Page 356 - English - Teaching Academic Esl Writing
P. 356
342 REFERENCES
Hamp-Lyons, L. (1990). Second language writing: Assessment issues. In B. Kroll (Ed.), Second language writing (pp. 69-86). Cambridge: Cambridge University Press.
Hamp-Lyons, L. (1991a). Reconstructing academic writing proficiency. In L. Hamp-Ly- ons (Ed.), Assessing second language uniting (pp. 127-153). Norwood, NJ: Ablex. Hamp-Lyons, L. (1991b). Scoring procedures for ESL contexts. In L. Hamp-Lyons
(Ed.), Assessing second language writing (pp. 241-277). Norwood, NJ: Ablex. Hargreaves, L. (2001, May). Dropout rate among Chinese physics PhD students
seems high; community considers why. Physics Today, p. 42.
Harley, B. (1989). Transfer in the written composition of French immersion stu- dents. In H. Dechert & M. Raupach (Eds.), Transfer in language production (pp.
3-19). New York: Ablex.
Hermeren, L. (1978). Onmodality in English:Astudy ofthe semantics ofthe modals. Lund:
CWK Gleerup.
Hinds, J. (1983). Contrastive rhetoric. Text, 3(2), 183-195.
Hinds, J. (1987). Reader versus writer responsibility: A new typology. In U. Connor
& R. B. Kaplan (Eds.), Writing across languages: Analysis ofL2 text (pp. 141-152).
Reading, MA: Addison-Wesley.
Hinds, J. (1990). Inductive, deductive, quasi-inductive: Expository writing in Japa-
nese, Korean, Chinese, and Thai. In U. Connor & A.Johns (Eds.), Coherence in
writing (pp. 87-110). Alexandria, V A: TESOL.
Hinkel, E. (1992). L2 tense and time reference. TESOL Quarterly, 26(3), 556-572. Hinkel, E. (1994). Native and nonnative speakers' pragmatic interpretation of Eng-
lish text. TESOL Quarterly, 28(2), 353-376.
Hinkel, E. (1995a, April). Projecting credibility in academic writing: LI and L2 discourse
paradigms. Paper presented at the Ninth International Conference on Pragmatics & Language Learning, University of Illinois, Urbana, Illinois.
Hinkel, E. (1995b, March). What is your point? Indirectness in L2 writing. Paper pre- sented at TESOL, Long Beach, CA.
Hinkel, E. (1995c). The use of modal verbs as a reflection of cultural values. TESOL Quarterly, 29, 325-343.
Hinkel, E. (1996a, March). Audience and the writer's stance in L2 writing. Paper pre- sented at TESOL, Chicago, Illinois.
Hinkel, E. (1996b). When in Rome: Evaluations of L2 pragmalinguistic behaviors. Journal of Pragmatics, 26(1), 51-70.
Hinkel, E. (1997a). The past tense and temporal verb meanings in a contextual frame. TESOL Quarterly, 31(2), 289-313.
Hinkel, E. (1997b). Indirectness in LI and L2 academic writing. Journal of Pragmatics, 27(3), 360-386.
Hinkel, E. (1999a). Objectivityand credibility in LI and L2 academic writing. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 90-108). Cam- bridge: Cambridge University Press.
Hinkel, E. (1999b). Introduction: Culture in research and second language peda- gogy.InE.Hinkel(Ed.),Cultureinsecondlanguageteachingandlearning(pp. 1-7). Cambridge: Cambridge University Press.
Hinkel, E. (2001a). Matters of cohesion in LI and L2 academic texts. Applied Lan- guage Learning, 12(2), 111-132.
Hinkel, E. (200Ib). Building awareness and practical skills for cross-cultural com- munication in ESL/EFL. In M. Celce-Murcia (Ed.), Teaching English as a second or
foreign language (3rd ed., pp. 443-458). Boston: Heinle & Heinle.
TLFeBOOK