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1	Difficulties and Challenges of Library and Information Science Students in Thesis Writing During the Pandemic
	Natividad-Franco, Virginia
	In: Puissant ; 3 ; 353-365 (2022)
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2	Stance-taking: reporting verbs in EFL undergraduate theses: reporting verbs in citations in EFL undergraduate theses ; Stance-taking: reporting verbs in citations in EFL undergraduate theses
	Olmos-Lopez, Pamela
	In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 37 n. 3 (2021) ; 1678-460X ; 0102-4450 (2022)
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3	STUDENTS’ PROBLEMS OF ACADEMIC WRITING COMPETENCIES, CHALLENGES IN ONLINE THESIS SUPERVISION, AND THE SOLUTIONS: THESIS SUPERVISORS’ PERSPECTIVES
	Joko Nurkamto; Djatmika Djatmika; Lastika Ary Prihandoko
	In: TEFLIN Journal, Vol 33, Iss 1, Pp 123-147 (2022) (2022)
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4	Morfología, sintaxis y motivación: una propuesta para mejorar la motivación en 3º de ESO mediante el uso de secuencias didácticas para aprender gramática
	Suero Gonzalez, Coral. - 2021
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5	Strategies Adopted by Library Science Research Scholars to Cope with Challenges in Dissertation-Writing
	Haq, Sana Ul; Shahzad, Khurram; Naeem, Muhammad
	In: Library Philosophy and Practice (e-journal) (2021)
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6	Challenges Faced by LIS Postgraduate Students in Their Dissertations Writing
	Haq, Sana Ul; Shahzad, Khurram
	In: Library Philosophy and Practice (e-journal) (2021)
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7	Stance-taking: reporting verbs in citations in EFL undergraduate theses
	Pamela Olmos-Lopez
	In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 37, Iss 3 (2021) (2021)
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8	A disciplinary analysis of "fairly" in late modern English scientific writing
	Álvarez Gil, Francisco J.
	In: Corpus analysis in different genres. - New York : Routledge (2020), 93-107
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9	Linguistische und wissenschaftssoziologische Überlegungen zur Wirkung von Sprache in wissenschaftlichen Texten
	Rieder, Paul. - 2020
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10	Interactional Metadiscourse In Doctoral Thesis Writing: A Study in Kenya
	Emily Ayieta Ondondo
	In: Applied Linguistics Research Journal, Vol 4, Iss 4, Pp 100-113 (2020) (2020)
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11	Maintaining good relationships with research participants
	Mckenzie, Peter J
	In: Mckenzie, PJ, (2019). Maintaining good relationships with research participants. Brien, DL, Batty, C, Ellison, ER, Owens, A (Eds.), The doctoral experience: Student stories from the creative arts and humanities, p. 147-156 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-18199-4_13 (2019)
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12	A criterion-based approach to oral feedback on thesis writing An analysis of supervisor and academic literacy advisor feedback
	Dyson, Bronwen Patricia. - : John Benjamins Publishing Company, 2019
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13	Metadiscourse in academic writing instruction for Iraqi EFL tertiary students : a mixed methods approach
	Al-Hussein, Alaa. - 2019
	Abstract: This study explores academic writing in theory and practice in the Iraqi English as a foreign language (EFL) tertiary context. It aims to contribute to both the lack of knowledge in this area and to solve a range of complex writing challenges encountered by Third-year tertiary students. Due to the prevalent banking education orientation which emphasises rote learning practices that hamper students from thinking critically and generatively, writing instruction has long been misunderstood, misused, distorted and ignored in Iraqi EFL education. This study reflects on such practices and applies approaches to writing instruction that enable students to thoughtfully transform knowledge and address readers to enable better exchange of ideas for social interaction. An interpersonal model of metadiscourse in writing instruction, combined with knowledge transforming and reader-oriented approaches to writing are incorporated in a teaching and learning intervention that aims to turn student’ writing from knowledge telling and writer-oriented to knowledge transforming and reader-oriented. The study adopted an action research design. The teacher-researcher implemented the intervention in three phases over 41 lessons in writing argumentatively, with metadiscourse instruction as a focus, through one semester of a Third-year class in writing in the Department of English, University of Basrah, Iraq. Through the intervention a convergent mixed methods approach for data collection and analysis was carried out to answer the qualitative and quantitative questions of the study and for the purpose of triangulation. Pre- and post-intervention focus group interviews with the students were thematically analysed for the qualitative strand of the study. Argumentative writing tests were administered on five different occasions to the same purposive sample of students (n=32). Results from the tests were assessed using a multiple trait scoring rubric developed in the study and were statistically analysed for the quantitative strand of the study. Qualitative and quantitative findings reinforce each other. In the qualitative strand, data shows that the intervention has improved students’ writing ability in terms of both quality (knowledge transformation, cohesion, coherence, organisation and audience awareness) and in terms of quantity (content fluency and use of metadiscourse in both variety and frequency). In addition, the reading habits of participating students have become more analytical and purposive with the writing task in mind. From the quantitative strand, on the other hand, three major domains of influence have been identified across the five writing tests. Students have: 1) achieved statistically significant higher scores in the four scales of the rubric used for writing assessment; 2) achieved statistically significant higher frequency and variety in metadiscourse usage; and 3) demonstrated statistically significant correlations between metadiscourse use, scores and word counts. Thus, both qualitative and quantitative findings have been compatible and reinforce each other; they confirm that metadiscourse instruction in the intervention has significantly influenced the quality and quantity of the students’ writing. This study presents another contribution to the field of metadiscourse theory and practice in a different in-class application and context. It has explored, applied and integrated metadiscourse in knowledge transforming and reader-oriented approaches to writing instruction to emphasise the social interaction function of writing that is currently not used in Iraqi EFL writing pedagogy. The study has given a fresh and significant focus to writing theory and practice in this context. Also, it has developed and applied a multiple trait scoring method to move writing assessment from a merely holistic approach to a more analytical, context-sensitive, and above all, flexible method of EFL writing assessment. In conclusion, metadiscourse research in the broad Iraqi EFL context is a completely fresh area that can open up a variety of new research directions. Metadiscourse use or instruction effects could be tested on other language skills (reading, listening and speaking); investigated in contrastive discourse analysis of different genres of writing; and similarly applied to Arabic language.
	Keyword: 2019; academic writing; action research in education; English language; Iraq; study and teaching (higher); Thesis (Ph.D.)--Western Sydney University
	URL: http://hdl.handle.net/1959.7/uws:55765
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14	An Analysis of Writer's Block: Causes, Characteristics, and Solutions
	Ahmed, Sarah J.
	In: UNF Graduate Theses and Dissertations (2019)
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15	Chinese postgraduates' explanation of the sources of sentence initial bundles in their thesis writing
	Li, Liang; Franken, Margaret; Wu, Shaoqun. - 2018
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16	On Writing a Life
	Land, Garrison. - 2018
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17	Students’ References in Thesis of English Department at STKIP PGRI Sumatra Barat
	Yelliza Yelliza
	In: Journal Polingua: Scientific Journal of Linguistics, Literature and Education, Vol 5, Iss 1, Pp 33-36 (2018) (2018)
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18	Non-native student and supervisor expectations during the process of completing a graduation thesis: A case study
	Ene Alas; Suliko Liiv
	In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 14, Pp 5-21 (2018) (2018)
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19	Journey through the writing process: Metaphors of thesis writing experience
	Hanić Jasmina; Pavlović Tanja; Jašić Alma Jahić
	In: ExELL (Explorations in English Language and Linguistics), Vol 6, Iss 2, Pp 163-179 (2018) (2018)
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20	Effects of video feedback mode on students' academic writing
	Cavaleri, Michelle R.. - 2017
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