This list of bibliography includes the key references that helped me to gain an understanding about academic writing in Higher Education and methodology.
ACADEMIC WRITING IN HIGHER EDUCATION
Baynham, M. (2000). Academic writing in new and emergent discipline area. In: Lea M.R. and Stierer, B., eds. Student writing in higher education. Buckingham: SRHE and Open University Press, pp.17-32.
Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: graduate students and their mentors. English for Specific Purposes, 13(1), pp. 23-34.
Belcher, D. and Braine, G. eds. (1995). Academic writing in a second language: essays on research and pedagogy. New Jersey: Ablex Publishing Corporation.
Bloxham, S. and West, A. (2007). Learning to write in higher education: students' perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education, 12(1), pp.77-89.
Canagarajah, A.S. (2002). Critical academic writing and multilingual students. Michigan: The University of Michigan Press.
Casanave, C.P. (1995). Local interactions: constructing contexts for composing in a graduate sociology program. In: Belcher, D. and Braine, G., eds. Academic writing in a second language: essays on research and pedagogy. New Jersey: Ablex Publishing Corporation, pp.85-110.
Coffin, C., et al., eds. (2003). Teaching academic writing: a toolkit for higher education. London & New York: Routledge.
Flower, L.S. and Hayes, J.R. (1980). The dynamics of composing: making plans and juggling constraints. In: Gregg, L.W. and Steinberg, E.R., eds. Cognitive processes in writing. New Jersey: Lawrence Erlbaum Associates Inc., pp.31-50.
Ganobcsik-Williams, L. ed. (2006). Teaching academic writing in UK higher education. New York: Palgrave Macmillian.
Greasley, P. and Cassidy, A. (2010). When it comes round to marking assignments: how to impress and how to 'distress' lecturers …. Assessment & Evaluation in Higher Education, 35(2), pp.173-189.
Hartley, J. and Chesworth, K. (2000). Qualitative and quantitative methods in research on essay writing: no one way. Journal of Further and Higher Education, 24(1), pp.15-24.
Hyland, F. (2000). ESL writers and feedback: giving more autonomy to students. Language Teaching Research, 4(1), pp.33–54.
Hyland, F. and Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), pp.185– 212.
Hyland, F. and Lo, M.M. (2006). Examining interaction in the teaching practicum: issues of language, power and control. Mentoring & Tutoring: Partnership in Learning, 14(2), pp.163-186.
Hyland, K. (2000). Disciplinary discourses. London: Pearson Education Limited.
Hyland, K. (2002). Teaching and researching writing. London: Pearson Education.
Hyland, K. (2003a). Second language writing. Cambridge: Cambridge University Press.
Hyland, K. (2003b). Genre-based pedagogies: A social response to process. Journal of second language writing, 12(1), pp.17-29.
Hyland, K. and Hyland, F. (2006b). Interpersonal aspects of response: Constructing and interpreting teacher written feedback. In: Hyland, K. and Hyland, F., eds. Feedback in second language writing. New York: Cambridge University Press, pp.206-224.
Hyland, K. and Hyland, F., eds. (2006a). Feedback in second language writing. New York: Cambridge University Press.
Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), pp.220-245.
Ivanič, R. and Lea, M.R. (2006). New contexts, new challenges: the teaching of writing in UK higher education. In: Ganobcsik-Williams, L. ed. Teaching Academic Writing in UK higher education. New York: Palgrave Macmillian, pp.6-15.
Ivanič, R., Clark, R. and Rimmershaw, R. (2000). What am I supposed to make of this? The Messages Conveyed to Students by Tutors’ Written Comments. In: Lea, M.R. and Stierer, B., eds. Student Writing in Higher Education. Buckingham: Open University Press, pp.47-65.
Lave, J. and Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
Lea, M.R. (1998). Academic literacies and learning in higher education: constructing knowledge through texts and experience. Studies in the Education of Adults, 30(2), pp.156 -171.
Lea, M.R. (2000). Computer conferencing: new possibilities for writing and learning in Higher Education. In: Lea, M.R. and Stierer, B., eds. Student writing in higher education. Buckingham: SRHE and Open University Press, pp.69-85.
Lea, M.R. and Street, B. (1998). Student writing in higher education: An academic literacies approach, Studies in Higher Education, 23(2), pp. 157-172.
Leki, I. (1990). Coaching from the margins: issues in written response. In: Kroll, B., ed. Second language writing: research insights for the classroom. Cambridge: Cambridge University Press, pp.57-98.
Leki, I. (2000). Commentary L2 writing: a commentary. Learning and Instruction. 10(1), pp.101–105.
Leki, I. (2006). “You cannot ignore”: L2 graduate students’ response to discipline-based written feedback. In: Hyland, K. and Hyland, F., eds. Feedback in second language writing. New York: Cambridge University Press, pp.266-286.
Lillis, T. (1999). Essayist literacy and the institutional practice of mystery. In: Jones, C., et al., eds. Students writing in the university: cultural and epistemological issues. Amsterdam; Philadelphia: John Benjamins Publishing Company, pp.127-145.
Lillis, T. (2006). Moving towards an ‘academic Literacies’ Pedagogy: Dialogues of Participation. In: Ganobcsik-Williams, L., ed. Teaching Academic Writing in UK higher education. Palgrave Macmillian, pp.30-45.
Liu, J. and Hansen, J.G. (2002). Peer response in second language writing classrooms. Michigan: The University of Michigan Press.
Matsuda, P.K., et al. (2003). Changing currents in second language writing research: A colloquium. Journal of Second Language Writing, 12(2), pp.151–179.
Northedge, A. (2003). Rethinking teaching in the context of diversity. Teaching in Higher Education, 8(1), pp.17-32.
Norton, L. (2004). Using assessment criteria as learning criteria: a case study in psychology. Assessment & Evaluation in Higher Education, 29(6), pp.687-702.
O’Donovan, B., Price, M. and Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), pp.325–335.
Prior, P. (1991). Contextualizing writing and response in a graduate seminar. Written Communication, 8(3), pp.267-310.
Prior, P. (1998). Writing/Disciplinarity. New Jersey: Lawrence Erlbaum Associates.
Prior, P. (2006). A sociocultural theory of writing. In: MacArthur, C.A., Graham, S. and Fitzgerald, J., eds. Handbook of writing research. New York: Guilford Press, pp.54-66.
Russell, D.R., et al. (2009). Exploring notions of genre in “Academic Literacies” and “Writing Across the Curriculum”: approaches across countries and contexts. In: Bazerman, C. et al., eds. Genre in a Changing World. Fort Collins, Colorado: The WAC Clearinghouse and Parlor, Press. Available at http://wac.colostate.edu/books/genre/, pp.395-423.
Rust, C. (2002). The impact of assessment on student learning. Active Learning in Higher Education, 3(2), pp.145–158.
Rust, C., O’Donovan, B. and Price, M. (2005). A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), pp.231-240.
Rust, C., Price, M. and O’Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), pp.147-164.
Shay, S. (2008). Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education, 13(5), pp. 595-605.
Silva, T. (1993). Source toward an understanding of the distinct nature of L2 writing: the ESL research and its implications. TESOL Quarterly, 27(4), pp.657-677.
Spack, R. (1998). Initiating ESL students into the academic discourse community: how far should we go? In: Zamel. V. and Spack, R., eds. Negotiating academic literacies. New Jersey: Lawrence Erlbaum Associates Publishers, pp.85-104.
Stierer, B. (2000). Schoolteachers as students: academic literacy and the construction of professional knowledge within Master's Courses in Education. In: Lea, M.R. and Stierer, B., eds. Student writing in higher education. Buckingham: SRHE and Open University Press, pp.179-198.
Swann, J. and Ecclestone, K. (1999). 'Improving lecturers' assessment practice in higher education: a problem-based approach. Educational Action Research, 7(1), pp.63-87.
Wotjas, O. (1998). Feedback? No, just give us answers. Times Higher Education Supplement. 25.
Abell, J., et al. (2006). Trying similarity, doing difference: the role of interviewer self-disclosure in interview talk with young people. Qualitative Research, 6(2), pp.221-244.
Bassey, M. (1999). Case study research in educational settings. Maidenhead: Open University Press.
Bazeley, P. (2007). Qualitative data analysis with NVivo. London: SAGE Publications.
Bazeley, P. and Richards, L. (2000). The NVivo qualitative project book. London: SAGE.
Berg, B.L. (2004). Qualitative research methods for the social sciences. New York: Hafner Publishing Company.
Berg, E.C. (1999). The effects of trained peer response ESL students’ revision types and writing quality. Journal of Second Language Writing, 8(3), pp.215-241.
Bergman, M.M. (2008). Advances in mixed methods research. London: SAGE.
Bryman, A. (2008). Why do researchers integrate/combine/mesh/blend/mix/merge/fuse quantitative and qualitative research? In: Bergman, M.M., ed. Advances in mixed methods research. London: SAGE, pp.87-100.
Cohen, L., Manion, L. and Morrison, K. (2007). Research methods in education. 6th ed. New York: Routledge.
Creswell, J.W. (2003). Research design. California; Thousand Oaks: SAGE Publications.
Creswell, J.W. (2007). Qualitative inquiry and research design. California; Thousand Oaks: SAGE Publications.
Dey, I. (1993). Qualitative data analysis. London & New York: Routledge.
Drever, E. (1995). Using semi-structured interviews in small-scale research. Glasgow: The Scottish Council for Research in Education.
Gardner, G. (2001). Unreliable memories and other contingencies: problems with biographical knowledge. Qualitative Research, 1(2), pp.185-204.
Gass, S. and Mackey, A. (2000). Stimulated recall methodology in second language research. New Jersey: Lawrence Erlbaum Associates.
Gray, D.E. (2004). Doing research in the real world. London: SAGE.
Kvale, S. (2007). Doing interviews. London: SAGE Publications.
Rapley, T. (2003). The art(fulness) of open-ended interviewing: some considerations on analysing interviews. Qualitative Research, 1(3), pp.303-323.
Rapley, T. (2007). Doing conversation, discourse and document analysis. London: SAGE Publications.
Robson, C. (2002). Real world research. 3rd Ed. Oxford: Blackwell Publishing.
Ruspini, E. (2002). An introduction to longitudinal research. London: Routledge.
Saldaña, J. (2003). Longitudinal qualitative research. California: AltaMira Press.
Tashakkori, A. and Teddlie, C. (2003). Handbook of mixed methods in social and behavioural research. California: SAGE Publications.
Teddlie, C. and Tashakkori, A. (2009). Foundations of mixed methods research: integrating quantitative and qualitative approaches in the social and behavioural. Los Angeles: SAGE.
Yin, R.K. (1994). Case study research: design and methods. 2nd ed. London: SAGE.