The Essential Hyland: Studies in Applied Linguistics

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