Book•
Disciplinary Discourses: Social Interactions in Academic Writing
01 Jan 2000-
TL;DR: The Michigan Classics edition of "Disciplinary Discourses: Social Interactions in Academic" "Writing" as mentioned in this paper examines the relationships between the cultures of academic communities and their unique discourses.
Abstract: Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of "Disciplinary Discourses: Social Interactions in Academic" "Writing," Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, "Disciplinary Discourses" presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of "Disciplinary Discourses" make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.
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01 Jan 2005
TL;DR: In this paper, the authors discuss ways of feeling engagement and graduation: alignment, solidarity and the construed reader, taking a stance enacting appraisal, text analysis, and attitude.
Abstract: List of Figures List of Tables Acknowledgements Preface Introduction Attitude: Ways of Feeling Engagement and Graduation: Alignment, Solidarity and the Construed Reader Evaluative Key: Taking a Stance Enacting Appraisal: Text Analysis References Index
2,328 citations
Book•
27 Oct 2003TL;DR: This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues.
Abstract: Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike
1,343 citations
TL;DR: A great deal of research has now established that written texts embody interactions between writers and readers as discussed by the authors, and a range of linguistic features have been identified as contributing to the writer's...
Abstract: A great deal of research has now established that written texts embody interactions between writers and readers. A range of linguistic features have been identified as contributing to the writer's ...
1,155 citations
23 Jun 2010
TL;DR: This book presents a complete method for the identification of metaphor in language at the level of word use based on extensive methodological and empirical corpus-linguistic research in two languages, English and Dutch.
Abstract: 1. Preface 2. Acknowledgements 3. Chapter 1. Linguistic metaphor identification in usage 4. Chapter 2. MIPVU: A manual for identifying metaphor-related words 5. Chapter 3. Metaphor identification in news texts 6. Chapter 4. Metaphor identification in conversation 7. Chapter 5. Metaphor identification in fiction 8. Chapter 6. Metaphor identification in academic discourse 9. Chapter 7. Metaphor identification in Dutch news and conversations 10. Chapter 8. Reliability tests 11. Chapter 9. From method to research: Cleaning up our act 12. Chapter 10. Metaphor in English discourse: A corpus-linguistic approach 13. Chapter 11. The quality of evidence: From MIP to MIPVU 14. Appendix. Overview of annotated files from BNC-Baby 15. References 16. Index
897 citations
TL;DR: The authors discuss the importance of genre approaches to teaching L2 writing and how they complement process views by emphasising the role of language in written communication, and discuss how genre approaches see ways of writing as purposeful, socially situated responses to particular contexts and communities.
786 citations
References
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Book•
01 Jan 1978
TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
Abstract: Introduction Michael Cole and Sylvia Scribner Biographical Note on L S Vygotsky Basic Theory and Data 1 Tool and Symbol in Child Development 2 The Development of Perception and Attention 3 Mastery of Memory and Thinking 4 Internalization of Higher Psychological Functions 5 Problems of Method Educational Implications 6 Interaction between Learning and Development 7 The Role of Play in Development 8 The Prehistory of Written Language Afterword Vera John-Steiner and Ellen Souberman Notes Vygotsky's Works Index
32,902 citations
01 Jan 1991
5,640 citations
Book•
01 Jan 1990
TL;DR: The authors provides a survey of approaches to various genres of language, and considers these in relation to communication and task-based language learning, as well as examples of different genres and how they can be made accessible through genre analysis.
Abstract: In recent years the concept of 'register' has been increasingly replaced by emphasis on the analysis of genre, which relates work in sociolinguistics, text linguistics and discourse analysis to the study of specialist areas of language. This book is a clear, authoritative guide to this complex area. He provides a survey of approaches to varieties of language, and considers these in relation to communication and task-based language learning. Swales outlines an approach to the analysis of genre, and then proceeds to consider examples of different genres and how they can be made accessible through genre analysis. This is important reading for all those working in teaching English for academic purposes and also of interest to those working in post-secondary writing and composition due to relevant issues in writing across the curriculum.
4,569 citations
TL;DR: This paper examined the expectations and interpretations of academic staff and students regarding undergraduate students' written assignments and suggested that implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the institutional relationships of power and authority that surround, and are embedded within, diverse student writing practices across the university.
Abstract: This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the institutional relationships of power and authority that surround, and are embedded within, diverse student writing practices across the university. A contrasting and therefore complementary perspective is used to present debates about ‘good˚s and ‘poor˚s student writing. The article outlines an ‘academic literacies˚s framework which can take account of the conflicting and contested nature of writing practices, and may therefore be more valuable for understanding student writing in today's higher education than tradition...
1,902 citations
Book•
01 Jan 1996
TL;DR: This chapter discussesotypes and categories, levels of categorization, and other issues in cognitive linguistics that need to be considered in the context of knowledge representation.
Abstract: Introduction 1. Prototypes and Categories 2. Levels of categorization 3. Conceptual metaphors and metonymies 4. Figure and ground 5. Frames and constructions 6. Blending and relevance 7. Other issues in cognitive linguistics Conclusion
940 citations