Gee, J. P. (1996). Bristol, PA: Taylor & Social linguistics and literacies: Ideology in discourses. Francis. Graff, G., & Birkenstein, C. (2006). They say/Isay: The moves that matter in academic writing. New York: Norton. Harvey, J. (2008). Bridging the gap: The intellectual and perceptual skills for better academic writing. 151-159. Teaching Philosophy, 31(2), Hedgcock, J. S. (2008). Lessons I must have missed: Implicit literacy practices in graduate education. In C. P. Casanave, & X. Li (Eds.), Learning the literacy practices of graduate (pp. 32-45). Ann Arbor, MI: school: Insiders' reflections on academic enculturation University of Michigan Press. Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. 53. Studies in Higher Education, 27(1), Hyatt, D. a very good A critical genre analysis of a corpus of feedback F. (2005). ‘Yes, point!’: commentaries on master of education assignments. Teaching in Higher Education, 10(3), 339-353. doi:10.1080/13562510500122222 Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic New York: John Benjamins. writing. Ivanic, R., Clark, R., & Rimmershaw, R. (2000). What am I supposed to make of this? The messages conveyed to students by tutor's written comments. In M. R. Lea, & B. Stierer
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. Bristol, PA: Taylor & Francis. Graff, G., & Birkenstein, C. (2006). They say/Isay: The moves that matter in academic writing. New York: Norton. Harvey, J. (2008). Bridging the gap: The intellectual and perceptual skills for better academic writing. Teaching Philosophy, 31(2), 151-159. Hedgcock, J. S. (2008). Lessons I must have missed: Implicit literacy practices in graduate education. In C. P. Casanave, & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (pp. 32-45). Ann Arbor, MI: University of Michigan Press. Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 53. Hyatt, D. F. (2005). ‘Yes, a very good point!’: A critical genre analysis of a corpus of feedback commentaries on master of education assignments. Teaching in Higher Education, 10(3), 339-353. doi:10.1080/13562510500122222 Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. New York: John Benjamins. Ivanic, R., Clark, R., & Rimmershaw, R. (2000). What am I supposed to make of this? The messages conveyed to students by tutor's written comments. In M. R. Lea, & B. Stierer