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Student engagement with teacher and automated feedback on L2 writing
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43 |
Social learning analytics in online language learning: Challenges and future directions
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Learning to write for academic purposes:Specificity and second language writing
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46 |
Metadiscursive nouns: Interaction and cohesion in abstract moves
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Faces of English Education:Students, Teachers, and Pedagogy
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Intervention and revision: Expertise and interaction in text mediation
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What is technicality? A Technicality Analysis Model for EAP vocabulary
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“We must conclude that…”:A diachronic study of academic engagement
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Abstract:
Engagement is the way that writers explicitly acknowledge the presence of their readers in a text, drawing them in through readermention, personal asides, appeals to shared knowledge, questions and directives. This is a key rhetorical feature of academic writing and has been a topic of interest to applied linguists for over 20 years. Despite this interest, however, very little is known of how it has changed in recent years and whether such changes have occurred across different disciplines. Are academic texts becoming more interactional and if so in what ways and in what fields? Drawing on a corpus of 2.2 million words taken from the top five journals in each of four disciplines at three distinct time periods, we look for answers to these questions to determine whether reader engagement has changed in academic writing over the past 50 years. Our paper presents, and attempts to account for, some surprising variations and an overall decline in explicit engagement during this period.
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URL: https://doi.org/10.1016/j.jeap.2016.09.003 https://ueaeprints.uea.ac.uk/id/eprint/65919/1/Accepted_manuscript.pdf https://ueaeprints.uea.ac.uk/id/eprint/65919/
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57 |
Chinese academics writing for publication:English teachers as text mediators
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58 |
Methods and methodologies in second language writing research
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