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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 41 1 Discipline and divergence: evidence of specificity in EAP Hyland, Ken. - : Garnet Education, 2012 BASE Show details 2 Disciplinary identities: individuality and community in academic writing Hyland, Ken. - : Cambridge University Press, 2012 BASE Show details 3 Learning to write: issues in theory, research, and pedagogy Hyland, Ken. - : John Benjamins Publishing Company, 2011 BASE Show details 4 Looking through corpora into writing practices Hyland, Ken. - : John Benjamins Publishing Company, 2011 BASE Show details 5 Projecting an academic identity in some reflective genres Hyland, Ken. - : Asociacion Europea de Lenguas para Fines Especificos, 2011 Abstract: Research on academic writing has long stressed the connection between writing and the creation of an author’s identity (Ivanič, 1998; Hyland, 2010). Identity is said to be created from the texts we engage in and the linguistic choices we make, thus relocating it from hidden processes of cognition to its social construction in discourse. Issues of agency and conformity, stability and change, remain controversial, however. Some writers question whether there is an unchanging self lurking behind such discourse and suggest that identity is a “performance” (see for instance Butler, 1990) while others see identity as the product of dominant discourses tied to institutional practices (Foucault, 1972). All this has been of particular interest to teachers and researchers of EAP because students and academics alike often feel uncomfortably positioned, even alienated, by the conventions of academic discourse. They sometimes complain that the voice they are forced to use requires them to “talk like a book” by adopting a formal and coldly analytical persona. In this paper I want to explore how we construct an identity in three rather neglected academic genres where the requirements of anonymity and impersonality are more relaxed. In thesis acknowledgements, doctoral prize applications and bio statements, writers are exempted from formal conventions of disciplinary argument and have an opportunity to reveal something of how they want to be seen by others. My question is: What use do they make of with these opportunities? Keyword: HM Sociology; P Philology. Linguistics; Z004 Books. Writing. Paleography URL: http://www.doaj.org/doaj?func=abstract&id=775198 http://wrap.warwick.ac.uk/48559/ BASE Hide details 6 English for professional academic purposes: writing for scholarly publication Hyland, Ken. - : University of Michigan Press, 2010 BASE Show details 7 Discursive practices in EAP: unpacking specificity in academic writing Hyland, Ken. - 2010 BASE Show details 8 "Dinosaur teens were keen on sex": proximity in professional and popular science Hyland, Ken. - 2010 BASE Show details 9 Knowledge transfer and academic context: specificity in EAP Hyland, Ken. - 2010 BASE Show details 10 Reflecting on teaching writing: applying research to the classroom Hyland, Ken. - 2010 BASE Show details 11 Let’s be specific: disciplinary writing and EAP Hyland, Ken. - 2010 BASE Show details 12 Community and individuality: performing identity in applied linguistics Hyland, Ken. - : Sage Publications, Inc., 2010 BASE Show details 13 Researching writing Hyland, Ken. - : Continuum International Publishing Group, 2010 BASE Show details 14 Writing for publication Hyland, Ken. - 2010 BASE Show details 15 Academic lexis and disciplinary practice: corpus evidence for specificity Hyland, Ken; Tse, Polly. - : Universidad de Murcia * Servicio de Publicaciones, 2009 BASE Show details 16 Metadiscourse: mapping interactions in academic writing Hyland, Ken. - : Goeteborgs Universitet * Engelska Institutionen, 2009 BASE Show details 17 Corpus informed discourse analysis: the case of academic engagement Hyland, Ken. - : Continuum International Publishing Group, 2009 BASE Show details 18 Reformulation in academic writing: shaping disciplinary argument Hyland, Ken. - 2009 BASE Show details 19 Specificity in EAP Hyland, Ken. - 2009 BASE Show details 20 Discipline and gender: constructing rhetorical identity in book reviews Tse, Polly; Hyland, Ken. - : Palgrave Macmillan Ltd., 2009 BASE Show details Page: 1 2 3

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