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

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

Aitchison, C. (2017). How are we to understand plagiarism in doctoral writing?  Retrieved from

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

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

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. . Retrieved from

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

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

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

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:

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:

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:

Bodle, A. (2015). Breaking point: is the writing on the wall for the paragraph? The Guardain. Retrieved from

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

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:

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:

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

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

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:

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

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

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:

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

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

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:

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.

  1. B. Education (Producer). (2017, Fri 1st December 2017). Ray Land: Threshold concepts [Retrieved from

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

Dunleavy, P. (2014, April 16 2014). Academic citation practices need to be modernized: References should lead to full texts wherever possible.  Retrieved from

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

Flowerdew, L. (2000). Using a genre-based framework to teach organisational structure in academic writing. ELT Journal, 54(4), 369-378.

Flowerdew, L. (2000). Using a genre-based framework to teach organisational structure in academic writing. ELT Journal, 54(4), 369–378.

Flowerdew, L. (2013). English for Academic Purposes. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (Vol. November 5 2012, pp. 1-7). Oxford: Blackwell Publishing Ltd.

Fodor, J. (1974). Special Sciences (Or: The Disunity of Science as a Working Hypothesis). Synthese, 28(2), 97-115. Retrieved from

Fodor, J. (1997). Special Sciences: Still Autonomous After All These Years. Philosophical Perspectives, 11, 149-163. Retrieved from

Foucault, M. (1969). What is an author. Lecture presented to the Société française de Philosophie on 22 February 1969. Retrieved from

Foucault, M. (1970). The order of things. An archaeology of the human sciences, etc. London: Tavistock Publications.

Foucault, M. (1972). The archaeology of knowlege. London: Routledge.

Franca, L., & Lloyd, E. (2000). Sokal Hoax : The Sham That Shook the Academy. Lincoln, UNITED STATES: University of Nebraska Press.

Fricker, M. (2007). Epistemic injustice: power and the ethics of knowing. Oxford: Oxford University Press.

Friesen, N. (2017). The textbook & the lecture: education in the age of new media. Baltimore: John Hopkins University Press.

Galilei, G., Drake, S., & Einstein, A. (1967). Dialogue concerning the two chief world systems Ptolemaic & Copernican (2nd ed. ed.). [S.l.]: Univ of California Press.

Galtung, J. (1981). Structure, culture, and intellectual style: An essay comparing saxonic, teutonic, gallic and nipponic approaches. Theory and Methods/Théorie et méthode, 20(6), 817-856. doi:

Gardner, D., & Davies, M. (2014). A New Academic Vocabulary List. Applied Linguistics, 35(3), 305-327. doi:10.1093/applin/amt015

Geertz, C. (1973). The interpretation of cultures : selected essays. London: Fontana, 1993.

Gelb, I. J. (1952). A Study of Writing. The foundations of grammatology. London: Routledge & Kegan Paul.

Gelb, I. J. (1963). The study of writing (2nd Rev. ed. ed.). Chicago, Ill.: University of Chicago Press.

Genç, B., & Bada, E. (2010). English as a World Language in Academic Writing. The Reading Matrix, 10(2), 142-151.

Gibson, J. J. (1977). The Theory of Affordances. Hillsdale: Erlbaum ; New York ; London : Distributed by Wiley.

Gilbert, M. A. (1994). Multi-modal argumentation. Philosophy of the Social Sciences, 24(2), 159-177

Gillett, A. (2011). What is EAP? Retrieved from

Gillies, V., Edwards, R., & Horsley, N. (2016). Brave New Brains: Sociology, Family and the Politics of Knowledge. The Sociological Review, 64(2), 219-237. doi:10.1111/1467-954x.12374

Gimenez, J. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes, 7, 151-164.

Glendinning, S. (2011). Derrida : a very short introduction. Oxford: Oxford University Press.

Good, G. (1988). The observing self: rediscovering the essay. London: Routledge.

Goody, J. (1977). The domestication of the savage mind. Cambridge: Cambridge University Press.

Gourlay, L. (2012). Media systems, multimodality and posthumanism: implications for the dissertation? In R. B. Andrews, Erik; Boyd Davis, Stephen; Domingo, Myrrh and England, Jude (Ed.), The SAGE Handbook of Digital Dissertations and Theses (pp. 85-100). London: SAGE.

Gourlay, L. (2016). Multimodality, Argument and the Persistence of the Written Text. In A. Archer & E. O. Breuer (Eds.), Multimodality in Higher Education (Vol. 33, pp. 79-90). Leiden/Boston: Brill.

Graff, G., & Birkenstein, C. (2006). “They say/I say” : the moves that matter in academic writing (1st ed. ed.). New York ; London: W.W.Norton.

Grafton, A. (1997). The footnote : a curious history ([New ed.] ed.). Cambridge, Mass.: Harvard University Press.

Grant, J. (2011). Defining Art.

Greeno, J. G. (1994). Gibson’s Affordances Psychological Review, 101(2), 336–342.

Gregg, K. R. (2010). Review article: Shallow draughts: Larsen-Freeman and Cameron on complexity. Second Language Research, 26(4), 549–560. doi:DOI: 10.1177/0267658310366582

Groarke, L. (2015). Going Multimodal: What is a Mode of Arguing and Why Does it Matter? Argumentation, 29, 133-155. doi:DOI 10.1007/s10503-014-9336-0

Gröppel-Wegener, A., & English, F. (2018). Journal of Writing in Creative Practice 11(1 and 2).

Gross, A. G., & Ruehl, J. (Eds.). (2016). Science and the Internet: Communicating Knowledge in a Digital Age: Baywood Publishing Company, Inc.

Grove, J. (2016, September 29, 2016). Mature students ‘do better with non-written assessment’: Academic attainment of disadvantaged students can be improved if they can decide how they are assessed, study claims, Newspaper. Times Higher Education. Retrieved from

Grow, K. (2014). Swedish scientists hide Bob Dylan lyrics in scholarly articles. Rolling Stone. Retrieved from

Guardian, T. (2011, 27 September). Alternative white paper: In defence of public higher education. The Guardian. Retrieved from

Gunnarsson, B.-L. (2001). Expressing Criticism and Evaluation during Three Centuries. Journal of Historical Pragmatics, 2(1), 115-139.

Hadley, G. (2015). English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory. Heidelberg, Germany: Springer.

Halliday, M. A. K. (1978). Language as social semiotic : the social interpretation of language and meaning. London: Edward Arnold.

Halliday, M. A. K. (1994a). An introduction to functional grammar (2nd ed. ed.). London: E. Arnold.

Halliday, M. A. K. (1994b). Spoken and Written Modes of Meaning. In D. Graddol & O. Boyd-Barrett (Eds.), Media texts : authors and readers : a reader (pp. 51-73): Multilingual Matters in association with the Open University.

Halverson, J. (1992). Havelock on Greek Orality and Literacy. Journal of the History of Ideas, 53(1), 148-163. Retrieved from

Hamilton, M., & Pitt, K. (2009). Creativity in academic writing: Escaping from the straightjacket of genre. In A. Carter, T. Lillis, & S. Parkin (Eds.), Why Writing Matters: Issues of access and identity in writing research and pedagogy (pp. 61-79): John Benjamins Publishing Company.

Hammond, M. (2010). What is an affordance and can it help us understand the use of ICT in education? Education and Information Technologies, 15(3), 205-217. doi:10.1007/s10639-009-9106-z

Hamp-Lyons, E. M. (2011). Editorial: English for academic purposes: 2011 and beyond. Journal of English for Academic Purposes, 10, 2-4. doi:10.1016/j.jeap.2011.01.001

Hamp-Lyons, E. M. (2015). Editorial: The future of JEAP and EAP. Journal of English for Academic Purposes, 20, A1-A4. doi:

Hanauer, D. I., Sheridan, C. L., & Englander, K. (2019). Linguistic Injustice in the Writing of Research Articles in English as a Second Language: Data From Taiwanese and Mexican Researchers. 36(1), 136-154. doi:10.1177/0741088318804821

Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575-599. doi:10.2307/3178066

Harding, S. (1995). “Strong Objectivity”: A Response to the New Objectivity Question. Synthese, 104(3), 331-349. Retrieved from

Harris, R. (1986). The origin of writing. London: Duckworth.

Harris, R. (1989). How does writing restructure thought? Language and Communication, 9(2/3), 99-106.

Harris, R. (2000). Rethinking writing. London: Athlone.

Harris, R. (2011). Integrationist notes and papers 2009-2011. Sandy: Bright Pen.

Harris, R., & Taylor, T. J. (1989). Landmarks in linguistic thought : the Western tradition from Socrates to Saussure. London: Routledge.

Harron, P. A. (2016). The Equidistribution of Lattice Shapes of Rings of Integers of Cubic, Quartic, and Quintic Number Fields: an Artist’s Rendering: Based on the original story by Manjul Bhargava and Piper Harron. (A Dissertation Presented to the Faculty of Princeton University in Candidacy for the Degree of Doctor of Philosophy). Princeton University,

Harwood, N. (2005). What do we want EAP teaching materials for? Journal of English for Academic Purposes, 4(2), 149-161. doi:

Harwood, N. (Ed.) (2013). English Language Teaching Textbooks: Content, Consumption, Production. London, UNITED KINGDOM: Palgrave Macmillan Limited.

Hathaway, J. (2015). Developing that voice: locating academic writing tuition in the mainstream of higher education. Teaching in Higher Education, 20(5), 506-517. Retrieved from

Havelock, E. A. (1976). Origins of Western Literacy. Ontario: Ontario Institute for Studies in Education.

Havelock, E. A. (1982). The literate revolution in Greece and its cultural consequences. Princeton ; Guildford: Princeton University Press.

Hayot, E. (2014). The elements of academic style : writing for the humanities. New York: Columbia University Press.

Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualised voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12, 245–265.

Henderson, J. (2018). Styling writing and being styled in university literacy practices. Teaching in Higher Education, 1-17. doi:10.1080/13562517.2018.1527765

Hildebrand, D. (2018). John Dewey. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Winter 2018 Edition ed.).

Hill, C. A. (2008). The Psychology of Rhetorical Images. In C. A. Hill & M. H. Helmers (Eds.), Defining visual rhetorics (pp. 25-40). Mahwah, N.J. ; London: Lawrence Erlbaum; Taylor and Francis e-Library.

Hippala, T. (2016). Aspects of multimodality in Higher Education Monographs. In A. Archer & E. O. Breuer (Eds.), Multimodality in Higher Education (Vol. 33, pp. 53-78). Leiden/Boston: Brill.

Hirst, P. H. (1998). Educational theory. In M. Hammersley (Ed.), Educational Research: Current issues (Vol. 1, pp. 149-159). London: The Open University/Paul Chapman Publishing.

Hobbs, V. (2014). Accounting for the great divide: Features of clarity in analytic philosophy journal articles. Journal of English for Academic Purposes, 15, 27-36. doi:

Hocking, D., & Toh, G. (2010). EAP Writing: Reflections on Divergent Perceptions and Expectations among Tutors and Students. Asian journal of English Language Teaching, 20, 161-183.

Hogan, P. (2015). Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield. journal of Philosophy of Education, 49(3), 366-381.

Hohwy, J., & Kallestrup, J. (2008). Being reduced : new essays on reduction, explanation, and causation. Oxford: Oxford University Press.

Holmes, J. (1992). An introduction to sociolinguistics. London: Longman.

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

Honan, E., & Bright, D. (2016). Writing a thesis differently. International Journal of Qualitative Studies in Education. doi: 1366-5898

Huang, C.-W., & Archer, A. (2017). ‘Academic literacies’ as moving beyond writing: Investigating multimodal approaches to academic argument. London Review of Education, 15(1), 63-72. doi:

Huckin, T. (2003). Specificity in LSP. Iberica, 5, 3-17. Retrieved from

Hurka, T. (1998). Two Kinds of Organic Unity. The Journal of Ethics, 2(4), 299-320. Retrieved from

Hurley, P. J. (2000). A concise introduction to logic (7th ed. ed.). Boston: Wadsworth/Thomson Learning.

Hutchby, I. (2001). Technologies, Texts and Affordances. Sociology, 35(2), 441-456. Retrieved from

Hutchby, I. (2014). Communicative affordances and participation frameworks in mediated interaction. Journal of Pragmatics, 72, 86-89. doi:

Hyland, K. (2002a). Authority and invisibility: authorial identity in academic writing. Journal of Pragmatics, 34(8), 1091–1112. doi:

Hyland, K. (2002b). ‘Genre-Based Pedagogies: a Social Response to Process’. Journal of Second Language Writing, 12, 17-29.

Hyland, K. (2002c). Options of identity in academic writing. ELT Journal, 56(4), 351-358.

Hyland, K. (2002d). Specificity revisited: how far should we go now? English for Specific Purposes, 21(4), 385-395. doi:

Hyland, K. (2006a). English for Academic Purposes: An advanced resource book. Abingdon: Oxon: Routledge.

Hyland, K. (2006b). The ‘Other’ English: Thoughts on EAP and Academic Writing. The European English Messenger, 15(2), 34-57.

Hyland, K. (2012). “The past is the future with the lights on”: Reflections on AELFE’s 20th birthday. Iberica, 42, 9-22.

Hyland, K. (2016a). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58-69. Retrieved from

Hyland, K. (2016b). Language myths and publishing mysteries: A response to Politzer-Ahles et al. Journal of Second Language Writing, 34, 9-11.

Hyland, K. (2016c). Teaching and researching writing (3 ed.): Routledge.

Hyland, K. (2018). Sympathy for the devil? A defence of EAP. Language Teaching, 51(3), 383-399. doi:10.1017/S0261444818000101

Hyland, K., & Feng (Kevin), J. (2017). Is academic writing becoming more informal? English for Specific Purposes, 45, 40-51. doi:

Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and Directions. Journal of English for Academic Purposes, 1(1), 1-12.

Hyland, K., & Shaw, P. (Eds.). (2016). The Routledge handbook of English for academic purposes. Abingdon Oxon: Routledge.

Hyland, K., & Tse, P. (2007). Is there an “academic vocabulary”? . TESOL Quarterly, 41(2), 235–253.

Hymes, D. e. (1964). Language in culture and society. New York: Harper and Row.

Ingraham, B. D. (2005). Ambulating with mega-fauna: a scholalry reflection on Walking with Beasts. In R. Land & S. Bayne (Eds.), Education in cyberspace (pp. 45). London: RoutledgeFalmer.

Introna, D. L. (2106). Algorithms, Governance, and Governmentality: On Governing Academic Writing. Science, Technology, and Human Values, 4(1), 17-49. doi:DOI: 10.1177/0162243915587360

Ivanič, R. (1998). Writing and identity: the discoursal construction of identity in academic writing. Amsterdam: John Benjamins.

Ivanič, R., & Simpson, J. (1992). Who’s who in academic writing (N. Fairclough Ed.). Harlow: Longman.

Jackson, F., & Pettit, P. (1990). Program explanation: a general perspective. Analysis, 50(2), 107-117. doi:10.1093/analys/50.2.107

Jackson, F., & Pettit, P. (1992). Structural explanation in social theory. In K. Lennon & D. Charles (Eds.), Reduction, Explanation, and Realism (pp. 97–131): Oxford University Press.

Jacob, M.-A. (2018). A Fireside Chat: Defending the Social.

Jenkins, J. (2014). English as a Lingua Franca in the International University. The Politics of Academic English Language Policy. London: Routledge.

Jenkins, J. (2016). Correspondence From Jennifer Jenkins. English Language Teaching Journal, 70(1), 122. doi:10.1093/elt/ccv063

Jewitt, C. (2009). The Routledge handbook of multimodal analysis. London: Routledge.

Jewitt, C. (2013). Learning and communication in digital multimodal landscapes. London: Institute of Education Press.

Johns, A. (2003). Genre and ESL/EFL writing instruction. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 195–217). New York: : Cambridge University Press.

Jones, J. (2014). Slavoj Žižek Charged With Plagiarizing A White Nationalist Magazine Article. Retrieved from

Jordan, R. R. (1996). Academic Writing Course: Study Skills in English. Harlow: Addison Wesley Longman.

Jordan, R. R. (1997). English for Academic Purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press.

Judd, D. (2003). Critical realism and composition theory. London: Routledge.

Kamler, B., & Thomson, P. (2006). Helping doctoral students write : pedagogies for supervision. London: Routledge.

Kaplan, R. B. (1980 [1966]). Cultural thought patterns in inter-cultural education. In K. Croft (Ed.), Readings on English as a second language (pp. 399e418). Massachesetts: Winthrop.

Kara, H. (2015). Creative research methods in the social sciences: a practical guide. Bristol: The Policy Press.

Kiley, M., & Wisker, G. (2009). Threshold concepts in research education and evidence of threshold crossing. Higher Education Research & Development, 28(4), 431-441. doi:10.1080/07294360903067930

Kim, J. (2006). Emergence: Core Ideas and Issues. Synthese, 151(3), 547-559. Retrieved from

King, A. (2010). The odd couple: Margaret Archer, Anthony Giddens and British social theory. The British Journal of Sociology, 253-260.

King, B. (1991). Reviewed Work(s): Visible Speech: The Diverse Oneness of Writing Systems by John DeFrancis. Linguistic Society of America, 67(2), 377-379. Retrieved from

Knapp, S., & Michaels, W. B. (1982). Against Theory. Critical Inquiry, 8(4), 723-742. Retrieved from

Knorr Cetina, K., Schatzki, T. R., & von Savigny, E. (Eds.). (2001). The Practice Turn in Contemporary Theory. London, UNITED KINGDOM: Routledge.

Köhler, W. (1970). Gestalt psychology: an introduction to new concepts in modern psychology. London: WW Norton & Company.

Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.

Kress, G. R. (2010). Multimodality : a social semiotic approach to contemporary communication. London: Routledge.

Kress, G. R., & Van Leeuwen, T. (2006). Reading images : the grammar of visual design (2nd ed. ed.). London: Routledge.

Kripke, S. A. (1972). Naming and Necessity. Oxford: Blackwell.

Krishnan, A. (2013). Organizing Science: A Further Reply to Fred D’Agostino. Social Epistemology Review and Reply Collective, 2(3), 19-21. Retrieved from

Kruse, O. (2006). The Origins of Writing in the Disciplines: Traditions of Seminar Writing And the Humboldtian Ideal of the Research University Written Communication, 23(3), 331-352. doi:10.1177/0741088306289259

Kuhn, L. (2008). Complexity and Educational Research: A critical reflection. Educational Philosophy and Theory, 40(1), 177-189. doi:10.1111/j.1469-5812.2007.00398.x

Kuhn, T. (1962). The structure of sceintific revolutions. Chicago: University of Chicago Press.

Kunju, H. W. (2017). IsiXhosa ulwimi lwabantu abangesosininzi eZimbabwe: ukuphila nokulondolozwa kwaso. (PhD). Rhodes University, Retrieved from

Kuttner, P., Sousanis, N., & Weaver-Hightower, M. B. (2017). How to Draw Comics the Scholarly Way: Creating Comics-Based Research in the Academy. In P. Leavy (Ed.), Handbook of Arts-Based Research. New York: Guilford Press.

Labbé, C. (2010). Ike Antkare One of the Greatest Stars in the Scientific Firmament. Université Joseph Fourier LIG Laboratory, 1-14. Retrieved from

Labbé, C. (2014, 25/03/2014). [Re: Papiers SCIgen et d’autres impostures intellectualles].

Labbé, C., & Labbé, D. (2012). Duplicate and Fake Publications in the Scientific Literature: How many SCIgen papers in Computer Science? Scientometrics, 1-19. doi:DOI 10.1007/s11192-012-0781-y

Lakoff, G., & Johnson, M. (2003). Metaphors we live by. Chicago, Ill. ; London: University of Chicago Press.

Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.

Latour, B., & Woolgar, S. (1986). Laboratory life : the construction of scientific facts (2nd ed. ed.). Princeton, N.J.: Princeton University Press.

Laurillard, D., Stratfold, M., Luckin, R., Plowman, L., & Taylor, J. (2000 (2)). Affordances for Learning in a Non-linear Narrative Medium. Journal of Interactive Media in Education, 2(Art. 2), 1-19. doi:

Law, J. (2003). Making a Mess with Method. 1-12.

Law, J. (2004). After method : mess in social science research. London: Routledge.

Le Ha, P. (2009). Strategic, passionate, but academic: Am I allowed in my writing? Journal of English for Academic Purposes, 8(2), 134-146. doi:

Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172.

Leedham-Green, E. (1996). A Concise History of the University of Cambridge. Cambridge: Cambridge University Press.

Leung, C., Lewkowicz, J., & Jenkins, J. (2016). English for Academic Purposes. Englishes in Practice, 3(3), 55-73. doi:10.1515/eip-2016-0003

Library, T. U. o. M. (2018). The Reformation. In T. J. R. Library (Ed.).

Lillis, T. (2001). Student writing : access, regulation, desire. London: Routledge.

Lillis, T. (2013). The Sociolinguistics of Writing. Edinburgh: Edinburgh University Press.

Lillis, T., & Curry, M. J. (2010a). Academic writing in a global context : the politics and practices of publishing in English. London: Routledge.

Lillis, T., & Curry, M. J. (2010b). Academic writing in a global context: the politics and practices of publishing in English. London: Routledge.

Lillis, T., & Curry, M. J. (2015). The politics of English, language and uptake: the case of international academic journal article reviews. AILA Review, 28.

Lillis, T., Harrington, K., Lea, M. R., & Mitchell, S. (Eds.). (2015). Working with Academic Literacies: Case Studies Towards Transformative Practices. Colorado/South Carolina: The WAC Clearinghouse/Parlor Press.

Lillis, T., McMullan, J., & Tuck, J. (2018). Gender and academic writing (Special Issue). Journal of English for Academic Purposes, 32, 1-90. Retrieved from

Lillis, T., & Tuck, J. (2016). Academic Literacies: a critical lens on writing and reading in the academy. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 30-43). Abingdon Oxon: Routledge.

Little, D. (2012). The social world as morphogenesis.  Retrieved from

Little, D. (2018a). Downward causation.  Retrieved from

Little, D. (2018b). Social generativity and complexity.  Retrieved from

Lundberg, J. O. N., Lundberg, J. M., Alving, K., & Weitzberg, E. (1997). Nitric oxide and inflammation: The answer is blowing in the wind. Nature Medicine, 3(30 – 31).

Lunsford, A. A. (2015). 2.5 Writing is performative. In L. Adler-Kassner & E. A. Wardle (Eds.), Naming what we know: threshold concepts of writing studies (pp. 43-44). Colorado: Utah State University Press.

Lunsford, A. A., Brody, M., Ede, L. S., Moss, B. J., Papper, C. C., & Walters, K. (2013). Everyone’s an author (First Edition ed.): W.W. Norton & Company, Inc.

Macallister, C. J. (2016). Critical Perspectives. In The Routledge handbook of English for academic purposes (pp. 283-294). Abingdon Oxon: Routledge.

MacIntyre, A. (1985). After virtue: a study in moral theory (2nd ed.). London: Duckworth.

Maddock, R., & Carter, M. (1982). A Child’s Guide to Rational Expectations. Journal of Economic Literature, 20(1), 39-51. Retrieved from

Malpas, J. (2002). The weave of meaning: holism and contextuality. Language & Communication, 22(4), 403-419. doi:

Mao, L. (2005). Rhetorical Borderlands: Chinese American Rhetoric in the Making. College Composition and Communication, 56(3), 426-469. Retrieved from

Marin, L., Masschelein, J., & Simons, M. (2018). Page, text and screen in the university: Revisiting the Illich hypothesis. Educational Philosophy and Theory, 50(1), 49-60. doi:10.1080/00131857.2017.1323624

Marras, A. (2006). Emergence and Reduction: Reply to Kim. Synthese, 151(3), 561-569. Retrieved from

Martin, J. R. (1992). English text : system and structure. Philadelphia: John Benjamins Pub. Co.

Mason, M. (2008a). Complexity Theory and the Philosophy of Education. Educational Philosophy and Theory, 40(1), 4-18. doi:10.1111/j.1469-5812.2007.00412.x

Mason, M. (2008b). What Is Complexity Theory and What Are Its Implications for Educational Change? Educational Philosophy and Theory, 40(1), 35-49. doi:10.1111/j.1469-5812.2007.00413.x

Maton, K. (2013). Knowledge and knowers: Towards a realist sociology of education. London: Routledge.

Matsuda, P., & Tardy, C. (2007). Voice in Academic Writing: the Rhetorical Construction of Author Identity in Blind Manuscript Review. English for Specific Purposes, 26, 235-249.

Matsuda, P., & Tardy, C. (2008). Continuing the Conversation on Voice in Academic Writing. English for Specific Purposes, 27, 100-105.

Matthews, D. (2014). Focus on recruiting foreign students reveals ‘mission drift’. the Times Higher Education. Retrieved from

Mbembe, A. (2008, 09 January 2008). What is postcolonial thinking? An interview with Achille Mbembe. Eurozine. Retrieved from

McCauley, R. N., Churchland, P. S., & Churchland, P. M. (1996). The Churchlands and their critics. Cambridge, Mass. ; Oxford: Blackwell.

Mcculloch, S. (2017). Hobson’s choice: the effects of research evaluation on academics’ writing practices in England. Aslib Journal of Information Management, 69(5), 503-515. doi:doi:10.1108/AJIM-12-2016-0216

Medway, D., Roper, S., & Gillooly, L. (2018). Contract cheating in UK higher education: A covert investigation of essay mills. 44(3), 393-418. doi:doi:10.1002/berj.3335

Melles, G., Millar, G., Morton, J., & Fegan, S. (2005). Credit-based Discipline Specific English for Academic Purposes Programmes in Higher Education: Revitalising the profession. Arts and Humanities in Higher Education, 4(3), 283-303. doi:10.1177/1474022205056171

Merleau-Ponty, M. (1962). Phenomenology of perception: Routledge & K.Paul.

Meyer, J., & Land, R. (2006). Overcoming barriers to student understanding : threshold concepts and troublesome knowledge. London: Routledge.

Michaels, S. (2014). Scientists sneak Bob Dylan lyrics into articles as part of long-running bet The Guardian. Retrieved from

Miller, A. (2003). An introduction to contemporary metaethics. Cambridge: Polity Press, Malden.

Mills, C. W. (1959). The Sociological Imagination. New York: Oxford University Press.

Molesworth, M., Scullion, R., & Nixon, E. (Eds.). (2011). The Marketisation of Higher Education and the Student as Consumer. Abingdon, Oxon: Routledge.

Molinari, J. (2014, 03 April 2014). Academic ghostwriting: to what extent is it haunting higher education? The Guardian. Retrieved from

Moore, G. E., & Baldwin, T. (1993). Principia ethica. Cambridge: Cambridge University Press.

Moore, T., & Morton, J. (2005). Dimensions of Difference: a Comparison of University Writing and IELTS Writing. Journal of English for Academic Purposes, 4, 43-66.

Morris, R. (2010). Can the Subaltern Speak? : Reflections on the History of an Idea. New York, UNITED STATES: Columbia University Press.

Morrison, K. (2008). Educational Philosophy and the Challenge of Complexity Theory. Educational Philosophy and Theory, 40(1), 19-34. doi:10.1111/j.1469-5812.2007.00394.x

Morrow, W. E. (2009). Bounds of democracy : epistemological access in higher education. Cape Town, South Africa: HSRC Press.

Moynihan, M. (2015, 24/09/2015). Mafia Author Roberto Saviano’s Plagiarism Problem. Retrieved from

Murray, N., & Sharpling, G. (2018). What traits do academics value in student writing? Insights from a psychometric approach. Assessment & Evaluation in Higher Education, 1-12. doi:10.1080/02602938.2018.1521372


Nagel, E. (1952). Wholes, sums, and organic unities. Philosophical Studies, 3(2), 17 – 32.

Nesi, H., & Gardner, S. (2012). Genres across the disciplines : student writing in higher education. Cambridge: Cambridge University Press.

Newman, J. H. (2009). The idea of a university. Dublin, Ireland: Ashfield Press Publishing Services.

Nixon, J. (2012). Universities and the Common Good. In R. Barnett (Ed.), The University of the Future: Ideas and Possibilitities (pp. 141-151). Abingdon: Routledge.

Noddings, N. (2003). Is Teaching a Practice? journal of Philosophy of Education, 37(2), 241-251. doi:10.1111/1467-9752.00323

Nussbaum, M. C. (1990). Love’s knowledge : essays on philosophy and literature. New York ; Oxford: Oxford University Press.

Nussbaum, M. C. (2011). Creating capabilities : the human development approach. Cambridge, Mass. ; London: Belknap.

O’Dwyer, S., Pinto, S., & McDonough, S. (2018). Self-care for academics: a poetic invitation to reflect and resist. Reflective Practice, 19(2), 243-249. doi:10.1080/14623943.2018.1437407

Oliver, M. (2005). The Problem with Affordance. E-Learning and Digital Media, 2(4), 402-413. doi:10.2304/elea.2005.2.4.402

Olson, D. (1994). The World on Paper. Cambridge: Cambridge University Press

Olson, D. R. (2001). Writing Systems, Psychology of. In International Encyclopedia of the Social & Behavioral Sciences (pp. 16640-11663): Elsevier Science Ltd.

Ong, W. J. (1982). Orality and literacy : the technologizing of the word. London: Methuen.

Ong, W. J. (1986). Writing is a technology that restructures thought. In G. Baumann (Ed.), The Written word : literacy in transition : Wolfson College Lectures 1985 (pp. 23-50). Oxford: Clarendon.

Orman, J. (2016). Scientism in the language sciences. Language & Communication, 48, 28-40. doi:

Ortega, L., & Han, Z. (2017). Complexity Theory and Language Development: John Benjamins Publishing.

Osberg, D., & Biesta, G. (2010). Complexity theory and the politics of education. Rotterdam: Sense Publishers.

Paltridge, B. (1992). EAP Placement Testing: An Integrated Approach. English for Specific Purposes, 11, 243-268.

Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language : a handbook for supervisors. London: Routledge.

Paltridge, B., & Starfield, S. (2016). Ethnographic Perspectives on English for Academic Purposes Research. In K. Hyland & P. Shaw (Eds.), The Routledge Handbook of English for Academic Purposes (pp. 218-229). Abingdon, Oxon: Routledge.

Paltridge, B., Starfield, S., & Tardy, C. M. (2016). Ethnographic Perspectives on Academic Writing. Oxford: Oxford University Press.

Paquot, M. (2010). Academic vocabulary in learner writing : from extraction to analysis. London: Continuum.

Paradis, J. (1987). Montaigne, Boyle, and the Essay of Experience. In G. Levine & A. Rauch (Eds.), One culture : essays in science and literature (pp. 59-91). Madison, Wis.: University of Wisconsin Press.

Paré, A. (2017). Re-thinking the dissertation and doctoral supervision / Reflexiones sobre la tesis doctoral y su supervisión. Infancia y Aprendizaje Journal for the Study of Education and Development, 11–21. doi:10.1080/02103702.2017.1341102

Paré, A. (2018). Re-writing the doctorate: New contexts, identities, and genres. Journal of Second Language Writing. doi:

Parker, K. N. (2017). Response: Never Use “I”. In C. E. Ball & D. M. Loewe (Eds.), Bad Ideas About Writing (pp. 134-138). United States of America: WVU Libraries.

Parnell, J. E. (2012). Complexity theory. In R. N. L. Andrews, E. Borg, S. Davis Boyd, M. Domingo, & J. England (Eds.), The SAGE handbook of digital dissertations and theses (pp. 120-137): Sage.

Pennycook, A. (1996). Borrowing Others’ Words: Text, Ownership, Memory, and Plagiarism. TESOL Quarterly, 30(2), 201-230.

Peters, M. (2008). Academic Writing, Genres and Philosophy. Educational Philosophy and Theory, 40(7), 819-831. doi:

Peters, M. (2017). Manifesto for the postcolonial university. Educational Philosophy and Theory, 1-7. doi:10.1080/00131857.2017.1388660

Peters, M. (2018). Academic integrity: An interview with Tracey Bretag. Educational Philosophy and Theory, 1-6. doi:10.1080/00131857.2018.1506726

Peters, M. (Ed.) (2009). Academic writing, philosophy and genre. Oxford: Wiley-Blackwell.

Pettersson, J. S. (1994). Evolutionary Accounts of Writing and the Disobedient History of Scripts. Language & Communication, 14(2), 129-153.

Phillips, D., Biesta, G., Smith, R., Masschelein, J., & Hobbs, A. (2015). The current state of philosophy of education, focusing on the question of the need for clarity and accessibility. Paper presented at the Fourth New Critical Conversation: Question Time, UCL Institute of Education, London.

Pinker, S. (2000). The language instinct : the new science of language and mind. London: Penguin.

Pinker, S. (2008). The stuff of thought : language as a window into human nature. London: Penguin.

Pinker, S. (2014). The sense of style : the thinking person’s guide to writing in the 21st century. UK: Penguin Random House.

Plato. (360 BCE 2014). Theaetetus.

Politzer-Ahles, S., Holliday, J. J., Girolamo, T., Spychalskae, M., & Harper Berksonf, K. (2016). Is linguistic injustice a myth? A response to Hyland (2016). Journal of Second Language Writing, 34, 4-8. doi:

Postman, N. (1993). Technopoly : the surrender of culture to technology. New York: Vintage Books.

Pratt, D. (2011). Modelling written communication : a new systems approach to modelling in the social sciences. Dordrecht: Springer.

Pullman, G. K. (2009, 17/04/2009). 50 Years of Stupid Grammar Advice, Review. The Chronicle of Higher Education. Retrieved from

Raimes, A. (1991). Instructional balance: From theories to practices in the teaching of writing. In J. Alatis (Ed.), Georgetown University roundtable on language and linguistics (pp. 238–249). Washington DC: Georgetown: University Press.

Ravelli, L., Paltridge, B., Starfield, S., & Tuckwell, K. (2013). Extending the notion of ‘text’: the visual and performing arts doctoral thesis. Visual Communication, 12(4), 395-422. doi:10.1177/1470357212462663

Reimann, N., & Jackson, I. (2006). Threshold concepts in Economics: A case study. In J. Meyer & R. Land (Eds.), Overcoming barriers to student understanding : threshold concepts and troublesome knowledge (pp. 115-133). London: Routledge.

Richardson, L. (1990a). Narrative and sociology. 19(1), 116-135. doi:10.1177/089124190019001006

Richardson, L. (1990b). Writing strategies : reaching diverse audiences. Newbury Park, Calif. ; London: Sage.

Roberts-Miller, P. (2017). Rhetoric is synonymous with empty speech. In C. E. Ball & D. M. Loewe (Eds.), Bad Ideas About Writing (pp. 7-12). United States of America: WVU Libraries.

Robeyns, I. (2016). The Capability Approach. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Winter 2016 Edition).

Rodríguez, R. J. (2017). Leave Yourself Out of Your Writing. In C. E. Ball & D. M. Loewe (Eds.), Bad Ideas About Writing (pp. 131-133). United States of America: WVU Libraries.

Roozen, K., & Erickson, J. (2017). Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development. Retrieved from

Roque, G. (2015). Should Visual Arguments be Propositional in Order to be Arguments? Argumentation, 29, 177–195. doi:10.1007/s10503-014-9341-3

Rose, M. (1985). The Language of Exclusion: Writing Instruction at the university. College English, 47(4), 341-359. Retrieved from

Rose, M. (1989). Lives on the boundary: the struggles and achievements of America’s underprepared. New York: Free Press ; London : Collier Macmillan Publishers.

Rose, M. (2005). The Mind at Work: Valuing the Intelligence of the American Worker. New York: Penguin Random House.

Ross, S. (1962). Scientist: The story of a word. Annals of Science, 18(2), 65-85. doi:

Rüegg, W., & Ridder-Symoens, H. d. (Eds.). (1992-2011). A history of the university in Europe (Vol. 1-4). Cambridge: Cambridge University Press.

Russell, D. R. (1991). Writing in the academic disciplines, 1870-1990 : a curricular history. Carbondale: Southern Illinois University Press.

Russell, D. R. (2002). Writing in the academic disciplines: a curricular history (2nd ed. ed.). Carbondale, IL: Southern Illinois University Press.

Russell, D. R., & Cortes, V. (2012). Academic and Scientific Texts: The Same or Different Communities? In M. Castello, C. Donahue, & G. Rijlaarsdam (Eds.), University Writing: Selves and Texts in Academic Societies. Leiden, NETHERLANDS: BRILL.

Ryan, M. (2014). Reflexive writers: rethinking writing development and assessment in schools. Assessing Writing(22), 60-74.

Said, E. W. (1978). Orientalism. Harmondsworth: Penguin, 1985.

Said, E. W. (1993). Culture and imperialism. London: Chatto & Windus.

Said, E. W. (1994). Representations of the intellectual : the 1993 Reith lectures. London: Vintage.

Sartre, J.-P. (1967). L’Existentialisme est un humanisme. Paris: Les Editions Nagel.

Saussure, F. d., Baskin, W., Meisel, P., & Saussy, H. (2011). Course in general linguistics. New York ; Chichester: Columbia University Press.

Sawyer, R. K. (2001). Emergence in Sociology: Contemporary Philosophy of Mind and Some Implications for Sociological Theory. American Journal of Sociology, 107(3), 551-585. Retrieved from

Schlosser, M. (2015). Agency. In Stanford Encyclopedia of Philosophy.

Schmandt-Besserat, D. (2001). Writing, Evolution of. In International Encyclopedia of the Social & Behavioral Sciences (pp. 16619-16625): Elsevier Science Ltd.

Scott, M. (2000). Agency and Subjectivity in Student Writing. In C. T. J. S. B. Jones (Ed.), Students Writing in the University. Philadelphia: John Benjamins Publishing Company.

Scott, M. (2004). Creativity, conformity and complexity in academic writing: Tensions at the interface. In G. White (Ed.), Applied Linguistics at the Interface (British Studies in Applied Linguistics Vol 19) (pp. 145-155). London: Equinox.

Scott, M. (2013). A chronicle of learning: voicing the text.

Scott, M., & Lillis, T. (2007). Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1), 5-32.

Sellars, W. (1963). Science, Perception and Reality. London: Routledge & Kegan Paul ; New York : Humanities Press.

Shanahan, D. R. (2015). A living document: reincarnating the research article. Trials, 16 (151). doi:10.1186/s13063-015-0666-5

Shapin, S. (1984). Pump and Circumstance: Robert Boyle’s Literary Technology. Social Studies of Science, 14(4), 481-520. Retrieved from

Shaughnessy, M. P. (1998). Diving in: An introduction to Basic Writing. In V. Zamel & R. Spack (Eds.), Negotiating academic literacies : teaching and learning across languages and cultures. Mahwah, NJ ; London: Lawrence Erlbaum Associates.

Sibley, F. (1965). Aesthetic and Nonaesthetic. The Philosophical Review, 74(2), 135-159. Retrieved from

Sigmund, K. (2017). Exact Thinking in Demented Times: The Vienna Circle and the Epic quest for the Foundations of Science. New York, NY: Basic Books, Hachette Book Group.

Sjöblom, J. (2014, 2014-09-25). Here comes the story of the Dylan fans. Retrieved from

Smith, R. (1999). Paths of Judgement: the revival of practical wisdom. Educational Philosophy and Theory, 31(3), 327-340. doi:10.1111/j.1469-5812.1999.tb00469.x

Sokal, A. D. (1996). Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity. Social Text(46/47), 217-252. doi:10.2307/466856

Sokal, A. D. (2008). Beyond the hoax : science, philosophy and culture. Oxford: Oxford University Press.

Sokal, A. D. (2014, 25/03/2014). [RE: Your 1996 paper in Social Text].

Sousanis, N. (2015). Unflattening. Harvard: Harvard University Press.

Sousanis, N. (2016) The power of images/Interviewer: S. Asma. Meaning of Life.

Sousanis, N. (2018). Thinking in Comics: An Emerging Process. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education: foundations for practice (Second edition. ed., pp. 190-198). New York: Routledge.

Sowton, C. (2016). Contemporary Academic Writing: a comprehensive course for students in Higher Education. Reading: Garnet Publishing Ltd.

Sperlinger, T., McLellan, J., & Pettigrew, R. (2018). Who are universities for?: re-making higher education: Bristol University Press.

Spivak, G. C. (1987). In other worlds : essays in cultural politics. New York ; London: Methuen.

Standish, P. (2018). Rigour and Recoil: Claims of Reason, Failures of Expression. journal of Philosophy of Education, 52(4), 609-626. doi:10.1111/1467-9752.12325

Stock, I., & Lea Eik-Nes, N. (2016). Voice features in academic texts – A review of empirical studies. Journal of English for Academic Purposes, 24, 89-99. doi:

Street, B. V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.

Strunk, W., & White, E. B. (2000). The elements of style (4th ed., International ed. / with revisions, an introduction and a chapter on writing by E.B. White ; [foreword by Roger Angell]. ed.). New York: Longmann.

Swales, J. M. (1980). ESP: The textbook problem. The ESP Journal, 1(1), 11-23. doi:

Swales, J. M. (1990). Genre analysis : English in academic and research settings. Cambridge: Cambridge University Press.

Swales, J. M. (1995). The role of the textbook in EAP writing research. English for Specific Purposes, 14(1), 3-18. doi:

Swales, J. M. (2011). Coda: Reflections on the Future of Genre and L2 Writing. Journal of Second Language Writing, 20, 83-85.

Swales, J. M. (2015). Standardization and its Discontents (with apologies to Sigmund Freud). Paper presented at the PRISEAL 3 Researching, teaching and supporting research communication: Perspectives and prospects, Faculty of Arts and Humanities, University of Coimbra, Portugal.

Swales, J. M. (2018, 07/10/2018). [Between You and me].

Swales, J. M., & Feak, C. B. (2000). English in today’s research world : a writing guide. Ann Arbor ; [Great Britain]: University of Michigan Press.

Sword, H. (2009). Writing higher education differently: a manifesto on style. Studies in Higher Education, 34(3), 319-336. doi:10.1080/03075070802597101

Sword, H. (2012). Stylish academic writing. Cambridge, Mass.: Harvard University Press.

Tardy, C. M. (2016). Beyond Convention: Genre Innovation in Academic Writing. Michigan: University of Michigan Press, Ann Arbor.

Tardy, C. M., & Jwa, S. (2016). Composition Studies and EAP. In The Routledge handbook of English for academic purposes (pp. 56-68). Abingdon Oxon: Routledge.

Tarnay, L. (2002). The Conceptual Basis Of Visual Argumentation – A Case For Arguing In And Through Moving Images. ISSA Proceedings 2002 –. Retrieved from

Taylor, E. (2015). An explication of emergence. Philosophical Studies, 172(3), 653-669.

Thesen, L., & Cooper, L. (Eds.). (2013). Risk in academic writing : postgraduate students, their teachers and the making of knowledge. Bristol: Multilingual Matters.

Thomas, K. C. (2018). The accidental cartoonist: learning the craft of the graphic essay [Conference exhibit]. Blog Retrieved from

Thomson, P. (2013). do we ‘collect’ data? or – beware the ontological slip ….  Retrieved from

Thomson, P. (2018a, 05 November 2018). getting to grips with ‘the paragraph’.  Retrieved from

Thomson, P. (2018b, 1 October 2018). me, myself and I.  Retrieved from

Thomson, P. (2018c). Troubling ‘writing as representation’.

Thomson, P., & Kamler, B. (2011a). Working with literatures. In B. Somekh & C. Lewin (Eds.), Theory and Methods in Social Research (Second ed.).

Thomson, P., & Kamler, B. (2011b). Working with literatures.

Toulmin, S. The uses of argument: [S.l.] : CUP., 1964 (1969).

Toulmin, S. (1958). The Uses of Argument. Cambridge: University Press.

Trenkic, D., & Warmington, M. (2018). Language and literacy skills of home and international university students: How different are they, and does it matter? Bilingualism: Language and Cognition, 1-17. doi:10.1017/S136672891700075X

Tribble, C. (2009). Writing academic English—a survey review of current published resources. English Language Teaching Journal, 63(4), 400-417 doi:10.1093/elt/ccp073

Tribble, C. (2015). Writing academic English further along the road. What is happening now in EAP writing instruction? English Language Teaching Journal, 69(4), 442-462. doi:10.1093/elt/ccv044

Tribble, C. (2016). ELFA vs. Genre: A new paradigm war in EAP writing instruction? Journal of English for Academic Purposes, 25, 30-44. doi:

Tseronis, A. (May 22, 2013). Argumentative functions of visuals: Beyond claiming and justifying. OSSA Conference Archive, Paper 163, 1-17. Retrieved from

Tuckett, A. (2013). Adult Learning in the Global University.

Turner, J. (2004). Language as academic purpose. Journal of English for Academic Purposes, 3, 95–109. doi:10.1016/S1475-1585(03)00054-7

Turner, J. (2010). Language in the academy: cultural reflexivity and intercultural dynamics. Bristol: Multilingual Matters.

Turner, J. (2018). On Writtenness : The Cultural Politics of Academic Writing (First ed.): Bloomsbury Academic.

Tusting, K., McCulloch, S., Bhatt, I., Hamilton, M., & Barton, D. (2019). Academics Writing: The Dynamics of Knowledge Creation. Abingdon: Routledge.

van Gulick, R. (2001). Reduction, emergence and other recent options on the mind/body problem. A philosophic overview Journal of Consciousness Studies, 8(9-10), 1-34.

van Lier, L. (2000). From input to affordances. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press.

Van Noorden, R. (2014, 24 February 2014). Publishers withdraw more than 120 gibberish papers. Nature: International Weekly of Science. Retrieved from

Van Norden, B. W. (2017, 31 October 2017). Western philosophy is racist: Academic philosophy in ‘the West’ ignores and disdains the thought traditions of China, India and Africa. This must change. Aeon. Retrieved from

Verheggen, C. (2000). The meaningfulness of meaning questions. Synthese, 123, 195-216.

Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054.

Vico, G. (1959 (1725, 1730, 1744, 1928)). La scienza nuova. Rizzoli, Milano: Letteratura italiana Einaudi.

Villanueva, V. (2015). 3.5 Writing provides a representation of ideologies and identities. In L. Adler-Kassner & E. A. Wardle (Eds.), Naming what we know: threshold concepts of writing studies (pp. 57-58). Colorado: Utah State University Press.

Vinkers, C. H., Tijdink, J. K., & Otte, W. M. (2015). Use of positive and negative words in scientific PubMed abstracts between 1974 and 2014: retrospective analysis. 351. doi:10.1136/bmj.h6467 %J BMJ

Volokh, E. (2015, 21/04/2015). Against Strunk & White’s ‘The Elements of Style’. The Washington Post. Retrieved from

Vygotsky, L. (1986). Thought and Language. Massachusetts: The MIT Press.

Wardle, E. (2009). “Mutt Genres” and the Goal of FYC: Can We Help Students Write the Genres of the University? College Composition and Communication, 60(4), 765-789. Retrieved from

Wardle, E. (2017). You can learn to write in general. In C. E. Ball & D. M. Loewe (Eds.), Bad Ideas About Writing (pp. 30-33). United States of America: WVU Libraries.

Warner, J. (2018). Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities: John Hopkins University Press.

Warnock, M. (1989). Universities: Knowing our Minds: What the Government should be doing about Higher Education. In.

Watson, J. D., & Crick, F. (1953). A Structure for Deoxyribose Nucleic Acid. Nature, 171, 737-773.

Wei, L. (2016). New Chinglish and the Post-Multilingualism challenge: Translanguaging ELF in China. In Journal of English as a Lingua Franca (Vol. 5, pp. 1).

Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.

Wheelahan, L. (2010). Why knowledge matters in curriculum : a social realist argument. London: Routledge.

Widdowson, H. G. (1983). Learning purpose and language use. Oxford: O U P.

Williams, B. T. (2016). Genre Inside/Genre Outside: how university students approach composing multimodal texts. In A. Archer & E. O. Breuer (Eds.), Multimodality in higher education (Vol. 33, pp. 114-135). Leiden/Boston: Brill.

Williams, B. T. (2017). Literacy Practices and Perceptions of Agency: Composing Identities: Routledge/Taylor & Francis Ltd.

Wimsatt, W. K., & Beardsley, M. C. (1946). The Intentional Fallacy. The Sewanee Review, 54(3), 468-488. Retrieved from

Winch, P. (1990). The idea of a social science and its relation to philosophy (2nd ed. ed.). London: Routledge.

Wingate, U. (2012a). ‘Argument!’helping students understand what essay writing is about. Journal of English for Academic Purposes, 11, 145-154.

Wingate, U. (2012b). Using Academic Literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11. doi:10.1016/j.jeap.2011.11.006

Wingate, U., & Tribble, C. (2012). The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in Higher Education, 37(4), 481-495. doi:

Winner, L. (1980). Do Artifacts Have Politics? Daedalus, 109(1), 121-136. Retrieved from

Wittgenstein, L., Anscombe, G. E. M., & Wittgenstein, L. S. W. (1953). Philosophical Investigations … Translated by G. E. M. Anscombe. (Philosophische Untersuchungen.) Eng. & Ger. Oxford: Basil Blackwell.

Wittgenstein, L., & Russell, B. (1922). Tractatus Logico-Philosophicus (Logisch-Philosophische Abhandlung) … With an introduction by Bertrand Russell. Ger. & Eng: London.

Wolff, J. (2007, 4 September 2007). Literary boredom. The Guardian. Retrieved from

Womack, P. (1993). What are essays for. English in Education, 27(2), 42-48. doi:10.1111/j.1754-8845.1993.tb01101.x

Wongsriruksa, S., Howes, P., Conreen, M., & Miodownik, M. (2012). The use of physical property data to predict the touch perception of materials. Materials & Design, 42, 238-244. doi:

Woodard, R. D. (2001). Writing Systems. In International Encyclopedia of the Social & Behavioral Sciences (pp. 16633-16640): Elsevier Science Ltd.

Wylie, A. (2003). Why standpoint matters. In R. Figueroa & S. G. Harding (Eds.), Science and Other Cultures: Issues in Philosophies of Science and Technology (pp. 26–48): Routledge.

Yun, S., & Standish, P. (2018). Technicising Thought: English and the Internationalisation of the University. In S. S. E. Bengtsen & R. Barnett (Eds.), The Thinking University : A Philosophical Examination of Thought and Higher Education. Cham, SWITZERLAND: Springer.

Zamel, V. (1998a). Questioning Academic Discourse. In V. Zamel & R. Spack (Eds.), Negotiating academic literacies : teaching and learning across languages and cultures (pp. 187-198). Mahwah, NJ ; London: Lawrence Erlbaum Associates.

Zamel, V. (1998b). Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum. In V. Zamel & R. Spack (Eds.), Negotiating academic literacies : teaching and learning across languages and cultures (pp. 249-264). Mahwah, NJ ; London: Lawrence Erlbaum Associates.


Zgaga, P. (2009). Higher Education and Citizenship: ‘the Full Range of Purposes’. European Educational Research Journal, 8(2), 175-188. doi:10.2304/eerj.2009.8.2.175

Leave a Reply

Your email address will not be published. Required fields are marked *