ABSTRACT
Chapter 16 explicitly draws on the Biber et al. (2011) hypotheses to investigate writing development in L1 English student writing across four levels of academic study. Using a cross-sectional sample from the British Academic Written English (BAWE) corpus, this chapter shows that L1 English writers use more of the phrasal features associated with academic writing and fewer of the clausal features associated with speech as academic level increases. This chapter also illustrates how discipline and genre are important mediators to the overall patterns of development.
