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Learning to think like an historian: The language of secondary school history
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  • 1999Developing Critical Understanding of the Specialised Language of School Science and History Texts: A Functional Grammatical Perspective.70 cited
  • 1999Theme and thematic patterns in Spanish and English history texts67 cited
  • 2002Changing dimensions of school literacies65 cited
  • 2002Critical analysis versus description? Examining the relationship in successful student writing52 cited
  • 2009Solidaridad ideológica en el discurso de la historia: Tensión entre orientaciones monoglósicas y heteroglósicas38 cited
  • 2004Mood and modality in Spanish and English history textbooks: The construction of authority35 cited
  • 2005Engaging Electronically: Using CMC to Develop Students’ Argumentation Skills in Higher Education35 cited
  • 2014A genre approach to the effect of academic questions on CLIL students’ language production34 cited
  • 2004Studenters skrivande i två kunskapsbyggande miljöer27 cited
  • 2015Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays26 cited
  • 2015Developing teachers’ critical language awareness: A case study of guided participation24 cited
  • 2017Changes in attitude: Evaluative language in secondary school and university history textbooks23 cited
  • 2008Integrating ethnographic, multidimensional, corpus linguistic and systemic functional approaches to genre description : an illustration through university history and engineering assignments

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22 cited
  • 2007Discurso e ideología en los libros de texto de ciencias sociales19 cited