Recent and forthcoming publications by Centre affiliates

Our Centre staff have written, edited and collaborated on a wide range of publications, some of which are shown here.

Full details of staff publications can be found in our Staff profiles.


Myhill D.A., Jones S.M., Wilson A.C. (2016). Writing Conversations: Fostering Metalinguistic Discussion About Writing. Research Papers in Education, 31(1), 23-44.

Newman R.M.C. (2016). Working Talk: Developing a framework for the teaching of collaborative talk. Research Papers in Education31(1), 107-131.

Myhill D.A., Jones S.M. (2015). Conceptualising Metalinguistic Understanding in Writing. Cultura Y Educacion, 27(4), 839-867.

Durrant, P.  (2015). Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics.

Newman, R. ( 2015). ‘All in favour, say I!’ Voting in pupils’ collaborative talk. Changing English.

Watson, A. (2015) The Problem of Grammar Teaching: a case study of the relationship between a teacher's beliefs and pedagogical practice. Language and Education.

Watson A.M. (2015). Conceptualisations of 'grammar teaching': L1 English teachers' beliefs about teaching grammar for writing. Language Awareness24(1).

Dymoke, S., Barrs, M., Lambirth, A. and Wilson, A.C. (2015) Making Poetry Happen: International Research on Poetry Pedagogy. London, Bloomsbury.  

Durrant, P. (2014). Corpus frequency and second language learners’ knowledge of collocations: a meta-analysis. International Journal of Corpus Linguistics, 19(4): 443-477.

Durrant, P. (2014). Discipline and Level Specificity in University Students' Written Vocabulary. Applied Linguistics, 35(3): 328-356.

Myhill, D.A., Watson, A. (2014). The Role of Grammar in the Writing Curriculum: A Review. Journal of Child Language Teaching and Therapy, 30(1), 41-62.

Dymoke, S., Lambirth, A., Wilson, A.C. (2013). Making Poetry Matter: International Research on Poetry Pedagogy. London, Continuum.

Durrant, P. (2013). Formulaicity in an agglutinating language: the case of Turkish. Corpus Linguistics and Linguistic Theory.

Jones, S.M. (2013). Ideas in the head to words on the page: Young adolescent's reflections on their own writing processes. Language and Education.

Jones, S.M., Myhill, D.A., Bailey, T.C. (2013). Grammar for Writing? an investigation into the effect of Contextualised Grammar Teaching on Student Writing. Reading and Writing, 26(8), 1241-1263.

Jones, S.M., Myhill, D.A., Watson, A., Lines, H.E. (2013). Playful Explicitness with Grammar:. A Pedagogy for Writing,  Literacy, 47(2), 103-111.

Myhill, D., Jones, S.M., Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77-91.

Myhill, D.A., Wilson, A.C. (2013). 'Playing Safe'? Teachers' constructs of creativity in poetry writing. Thinking Skills and Creativity, 10, 101-111.

Myhill, D.A. (2013). Making Poetry Matter: international research on poetry pedagogy in Dymoke S, Lambirth A, Wilson AC (eds.) Making Poetry Matter: International Research on Poetry Pedagogy, London: Continuum.

Myhill, D.A., Watson, A.M. (2013). Creating a Language-Rich Classroom in Capel S, Leask M, Turner T (eds.) Learning to Teach in the Secondary School: a Companion to School Experience, London: Routledge, 403-413.

Wilson, A.C. (2013). ‘A joyous lifeline in a target driven job’: teachers’ metaphors of teaching poetry writing. Cambridge Journal of Education.

Fisher, R. (2012). Teaching Writing: a situated dynamic. British Journal of Educational Research.

Jones, S.M. (2012). Mapping the landscape: Gender and the writing classroom. Journal of Writing Research.

Lines, H.E. (2012) Teachers' Constructs of Writing Quality in the Secondary English Classroom in Charles Bazerman et al (eds). International Advances in Writing Research, Parlor Press, pp 167-187.

Lines, H.E., Myhill, D.A. (2012). Any English Questions?. Classroom, 16, 54-56.

Lines, H.E., Myhill, D.A. (2012). Grammar for Writing:. Sentences under the Spotlight. Classroom, 16, 4-7.

Myhill, D.A. (2012). Children’s Patterns of Composition and their Reflections on their Composing Processes in Literacy Teaching and Education, London: Sage.

Myhill, D.A., Lines, H.E. (2012). Grammar for writing: Using knowledge for grammar to improve writing. Classroom, 18, 45-48.

Myhill, D.A., Jones, S.M., Lines, H.E., Watson, A. (2012). Knowledge about Language Revisited: the Impact of Teachers’ Linguistic Subject Knowledge on the Teaching of Writing. English Drama Media, 23, 43-48.

Myhill, D.A., Jones, S.M., Lines, H., Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education, 27(2), 139-166.

Myhill, D.A. (2012). Rethinking Grammar as a Resource for Writing. English Drama Media, 22, 47-52.

Wilson, A.C., Myhill, D.A. (2012). Ways with Words:. Teachers’ Personal Epistemologies of the Role of Metalanguage in the Teaching of Poetry Writing. Language and Education, 26(6), 553-568.

Cremin, T.C., Myhill, D.A. (2011). Writing Voices: Creating Communities of Writers. London, Routledge.

Durrant, P., Mathews-Aydinli, J. (2011). A function-first approach to identifying formulaic language in academic writing. Journal of English for Specific Purposes, 30(1), 58-72.

Fisher, R., Pifarrè, M. (2011) Breaking up the writing process:. How wikis can support understanding the composition and revision strategies of young writers. Language and Education, 25(5), 451-466.

Myhill, D.A. (2011). Grammar for Designers: How Grammar Supports the Development of Writing in Ellis S,McCartney E,Bourne J (eds.) Insight and Impact:. Applied Linguistics and the Primary School, Cambridge: Cambridge University Press, 81-92.

Myhill, D.A. (2011). Language as Putty: Thinking Creatively about Grammar. English in Aotearoa, 74, 13-20.

Myhill, D.A. (2011). Living Language, Live Debates: Grammar and Standard English in Davison J,Daly C,Moss J (eds.) Debates in English Teaching, London: Routledge, 63-77.

Myhill, D.A., Jones, S.M. (2011). Policing Grammar: the Place of Grammar in Literacy Policy in Goodwyn A,Fuller C (eds.) The Literacy Game, London: Routledge, 45-62.

Myhill, D.A. (2011). ‘The Ordeal of Deliberate Choice’: Metalinguistic Development in Secondary Writers in Berninger V (ed) Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology, Psychology Press/Taylor Francis Group, 247-274.

Myhill, D.A., Lines, H.E., Watson, A. (2011). Making Meaning with Grammar: a Repertoire of Possibilities. Metaphor, 2, 1-10.

Fisher, R., Jones, S., Larkin, S., Myhill, D. (2010). Using Talk to Support Writing London. Sage.

Jones, S., Myhill, D. (2010). 'Troublesome boys' and 'compliant girls': gender identity and perceptions of achievement and underachievement in Capel S,Leask M,Turner T (eds.) Readings for Learning to Teach in the Secondary School, London: Routledge, 289-301.

Wilson, A.C. (2010). Teachers’ conceptualisations of the intuitive and the intentional in poetry composition. English Teaching: Practice and Critique, 9(3), 53-74.

Beard, R., Myhill, D.A., Riley, J., Nystrand, M. (2009). The SAGE Handbook of Writing Development. London, Sage.