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Disciplinary identities: individuality and community in academic writing
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Learning to write: issues in theory, research, and pedagogy
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Hyland, Ken. - : John Benjamins Publishing Company, 2011
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Abstract:
This chapter explores the main theories for understanding learning to write in adult contexts, briefly discussing their research underpinnings and showing how they translate into pedagogic practice. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show briefly what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the approaches respond to, critique, and draw on each other in a variety of ways so that classroom practice often involves a combination of them. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.
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Keyword:
LB Theory and practice of education; P Philology. Linguistics; Z004 Books. Writing. Paleography
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URL: http://benjamins.com/#catalog/books/lllt.31/main http://wrap.warwick.ac.uk/48545/
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5 |
Projecting an academic identity in some reflective genres
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Hyland, Ken. - : Asociacion Europea de Lenguas para Fines Especificos, 2011
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English for professional academic purposes: writing for scholarly publication
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Discursive practices in EAP: unpacking specificity in academic writing
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8 |
"Dinosaur teens were keen on sex": proximity in professional and popular science
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10 |
Reflecting on teaching writing: applying research to the classroom
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12 |
Community and individuality: performing identity in applied linguistics
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15 |
Academic lexis and disciplinary practice: corpus evidence for specificity
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16 |
Metadiscourse: mapping interactions in academic writing
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Hyland, Ken. - : Goeteborgs Universitet * Engelska Institutionen, 2009
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17 |
Corpus informed discourse analysis: the case of academic engagement
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Hyland, Ken. - : Continuum International Publishing Group, 2009
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18 |
Reformulation in academic writing: shaping disciplinary argument
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20 |
Discipline and gender: constructing rhetorical identity in book reviews
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