Exploring changes in FL writers’ meaning-making choices in summary writing: A systemic functional approach
By Sachi Yasuda. 2015
94 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/7428f7bc61fbc07b4104b5d921a63e5c3b42face
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
In Education
- Lawrence Jun Zhang
- Yu Huang
- Paul Thompson
- J. Gevers
- Bruna Sommer-Farias
- C. Tardy
- Ken Hyland
- Raffaella Negretti
In Literature and Literary Theory
- Paul Thompson
- C. Tardy
- Lawrence Jun Zhang
- Yu Huang
- J. Gevers
- Bruna Sommer-Farias
- Ken Hyland
- Raffaella Negretti
Citations in the corpus
- Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework (2020, background): “…looked at Artemeva and Fox (2010), Cheng (2006, 2007), Driscoll et al. (2019), Kim and Belcher (2018), Kuteeva (2013), Mustafa (1995), Negretti and Kuteeva (2011), Negretti and McGrath (2018), Reiff and Bawarshi (2011), Rounsaville (2014), Wette (2017), Yasuda (2011, 2015), and Yayli (2011).”
- The Routledge Handbook of English for Academic Purposes (2016, background): “Instead, he argues that it also reveals the marketisation and neo-liberalisation of higher education, which is most definitely not a neutral activity (Pennycook, 1997, pp. 258–259).”
- Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “In her later research, Yasuda (2015) highlighted the importance of the SFL-informed genre pedagogy in teaching summary writing and found that the semester-long SFL writing course enhanced genrespecific language learning for high-proficiency-level L2 writers in that they can use more “metaphorized…”