N.B. This working bibliography excludes the following: ‘Methodology/How to ….' papers, e.g. how to do interviews/give Conference papers; most work on professional/academic discourse in general; work on classroom talk (except in post-secondary education).

[This bibliography was originally compiled by Dr Jane Sunderland of Lancaster University while on sabbatical leave at the ELI (February 2003). It will be occasionally updated. Additions, suggestions and corrections should be sent to micase@umich.edu.

Allwood, J. 1993. The academic seminar as an arena of conflict and conflict resolution. Gothenburg papers in Theoretical Linguistics, 67, 1 – 35.

Axelson, E. and Madden C. 1994. Discourse strategies for ITAs across instructional contexts. In Madden C. and C. Myers (eds.). Discourse and Performance of International Teaching Assistants. Alexandria, VA: TESOL Publications, 153-185.

Anderson, L. and Piazza, R. (in press) ‘Talking about texts: production roles and literacy practices in university seminars in Britain and Italy.' In Bondi, M and J. Bamford (eds.) Dailogue within discourse communities: Metadiscursive perspectives on academic genres. Tubingen: Max Niemeyer.

Bardovi-Harlig, K. and Hartford, B. 1993. Learning the rules of academic talk: A longitudinal study of pragmatic change. Studies in Second Language Acquisition 19: 279 - 304.

Bashiruddin, A., Edge, J. and Hughes-Pelegrin, E. 1990. Who speaks in seminars? Status, culture and gender at Durham University.' In Clark, R. et al. (eds.) Language and Power. London : CILT.

Basturkmen, H. 2002. Negotiating meaning in seminar-type discussion and EAP. English for Specific Purposes 21: 233 – 242.

Benwell, B. and Stokoe, E. (forthcoming). Resisting academic identity as gendered performance? Evidence from university tutorial talk-in-interaction. In Seedhouse, P.and Richards, K. (eds.). Applying Conversation Analysis. Cambridge: CUP.

Benwell, B. and Stokoe, E. 2002. Constructing discussion tasks in university tutorials.Discourse Studies 4: 429-453.

Bergvall, V. 1996. Women students in an engineering class. In Bergvall, V., Bing, J. and Freed, A. (eds.) 1996 Rethinking Language and Gender Research. London: Longman.

Bergvall, V. L and Remlinger, K. A. 1996. Reproduction, resistance and gender in educational discourse: the role of critical discourse analysis. Discourse & Society 7: 453 - 479.

Biber, D., Conrad, S., Reppen, R., Byrd, P. and Helt, M. 2002. Speaking and writing in the university: A multidimensional comparison. TESOL Quarterly 36: 9 – 48.

Boersma, P. D., Gay, D., Jones, R., Morrison, L. and Remick, H. 1981. Sex differences in college student-teacher interactions: Fact or fantasy? Sex Roles 7: 775-84.

Brooks, V.R. 1982. Sex differences in student dominance behavior in female and male professors' classrooms. Sex Roles 8: 683 - 90.

Carter-Thomas, S. and Rowley-Jolivet, E. 2001. Syntactic differences in oral and written scientific discourse: The role of information structure. Asp 31-33: 19 – 37.

Charles, C. and Ventola, E. A multi-semiotic genre: The conference slide show. In Ventola et al. (eds.), 169-209.

Conefrey, T. 1997. Gender, culture and authority in a university life sciences laboratory. Discourse and Society 8: 313 – 340.

Coulthard, M. and Montgomery, M.. 1981. The structure of monologue. In Coulthard, M. and M. Montgomery (eds.) Studies in Discourse Analysis, London: RKP, 30 - 39.

Csomay, E. 2002. Variation in academic lectures: Interactivity and level of instruction. In Reppen,R., Fitmaurice, S. M. and D. Biber (eds.) Using coprora to explore linguistic variation. Amsterdam: Benjamins, 205-224.

Cutting, J. 2000. Analysing the language of Discourse Communities. Amsterdam: Elsevier.

Cutting, J. 1999. The grammar of the in-group code. Applied Linguistics 20: 179 – 202.

DeCarrico, J.S. and Nattinger, J. R. 1988. Lexical phrases for the comprehension of academic lectures. English for Specific Purposes 7: 91 – 102.

Douglas, D. and Selinker, L. 1994. Native and nonnative teaching assistants: A case study of discourse domains and genres. In Madden C. and C. Myers (eds.). Discourse and Performance of International teaching Assistants. Alexandria, VA: TESOL Publications, 153 - 185.

Dubois, B.L. 1987. ‘Something on the order of around forty to fortyfour': Imprecise medical expressions in biomedical talk slides. Language in Society 16: 527 – 41.

Dubois, B.L. 1982. ‘And the last slide please': Regulatory function at biomedial meetings. World Language English 1: 263 – 268.

Dubois, B.L. 1981. The management of pity in biomedial speeches. In Copeland, J.E. and P.W. Davis (eds.) The Seventh LACUS Forum 1980. Columbia, SC: Hornbeam, 249 – 257.

Dubois, B.L. 1980a. The use of slides in biomedial speeches. English for Specific Purposes 1: 45 – 50.

Dubois, B.L.1980b. Genre and the structure of biomedical speeches. Forum Linguisticum 5: 140 - 169.

Dudley-Evans, T. and T. Johns. 1981. A team teaching approach to lecture comprehension of overseas students. In The Teaching of Listening Comprehension [no ed.]. London: The British Council, 30 - 46.

Dyer, J. and Keller-Cohen, D. 2000. The discursive construction of professional self through narratives of personal experience. Discourse Studies 2: 283 – 304.

Erickson, F and Schultz, J. 1982. The Counselor as Gatekeeper. New York: Academic Press.

Fiksdal, S. 1988. Verbal and non-verbal strategies of rapport in cross-cultural interviews. Linguistics and Education 1: 3 – 18.

Flowerdew, J. 1994. Academic Listening. Cambridge, UK: CUP.

Flowerdew, J. 1992. The language of definitions in science lectures. Applied Linguistics 13: 202 - 21.

Fortanet, I. (forthcoming) The use of ‘we' in university lectures: reference and function. English for Specific Purposes.

Frobert-Adamo, M. 2002. Humour in oral presentations: What's the joke? In Ventola et al. (eds.), 211-225.

Furneaux, C., Locke, C., Robinson, P. and Tonkyn, A. 1991. Talking heads and shifting bottoms: The ethnography of academic seminars. In Adams, P., Heaton, B and P. Howarth (eds.) Sociocultural Issues in English for Academic Purposes. London: Macmillan, 75 - 88.

Gonzales, P. A. 1996. The talk and social organisation of problem-solving activities among physicists. PhD dissertation, UCLA.

Grimshaw, A.. 1989. Collegial discourse: Professional communication among peers. Norwood, NJ: Ablex.

Grimshaw, A. and Burke, P. (eds.) 1994. What's going on there: Complementary studies of professional talk. Norwood, NJ: Ablex.

Gunnarsson, B-L. 1997 Women and men in the academic discourse community. In Kotthoff, H. and Wodak, R. (eds.).Communicating gender in context. Amsterdam: John Benjamins B. V.

Guthrie, A.. 1997. On the systematic deployment of ‘okay' and ‘mmhmm' in academic advising sessions'. Pragmatics 7(3).

Heino, A., Tervonen, E. and Tommola, J. 2002. Metadiscourse in academic conference presentations. In Ventola et al. (eds.) 127-146.

Hiraga, M. K. & Turner, J. M.. 1996. Differing perceptions of face in British and Japanese academic settings. Language Sciences 18: 605 –627

Jacoby, S. 1998. Science as performance: Socialising scientific discourse through the conference talk rehearsal. PhD dissertation, UCLA.

Jacoby, S. and Gonzales, P. 1991. The constitution of expert-novice in scientific discourse. Issues in Applied Linguistics 2: 150 – 181.

Johns, A. 1997. Text, Role and Context. New York: CUP.

Launspach, S. L.. 1998. Interactional strategies and the role of questions in the acquisition of academic discourse. Dissertation Abstracts International, A: The Humanities and Social Sciences 59, 5, Nov, 1547-A-1548-A.

Lewis, M. and Simon, R. 1986 A discourse not intended for her: learning and teaching within patriarchy. Harvard Educational Review, 56: 457-72.

Lindemann, S. and Mauranen, A.. 2001. ‘It's just real messy': The occurrence and function of ‘just' in a corpus of academic speech. English for Specific Purposes, 20: 459-475.

Mauranen, A. (forthcoming)  ‘They're a little bit different': Variation in hedging in academic speech. In Ajmer, K. and  A-B Stenström (eds.) Discourse patterns in spoken and written corpora Amsterdam: John Benjamins.

Mauranen, A. 2002.  ‘A good question': Expressing evaluation in academic speech. In Cortese, G. and P. Riley (eds.) Domain-specific English: Textual practices across communities and classrooms. Frankfurt: Peter Lang, 115 – 140.

Mauranen, A. 2001. Reflexive academic talk: Observations from MICASE. In Simpson & Swales (eds.), 165-178.

McKinlay, A. and Potter, J. 1987. Model discourse: Interpretative repertoires in scientists' conference talks. Social Studies of Science 17: 443 – 463.

Myers, G. 2000. ‘Powerpoints: Technology, lectures and changing genres'. In Trosberg, A. (ed.) Analysing Professional Genres. Amsterdam: John Benjamins, 177 – 192.

Ochs, E., Gonzales, P. and Jacoby, S. 1996. ‘When I come down I'm in the domain state: Grammar and graphic representation in the interpretive activity of physicists. In Ochs, E., E. Schegloff and S. Thompson (eds.) Interaction and Grammar, Cambridge: CUP, 328 – 369.

Ochs, E. and Jacoby, S. 1997. Down to the wire: The cultural clock of physicists and the discourse of consensus. Language in Society 26: 479 – 505.

Olsen, L. and Huckin, T. 1991. Point-driven understanding in engineering lecture comprehension. English for Specific Purposes 9: 33 - 47.

Piazza, R. 2002. The pragmatics of conducive questions in academic discourse. Journal of Pragmatics, 34: 509-527.

Poos, D. & Simpson, R.. 2002. Cross-disciplinary comparisons of hedging: Some findings from the Michigan Corpus of Academic Spoken English. In Reppen, R., Fitzmaurice, S. and D. Biber (eds.), Using Corpora to Explore Linguistic Variation. Amsterdam: Benjamins, 3-23.

Prior, P. 1994. Girl talk tales, causal models and the dissertation: Exploring the topical contours of context in sociology talk and text. Language and Learning Across the Disciplines 1: 5 - 34.

Räisänen, C. The conference forum: A system of interrelated genres and discursive practices. In Ventola et al. (eds), 69-93.

Räisänen, C. 1999. The conference forum as a system of genres. Gothenberg, Sweden: Acta Universitatis Gothoburgensis.

Recski, L. (under review) Interpersonal (de)commitment in academic spoken discourse: A functional account of dissertation defenses.

Rowley-Jolivet, E. Science in the making: Scientific conference presentations and the construction of facts. In Ventola et al., 95-125.

Rowley-Jolivet, E. 2001a. Activating the passive: A comparative study of the passive in scientific conference presentations and articles. Les Cahiers de l'APLUIT 20: 38 – 52.

Rowley-Jolivet, E. 2001b. ‘Here you can see …': The role of photographs in the economy of scientific conference presentations'. In Memet, M. and Petit, M. (eds.) L'Anglais de la specialite en France: Melanges en l'honneur de Michel Perrin. Bordeaux: GERAS, 113 – 124.

Rowley-Jolivet, E. 1999. ‘The pivotal role of conference papers in the network of scientific communication'. ASP: La Revue du GERAS 23-26: 176 - 96.

Shalom, C. 2002. The academic conference: A forum for enacting genre knowledge. In Ventola et al. (eds.), 51-68.

Shalom, C. N. 1995. The discourse managament role of the Chair in academic conference presentation sessions. Interface: Journal of Applied Linguistics 10: 47-62.

Shalom, C. 1993. Established and evolving spoken research process genres: Plenary lecture and poster session discussions at academic conferences. English for Specific Purposes 12: 37 - 50.

Simpson, R. C. and Swales, J. M. (eds.) 2001. Corpus linguistics in North America: Selections from the 1999 symposium. Ann Arbor: University of Michigan Press.

Simpson, R. C. and Swales, J. M. 2001. North American perspectives on corpus linguistics at the millennium. In Simpson & Swales (eds.), 1-14.

Simpson, R. C.,, Lucka, B. and Ovens, J.. 2000. Methodological challenges of planning a spoken corpus with pedagogical outcomes. In Burnard, L. & T. McEnery (eds.), Rethinking language pedagogy from a corpus perspective: Papers from the third international conference on Teaching and Language Corpora. Frankfurt: Peter Lang.

Stokoe, E. 2000. Constructing topicality in university students' small-group discussion: A conversation analytic approach. Language and Education 14: 184 – 203.

Stokoe, E. 1997. An evaluation of two studies of gender and language in educational contexts: some problems in analysis. Gender and Education.

Strodt-Lopez, B. 1991. ‘Tying it all in': Asides in university lectures. Applied Linguistics 12: 117 - 140.

Swales, J. M. (forthcoming) Genres of the Research World. Cambridge: CUP.

Swales, J. M. and Burke, A. (forthcoming) ‘It's really fascinating work': Differences in evaluative adjectives across academic registers. In Meyer, C. (ed.) Corpus analysis: Language structure and use. Holland: Rodopi.

Swales, J. M. 2002. Integrated and fragmented worlds: EAP materials and corpus linguistics. In J. Flowerdew (ed.) Academic Discourse. London: Longman, 153-167.

Swales, J. M. 2001. Metatalk in American academic talk: The cases of ‘point' and  ‘thing'. Journal of English Linguistics, 29:34-54.

Swales, J. M. and Malczewski, B. 2001. Discourse management and new episode flags in MICASE. In Simpson & Swales (eds.), 145-164.

Tapper, J. 1996. Exchange patterns in the oral discourse of international students in university classrooms. Discourse Processes 22: 25 – 55.

Thompson, S. 2002. As the story unfolds: The uses of narrative in research presentations. In Ventola et al. (eds.), 147-167.

Thompson, S. E. 1998. Why ask questions in monologue? Language choice at work in scientific and linguistics talk. In S. Hunston (ed.) Language at work. Clevedon, UK: Multilingual Matters, 137-150.

Thonus, T. 1999. How to communicate politely and be a tutor, too: NS-NNS interaction and writing center practice. Text 19: 253-279

Thonus, T. 1999. Dominance in academic writing tutorials: Gender, language proficiency, and the offering of suggestions. Discourse & Society 10: 225-248.

Tracy, K. 1997. The Colloquium: Dilemmas of Academic Discourse. Norwood, NJ: Ablex.

Vassileva, I. 2002. Speaker-audience interaction: The case of Bulgarians presenting in English. In Ventola et al. (eds.), 255-276.

Ventola, E. 1999. Semiotic spanning at conferences: Cohesion and coherence in and across conference papers and their discussions. In W. Bublitz, Lenk, U. and E. Ventola (eds.) Coherence in spoken and written discourse: How to create it and how to describe it. Amsterdam: Benjamins, 101-123.

Ventola, E. 2002. Why and what kind of focus on conference presentations? In Ventola et al. (eds.), 15-50.

Ventola, E., Shalom, C. and S. Thompson (eds.)  2002. The language of conferencing. Frankfurt: Peter Lang.

Webber, P. 2002. The paper is now open for discussion. In Ventola et al. (eds.) 227-

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Weiyun He, A. 1996. Stories as academic counseling resources. Journal of Narrative and Life History 6: 107-121.

Weissberg, B. 1993. The graduate seminar: Another research-process genre. English for Specific Purposes 12: 23 – 36.

Woken, M. and Swales, J. 1989. Expertise and authority in native-non-native conversations: The need for a variable account. In Gass, S., C. Madden, D. Preston and L. Selinker (eds.) Variation in Second Language acquisition Vol. 1: Discourse and Pragmatics. Philadelphia: Multilingual Matters 211 – 227.