Page 289 - English - Teaching Academic Esl Writing

SUBORDINATE CLAUSES 275
tence structure be easier for L2 writers to learn to use approp- riately? Why?
FURTHER READINGS ABOUT SENTENCE AND PHRASE STRUCTURE
Chafe, W. (1985). Linguistic differences produced by differences between speaking and writing. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literature, lan- guage, and learning: The nature and consequences of reading and writing (pp. 105-123). Cambridge: Cambridge University Press.
Croft, W. (1998). The structure of events and the structure of language. In M. Tomasello (Ed.), The new psychology of language (pp. 67-92). Mahwah, NJ: Law- rence Erlbaum Associates.
Davidson, F. (1991). Statistical support for training in ESL composition rating. In L. Hamp-Lyons (Ed.), Assessing second language writing (pp. 155-165). Norwood, NJ: Ablex.
Dixon, R. M. W. (1995). Complement clauses and complementation strategies. In F.R. Palmer (Ed.), Grammar and meaning (pp. 175-220 ). Cambridge: Cambridge University Press.
Ford, C. (1993). Grammar in interaction. Cambridge: Cambridge University Press. Hamp-Lyons, L. (1991). Reconstructing academic writing proficiency. In L. Hamp-Lyons(Ed.),Assessingsecondlanguagewriting(pp. 127-153).Norwood,NJ:
Ablex.
Hinkel, E. (2003).Adverbial markers and tone in L1 and L2 students'writing.Jour-
nal of Pragmatics, 35(7), 1049-1068.
Nash, W., & Stacey, D. (1997). Creating texts. London: Longman.
Ragan, P (2001). Classroom use of a systemicfunctional small learner corpus. In M.
Ghadessy, A. Henry, & R. Roseberry (Eds.), Small corpus studies and ELT: Theory
and practice (pp. 207-236). Amsterdam: John Benjamins.
Vann, R., Lorenz, F., & Meyer, D. (1991). Error gravity: Response to errors in the
written discourse of nonnative speakers of English. In L. Hamp-Lyons (Ed.), As- sessing second language writing (pp. 181-196). Norwood, NJ: Ablex.
Appendix to Chapter 10
REPORTING AND BELIEF VERBS FOR ACADEMIC WRITING
affirm allege argue assert
assume claim contend describe
discuss examine exemplify explain
illustrate imply maintain present
presume reveal state
Common Academic Reporting Verbs
TLFeBOOK