Description
Book SynopsisKen Hyland is the Chair of Applied Linguistics and Director of the Centre of Applied English Studies, University of Hong Kong, SAR China.
Trade ReviewThe 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 *
The high technical quality of the book, in good Bloombsury tradition ... symbolises the importance of the research fields outlined here ...
The Essential Hyland is a handbook which covers highly relevant issues of academic writing and which will certainly enjoy continuous success. * Journal of Linguistics and Language Teaching *
Table of ContentsPreface
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
