Part of
Corpora and Rhetorically Informed Text Analysis: The diverse applications of DocuScope
Edited by David West Brown and Danielle Zawodny Wetzel
[Studies in Corpus Linguistics 109] 2023
► pp. 94118
Ädel, A.
(2006) Metadiscourse in L1 and L2 English. John Benjamins. DOI logoGoogle Scholar
Ädel, A., & Römer, U.
Anson, C. M.
(2016) The Pop Warner chronicles: A case study in contextual adaptation and the transfer of writing ability. College Composition and Communication, 67(4), 518.Google Scholar
Applebee, A., & Langer, J.
(2011) The national study of writing instruction: Methods and procedures. Center on English Learning & Achievement, Albany NY. Retrieved on 27 December, 2011 from [URL]
(2013) Writing instruction that works: Proven methods for middle and high school classrooms. Teachers College Press.Google Scholar
Applebee, A., Langer, J., Mullis, I., & Jenkins, L.
(1990) The writing report card, 1984–88: Findings from the nation’s report card. National Assessment of Educational Progress.Google Scholar
Aull, L. L.
(2015a) Connecting writing and language in assessment: Examining style, tone, and argument in the US Common Core standards and in exemplary student writing. Assessing Writing, 24, 59–73. DOI logoGoogle Scholar
(2015b) First-year university writing: A corpus-based study with implications for pedagogy. Palgrave Macmillan. DOI logoGoogle Scholar
(2018) Generality and certainty in undergraduate writing over time. In A. R. Gere (Ed.), Developing writers in higher education: A longitudinal study. University of Michigan Press.Google Scholar
(2020a) How students write: A linguistic analysis. Modern Language Association.Google Scholar
(2020b) Student-centered assessment and online writing feedback: Technology in a time of crisis. Assessing Writing, 46, 100483. DOI logoGoogle Scholar
Aull, L. L., & Lancaster, Z.
(2014) Linguistic markers of stance in early and advanced academic writing: A corpus-based comparison. Written Communication, 31(2). DOI logoGoogle Scholar
Bernstein, S. N., & Lowry, E.
(2017) The five-paragraph essay transmits knowledge. In C. E. Ball & D. M. Loewe (Eds.), Bad ideas about writing (pp. 214–219). West Virginia University Libraries Digital Publishing Institute.Google Scholar
Biber, D.
(1988) Variation across speech and writing. Cambridge University Press. DOI logoGoogle Scholar
(2003) Variation among university spoken and written registers: A new multi-dimensional analysis. Language and Computers, 46, 47–70.Google Scholar
Biber, D., Conrad, S., Reppen, R., Byrd, P., & Helt, M.
(2002) Speaking and writing in the university: A multidimensional comparison. TESOL Quarterly, 36(1), 9–48. DOI logoGoogle Scholar
Biber, D., & Gray, B.
(2016) Grammatical complexity in academic English: Linguistic change in writing. Cambridge University Press.Google Scholar
Brereton, J.
(2012) A closer look at the Harvard entrance examinations in the 1870s. In N. Elliot & L. Perelman (Eds.), Writing assessment in the 21st century: Essays in honor of Edward M. White (pp. 31–43). Hampton Press.Google Scholar
Cheng, A.
(2007) Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26(3), 287–307. DOI logoGoogle Scholar
Clark, I. L., & Hernandez, A.
(2011) Genre awareness, academic argument, and transferability. The WAC Journal, 22, 65. DOI logoGoogle Scholar
Clauss, P., & Pinto, L.
(2011) Is data the plural of anecdote? Inductive arguments in composition. OSSA, 9.Google Scholar
Devitt, A. J.
(2007) Transferability and genres. In C. J. Keller & C. R. Weisser (Eds.), The locations of composition (pp. 215–227). SUNY Press.Google Scholar
Dunning, T.
(1993) Accurate methods for the statistics of surprise and coincidence. Computational Linguistics, 19(1), 61–74.Google Scholar
Gannon, S.
(2019) Teaching writing in the NAPLAN era: The experiences of secondary English teachers. English in Australia, 54(2), 43–56.Google Scholar
Gere, A. R.
(2018) Developing writers in higher education: A longitudinal study. University of Michigan Press.Google Scholar
Goldstein, D.
(2017) Why kids can’t write. The New York Times, 2. Retrieved on 22 January 2023 from [URL]
Helberg, A., Poznahovska, M., Ishizaki, S., Kaufer, D., Werner, N., & Wetzel, D.
(2018) Teaching textual awareness with DocuScope: Using corpus-driven tools and reflection to support students’ written decision-making. Assessing Writing, 38, 40–45. DOI logoGoogle Scholar
Hill, A. S., Briggs, L. R., & Hurlbut, B. S.
(1896) Twenty years of school and college English. Harvard University.Google Scholar
Hill, S. S., Soppelsa, B. F., & West, G. K.
(1982) Teaching ESL students to read and write experimental-research papers. TESOL Quarterly, 16(3), 333–347. DOI logoGoogle Scholar
Hinkel, E.
(2006) Hedging, inflating, and persuading in L2 academic writing. Applied Language Learning, 15(1/2), 29.Google Scholar
Hyland, K.
(2005) Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173–192. DOI logoGoogle Scholar
Hyland, K., & Jiang, F.
(2016) Change of attitude? A diachronic study of stance. Written Communication, 33(3), 251–274. DOI logoGoogle Scholar
Ishizaki, S., & Kaufer, D.
(2012) Computer-aided rhetorical analysis. In Applied natural language processing: Identification, investigation and resolution (pp. 276–296). IGI Global. DOI logoGoogle Scholar
Jones, M. G., Jones, B. D., & Hargrove, T. Y.
(2003) The unintended consequences of high-stakes testing. Rowman & Littlefield.Google Scholar
Kaufer, D., Geisler, C., Vlachos, P., & Ishizaki, S.
(2006) Mining textual knowledge for writing education and research: The DocuScope project. In Writing and Digital Media (Ch. 9, pp 115–129). Brill. DOI logoGoogle Scholar
Kiuhara, S. A., Graham, S., & Hawken, L. S.
(2009) Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136. DOI logoGoogle Scholar
Lancaster, Z.
(2016) Do academics really write this way? A corpus investigation of moves and templates in “They Say/I Say”. College Composition and Communication, 67(3), 437.Google Scholar
Macbeth, K. P.
(2010) Deliberate false provisions: The use and usefulness of models in learning academic writing. Journal of Second Language Writing, 19(1), 33–48. DOI logoGoogle Scholar
Marcellino, W.
(2019) Seniority in writing studies: A corpus analysis. Journal of Writing Analytics, 3(1), 183–205. DOI logoGoogle Scholar
Melzer, D.
(2009) Writing assignments across the curriculum: A national study of college writing. College Composition and Communication, 61(2), W240.Google Scholar
Nesi, H., & Gardner, S.
(2012) Genres across the disciplines: Student writing in higher education. Cambridge University Press. DOI logoGoogle Scholar
Newkirk, T. R., Cameron, T. D., & Selfe, C. L.
(1976) What Johnny can’t write. A university view of freshman writing ability. English Journal, 66(8), 65–69. DOI logoGoogle Scholar
Potts, A., & Baker, P.
(2012) Does semantic tagging identify cultural change in British and American English? International Journal of Corpus Linguistics, 17(3), 295–324. DOI logoGoogle Scholar
Ringler, H., Klebanov, B. B., & Kaufer, D.
(2018) Placing writing tasks in local and global contexts: The case of argumentative writing. Journal of Writing Analytics, 2, 34–77. DOI logoGoogle Scholar
Römer, U., & O’Donnell, M. B.
(2011) From student hard drive to web corpus (part 1): The design, compilation and genre classification of the Michigan Corpus of Upper-level Student Papers (MICUSP). Corpora, 6(2), 159–177. DOI logoGoogle Scholar
Rounsaville, A., Goldberg, R., & Bawarshi, A.
(2008) From incomes to outcomes: FYW students’ prior genre knowledge, meta-cognition, and the question of transfer. WPA: Writing Program Administration, 1(32), 97–112.Google Scholar
Scott, M.
(2014) WordSmith Tools (Version 6.0). Oxford Univerversity Press.Google Scholar
Shapiro, S.
(2014) “Words that you said got bigger”: English language learners’ lived experiences of deficit discourse. Research in the Teaching of English, 48(4), 386–406.Google Scholar
(2022) Cultivating critical language awareness in the writing classroom. Routledge.Google Scholar
Sheils, M.
(1975) Why Johnny can’t write. Newsweek 8 December, 58–63.Google Scholar
Smitherman, G.
(2017) Raciolinguistics,“mis-education,” and language arts teaching in the 21st century. Language Arts Journal of Michigan, 32(2), 3. DOI logoGoogle Scholar
Stedman, L. C.
(2008) The NAEP long-term trend assessment: A review of its transformation, use, and findings. Retrieved from Paper Commissioned for the 20th Anniversary of the National Assessment Governing Board 1988–2008.
Stedman, L. C., Mullis, I. V., & Timpane, M.
(1998) An assessment of the contemporary debate over US achievement. Brookings Papers on Education Policy, 1, 53–121.Google Scholar
Swales, J.
(1990) Genre analysis: English in academic and research settings. Cambridge University Press.Google Scholar
Thaiss, C., & Zawacki, T. M.
(2006) Engaged writers and dynamic disciplines. Research on the academic writing life. Heinemann.Google Scholar
Wardle, E.
(2009) ‘Mutt genres’ and the goal of FYC: Can we help students write the genres of the university? College Composition and Communication, 60(4), 765–789.Google Scholar
Warner, J.
(2018) Why they can’t write: Killing the five-paragraph essay and other necessities: JHU Press. DOI logoGoogle Scholar
Wetzel, D., Brown, D., Werner, N., Ishizaki, S., & Kaufer, D.
(2021) Computer-assisted rhetorical analysis: Instructional design and formative assessment using DocuScope. The Journal of Writing Analytics, 5. DOI logoGoogle Scholar