Writing in the academy has assumed huge importance in recent years as countless students and academics around the world must now gain fluency in the conventions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning. Professor Ken Hyland has been a contributor to the literature on this topic for over 20 years, with 26 books and over 200 chapters and articles. This work has had considerable influence in shaping the direction of the field and generating papers and PhD theses from researchers around the world. This is a topic which has found its time, as a central concept in applied linguistics, sociology of science, library studies, bibliometrics, and so on.This book brings together Ken Hyland's most influential and cited papers. These are organised thematically to provide both an introduction to the study of academic discourse and an overview of his contribution to the understanding of how academics construct themselves, their disciplines and knowledge through written texts. Several academic celebrities from the field provide a brief commentary on the papers and the book includes an overall reflection by the author on the impact of the papers and the direction of the field together with linear notes on the specific papers in each section. The volume not only includes some of Hyland's best chapters and journal articles but the thoughts of disciplinary luminaries on both the ideas in the book and the general state and direction of the field.

PrefacePart 1 Writing, participation and identityIntroduction, Professor John Swales of University of Michigan, USAReflective Commentary, Ken Hyland1. Writing in the university: education, knowledge and reputation. Language Teaching. 46 (1) 53-70. (2013). 2. Discipline: proximity and positioning. Chapter 2 of Disciplinary Identities. Cambridge University Press. pp 22-43. (2012)3. Participation: community and expertise. Chapter 5 of Academic Publishing. Oxford University Press. pp 91-112. (2015)4. Community and individuality: performing identity in Applied Linguistics. Written Communication. 27 (2): 159-188. (2010). Part 2 Interaction, stance and metadiscourse Reflective Commentary, Ken Hyland5. Disciplinary cultures, texts and interactions. chapter 1 of Disciplinary discourses: social interaction in academic writing. University of Michigan Press. pp 1-19 (2004). 6. Stance and engagement: a model of interaction in academic discourse. Discourse Studies. 7 (2): 173-191. (2005).7. Metadiscourse in academic writing: A reappraisal. Applied Linguistics. 25 (2): 156-177 (With Polly Tse) (2004).8. Change of attitude? A diachronic study of stance. Written Communication. 33(3) p. 251-274 (2016)Section 3 - Interactions in peripheral genres Introduction, Professor Vijay Bhatia, City University of Hong Kong, SAR ChinaReflective Commentary, Ken Hyland9. Constructing proximity: relating to readers in popular and professional science. Journal of English for Academic Purposes. 9 (2): 116-127. (2010). 10. Dissertation acknowledgments: The anatomy of a Cinderella genre. Written Communication. 20 (3): 242-268. (2003)11. The presentation of self in scholarly life: identity and marginalization in academic homepages. English for Specific Purposes 30 (4): 286-297. (2011). Part 4 - Features of academic writingProf Diane Belcher, Georgia State University will provide a brief introduction to the sectionReflective Commentary, Ken Hyland12. Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics. 20 (3): 341-267. (1999).13. Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes. 20 (3). 207-226. (2001).14. Is there an 'academic Vocabulary'? TESOL Quarterly. 41 (2): 235-254(with Polly Tse) (2007)15. As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes. 27 (1): 4-21 (2008). Part 5 - Pedagogy and EAPProfessor Ann Johns, San Diego State, USAReflective Commentary, Ken Hyland16. Genre-based pedagogies: a social response to process. Journal of Second Language Writing. 12 (1): 17-29. (2003).17. Nurturing hedges in the ESP curriculum. System, 24 (4): 477-490. (1996).18. Specificity revisited: how far should we go now? English for Specific Purposes. 21 (4): 385-395 (2002).BibliographyIndex