The Essential Hyland: Studies in Applied Linguistics

Description

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 J. 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. Title Page Copyright Page Contents Preface Acknowledgements Part I Writing, ­participation and identity Introduction Chapter 1 Writing in the university: Education, knowledge and reputation 1 Introduction 2 Why this interest? 3 Education 4 Knowledge 5 Reputation 6 Conclusions Chapter 2 Discipline: Proximity and positioning 2.1 What is a discipline? 2.2 Proximity: Hegemony, solidarity and convention 2.3 Positioning: Diversity, appropriation and stance 2.4 Conclusions Chapter 3 Participation: Community and expertise 3.1 Global communities, local interactions, and personal positions 3.2 Experts and newcomers 3.3 Participation as learning 3.4 Conclusions: A thoroughly social practice Chapter 4 Community and individuality: Performing identity in applied linguistics Identity: Individuality and disciplinarity in writing Bringing corpora to identity studies The protagonists Texts and method Personal interests and professional niches Deborah Cameron—The radical linguist John Swales: The inquiring colleague Conclusions: Thoughts on the discursive production of identity Appendix: Corpus texts Commentary on Part I Part II Interaction, stance and metadiscourse Introduction Chapter 5 Disciplinary cultures, texts and interactions The importance of academic writing The social creation of knowledge Disciplinary cultures Texts as social interaction Approaches to academic interactions Note Chapter 6 Stance and engagement: A model of interaction in academic discourse Interaction and evaluation Stance and engagement Corpus and methods Stance and features of writer positioning Engagement and features of reader positioning Stance and engagement practices: corpus findings Stance, engagement and disciplinarity Conclusion Chapter 7 Metadiscourse in academic writing: A reappraisal Introduction Conceptions of metadiscourse Key principles of metadiscourse A model of academic metadiscourse Metadiscourse in postgraduate writing Conclusions Notes Chapter 8 Change of attitude? A diachronic study of stance Conceptions of stance Stance in academic writing Corpus, model, and method Changing patterns of stance Shifting commitment and increasing presence—What changes and to what extent? Final observations and conclusions Appendix Note Commentary on Part II Part III Interactions in peripheral genres Introduction Chapter 9 Constructing proximity: Relating to readers in popular and professional science 1 Interpersonality and proximity 2 A tale of two genres 3 Facets of proximity 4 Conclusions Chapter 10 Dissertation acknowledgements: The anatomy of a cinderella genre Acknowledgements in published scholarly texts Acknowledgements, self representation and gift-giving Corpus and procedures Postgraduate acknowledgements: Differences of degree Allocating credit: Some disciplinary patterns Acknowledging scholarly support: The construction of a professional identity Acknowledging friends and family: The construction of a social identity Some observations and directions Note Chapter 11 The presentation of self in scholarly life: Identity and marginalization in academic homepages 1 Introduction 2 Online identities 3 The academic homepage 4 Data and method 5 Text choices in the academic homepage 6 Formatting and images 7 Hyperlinks and connections 8 Conclusions Commentary on Part III Part IV Features of ­academic writing Introduction Chapter 12 Academic attribution: Citation and the construction of disciplinary knowledge Introduction Procedure and corpus Discussion: Citation and disciplinary argument Conclusion Acknowledgements Appendix. Journal corpus Notes Chapter 13 Humble servants of the discipline? Self-mention in research articles 1 Introduction 2 Impersonality and its discontents 3 Method and corpus 4 Frequencies and forms of self-mention 5 Self-citation, disciplinary identity, and knowledge making 6 First person and authorial presence 7 Theme and personal prominence 8 Self-mention and discourse purposes 9 Some conclusions and teaching implications Chapter 14 Is there an “academic vocabulary”? The concept of an academic vocabulary Lists of academic vocabulary Corpus and methods Results: in search of an academic vocabulary Discussion Conclusions and implications Chapter 15 As can be seen: Lexical bundles and disciplinary variation 1 Introduction 2 Bundles, collocations and communities 3 Corpora and methods 4 Frequencies and structures of disciplinary bundles 5 Patterns and variations 6 Functions of bundles 7 Conclusions Commentary on Part IV Part V Pedagogy and EAP Introduction Chapter 16 Genre-based pedagogies: A social response to process Introduction A social take on process A brief overview of genre A genre view of language and writing Genre and second language literacy Genre-based pedagogies Conclusion Chapter 17 Nurturing hedges in the ESP curriculum Introduction Conclusions Chapter 18 Sugaring the pill: Praise and criticism in written feedback Introduction Significant prior research Participants and data Analysis and categorisation scheme Teacher acts in end comments Mitigation in teacher end comments Mitigation: Motivations and miscommunications Some conclusions and teaching implications Appendix A. Teacher interview prompts Appendix B. Student retrospective interview prompts Chapter 19 Specificity revisited: How far should we go now? 1 Introduction 2 Specificity and literacy 3 General English for specific purposes? 4 Different strokes for different folks 5 Putting the ‘S’ back into ESP Commentary on Part V References Index