Stance and Voice in Written Academic Genres

This book reappraises the notions of stance and voice and reconsiders their relevance in applied linguistics, showing their expression and impact in a broad range of written academic genres.

Author: Ken Hyland

Publisher: Palgrave Macmillan

ISBN: 9780230302839

Category: Education

Page: 263

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Stance and voice are among the most significant concepts in writing theory and pedagogy today. Referring to the ways we express a point of view and engage with others, the terms are particularly controversial in the domain of academic writing, long considered a faceless and impersonal kind of discourse. But while corpus research shows that stance is scarcer in academic genres than in many other contexts, the complex, and distinctive ways scholars and students present their attitudes to their texts, their readers and their content offers a rich area of study for discourse analysts and students of academic writing. This book reappraises the notions of stance and voice and reconsiders their relevance in applied linguistics, showing their expression and impact in a broad range of written academic genres. In its fifteen chapters, leading authorities offer their thoughts and research on the following issues: • The key frameworks, methods, theories and areas of research • The expression of stance and voice in a range of genres and disciplines • The centrality of community and context in the expression of stance and voice • The main factors of variation: channel, discipline, culture and time • Questions of authenticity, distinctiveness, empowerment and identity

Stance and Voice in Written Academic Genres

Stance and Voice in Written Academic Genres brings together a range of perspectives on two of the most important and contested concepts in applied linguistics: stance and voice.

Author: K. Hyland

Publisher: Palgrave Macmillan

ISBN: 1349337889

Category: Language Arts & Disciplines

Page: 263

View: 363

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Stance and Voice in Written Academic Genres brings together a range of perspectives on two of the most important and contested concepts in applied linguistics: stance and voice. International experts provide an accessible, yet authoritative introduction to key issues and debates surrounding these terms.

Stance and Voice in Written Academic Genres

Manipulatingstance and voice Our probingofstance andvoiceinwritten academic genres portraystwo populations with differentdiscursive needs and practices.

Author: Carmen Sancho Guinda

Publisher: Springer

ISBN: 9781137030825

Category: Language Arts & Disciplines

Page: 263

View: 483

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Stance and Voice in Written Academic Genres brings together a range of perspectives on two of the most important and contested concepts in applied linguistics: stance and voice. International experts provide an accessible, yet authoritative introduction to key issues and debates surrounding these terms.

Developing Writers in Higher Education

“Voice and Stance as Appraisal: Persuading and Positioning in Research Writing Across Intellectual Fields.” Stance and Voice in Written Academic Genres, ...

Author: Anne R Gere

Publisher: U OF M DIGT CULT BOOKS

ISBN: 9780472037384

Category: Education

Page: 384

View: 369

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For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence. This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors. This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.

Engagement in Professional Genres

In Stance and Voice in Written Academic Genres, ed. by Ken Hyland and Carmen Sancho Guinda, 166–183. Houndmills, Basingstoke, UK: Palgrave Macmillan.

Author: Carmen Sancho Guinda

Publisher: John Benjamins Publishing Company

ISBN: 9789027262943

Category: Language Arts & Disciplines

Page: 373

View: 446

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Engagement has turned essential in today’s communication, as professional communities are becoming more specialised and transient, and their audiences more diverse. Promotionalism and competitiveness, in addition, increasingly pervade human activity, and thus engaging readers, listeners and viewers to attract and persuade them is part of the know-how of almost every profession. The eighteen chapters in this book, written by well-known discourse analysts from different nationalities and research backgrounds, and with various interests and understandings of communicative engagement, guide us through a discovery of perspectives and strategies across work settings and practices, genres, semiotic modes, discourses, disciplines, and theoretical frameworks and methods. They build a mosaic that leads to a broad picture of (meta)discursive engagement as (di)stance and raises current issues, challenges, and future research directions.

Advancedness in Second Language Spanish

Current conceptions of stance. K. Hyland & C. Sancho Guinda (Eds.), Stance and voice in written academic genres (pp. 15–33).

Author: Mandy R. Menke

Publisher: John Benjamins Publishing Company

ISBN: 9789027260321

Category: Language Arts & Disciplines

Page: 512

View: 557

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This book analyzes the construct of advanced proficiency in second language learning by bringing together empirical research from numerous linguistic domains and methodological traditions. Focusing on the dynamic nature of language use, the volume explores diverse manifestations of high-level second language Spanish, including performance on standardized proficiency assessments, acquisition of late-acquired linguistic structures, sophisticated language use in context, and individual differences. Chapters relate empirical findings to current definitions of advancedness, challenging scholars and practitioners to re-consider existing conceptualizations, and propose possible directions for future research and teaching with second language speakers of Spanish. By addressing larger issues in the field of second language learning, the volume is a valuable reference for language teachers, scholars, professionals and students with an interest in second language acquisition generally, and second language Spanish, more specifically.

Exploring Language Variation Diversity and Change

“Linguistic markers of stance and genre in upper-level student writing”. ... “Authorial voice in academic writing: A comparative study of journal articles ...

Author: Marinela Burada

Publisher: Cambridge Scholars Publishing

ISBN: 9781527572942

Category: Language Arts & Disciplines

Page: 240

View: 967

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While communication is becoming increasingly multimodal, verbal language and its use in different communicative situations still hold centre-stage in many research circles. The articles in this book explore native and second languages from three vantage points: syntactic structure, their uses in professional settings, and second/foreign language pedagogy. Using different methods and methodologies, the contributions here draw on both theoretical and empirical data in order to investigate a series of language-internal and language-external factors that both account for the structural peculiarities of Romanian and English, and have a bearing on its translatability and learnability by students of English as a second language. Featuring the hands-on experience of teachers and learners in the Romanian context, this volume provides useful insights and illustrative examples of relevance to theorists and practitioners in language and communication-related fields.

Corpora in ESP EAP Writing Instruction

Current conceptions of stance. In K. Hyland & C. Guinda (Eds.), Stance and voice in written academic genres (pp. 15–33). New York, NY: Palgrave Macmillan.

Author: Maggie Charles

Publisher: Routledge

ISBN: 9781000368789

Category: Language Arts & Disciplines

Page: 194

View: 540

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This collection showcases the latest innovations in research on the application of corpora and corpus-based methods in ESP/EAP writing instruction and the many ways in which corpora can be successfully and practically integrated in ESP/EAP programmes. While previous work has discussed the successful use of corpora in teaching writing in the areas of ESP/EAP, this book is the first of its kind to bring the most up-to-date research on the topic together in one place. The volume’s unique structure mirrors the key stages of the writing instruction process, from preparation to exploitation to analysis. The book begins by showing how corpora can be used to prepare materials, moving into an exploration of how students in ESP/EAP programmes use corpora in practice, before bringing the discussion full circle to the ways in which corpus-based approaches might be implemented to analyse ESP/EAP student writing. This approach presents readers with insights into how corpora can be effectively integrated into ESP/EAP writing instruction at every step of the process and opens the way for future areas of study. This book will be of particular interest to students and researchers in applied corpus linguistics, English for Specific Purposes, and English for Academic Purposes, as well as active practitioners in ESP/EAP writing instruction.

The Essential Hyland

Undergraduate understandings: Stance and voice in final year reports. In K. Hyland and C. Sancho Guinda (eds), Stance and Voice in Written Academic Genres, ...

Author: Ken Hyland

Publisher: Bloomsbury Publishing

ISBN: 9781350037915

Category: Language Arts & Disciplines

Page: 520

View: 611

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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.

The Language of Literacy Education

Voice in writing genres is difficult to define given its subjective ... In K. Hyland & C. S. Guinda (Eds.), Stance and voice in written academic genres.

Author:

Publisher: BRILL

ISBN: 9789004503397

Category:

Page: 108

View: 164

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This volume is an encyclopaedic reference of prominent literacy terms. Key terms with frequent misconceptions are debunked to provide a critical perspective. Citation of relevant theorists and research findings enables readers to further explore these topics.

First Year University Writing

Hedging, stance, and voice in medical research articles. In K. Hyland & C. S. Guinda (Eds), Stance and Voice in Written Academic Genres (pp. 85–100).

Author: L. Aull

Publisher: Springer

ISBN: 9781137350466

Category: Education

Page: 239

View: 927

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First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis.

Attitudinal Evaluation in Chinese University Students English Writing

Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. ... In Stance and Voice in Written Academic Genres, ed.

Author: Xinghua Liu

Publisher: Springer

ISBN: 9789811064159

Category: Language Arts & Disciplines

Page: 141

View: 482

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This book offers up-to-date insights into the long-standing controversy of whether or not Chinese learners of English adequately express their attitudes in written English. It compares four writing datasets from three groups of student writers (e.g., English-speaking students’ English texts, Chinese-speaking students’ Chinese texts, and both English and Chinese texts produced by the same group of Chinese-speaking students majoring in English), and applies the appraisal framework, an analytical tool developed in the field of Systemic Functional Linguistics. The book provides a nuanced view of the deployment of attitudinal patterns and the linguistic resources used for attitudinal evaluation in Chinese students’ English writing. Accordingly, it offers a valuable resource for all those interested in second language writing, contrastive rhetoric, second language acquisition and systemic functional linguistics.

Publishing Research in English as an Additional Language

In K. Hyland, & C. Sancho Guinda (Eds.), Stance and voice in written academic genres (pp. 249-256). Basingstoke, UK: Palgrave MacMillan.

Author: Margaret Cargill

Publisher: University of Adelaide Press

ISBN: 9781925261523

Category: Education

Page: 278

View: 991

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Many universities worldwide now require established and novice scholars, as well as PhD students, to publish in English in international journals. This growing trend gives rise to multiple interrelated questions, which this volume seeks to address through the perspectives of a group of researchers and practitioners who met in Coimbra, Portugal in 2015 for the PRISEAL and MET conferences. The volume offers truly global coverage, with chapters focusing on vastly different geo-social areas, and disciplines from the humanities to the hard sciences. It will be of interest to applied linguists, particularly those working in the area of English for Research Publication Purposes, and to language professionals working in research writing support, research supervision and academic publishing, as well as to journal editors and managers.

The Routledge Handbook of English for Academic Purposes

Analysing genre: Language use in professional settings. ... In Hyland, K. & Sancho Guinda, C. (eds) Stance and voice in written academic genres (pp.

Author: Ken Hyland

Publisher: Routledge

ISBN: 9781317328100

Category: Language Arts & Disciplines

Page: 670

View: 455

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The Routledge Handbook of English for Academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast growing area of applied linguistics. Forty-four chapters are organised into eight sections covering: Conceptions of EAP Contexts for EAP EAP and language skills Research perspectives Pedagogic genres Research genres Pedagogic contexts Managing learning Authored by specialists from around the world, each chapter focuses on a different area of EAP and provides a state-of-the-art review of the key ideas and concepts. Illustrative case studies are included wherever possible, setting out in an accessible way the pitfalls, challenges and opportunities of research or practice in that area. Suggestions for further reading are included with each chapter. The Routledge Handbook of English for Academic Purposes is an essential reference for advanced undergraduate and postgraduate students of EAP within English, Applied Linguistics and TESOL.

Working with Written Discourse

... Douglas (2012) 'Current conceptions of stance', in Ken Hyland and Carmen Sancho Guinda (eds), Stance and Voice in Written Academic Genres.

Author: Deborah Cameron

Publisher: SAGE

ISBN: 9781473904361

Category: Reference

Page: 216

View: 592

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Addressing the practicalities of research, and embracing the complexity and variety of written forms of language, this book: grounds readers in a broad range of concepts, debates and relevant methods focuses on both theoretical questions and the ‘how to’ of analysis is loaded with practical activities and advice on the design and execution of research highlights computer-mediated communication and new media discourse, from text messages and tweets to mobile phone novels and online encyclopedias draws on data from international and multilingual communities. The perfect companion to Deborah Cameron's best-selling Working with Spoken Discourse, this book equips readers with practical and conceptual tools to ask questions about written discourse, and to analyse the huge variety of texts that make up our linguistic landscape. It is the essential guide for students of discourse analysis in linguistics, media and communication studies, and for social researchers across the social sciences.

Teaching Academic Writing as a Discipline specific Skill in Higher Education

In K. Hyland & C. Guinda (Eds.), Stance and voice in Written Academic Genres (pp. 51–69). New York: Palgrave Macmillan. doi:10.1057/9781137030825_4 Hyland, ...

Author: El-Sadig Y. Ezza

Publisher: Information Science Reference

ISBN: 9781799822677

Category: Education

Page: 253

View: 497

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"This book examines the way disciplinary practices provide a framework for writing in various scholastic areas"--

Register Genre and Style

Stance and voice in written academic genres. New York: Palgrave Macmillan. Hyland, Ken, and Feng Jiang. 2016. “We must conclude that .

Author: Douglas Biber

Publisher: Cambridge University Press

ISBN: 9781108426527

Category: Language Arts & Disciplines

Page: 420

View: 123

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A brand new edition of this flagship work, that provides detailed descriptions of important text varieties in English along with methodological techniques to carry out analyses.

Emotion in Discourse

In Academic Writing in Context: Implications and Applications, ed. by Martin ... In Stance and Voice in Written Academic Genres, ed. by Ken Hyland & Carmen ...

Author: J. Lachlan Mackenzie

Publisher: John Benjamins Publishing Company

ISBN: 9789027262776

Category: Language Arts & Disciplines

Page: 397

View: 389

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Interest in human emotion no longer equates to unscientific speculation. 21st-century humanities scholars are paying serious attention to our capacity to express emotions and giving rigorous explanations of affect in language. We are unquestionably witnessing an ‘emotional turn’ not only in linguistics, but also in other fields of scientific research. Emotion in Discourse follows from and reflects on this scholarly awakening to the world of emotion, and in particular, to its intricate relationship with human language. The book presents both the state of the art and the latest research in an effort to unravel the various workings of the expression of emotion in discourse. It takes an interdisciplinary approach, for emotion is a multifarious phenomenon whose functions in language are enlightened by such other disciplines as psychology, neurology, or communication studies. The volume shows not only how emotion manifests at different linguistic levels, but also how it relates to aspects like linguistic appraisal, emotional intelligence or humor, as well as covering its occurrence in various genres, including scientific discourse. As such, the book contributes to an emerging interdisciplinary field which could be labeled “emotionology”, transcending previous linguistic work and providing an updated characterization of how emotion functions in human discourse.

Writing Using Sources for Academic Purposes

Undergraduate understandings: Stance and voice in final year reports. In and K. Hyland & C. S. Guinda (Eds.), Stance and voice in written academic genres ...

Author: Rosemary Wette

Publisher: Routledge

ISBN: 9780429614385

Category: Language Arts & Disciplines

Page: 164

View: 393

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Writing Using Sources for Academic Purposes: Theory, Research and Practice provides research-based information about key components of source-based writing, and the challenges it presents for novices. Proficiency in source-based writing is an essential and challenging goal for all inexperienced academic writers, from both L1 and L2 backgrounds. This comprehensive book presents an innovative, integrated approach for graduate students, teaching faculty, and practice-oriented researchers in ESP/EAP around the world. Each chapter includes suggestions and sample tasks for self-study or classroom use. Incorporating reviews of research and scholarly knowledge as well as information about likely challenges for novices, the book examines: (1) Changing views on the origins of novices’ difficulties (2) Pre-writing tasks that writers need to work through, from locating and evaluating sources to proficient reading-to-write and summarizing strategies (3) Citing types and purposes (4) The more sophisticated abilities of conveying an appropriate stance and engaging with readers (5) Disciplinary citing practices This book will be of interest to undergraduate and postgraduate writers from a variety of backgrounds, as well as their teachers and supervisors. It will be relevant to the growing number of researchers from non-English speaking backgrounds who are obliged to publish their work in English language international journals, and scholars who may be interested in carrying out research related to source-based writing.

Learning the Language of Dentistry

Disciplinary corpora in the teaching of English for Specific Academic Purposes ... C. S. Guinda (Eds.), Stance and voice in written academic genres (pp.

Author: Peter Crosthwaite

Publisher: John Benjamins Publishing Company

ISBN: 9789027261984

Category: Language Arts & Disciplines

Page: 222

View: 278

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This book explores the affordances of disciplinary corpora for the teaching and learning of the language of dentistry, within the field of English for Specific Academic Purposes (ESAP). We extract disciplinary register features and vocabulary from three key genres of the dentistry discipline (published experimental research articles, case reports, and novice/professional research reports within the Dental Public Health domain), before integrating these features into ESAP pedagogy in the form of corpus-based ESAP materials that promote student-led direct engagement with disciplinary corpora – an approach known as 'data-driven learning'. This book is a timely and relevant addition to the field of corpus linguistics and ESAP, and is especially targeted at ESAP professionals who are required to teach disciplinary discourses but who may struggle to know what to teach as non-experts of the target discipline.