Items where Author is "McGrath, Lisa"

SAMATAR, Amira, MADRIAGA, Manuel and MCGRATH, Lisa (2021). No love found: how female students of colour negotiate and repurpose university spaces. British Journal of Sociology of Education.

MEZEK, Spela, MCGRATH, Lisa, NEGRETTI, Raffaella and BERGGREN, Jessica (2021). Scaffolding L2 Academic Reading and Self-Regulation Through Task and Feedback. TESOL Quarterly.

NEGRETTI, Raffaella and MCGRATH, Lisa (2020). English for Specific Playfulness? How doctoral students in Science, Technology, Engineering and Mathematics manipulate genre. English for Specific Purposes, 60, 26-39.

KAUFHOLD, Kathrin and MCGRATH, Lisa (2019). Revisiting the role of 'discipline' in writing for publication in two social sciences. Journal of English for Academic Purposes, 40.

MCGRATH, Lisa, NEGRETTI, Raffaella and NICHOLLS, Karen (2019). Hidden expectations: Scaffolding subject specialists' genre knowledge of the assignments they set. Higher Education.

NEGRETTI, Raffaella and MCGRATH, Lisa (2018). Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course. Journal of Second Language Writing, 40, 12-31.

MCGRATH, Lisa and KAUFHOLD, Kathrin (2016). English for Specific Purposes and Academic Literacies: Eclecticism in academic writing pedagogy. Teaching in Higher Education, 21 (8), 933-947.

MCGRATH, Lisa, BERGGREN, Jessica and MEŽEK, Špela (2016). Reading EAP: Investigating high proficiency L2 university students’ strategy use through reading blogs. Journal of English for Academic Purposes, 22, 152-164.

MCGRATH, Lisa (2016). Open-access writing: An investigation into the online drafting and revision of a research article in pure mathematics. English for Specific Purposes, 43, 25-36.

MCGRATH, Lisa (2016). Self-mentions in anthropology and history research articles: Variation between and within disciplines. Journal of English for Academic Purposes, 21, 86-98.

MCGRATH, Lisa (2015). Dissertation: Writing for publication in four disciplines: Insights into text and context. Fachsprache: International Journal of Specialized Communication, 3-4, 223-227.