While much research has explored attitudes toward plagiarism, there has been limited focus on how different socio-cultural groups articulate their criticisms of plagiarism. This paper examines how Chinese secondary school students and editors of student magazines employ interdiscursive rhetorical strategies to critique plagiarism. The data comprises a rare public-facing corpus of published Chinese texts, including reports written by students who exposed plagiarism in compositions published in student magazines, and responses from magazine editors. The analysis centres on the use of figurative language - such as idioms, proverbs, and metaphors; and double-voicing - the use of another's language to convey two meanings at once. These two key rhetorical strategies reveal socio-cultural attitudes toward plagiarism in the data. The strategies are examined for their cultural implications and contributions to broader societal attitudes toward plagiarism. The findings highlight the potential of interdiscursive analysis to inform academic integrity education and pedagogy globally.

The field of English for Research Publication Purposes (ERPP) has developed in response to the globalisation of academic publishing and the dominance of English as its lingua franca. Although initially framed within English for Academic Purposes (EAP), ERPP has since emerged as a distinct area of inquiry. It increasingly meets Krishnan's (2009) criteria for disciplinary status, with its own research focus, theoretical frameworks, methodologies, metalanguage, and institutional presence. The field is grounded in foundational studies that have shaped its conceptual and empirical trajectory. These include Swales's theorisation of genre and discourse community, Canagarajah's analysis of structural barriers in global publishing, Lillis and Curry's work on literacy brokering, and Hyland's research on disciplinary identity and stance. Collectively, these contributions highlight the field's commitment to both critical inquiry and pedagogical practice. The paper argues that ERPP has matured into a vital domain of applied linguistic research, one that brings together questions of language, access, and scholarly participation. In doing so, it reflects and extends the legacy of John Swales, whose work has profoundly influenced the field's development and its ongoing engagement with global academic communication. (c) 2026 Published by Elsevier Ltd.

The invitation to speak at this conference on corpora and data-driven language learning (DDL) at COSEDI, the University of Grenoble, was received at the beginning of February 2023. ChatGPT had been released on 30 November 2022 and it was already becoming obvious that this technology would present revolutionary opportunities and challenges for corpus applications to language learning. Through a limited number of case studies - the Collins Cobuild Dictionary, a data-driven workshop for academic writing for research students, and the replication of the tasks used in the workshop, using ChatGPT - this presentation selectively highlights the trajectory of DDL from its beginnings to the present day and takes a look into a possible future with large language models (LLMs) such as ChatGPT.

The use of English to teach content subjects is a growing phenomenon in schools around the world. However, many content teachers in English medium instruction (EMI) classrooms are unsure of the extent to which they should focus on academic language while teaching their subjects. Should they focus on content and not be overly concerned about language, or should they put more emphasis on fostering students’ academic language skills? This study explored the role of academic language in EMI science classrooms from the perspective of secondary teachers and students in Hong Kong through the lens of Systematic Functional Linguistics (SFL) and a sociocultural approach to academic language. Interviews and focus group discussions were conducted with 10 teachers and 50 students, respectively. The results reveal the participants’ attitudes towards academic language in science learning, report relevant practices, and highlight the challenges and coping strategies for teaching and learning academic language in science classrooms. The data shows that the participating teachers and students all had a preference for teaching and learning science content over language. The teachers expressed concerns regarding their students’ limited academic English proficiency for effective communication during science lessons. However, the students focused overwhelmingly on their lack of vocabulary knowledge. Both groups also demonstrated a lack of effective strategies to improve academic English abilities necessary for authentic communication during science learning. The implications of the value of using different registers of English to facilitate EMI science learning are discussed.

Teachers in Anglophone universities have often attributed Chinese ESL students’ plagiarism to “cultural difference”, the implication being that what is considered plagiarism in the English-speaking world may not be seen as plagiarism in China. We believe this assumption needs to be questioned on the basis of systematic evidence gathered from the local L1 (first language) context; a large collection of writing textbooks published over time is potentially a valuable dataset for starting to look for such evidence. By analysing the relevant content in a collection of 60 textbooks on Chinese-L1 (Chinese as the First Language) academic writing, our study aimed to answer this question: According to these textbooks, what is plagiarism and how can one avoid plagiarism? Data-driven content analysis revealed that despite alignment with the Anglophone world in defining what is plagiarism, their approach to dealing with it differs. The Chinese textbooks focus on large-scale copying in conceptualising plagiarism, with explanation of plagiarism at local or sentence and paragraph levels, bypassed; and for ways to avoid plagiarism, self-discipline and the formalities of source acknowledgement are emphasised, but textual strategies of proper source citation are hardly addressed. We point out that such gaps in the textbooks, and accordingly, in the Chinese education system, are partly responsible for Chinese students’ confusion in the proper practices of source use in academic writing. We end the paper by proposing avenues for future research for further understanding the issue of plagiarism in the local L1 environment and for interrogating the debatable “cultural difference” view of plagiarism.

A co-author comments on their previously published article on the writing of audit reports in Hong Kong. A combination of linguistic and contextual approaches to genre analysis can yield more insightful findings than a single approach. An expert informant can provide a further level of triangulation in genre analysis. The production of audit reports is a collaborative operation. Hong Kong auditors in the study make great use of templates to write their texts. Individual writing is needed for high stakes part of the reports. Pedagogical implications of the study are highlighted.

John Flowerdew is a Visiting Chair at the University of Lancaster and a Visiting Research Fellow at Birkbeck, University of London. He was previously a Professor at City University of Hong Kong and at the University of Leeds, UK. His research is in the fields of Applied Linguistics and Discourse Analysis. His books include Academic listening: Research perspectives (CUP); Research perspectives on English for academic purposes (with M. Peacock) (CUP); Second language listening: Theory and practice (with L. Miller) (CUP); Academic discourse (Longman); Discourse in English language education (Routledge); Signalling nouns in discourse: A corpus-based discourse approach (with R. W. Forest) (CUP); Discourse in context (Bloomsbury); The Routledge handbook of critical discourse studies (with J. Richardson); Discipline-specific writing: Theory into practice (with T. Costley) (Routledge), and Introducing English for research publication purposes (with P. Habibie (Routledge).

It has been assumed sometimes that plagiarism is traditionally accepted in Confucian-heritage cultures such as China. In this paper we provide evidence to counter such a view. Focusing on a corpus of editorial statements on plagiarism cases published in Chinese journals in the decade of the early 1950s-the early 1960s, we present an integrated genre analysis and discourse analysis of this data. We illuminate 12 rhetorical move types in the focal genre and intertextual links between the genre and two related genres (readers’ disclosure reports and plagiarizers’ apologies) and demonstrate how plagiarism is construed as a transgressive practice and is imbued with the post-revolutionary Communist discourse of its historical period. The implications of the study apply to the academic community in terms of teaching and learning, on the one hand, and publication practices, on the other. We end the paper by emphasizing the importance of employing a contextualized approach to the study of plagiarism and the power of a triangulated genre and discourse analytic approach in the case of both the present research and the investigation of language use in the real-world more generally.

•This paper looks at critical and critical pragmatic orientations as hegemony-seeking discourses within Applied Linguistics in general and English for research publication purposes ERPP in particular.•It examines the ways in which critical language awareness (CLA) intersects with critical and critical pragmatic approaches and asset-oriented frameworks and discourses of social justice and equity.•The presented discussions aim to assess the (in)applicability of critical and critical pragmatic approaches and the affordances and limitations of these CLA-oriented movements in today’s neoliberal and capitalist academic knowledge regime.

Political discourse analysis encompasses both a narrower and a broader conception of the term politics, narrower in focusing on the discourse of the government of the state and broader in incorporating all human interactions where power is an issue. Critical discourse studies (CDS) is an approach to discourse analysis which starts with the premise that language is a form of social practice and that, as with all social practices, power is an important variable. The focus of analysis is therefore political in the broad sense that power is an issue in all human interactions. CDS also includes the study of discourse in the narrow sense of political discourse connected with the government of the state, but this is only one of many areas of study among others, such as political economy, media discourse, organizational discourse, racism, gender issues, and ecological issues. CDS draws upon data in such text types as speeches, interviews, radio phone‐ins, public meetings, manifestos, constitutions and treaties, and online social media. Critical analysis requires that such texts and other semiotic data be analyzed taking into account the contexts in which they occur. This entry reviews some of the important work in CDS, focusing on a number of its key proponents.

English for Research Publication Purposes (ERPP) is a sub-field of English for Academic Purposes (EAP), itself a sub-field of applied linguistics. This article considers ERPP from a world Englishes perspective, considering the question as to what sort of English is appropriate for ERPP: the standardised model, as preferred at present, or a varietal, world Englishes, model, which would take more account of the fact that the majority of scholars publishing their work in English are no longer Anglophones, but use English as an additional language (EAL). The article is in two parts. In the first part, the case for 'Standard English' is presented, while the second part presents the case for a varietal model. In spite of some limited evidence of world Englishes encroaching into international journals, the latter remain fundamentally conservative and anchored in Standard English. Factors which might increase the use of world Englishes are outlined.