Balegizadeh, S., & Firoozbakht, S. (2009). Gender differences in students’ and teachers’ perceptions of the role of grammar instruction and corrective feedback. Iranian Journal of Applied Linguistics, 2(1), 28-56.
Beigi, S., & Ahmadi, H. (2011). A contrastive comparison of structural and rhetorical patterns of Persian and English argumentative essays. Iranian Journal of Applied Linguistics, 7(1), 167-178.
Butt, D., R., & Fahey, et al. (1997). Using functional grammar: An explorer’s guide. Sydney: National Center for English Language Teaching and Research.
Connor, U., Gotman, T., & Vahapassi, A. (1987). The argumentative/persuasive task. In T. P. Gorman, A. c. Purves, & R. E. Dagenhart (Eds). The IEA study of written composition (Vol. 1): The international writing scales and scoring scales (pp. 181-202). Jyvaskyla, Finland: Institute for Educational Research.
Crowhurst, M. (1991). Research review: Patterns of development in writing persuasive/argumentative discourse. Research in the Teaching of English, 25(3), 314-338.
Choi, Y. H. (1988). Text structure of Korean speakers’ argumentative essays in English. World Englishes, 7(2), 129-142.
Fahim, M., & Nezhadansari, D. (2006). A multiple intelligence-based investigation into the effects of feedback conditions on EFL writing achievement. Iranian Journal of Applied Linguistics, 9(2), 51-78.
Feez, S. (1998). Text-based syllabus design. Sydney: National Center for English Language Teaching and Research.
Feez, S. (2002). Heritage and innovation in second language education. In A. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 43-72), Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
Halliday, M. A. K. (1994). Introduction to functional grammar (2nd ed.).London: Edward Arnold.
Halliday, M. A. K., & Matthiessen, Ch. (2004). An introduction to functional grammar. London: Edward Arnold.
Hanjani, A. M. (2015). Collaborative revision in L2 writing: Learners’ reflections. ELT Journal, 70(3), 296-307.
Hasan, R. (1985). The identity of a text. In M. A. K. Halliday & R. Hasan (Eds.), Language, context, and text: Aspects of language in a social semiotic perspective (pp. 97-109). Geelong, Vic: Deakin University Press.
Jalilifar, A., & Mohammadi, M. J. (2014). Cross-cultural investigation into generic structure of dissertation acknowledgements in English and Persian: Reflections on politeness strategies. The Journal of Teaching Language Skills (JTLS), 6(1), 23-47.
Johns, A. M. (1993). Written argumentation for real audiences: Suggestions for teacher research and classroom practice. TESOL Quarterly, 27(1), 75-90.
Katchen, J. E. (1982). A structural comparison of American English and Farsi expository prose. Papers in Linguistics, 15(3), 165-180.
Knapp, P., & Watkins, M. (2005). Genre, text, grammar technologies for teaching and assessing writing. Sydney: University of New South Wales Press.
Knudson, R. E. (1994). An analysis of persuasive discourse: Learning how to take a stand. Discourse Processes, 18(2), 211-230.
Lloyd, D. (1996). Structure and strategies: An introduction to academic writing. South Melbourne: Macmillan Education.
Macken-Horarik, M. (2002). “Something to shoot for”: A systemic functional approach to teaching genre in secondary school. In A. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 1-17).Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
Martin, J. R. (1992). Genre and literacy: Modeling context in educational linguistics. Annual Review of Applied Linguistics, 13, 141-72.
Martin, J. R. (1994). Macrogenres: The ecology of the page. Network, 21, 29-52.
Martin, J. R. (2000).Design and practice: Engaging functional linguistics. Annual Review of Applied Linguistics, 20, 116-126.
Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. London and New York: Continuum.
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.
Miller, R. T., Mitchell, D., & Pessoa, S. (2016). Impact of source texts and prompts on students’ genre uptake. Journal of Second Language Writing, 31, 11-24.
Rahimi, M. (2009). The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s L1 relevant? Reading and Writing, 22(2), 219-243.
Ravelli, L. J. (1999). Metaphor, mode and complexity: An exploration of covarying patterns. B.A. Honors thesis, University of Sydney. Department of English and media studies. Nottingham: Trent University.
Riazi, A. M., & Fingol, P. (2002). A genre analysis of academic articles in humanities. Journal of Social Sciences and Humanities of Shiraz University, 35, 1-16.
Rothery, J. (1994). Exploring literacy in school English, write it right: Resources for literacy and learning. Sydney, Disadvantaged Schools Program Metropolitan East Region, N.S.W. Department of School Education.
Sayfouri, N. (2010).
SFL and ESP genre analysis of English research articles in Iranian and English-American medical journals: A contrastive study. Retrieved 20 March, 2013, from the World Wide Web:
http://isfla.org/Systemics/Print /Theses.html
Srinon, U. (2009). An investigation of generic structure development on the introduction of a genre based approach into a Thai university’s academic writing context. ASFLA Conference:
Practicing Theory: Expanding Understandings of Language, Literature, and Literacy. Retrieved 15 December, 2013, from the World Wide Web:
http://asfla.org.au/asfla09proceedings/ASF LA2009_Srinon.pdf
Srinon, U. (2011).
A longitudinal study of developments in the academic writing of Thai university students in the context of a genre base pedagogy. Retrieved 15 December, 2013, from the World Wide Web:
https://digital.library.adelai de.edu.au/dspace/bitstream/2440/70282/1/02whole.pdf
Thompson, G. (2001). Interaction in academic writing: Learning to argue with the reader. Journal of Applied Linguistics, 22(1), 58-77.
Xing, M., Wang, J., & Spencer, K. (2008). Raising students’ awareness of cross-cultural contrastive rhetoric in English writing via an e-learning course. Language Learning and Technology, 12(2), 71-93.