Ädel, A. (2006). Metadiscourse in L1 and L2 English. Amsterdam: John
Atkinson, D. (1999). Scientific discourse in sociohistorical context. Mahwah,
Ayers, G. (2008). The evolutionary nature of genre: An investigation of the short texts accompanying research articles in the scientific journal Nature. English for Specific Purposes, 27(1), 22-41.
Banks, D. (2008). The development of scientific writing. Linguistic features and historical context. London: Equinox.
Becher, T. & Trowler, P.R. (2001). Academic Tribes and Territories. Intellectual enquiry and the culture of disciplines. Buckingham: Open University Press.
Biber, D., & Gray, B. (2011). Grammatical change in the noun phrase: The influence of written language use. English Language &Linguistics, 15(2), 223-250.
Chaudron, C. (2001). Progress in language classroom research: Evidence from The Modern Language Journal, 1916–2000. The Modern Language Journal, 85, 57–76.
Crismore, A. (1989). Talking with readers: metadiscourse as rhetorical act. New York: Peter Lang.
Davies, A., & Elder, C. (Eds.). (2004). The handbook of applied linguistics. Oxford, UK: Blackwell.
Ellis, R. (2012). Language teaching research and language pedagogy. Malden, MA: Wiley- Blackwell.
Gillaerts, P. (2013). Move analysis of abstracts from a diachronic perspective: A case study. Of butterflies and birds, of dialects and genres,49.
Gillaerts, P. (2014). Shifting metadiscourse: Looking for diachrony in the
abstract genre. In M. Bondi, & R. Lor_es Sanz (Eds.), Abstracts in
academic discourse: Variation and change (pp. 271-286). Bern:
Gillaerts, P., & Van de Velde, F. (2010). Interactional metadiscourse in research article abstracts. Journal of English for Academic Purposes, 9(2), 128-139.
Harris, Z. (1959). The transformational model of language structure. Anthropological Linguistics, 1(1), 27-29.
Harwood, N. (2005a). “We do not seem to have a theory . . . The theory I present here attempts to fill this gap”: Inclusive and exclusive pronouns in academic writing. Applied Linguistics, 26, 343-375.
Harwood, N. (2005b). “Nowhere has anyone attempted . . .. In this article I aim to do just that”: A corpus- based study of self-promotional I and we in academic writing across four disciplines. Journal of Pragmatics, 37, 1207-1231.
Hyland, K (1998a). Hedging in scientific research articles. Amsterdam: John
Hyland, K. (1999a). Talking to students: Metadiscourse in introductory
textbooks. English for Specific Purposes, 18(1), 3-26.
Hyland, K. (1999b). Academic attribution: Citation and the construction of
disciplinary knowledge. Applied Linguistics, 20, 341-367.
Hyland, K. (2001a). Humble servants of the discipline? Self-mention research articles. English for Specific Purposes, 20, 207-226.
Hyland, K. (2001b). Bringing in the reader: addressee features in academic writing. Written Communication. 18. 549-574.
Hyland, K. (2002a). Directives: Argument and engagement in academic writing. Applied Linguistics, 23, 215-239.
Hyland, K. (2002b). Options of identity in academic writing. ELT Journal, 56, 351- 358.
Hyland, K. (2002c). Genre: Language, context, and literacy. Annual Review of Applied Linguistics, 22, 113-135.
Hyland, K. (2002d). Specificity revisited: How far should we go now?
English for Specific Purposes, 21, 385–395.
Hyland, K. (2002e). Activity and evaluation: Reporting practices in academic
writing. In J. Flowerdew (Ed.), Academic discourse (pp. 115-130). White
Plains, NY: Longman.
Hyland, K. (2004). Disciplinary discourses. Social interactions in academic
writing. Ann Arbor, MI: The University of Michigan Press.
Hyland, K. (2005a). Metadiscourse: Exploring Interaction in Writing. London: Continuum.
Hyland, K. (2005b). Stance and engagement: A model of interaction in academic discourse. Discourse studies, 7(2), 173-192.
Hyland, K., & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25(2), 156–177.
Hyland, K., & Salager-Meyer, F. (2008). Scientific writing. Annual review of information science and technology, 42(1), 297.
Hyland, K., & Jiang, F. (2016a). Change of attitude? A diachronic study of stance. Written Communication, 33(3), 251-274.
Hyland, K., & Jiang, F. K. (2016b). “We must conclude that…”: A diachronic study of academic engagement. Journal of English for Academic Purposes, 24, 29-42.
Hyland, K., & Jiang, F. K. (2018a). “In this paper we suggest”: Changing
patterns of disciplinary metadiscourse. English for Specific
Purposes, 51, 18-30.
Hyland, K., & Jiang, F. K. (2018b). Changing patterns of self-citation: cumulative inquiry or self-promotion? Text & Talk, 38(3), 365-387.
Jiang, F., & Wang, F. (2018). ‘This is because…’: Authorial practice of (un) attending this in academic prose across disciplines. Australian Journal of Linguistics, 38(2), 162-182.
Kaplan, R. B. (2002). The Oxford handbook of applied linguistics. Oxford, UK: Oxford University Press.
Knorr-Cetina, K. (1981). The manufacture of knowledge: An essay on the constructivist and contextul nature of science. Oxford: Pergamon.
Kuhi, D. (2014). Commodified discourses, commodifying discourses: In pursuit of a theoretical model on the constitutive functioning of academic discourse in marketization of higher education. Journal of Applied Linguistics and Discourse Analysis, 2(1), 39–62.
Kuhi, D. & Dustsadigh, Z. (2012). A cross-cultural diachronic study on hedging devices diversity in chemistry research articles. Paper presented at the Second International Conference on Foreign Language Teaching and Applied Linguistics, Bosnia and Herzegovina, Sarajevo.
Kuhi, D. & Mousavi, Z. (2015). A diachronic study of interpersonality in research article discussion section: The field of applied linguistics. International Journal of Research in Humanities and Social Studies, 2(4), 6–13.
Law, J., & Williams, R. J. (1982). Putting facts together: A study of scientific persuasion. Social studies of science, 12(4), 535-558.
Li, L. J., & Ge, G. C. (2009). Genre analysis: Structural and linguistic evolution of the English-medium medical research article (1985– 2004). English for Specific Purposes, 28(2), 93-104.
Master, P. (2005). Research in English for Speciﬁc Purposes. In Hinkel, E (ed), Handbook of Research in Second Language Teaching and Learning. (pp. 123-140). Routledge.
Nwogu, K. N. (1997). The medical research paper: Structure and functions . English for Specific Purposes,16(2), 119–138.
Salager-Meyer, F. (2001). From self-highlightedness to self-effacement: a genre-based study of the socio-pragmatic function of criticism in medical discourse. LSP and professional communication (2001-2008), 1(2).
Schmitt, N. (2002). An introduction to applied linguistics. New York: Arnold.
Stapleton, P., & Shao, Q. (2018). Research in language teaching over two decades: A retrospective of the first 20 volumes of Language Teaching Research. Language Teaching Research, 22(3), 350-369.
Trowler, P. (2012). Disciplines and academic practices. In P. Trowler, M. Saunders, & V. Bamber (Eds.), Tribes and territories in the 21st century (pp.30–38). London: Routledge
Trowler, P. (2014). Academic Tribes and Territories: the theoretical trajectory. Österreichische Zeitschrift Für Geschichtswissenschaften, 25(3), 17–26.
Trowler, P., Saunders, M., & Bamber, V. (Eds.). (2012). Tribes and territories in the 21st century: Rethinking the significance of disciplines in higher education. International studies in higher education, London;New York: Routledge.
Vande Kopple, W. (1985). Some exploratory discourse on metadiscourse. College Composition and Communication, 36, 82-93.
Vande Kopple, W. (2002). Metadiscourse, discourse, and issues in composition and rhetoric. In E. Barton & G. Stygall (Eds.), Discourse studies in composition (pp. 91–113). Cresshill, NJ: Hampton Press.
Wilkins, D. A. (1999). Applied linguistics. In B. Spolsky (Ed.). Concise encyclopedia of educational linguistics (pp. 6-17). Amsterdam:Elsevier.