Between Critique and Accommodation: Reflections on an EAP Course for Masters of Architecture Students.

[1]  Deanna Poos,et al.  1. Cross-disciplinary comparisons of hedging: Some findings from the Michigan Corpus of Academic Spoken English , 2002 .

[2]  K. Hyland,et al.  Disciplinary Discourses: Social Interactions in Academic Writing , 2001 .

[3]  Jill Northcott,et al.  Towards an Ethnography of the MBA Classroom: A Consideration of the Role of Interactive Lecturing Styles within the Context of one MBA Programme. , 2001 .

[4]  Diane Pecorari Plagiarism and International Students: How the English-Speaking University Responds , 2001 .

[5]  Chiu-i Sung Investigating rounded academic success : the influece of English language proficiency, academic performance, and socio-academic interaction for Taiwanese doctral students in the United States , 2000 .

[6]  Christine B. Feak,et al.  English in today's research world : a writing guide : a sequel to Academic writing for graduate students and an advanced text mainly designed for junior scholars and graduate students who are not native speakers of English , 2000 .

[7]  Ulla Connor,et al.  Linguistic Analysis of Grant Proposals: European Union Research Grants , 1999 .

[8]  Sunny Hyon,et al.  John Swales as Mentor: The View from the Doctoral Group. , 1998 .

[9]  Britt-Louise Gunnarsson The Writing Process from a Sociolinguistic Viewpoint , 1997 .

[10]  Alan Hirvela,et al.  “Disciplinary portfolios” and EAP writing instruction , 1997 .

[11]  Alastair Pennycook,et al.  Vulgar Pragmatism, Critical Pragmatism, and EAP. , 1997 .

[12]  K. Tracy Colloquium: Dilemmas of Academic Discourse , 1997 .

[13]  S. Benesch,et al.  Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach , 1996 .

[14]  Peter Medway Virtual and Material Buildings , 1996 .

[15]  Linda N. Groat,et al.  Reconceptualizing Architectural Education for a More Diverse Future: Perceptions and Visions of Architectural Students , 1996 .

[16]  Stephanie Vandrick,et al.  Privileged ESL University Students. , 1995 .

[17]  Ann M. Johns,et al.  Genre and pedagogical purposes , 1995 .

[18]  Paul A Prior,et al.  Redefining the Task: An Ethnographic Examination of Writing and Response in Graduate Seminars , 1995 .

[19]  Diane Belcher,et al.  The apprenticeship approach to advanced academic literacy: Graduate students and their mentors , 1994 .

[20]  Kathryn H. Anthony,et al.  Sex, Stars, and Studios: A Look at Gendered Educational Practices in Architecture , 1993 .

[21]  A. Johns Too much on our plates: A response to Terry Santos' “ideology in composition: L1 and ESL” , 1993 .

[22]  Paul Drew,et al.  Analyzing talk at work: an introduction , 1992 .

[23]  Philip Hubbard,et al.  The Writing Assignments and Writing Problems of Doctoral Students: Faculty Perceptions, Pedagogical Issues, and Needed Research. , 1992 .

[24]  Terry Santos,et al.  Ideology in composition: L1 and ESL , 1992 .

[25]  Kathryn H. Anthony,et al.  Design Juries on Trial: The Renaissance of the Design Studio , 1991 .

[26]  John M. Swales,et al.  Genre Analysis: English in Academic and Research Settings , 1993 .

[27]  Mark P Frederickson,et al.  Design Juries: A Study in Lines of Communication , 1990 .

[28]  K. Anthony Private Reactions to Public Criticism; Students, Faculty, and Practicing Architects State Their Views on Design Juries in Architectural Education , 1987 .

[29]  Sarah Briggs When course success varies from discourse success , 1987 .

[30]  John Fleming,et al.  The Penguin dictionary of architecture , 1966 .