Atkinson, D. (2003). L2 writing in the post-process era: Introduction. Journal of Second Language Writing, 12, 315.
Bhatia. K. (1993). Analyzing genre: Language use in professional settings. New York: Longman.
Burns, A. (2001). Genre-Based Approaches to Writing and Beginning Adult ESL Learners. In C. N. Candlin, & N. Mercer (Eds.), English Language Teaching in its Social Context (pp. 200-207). London: Routledge
Burns, A., Joyce, H. and Gollin, S. (1996). I see what you mean. Using spoken discourse in the classroom. A handbook for teachers. Sydney: National Centre for English Language Teaching and Research.
Byram, M. (2004). Genre and genre-based teaching. The Routledge.
Casanave, C. P. (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship (But should it be called "post-process"?). Journal of Second Language Writing, 12, 85-102.
Derewianka, B. (2015). The contribution of genre theory to literacy education in Australia. In J. Turbill, G. Barton, & C. H. Brock (Eds.), Teaching writing in today’s classrooms: Looking back to looking forward (pp. 69–86).Norwood, Australia: Australian Literary Educators’ Association.
Correa, D., & Echeverri, s., (2017). Using a systemic functional genre-based approach to promote a situated view of academic writing among EFL pre-service teachers. HOW, 24, 1, 44-62.
de Oliveira, L. C., & Lan, S.-W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23–39.
Dovey, T. (2010). Facilitating writing from sources: A focus on both process and product. Journal of English for Academic Purposes, 9, 45–60.
Freeman, D., & Richards, J. C. (Eds.) (1996). Teacher learning in language teaching. New York: Cambridge University Press.
Gentill, G. (2005). Commitments to academic biliteracy: Case studies of francophone university writers. Written Communication, 22, 421-471
Halliday, M. A. K. (1978). Language as a social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
Halliday, M. A. K. (1994). An introduction to functional grammar. London: Edward Arnold.
Harman, R. (2013). Literary intertextuality in genre-based pedagogies: Building lexical cohesion in fifth-grade L2 writing. Journal of Second Language Writing, 22, 125–140.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17–29.
Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: University of Michigan Press.
Hyland, K. (2007). Genre pedagogy: Language, literacy, and L2 writing instruction. Journal of Second Language Writing, 16, 148–164.
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30, 693–722.
Johns, A. M. (2002). Introduction: Genre in the classroom. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 3–13). Mahwah, NJ: Lawrence Erlbaum.
Johns, A. M. (2003). Genre and ESL/EFL composition instruction. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 195– 217). Cambridge: Cambridge University Press.
Kongpetch, S. (2006). Using a genre-based approach to teach writing to Thai students: a case study. Prospect, 21(2), 3–33
Kuhi, D. (2014). The Effect of Metadiscourse Use on Iranian EFL Learners’ Lecture Comprehension: Procedia - Social and Behavioral Sciences, 98, 1026-1035.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20, 10–21.
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.
Matsuda, P. K., Canagarajah, A. S., Harklau, L., Hyland, K., & Warschauer, M. (2003). Changing currents in second language writing research: A colloquium. Journal of Second Language Writing, 12, 151–179.
McCabe, A., & Whittaker, R. (2006). An introduction to language and literacy. In R. Whittaker, M. O’Donnell & A. McCabe (Eds.), Language and literacy: Functional approaches (pp. 1-11). London: Continuum.
McCarthy, M., & Carter, R. (1994). Language as discourse: Perspectives for language teachers. New York: Longman.
Nunan, D. (1993). Introducing discourse analysis. London: Penguin.
Richards, J. C., & Bohlke, D. (2012). Four corners. USA: Cambridge University Press.
Rodger, T.S. (2001). Approaches and methods in language teaching. USA: Cambridge University Press.
Salimi, A. (2012). The effect of intensive and extensive focus on form on EEFL learners’ written accuracy. Theory and Practice in Language Studies, 2(11), 2277-2283.
Swales, J. M. (1990). Genre analysis: English in academic and research settings.Cambridge: Cambridge UniversityPress.
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge:Cambridge University Press.
Swales, J.M., & Feak C. B. (2000). English in today’s research world: A writing guide. Ann Arbor: University of Michigan Press.
Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills. Ann Arbor: University of Michigan Press.
Taguchi, N. (2008). Longitudinal gain of higher-order inferential abilities in L2 English: Accuracy, speed, and conventionality. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 203-222). New York: Routledge.
Tardy, C. (2005). ‘‘It’s like a story’’: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes, 4, 325–338.
Tardy, C.M. (2011). The history and future of genre in second language writing. Journal of Second Language Writing, 20, 1–5.
Tardy, C. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15, 79–101.
Tardy, C. (2009). Building genre knowledge. West Lafayette, IN: Parlor Press.
Trimbur, J. (1994). Taking the social turn: Teaching writing post-process. College Composition and Communication, 45, 108-118.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16, 195-209.