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Number of items at this level: 556.

Allington, Daniel and Mayor, Barbara eds. (2012). Communicating in English: Talk, Text, Technology. Worlds of English. London: Routledge.

Burns, A. and Coffin, C. eds. (2000). Analysing English in a Global Context. Teaching English Language Worldwide. London: Routledge.

Cameron, Lynne and Maslen, Robert eds. (2010). Metaphor Analysis: Research Practice in applied Linguistics, Social Sciences and the Humanities. Studies in Applied Linguistics. London: Equinox.

Candlin, Chris ed. (2002). Research and practice in professional discourse. Hong Kong: City University of Hong Kong Press.

Carter, Awena; Lillis, Theresa and Parker, Sue eds. (2009). Why Writing Matters: Issues of access and identity in writing research and pedagogy. Studies in Written Language and Literacy, 12. Amsterdam, Netherlands: John Benjamins Publishing Company.

Cheetham, J.; Mayor, B.; Walter, J. and Loney, M. eds. (1982). Social and Community Work in a Multiracial Society. London, UK: Harper and Row.

Claire, Hilary; Maybin, Janet and Swann, Joan eds. (1993). Equality matters: Case studies from the primary school. Clevedon: Multilingual Matters.

Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. (2013). Understanding Research with Children and Young People. London: Sage.

Coffin, C.; Hewings, A. and O'Halloran, K. eds. (2004). Applying English Grammar: Corpus and Functional Approaches. London, UK: Hodder Arnold.

Coffin, C.; Lillis, T. and O'Halloran, K. eds. (2009). Applied linguistics methods: A reader. London, UK: Routledge.

Coffin, C. ed. (2005). Getting Practical: Evaluating Everyday Texts (2nd ed). Milton Keynes, U.K.: The Open University.

Cook, Guy ed. (2008). The Language of Advertising. Major Themes in English Studies. London, UK: Routledge.

Cook, Guy and North, Sarah eds. (2009). Applied Linguistics in Action: A reader. London: Routledge.

Erling, Elizabeth J. and Seargeant, Philip eds. (2013). English and Development: Policy, Pedagogy and Globalization. Critical Language and Litearcy Studies. Bristol: Multilingual Matters.

Gill, Dawn; Mayor, Barbara and Blair, Maud eds. (1992). Racism and Education: Structures and Strategies. London, UK: Sage.

Goodman, Sharon; Graddol, David and Lillis, Theresa eds. (2007). Re-designing English. London, UK: Routledge.

Goodman, Sharon and O'Halloran, Kieran eds. (2006). The Art of English: Literary Creativity. Basingstoke, UK: Palgrave Macmillan.

Graddol, David; Leith, Dick; Swann, Joan; Rhys, Martin and Gillen, Julia eds. (2007). Changing English. London, UK: Routledge.

Graddol, David; Maybin, Janet and Stierer, Barry eds. (1994). Researching language and literacy in social context. Clevedon: Multilingual Matters. restricted access item, not available for direct download

Gray, K.; Ansell, M.; Cardew, S. and Leedham, M. eds. (2001). The Japanese Learner: Context, Culture and Classroom Practice. Oxford: Oxford University Department for Continuing Education.

Hewings, Ann and Tagg, Caroline eds. (2012). The Politics of English Conflict, Competition, Co-existence. Worlds of English. Abingdon: Routledge in association with the Open University.

Kehily, Mary Jane and Swann, Joan eds. (2003). Children's Cultural Worlds. Childhood, 3. Chichester, UK: John Wiley in association with the Open University.

Low, Graham; Todd, Zazie; Deignan, Alice and Cameron, Lynne eds. (2010). Researching and Applying Metaphor in the Real World. Human Cognitive Processing (26). Amsterdam, Holland: John Benjamin.

Maybin, J. and Swann, J. eds. (2009). The Routledge Companion to English Language Studies. London, UK: Routledge.

Maybin, Janet ed. (1994). Language and Literacy in Social Practice. Clevedon: Multilingual Matters.

Maybin, Janet; Mercer, Neil and Hewings, Ann eds. (2007). Using English. London, UK: Routledge.

Maybin, Janet and Stierer, Barry eds. (1994). Language, literacy and learning in educational practice. Clevedon: Multilingual Matters.

Maybin, Janet and Swann, Joan eds. (2006). The Art of English: Everyday creativity. Basingstoke, UK: Palgrave Macmillan.

Maybin, Janet and Woodhead, Martin eds. (2003). Childhoods in Context. Chichester, UK: Wiley.

Mayor, Barbara and Pugh, A. K. eds. (1987). Language, Communication and Education. London, UK: Routledge.

Mercer, Neil; Swann, Joan and Mayor, Barbara eds. (2007). Learning English. London, UK: Routledge.

O'Halloran, K. A. and Coffin, C. eds. (2005). Getting Started. Describing the grammar of speech and writing. Milton Keynes, U.K.: The Open University.

Oakley, Ben and Rhys, Martin eds. (2008). The Sport and Fitness Sector: an Introduction. Abingdon: Open University/Routledge..

Seargeant, Philip ed. (2011). English in Japan in the Era of Globalization. Basingstoke: Palgrave Macmillan.

Seargeant, Philip and Swann, Joan eds. (2011). English in the World: History, Diversity, Change. Worlds of English. Abingdon: Routledge.

Seargeant, Philip and Tagg, Caroline eds. (2014). The Language of Social Media: Identity and Community on the Internet. London: Palgrave Macmillan (forthcoming).

Swann, Joan; Pope, Rob and Carter, Ronald eds. (2011). Creativity in Language and Literature: the state of the art. Basingstoke: Palgrave Macmillan.

Watson, Nicola J. and Maybin, Janet eds. (2009). Children's Literature: Approaches and Territories. Basingstoke, England: Palgrave Macmillan in association with The Open University.

Zanotto, Mara Sophia; Cameron, Lynne and Cavalcanti, Marilda C. eds. (2008). Confronting Metaphor in Use: An applied linguistic approach. Pragmatics & Beyond. Amsterdam: John Benjamins.

Allington, Daniel and Swann, Joan (2009). Special issue of Language and Literature: Literary reading as social practice. Sage, UK.

Allington, Daniel (2008). How to do things with literature: blasphemous speech acts, satanic intentions, and the uncommunicativeness of verses. Poetics Today, 29(3) pp. 473–523. file

Allington, Daniel (2007). ‘How come most people don't see it?’: Slashing the Lord of the Rings. Social Semiotics, 17(1) pp. 43–62. file

Allington, Daniel (2006). First steps towards a rhetorical psychology of literary interpretation. Journal of Literary Semantics, 35(2) pp. 123–144. file

Allington, Daniel (2005). Re-reading the script: a discursive appraisal of the use of the 'schema' in cognitive poetics. Working With English: Medieval and Modern Language, Literature and Drama, 2 pp. 1–9. file

Allington, Daniel (2011). Distinction, intentions, and the consumption of fiction: negotiating cultural legitimacy in a gay reading group. European Journal of Cultural Studies, 14(2) pp. 129–145. file

Allington, Daniel (2011). ‘It actually painted a picture of the village and the sea and the bottom of the sea’: Reading groups, cultural legitimacy, and description in narrative (with particular reference to John Steinbeck’s The Pearl). Language and Literature, 20(4) pp. 317–332. restricted access item, not available for direct download

Allington, Daniel (2012). Private experience, textual analysis, and institutional authority: the discursive practice of critical interpretation and its enactment in literary training. Language and Literature, 21(2) pp. 211–225. file

Allington, Daniel (2012). Theorising postcolonial reception: writing, reading and moral agency in the Satanic Verses affair. In: Benwell, Bethan; Procter, James and Robinson, Gemma eds. Postcolonial audiences: readers, viewers and reception. Routledge Research in Postcolonial Literatures. London: Routledge, pp. 199–210. file

Allington, Daniel (2010). On the use of anecdotal evidence in reception study and the history of reading. In: Gunzenhauser, Bonnie ed. Reading in History: New Methodologies from the Anglo-American Tradition. The History of the Book (6). London: Pickering and Chatto, pp. 11–28. file

Allington, Daniel (2011). The production of ‘creativity’. In: Swann, Joan; Pope, Rob and Carter, Ronald eds. Creativity in language & literature: the state of the art. Basingstoke: Palgrave Macmillan, pp. 277–289. restricted access item, not available for direct download

Allington, Daniel and Benwell, Bethan (2012). Reading the reading experience: an ethnomethodological approach to 'booktalk'. In: Lang, Anouk ed. From Codex to Hypertext: Reading at the Turn of the Twenty-First Century. Studies in Print Culture and the History of the Book. Amherst: University of Massachusetts Press, pp. 217–233.

Allington, Daniel and Hewings, Ann (2012). Reading and writing in English. In: Allington , Daniel and Mayor, Barbara eds. Communicating in English:Talk, Text, Technology. Worlds of English. Abingdon: Routledge in association with the Open University, pp. 47–90.

Allington, Daniel and Swann, Joan (2009). Researching literary reading as social practice. Language and Literature, 18(3) pp. 219–230. file

Allington, Daniel and Swann, Joan (2011). The mediation of response: a critical approach to individual and group reading practices. In: Crone, Rosalind and Towheed, Shafquat eds. The History of Reading, Vol. 3: Methods, Strategies, Tactics. Basingstoke: Palgrave Macmillan, pp. 80–96. file

Attar, Dena (2005). Dismay and disappointment: perspectives of inexperienced adult learners on becoming webpage readers. International Journal of Educational Research, 43(7-8) pp. 495–508.

Attar, Dena (2006). Public space and private confusions: the problems of handling email petitions. Auto/Biography Studies, 21(1) pp. 32–43.

Barnes, Peter and Kehily, Mary (2003). Play and the cultures of childhood. In: Kehily, Mary and Swann, Joan eds. Children’s Cultural Worlds. Chichester: Wiley/Open University.

Bhatia, Vijay K. and Candlin, Christopher N. (2004). Analysing arbitration laws across legal systems. Hermes Journal of Language and Communication Studies, 32 pp. 13–44.

Blair, Maud; Bourne, Jill; Coffin, Caroline; Creese, Angela and Kenner, Charmian (1998). Making the difference: Teaching and learning strategies in successful multi-ethnic schools. DfEE, London.

Bragg, Sara; Allington, Daniel; Simmons, Katy and Jones, Ken (2011). Core values, education and research: a response to Mark Pike. Oxford Review of Education, 37(4) pp. 561–565. file

Brereton, John; Donahue, Christiane; Gannett, Cinthia; Lillis, Theresa and Scott, Mary (2009). La circulation de perspectives socioculturelles états-uniennes et britanniques : traitments de l'écrit dans le supérieur. In: Daunay, Bertrand; Delcambre, Isabelle and Reuter, Yves eds. Didatique du Français, le Socioculturel en Question. Éducation et Didactiques. Villeneuve d'Ascq: Presses Universitaires du Septentrion, pp. 51–68.

Burr, Rachel and Montgomery, Heather (2003). Family, kinship and beyond. In: Maybin, Janet and Woodhead, Martin eds. Childhoods in Context. Chichester: Wiley.

Butcher, John; Sinka, Indra and Troman, Geoff (2007). Exploring diversity: teacher education policy and bilingualism. Research Papers in Education, 22(4) pp. 483–501. file

Cable, C.; Goodliff, G. and Attar, D. (2007). Work-based learning and transitions in professional identity: women in the early years workforce. In: Women in Lifelong Learning Network, 18 May 2007, Birkbeck College, University of London.

Cameron, Lynne (2003). Metaphor in educational discourse. Advances in Applied Linguistics. London, UK: Continuum.

Cameron, Lynne (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.

Cameron, Lynne (2002). Metaphors in the learning of science: A discourse focus. British Educational Research Journal, 28(5) pp. 673–688.

Cameron, Lynne (2002). Measuring vocabulary size in English as an additional language. Language Teaching Research, 6(2) pp. 145–173.

Cameron, Lynne (2003). Writing in English as an Additional Language at Key Stage 4 and post-16. Ofsted, London.

Cameron, Lynne (2007). Confrontation or complementarity?: Metaphor in language use and cognitive metaphor theory. Annual Review of Cognitive Linguistics, 5(1) pp. 107–135.

Cameron, Lynne (2008). Metaphor shifting in the dynamics of talk. In: Zanotto, Mara Sophia; Cameron, Lynne and Cavalcanti, Marilda C. eds. Confronting metaphor in use: An applied linguistic approach. Pragmatics & Beyond. Amsterdam: John Benjamins, pp. 45–62.

Cameron, Lynne and Besser, Sharon (2004). Writing in English as an Additional Language at Key Stage 2. DfES Publications, Nottingham, UK.

Cameron, Lynne and Deignan, Alice (2006). The emergence of metaphor in discourse. Applied Linguistics, 27(4) pp. 671–690.

Cameron, Lynne and Deignan, Alice (2003). Combining large and small corpora to investigate tuning devices around metaphor in spoken discourse. Metaphor and Symbol, 18(3) pp. 149–160.

Cameron, Lynne and Low, Graham (2004). Figurative variation in episodes of educational talk and text. European Journal of English Studies, 8(3) pp. 355–373.

Cameron, Lynne and Stelma, Juup (2004). Metaphor clusters in discourse. Journal of Applied Linguistics, 1(2) pp. 107–136.

Cameron, Lynne J. (2007). Patterns of metaphor use in reconciliation talk. Discourse and Society, 18(2) pp. 197–222.

Cameron, Lynne (2011). Metaphor and Reconciliation: The Discourse Dynamics of Empathy in Post-Conflict Conversations. Routledge Studies in Linguistics. New York, USA: Routledge.

Cameron, Lynne (2008). Metaphor in the construction of a learning environment. In: Berendt, Eric ed. Metaphors for Learning. Human Cognitive Processing (22). Amsterdam: John Benjamin, pp. 159–176.

Cameron, Lynne (2011). Metaphor in spoken discourse. In: Gee, James Paul and Handford, Michael eds. The Routledge Handbook of Discourse Analysis. London: Routledge, pp. 342–355.

Cameron, Lynne (2008). Metaphor and talk. In: Gibbs, Raymond ed. The Cambridge Handbook of Metaphor and Thought. Cambridge Handbooks in Psychology. Cambridge: Cambridge University Press, pp. 197–211.

Cameron, Lynne (2010). Metaphor in physical-and-speech action expressions. In: Low, Graham; Todd, Zazie; Deignan, Alice and Cameron, Lynne eds. Researching and Applying Metaphor in the Real World. Human Cognitive Processing (26). Amsterdam, Netherlands: John Benjamin, pp. 333–356.

Cameron, Lynne (2011). Metaphor in prosaic and poetic creativity. In: Swann, Joan; Pope, Robert and Carter, Ronald eds. Creativity in Language and Literature: The State of the Art. London, UK: Palgrave Macmillan, pp. 68–82.

Cameron, Lynne (2008). A discourse approach to metaphor: explaining systematic metaphors for literacy processes in a school discourse community. In: Tyler, Andrea; Yiyoung, Kim and Takada, Mari eds. Language in the Context of Use: Usage-based Approaches to Language and Language Learning. Cognitive Linguistics Research (37). New York, USA: De Gruyter Mouton, pp. 321–339.

Cameron, Lynne and Larsen-Freeman, Diane (2007). Complex systems and applied linguistics. International Journal of Applied Linguistics, 17(2) pp. 226–239. file

Cameron, Lynne; Maslen, Robert and Todd, Zazie (2013). The dialogic construction of self and other in response to terrorism. Peace and Conflict, 19(1) pp. 3–22. file

Cameron, Lynne; Maslen, Robert; Todd, Zazie; Maule, John; Stratton, Peter and Stanley, Neil (2009). The discourse dynamics approach to metaphor and metaphor-led discourse analysis. Metaphor and Symbol, 24(2) pp. 63–89. file

Cameron, Lynne; Pelosi, Ana and Moraes Felta, Heloisa Pedroso de (2014). Metaphorizing violence in the UK and Brazil: a contrastive discourse dynamics study. Metaphor and Symbol, 29(1) pp. 23–43. file

Cameron, Lynne and Seu, Irene Bruna (2012). Landscapes of empathy: spatial scenarios, metaphors and metonymies in responses to distant suffering. Text & Talk, 32(3) pp. 281–305. file

Candlin, C (2002). The Cardiff Lecture: 2000: New discourses of the clinic rediscovering the patient in healthcare, Cardiff University (March). In: ed. ? Cardiff, UK: University of Wales Press, pp. 1–23.

Candlin, C and Pilmer, D (2002). State policy and institutional practices: access by immigrant women in Australia to translation and interpreting services. In: Benson, P.; Grundy, P. and Hakura, H. eds. Access to Language Rights. Amsterdam: John Benjamins.

Candlin, C and Plum, G (2002). Becoming a psychologist: contested orders of discourse in academic writing. In: Barron, C and Bruce, N eds. Discourse, practice and social change. London, UK: Addison Wesley Longman.

Candlin, C and Sarangi, S. (2001). Motivational relevancies: some methodological reflections on sociolinguistic practice. In: Coupland, Nikolas; Sirangi, Shrikant and Candlin, C. eds. Sociolinguistics and social theory. Language in social life. Pearson.

Candlin, C. and Sarangi, S. (2001). Foreword. In: Kress, Gunther; Jewitt, Carey; Ogborn, Jon and Charalampos, Tsatsarelis eds. Multimodal teaching and learning: the rhetoric of the science classroom. Advances in applied linguistics. Continuum.

Candlin, C. N. (2002). Communicative competence revisited. In: Legutke, M. ed. Verstehen and verstaendigung revisited. Festschrift for C. Edelhoff. Giessen, Germany: University of Giessen Press, pp. 20–35.

Candlin, C.N.; Bhatia, V.K. and Jensen, C.H. (2002). Developing legal writing materials for English second language learners: problems and perspectives. English for Specific Purposes, 21(4) pp. 299–320.

Candlin, Christopher; Bhatia, Vijay and Jensen, Christian (2002). Must the worlds collide? Professional and academic discourses in the study and practice of law. In: Cortese, Giuseppina and Riley, Philip eds. Domain-specific English: textual practices across communities and classrooms. Linguistic insights (2). Oxford: Peter Lang.

Candlin, Christopher N. (2001). Taking the curriculum to task. In: Bygate, Martin; Skehan, Peter and Swain, Merril eds. Researching pedagogic tasks: Second language learning, teaching, and testing. Applied linguistics and language study. Harlow, UK: Longman.

Candlin, Christopher N. and Candlin, Sally (2002). Introduction: Discourse, expertise, and the management of risk in health care settings. Journal of Research on Language and Social Interaction, 35(2) pp. 115–137.

Candlin, Christopher N. and Sarangi, Srikant (2004). Making applied linguistics matter [Editorial]. Journal of Applied Linguistics, 1(1) pp. 1–8.

Candlin, Christopher N. and Sarangi, Srikant (2003). Introduction: Trading between reflexivity and relevance: new challenges for applied linguistics. Applied Linguistics, 24(3) pp. 271–285.

Candlin, Christopher N. and Gotti, M. (2004). Special Issue: Intercultural discourse in domain-specific English. Textus: English studies in Italy, XVII(1) pp. 5–16. file

Catt, R. (2003). Drugs and bad language: a view from the secondary school classroom. International Journal of Adolescence and Youth, 11(1) pp. 59–70.

Catt, Robert (2002). What’s the Worth? thinking about writing at Key Stages 2 and 3. In: ed. ? David Fulton.

Coffin, Caroline (2006). Historical discourse: the language of time, cause and evaluation. Continuum Discourse. UK: Continuum.

Coffin, Caroline (1996). Exploring Literacy in School History. Erskineville, NSW, Australia: Metropolitan East Disadvantaged Schools Program, NSW Dept. of School Education.

Coffin, Caroline (2001). Theoretical approaches to written language: A TESOL perspective. In: Burns, Anne and Coffin, Caroline eds. Analysing English in a Global Context: A Reader. Teaching English Language Worldwide. London: Routledge, pp. 93–122.

Coffin, Caroline (1997). Constructing and giving value to the past: An investigation into secondary school education. In: Christie, Frances and Martin, J. R. eds. Genres and Institutions: Social Processes in the Workplace and School. Open Linguistics Series. London: Cassell, pp. 196–230.

Coffin, Caroline (2003). Reconstruals of the past - settlement or invasion?: the role of JUDGEMENT analysis. In: Martin, J.R. and Wodak, Ruth eds. Re/reading the past: critical and functional perspectives on time and value. Discourse approaches to politics, society and culture (8). Amsterdam, Netherlands: John Benjamins Publishing Company, pp. 219–246.

Coffin, Caroline; Brook, Rosemary and Humphrey, Sally (1996). The Australian Identity: A Unit of Work for Junior Secondary History. Write it right: resources for literacy and learning. Erskineville, NSW, Australia: Disadvantaged Schools Program, Metropolitan East Region, NSW Dept. of School Education.

Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan (2003). Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge.

Coffin, Caroline and Goodman, Sharon (2003). Academic writing in an electronic environment. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 130–157.

Coffin, Caroline and Hewings, Ann (2003). Writing for different disciplines. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 45–72.

Coffin, Caroline and Hewings, Ann (2004). Grammar in the construction of on-line discussion messages. In: Coffin, Caroline; Hewings, Ann and O’Halloran, Kieran eds. Applying English grammar: functional and corpus approaches. London, UK: Hodder-Arnold.

Coffin, Caroline and Hewings, Ann (2004). IELTS as preparation for tertiary writing: distinctive interpersonal and textual strategies. In: Ravelli, Louise J. and Ellis, Robert A. eds. Analysing academic writing. Open linguistics series. London, UK: Continuum Publishing Group.

Coffin, Caroline and Mayor, Barbara (2004). Texturing writer and reader reference in novice academic writing. In: Banks, David ed. Text and texture. Paris, France: l'Harmattan.

Coffin, Caroline and O'Halloran, Kieran (2009). Finding the global groove: Theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. In: Coffin, Caroline; Lillis, Theresa and O'Halloran, Kieran eds. Applied Linguistics Methods: A Reader- Systemic Functional Linguistics, Critical Discourse Analysis, Ethnography. Abingdon, UK: Routledge / The Open University.

Coffin, Caroline and O'Halloran, Kieran (2009). Describing English. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. Routledge Companions. London: Routledge, pp. 11–41.

Coffin, C. (2003). Exploring different dimensions of language use. ELT Journal, 57(1) pp. 11–18. file

Coffin, C. (2007). The language and discourse of argumentation in computer conferencing and essays. Economic and Social Research Council, Swindon, UK. file

Coffin, C. (2009). Contemporary educational argumentation: A multimodal perspective. Argumentation, 23(4) pp. 513–530. file

Coffin, C. (2006). Reconstruing 'personal time' as 'collective time': learning the discourse of history. In: Whittaker, Rachel; O'Donnell, Mick and McCabe, Anne eds. Language and literacy: functional approaches. Language and Education and Linguistics. UK: Continuum. file

Coffin, C. and Hewings, A. (2005). Engaging electronically: using CMC to develop students' argumentation skills in Higher Education. Language and Education, 19(1) pp. 32–49. file

Coffin, C.; North, S. and Martin, D. (2009). Exchanging and countering points of view: a linguistic perspective on school students' use of electronic conferencing. Journal of Computer Assisted Learning, 25(1) pp. 85–98. file

Coffin, C. and O'Halloran, K. (2006). The role of appraisal and corpora in detecting covert evaluation. Functions of Language, 13(1) pp. 77–110. file

Coffin, C. and O'Halloran, K. (2005). Finding the global groove: theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. Critical Discourse Studies, 2(2) pp. 143–163. file

Coffin, Caroline (2002). The Voices of History: theorising the interpersonal semantics of historical discourses. Text, 22(4) pp. 503–528. file

Coffin, Caroline (2003). Spoken English and the question of grammar: the role of the functional model. In: ed. New perspectives on English in the Classroom. London, UK: Qualifications and Curriculum Authority, pp. 14–18. file

Coffin, Caroline (2004). Arguing about how the world is or how the world should be: the role of argument in IELTS Test. Journal of English for Academic Purposes, 3(3) pp. 229–246. file

Coffin, Caroline (2004). Learning to write history: the role of causality. Written Communication, 21(3) pp. 261–289. file

Coffin, Caroline (2006). Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4) pp. 413–429. file

Coffin, Caroline (2000). Defending and challenging interpretations of the past: The role of argument in school history. Revista Canaria de Estudios Ingleses, 40 pp. 135–153. file

Coffin, Caroline (2006). Mapping subject-specific literacies. NALDIC Quarterly, 3(3) pp. 13–26. file

Coffin, Caroline (2010). Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly). NALDIC, Reading, UK. file

Coffin, Caroline (2013). Using systemic functional linguistics to explore digital technologies in educational contexts. Text and Talk, 33(4/5) pp. 497–522. file

Coffin, Caroline (2005). Organising messages. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 105–148.

Coffin, Caroline (2005). Making a text hang together: The role of lexical cohesion. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 149–196.

Coffin, Caroline (2005). Making a text hang together: the role of grammatical devices. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 197–254.

Coffin, Caroline (2013). Systemic functional linguistics and discourse analysis. In: Hyland, Ken ed. Discourse Studies Reader: Essential Excerpts. London: Bloomsbury Academic.

Coffin, Caroline (2013). Interview with M.A.K. Halliday. In: Martin, J. R. ed. Interviews with M.A.K. Halliday: Language turned back on itself. London: Bloomsbury Academic.

Coffin, Caroline and Derewianka, Beverley (2008). Multimodal layout in school history books: The texturing of historical interpretation. In: Thompson, Geoff and Forey, Gail eds. Text type and Texture. Functional Linguistics. UK: Equinox. file

Coffin, Caroline and Derewianka, Beverly (2008). Time visuals in history text books: some pedagogic issues. In: Unsworth, Len ed. Multimodal semiotics: Functional analysis in contexts of education. UK: Continuum. file

Coffin, Caroline; Donohue, James and North, Sarah (2009). Exploring Grammar: From Formal to Functional. Routledge.

Coffin, Caroline and Donohue, James P. (2012). Guest Editorial: Coffin, C. and Donohue, J.P. English for Academic Purposes: contributions from Systemic Functional Linguistics and Academic Literacies. Journal of English for Academic Purposes, 11(1) pp. 1–3. file

Coffin, Caroline and Donohue, James P. (2012). Academic literacies and systemic functional linguistics: how do they relate? Journal of English for Academic Purposes, 11(1) pp. 64–75. file

Coffin, Caroline and Hewings, Ann (2005). Language, learning and electronic communications media. International Journal of Educational Research, 43(7-8) pp. 427–431. file

Coffin, Caroline; Hewings, Ann and North, Sarah (2012). Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university. Journal of English for Academic Purposes, 11(1) pp. 38–51. file

Coffin, Caroline and O'Halloran, Kieran (2008). Researching argumentation in educational contexts: New methods, new directions. International Journal of Research and Method in Education, 31(3) pp. 219–227. file

Coffin, Caroline and O'Halloran, Kieran (2005). Packaging and Staging information. In: O'Halloran, K. A. ed. Getting Inside English: Interpreting Texts. Milton Keynes, U.K.: The Open University, pp. 49–100.

Coffin, Caroline and O'Halloran, Kieran A. (2009). Argument reconceived? Educational Review, 61(3) pp. 301–313. file

Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Patterns of debate in tertiary level asynchronous text-based conferencing. International Journal of Educational Research, 43(7-8) pp. 464–480. file

Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Argumentation in a multi party asynchronous computer mediated conference: a generic analysis. Australian Review of Applied Linguistics, S19: Speci pp. 41–63. file

Coffin, Caroline Jane (2009). Incorporating and evaluating voices in a Film Studies thesis. Writing and Pedagogy, 1(2) pp. 163–193. restricted access item, not available for direct download

Cook, Guy (2004). Genetically Modified Language: the discourse of arguments for GM crops and food. London, UK: Routledge.

Cook, Guy (2001). The discourse of advertising. 2nd edition. Interface. London, UK: Routledge.

Cook, Guy (2001). "The philosopher pulled the lower jaw of the hen": ludicrous invented sentences in language teaching. Applied Linguistics, 22(3) pp. 366–387.

Cook, Guy (2005). Calm Seas or Troubled Waters? Transitions, definitions and disagreements in applied linguistics. International Journal of Applied Linguistics, 15(3) pp. 282–301.

Cook, Guy (2003). Applied Linguistics. Oxford Introductions to Language. Oxford, UK: Oxford University Press.

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