Overview

Writing in the academy has assumed huge importance in recent years as countless students and academics around the world must now gain fluency in the conventions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning. Professor Ken Hyland has been a contributor to the literature on this topic for over 20 years, with 26 books and over 200 chapters and articles. This work has had considerable influence in shaping the direction of the field and generating papers and PhD theses from researchers around the world. This is a topic which has found its time, as a central concept in applied linguistics, sociology of science, library studies, bibliometrics, and so on. This book brings together Ken Hyland's most influential and cited papers. These are organised thematically to provide both an introduction to the study of academic discourse and an overview of his contribution to the understanding of how academics construct themselves, their disciplines and knowledge through written texts. Several academic celebrities from the field provide a brief commentary on the papers and the book includes an overall reflection by the author on the impact of the papers and the direction of the field together with linear notes on the specific papers in each section. The volume not only includes some of Hyland's best chapters and journal articles but the thoughts of disciplinary luminaries on both the ideas in the book and the general state and direction of the field.

Full Product Details

Author:   Professor Ken Hyland (University of East Anglia, UK)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Weight:   0.903kg
ISBN:  

9781350037908

ISBN 10:   1350037907
Pages:   520
Publication Date:   25 January 2018
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Preface Part 1 Writing, participation and identity Introduction, Professor John Swales of University of Michigan, USA Reflective Commentary, Ken Hyland 1. Writing in the university: education, knowledge and reputation. Language Teaching. 46 (1) 53-70. (2013). 2. Discipline: proximity and positioning. Chapter 2 of Disciplinary Identities. Cambridge University Press. pp 22-43. (2012) 3. Participation: community and expertise. Chapter 5 of Academic Publishing. Oxford University Press. pp 91-112. (2015) 4. Community and individuality: performing identity in Applied Linguistics. Written Communication. 27 (2): 159-188. (2010). Part 2 Interaction, stance and metadiscourse Reflective Commentary, Ken Hyland 5. Disciplinary cultures, texts and interactions. chapter 1 of Disciplinary discourses: social interaction in academic writing. University of Michigan Press. pp 1-19 (2004). 6. Stance and engagement: a model of interaction in academic discourse. Discourse Studies. 7 (2): 173-191. (2005). 7. Metadiscourse in academic writing: A reappraisal. Applied Linguistics. 25 (2): 156-177 (With Polly Tse) (2004). 8. Change of attitude? A diachronic study of stance. Written Communication. 33(3) p. 251-274 (2016) Section 3 - Interactions in peripheral genres Introduction, Professor Vijay Bhatia, City University of Hong Kong, SAR China Reflective Commentary, Ken Hyland 9. Constructing proximity: relating to readers in popular and professional science. Journal of English for Academic Purposes. 9 (2): 116-127. (2010). 10. Dissertation acknowledgments: The anatomy of a Cinderella genre. Written Communication. 20 (3): 242-268. (2003) 11. The presentation of self in scholarly life: identity and marginalization in academic homepages. English for Specific Purposes 30 (4): 286-297. (2011). Part 4 - Features of academic writing Prof Diane Belcher, Georgia State University will provide a brief introduction to the section Reflective Commentary, Ken Hyland 12. Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics. 20 (3): 341-267. (1999). 13. Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes. 20 (3). 207-226. (2001). 14. Is there an 'academic Vocabulary'? TESOL Quarterly. 41 (2): 235-254 (with Polly Tse) (2007) 15. As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes. 27 (1): 4-21 (2008). Part 5 - Pedagogy and EAP Professor Ann Johns, San Diego State, USA Reflective Commentary, Ken Hyland 16. Genre-based pedagogies: a social response to process. Journal of Second Language Writing. 12 (1): 17-29. (2003). 17. Nurturing hedges in the ESP curriculum. System, 24 (4): 477-490. (1996). 18. Specificity revisited: how far should we go now? English for Specific Purposes. 21 (4): 385-395 (2002). Bibliography Index

Reviews

The Essential Hyland is an excellent resource for faculty and graduate students alike ... It could also serve as an introductory core text for undergraduate and graduate students in English composition, professional writing, DA, CL, EAP, ESP, SLW, and TESOL courses ... [This book] is a brilliant idea given the variety of Hyland's topics and their original publication venues. * LINGUIST List *

Author Information

Ken Hyland is the Chair of Applied Linguistics and Director of the Centre of Applied English Studies, University of Hong Kong, SAR China.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions