academic writing – Legitimation Code Theory

Macnaught, L., Matruglio, E. & Doran, Y.J. (2023) Using historical evidence: The semantic profiles of Ancient History in senior secondary school. Historical Encounters, 10(1): 76-99. DOI: 10.52289/hej10.106

Inako, A. (2022). 二つの理論を活用したサマリーライティングの指導 (Dual theoretical approach to summary writing), in P. Ferguson, & R. Derrah (Eds), Reflections and new perspectives. JALT. https://doi.org/10.37546/JALTPCP2021-18

Llinares, A., & Nahaat-Sobhy, N. (2022) CLIL students knowledge claims and personal views on a non-curricular topic: comparing high-and low-exposure groups, in AESLA2022 Book of Abstracts (p. 47).

Rusznyak, L. (2022). Using Semantic Pathways to Reveal the” Depth” of Pre-Service Teachers’ Reflections, Education as Change, 26(1): 1–24.

Wünsch-Nagy, N. (2019) Changing perspectives: Writing exhibition reviews in Higher Education, 29th European Systemic Functional Linguistics Conference, Portugal.

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Mitchell, T. D., Pessoa, S., Gómez‐Laich, M. P., & Maune, M. (2021). Degrees of Reasoning: Student Uptake of a Language‐Focused Approach to Scaffolding Patterns of Logical Reasoning in the Case Analysis Genre, TESOL Quarterly, 0 (0).

van Schalkwyk, S., & Jacobs, C. (2021) Borders and Tensions in the Context of Doctoral Writing, in Re-imagining doctoral writing (pp. 89–106), WAC Clearinghouse.

Ravelli, L., Starfield, S., & Paltridge, B. (2021) Re-Imagining Doctoral Writing through the Visual and Performing arts, in Re-imagining doctoral writing (pp. 217–234), WAC Clearinghouse.

Jackson, A. J. (PhD, 2020) Knowledge and values in literary response writing: critical praxis in an ELA classroom

Jackson, G. (2021) Harry Potter and the Critical gaze: Autonomy pathways in literary response writing, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 69–85.

Tilakaratna, N. & Szenes, E. (2020) (Un)critical reflection: Uncovering hidden disciplinary values in social work and business reflective writing assignments, in Winberg, C., McKenna, S. Wilmot, K. (eds), Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory, Routledge (pp. 105–125).

Westerlund, R. & Besser, S. (2021) Reconsidering Calkins’ Process Writing Pedagogy for Multilingual Learners: Units of Study in a Fourth Grade Classroom, WCER Working Paper No. 2021-4

Pessoa, S., Mitchell, T. D., Gomez-Laich, M. P. (2021) Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit, Journal of Management Education, 00 (0): 1–26.

Evans, R., Moses, J. & Nathans-Kelly, T. M. (2020) Developing best practices for teaching scientific documentation: Toward a better understand of how lab notebooks contribute to knowledge-building in engineering design and experimentation, ASEE 2020. DOI: 10.18260/1-2–34426

Wilmot, K. (2020) Building knowledge with theory: Unpacking complexity in doctoral writing, Critical Studies in Teaching and Learning, 8 (2): 18–38.

Monbec, L., Tilakaratna, N., Brooke, M., Lau, S. T., Chan, Y. S. & Wu, V. (2020) Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework, Assessment & Evaluation in Higher Education. DOI: https://doi.org/10.1080/02602938.2020.1855414

Neupane Bastola,M. & Hu, G. (2021) “Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback, Studies in Educational Evaluation, 68. DOI: https://doi.org/10.1016/j.stueduc.2020.100962

Jackson, G. (2021) Axiological constellations in literary response writing: Critical SFL praxis in an ELA classroom, Language and Education. DOI: https://doi.org/10.1080/09500782.2020.1856132

Jackson-2021-Axiological-constellations-in-literary-response-writing-Critical-SFL-praxis-in-an-ELA-classroomDownload

Jackson, G. (PhD, 2020) Knowledge and Values in Literary Response Writing: Critical praxis in an ELA classroom, PhD thesis, The University of Georgia, United States.

Muir, T. & Solli, K. (2019) The unreal and the real: English for Research Purposes in Norway, in Corcoran, J. N, Englander, K, Muresan, L-M (eds) Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars. New York: Routledge.

Bowen, N. E. J. A. & Thomas, N. (2020) Manipulating texture and cohesion in academic writing: A keystroke logging study, Journal of Second Language Writing, 50.

Monbec, L. (2020) Scaffolding content in an online Content and Language Integrated Learning (CLIL) module, International Journal of TESOL Studies, 2 (2). 157–173.

Cowley-Haselden, S. (2020) Building knowledge to ease troublesomeness: Affording theory knowledgeability through academic reading circles, Journal of University Teaching & Learning Practice, 17(2).

Svensson, B. (2020) The construction of semantic waves of knowledge-building: High school students’ natural science writing, HERMES – Journal of Language and Communication in Business, 59 (1): 139–152.

Simpson-Smith, C. (2020) Writing for engineering. A comparison of student and industry texts, Australian Review of Applied Linguistics. DOI: 10.1075/aral.19009.sim

Brooke, M. (2019) Using semantic gravity profiling to develop critical reflection, Reflective Practice, 20 (6): 808–821.

Tilakaratna, N. L., Brooke, M. & Monbec, L. (2019) Reflective Writing Across The Disciplines: Challenging Western Critical Thinking Models In The Asian Context, Asian Journal of the Scholarship of Teaching and Learning, 9 (2): 119–141.

Irwin, D. & Liu, N. (2019) Encoding, decoding, packing and unpacking via agnation: Reformulating general knowledge into disciplinary concepts for teaching English academic writing, Journal of English for Academic Purposes, 2. DOI: https://doi.org/10.1016/j.jeap.2019.100782

Nagy, N. (2019) Making semantic waves in art exhibition reviews: Explicit disciplinary literacy development in undergraduate students, 29th European Systemic Functional Linguistics Conference, Portugal.

Wilmot, K. (Phd, 2019) Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory, University of Sydney, Australia.

James, B. (2018) Closing the gap between text and context in academic writing research—An “impossible” task?, Journal of English for Academic Purposes, 36: 99–107.

Monbec, L. (2018) Designing an EAP curriculum for transfer: A focus on knowledge, Journal of Academic Language & Learning, 12(2): 88–101.

Roach, G. (PhD, 2016) Critical Thinking in Knowledge Production: Realisations in Masters’ students research essays, University of Nottingham China Campus, Ningbo, China.

Martin, J.L. (PhD, 2013) On Notes and Knowers: The representation, evaluation and legitimation of jazz, Discipline of Linguistics, University of Adelaide, Australia.

Feng, C. (PhD, 2014) Metadiscourse in Research Articles: A comparative study across disciplines and research paradigms, Nanyang Technological University, Singapore.

Morgan, M. (MA, 2011) A Corpus Based Investigation into the Relationship between Propositional Content and Metadiscourse in Student Essay Writing, University of Nottingham, Ningbo-China campus, China.

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

Ravelli, L., Paltridge, B. & Starfield, S. (2014) Diversity in Creative and Performing Arts doctoral writing: a positive way forward, in Ravelli, L., Paltridge, B., Starfield, S.(eds) Doctoral Writing in the Creative and Performing Arts: The researcher/practitioner nexus. London: Libri.

See chapter here.

Sturgiss, J. (2016) Science, Writing and New Dimensions, Journal of Professional Learning, Semester 2: 1-7.

Winberg, C., Jacobs, C. & Wolff, K. (2017) Building knowledge and knowers in writing retreats: Towards developing the field of higher education teaching and learning, South African Journal of Higher Education, 31(2): 22–39.

Clarence, S. (2017) A relational approach to building knowledge through academic writing: Facilitating and reflecting on peer writing tutorials, in Clarence, S. & L. Dison (eds) Writing centres in higher education: Working in and across the disciplines (pp. 49–65). Stellenbosch: SUN Press.

Van Heerden, M., Clarence, S. & Bharuthram, S. (2016) What lies beneath: Exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers, Assessment & Evaluation in Higher Education, 42(6): 967–977.

Cheung, L. M. E. (2015) Legitimising the knower’s multiple voices in Applied Linguistics postgraduate written discourse, TESOL International Journal, 10(1): 62–76.

Chahal, D. (2014) Research article introductions in cultural studies: A genre analysis exploration of rhetorical structure, The Journal of Teaching English for Specific and Academic Purposes, 2(1): 1–20.

Hood, S. (2011) Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 106–128). London: Continuum.