Google Preview
ELT

Disciplinary Discourses, Michigan Classics Ed.

Social Interactions in Academic Writing
Michigan Classics Edition
Ken Hyland
Michigan Classics Edition
 

Description

Why do engineers "report" while philosophers "argue" and biologists "describe"? In 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.

Look Inside

Copyright © 2004, University of Michigan. All rights reserved.

Product Details

  • 6.125 x 9.25.
  • 232pp.
Available for sale worldwide

  • Paper
  • 2004
  • Available
  • 978-0-472-03024-8

Add to Cart
  • $27.95 U.S.

Related Products


nothing

Keywords

  • academic writing, abstracts, genre analysis, audience, higher education, discourse analysis, applied linguistics, text analysis, academic communities, corpus linguistics, rhetoric, disciplinary convention, writing for publication, reporting verbs, academic discourse, move analysis, social constructionism, texts as social interaction, academic attribution, citation, intertextuality, book reviews, hedges, boosters, textbook genre, metadiscourse, textual interactions, power, English for academic purposes, English for specific purposes, writing instruction, academic literacies, interpersonal function of language, discourse change 

nothing
nothing