knowledge more explicit in the English for Academic Purposes classroom.  Retrieved from https://srheblog.com/2019/03/22/making-knowledge-more-explicit-in-the-english-for-academic-purposes-classroom/

Bruce, I. (2008). Academic writing and genre : a systematic analysis. London: Continuum.

Byrne, D., & Callaghan, G. (2014). Complexity theory and the social sciences: the state of the art (First Edition. ed.). London/New York: Routledge.

Cameron, L., & Deignan, A. (2006). The Emergence of Metaphor in Discourse. Applied Linguistics, 27(4), 671-690. doi:10.1093/applin/aml032

Cameron, L., & Larsen-Freeman, D. (2007). Complex Systems and Applied Linguistics. International Journal of Applied Linguistics, 17(2), 226-240. doi:10.1111/j.1473-4192.2007.00148.x

Campion, G. (2016). ‘The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59-70. doi:https://doi.org/10.1016/j.jeap.2016.06.003

Canagarajah, S. A. (2002). Critical academic writing and multilingual students. Ann Arbor, Mich. [Great Britain]: University of Michigan Press.

Canagarajah, S. A. (2011). Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. The Modern Language Journal, 95(iii), 401-417. doi:10.1111/j.1540-4781.2011.01207.x 0026-7902/11/401–417

Canagarajah, S. A. (2013a). The End of Second Language Writing? Journal of Second Language Writing, 22, 440–441. doi:http://dx.doi.org/10.1016/j.jslw.2013.08.007

Canagarajah, S. A. (2013b). Literacy as translingual practice : between communities and classrooms. New York: Routledge.

Canagarajah, S. A. (2013c). Translingual practice: global Englishes and cosmopolitan relations. Abingdon, Oxon; New York: Routledge.

Canagarajah, S. A., & Lee, E. (2013). Negotiating Alternative Discourses in Academic Writing and Publishing: Risks with Hybridity. In L. Thesen & L. Cooper (Eds.), Risk in academic writing: postgraduate students, their teachers and the making of knowledge (pp. 59-99). Bristol: Multilingual Matters.

Carel, H., & Kidd, I. J. (2014). Epistemic injustice in healthcare: a philosophial analysis. Medicine, Health Care and Philosophy, 17(4), 529-540. doi:10.1007/s11019-014-9560-2

Carr, W. (1998). What is an educational practice? In M. Hammersley (Ed.), Educational Research: Current issues (Vol. 1, pp. 160-176). London: The Open University/Paul Chapman Publishing.

Carrigan, M. (2016). Social Media for Academics: SAGE Publications Ltd

Carson, A. D. (2017). Owning My Masters: The Rhetorics of Rhymes & Revolutions. (Rap Podcasts). Clemson University, Preme & Truth Retrieved from https://aydeethegreat.bandcamp.com/

Carter, A., Lillis, T., & Parkin, S. (Eds.). (2009). Why Writing Matters: Issues of access and identity in writing research and pedagogy: John Benjamins.

Case, J. M. (2013). Researching student learning in higher education: a social realist approach: Routledge.

Castello, M., Donahue, C., & Rijlaarsdam, G. (2012). University Writing : Selves and Texts in Academic Societies. Leiden, NETHERLANDS: BRILL.

Chalmers, D. J. (1996). The conscious mind : in search of a fundamental theory. Oxford: Oxford University Press.

Chalmers, D. J. (2006). Strong and weak emergence. In P. Clayton & P. Davies (Eds.), The Re-Emergence of Emergence: The Emergentist Hypothesis from Science to Religion. Oxford, United Kingdom: OUP Oxford.

Chanock, K. (2014). “Telling” insights from experience: Establishing resonance with readers, theory, and participants.

Chester, N. (2016). Interview Eduardo Salcedo-Albarán. Philosophy Now(114). Retrieved from https://philosophynow.org/issues/114/Eduardo_Salcedo-Albaran

Chettiparamb, A. (2007). Interdisciplinarity: a literature review.

Chomsky, N. (1968). Language and mind. New York, etc.: Harcourt, Brace & World.

Chomsky, N. (2006). Language and mind (3rd ed. ed.). Cambridge: Cambridge University Press.

Christie, F. (1999). Genre Theory and ESL Teaching: A Systemic Functional Perspective. TESOL Quarterly, 33(4), 759-763.

Clark, W. (2006). Academic charisma and the origins of the research university. Chicago, Ill.: University of Chicago Press ; Bristol : University Presses Marketing [distributor].

Cocteau, J. (1957). La Difficulté d’être. Monaco: Editions du Rocher.

Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T., & Swann, J. (2002). Academic writing: a toolkit for higher education. London: Routledge.

Coffin, C., & Donohue, J. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11, 64-75.

Coffin, C., & Donohue, J. P. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11(1), 64-75. doi:https://doi.org/10.1016/j.jeap.2011.11.004

Collier, A. (1994). Critical realism: an introduction to Roy Bhaskar’s philosophy. London: Verso.

Collini, S. (2012). What are universities for? London: Penguin.

Collins, H. (2019). Deat of the author? AI generated books and the production of scientific knowledge.  Retrieved from https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/09/death-of-the-author-ai-generated-books-and-the-production-of-scientific-knowledge/

Connell, R. (2013). The neoliberal cascade and education: an essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99-112. doi:10.1080/17508487.2013.776990

Costelloe, T. (2018). Giambattista Vico. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2018 Edition ed.).

Coulmas, F. (1989). The writing systems of the world. Oxford: Basil Blackwell.

Cousin, G. (2006). An introduction to threshold concepts. Planet, 17(1), 4-5. doi:10.11120/plan.2006.00170004

Cox, M. (2014). In Response to Today’s “Felt Need”: WAC, Faculty Development, and Second Language Writers. In T. Myers Zawacki & M. Cox (Eds.), WAC AND SECOND LANGUAGE WRITERS: RESEARCH TOWARDS LINGUISTICALLY AND CULTURALLY INCLUSIVE PROGRAMS AND PRACTICES (pp. 299-326). Colorado: The WAC Clearinghouse Parlor Press.

Coxhead, A. (2011). The Academic Word List 10 Years On: Research and Teaching Implications. TESOL Quarterly, 45(2), 355-362.

Crystal, D. (1988). The English language. London: Penguin.

Crystal, D. (2003). The Cambridge encyclopedia of the English language (2nd ed. ed.). Cambridge: Cambridge University Press.

Cuthbert, R. (2018). Fake Research and Trust in the Social Sciences.  Retrieved from https://srheblog.com/2018/11/26/fake-research-and-trust-in-the-social-sciences/

d’Agnese, V. (2017). The Eclipse of Imagination Within Educational ‘Official’ Framework and Why It Should be Returned to Educational Discourse: A Deweyan Perspective. Studies in Philosophy of Education, 36, 443. doi:https://doi.org/10.1007/s11217-016-9511-x

D’Agostino, F. (2012). Disciplinarity and the Growth of Knowledge. Social Epistemology, 26(3-4), 331-350. doi:10.1080/02691728.2012.727192

Dabashi, H. a. (2015). Can non-Europeans think? In. London: Zed Books Ltd.

Dal Monte, A., & Morosi, S. (24 February 2016). Il piccolo Matteo inventa la parola «petaloso» e la Crusca risponde. Corriere della Sera. Retrieved from http://www.corriere.it/scuola/16_febbraio_24/ferrara-copparo-piccolo-matteo-inventa-parola-petaloso-accademia-crusca-risponde-7296e148-dac9-11e5-956c-6f7e55711737.shtml

Dall’Alba, G. (2012). Re-imagining the university: developing a capacity to care. In R. Barnett (Ed.), The future university: ideas and possibilities (pp. 112-122). New York: Routledge.

Damerow, P. (2006). The Origins of Writing as a Problem of Historical Epistemology. Cuneiform Digital Library Journal(1). Retrieved from http://cdli.ucla.edu/pubs/cdlj/2006/cdlj2006_001.html

Dancy, J. (2003). Are There Organic Unities? Ethics, 113(3), 629-650. doi:10.1086/345622

Daston, L., & Galison, P. (2007). Objectivity. New York: Zone Books.

Davies, A. (2008). Assessing Academic English: Testing English Proficiency, 1950–1989 — the IELTS solution. Cambridge: Cambridge University Press.

Davis, M. (2019). Publishing research as an EAP practitioner: Opportunities and threats. Journal of English for Academic Purposes, 39, 72-86. doi:https://doi.org/10.1016/j.jeap.2019.04.001

Dawkins, R. (1998). Intellectual Impostures: Book Review. Nature, 394(9 July), 141-143.

de Sousa Santos, B. (2009). A Non-Occidentalist West?:Learned Ignorance and Ecology of Knowledge. 26(7-8), 103-125. doi:10.1177/0263276409348079

de Sousa Santos, B. (2017). Decolonising the University: The Challenge of Deep Cognitive Justice. Newcastle-upon-Tyne: Cambridge Scholars Publishing.

DeFrancis, J. (1989). Visible speech : the diverse oneness of writing systems: University of Hawaii Press.

Derrida, J., Allison, D. B., & Husserl, E. A. (1973). Speech and phenomena, and other essays on Husserl’s theory of signs. Translated with an introduction by David B. Allison, etc. Evanston: Northwestern University Press.

Derrida, J., & Bass, A. (2001). Writing and difference. London: Routledge.

Derrida, J., & Spivak, G. C. (1976). Of grammatology. Baltimore ; London: Johns Hopkins University Press.

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Devitt, A. J. (1996). Genres and the Teaching of Genre. College Composition and Communication, 47(4), 605-615.

Dewey, J. (1916). Democracy and education: an introduction to the philosophy of education. New York: THE FREE PRESS Simon and Schuster.

Dewey, J. (1938). Experience and education. New York: Touchstone, Kappa Delta Pi, Simon & Schuster.

Ding, A., & Bruce, I. (2017). The English for Academic Purposes Practitioner: Operating on the Edge of Academia. In P. Macmillan (Ed.).

Ding, A., & Campion, G. (2016). EAP Teacher Development. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 547-559). Abingdon Oxon: Routledge.

Downs, D., & Wardle, E. (2007). Teaching about Writing, Righting Misconceptions: (Re)Envisioning “First-Year Composition” as “Introduction to Writing Studies. College Composition and Communication, 58(4), 552-584. Retrieved from http://www.jstor.org/stable/20456966

Dunleavy, P. (2014, April 16 2014). Academic citation practices need to be modernized: References should lead to full texts wherever possible.  Retrieved from https://medium.com/advice-and-help-in-authoring-a-phd-or-non-fiction/academic-citation-practices-need-to-be-modernized-6eb2e4a44846

Eaton, M. M. (1994). The Intrinsic, Non-Supervenient Nature of Aesthetic Properties. The Journal of Aesthetics and Art Criticism, 52(4), 383-397. doi:10.2307/432026

Eisenstein, E. L. (1983). The printing revolution in early modern Europe. Cambridge: Cambridge University Press.

Elbow, P. (1994a). Landmark essays on voice and writing. Davis, Calif.: Hermagoras.

Elbow, P. (1994b). What do we mean when we talk about voice in writing? In K. Yancey (Ed.), Voices on voice. Perspectives, definition, inquiry (pp. 1-35). Urbana, IL: National Council of Teachers of English.

Elbow, P. (1998). Writing without teachers (2nd ed. ed.). New York ; Oxford: Oxford University Press.

Elbow, P. (2012). Vernacular eloquence : what speech can bring to writing. Oxford ; New York: Oxford University Press.

Ellis, R. (1997). SLA Research and Language Teaching. Oxford: Oxford University Press.

Emig, J. (1977). Writing as a Mode of Learning. College Composition and Communication, 28(2), 122-128. doi:10.2307/356095

Emirbayer, M. (1997). Manifesto for a Relational Sociology. American Journal of Sociology, 103(2), 281-317. doi:10.1086/231209

English, F. (2011). Student writing and genre : reconfiguring academic knowledge. London: Continuum.

English, F. (2015). Writing Differently: Creating Different Spaces for Student Learning. In A. Chik, T. Costley, & M. C. Pennington (Eds.), Creativity and Discovery in the University writing class : a teacher’s guide. Sheffield: Equinox.

Evans, V. (2009). How words mean : lexical concepts, cognitive models, and meaning construction. Oxford: Oxford University Press.

Evans, V. (2014). The language myth: why language is not an instinct. Cambridge: Cambridge University Press.

Everett, D. L. (2008). Don’t sleep, there are snakes : life and language in the Amazonian jungle. London: Profile.

Fairclough, N. (1992). Discourse and social change. Cambridge: Polity.

Fairclough, N. (2001). Language and power. Harlow: Pearson Education.

Fantl, J. (2017). Knowledge How. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.

Feak, C., & Swales, J. (2013). Tensions between the Old and the New in EAP Textbook Revision: A Tale of Two Projects. In N. Harwood (Ed.), English Language Teaching Textbooks: Content, Consumption, Production (pp. 299-319). London, UNITED KINGDOM: Palgrave Macmillan Limited.

Fischer, A. (2015). “Hidden Features” and “overt instruction” in academic literacy practices: a case study in engineering. In T. Lillis, K. Harrington, M. R. Lea, & S. Mitchell (Eds.), Working with Academic Literacies: Case Studies Towards Transformative Practices (pp. 75-85). Colorado/South Carolina: The WAC Clearinghouse/Parlor Press.

Fischer, R. S. (2005). A History of Writing: Reaktion Books, London.

Fish, S. E. (2017). Winning arguments: what works and doesn’t work in politics, the bedroom, the courtroom, and the classroom. New York, NY: Harper Collins.

Fitzmaurice, M. (2010). Considering teaching in higher education as a practice. Teaching in Higher Education, 15(1), 45-55. doi:10.1080/13562510903487941

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