Journal articles: 'Written English'

1

Gaskell, Philip. "Standard written English." English Today 16, no. 1 (January 2000): 48–52. http://dx.doi.org/10.1017/s0266078400011457.

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Klimova, Blanka Frydrychova. "Formal written English revisited." Procedia - Social and Behavioral Sciences 3 (2010): 131–37. http://dx.doi.org/10.1016/j.sbspro.2010.07.024.

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Fang Xuelan and Graeme Kennedy. "Expressing Causation in Written English." RELC Journal 23, no. 1 (June 1992): 62–80. http://dx.doi.org/10.1177/003368829202300105.

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4

Shi, Dingxu. "Hong Kong written Chinese." Journal of Asian Pacific Communication 16, no. 2 (October 12, 2006): 299–318. http://dx.doi.org/10.1075/japc.16.2.09shi.

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Hong Kong written Chinese is the register used in government documents, serious literature and the formal sections of printed media. It is a local variation of Standard Chinese and has many special features in its lexicon, syntax and discourse. These features come from three distinctive sources: English, Cantonese and innovation. The main concern of this paper is which features come from English and how they are adopted. It is shown that Hong Kong written Chinese has a large number of English loan words, both localized and semi-localized ones, and quite a few calque forms from English. Some of its lexical items have undergone semantic shift under the influence of English or Cantonese. The most interesting characteristic of Hong Kong written Chinese is that a number of its words have changed their syntactic behavior due to English influence and a few syntactic structures are apparently adopted from English. This particular form of written Chinese thus provides an excellent case to study the impact of bilingualism and multilingualism on language use and language change induced by language contact.

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Chandran, Mini. "Writer-Translators of Ethnicity Translations and literatures written in English." European Journal of English Studies 18, no. 3 (September 2, 2014): 263–77. http://dx.doi.org/10.1080/13825577.2014.944019.

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Linse, Caroline, and Stephen van Vlack. "Plain English." ITL - International Journal of Applied Linguistics 166, no. 2 (December 30, 2015): 254–77. http://dx.doi.org/10.1075/itl.166.2.03lin.

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Schools attempting to engage with the families of all learners, including those with culturally and linguistically diverse backgrounds recognize the importance of oral and written communication that is written using understandable English. Using the basic principles of plain English coupled with speech act theory we began to investigate different aspects of text and functional intent. This exploratory research examined exemplar pieces of written school generated communication, using different forms of linguistic analysis to determine whether the communication contained elements recognized to facilitate or impede the comprehensibility of each piece of communication. Additionally, a text assessment tool which can help schools to analyze the written text communication they send to families was developed and refined.

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Osei-Tutu, Kwaku. "The Influence of American English and British English on Ghanaian English." Ghana Journal of Linguistics 10, no. 2 (December 31, 2021): 84–102. http://dx.doi.org/10.4314/gjl.v10i2.4.

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English has been the de facto official language of Ghana since the country gained independence from Britain in 1957. According to Dolphyne (1995:31) “it is… standard written [British] English that newspaper editors and editors of journals aim at, as well as teachers in their teaching of English at all levels.” Shoba et al. (2013) also reinforce this stating that British English has remained the standard of the Ghanaian educational system since colonization. In recent times, however, American English has become more popular in Ghana, especially in the entertainment industry (Anderson et al., 2009). Using data from the International Corpus of English (Ghana component – written and spoken; British component – written and spoken; and the American component – written) and the Corpus of Contemporary American English (COCA), this paper looks at the frequencies of got, gotten and the modals will, shall, should and must with the aim of finding out which of the two native varieties Ghanaian English patterns after. The results of the study reveal that while Ghanaian English reflects some influence from American English by showing a tendency to pattern after it with regard to got and gotten, the same cannot be said regarding the modals will, shall, should and must.

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BARON, NAOMI. "The written turn." English Language and Linguistics 9, no. 2 (October 31, 2005): 359–76. http://dx.doi.org/10.1017/s136067430500170x.

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Bondarenko, Olga R. "Russian Accent in English Written Discourse." IAFOR Journal of Education 8, no. 1 (March 1, 2020): 29–46. http://dx.doi.org/10.22492/ije.8.1.02.

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Celce-Murcia, Marianne, and Arne Olofsson. "Relative Junctions in Written American English." Language 61, no. 1 (March 1985): 220. http://dx.doi.org/10.2307/413448.

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Kim, Kwangmin. "KJFM Written by English Not Korean." Korean Journal of Family Medicine 31, no. 11 (2010): 827. http://dx.doi.org/10.4082/kjfm.2010.31.11.827.

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Gupta, Anthea Fraser. "A Standard For Written Singapore English?" English World-Wide 7, no. 1 (January 1, 1986): 75–99. http://dx.doi.org/10.1075/eww.7.1.05gup.

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13

Kroll, Barbara. "Understanding TOEFL's Test of Written English." RELC Journal 22, no. 1 (June 1991): 20–33. http://dx.doi.org/10.1177/003368829102200102.

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Garrett, Joyce Lynn. "SOS: Written English is in Trouble." Kappa Delta Pi Record 45, no. 1 (October 2008): 8–9. http://dx.doi.org/10.1080/00228958.2008.10516524.

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Tilana, Palentja Etta, Wisma Yunita, and Zahrida . "Students’ English Structure and Written Competence." Journal of English Education and Teaching 3, no. 2 (August 23, 2019): 180–94. http://dx.doi.org/10.33369/jeet.3.2.180-194.

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This research aims to investigate the students’ English competence, the highest percentage of students’ mistake and their difficulties in responding to the TOEFL structure and written expression sections. All of the 6th semester students of the English Education Study Program of Universitas Bengkulu who had passed all structure courses were involved in this research. The data were collected through a TOEFL test and an interview. The results show that majority of the students’ English competence was poor. It also reveals that the most difficult topic in grammar section was redundancy. There were two factors that affected the students’ performance in redundancy, ambiguity and the interference of first language. In contrast, gerund and infinitives were the easiest topic in grammar section. Simple rules and the most common expression were contributed to the students’ performance in gerund and infinitives. In responding to structure and written expression section there were four factors that influenced students’ difficulties, poor understanding of grammar, less focus, lack of practice and limited vocabulary.

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16

Carroll, Tessa, and Judy Delin. "Written instructions in Japanese and English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 8, no. 3 (September 1, 1998): 339–85. http://dx.doi.org/10.1075/prag.8.3.03car.

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17

Liu, Yijun. "Differences between Spoken and Written English." Communications in Humanities Research 3, no. 1 (May 17, 2023): 766–70. http://dx.doi.org/10.54254/2753-7064/3/20220615.

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The link between spoken and written language has been the subject of many diverse perspectives throughout the history of language research. Many linguists considered written language a variant of spoken language in the past few decades. But over time, written language has come to hold a dominant position. Therefore, this paper reviews the differences between the two types of English language, spoken and written English, by analyzing the features of these two types of English through three aspects: production and perception, forms, and formality. This review also provides some pedagogical suggestions for writing and speaking instructors who want to engage ESL pupils better.

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18

Afzal, Maria, Fakhira Riaz, and Yasmin Akhtar. "English for Bankers: An Investigation into Bank Managers' English Language Needs." Global Language Review V, no. III (September 30, 2020): 163–71. http://dx.doi.org/10.31703/glr.2020(v-iii).17.

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The study aims to explore the written English language needs and practices of bank managers of Askari Bank Limited, Pakistan. This research focuses only on the written English language needs of bank managers as they must be proficient while using English in their writings. The data are collected by means of interviews which provided in-depth views of the participants. The purposive sampling technique is used to collect data from bank managers to evaluate their current written English practices and their target the English language needs in the light of their experience. Thematic analysis is used to analyze the data. The themes were deducted from the interview guide and analysed under the objectives of the current study. The findings reveal that English is an important tool for written English communications for bank managers, and a large number of written tasks are conducted in the English language. The investigation of interviews also helped to find out the demands of bank professionals with respect to needs, lacks and wants.

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19

Singh, Ram Ekwal. "A Study of Written English in Nepal." Tribhuvan University Journal 35, no. 2 (December 31, 2020): 135–50. http://dx.doi.org/10.3126/tuj.v35i2.36199.

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People in Nepal speak different languages. English is taught as a compulsory subject up to bachelor level. Writing skill in compulsory English occupies 40% weight age in class XI syllabus. This research was conducted with the main purposes of analysing the writing tasks and writing serves various purposes in a person’s everyday life. Its role is vital for upgrading students and job placement. It has been prescribed in English textbooks for higher secondary level across four subject streams and finding out the English teaching learning processes in the development of writing skills. The study had been delimited to the Kathmandu Valley. The sample comprised Class XI students. Mixed methods were utilized for gathering data such as questionnaire for students, test, students’ interview, teachers’ opinionnaire, teachers’ interview and class observation. All the higher secondary schoolteachers of English of the sample schools and 25 students of four streams were the respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS) version 16 and the t-test. The nature of exercises related to writing in textbooks of Class XI is almost similar, sequential and aims at developing creative writing. Science students performed the best of all on the test followed by Management, Arts and Education students. Almost all the informants expressed that writing grammatically correct sentences is of top most importance. Most of the teachers used process methodology in teaching writing. All informants interviewed expressed writing as a vital skill but it lacks separate classes.

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20

Hyeson Park. "The Present Perfect in Written L2 English." Linguistic Association of Korea Journal 24, no. 2 (June 2016): 1–23. http://dx.doi.org/10.24303/lakdoi.2016.24.2.1.

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21

Xiaoxiang Chen and Huina Li. "Written Corrective Feedback on College English Writing." Cross-Cultural Studies 13, no. 1 (June 2009): 229–62. http://dx.doi.org/10.21049/ccs.2009.13.1.229.

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22

Bevzo, H. A., and A. F. Cherepynska. "COMMUNICATIVE STRATEGIES IN MODERN ENGLISH WRITTEN DISCOURSE." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism" 3, no. 6 (2021): 226–30. http://dx.doi.org/10.32838/2710-4656/2021.6-3/40.

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23

Ćetković, Sanja. "EVALUATION IN POLICE WRITTEN REPORTS IN ENGLISH." Folia linguistica et litteraria XIII, no. 39 (February 2022): 295–314. http://dx.doi.org/10.31902//fll.39.2022.15.

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This paper deals with the use of evaluative devices in police written reports. A police officer, as a representative of an institution, bears in mind the main goal of a report, i.e. presenting and explaining facts to the legal audience and convincing them of the propriety of the decisions s/he made in execution of his duties. As far as his actions and decisions are concerned, s/he expects as low input of contradictory opinions as possible. Police reports ought to be strictly informative. This fact defines their language in terms of impersonality and objective reference to sources of information. In this respect, direct assessments of facts and authorial voice are highly suppressed in the texts, although the reports inevitably reflect personal involvement. Objectivity and distancing are expected and presumed by both the author and the audience. However, this stereotype often confronts with indirect or covert means by which the author positions himself/herself with regard to the information given in the reports. This short analysis has found that police officers are very careful when it comes to expressing their own interpretation of events, other people’s behavior or propositions. They avoid speculating, making subjective judgments without the support of solid evidence. Police officers often rely on perceptual type of evidence for their claims (I could clearly see, hear, smell, observe) and consider such sensory experience more substantial. Also, they are prone to making negative rather than positive evaluations, criticizing rather than affirming other people’s behavior and actions. Such evaluation is rarely given explicitly, but frequently permeates the context.

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24

Park, Hyeson. "Noun Phrases in Korean Students' Written English." Journal of Linguistics Science 81 (June 30, 2017): 109–31. http://dx.doi.org/10.21296/jls.2017.06.81.109.

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25

Broussard, Kathleen M., Douglas Biber, Stig Johansson, Geoffrey Leech, Susan Conrad, and Edward Finegan. "Longman Grammar of Spoken and Written English." TESOL Quarterly 34, no. 4 (2000): 787. http://dx.doi.org/10.2307/3587792.

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26

Smith, Adam. "Newly Emerging Subordinators in Spoken/Written English." Australian Journal of Linguistics 34, no. 1 (January 2, 2014): 118–38. http://dx.doi.org/10.1080/07268602.2014.875458.

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27

SCHÜRMANN, THOMAS, and PETER GRASSBERGER. "THE PREDICTABILITY OF LETTERS IN WRITTEN ENGLISH." Fractals 04, no. 01 (March 1996): 1–5. http://dx.doi.org/10.1142/s0218348x96000029.

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We show that the predictability of letters in written English texts depends strongly on their position in the word. The first letters are usually the least easy to predict. This agrees with the intuitive notion that words are well defined subunits in written languages, with much weaker correlations across these units than within them. It implies that the average entropy of a letter deep inside a word is roughly 4–5 times smaller than the entropy of the first letter.

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28

Nelson, Gerald. "Cleft Constructions in Spoken and Written English." Journal of English Linguistics 25, no. 4 (December 1997): 340–48. http://dx.doi.org/10.1177/007542429702500408.

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29

Cadwell, Robert, and MJ Outcault Hill. "Improving written communication among English language learners." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 63–68. http://dx.doi.org/10.47670/wuwijar201821rcmjoh.

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Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.

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30

Schmid, Hans-Jörg. "Longman Grammar of Spoken and Written English." Journal of Pragmatics 35, no. 8 (August 2003): 1265–69. http://dx.doi.org/10.1016/s0378-2166(03)00029-8.

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31

Iqbal, P. K., S. Bank, and S. Hussain. "Written material for non-English speaking patients." BMJ 310, no. 6973 (January 21, 1995): 194. http://dx.doi.org/10.1136/bmj.310.6973.194.

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32

Cannon, Garland. "Post-1949 German loans in written English." WORD 49, no. 1 (April 1998): 19–54. http://dx.doi.org/10.1080/00437956.1998.11673877.

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33

Miller, Jim. "The Perfect in spoken and written English." Transactions of the Philological Society 98, no. 2 (November 2000): 323–52. http://dx.doi.org/10.1111/1467-968x.00067.

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34

Colombo, Laura (Violeta). "Standard Written Academic English: A Critical Appraisal." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 124–40. http://dx.doi.org/10.14434/ijlcle.v1i0.26830.

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Science today is mainly communicated through standard written academic English (SWAE). In this paper, I apply the postulations of Gramsci, Bourdieu and Canagarajah to show how domination structures are reproduced in scientific communication worldwide. I argue that these structures do not allow nondominant epistemologies and ways of producing and communicating science to participate in the international arena. I apply a critical lens to interpret each one of the terms present in SWAE. I propose that a critical appraisal of each one of these terms is the first step towards a more democratic conceptualization of science communication where the standards are not only seen as a means of innocuous communication but also as ideologically charged fictitious universals. It is my claim that understanding the arbitrary nature of these universals and the influence that language has on knowledge construction will give space to nondominant ways of producing and communicating knowledge.

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35

Greenbaum, Sidney, and Gerald Nelson. "Clause relationships in spoken and written English." Functions of Language 2, no. 1 (January 1, 1995): 1–21. http://dx.doi.org/10.1075/fol.2.1.02gre.

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There are opposing views on whether speech or writing is more complex syntactically. We investigated the complexity of clause relationships in a range of spoken and written text categories: spontaneous conversations, broadcast discussions, unscripted monologues, personal handwritten letters, academic writing, and non-academic writing. Conversations proved to be the most distinctive category. It had the highest percentage of simple clauses and the lowest percentage of both subordination and coordination. For all the other categories there is not a sharp distinction between speech and writing in any of the measures that were applied.

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36

Machan, Tim William. "Finding English: Written Texts and Everyday Language." Studies in Philology 115, no. 2 (2018): 219–41. http://dx.doi.org/10.1353/sip.2018.0008.

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Hyland, Ken. "The British Academic Written English (BAWE) corpus." Journal of English for Academic Purposes 7, no. 4 (October 2008): 294. http://dx.doi.org/10.1016/j.jeap.2008.10.012.

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Temperley, David. "Minimization of dependency length in written English." Cognition 105, no. 2 (November 2007): 300–333. http://dx.doi.org/10.1016/j.cognition.2006.09.011.

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Olagboyega, Kolawole Waziri. "“Japanese English”: A Descriptive Grammar of Concord in the English Written by Educated Japanese." International Journal of Languages, Literature and Linguistics 5, no. 1 (March 2019): 25–36. http://dx.doi.org/10.18178/ijlll.2019.5.1.200.

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LEBEDEVA, I. L. "RUSSIAN ENGLISH IN THE WRITTEN DISCOURSE: FEATURES AND CHARACTERISTICS." Linguistics and Intercultural Communication 27, no. 1_2024 (June 20, 2024): 61–74. http://dx.doi.org/10.55959/msu-2074-1588-19-27-1-5.

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The article is aimed at describing a number of certain recurrent features of Russian English in the academic, educational and literary domains of the written discourse in English created by the Russian speakers of English. The article argues that Russian culture, identity and academic traditions are verbalized through a range of translingual practices, starting with the transference of the Russian punctuation and sequence of presenting ideas, including lexical variety and Russian-English hybrids, and finishing with the “nativization and localization” [Platt, Weber and Ho, 1984: 2-3] of the common lexical units, terms, urbanonyms included, and even classic world literature, which is retranslated into Russian English from Russian (for instance, Andersen’s Thumbelina and Brothers Grimms’ Snow white). The combination of analyzed characteristic features invariably turns Russian English presented in the written discourse into a potent tool for the Russian identity construction recognizable both to the Russian and non-Russian speakers of English, specifically to those who are familiar with Russian culture and academic traditions. Yet, written discourse created via Russian English might mislead the speakers of other Englishes in case they have not been exposed to this particular variety on a regular basis.

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41

Shen, Jiang, and Zhenhua Zhao. "Language Characteristics and Written Requirements of the Maritime English Correspondence." English Language Teaching 4, no. 1 (February 28, 2011): 185. http://dx.doi.org/10.5539/elt.v4n1p185.

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Aiming at the requirements of the maritime English correspondence, the language characteristics of the maritime English correspondence are analyzed in this article, and the factors influencing the written skills of the maritime English correspondence are discussed, and the principles of “7C” including the courtesy, the consideration, the completeness, the conciseness, the clarity, the concreteness, and the correctness should be utilized in the written of the maritime English correspondence, and the contents are listed in one complete maritime English correspondence, with their functions, that could help to enhance maritime staffs’ written capacity. ?5sl?p?er vocabulary learning. The findings of this study could perform as a roadmap in creating learning materials for mobile learning English language

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42

Cummings, Brian. "‘The Oral Versus The Written’." Moreana 45 (Number 175), no. 3 (December 2008): 14–50. http://dx.doi.org/10.3366/more.2008.45.3.3.

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The relationship between scripture and tradition has always been recognised as central to the controversy between More and Tyndale in the late 1520s and early 1530s. It was already one of the key issues in the English campaign against Luther instigated in 1521, and in the 1540s became one of the lynchpins of confessional identity both among Catholic theologians at Trent and in the English reformed articles of 1553. This is often seen as a doctrinal issue, but beneath the surface it can also be seen as part of a profound philosophical argument about the authority of oral and written evidence, an argument which goes back to the origins of Jewish and Christian religious practice and which continues to haunt the ecumenical concerns of today.

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43

Eastman, John K. "Simplified phonetic English for Spanish policemen or written English retards listening comprehension." System 16, no. 2 (January 1988): 207–12. http://dx.doi.org/10.1016/0346-251x(88)90035-8.

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Novaković, Doc Dr Jelena Š., and PhD student Božana Tomić. "Imperative in English Proverbs." European Journal of Language and Literature 8, no. 1 (May 19, 2017): 75. http://dx.doi.org/10.26417/ejls.v8i1.p75-78.

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Apart from personal pronouns which are by far the most used referring expressions in English and Serbian, reference can be established and maintained using demonstratives.Their function is to refer to the location or distance of a person or an object. The aim of this paper is to examine reference realised by demonstratives with special regard to the restrictions written discourse imposes on their usage. The texts we used for analysis are narrative stories written in the two languages.

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45

Ardila, Alfredo, Mónica Rosselli, Alexandra Ortega, Merike Lang, and Valeria L. Torres. "Oral and written language abilities in young Spanish/English bilinguals." International Journal of Bilingualism 23, no. 1 (July 19, 2017): 296–312. http://dx.doi.org/10.1177/1367006917720089.

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Purpose: The purpose of this study was to compare oral and written language abilities in English and Spanish of young bilinguals residing in the USA. Methodology: Sixty-two participants (mean age = 23.7; SD = 3.50), consisting of 42 bilinguals (born of Spanish-speaking parents) and 20 English monolinguals, were administered a battery of 15 language tasks. Analysis: Bilinguals were divided into two groups: (a) US-born (simultaneous bilinguals who had been exposed to English and Spanish since birth and educated primarily in English) and (b) Latin American-born (early sequential bilinguals who were educated in Spanish and English, although exposed to Spanish at birth and to English before the age of 10). Findings: Higher lexical ability was demonstrated in English compared to Spanish in bilinguals. Performance in grammar tests of the two languages was inconsistent. Reading/writing ability in English was similar for participants born in the USA and in Latin America; however, participants who were born in Latin America had significantly higher scores for Spanish reading/writing tasks. When comparing performance in English tests, it was found that scores for bilingual participants were similar to those of English monolinguals. Originality: The current study directly compares oral and written language abilities in two subgroups of young Spanish/English bilinguals. Three language dimensions are studied: lexicon/grammar; oral/written language; and language knowledge/language use. Implications: Our results suggest that bilingualism does not interfere with normal linguistic ability in English. Limitations: The current study was carried out in a specific bilingual context. Generalization of these results should be done with caution.

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Irshad, Isra, and Behzad Anwar. "A Multidimensional Analysis of Pakistani English Written Discourse." Linguistics and Literature Review 7, no. 1 (March 26, 2021): 67–81. http://dx.doi.org/10.32350/llr.71.06.

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The present study analyzes Pakistani English written discourse through multidimensional analysis. For this purpose, two corpora types, including Pakistani universities' newsletters and Pakistani human rights NGOs' annual reports, have been complied. It has been investigated how the language of newsletters of Pakistani universities differs from that of annual reports of Pakistani human rights NGOs on D1 and D2 of the multidimensional approach. Biber’s (1988) multidimensional analysis provides the theoretical grounding to the present study. MAT software (1.3) has been used to tag and analyze the data. Co-occurrences of linguistic features are quantitatively analyzed and then qualitatively interpreted through D1 and D2 of multidimensional approach. The results reveal that the language of this written discourse of Pakistani English is informational on D1. By comparing it with Biber's work of 1988, it has been revealed that this genre is close to the official documents on D1. The language of Pakistani universities' newsletter is more informational on this dimension than that of the genre of Pakistani NGOs annual reports as the mean scores for both are -26.79 and -25.13, respectively. The analysis of the D2 indicates that the genre of the selected written discourse is non-narrative. However, Pakistani universities' newsletters are close to broadcasts, whereas the annual reports of human rights NGOs are close to the personal letters. Moreover, the newsletters discourse is strongly non-narrative than that of the annual reports.

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47

Yamaguchi, Yumiko. "L2 Written Production by Japanese Learners of English." Education, Language and Sociology Research 1, no. 2 (October 27, 2020): p88. http://dx.doi.org/10.22158/elsr.v1n2p88.

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This paper presents part of the results of a learner corpus study of English spoken and written performances by Japanese native speakers. For the current study, the written data from 80 participants were used. Their English written production was examined based on Processability Theory (PT; Pienemann, 1998, 2005; Bettoni & Di Biase, 2015) as well as on the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). Results demonstrated that there was an implicational pattern in the acquisition of English L2 grammar by the Japanese learners as predicted in PT. It was also shown that there was a linear connection between second language (L2) development as found in PT analysis and L2 proficiency levels as measured by the CEFR rating, while a statistically significant difference was not found.

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48

Osman, Wan Hurani. "Written feedback in an English Language writing class." AJELP: The Asian Journal of English Language and Pedagogy 7, no. 1 (May 31, 2019): 1–14. http://dx.doi.org/10.37134/ajelp.vol7.1.1.2019.

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49

Park, Hyeson. "Conditionals in written L2 English: Form and function." Journal of Linguistics Science 101 (June 30, 2022): 105–29. http://dx.doi.org/10.21296/jls.2022.6.101.105.

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50

Alghazo, Sharif, Mohd Nour Al Salem, Imran Alrashdan, and Ghaleb Rabab'ah. "Grammatical devices of stance in written academic English." Heliyon 7, no. 11 (November 2021): e08463. http://dx.doi.org/10.1016/j.heliyon.2021.e08463.

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Journal articles on the topic 'Written English'

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