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1. Donohue, J (2012) Using systemic functional linguistics in academic writing development: An example from film studies. Journal of English for Academic Purposes, 11 (2), 4-16.

2. Benesch, S (1996) Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach TESOL Quarterly, 30 (4) 723 – 738.

3. Burns, A. & Knox, J. (2005) Realisation(s): Systemic-Functional Linguistics and the Language Classroom. In N. Bartels (Ed), Researching Applied Linguistics in Language Teacher Education. New York: Springer.

4. Hyland, K. (2002) Authority and invisibility: authorial identity in academic writing. Journal of Pragmatics 34 1091-1112.

5. Ioannou Georgiou, S. (2012) Reviewing the puzzle of CLIL. ELT Journal. 66 (4) 495-504.

6. Alsop, S. and Nesi, H. (2009) Issues in the development of the British Academic Written English (BAWE) corpus. Corpora 4 (1) 71-83.

7. Swales, J. (2009). When there is no perfect text: Approaches to the EAP practitioner’s dilemma. Journal of English for Academic Purposes,  8 (1), 5-13.

8. Cheng, An. (2006). Understanding learners and learning in ESP genre-based writing instruction. Journal of English for Specific Purposes,  25 (1), 76-89.

9. Grey, M. (2009). Ethnographers of Difference in a critical EAP community – becoming. Journal of English for Academic Purposes, 8 (2), 121 -133.

10. Pennycook, A. (1994) Incommensurable Discourses? Applied Linguistics 15 (2) 115-138.

11.Yurekli, A. (2013) The six-category intervention analysis: a classroom observation experience. ELT Journal 67(3), 302 – 312.

12. Wingate, U. (2012) Using Academic Literacies and genre-based models for academic writing instruction: A ‘lieracry’ journey. Journal of English for Academic Purposes 11 (1), 26-37.

13. van Lier, L., 2008. Agency in the classroom. In: J.P. Lantolf and M.E. Poehner eds. 2008 Sociocultural theory and the teaching of second languages London: Equinox. pp. 163-186.

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