A searchable spreadsheet of publications which have used the British Academic Written English (BAWE) corpus is available here. Let us know if any studies are missing!
| Author(s) | Year | Title and publisher |
|---|---|---|
| Ackerley, K. & Gesuato, S. | 2023 | The Words of Facts: How British and Italian Students Use in Fact in Academic Writing. Contrastive Pragmatics 4 (2) 274-288 DOI: 10.1163/26660393-bja10078 |
| Alam, I., Alhourani, A. Q., Bystrov, Y., Gul, W., & Riaz, B. | 2026 | Constructing academic caution and authorial positioning: a corpus-based analysis of hedging and stance markers in BAWE essays |
| Alesón-Carbonell, M. & Ryneiskaya, A. | 2012 | CADS innovative corpus-driven methodology for the academic English instruction of transitional linkers. Departamento de Filología Inglesa, Universidad de Alicante. |
| Allen, D. | 2009 | Lexical bundles in learner writing: An analysis of formulaic language in the ALESS Learner Corpus. Komaba Journal of English Education, Vol.1. 105-127. |
| Alsop, S. & H. Nesi. | 2009 | Issues in the development of the British Academic Written English (BAWE) corpus. Corpora 4 (1) 71-83 |
| Arsalan, M., Rohmah, Z. & Muttaqin, S. | 2025 | A bibilometric analysis of speaking anxiety in English language education Indonesian Journal of English Education |
| Babanoğlu, M. P. | 2017 | A Corpus-based Study on the Use of Contractions by EFL Learners in Argumentative Essays. International Journal of Applied Linguistics & English Literature. 6 (2) |
| Back, Juhyun | 2012 | Culture and academic writing: Korean EFL learners’ use of modal verbs in written academic discourse. The Linguistic Association of Korea |
| Basthomi, Y., Yannuar, N., Hidayati, M & Tri Wijayanti, L. | 2017 | It is Expected …” between Religiosity and Evidentiality.The 4th International Conference on Language, Society and Culture in Asian Contexts, KnE Social Sciences, 227–237. |
| Beal, R. | 2006 | A comparative analysis of cohesive signalling nouns in NNS and NS English undergraduate legal assignments. Centre for English Language Teacher Education, University of Warwick. |
| Benitez-Castro, M-A. | 2021 | Shell-noun use in disciplinary student writing: A multifaceted analysis of problem and way in third-year undergraduate writing across three disciplines. English for Specific Purposes. 61,132-149. |
| Biber, D., & Larsson, T. | 2026 | Analyzing grammatical complexity in L2-English development: A linguistically-grounded approach. |
| Bond, R. | 2016 | Main grammatical writing errors of Chinese undergraduate students in UK universities: An error analysis and contrastive analysis hypothesis approach. MA Thesis, English Language and Linguistics, Leiden University, Netherlands. |
| Boulanger, D., Clemens, C., Seanosky, J., Fraser, S., Kumar, V. | 2019 | Performance analysis of a serial natural language processing pipeline for scaling analytics of academic writing process. In Sampson, D., Spector, J.M., Ifenthaler, D., Isaías, P., Sergis, S. (Eds.) Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment. New York, NY: Springer 123-151. |
| Breeze, R. | 2011 | Disciplinary values in legal discourse: a corpus study. Iberica 21 93-116 |
| Brown, G. | 2016 | Authenticity of writing: Triangulating IELTS Academic Writing Task 2, EAP pre-sessional and Masters’ tasks. Masters dissertation, Swansea University. |
| Bruce, I. | 2010 | Textual and discoursal resources used in the essay genre in sociology and English. Journal of English for Academic Purposes 9 (3) 153-166. |
| Burrow, R. | 2009 | An analysis of Theme in undergraduate psychology essays: Disciplinary expectations and student intellectual development. University of Reading. |
| Çandarlı, D. | 2018 | Changes in L2 writers’ self-reported metalinguistic knowledge of lexical phrases over one academic year. The Language Learning Journal, 1-17. |
| Chan S-H. & H. Tan | 2010 | Extracting and comparing the intricacies of metadiscourse of two written persuasive corpora.International Journal of Education and Development using Information and Communication Technology (IJEDICT), 6 (3) 124-146. |
| Charles, M. | 2011 | Making concessions in academic writing: A corpus study of patterns and semantic sequences. Paper #88. In Groom, N. and Mason, O. (eds) Proceedings of the Corpus Linguistics Conference 2011. University of Birmingham, 20-22 July 2011 |
| Chen, M. | 2013 | Overuse or underuse: A corpus study of English phrasal verb use by Chinese, British and American students. International Journal of Corpus Linguistics, 18 (1) 418-422. |
| Chen, X. & Gardner, S. | 2021 | L2 Theme development in Discursive and Experimental undergraduate student writing. Register Studies. https://doi.org/10.1075/rs.20018.che |
| Chen, X. & Gardner, S. | 2021 | L2 Theme development in Discursive and Experimental undergraduate student writing. Register Studies. https://doi.org/10.1075/rs.20018.che |
| Chen, Y.-H. & P. Baker | 2010 | Lexical Bundles in L1 and L2 Academic Writing. Language Learning and Technology, (14) 2, 30-49. |
| Choi, H., Wang, Z., Brooks, C., Collins-Thompson, K., Glover Reed, B. & Fitch, D. | 2017 | Social work in the classroom? A tool to evaluate topical relevance in student writing. Proceedings of the Tenth International Conference on Educational Data Mining (EDM 2017), Wuhan, China. |
| Chun, C. | 2014 | Review of Genres across the Disciplines TESOL Quarterly 48 (4) 862-4 |
| Crosthwaite, P. | 2020 | Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing. Australian Review of Applied Linguistics 43 (2) 169-195. |
| Crosthwaite, P., Gazmuri Sanhueza, A. & Schweinberger, M. | 2021 | Training disciplinary genre awareness through blended learning: An exploration into EAP students’ perceptions of online annotation of genres across disciplines. Journal of English for Academic Purposes, 53 101021, 1475-1585 https://doi.org/10.1016/j.jeap.2021.101021 |
| Da Silva, L. G. | 2016 | Academic vocabulary: a corpus linguistics study on how Brazilian students write academic English. MA dissertation, Centre for Applied Linguistics University of Warwick |
| DeJeu, E. B. & Brown, D. | 2023 | DocuScope, multi-dimensional analysis, and student writing: Comparisons across tagging systems and corpora. In D. W. Brown and D. Wetzel (eds.) Corpora and Rhetorically Informed Text Analysis: The diverse applications of DocuScope pp. 42–78. John Benjamins. |
| Dong J., Wang H., Buckingham L. | 2022 | Mapping out the disciplinary variation of syntactic complexity in student academic writing. System 102974, https://doi.org/10.1016/j.system.2022.102974. |
| Doyle, J. & V. Keselj | 2005 | Automatic Categorization of Author Gender via N-Gram Analysis. Proceedings of the 6th Symposium on Natural Language Processing (SNLP’2005). Chiang Rai, Thailand, December 2005. |
| Durrant, P. | 2016 | To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43, 49–61. |
| Durrant, P. | 2015 | Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics. |
| Durrant, P. | 2014 | Discipline and level specificity in university students’ written vocabulary. Applied Linguistics. 35 (3) 328-356. |
| Durrant, P., Goulart, L. & Hasund, I.K. | 2026 | Moving beyond genre: Mapping student writing in a multidimensional situational space,Applied Corpus Linguistics, 100235 |
| Durrant, P. & Mathews-Aydınlı, J. | 2011 | A function-first approach to identifying formulaic language in academic writing, English for Specific Purposes 30 (1) 58-72. |
| Ebeling, , S. O. & Wickens, P. | 2012 | Interpersonal themes and author stance in student writing. In: Hoffmann, S., Rayson, P. and G. Leech (eds) English Corpus Linguistics: Looking Back, Moving Forward: Papers from the 30th International Conference on English Language Research on Computerized Corpora (ICAME 30) pp. 23-40. |
| Ebeling, S & A. Heuboeck. | 2007 | Encoding document information in a corpus of student writing: the experience of the British Academic Written English (BAWE) corpus. Corpora 2 (2) 241-256. |
| Ebeling, S & Hasselgård, H. | 2015 | Learner Corpus Research. LCR2013 Conference Proceedings BeLLS 2015 Vol. 6, 87‒106. |
| Ebeling, S. O. | 2011 | Recurrent word-combinations in English student essays. Nordic Journal of English Studies (NJES) 10 (1), 49- 76. |
| Ebeling, S.O. & Hasselgård. H. | 2015 | Learners’ and native speakers’ use of recurrent word-combinations across disciplines. Bergen Language and Linguistics Studies (BeLLS) vol. 6, 87-106. |
| Eguchi, M. & Kyle, K. | 2023 | Span Identification of Epistemic Stance-Taking in Academic Written English. Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications: Toronto, Canada. |
| Ersanli, C. Y. | 2015 | Insights from a learner corpus as opposed to a native corpus about cohesive devices in an academic writing context. Universal Journal of Educational Research 3(12): 1049-1053 |
| Esmaeeli, F. | 2023 | Developing a model for depicting identity in the academic essays written by native and non-native university-level students of English (Unpublished doctoral dissertation). Shiraz University, Shiraz, Iran. |
| Evans, M. | 2019 | A study of academic genre: exploring writing in English for university purposes with Vietnamese students. VNU Journal of Foreign Studies 35 (1) |
| Evans, M. | 2017 | Writing in English as a foreign language within higher education in Vietnam: an investigation of the genres, writing processes and perceptions of ten Vietnamese students. PhD thesis, University of Warwick. |
| Fakhra, A. | 2009 | Relative Clauses and Cohesive Conjunctions in Syrian University Students’ Writing in English. University of Warwick. |
| Farahani, M. | 2019 | Metadiscourse in Academic English Texts: A Corpus-driven probe into British Academic Written English Corpus. Studies about Languages 34 56-73 |
| Farahani, M. V. | 2023 | Dynamicity of interaction in academic discourse: Evidence from a corpus-based study. Forum for Linguistic Studies 5 (3) https://fls.acad-pub.com/index.php/FLS/article/view/1895 |
| Fenogenova, A. & Kuzmenko, E. | 2017 | Automatic generation of lexical exercises. Proceedings of the International Conference “Dialog 2016”, Moscow, June 1–4, 2016. |
| Ferreira, E. | 2018 | The expression of stance in English L1 and L2 student writing: A corpus-based study of stance marking. Supervisor: Professor Annelie Ädel. BA Degree Thesis, School of Humanities and Media Studies, Dalarna University, Sweden. |
| Ferreira, E. | 2019 | Anaphoric demonstratives in student academic writing: A cross-disciplinary study of (un)attended ‘this’ and ‘these’. MA Degree Thesis, School of Humanities and Media Studies, Dalarna University, Sweden. |
| Fossan, Heidi | 2011 | The writer and the reader in Norwegian advanced learners’ written English: A corpus-based study of writer/reader visibility features in texts by Norwegian learners of English and native speakers of English. MA thesis, University of Oslo |
| Frankenberg-Garcia, A. | 2019 | Developing a text editor to help writers with academic English vocabulary. OASIS Summary of Frankenberg-Garcia et al. (2019) ReCALL. https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.1000 |
| Frankenberg-Garcia, A., Rees, G., Lew, R., Roberts, J., Sharma, N. and Butcher, P. | 2019 | ColloCaid: a tool to help academic English writers find the words they need. In F. Meunier, J. Van de Vyver, L. Bradley, & S. Thouësny (Eds.). CALL and complexity – short papers from EUROCALL 2019. Voillans: Research-publishing.net. https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.1000 |
| Frankenberg-Garcia, A., Lew, R., Roberts, J., Rees, G. and Sharma, N. | 2019 | Developing a writing assistant to help EAP writers with collocations in real time. ReCALL. 31(1), 23-39. https://www.cambridge.org/core/journals/recall/article/developing-a-writing-assistant-to-help-eap-writers-with-collocations-in-real-time/91D2F3FBBA7E6DF7E46523F20E6ECCE7 |
| Fuster-Márquez, M., Clavel-Arroitia, B. | 2011 | Implementing an academic corpus in the English Language classroom in tertiary education, in: Carrió Pastor, Mª L., Candel Mora, M. A. (Eds.), Actas del 3 congreso internacional de lingüística de corpus, tecnologías de la información y las comunicaciones. Universidad Politécnica de Valencia, Valencia, pp. 695-704. |
| Gan, Q. & Wang, M. | 2025 | Examining contextual constraints on the English dative alternation in L2 written productionA contrastive multifactorial analysis IJCL |
| Gan, Q. | 2024 | Different registers, different grammars in second language production? The dative alternation in spoken and written Chinese learner English, Lingua, 309,103790. https://doi.org/10.1016/j.lingua.2024.103790. |
| Gardezi, A. | 2007 | Conjunction use by British and Pakistani economics students: a comparative corpus-based enquiry. Centre for English Language Teacher Education, University of Warwick. |
| Gardezi, S. A. & H. Nesi | 2009 | Variation in the writing of economics students in Britain and Pakistan: the case of conjunctive ties. In: M. Charles, S. Hunston, D. Pecorari (eds) Academic Writing: At the interface of corpus and discourse. London: Continuum pp. 236-250. |
| Gardner, S & Han, C. | 2018 | Transitions of Contrast in Chinese and English University Student Writing. Educational Sciences: Theory & Practice 18 861-882 |
| Gardner, S. | 2019 | Pedagogical insights from contrastive studies of English and Chinese writers in the BAWE corpus. In Huemer, B., Lejot, E. & Deroey, K. (eds.) Academic writing across languages: multilingual and contrastive approaches in higher education. Schreibwissenschaft (Research on Writing) p. 105-126. Luxembourg: Böhlau-Verlag |
| Gardner, S. | 2017 | Systemic Functional Linguistics and Genre Studies. In T. Bartlett and G. O’Grady (eds) The Routledge Handbook of Systemic Functional Linguistics London and New York: Routledge pp. 473-488. |
| Gardner, S. | 2017 | Applying linguistics in TEAP: the case of student report writing. Proceedings of the 2015 BALEAP Conference. EAP in a Rapidly Changing Landscape: Issues, Challenges and Solutions. Edited by Jenny Kemp. Reading: Garnet Publications. pp 119-128. |
| Gardner, S. | 2016 | A genre-instantiation approach to teaching English for Specific Academic Purposes: Student writing in Business, Economics and Engineering. In the Special Issue of Writing and Pedagogy on Disciplinary Writing edited by John Flowerdew. 8 (1): 117-144. DOI: 10.1558/wap.v8i1.27934. |
| Gardner, S. | 2012 | Perspectives on the disciplinary discourses of academic argument. In Groom, N. (ed.) Proceedings of International Corpus Linguistics Association Meeting 2011: Discourse and Corpus Linguistics |
| Gardner, S. | 2012 | A pedagogic and professional Case Study genre and register continuum in Business and in Medicine. Journal of Applied Linguistics and Professional Practice (JALPP), 9.(1) 13-35. |
| Gardner, S. | 2012 | Genres and registers of student report writing: an SFL perspective on texts and practices. Journal of English for Academic Purposes, 11 (1) 52-63 |
| Gardner, S. | 2010 | Initial Sentence Subjects and Angle on Field: Mapping ideational meaning across disciplines and years of study in a corpus of assessed student writing. In C. Jones and E. Ventola (eds) Field, Ideation & Experiential Representation: from Language to Multimodality. Series: Functional Linguistics edited by R. Fawcett. London: Equinox Publishing. |
| Gardner, S. | 2009 | Extended abstract: Evaluation across Disciplinary Groups in University Student Writing: The Critique Genre Family as Texts and Text. In: Edwardes, M. (ed) Proceedings of the BAAL Annual Conference 2008. Taking the Measure of Applied Linguistics, Swansea University, London: BAAL/ Scitsiugnil Press. pp. 47-50. |
| Gardner, S. | 2008 | Integrating ethnographic, multidimensional, corpus linguistic and systemic functional approaches to genre description: an illustration through university history and engineering assignments. In: Steiner, E and Neumann, S. (Eds.) ESFLCW 2007: Data and Interpretation in linguistic analysis. Proceedings of the 19th European Systemic Functional Linguistics Conference and Workshop 23rd – 25th July 2007, Saarbrücken, Germany: Universität des Saarlandes pp 1-34. |
| Gardner, S. | 2008 | Mapping ideational meaning in a corpus of student writing. In C. Jones and E. Ventola ((eds) New Developments in the Study of Ideational Meaning: From Language to Multimodality. Series: Functional Linguistics edited by R. Fawcett. London: Equinox Publishing. pp 169-188. |
| Gardner, S. & H. Nesi | 2013 | A classification of genre families in university student writing. Applied Linguistics 34 (1) 1-29. |
| Gardner, S. & J. Holmes. | 2010 | From section headings to assignment macrostructures in undergraduate student writing. In E. Swain (ed.) Thresholds and Potentialities of Systemic Functional Linguistics: Applications to other disciplines, specialised discourses and languages other than English. Trieste: Edizioni Universitarie Trieste (EUT). pp. 268-290. |
| Gardner, S. & J. Holmes. | 2009 | Can I use headings in my essay? Section headings, macrostructures and genre families in the BAWE corpus of student writing. In: M. Charles, S. Hunston, D. Pecorari (eds) Academic Writing: At the interface of corpus and discourse. London: Continuum. pp. 251-271. |
| Gardner, S. and E. Moreton | 2020 | Written Corpora. Chapter 3 in S. Adolphs and D. Knight (eds) The Routledge Handbook of English Language and Digital Humanities Taylor and Francis/Routledge pp 26-48. |
| Gardner, S., Biber, D.& Nesi, H. | 2015 | MDA perspectives on Discipline and Level in the BAWE corpus. In: F. Formato and A. Hardie (eds) Proceedings of the 8th International Corpus Linguistics conference (CL2015), Lancaster University, 21- 24 July 2015. pp. 126-128. |
| Gardner, S., Nesi, H. and Biber, D. | 2019 | Discipline, level, genre: Integrating situational perspectives in a new MD analysis of university student writing. Applied Linguistics, 40 (4) 646–674 |
| Gomez-Laich, M.P. & Maune, M. | 2026 | Rhetorical complexity in case analysis writing: A corpus-informed study of the advisory move. |
| Goulart, L., Biber, D. & Reppen, R. | 2022 | In this essay, I will …: Examining variation of communicative purpose in student written genres. Journal of English for Academic Purposes, 59, 101159. https://doi.org/10.1016/j.jeap.2022.101159 |
| Guerra-Lyons, J. D. | 2022 | Analyzing the relationship between the English impersonal appearance construction and framed clause deicticity: a quantitative study. Onomázein Revista de lingüística filología y traducción. DOI: 10.7764/onomazein.55.02 |
| Guerra-Lyons, J. D., Concu, V., De La Rosa Yacomelo, J.A. | 2026 | Not all it seems are the same: A systemic functional and pragmatic approach to evidentiality and mitigation Journal of Pragmatics |
| Han, C. | 2018 | The use of English transition markers in Chinese and British university student writing. PhD thesis, Coventry University |
| Han, C. & Gardner, S. | 2024 | How can I add an argument appropriately in English? Addition markers in Chinese L1 and English L1 university student writing.Journal of English for Academic Purposes 67, 101332. |
| Han, C. & Gardner, S. | 2021 | However and other transitions in the Han CH-EN corpus. Journal of English for Academic Purposes, 51(2): 100984 |
| Hashimoto, B. | 2026 | A multidimensional analysis of university students’ everyday reading and writing.Educational Linguistics |
| Hasselgård, H. | 2015 | Lexicogrammatical features of adverbs in advanced learner English. International Journal of Applied Linguistics, 166(1):163–189 |
| Hasselgård, H. | 2016 | Discourse-Organizing Metadiscourse in Novice Academic English. In: López-Couso, M. J., Méndez-Naya,B., Núñez-Pertejo, P. and & Palacios-Martínez, I. M. (eds.) Corpus linguistics on the move: Exploring and understanding English through corpora. Brill Online, pp 106-131 |
| Hasselgård. H. | 2019 | The nature of the essays: The colligational framework ‘the N of the N’ in L1 and L2 novice academic English. In H. Parviainen, M. Kaunisto and P. Pahta (eds), Corpus Approaches into World Englishes and Language Contrasts, Helsinki: VARIENG e-series, Studies in Variation, Contacts and Change in English. |
| Hasselgård. H. | 2019 | Phraseological teddy bears: frequent lexical bundles in academic writing by Norwegian learners and native speakers of English. In V. Wiegand and M. Mahlberg (eds), Corpus Linguistics, Context and Culture. Berlin: De Gruyter, 339-362. |
| Hasselgård. H. | 2017 | Stating the obvious: signals of shared knowledge in Norwegian-produced academic English. In Pieter de Haan, Rina de Vries and Sanne van Vuuren (eds), Language, Learners and Levels: Progression and Variation. Louvain: Presses universitaires de Louvain, 23-44. |
| Hasselgård. H. | 2016 | Conditional clauses in novice academic English: A comparison of Norwegian learners and native speakers. In E. Wennö, M. Tåqvist, P. Wikström and J. Wijkmark (eds), Fact or Fiction? Studies in honour of Solveig Granath. Special issue of Nordic Journal of English Studies 15 (2), 78-94. |
| Hasselgård. H. | 2014 | It-clefts in English L1 and L2 academic writing. In K. Davidse, C. Gentens, L. Ghesquière and L. Vandelanotte (eds), Corpus Interrogation and Grammatical Patterns. Amsterdam: John Benjamins Publishing Company, 295-320. |
| Hayakawa, M. | 2010 | A comparison of the use of Epistemic modals between English and Japanese students in academic writing. Department of English and Languages, Coventry University. |
| Henderson, A . & Barr, R. | 2010 | Comparing indicators of authorial stance in psychology. students’ writing and published research articles, Journal of Writing Research 2 (2), 245-2. |
| Hiltunen, T. & Mäkinen, M. | 2014 | Formulaic Language in Economics Papers: Comparing Novice and Published Writing. In: M. Gotti & D. S. Giannoni (eds.) Corpus Analysis for Descriptive and Pedagogic Purposes: English Specialised Discourse. Bern: Peter Lang 347-368. |
| Hindmarsh, S. | 2014 | Investigating the effects of corpus and configuration on assistive input methods. Masters dissertation, Victoria University of Wellington, New Zealand. |
| Ho Kin Loong | 2012 | “I believe that” or “It is suggested that”? Authorial presence in the use of reporting verbs in ‘soft’ discipline academic writing by community college students in Hong Kong. Master of Arts in Applied Linguistics, The University of Hong Kong. |
| Holmes, J. & H. Nesi | 2009 | Verbal and Mental Processes in Academic Disciplines. In: M. Charles, S. Hunston, D. Pecorari (eds) Academic Writing: At the interface of corpus and discourse. London: Continuum pp. 58-72. |
| Hu, S. & Gu, Y. | 2015 | A corpus-based study of present tense distribution in Chinese students’ English writings. Proceedings of the International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) Beijing, China, April 10-11, 2015. |
| Huang, P-Y. | 2023 | A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0129 |
| Hulpus, I., Hayes, C., Karnstedt, M. & Greene, D. | 2012 | An eigenvalue-based measure for word-sense disambiguation. Proceedings of the 25th International Florida Artificial Intelligence Research Society Conference, 226-231. |
| Iyeiri, Y. | 2017 | Recent Changes in the Use of the Verb forbid. Memoirs of the Faculty of Letters, Kyoto University 56: 195-218. |
| Iyeiri, Y. | 2016 | BAWE (British Academic Written English) ni Miru Hobun no Doko: Ruiji no Imi wo Yusuru forbid to prohibit ni tsuite no Shiteki Kosatsu (Recent trends in the choice of verb complements in contemporary English: forbid and prohibit in BAWE, two verbs of implicit negation, considered from a historical perspective). In Y. Ogawa, A. Nagano, and A. Kikuchi (eds.) Kopasu kara Wakaru Gengo Henka, Hen-i to Gengo Riron (Language Change, Language Variation and Corpus-driven Linguistic Theories). Tokyo: Kaitakusha, pp. 50-63. |
| Jadoulle . P. | 2023 | Beyond concordance lines: Corpora in language education. International Journal of Learner Corpus Research, 9 (2 ):180 – 214. |
| Jeffery, H. | 2013 | An exploration of first person pronoun use in successful student academic writing. Department of English and Languages, Coventry University. |
| Johnson, I | 2015 | “He said … she said”: A corpus-based comparison of the citation skills of novice Chinese L1 undergraduate students in U.K. Higher Education with those of proficient exemplars. School of Languages and Area Studies, University of Portsmouth. |
| Jubair Uddin, | 2026 | A corpus-based investigation of collocation, semantic prosody and semantic preferences of a high-frequency noun ‘value’ in British academic written English (BAWE) European Journal of Applied Linguistics Studies |
| Jung, C.K. | 2011 | Understanding Undergraduate Engineering Laboratory Reports (UELRs). PhD thesis, University of Warwick. |
| Jung, C.K. and Wharton, S. | 2012 | Finding Textual Examples of Genres: Issues for Corpus Users. Korean Journal of English Language and Linguistics 12 (1), 129-148. |
| Kakkonen, T. | 2009 | TexComp – A Text Complexity Analyzer for Student Texts. Proceedings of the 12th International Conference on Interactive Computer-aided Learning, Villach, Austria, 2009. |
| Khamkhien, A. | 2021 | Functional patterns of lexical bundles and limitations in academic writing by Thai L2 English learners. Journal of English Language Teaching and Linguistics, 6(3) 607-632 https://jeltl.org/index.php/jeltl/issue/view/18 |
| King, D. & Hickey, H. | 2017 | Creating and using corpora: A principled approach to identifying key language within art & design. Spark: UAL Creative Teaching and Learning Journal, 2 (3) |
| Kirk, S. | 2017 | Waves of Reflection: seeing knowledges in academic writing. In Kemp, J. (ed.) EAP in a rapidly changing landscape: issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Reading: Garnet Publishing. |
| Kuttig, K.D. | 2012 | Lexical bundles in published and student writing in Literary Studies. Department of English and Language Studies, Canterbury Christchurch University. |
| Kwary, D.A. | 2011 | A hybrid method for determining technical vocabulary. System 39 (2) 175-185. |
| Lan, Ge | 2020 | Noun phrase complexity, Academic level, and First- and Second-English Language Background in Academic Writing. PhD Thesis, Purdue University Graduate School. https://doi.org/10.25394/PGS.12192480.v1 |
| Larsson, T. | 2019 | Grammatical stance marking across registers: Revisiting the formal-informal dichotomy. Register Studies 1(2):243-268 |
| Larsson, T. | 2016 | The introductory it pattern in academic writing by non-native-speaker students, native-speaker students and published writers: A corpus-based study. PhD thesis, Uppsala University. |
| Larsson, T., Reppen, R. & Dixon, T. | 2022 | A phraseological study of highlighting strategies in novice and expert writing. Journal of English for Academic Purposes, 60, 101179 https://doi.org/10.1016/j.jeap.2022.101179. |
| Lawrence, A. | 2013 | Review of Genres across the Disciplines Journal of English for Academic Purposes 12 (4) 313-4 |
| Lee, D. & X. Chen | 2009 | Making a bigger deal of smaller words: function words and other key items in research writing by Chinese learners. Journal of Second Language Writing, 18 (4) 281-296. |
| Lee, D. & X. Chen | 2008 | Small words, big deal: teaching the use of function words and other key items in research writing. In: Frankenberg-Garcia, A., Rkibi, T., Braga da Cruz, M., Carvalho, R., Direito, C. & Santos-Rosa, D. (eds) Proceedings of the 8th Teaching and Language Corpora Conference. Lisbon, Portugal: ISLA, pp. 198-206. |
| Lee, J. & Casal, J.E. | 2013 | Review of Genres across the Disciplines System 41 (2) 485-7 |
| Leedham, M | 2015 | Chinese Students’ Writing in English: Using visuals and lists. English Teaching in China (ETiC), 6 pp. 16–20. |
| Leedham, M | 2015 | Learning from lecturers: What disciplinary practice can teach us about ‘good’ student writing. In: Lillis, Theresa; Harrington, Kathy; Lea, Mary and Mitchell, Sally eds. Working with Academic Literacies: Case Studies Towards Transformative Practice.Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, pp. 163–174 |
| Leedham, M. | 2014 | Can I use ‘we’ and ‘I’ in my essay?Introducing corpus linguistics, Open Learn, the Open University. |
| Leedham, M. | 2015 | Chinese students’ writing in English: Implications from a corpus-driven study. Routledge. |
| Leedham, M. | 2012 | Combining intuition with corpus linguistic analysis: a study of marked lexical chunks in four Chinese students’ undergraduate assignments.Nordic Journal of English Studies, 11(3), pp. 155–187. |
| Leedham, M. | 2012 | Writing in tables and lists: A study of Chinese students’ undergraduate assignments in UK universities. in Tang, R. (ed.) Academic Writing in a Second or Foreign Language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum 146-164. |
| Leedham, M. | 2009 | From traditional essay to ‘Ready Steady Cook’ presentation: Reasons for innovative changes in Higher Education assignments. Active Learning in Higher Education 10 (2) 191-206. |
| Leedham, M. | 2011 | A corpus-driven study of features of Chinese students’ undergraduate writing in UK universities. PhD thesis, The Open University. |
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If you want to download the BAWE corpus it is available through the Oxford Text Archive and some further information is available through the BAWE page on the Coventry University website.