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Ken Hyland
University of East Anglia
Academic writingSociologyPsychologyPedagogyLinguistics
347Publications
61H-index
16.8kCitations
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Publications 346
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#1Ken Hyland (UEA: University of East Anglia)H-Index: 61
#2Hang Zou (ECNU: East China Normal University)H-Index: 1
Abstract Metadiscourse is now established as one of the most frequently used methods for analysing academic discourse, but one feature, frame markers, seem to have gone relatively unnoticed. Frame markers represent an important way by which authors structure their discourse for particular readers, helping them to see the coherence of arguments and guiding their thinking in the direction the author wishes to go. As a result, like all metadiscourse, it varies with audience, purpose and context and...
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#1Hang ZouH-Index: 1
Last. Ken HylandH-Index: 61
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Academic blogs have become increasingly important as a means of disseminating research and attracting new, non-academic audiences or like-minded peers to new areas of scholarly activity. The heterogeneity and unfamiliarity of the audience means that writers need to present information in perhaps unfamiliar ways, creating an interest and encouraging them to engage with the topics. In this paper, we explore academics’ perceptions of this challenge and particularly how they go about establishing a ...
#1Ken Hyland (UEA: University of East Anglia)H-Index: 61
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#1Ken Hyland (UEA: University of East Anglia)H-Index: 61
#2Fang Jiang (UEA: University of East Anglia)H-Index: 1
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#1Ken HylandH-Index: 61
#2Fang JiangH-Index: 1
Interest in pragmatic aspects of historical texts have now extended to look at diachronic change, but studies tracing how academic texts have responded to recent developments in publishing practices are rare. In this paper we look at the pragmatic concept of interaction and how the writer’s understanding of readers as expressed through metadiscourse may have changed over the past 50 years. Focusing on the reader-focused, text-organising interactive features of metadiscourse, rather than on stanc...
1 Citations
#1Na Luo (WUST: Wuhan University of Science and Technology)H-Index: 3
#2Ken Hyland (UEA: University of East Anglia)H-Index: 61
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#1Ken HylandH-Index: 61
Knowledge Transfer is now a key output of academic research, conveying how ideas move between the knowledge source and the potential users of that knowledge. This means scholars now have to write for audiences beyond their fellow-academics raising the question of whether these different audiences have an impact on writing practices. Focusing on the main genre of the academy, the research article, this chapter looks at writer-reader interactions to understand how persuasion may have changed in re...
#1Feng Kevin Jiang (JLU: Jilin University)H-Index: 1
#1Feng Kevin Jiang (JLU: Jilin University)H-Index: 2
Last. Ken Hyland (UEA: University of East Anglia)H-Index: 61
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While numerous interactive aspects of academic writing have attracted attention in recent years, one common feature which has escaped scrutiny is ‘‘existential there’’ (as in ‘‘there are significant differences’’). Based on a corpus of 80 research articles from four disciplines, this study explores the ‘secret life’ of this construction, revealing how academic writers use it to organise their arguments and persuade peers of their claims. In contrast to the style guides which regard existential t...
1 CitationsSource
#1Hang Joanna Zou (UEA: University of East Anglia)H-Index: 1
#1Hang Zou (UEA: University of East Anglia)H-Index: 1
Last. Ken Hyland (UEA: University of East Anglia)H-Index: 61
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Abstract As a relatively new and rapidly growing academic genre, the academic blog offers an open space for scholars to disseminate their work and discuss research issues. In this new rhetorical context, researchers in different fields try to create interpersonal solidarity to engage a relatively unpredictable readership, which is strongly influenced by knowledge-making practices. In this paper, we explore how bloggers across disciplines engage their readers. Based on 132 blog posts from both so...
1 CitationsSource
#1Ken Hyland (UEA: University of East Anglia)H-Index: 61
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