@book {618,
	title = {Genre: An Introduction to History, Theory, Research, and Pedagogy},
	series = {Reference Guides to Rhetoric and Composition},
	year = {2010},
	note = {+also in PDF form at WAC Clearinghouse
},
	month = {2010},
	publisher = {Parlor Press},
	organization = {Parlor Press},
	address = {West Lafayette, IN},
	keywords = {composition, ESP, genre, lingiustics, literature, rhetoric, sociology},
	isbn = {254-8879 (this is the SAN; no ISBN listed)},
	url = {http://wac.colostate.edu/books/bawarshi_reiff/},
	author = {Bawarshi, Anis S. and Reiff, Mary Jo},
	editor = {Bazerman, Charles}
}
@article {697,
	title = {A Chronotopic Approach to Genre Analysis: An Exploratory Study},
	journal = {English for Specific Purposes},
	volume = {26},
	year = {2007},
	note = {+ pdf},
	month = {2007},
	pages = {4{\textendash}24},
	abstract = {This paper will examine Bakhtin{\textquoteright}s theory that a genre{\textquoteright}s unity is defined by its chronotope [Bakhtin,M. M. (1981). Forms of time and of the chronotope in the novel. In M. Holquist (Ed.), The dialogic
imagination: Four essays (pp. 84{\textendash}258). Austin: University of Texas Press] and assume that, if this is
true, the rhetorical unity within a specific genre could also be defined by its chronotope. Central to
this theory will be the idea that the individual {\textquoteleft}moves{\textquoteright} [Swales, J. M. (1981). Aspects of article introduction.
Birmingham, UK: University of Aston Language Studies Unit] within genres are defined by
their use of time and space. In this way, the chronotope can be used as a device to analyze specific
genres that are of interest to ESP composition, and can then be used as an instructional tool for
the teaching of these particular genres to students within the ESP community. A corpus of L1 and
L2 cover letters will be reviewed and linguistic markers of time and space will be compared to establish
chronotopic move markers and chronotopic generic differences. The research summarized will consider
what the pedagogical and semantic implications of these generic differences might be.
},
	keywords = {chronotope, ESP, genre, L1, L2, space, teaching, time},
	author = {Crossley, Scott}
}
@article {1773,
	title = {From diagnosis toward academic support: developing a disciplinary, ESP-based writing task and rubric to identify the needs of entering undergraduate engineering students.},
	journal = {ESP Today},
	volume = {5},
	year = {2017},
	pages = {148-171},
	publisher = {Faculty of Economics, University of Belgrade, the main publisher, the Faculty of Philology, the Faculty of Transport and Traffic Engineering, University of Belgrade, and the Serbian Association for the Study of English (SASE)},
	abstract = {<p>This paper reports on the central role of disciplinary (engineering) criteria in the development of an ESP-based diagnostic writing task and rubric, used to identify entering undergraduate engineering students in need of academic support. In this mixed methods study, Phase 1 investigated the usefulness of a generic writing task and analytic rubric used for the diagnosis. Phase 2, informed by the results of Phase 1, focused on the development of an engineering writing task. The outcomes of the two phases were merged to develop an engineering ESP-based writing task and rubric, informed by a) the collaboration of language/writing experts and engineering stakeholders, and b) criteria, indigenously drawn from the engineering community of practice. The study supports an academic literacies approach in diagnostic assessment (rather than a generic, one-size- fits-all, {\textquoteleft}academic literacy{\textquoteright} approach), and suggests that the demands of university study are best viewed as the practices of disciplinary communities of practice. The paper provides evidence of the increased meaningfulness and usefulness of a disciplinary, ESP- based approach in diagnosing need for academic support.</p>

<p>\&nbsp;</p>
},
	keywords = {academic literacies, diagnostic assessment, engineering writing, ESP, indigenous criteria, post-admission assessment},
	issn = {2334-9050},
	doi = {https://doi.org/10.18485/esptoday.2017.5.2.2},
	url = {https://d1wqtxts1xzle7.cloudfront.net/55216776/Janna_Fox___Natasha_Artemeva_full_text.pdf?1512565271=\&response-content-disposition=inline\%3B+filename\%3Dhttp_www_esptodayjournal_org_esp_today_c.pdf\&Expires=1604242392\&Signature=B-WFGgLKeQs4oEmCSjvPcjL9TVN2a},
	author = {J. Fox},
	editor = {N. Artemeva}
}
@article {798,
	title = {{\textquoteright}I Would Like to Thank My Supervisor{\textquoteright}. Acknowledgements in Graduate Dissertations},
	journal = {International Journal of Applied Linguistics},
	volume = {14},
	year = {2004},
	note = {+ pdf rhet},
	month = {2004},
	pages = {259{\textendash}275},
	keywords = {acknowledgement, collaboration, EAP, ESP, genre, moves},
	author = {Hyland, Ken and Tse, Polly}
}
@booklet {809,
	title = {Genre in the Classroom: Multiple Perspectives},
	year = {2002},
	month = {2002},
	publisher = {Lawrence Erlbaum},
	address = {Mahway, NJ},
	keywords = {Berkenkotter, Bhatia, EAP, ESL, ESP, Hyon, linguistics, Martin, new rhetoric, Swales, Sydney school},
	author = {Johns, Ann M.}
}
@book {972,
	title = {Genre Analysis: English in Academic and Research Settings},
	series = {Cambridge Applied Linguistics Series},
	year = {1990},
	note = {+},
	month = {1990},
	publisher = {Cambridge University Press},
	organization = {Cambridge University Press},
	address = {Cambridge},
	keywords = {discourse community, ESP, genre, linguistics},
	author = {Swales, John M.},
	editor = {Long, Michael H. and Richards, Jack C.}
}
