Peeling the Onion: A Textual CDA of Research Articles in Humanities and Basic Sciences

Atai, M. R., & Habibi, P. (2012). Genre analysis of applied linguistics research article Introductions: Exploring subdisciplinary variations. Taiwan International ESP Journal, 4(1), 25-44.

Banks, D. (2008). The development of scientific writing: Linguistic features and historical context. London, Oakville: Equinox.

Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science (Vol. 356). Madison, WI: University of Wisconsin Press.

Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. Buckingham: Society for Research into Higher Education & Open University Press.

Bhatia, V. K. (1993). Analyzing genre: Language use in professional settings. London: Longman.

Bhatia, V. K. (1997). Introduction: Genre analysis and world Englishes. World Englishes, 16(3), 313-319.

Biber, D., & Finegan, E. (1989). Styles of stance in English: Lexical and grammatical marking of evidentiality and affect. Text, 9(1), 93-124.

Bondi, M., & Hyland, K. (2006). Academic discourse across disciplines (Vol. 42). Bern: Peter Lang.

Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.

Chanock, K. (2000). Comments on essays: Do students understand what tutors write? Teaching in Higher Education, 5(1), 95-105.

Christie, F. (1987). Young children's writing: From spoken to written genres. Language and Education, 1(1), 3-13.

Coffin, C. (2006). Learning the language of school history: The role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), 413-429.

Coffin, C. (2007). Constructing and giving value to the past: An investigation into secondary school history. In F. Christie & J. R. Martin (Eds.), Knowledge structure: Functional linguistic and sociological perspectives (pp. 196-230).   London: Continuum.

Davies, W. M. (2008). Not quite right: Helping students to make better arguments. Teaching in Higher Education, 13(3), 327-340.

Gallardo, S. (2005). Pragmatic support of medical recommendations in popularized texts. Journal of Pragmatics, 37(6), 813-835.

Galve, I. G. (1998). The textual interplay of grammatical metaphor on the nominalizations occurring in written medical English. Journal of Pragmatics, 30(3), 363-385.

Gunnarsson, B. L. (2017). Languages of science in the Eighteenth century. Berlin: De Gruyter Mouton.

Halliday, M. A. K. (2004). The grammatical construction of scientific knowledge: The framing of the English clause. In J. J. Webster (Ed.), The language of science: Volume 5 of the collected works of M. A. K. Halliday (pp.102 134). London: Continuum.

Halliday, M. A. K. (2008). Complementarities in language. Beijing: The Commercial Press.

Holmes, R. (1997). Genre analysis and the social sciences: An investigation of the structure of research article Discussion sections in three disciplines. English for Specific Purposes, 16(4), 321-337.

Hood, S. (2010). Appraising research: Evaluation in academic writing. London: Palgrave.

Hood, S., & Forey, G. (2005). Introducing a conference paper: Getting interpersonal with your audience. Journal of English for Academic Purposes, 4(4), 291-306.

Humphrey, S. (1996). Exploring literacy in school geography. Erskineville: NSW/Metropolitan East Disadvantaged Schools.

Humphrey, S. (2013). And the word became text: A 4 x 4 toolkit for scaffolding writing in secondary English. English in Australia, 48(1), 46.

Humphrey, S. L., & Economou, D. (2015). Peeling the onion: A textual model of critical analysis. Journal of English for Academic Purposes, 17, 37-50.

Hunston, S. (1989). Evaluation in experimental research articles. Unpublished doctoral disseration, University of Birmingham.

Hunston, S., & Thompson, G. (2000). Evaluation in text: Authorial stance and the construction of discourse: Authorial stance and the construction of discourse. Oxford: Oxford University Press.

Hyland, K. (1998). Persuasion and context: The pragmatics of academic metadiscourse. Journal of Pragmatics, 30(4), 437-455.

Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341-367.

Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.

Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal of Pragmatics, 34(8), 1091-1112.

Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge.

Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543-562.

Iedema, R., White, P., & Feez, S. (1994). Media literacy (write it right literacy in industry research project, stage 2). Sydney: Disadvantaged Schools Program, New South Wales Department of School Education, Metropolitan Eastern region.

Jiang, K. F. (2017). Stance and voice in academic writing: The “noun + that” construction and disciplinary variation. International Journal of Corpus Linguistics, 22(1),85-106.

Jiang, K. F., & Hyland, K. (2015). The fact that: Stance nouns in disciplinary writing. Discourse Studies, 17(5), 529-550.

Jogthong, C. (2001). Research article Introductions in Thai: Genre analysis of academic writing. Unpublished doctoral dissertation, West Virginia University.

Lähdesmäki, S. (2009). Intertextual analysis of Finnish EFL textbooks: Genre embedding as recontextualization. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp. 375-399). Colorado: Parlor Press.

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

Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing Corporation.

Liu, D., & Jiang, P. (2009). Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. Modern Language Journal, 93(1), 61-78.

Love, A. (1993). Lexicogrammatical features of geology textbooks: Process and product revisited. English for Specific Purposes, 12(3), 197-218.

Love, A. M. (2002). Introductory concepts and cutting edge theories: Can the genre of the textbook accommodate both? In J. Flowerdew (ed.), Academic discourse (pp. 76-92). New York: Longman.

Martin, J. R. (1985). Process and text: Two aspects of human semiosis. In J. D. Benson & W. S. Greaves (Eds.), Systemic perspectives on discourse (pp. 275-294). Nor-wood, NJ: Ablex.

Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins.

Martin, J. R. (1998) Mentoring semogenesis: Genre-based literacy pedagogy. In F.     Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 123-155). London: Cassell.

Martin, J. R., & Rose, D. (2003) Working with discourse: Meaning beyond the clause. London: Continuum.

Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.

Martin, J. R., Christie, F., & Rothery, J. (1987). Social processes in education: A reply to Sawyer and Watson (and others). In I. Reid (Ed.), The place of genre in learning: Current debates (pp. 35-45). Geelong, Australia: Deakin University Press.

Martin, J. R., & White, P. R. R. (2005). The evaluation of language. New York: Palgrave Macmillan.

Mauranen, A. (2003). But here’s a flawed argument: Socialization into and through metadiscourse. Language and Computers, 46(1), 19-34.

Mei, W. S., & Allison, D. (2009). Evaluative expressions in analytical arguments: Aspects of appraisal in assigned English language essays. Journal of Applied Linguistics, 2(1), 105-127.

Melles, G., & Lockheart, J. (2012). Writing purposefully in art and design: Responding to converging and diverging new academic literacies. Arts and Humanities in Higher Education, 11(4), 346-362.

Ozturk, I. (2007). The textual organization of research article Introductions in applied linguistics: Variability within a single discipline. English for Specific Purposes, 26(1), 25-38.

Pascual, M., & Unger, L. (2010). Appraisal in the research genres: An analysis of grant proposals by Argentinean researchers. Revista Signos, 43(73), 20-35.

Rashidi, N., & Shahab, S. (2013). Disciplinary acculturation: A comparative study of intradiscourse cycles of English and Persian introductory textbooks of sociology and linguistics. Research in Applied Linguistics, 4(2), 33-50.

Reason, P., & Bradbury, H. (2001). Inquiry and participation in search of a world worthy of human aspiration. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice (pp. 1-14). London: Sage.

Rose, D. (2007). Towards a reading based theory of teaching. 33^rd International Systemic Functional Congress Proceedings 2006. Retrieved January 10, 2018,  from the World Wide Web: www.pusp.br/isfc/proceedings

Russell, N. (2010). Communicating science. Cambridge: Cambridge University Press.

Samraj, B. (2005). An exploration of a genre set: Research article Abstracts and Introductions in two disciplines. English for Specific Purposes, 24(2), 141-156.

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. London: Routledge.

Swales, J. M. (1981). Aspects of article Introductions. Birmingham: University of Aston.

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

Thompson, G. (2001). Interaction in academic writing: Learning to argue with the reader. Applied Linguistics, 22(1), 58-78.

Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Buckingham-Philadelphia: Open University Press.

Veel, R. (1997). Learning how to mean scientifically speaking: Apprenticeship into scientific discourse in the secondary school. In F. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 161-195). London: Cassell.

Woodward-Kron, R. (2002). Critical analysis versus description? Examining the relationship in successful student writing. Journal of English for Academic Purposes, 1(2), 121-143.

Woodward-Kron, R. (2005). The role of genre and embedded genres in tertiary students' writing. Prospect, 20(3), 24-41.