Cassi Liardét
Biographic Data
| ID | 4621468 |
|---|---|
| NAME | Cassi Liardét |
| GIVEN NAMES | Cassi |
| FAMILY NAME | Liardét |
| SIGNATURE | LIARDÉT C |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0002-0227-6495 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
SFL genre-based writing research in the university EAP classroom
The Systemic Functional Linguistics (SFL) genre-based approach (GBA), or the ‘Sydney school genre pedagogy’ (Green & Lee, 1994), is a theoretically grounded, justice-oriented approach to literacy that aims to make disciplinary ways of knowing, being and doing more explicit and visible to students (Martin & Rose, 2008). This paper presents an in-depth synthesis of research investigating SFL GBA in undergraduate and postgraduate EAP writing publish…
Unpacking the black box
Decoding disciplinary expectations
One of the most significant and yet often overlooked challenges for university students is decoding what their instructors expect from their assignments. Better understanding those expectations and the vocabulary and grammar needed to achieve them are the motivations behind this investigation. Eleven experienced instructors within an Australian university were interviewed about their motivations for assigning certain genres and their expectations…
Getting to “the Upper End of the Novice Zone”
This study examines how supervisor-candidate coauthoring collaborations contribute to doctoral students’ writer identity. Three candidates’ coauthorship experiences with their supervisors were investigated in depth using a multiple-case study design. Interviews, written reflections, and email correspondence between coauthors enabled thick descriptions of these candidates’ writer identity formation. Guided by Burgess and Ivanič’s framework of writ…
Feeling like an academic writer
This study investigates doctoral students' perceptions of themselves as academic writers and the factors contributing to this perception. Adopting content analysis and narrative inquiry, we conducted a survey with 121 responses from candidates at ten universities across Australia and semi-structured interviews with 12 candidates. The survey shows that candidates consider publishing in academic journals essential for them to feel like academic wri…
A Grammatical Metaphor Word List
Research has identified a particularly useful lexicogrammatical resource that language learners need in order to develop academic literacy, that of grammatical metaphor (GM). GM enables the wordy expression characteristic of informal, spoken discourses to be reorganized into the cohesive and abstracted expression valued in academic texts. Although it is a key element of written academic discourse, resources for teaching GM are limited, and resear…
Co-authorship between doctoral students and supervisors
Co-authorship between doctoral students and their supervisors is a mostly occluded practice, generalised according to the candidates' disciplines. There is limited understanding of the practice, particularly in humanities, arts, and social sciences (HASS) disciplines. This study explores HASS doctoral students' and supervisors' perceptions towards co-authorship during candidature. Focus is given to participants' motivations, perceived challenges,…
Navigating the transition into higher degree research
Higher-degree research (HDR) students often struggle with the transition into independent research, the juncture in which students accustomed to the structure and predictability of coursework suddenly become project managers: narrowing research questions to address a meaningful gap in the literature, designing projects that adhere to ethical mandates, and using existing literature to not only report on a topic, but also justify it. This qualitati…
Grammatical metaphor across disciplines
A corpus-assisted analysis of grammatical metaphors in successful student writing
Monograph v. manuscript
Writing a doctoral thesis with publications or by publication (TBP) has become an increasingly popular choice for PhD candidates seeking a competitive edge in the post-doctoral job market. However, many candidates continue to write traditional chapter monographs. While research into the TBP has steadily grown over the past two decades, there remains few studies examining candidates’ decision to write traditional theses. Further, despite the widel…
Trump vs. Trudeau
Towards specialized language support
No prominent works on this page.
Trump vs. Trudeau
Towards specialized language support
A corpus-assisted analysis of grammatical metaphors in successful student writing
Monograph v. manuscript
Writing a doctoral thesis with publications or by publication (TBP) has become an increasingly popular choice for PhD candidates seeking a competitive edge in the post-doctoral job market. However, many candidates continue to write traditional chapter monographs. While research into the TBP has steadily grown over the past two decades, there remains few studies examining candidates’ decision to write traditional theses. Further, despite the widel…
Grammatical metaphor across disciplines
Co-authorship between doctoral students and supervisors
Co-authorship between doctoral students and their supervisors is a mostly occluded practice, generalised according to the candidates' disciplines. There is limited understanding of the practice, particularly in humanities, arts, and social sciences (HASS) disciplines. This study explores HASS doctoral students' and supervisors' perceptions towards co-authorship during candidature. Focus is given to participants' motivations, perceived challenges,…
Navigating the transition into higher degree research
Higher-degree research (HDR) students often struggle with the transition into independent research, the juncture in which students accustomed to the structure and predictability of coursework suddenly become project managers: narrowing research questions to address a meaningful gap in the literature, designing projects that adhere to ethical mandates, and using existing literature to not only report on a topic, but also justify it. This qualitati…
Decoding disciplinary expectations
One of the most significant and yet often overlooked challenges for university students is decoding what their instructors expect from their assignments. Better understanding those expectations and the vocabulary and grammar needed to achieve them are the motivations behind this investigation. Eleven experienced instructors within an Australian university were interviewed about their motivations for assigning certain genres and their expectations…
Getting to “the Upper End of the Novice Zone”
This study examines how supervisor-candidate coauthoring collaborations contribute to doctoral students’ writer identity. Three candidates’ coauthorship experiences with their supervisors were investigated in depth using a multiple-case study design. Interviews, written reflections, and email correspondence between coauthors enabled thick descriptions of these candidates’ writer identity formation. Guided by Burgess and Ivanič’s framework of writ…
Feeling like an academic writer
This study investigates doctoral students' perceptions of themselves as academic writers and the factors contributing to this perception. Adopting content analysis and narrative inquiry, we conducted a survey with 121 responses from candidates at ten universities across Australia and semi-structured interviews with 12 candidates. The survey shows that candidates consider publishing in academic journals essential for them to feel like academic wri…
A Grammatical Metaphor Word List
Research has identified a particularly useful lexicogrammatical resource that language learners need in order to develop academic literacy, that of grammatical metaphor (GM). GM enables the wordy expression characteristic of informal, spoken discourses to be reorganized into the cohesive and abstracted expression valued in academic texts. Although it is a key element of written academic discourse, resources for teaching GM are limited, and resear…
SFL genre-based writing research in the university EAP classroom
The Systemic Functional Linguistics (SFL) genre-based approach (GBA), or the ‘Sydney school genre pedagogy’ (Green & Lee, 1994), is a theoretically grounded, justice-oriented approach to literacy that aims to make disciplinary ways of knowing, being and doing more explicit and visible to students (Martin & Rose, 2008). This paper presents an in-depth synthesis of research investigating SFL GBA in undergraduate and postgraduate EAP writing publish…
Unpacking the black box
Psychology (12 works) · Sociology (10 works) · Computer Science (8 works) · Discourse Analysis in Language Studies (8 works) · Pedagogy (8 works) · Mathematics education (7 works) · Doctoral Education Challenges and Solutions (6 works) · Political science (6 works) · Linguistics (5 works) · Academic writing (4 works)