Page 352 - English - Teaching Academic Esl Writing
P. 352
3 3 8 REFERENCES
Bhatia, V.(1992). Pragmatics of the use of nominals in academic and professional genres. In L. Bouton &Y.Kachru (Eds.), Pragmatics and language learning (Vol.3, pp. 217-230). Urbana-Champaign: University of Illinois Press.
Bhatia, V. (1993). Analysing genre: Language use in professional settings. London: Longman.
Bialystok, E. (2001). Bilingualism in development. Cambridge: Cambridge University Press.
Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge Univer- sity Press.
Biber, D. (1995). Dimensions of register variation. Cambridge: Cambridge University Press.
Biber,D.,Johansson, S.,Leech, G.,Conrad,S.,&Finegan, E.(1999).Longmangram- mar of spoken and written English. Harlow, Essex: Pearson.
Bickner, R., &Peyasantiwong,P.(1988). Cultural variation in reflectivewriting. In A. Purves (Ed.), Writing across languages and cultures: Issues in contrastive rhetoric (pp. 160-175). Newbury Park, CA: Sage.
Biq, Y.-O. (1990). Question words as hedges in Chinese. In L. Bouton & Y. Kachru (Eds.), Pragmatics and language learning (Vol. 1, pp. 149-158). Urbana-Cham- paign: University of Illinois Press.
Bizzell, P. (1982). Cognition, convention, and certainty: What we need to know about writing. Pre/Text, 3(3), 213-241.
Bratt Paulston, C. (1990). Educational language policies in Utopia. In B. Harley, P Allen, J. Cummins, & M. Swain (Eds.), The development of second language profi- ciency (pp. 187-197). Cambridge: Cambridge University Press.
Bratt Paulston, C. (1992). Linguistic and communicative competence. Clevedon, UK: Multilingual Matters.
Brown,P.,&Levinson,S.(1987).Politeness.Cambridge: Cambridge UniversityPress. Byrd, P, & Reid,J. (1998). Grammar in the composition classroom. Boston: Heinle & Heinle. Byrd, P.,& Nelson, G. (1995). NNS performance on writing proficiency exams: Fo-
cus on students who failed.Journal of Second Language Writing, 4, 273-285. Campbell, R., Martin, C., & Bettina, F. (2001). Media and culture: An introduction to
mass communication (3rd ed.). New York: St. Martin's Press.
Carlson, S. (1988). Cultural differences in writing and reasoning skills. In A. Purves
(Ed.), Writing across languages and cultures: Issues in contrastive rhetoric (pp.
109-137). Newbury Park, CA: Sage.
Carrell, P. (1982). Cohesion is not coherence. TESOL Quarterly, 16(4), 479-488. Carson, J., & Nelson, G. (1994). Writing groups: Cross-cultural issues.Journalof Sec-
ond Language Writing, 3, 17-30.
Carson,J., &Nelson, G. (1996). Chinese students'perceptions of ESL peer response
group interaction. Journal of Second Language Writing, 5, 1-19.
Carter, R., & McCarthy, M. (Eds.). (1988). Vocabulary and language teaching. Harlow:
Longman.
Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language
teaching. TESOL Quarterly, 25, 459-480.
Celce-Murcia, M. (1993). Grammar pedagogy in second and foreign language
teaching. In S. Silberstein (Ed.), State of theArt: TESOL essays (pp. 288-309). Alex-
andria, VA:TESOL.
Celce-Murcia, M. (1998). Discourse analysis and grammar instruction. In D. Oaks
(Ed.), Linguistics at work: A reader in applications (pp. 687-704). Fort Worth, TX: Hartcourt Brace College Publishers..
TLFeBOOK