Write Like a Chemist: Drawing on Applied Linguistics Research

Fredricka L. Stoller, NorthernArizonaUniversity

A. References Related to the Write Like a Chemist Project (compiled March2009)

Horn, B., Stoller, F. L., & Robinson, M. S. (2008). Interdisciplinary collaboration: Two heads are

better than one. English Teaching Forum, 46(2), 2–13.

Robinson, M. S., & Stoller, F. L. (2007). A read-analyze-write approach to research-related

literacy skills for upper-division chemistry majors. In K. K. Karukstis & T. E. Elgren (Eds.),

Designing and sustaining a research-supportive curriculum: A compendium of successful

practices (pp. 175–190). Washington, DC: Council on Undergraduate Research.

Robinson, M. S., Stoller, F. L., Costanza-Robinson, M., & Jones, J. K. (2008). Write like a chemist: A

guide and resource. New York: OxfordUniversity Press.

[For companion Web site, see:

Robinson, M. S., Stoller, F. L., Horn, B., & Grabe, W. (2009). Teaching and applying chemistry-specific writing skills using a simple, adaptable exercise. Journal of Chemical Education, 86(1), 45–49. (2009)

Robinson, M. S., Stoller, F. L., & Jones, J. K. (2008). Using the ACS Journals Search to validate assumptions about writing in chemistry and improve chemistry writing instruction. Journal of Chemical Education 85(5), 650–654.

Stoller, F. L., Horn, B., Grabe, W., & Robinson, M. S. (2005). Creating and validatingassessment

instruments for a discipline-specific writing course: An interdisciplinary approach. Journal of Applied

Linguistics,2(1), 73–101.

Stoller, F. L., Horn, B., Grabe, W., & Robinson, M. S. (2006). Evaluative review in materials

development. Journal of English for Academic Purposes, 5(3), 174–192.

Stoller, F. L., Jones, J. K., Costanza-Robinson, M. S., & Robinson, M. S. (2005). Demystifying disciplinary writing: A case study in the writing of chemistry. Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing.Retrieved March 5, 2009, from

B. Useful References during Project-Development Stages

Beal, H., & Trimbur, J. (2001). A short guide to writing about chemistry (2nd ed.). New York: Pearson.

Bhatia, V. (1993). Analyzing genre:Language use in professional settings. London:Longman.

Bhatia, V. (2004). Worlds of written discourse: A genre-based view. London: Continuum.

Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics: Investigating structure and use.Cambridge: CambridgeUniversity Press.

Bowker, L., & Pearson, J. (2002). Working with specialized language: A practical guide to using corpora. New York: Routledge.

Coghill, A. M., & Garson, L. R. (Eds.). (2006). The ACS style guide: Effective communication of scientific information (3rd ed.). Washington, DC: American Chemical Society.

Connor, U., & Mauranen, A. (1999). Linguistic analysis of grant proposals: European Union research grants. English for. Specific Purposes,18, 47–62.

Huckin, T. N. (1987). Surprise value in scientific discourse. ERIC Document Reproduction Service No. ED284291.

Hyland, K. (1998). Hedging in scientific research articles. Amsterdam: John Benjamins.

Hyland, K. (2002). Genre: Language, context, and literacy. Annual Review of Applied Linguistics,22, 113–135.

Hyland, K. (2004a). Disciplinary discourses: Social interactions in academic writing. Ann Arbor, MI: University of Michigan Press.

Hyland, K. (2004b). Genre and second language writing. Ann Arbor, MI: University of Michigan Press.

Johns, A. M. (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum.

Kovac, J., & Sherwood, D. W. (2001). Writing across the chemistry curriculum: An instructor’s handbook. Upper Saddle River, NJ: Prentice Hall.

Paltridge, B. (1997). Genre, frames, and writing in research settings. Amsterdam: John Benjamins.

Swales, J. M. (1990). Genre analysis: English in academic and research settings.Cambridge: CambridgeUniversity Press.

Swales, J. M. (2004). Research genres: Exploration and applications. Cambridge:CambridgeUniversity Press.

C. American Chemical Society (ACS) Journals Search (data base)

D. NSF Course, Curriculum, and Laboratory Improvement (CCLI) grants

The Write Like a Chemist project was supported by the National Science Foundation (NSF), with two CCLI grants (DUE 0087570 and DUE 0230913) received by Marin S. Robinson, Chemistry, and Fredricka L. Stoller, Applied Linguistics, Northern Arizona University.

Note: Any opinions, findings, conclusions, and recommendations expressed in presentations and publications about the project are those of the presenters and do not necessarily reflect the views of the NSF.

1