Laso, N J & John S (2017) The pedagogical benefits of a lexical database (SciE-Lex) to assist the production of publishable biomedical texts by EAL writers. Iberica, 33: 147-172.
Stvan, L., & John, S. (2016). Learning English bare singulars: Data in the L2 classroom. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 3(1), 1-22.
Charles, M, N Groom & S John (2015) Corpora, grammar, text, and discourse: In honour of Susan Hunston. Amsterdam: John Benjamins.
John, S & Laso, N J (2013) A corpus-based analysis of the collocational patterning of adjectives with abstract nouns in medical English. In Biomedical English: a corpus-based approach. Amsterdam: John Benjamins (pp. 55-70).
John, S (2012). Identity without the ‘I’: A study of citation sequences and identity in literature review sections of dissertations. In Tang, R (ed) Academic writing in a second or foreign language: issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum (pp. 186-203).
John, S (2010). The influence of revision on first person pronoun use in thesis writing. Writing & Pedagogy 1(2). Special Topic: Postgraduate Writing.
John, S (2009). Using the revision process to help international students understand the linguistic construction of the academic identity. In M. Charles, D. Pecorari & S. Hunston (eds) Academic Writing: At the Interface of Corpus and Discourse (pp. 272-290). London: Continuum.
John, S (2007). Meeting the challenge of developing an academic identity a textual approach. In P. Teo and C. Ho (eds) Discourse in the modern world: Perspectives and challenges (pp. 28-52). Singapore: McGraw- Hill.
Tang, R & John, S (1999). ‘I’ in identity: Exploring writer identity in student academic writing through the first person pronoun. English for Specific Purposes, 18, S23-S39.