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Since English remains the primary language of science and research across the globe, many academics are required to produce research in a language that is not their own. This research has been motivated by the difficulties this presents for the post-graduate students at the Eastern Mediterranean University (EMU). The main aim of the study is to construct a comprehensive pedagogic corpus for such students, and to incorporate it into an advanced academic thesis writing course. To this end, a learner abstract corpus (LAC) and a target abstract corpus (TAC) were compiled respectively from work produced by post-graduate students at EMU, and from abstracts written by post-graduate students in English speaking countries. Both quantitative and qualitative methods were utilized to analyse the corpora. The comparison of the corpora exhibited extensive use of higher frequency vocabulary, a tendency to repeat similar items, and recurrent inadequacy in using appropriate collocations and lexico-grammatical patterns in the LAC. The work in the TAC, however, demonstrated the use of a wider range of lower frequency words, as well as a more varied lexico-grammatical utilization of these items. Accordingly, a pedagogic corpus was constructed. This corpus includes the Academic Abstract Corpus (AAC) Bank, which offers alternative lexico-grammatical patterns for fulfilling the required generic moves and sub-moves in abstract and thesis writing; the TAC Wordlist of 165 key words for thesis writing; the web concordances of the LAC and the TAC; and a variety of teacher-led data driven and learner-led discovery tasks as well as other diverse academic writing resources. The corpus-informed course is mounted on Moodle, a virtual learning platform founded on social constructivist principles. The study produced major conclusions regarding corpora,
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