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Research using the BAWE corpus


The corpus provides opportunities for research into many aspects of academic writing. So far it has been used as a source for 50+ published books and articles, and several dissertations and theses. You are welcome to refer to the corpus in your own research at any level of study, provided you accept our conditions and use the approved form of acknowledgement.

The BAWE corpus is freely available via the Oxford Text Archive (resource number 2539) and can also be interrogated online, using the Sketch Engine open access interface

A classification of genre families in university student writing by Sheena Gardner and Hilary Nesi is now published in Applied Linguistics 34 (1) 1-29.

Genres across the Disciplines by Hilary Nesi and Sheena Gardner describes and discusses genres of assessed writing in UK higher education, drawing on evidence from the BAWE corpus. A video interview with the authors can be found at here. For reviews of this book see;

Chun, C. (2014) TESOL Quarterly 48 (4) 862-4

Lawrence, A. (2013) Journal of English for Academic Purposes 12 (4) 313-4

Lee, J. & Casal, J.E. (2013) System 41 (2) 485-7

Simpson, A. (2013) Review ~ Genres Across the DisciplinesTeflnet April 2013

Tribble, C. (2013) ELT Journal 67 (2) 253-260.

Publications

  • Allen, D. (2009). Lexical bundles in learner writing: An analysis of formulaic language in the ALESS Learner Corpus. Komaba Journal of English Education, Vol.1. 105-127.
  • Alesón-Carbonell, M. & Ryneiskaya, A. (2012) CADS innovative corpus-driven methodology for the academic English instruction of transitional linkers. Departamento de Filología Inglesa, Universidad de Alicante.
  • Alsop, S. & H. Nesi. (2009)  Issues in the development of the British Academic Written English (BAWE) corpusCorpora 4 (1) 71-83
  • Back, Juhyun (2012) Culture and academic writing: Korean EFL learners' use of modal verbs in written academic discourseThe Linguistic Association of Korea
  • Babanoğlu, M. P. (2017) A Corpus-based Study on the Use of Contractions by EFL Learners in Argumentative Essays. International Journal of Applied Linguistics & English Literature. 6 (2)
  • Breeze, R. (2011) Disciplinary values in legal discourse: a corpus study. Iberica 21 93-116
  • Bruce, I. (2010) Textual and discoursal resources used in the essay genre in sociology and English. Journal of English for Academic Purposes 9 (3) 153-166.
  • Chen, M. (2013) Overuse or underuse: A corpus study of English phrasal verb use by Chinese, British and American students. International Journal of Corpus Linguistics, 18 (1) 418-422.
  • Chan S-H. & H. Tan (2010) Extracting and comparing the intricacies of metadiscourse of two written persuasive corpora.International Journal of Education and Development using Information and Communication Technology (IJEDICT), 6 (3) 124-146.
  • Chen, Y.-H. & P. Baker (2010). Lexical Bundles in L1 and L2 Academic Writing. Language Learning and Technology, (14) 2, 30-49.
  • Doyle, J. & V. Keselj (2005) Automatic Categorization of Author Gender via N-Gram AnalysisProceedings of the 6th Symposium on Natural Language Processing (SNLP'2005). Chiang Rai, Thailand, December 2005.
  • Durrant, P. (2016). To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43, 49–61.
  • Durrant, P. (2015). Lexical bundles and disciplinary variation in university students' writing: Mapping the territories. Applied Linguistics.
  • Durrant, P. (2014) Discipline and level specificity in university students’ written vocabulary. Applied Linguistics. 35 (3) 328-356.
  • Durrant, P. & Mathews-Aydınlı, J. (2011), A function-first approach to identifying formulaic language in academic writing, English for Specific Purposes 30 (1) 58-72.
  • Ebeling, , S. O. & Wickens, P. (2012). Interpersonal themes and author stance in student writing. In: Hoffmann, S., Rayson, P. and G. Leech (eds) English Corpus Linguistics: Looking Back, Moving Forward: Papers from the 30th International Conference on English Language Research on Computerized Corpora (ICAME 30) pp. 23-40.
  • Ebeling, S. O. (2011). Recurrent word-combinations in English student essaysNordic Journal of English Studies (NJES) 10 (1), 49- 76.
  • Ebeling, S & Hasselgård, H. (2015) Learner Corpus Research. LCR2013 Conference Proceedings BeLLS 2015 Vol. 6, 87‒106.
  • Ebeling, S & A. Heuboeck. (2007). Encoding document information in a corpus of student writing: the experience of the British Academic Written English (BAWE) corpusCorpora 2 (2) 241-256.
  • Ersanli, C. Y. (2015) Insights from a learner corpus as opposed to a native corpus about cohesive devices in an academic writing context. Universal Journal of Educational Research 3(12): 1049-1053 
  • Fuster-Márquez, M., Clavel-Arroitia, B. (2011) Implementing an academic corpus in the English Language classroom in tertiary education, in: Carrió Pastor, Mª L., Candel Mora, M. A. (Eds.), Actas del 3 congreso internacional de lingüística de corpus, tecnologías de la información y las comunicaciones. Universidad Politécnica de Valencia, Valencia, pp. 695-704.
  • Gardezi, S. A. & H. Nesi (2009). Variation in the writing of economics students in Britain and Pakistan: the case of conjunctive ties. In: M. Charles, S. Hunston, D. Pecorari (eds) Academic Writing: At the interface of corpus and discourse. London: Continuum pp. 236-250.
  • Gardner, S. (2017) Systemic Functional Linguistics and Genre Studies.  In T. Bartlett and G. O’Grady (eds) The Routledge Handbook of Systemic Functional Linguistics London and New York: Routledge pp. 473-488.
  • Gardner, S. (2016) A genre-instantiation approach to teaching English for Specific Academic Purposes: Student writing in Business, Economics and Engineering. In the Special Issue of Writing and Pedagogy on Disciplinary Writing edited by John Flowerdew. 8 (1): 117-144. DOI: 10.1558/wap.v8i1.27934.
  • Gardner, S. (2012) Perspectives on the disciplinary discourses of academic argument. In Groom, N. (ed.) Proceedings of International Corpus Linguistics Association Meeting 2011: Discourse and Corpus Linguistics
  • Gardner, S. (2012) A pedagogic and professional Case Study genre and register continuum in Business and in Medicine. Journal of Applied Linguistics and Professional Practice (JALPP), 9.(1) 13-35.
  • Gardner, S. (2012) Genres and registers of student report writing: an SFL perspective on texts and practices. Journal of English for Academic Purposes, 11 (1) 52-63
  • Gardner, S. (2010). Initial Sentence Subjects and Angle on Field: Mapping ideational meaning across disciplines and years of study in a corpus of assessed student writing. In C. Jones and E. Ventola (eds) Field, Ideation & Experiential Representation: from Language to Multimodality. Series: Functional Linguistics edited by R. Fawcett. London: Equinox Publishing.
  • Gardner, S. (2009). Extended abstract: Evaluation across Disciplinary Groups in University Student Writing: The Critique Genre Family as Texts and Text. In: Edwardes, M. (ed) Proceedings of the BAAL Annual Conference 2008. Taking the Measure of Applied Linguistics, Swansea University, London: BAAL/ Scitsiugnil Press. pp. 47-50.
  • Gardner, S. (2008) Integrating ethnographic, multidimensional, corpus linguistic and systemic functional approaches to genre description: an illustration through university history and engineering assignments. In: Steiner, E and Neumann, S. (Eds.) ESFLCW 2007: Data and Interpretation in linguistic analysis. Proceedings of the 19th European Systemic Functional Linguistics Conference and Workshop 23rd - 25th July 2007, Saarbrücken, Germany: Universität des Saarlandes pp 1-34. 
  • Gardner, S. (2008). Mapping ideational meaning in a corpus of student writing. In C. Jones and E. Ventola ((eds) New Developments in the Study of Ideational Meaning: From Language to Multimodality. Series: Functional Linguistics edited by R. Fawcett. London: Equinox Publishing. pp 169-188.
  • Gardner, S., Biber, D.& Nesi, H. (2015) MDA perspectives on Discipline and Level in the BAWE corpus. In: F. Formato and A. Hardie (eds) Proceedings of the 8th International Corpus Linguistics conference (CL2015), Lancaster University, 21- 24 July 2015. pp. 126-128.
  • Gardner, S. & J. Holmes. (2010). From section headings to assignment macrostructures in undergraduate student writing. In E. Swain (ed.) Thresholds and Potentialities of Systemic Functional Linguistics: Applications to other disciplines, specialised discourses and languages other than English. Trieste: Edizioni Universitarie Trieste (EUT). pp. 268-290.
  • Gardner, S. & J. Holmes. (2009). Can I use headings in my essay? Section headings, macrostructures and genre families in the BAWE corpus of student writing. In: M. Charles, S. Hunston, D. Pecorari (eds) Academic Writing: At the interface of corpus and discourse. London: Continuum. pp. 251-271.
  • Gardner, S. & H. Nesi (2012). A classification of genre families in university student writing. Applied Linguistics 34 (1) 1-29.
  • Hasselgård, H. (2015)  Lexicogrammatical features of adverbs in advanced learner English. International Journal of Applied Linguistics, 166(1):163–189
  • Henderson, A . & Barr, R. (2010) Comparing indicators of authorial stance in psychology. students’ writing and published research articlesJournal of Writing Research 2 (2), 245-2.
  • Hiltunen, T. & Mäkinen, M. (2014) Formulaic Language in Economics Papers: Comparing Novice and Published Writing. In: M. Gotti & D. S. Giannoni (eds.) Corpus Analysis for Descriptive and Pedagogic Purposes: English Specialised Discourse. Bern: Peter Lang 347-368.
  • Holmes, J. & H. Nesi (2009). Verbal and Mental Processes in Academic Disciplines. In: M. Charles, S. Hunston, D. Pecorari (eds) Academic Writing: At the interface of corpus and discourse. London: Continuum pp. 58-72.
  • Hu, S. & Gu, Y. (2015) A corpus-based study of present tense distribution in Chinese students’ English writingsProceedings of the International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) Beijing, China, April 10-11, 2015.
  • Hulpus, I., Hayes, C., Karnstedt, M. & Greene, D. (2012) An eigenvalue-based measure for word-sense disambiguationProceedings of the 25th International Florida Artificial Intelligence Research Society Conference, 226-231.
  • Jung, C.K. and Wharton, S. (2012). Finding Textual Examples of Genres: Issues for Corpus Users. Korean Journal of English Language and Linguistics 12 (1), 129-148.
  • Kakkonen, T. (2009) TexComp - A Text Complexity Analyzer for Student Texts. Proceedings of the 12th International Conference on Interactive Computer-aided Learning, Villach, Austria, 2009.
  • Kwary, D.A. (2011) A hybrid method for determining technical vocabulary. System 39 (2) 175-185.
  • Lee, D. & X. Chen (2009) Making a bigger deal of smaller words: function words and other key items in research writing by Chinese learners. Journal of Second Language Writing, 18 (4) 281-296.
  • Lee, D. & X. Chen (2008) Small words, big deal: teaching the use of function words and other key items in research writing. In: Frankenberg-Garcia, A., Rkibi, T., Braga da Cruz, M., Carvalho, R., Direito, C. & Santos-Rosa, D. (eds) Proceedings of the 8th Teaching and Language Corpora Conference. Lisbon, Portugal: ISLA, pp. 198-206.
  • Leedham, M. & Fernandez-Parra, M. (2017) Recounting and reflecting: The use of first person pronouns in Chinese, Greek and British students' assignments in engineering.Journal of English for Academic Purposes, 26, 66-77.
  • Leedham, M. & Fernandez-Parra, M. (2017) Recounting and reflecting: The use of first person pronouns in Chinese, Greek and British students' assignments in engineering. Journal of English for Academic Purposes 26, 66-77.
  • Leedham, M (2015). Chinese Students’ Writing in English: Using visuals and lists. English Teaching in China (ETiC), 6 pp. 16–20.
  • Leedham, M (2015). Learning from lecturers: What disciplinary practice can teach us about ‘good’ student writing. In: Lillis, Theresa; Harrington, Kathy; Lea, Mary and Mitchell, Sally eds. Working with Academic Literacies: Case Studies Towards Transformative Practice.Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, pp. 163–174
  • Leedham, M. (2015) Chinese students’ writing in English: Implications from a corpus-driven study. Routledge.
  • Leedham, M. 2014. Can I use 'we' and 'I' in my essay?Introducing corpus linguistics, Open Learn, the Open University.
  • Leedham, M. (2012) Combining intuition with corpus linguistic analysis: a study of marked lexical chunks in four Chinese students' undergraduate assignments. Nordic Journal of English Studies, 11(3), pp. 155–187.
  • Leedham, M. (2012) Writing in tables and lists: A study of Chinese students' undergraduatre assignments in UK universities. in Tang, R. (ed.) Academic Writing in a Second or Foreign Language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum 146-164.
  • Leedham, M. (2009). From traditional essay to ‘Ready Steady Cook’ presentation: Reasons for innovative changes in Higher Education assignmentsActive Learning in Higher Education 10 (2) 191-206.
  • Louw, B. & C. Chateau (2010) Semantic prosody for the 21st Century: Are prosodies smoothed in academic contexts? A contextual prosodic theoretical perspective In: Bolasco, S., Chiari, I. and Giuliano, L. (eds) Statistical Analysis of Textual Data. Proceedings of 10th International Conference Journées d’Analyse statistique des Données Textuelles. Sapienza University of Rome 9-11 June 2010. pp 755-764.
  • Łyda, A. (2016) Precision (and accuracy) in academic written and spoken English:  An exercise in awareness–raising. In Gałajda, D., Zakrajewski, P. and, Pawlak, M. (eds.) Researching Second Language Learning and Teaching from a Psycholinguistic Perspective. Springer pp.201-222
  • Marco, M. J. L. (2011) Exploring atypical verb+noun combinations in learner technical writing. International Journal of English Studies 11 (2) 77-95.
  • McKenny, J. (2010) A Corpus Study of the Phraseology of Written Argumentative English.
  • McKenny, J. (2005) Stance and spin in academic writing. In: Lagerwerf, L., Spooren, W., and Degand, L. (eds) Determination of Information and Tenor in Texts: Multidisciplinary Approaches to Discourse, Amsterdam: Stichting Neerlandistiek VU & Münster: Nodus Publikationen pp 115-137.
  • McKenny, J. (2005) Content analysis of dogmatism compared with corpus analysis of epistemic stance in student essays. Information Design Journal + Document Design, 13 (1) pp 40-49.
  • McKenny, J. (2003) Seeing the wood and the trees: reconciling findings from discourse and lexical analysis. Technical Papers Volume 16. University of Lancaster: University Centre for Computer Corpus Research on Language (UCREL).
  • Mollet, E., Wray, A. & Fitzpatrick, T. (2011) Accessing second-order collocation through lexical co-occurrence networks. In: Herbst, T., Faulhaber, S. and Uhrig, P. ( eds.) Phraseological view of language: a tribute to John Sinclair. Berlin: Mouton de Gruyter. 87-121.
  • Nathan, P. B. (2013) Academic writing in the business school: The genre of the business case report.Journal of English for Academic Purposes 12 (1) 57-68.
  • Nesi, H (2017) Information density in a corpus of university student writing. Proceedings of the International Conference Corpus Linguistics 2017, June 27-30, 2017, St. Petersburg State University. pp 66-71.
  • Nesi, H. (2014) Corpus Query Techniques for Investigating Citation in Student Assignments. In: M. Gotti & D. S. Giannoni (eds.) Corpus Analysis for Descriptive and Pedagogic Purposes: English Specialised Discourse. Bern: Peter Lang 85-106.
  • Nesi, H. (2013) Spreading the word: the challenge of the corpus as an agent of change. In C. Vargas-Sierra (ed) Corpus Resources for Descriptive and Applied Studies. Current Challenges and Future Directions: Selected Papers from the 5th International Conference on Corpus Linguistics (CILC2013). Procedia - Social and Behavioral Science Vol 95 4-11.
  • Nesi H. (2012) Writing in the disciplines. In Hardy, C. and Clughen, L. (eds.) Writing in the Disciplines: Building Supportive Cultures for Student Writing In UK HE. Emerald Group Publishing 57-75.
  • Nesi, H. (2011) Swimming with the Sharks: Helping students in infested waters. In Etherington, S. (ed.) English for Specific Academic Purposes: Proceedings of the 2009 BALEAP Conference. Oxford: Garnett 25-34.
  • Nesi, H. (2011) BAWE: an introduction to a new resource. In Frankenberg-Garcia, A. Flowerdew, L. & Aston, G. (eds) New Trends in Corpora and Language Learning. London: Continuum pp. 213-228.
  • Nesi, H. (2009). Extended abstract: A Multidimensional Analysis of Student Writing across Levels and Disciplines. In: Edwardes, M. (ed) Taking the Measure of Applied Linguistics: Proceedings of the BAAL Annual Conference. University of Swansea, 11-13 September 2008. London: BAAL/Scitsiugnil Press.
  • Nesi, H. (2008) BAWE: An introduction to a new resource. In Frankenberg-Garcia, A., Rkibi, T., Braga da Cruz, M., Carvalho, R., Direito, C. & Santos-Rosa, D. (eds) Proceedings of the 8th Teaching and Language Corpora Conference.Held 4-6 July 2008 at the Instituto Superior de Línguas e Administração, Lisbon, Portugal: ISLA: 239-246.
  • Nesi, H. (2008). Corpora & EAP. In: LSP: Interfacing Language with other Realms: Proceedings of the 6th Languages for Specific Purposes International Seminar. Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
  • Nesi, H. (2008). Extended abstract: The form, meaning and purpose of university level assessed reflective writing. In M. Edwardes (ed) Proceedings of the BAAL Annual Conference 2007. Edinburgh University. London: BAAL/Scitsiugnil Press.
  • Nesi, H. (2008) Introducing BAWE: a new lexicographical resource. In Bernal, E. and DeCesaris, J. (eds.) Proceedings of the XII EURALEX International Congress. Held 15-19 July 2008 at Universitat Pompeu Fabra. Barcelona: Institut Universari de Linguistica Aplicada, Universitat Pompeu Fabra: pp. 737-752.
  • Nesi, H. & Gardner, S. (2017) Stance in the BAWE Corpus: New Revelations from Multidimensional Analysis. Proceedings 9th International Corpus Linguistics Conference, Birmingham University July 24-28 2017.
  • Nesi, H. & Gardner, S. (2015) Balancing old and new activity types on an academic writing website. In Kavanagh, M. and Robinson, L. (eds.) The Janus moment in EAP: Revisiting the past and building the future. Reading, UK: Garnet Education: 187-198.
  • Nesi, H. & Gardner , S. (2014) Families of genres of assessed writing Chapter 2 of Genres across the disciplines: student writing in higher education (pp 21–56). Reprinted in H. Basturkman (ed.) English for Academic Purposes: Critical Concepts in Linguistics. London: Routledge. 978-0-415-71634-5
  • Nesi, H. & Gardner, S. (2012). Genres across the Disciplines: Student writing in Higher Education. Cambridge: Cambridge University Press.
  • Nesi, H. & Gardner, S. (2006). Variation in Disciplinary Culture: University Tutors' Views on Assessed Writing Tasks In: Kiely, R., Clibbon, G., Rea-Dickins, P. & Woodfield, H (eds) Language, Culture and Identity in Applied Linguistics. (British Studies in Applied Linguistics, Volume 21) London: Equinox Publishing pp. 99-117.
  • Nesi, H., Gardner, S., Forsyth R., Hindle D., Wickens P., Ebeling S., Leedham M., Thompson P., & Heuboeck A. (2005). Towards the compilation of a corpus of assessed student writing: An account of work in progress. In: Danielsson, P. and Wagenmakers, M. (eds) Proceedings from the Corpus Linguistics Conference Series. Birmingham: University of Birmingham.
  • Nesi, H., Gardner, S & Kightley, A. (2015) Writing for a Purpose. In Pattison, T. (ed.) IATEFL 2014: Harrogate Conference Selections. Faversham, Kent: IATEFL. pp. 145-146.
  • Nesi, H. & Moreton, E. (2012) EFL/ESL writers and the use of shell nouns. in Tang, R. (ed.) Academic Writing in a Second or Foreign Language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum 126-145.
  • Nesi, H., Sharpling, G. & Ganobcsik-Williams, L. (2004) Student papers across the curriculum: Designing and developing a corpus of British student writing. Computers and Composition. 21 (4) 401-503.
  • O'Rourke, S. and Calvo, R. (2009) Analysing Semantic Flow in Academic WritingProceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling . Amsterdam: IOS Press. 173-180.
  • Park, K and Lu, X. (2015) Automatic analysis of thematic structure in written English International Journal of Corpus Linguistics, 20 (1): 81–101
  • Parkinson, J. (2017) The student laboratory report genre: A genre analysis. English for Specific Purposes 45 (1): 1-13.
  • Prentice, M. (2012) A Method for Extracting Formulaic Sequences from a Student CorpusKanagawa University Repository Bulletin Papers No 34, 35-52.
  • Peng, W. (2015) A corpus analysis of Chinese students’ (mis-)use of nouns at XJTLU. In: Zou, B., Hoey, M. and Smith, S. (eds.) Corpus Linguistics in Chinese Contexts. Basingstoke: Palgrave Macmillan, pp. 114-133.
  • Preshous, A. & Kemp, J. (2017) Exploiting corpora to address the subject-specific vocabulary needs of students. In: Kemp, J. (ed.) EAP in a rapidly changing landscape: Issues, challenges and solutions. Reading: Garnet pp. 2015-215.
  • Reiter, N., Hellwig, O., Mishra, A., Frank, A., & Burkhardt, J. (2010) Using NLP Methods for the Analysis of Rituals. In: Calzolari, N., Choukri, K., Maegaard, B., Mariani, J., Odijk, J., Piperidis, S., & Tapias, D (eds) Proceedings of the Seventh International Conference on Language Resources and Evaluation (LREC'10), 19-21 May 2010. Valetta, Malta: European Language Resources Association (ELRA).
  • Rustipa, K. (2014) Metadiscourse in Indonesian EFL Learners’ Persuasive Texts: A Case Study at English Department, UNISBANKInternational Journal of English Linguistics. 4 (1) 44-52.
  • Schmied, J. (2015). Academic writing in English in comparison: Degree adverbials, and contract/concessive markers in the ChemCorpus and comparable data-bases. In Alastrué, R.P. & Pérez-Llantada, C. (eds.) English as a Scientific and Research Language (pp. 159-184). Berlin: De Gruyter Mouton.
  • Sharpling, G. (2010) When BAWE meets WELT: The use of a corpus of student writing to develop items for a proficiency test in grammar and English usage. Journal of Writing Research. 2 (2), 179-195.
  • Smith, S. & Keng, N. (2013) The Acquisition of Classical Origin Words by Chinese, French, and Finnish Learners.  Language Education in Asia, 4 (2), 122-134.
  • Staples, S., Egbert, J., Biber, D. & Gray, B. (2016) Academic writing development at the university level: Phrasal and clausal complexity across level of study, discipline, and genre. Written Communication. 33 (2) 149–183
  • Taylor, L. & Barker, F. (2008) Using corpora for language assessment. In Hornberger, N. and Shohamy, E. (eds.) Encyclopedia of Language and Education. New York: Springer 241-254.
  • Thompson, P. (2009) Shared disciplinary norms and individual traits in the writing of British undergraduates. In M. Gotti (ed) Commonality and Individuality in Academic Discourse. Bern: Peter Lang, pp 53-82.
  • Wagner, S. (2011) Concessives and Contrastives in Student Writing: L1, L2 and Genre Differences. In: Schmied, J. (ed.), Academic Writing in Europe: Empirical Perspectives. Göttingen: Cuvillier, 23.
  • Walkova, M. (2015) English academic vocabulary in native and non-native writing. In:  Kaščáková in, E. & K. Mihoková (eds.) Forlang. Košice: Technical University of Košice, pp. 204-213.
  • Wu, S. & Witten, I.(2016) Transcending Concordance: Augmenting Academic Text for L2 Writing. International Journal of Computer-Assisted Language Learning and Teaching, 6 (2) 1-18
  • Yimam, S.M., Alonso, H.M.,  Riedl, M. & Biemann, C. (2016) Learning paraphrasing for multi-word expressions.Proceedings of the 12th Workshop on Multiword Expressions. Berlin, Germany, August 7-12, 2016, pp. 1–10.
  • Zhao, C. ‎(2014) Lexical Cohesion of Sino-British College Students’ EAP Writing. Theory and Practice in Language Studies, 4 (10) 2123-2128
  • Zou, B. & Peng, W. (2015) A corpus-based analysis of the use of conjunctions in an EAP context at a Sino-British University in China. In: Zou, B., Hoey, M. and Smith, S. (eds.) Corpus Linguistics in Chinese Contexts. Basingstoke: Palgrave Macmillan, pp.134-157.

Student Work

Undergraduate Projects

  • Alex McGregor-Cheers used the BAWE corpus in his final year undergraduate dissertation. This was a computer science project exploring the use of language modelling aganist different corpus types:
  • McGregor-Cheers, A. (2012) Exploring the application and utility of contextual awareness in a predictive and adaptive word-ranking Language Modelling System. Finalist Project, Department of Computer Science, University of Warwick.
  • In 2006 the University of Warwick Undergraduate Research Scholarship Scheme (URSS) funded a project by Laura Powell entitled 'Student perspectives on the nature of assessed academic writing.' This essentially replicated the Nesi and Gardner (2006) interviews with university tutors by asking similar questions to first, second and third year undergraduate students from the four disciplinary groups (Arts & Humanities, Social Sciences, Physical Sciences and Life Sciences). The project findings were presented at the University of Westminster Academic Literacies conference (Gardner and Powell 2006, see assessed academic writing slideshow and assessed academic writing (handout), and at the URSS Annual Conference, opened in October 2006 by Bill Rammell, Minister for Higher Education (see Powell 2006 poster).

Postgraduate Projects

Doctoral theses using the BAWE Corpus
MA and MPhil Dissertations using the BAWE Corpus
  • Beal, R. (2006) A comparative analysis of cohesive signalling nouns in NNS and NS English undergraduate legal assignments. Centre for English Language Teacher Education, University of Warwick.
  • Burrow, R. (2009) An analysis of Theme in undergraduate psychology essays: Disciplinary expectations and student intellectual development. University of Reading.
  • Gardezi, A. (2007) Conjunction use by British and Pakistani economics students: a comparative corpus-based enquiry. Centre for English Language Teacher Education, University of Warwick.
  • Hayakawa, M. (2010) A comparison of the use of Epistemic modals between English and Japanese students in academic writing. Department of English and Languages, Coventry University.
  • Hindmarsh, S. (2014) Investigating the effects of corpus and configuration on assistive input methodsMasters dissertation, Victoria University of Wellington, New Zealand.
  • Ho Kin Loong (2012) “I believe that” or “It is suggested that”? Authorial presence in the use of reporting verbs in ‘soft’ discipline academic writing by community college students in Hong Kong. Master of Arts in Applied Linguistics, The University of Hong Kong.
  • Jeffery, H. (2013) An exploration of first person pronoun use in successful student academic writing. Department of English and Languages, Coventry University.
Doctoral theses using the BAWE Pilot Corpus
  • Fakhra, A. (2009) Relative Clauses and Cohesive Conjunctions in Syrian University Students' Writing in English. University of Warwick.
  • McKenny, J. (2007) A corpus-based investigation of the phraseology in various genres of written English with applications to the teaching of English for academic purposes. University of Leeds.
  • Paquot, M. (2007) EAP vocabulary in EFL learner writing: from extraction to analysis: A phraseology-oriented approach. Centre for English Corpus Linguistics, Université Catholique de Louvain.
  • Pramoolsook, I. (2008) Genre Transfer from Dissertations to Research Article among Thai Scientists. Centre for English Language Teacher Education, University of Warwick.
MA Dissertations using the BAWE Pilot Corpus
  • Mgina, A. (2004) Genre Analysis:  An Investigation of Syntactical and Lexical Features in Law Student Writing from Warwick School of Law. Centre for English Language Teacher Education, University of Warwick.

Conference Presentations

2016

  • Gardner, S. The Language of Successful Academic Writing [Professorial lecture presented in the School of Humanities, Coventry University, 16 March 2016]
  • Nesi, H. British National Corpora of Written and Spoken Academic English. Keynote, The 3rd annual Enhancing and extending corpora and corpora tools for learning and teaching, DSDA, Université Grenoble Alpes in Valence, France, 4 May 2016
  • Nesi, H. The ELT classroom and the world out there: how ‘authentic’ should we really be? Plenary talk,  ELT: Ideal v. Reality, the 16th International ELT Conference, Sultan Qaboos University, Oman, 21-22 April 2016

2015

  • Gardner, S. Academic English in Engineering. [Plenary paper presented at the Centre for Teaching and Research in ESP, Faculty of Engineering, Nanjing Agricultural University, 11 December 2015] 
  • Gardner, S. Academic writing: From corpus analysis to classroom teaching. [Plenary lecture at the 1st Applied Linguistics Conference in TurkeyCurrent Issues in Applied Linguistics, organized by International Association of Educational Researchers (ULEAD) and the International Association of Research in Foreign Language Education and Applied Linguistics (UDEAD) in collaboration with Boğaziçi University and Canakkale Onsekiz Mart University, Çanakkale, 8-9 May 2015]
  • Gardner, S. A genre-instantiation approach to teaching English for specific academic purposes. [Paper presented at the International Conference on the Development of English across the Curriculum. Theme: English in the Disciplines. Hong Kong Polytechnic University, Hong Kong, 15 December, 2015.]
  • Gardner, S. Dimensions of variance in academic registers across disciplines and levels of study. [Seminar paper presented at the English Language Centre, Hong Kong Polytechnic University, 17 September 2015] 
  • Gardner, S. Explorations of Grammar in the BAWE corpus of Academic English. [Paper presented at the Grammar and EAP BALEAP PIM, St Andrews, UK, 20 June 2015]
  • Gardner, S. From JEAP to TEAP: The Case of Student Report Writing. [Paper presented at the BALEAP Conference, University of Leicester, 17-19 April 2015]
  • Gardner, S. Genre-based pedagogy in ESP. [Plenary paper presented at the official launch of the Centre for Teaching and Research in ESP, College of Foreign Studies, Nanjing Agricultural University, 9 December 2015]
  • Gardner, S. Lexico-grammar across disciplines and levels of study in successful student writing. [Invited lecture presented at the College of Foreign Studies, Nanjing Agricultural University, 8 December 2015]
  • Gardner, S. Representations of Turkish and English: corpus perspectives. [Paper presented at the Staff-Student conference on Telecollaboration and Intercultural Communication organised by Coventry University and Bogazici University. Faculty of Education, Bogazici University, Istanbul 11-12 May 2015]
  • Gardner, S., Biber, D. & Nesi, H. MDA perspectives on Discipline and Level in the BAWE corpus. [Paper presented at the 8th International Corpus Linguistics conference (CL2015), Lancaster University, UK, 21-24 July 2015]
  • Kemp, J. Using concordances to raise awareness of grammatical patterns. [Paper presented at the Grammar and EAP BALEAP PIM, St Andrews, UK, 20 June 2015]
  • Lughmani, S., Gardner, S., Wong, H., Bankowski, E., Chan, L., and Foung, D. ‘Supporting and developing students’ English literacy practices in the disciplines. [Paper presented at the Literacy in the Disciplines (LID) Website Soft Launch at The Hong Kong Polytechnic University, City University of Hong Kong, and Baptist University of Hong Kong, 16th December 2015.]
  • Nesi, H. A comparison of student assignments in the UK, the USA and New Zealand: Implications for teachers of second language academic writing. [Paper presented at the Symposium on Second Language Writing, Auckland University of Technology, New Zealand, 19-21 November  2015]
  • Nesi, H. ESP corpus construction: drawing on multiple knowledge domains. [Paper presented at the 36th annual GERAS conference (Groupe d’Étude et de Recherche en Anglais de Spécialité), Integration in English for Specific Purposes as a ferment of intellection and innovation for research, didactics and pedagogy. University of Bordeaux, France, 19-21 March 2015]
  • Nesi, H. Observing, claiming and contending: novice academic writers and the lexis of citation. [Paper presented at Australex, Massey University, New Zealand, 19-20 November 2015]
  • Nesi, H. A comparison of student assignments in the UK, the USA and New Zealand: Implications for teachers of second language academic writing. Symposium on Second Language Writing, Auckland University of Technology, New Zealand, 19-21 November  2015
  • Nesi, H. Genres across the disciplines; what university students write, and why.  Dean of Arts Lecture,  Auckland University, New Zealand,  2  November 2015
  • O’Donnell, M. Exploring developing quantification skill in Spanish learners of English [Paper presented at the 7th International Conference on Corpus Linguistics (AELINCO), Valladolid, Spain, 5-7 March, 2015]

2014

  • Blake, J. Harnessing keyness: Corpus-based approach to ESP material development  [Poster presented at the JALT CUE-SIG 3rd Annual ESP Symposium. Waseda University, Japan, 13 September 2014]  
  • Durrant, P. Mapping variation in the phraseology of student writing. [Paper presented at the BALEAP PIM ‘EAP and Corpora’. Coventry University, 21 June  2014]
  • Gardner, S. Individuation and development in the BAWE corpus of proficient academic writing.  [Paper presented at the 7th International Conference on English Language Teaching in China (ELT2014); Theme: Localization and Individuation: Reforms and Research in China’s English Language Teaching; Strand: English for Academic Purposes; Panel: L2 academic writing competence development (Chair Professor Fang Xu), 24 October, 2014]
  • Gardner, S. Multidimensional Perspectives on University Student Writing. [Paper presented at the  47th Annual BAAL ConferenceLearning, Working and Communicating in a Global Context, Warwick University, 4-6 September 2014] 
  • Gardner, S. Mutation and transformation in university student writing, [Paper presented at the 25th European SFL Conference: Change, Mutation, Transformation, Universite Paris Diderot, 10-12 July 2014] 
  • Gardner, S. Purposes of Academic Writing from Genre Descriptions to EAP materials online. [Paper presented at the Department of English, Hong Kong Polytechnic University, 30 October 2014]
  • Gardner, S. The accommodation of variation in genre and register descriptions of student IMRD type reports in the EAP classroom [Paper presented at the BALEAP PIM ‘EAP and Corpora’. Coventry University, 21 June  2014]
  • Gardner, S.  Using student writing for business and engineering purposes. [Presentation and Workshop, Summer Institute on Creative and Discovery-based Approaches to University Undergraduate Writing Programmes, City University of Hong Kong, 28-31 May 2014]
  • Henry, J. Writing at the Crossroads: Using Authentic Case Studies in a Business EAP Course [Paper presented at Authenticity in EAP, BALEAP PIM, University of Leeds 15 February 2014]
  • Kightley, A., Nesi, H. & Gardner, S. Academic writing materials: from research to online delivery [Paper presented at the IATEFL Conference, Liverpool 2-5 April 2014]
  • Nesi, H.  Real or ideal? What to do when authentic usage looks wrong [Keynote paper presented at Authenticity in EAP, BALEAP PIM, University of Leeds 15 February 2014]
  • Nesi, H. What do British engineering students write, and why? [Paper presented at The Language of Writing in STEM Disciplines: Transforming the Teaching and Assessment of STEM Writing. Memorial Union at Iowa State University in Ames 1-2 May 2014]
  • Nesi, H. Using corpus tools to investigate citation [Paper presented at the BALEAP PIM ‘EAP and Corpora’. Coventry University, 21 June 2014] (CQL queries available here)
  • Present-Thomas, R. Academic Writing in English: a corpus-based inquiry into the linguistic characteristics of levels B1-C2 [Paper presented at the EALTA Conference. University of Warwick, 27-29 May 2014]
  • Svetashova, Y. and da Silva, H. Verb argument structure visualisation in the EAP classroom. [Paper presented at the BALEAP PIM ‘EAP and Corpora’. Coventry University, 21 June  2014]
  • Taylor, H. Can we learn from our students? A corpus based exploration of the intricacies of first person singular pronoun use in successful student academic writing. [Paper presented at the BALEAP PIM ‘EAP and Corpora’. Coventry University, 21 June  2014]
  • Ziomek, A. ‘Word Sketch’in Academic Projects: Discipline-Specific Collocations. [Paper presented at the BALEAP PIM ‘EAP and Corpora’. Coventry University, 21 June  2014]

2013

  • Du Peng. Linking Adverbials in the Academic Writing of Chinese Learners: A Corpus-based Comparison. [Paper presented at Corpus Linguistics Conference (CL2013) , Lancaster University , 23-27 July]
  • Durrant, P. Discipline- and level- specificity in university students’ written vocabulary. [Paper presented at the BALEAP Conference, University of Nottingham, 19-21 April, 2013]
  • Fernandez-Parra, M. & Leedham, M. Writing in engineering: pronoun usage in written assignments by Chinese, British and Greek students. [Paper presented at Opening New Lines of Communication in Applied Linguistics, the 46th Annual BAAL Conference, Edinburgh, 5-7 September 2013]
  • Hiltunen, T & Mäkinen, M. Formulaic language in L2 academic writing for business studies and economics. [Paper presented at ChangE 2013, University of Helsinki, 10-12 June 2013]
  • Leedham, M.n Tutor perspectives on the use of visuals in undergraduate assignments. [Paper presented at Opening New Lines of Communication in Applied Linguistics, the 46th Annual BAAL Conference, Edinburgh, 5-7 September 2013]
  • McPherson, J. & Cowley-Haselden, S. Pretty much academic: Is the academic language we teach students appropriate?[Paper presented at the BALEAP Conference, University of Nottingham, 19-21 April, 2013]
  • Nesi, H. & Gardner, S. Balancing old and new activity types on an academic writing website. [Paper presented at the BALEAP Conference, University of Nottingham, 19-21 April, 2013]
  • Nesi, H. Genres of university student writing: insights from the BAWE corpus. [Paper presented at the IATEFL Conference, Liverpool 9-12 April 2013]
  • Nesi, H. Spreading the Word: The challenge of the corpus as an agent of change. [Paper presented at the 5th International Conference on Corpus Linguistics (CILC2013), University of Alicante, Spain, 14-16 March 2013]
  • Nesi, H. Uncovering occluded genres: a role for corpora in LSP [Keynote paper presented at A Roadmap for Languages for Specific Purposes: Multilingualism and ICT’s. AELFE (the European Association of Languages for Specific Purposes) annual conference in La Coruña 5 - 7 September 2013]
  • Nesi H. Do you want your students to tell you a story? [Paper presented at Storyville: Exploring narratives of learning and teaching, the 2nd annual HEA conference, Brighton 29-30 May 2013] 
  • Nesi, H. & Bae, S. Korean and English ‘dictionary’ questions: what do the public want to know? [Paper presented at Lexicography and Dictionaries in the Information Age: the 8th ASIALEX International Conference. 20-22 August 2013]

2012

  • Fitzgerald, A.  Prizing Open and Enhancing Research Corpora for Language Learning. .[Paper presented at the 10th bi-annual Teaching and Language Corpora Conference, Warsaw, Poland 12 - 14 July 2012] 
  • Gardner, S. Exploring university student writing through the BAWE corpus.[Paper presented at The 2nd LinC Summer School and Workshop in Systemic Functional Linguistics, Cardiff University 3 - 5 September 2012]   
  • Leedham, M.  Embracing different semiotic modes in undergraduate assignments. [Paper presented at the 45th Annual BAAL Conference, University of Southampton, 6-8 September 2012]
  • Moreton, E. & Nesi, H. Visualising concordance lines: The Word tree interface [Paper presented at the 33rd ICAME Conference, Katholieke Universiteit Leuven, May 30 - June 3 2012]
  • Nesi, H. A Word Tree Tool for Academic Writing. [Paper presented at Academic Writing Theory and Practice in an International Context, Centre for Academic Writing, Coventry University, 27 April 2012]
  • Nesi, H. From corpus to materials creation: the ‘Writing for a Purpose’ project. Workshop on the role of corpora in LSP learning and teaching [Invited speaker University of Leeds, 23 July 2012]
  • Nesi, H. Genres across the disciplines: Students writing in HE. [Paper presented to Student and Learning Services, Sheffield Hallam University 26th April 2012]
  • Nesi, H. A new Word Tree corpus interface. [Paper presented at the Asia Pacific Corpus Linguistics Conference, University of Auckland, 16-19 February 2012]
  • Nesi, H. Introducing BAWE [Paper presented in the National Institute of Education, Singapore 13 February 2012]
  • Nesi, H. What’s the point of university assignments? [Paper presented in the School of Languages, Literature, Culture and Communication, University of Limerick, Ireland. 27 March 2012]
  • Nesi, H. Writing for a purpose: the roles of university assignments with reference to the BAWE corpus. [Keynote paper presented at the Birmingham English Language Postgraduate [BELP] conference. 30th March 2012]
  • Nesi, H.  A Word Tree Tool for Academic Writing. [Paper presented at Academic Writing Theory and Practice in an International Context, Centre for Academic Writing, Coventry University, 27 April 2012]
  • Nesi, H. The essay and beyond: writing for different purposes in British universities. [Paper presented at a British Council Seminar, Liverpool, 1 May 2012] Video at http://www.teachingenglish.org.uk/seminars/essay-beyond-writing-different-purposes-british-universities
  • Nesi, H. & Gillett, A. EAP and ‘Learn English’: adapting standard British Council exercise types for academic writing skills development. [Paper presented at the BALEAP PIM Blending Technology with EAP, University of Southampton, 10 November 2012]

2011

  • Breeze, R. Corpus perspectives on legal English: analysis of the use of evaluative adjectives and adverbs. [Paper presented at the Mediterranean Editors and Translators Meeting 2011  (METM11) 20-22 October 2011]
  • Charles, M. Making concessions in academic writing: A corpus study of patterns and semantic sequences. [Paper presented at Corpus Linguistics 2011: Discourse and Corpus Linguistics. Birmingham, 20-22 July 2011]
  • Gardner, S. The language of argumentation in student essays: insights into disciplinary differences from key words, collocations and conjunctions. [Paper presented at the 44th Annual BAAL Conference, University of the West of England, 1-3 September 2011]
  • Gardner, S. Exploring registers of student writing through the BAWE corpus. [Paper presented at Negotiating difference: languages, metalanguages, modalities, cultures. The 38th International Systemic Functional Congress – ISFC38, University of Lisbon, 25-29 July 2011]
  • Gardner, S. Perspectives on the disciplinary discourses of academic argument. [Paper presented at Corpus Linguistics 2011: Discourse and Corpus Linguistics. Birmingham, 20-22 July 2011]
  • Gardner, S. Genre families of university student writing. [Paper presented at the AAAL Conference, Chicago, March 26 - 29 2011] AAAL handout.pdf 
  • Gardner, S. Introducing the British Written Academic English Corpus: enhancing our practice in improving student writing in the disciplines. [Paper presented to the Australian Language and Literacy Association. Sydney and Melbourne, May 2011]
  • Gardner, S. Exploring university student writing through the BAWE (British Academic Written English) corpus [Seminar presentation at the Centre for Applied English Studies, The University of Hong Kong. February 16 2011]
  • Gardner, S. & Nesi, H. SFL informed analyses of genres of assessed university student writing. [Paper presented at the 44rth Annual BAAL Conference, University of the West of England, 1-3 September 2011]
  • González- Romero, L. On the use of the English dative alternation by Spanish learners of English. A corpus-based study. [Paper presented at the 44th Annual BAAL Conference, University of the West of England, 1-3 September 2011]
  • Issitt, S. How an L2 learner corpus can identify areas of quantifiable improvement in students’ written discourse. [Poster presented at Corpus Linguistics 2011: Discourse and Corpus Linguistics. Birmingham, 20-22 July 2011]
  • Leedham, M. Writing in tables and lists: exploring multimodal undergraduate writing through keyword searches. [Paper presented at ICAME 32 Oslo 2011: Trends and Traditions in English Corpus Linguistics: In Honour of Stig Johansson. Oslo, Norway, 1-5 June 2011]
  • Li, A. & Liu, E. Concessives in discourse: the case of multi-word discourse markers. [Paper presented at Corpus Linguistics 2011: Discourse and Corpus Linguistics. Birmingham, 20-22 July 2011]
  • Moreton, E. Developing a Word Tree Interface for the BAWE Corpus. [Paper presented at the Digital Humanities Summer Institute, University of Victoria, British Columbia, June 4-8 2011
  • Nesi, H. A new Word Tree corpus interface. [Paper presented at the Asia Pacific Corpus Linguistics Conference, University of Auckland, 16-19 February 2012]
  • Nesi, H. The trajectory of reflective writing. [Keynote paper presented at BAAL/Cambridge University Press Seminar 'Reflection in the Round: Discourses and Practices in HE', Oxford Brookes University, 24 July 2011]
  • Nesi, H. Corpus design and development. [Paper presented at the Distinguished Lecturer Event, international Graduate School of English, Seoul, Korea June 1 2011]
  • Macdonald, M. Technologies of the self in an age of insecurity. [Paper presented at BAAL/Cambridge University Press Seminar 'Reflection in the Round: Discourses and Practices in HE', Oxford Brookes University, 24 July 2011]
  • Wharton, S. Presenting a united front: assessed reflective writing on a group experience. [Paper presented at BAAL/Cambridge University Press Seminar 'Reflection in the Round: Discourses and Practices in HE' , Oxford Brookes University, 24 July 2011]

2010

2009

2008

  • Chen, Y. H. Investigating Lexical Bundles in NS and NNS Academic Writing [Paper presented at the Second Language Research Forum (SLRF),University of Hawaii, USA. 17-19 October]
  • Gardner, S. Measuring student academic writing: quantifiers across the disciplines [Paper presented at the 41st Annual BAAL Conference,, University of Swansea, 11-13 September 2008]
  • Gardner, S. & Nesi, H. A new categorisation of university student writing tasks [Paper presented at Language Issues in English-medium Universities: A Global Concern. University of Hong Kong, 18-20 June 2008]
  • Gardner, S. Macrogenres of assessed student writing in the context of the framework for higher education qualifications [Paper presented at the Writing Development in Higher Education Conference, University of Strathclyde, 25 - 27 June 2008]
  • Heuboeck, A. Un modèle de cohérence pour le genre « argumentative student essay » dans le système d’éducation supérieure britannique [A coherence model for the genre "argumentative student essay" in the British higher education system]' [Paper presented at La cohérence du discours – Texte et Théorie [Discourse Coherence - Text and Theory] MIC 2008 Sorbonne, 20 September 2008
  • Lee, D. Data-driven learning and research in ESP: student and researcher uses of specialised corpora. [Paper presented at "Partnerships in Action: Research, Practice & Training". Inaugural Conference of the Asia-Pacific Rim LSP and Professional Communication Association, City University of Hong Kong, 8-10 December 2008]
  • Leedham, M. Searching corpora of Chinese and British writers for lexicalised language. [Paper presented at Chinese Postgraduate Network, Oxford University, 15-16 March 2008]
  • Leedham, M. Searching corpora of Chinese and British writers for lexicalised language [Paper presented at Crossculturality: English Studies and World Literature in China, Beijing University, PRC, 24-25 April 2008]
  • Leedham, M. From traditional essay to 'Ready, Steady, Cook' presentation: Reasons for innovative changes in HE assignments [Paper presented at the Writing Development in Higher Education Conference, University of Strathclyde, 25- 27 June 2008]
  • Leedham, M."Enjoyable", "Okay" or "rather pointless"? An exploration of Chinese and British students' views on innovative and traditional assignment types in UK universities.[Paper presented at Promoting Partnership: Responding to the Needs of the East Asian Learner in Higher Education, University of Portsmouth, 12-13 July 2008]
  • Nesi, H. The design of a web-based interface for the BAWE corpus. [Paper presented at the Conference of the American Association for (Applied) Corpus Linguistics, Brigham Young University Provo, Utah, USA, 13-15 March, 2008]
  • Nesi, H. Corpora in EAP [Plenary paper presented at LSP: Interfacing Language with other Realms, the 6th Languages for Specific Purposes International Seminar . Universiti Teknologi Malaysia, Johor Bahru, Malaysia, 9-10 April 2008]
  • Nesi, H. Evidence of Personal Development Planning in Assessed Student Writing [Paper presented at the Writing Development in Higher Education Conference, University of Strathclyde, Glasgow, UK 25th - 27th June 2008]
  • Nesi, H. Introducing BAWE: a new lexicographical resource [Poster presented at the 13th EURALEX International Congress, Institut Universari de Linguistica Applicably, Universitat Pompeu Fabra, Barcelona, Spain, 15-19 July 2008]
  • Nesi, H. Kibbitzers revisited: mini research projects with the BAWE corpus [Paper presented at the EUROCALL Conference, Kodolányi University College, Székesfehérvár, Hungary, 3-6 September 2008]
  • Nesi, H. An introduction to a new resource [Paper presented at the 8th international Teaching and Language Corporaconference, Instituto Superior de Línguas e Administração, Lisbon, Portugal, 4-6 July 2008]
  • Nesi, H. An Approach to Genre Families from a Multidisciplinary Perspective for Academic Writing Instruction [Paper presented at iPED08, Coventry University, 7-8 September 2008]
  • Nesi, H. A multidimensional analysis of student writing across levels and disciplines [Poster presented at the 41st Annual BAAL Conference, University of Swansea, 11-13 September 2008]
  • Nesi, H. University writing as a preparation for the workplace: Professional genres in the BAWE corpus. [Paper presented at "Partnerships in Action: Research, Practice & Training". Inaugural Conference of the Asia-Pacific Rim LSP and Professional Communication Association, City University of Hong Kong, 8-10 December 2008]
  • Thompson, P. Disciplinary variation in assessed writing for undergraduate programmes [Plenary paper presented at the Aston Corpus Symposium, University of Aston, 23 May 2008]
  • Thompson, P. Shared disciplinary norms and individual traits in the writing of British undergraduates [Plenary paper presented at the CERLIS 2008 International Conference, University of Bergamo, Italy, 19-21 June 2008]
  • Thompson., P. Corpora in Discourse Analysis and in Language Teaching [Workshop held at the ESSE 9 Conference, Aarhus, Denmark, 22-26 August 2008]

2007

2006

2005

Corpus Linguistics 2005 - Birmingham