Thesis (doctoral)--Åbo akademi, 2004. / Dissertation t.p. laid in. Includes bibliographical references (p. 232-252) and index.

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 264-272). Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis (M.A.)--State University of New York at Binghamton, Department of English, General Literature and Rhetoric, 2009. / Includes bibliographical references.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 120-124). Also available in electronic format on the Internet.

Thesis (M.S.)--Missouri State University, 2008. / "August 2008." Includes bibliographical references (leaves 87-88). Also available online.

Thesis (doctoral)--Åbo akademi, 2004. / Dissertation t.p. laid in. Includes bibliographical references (p. 232-252) and index.

Research paper (M.L.I.S.)--Victoria University of Wellington, 2010. / Includes bibliographical references.

Thesis (Ph.D.)--Texas Christian University, 2007. / Title from dissertation title page (viewed Aug. 8, 2007). Includes abstract. Includes bibliographical references.

This dissertation uncovers and examines linguistic and functional patterns of student writing in the first two years of college. A corpus of student papers from six disciplines (philosophy, English, psychology, biology, chemistry, and physics) was collected, and multi-dimensional (MD) analysis (Biber, 1988) was used to examine the ways that discipline and paper type influence writing. Further explorations of the data compare lower-level student writing to upper-level student writing, professional academic biology writing, and the discipline-specific approximations of an English for Specific Purposes (ESP) course. Findings show that specificity of both linguistic and functional properties exist even at such low levels of disciplinary acculturation. These studies are followed by a summary and contextualization of their findings. Finally, future inquiry using collected data and future investigations into student literacy practices are proposed.

Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2007. / This study investigates the conceptualisation and execution of macro-textual features of academic writing of students in an EAP course. An assumption is that students have difficulties in producing academic writing. The study investigates participant’s conceptualisation of academic writing and compares it to what they do in constructing their own academic texts. It finds that there is a difference between what they say and what they do. Their focus is generally on micro-textual level, i.e. on the level of words, phrases and sentences, which masks difficulties on macro-textual level, i.e. on the discursive level of linguistic units larger than the sentence. Furthermore, the hypothesis that differences between English L2 students and English academic norms are culturally determined, is found to be much less valid than is mostly suggested in the literature that deals with rhetorical structure of English L2 writing.