K Hyland
Datos Biográficos
| ID | 8435 |
|---|---|
| NOMBRE | K Hyland |
| NOMBRES | K |
| APELLIDO | Hyland |
| FIRMA | HYLAND K |
| AFILIACIONES | University of East Anglia |
| ORCID | 0000-0002-4727-8355 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 131 |
| TOTAL DE CITAS | 631 |
| TOTAL COMO AUTOR | 131 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1990 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 11 |
Rethinking AI in Writing Pedagogy
Generative AI tools such as ChatGPT are reshaping academic writing in higher education, offering students unprecedented fluency, coherence, and accessibility. Yet these seductive characteristics, together with serious rhetorical limitations, raise concerns about authorship, integrity, and the development of critical thinking. The similarities and differences between AI generated texts and human writing, and the implications of these for writing i…
Writing in the AI era
The rhetorical legacy of John Swales
This paper explores the enduring influence of John Swales on applied linguistics, focusing on how his distinctive authorial style, particularly his use of metadiscourse, contributed to the persuasive power of his scholarship. While Swales is widely celebrated for his theoretical innovations in genre analysis, discourse community, and English for Academic Purposes, we argue that his rhetorical style was of major importance in promoting his ideas a…
Stance in REF Submissions
The Research Excellence Framework (REF) is the U.K. government’s means of allocating funding to universities based on assessments of the research they produce. Conducted every five years, this exercise now includes not only the ‘quality’ of research but also its real-world ‘impact’. This helps determine the £7.16 billion distributed annually to universities and influences the reputations of institutions and academics. Writers are therefore keen t…
Teaching English with Chinese characteristics
English language teaching has had a chequered history in China, reflecting an increasing desire to modernise and participate on the world stage combined with a watchful caution against importing unwanted cultural elements. Change, however, has proceeded rapidly in the last 35 years, and China now provides around 700,000 postgraduate students annually to Western universities. Given this importance to western universities and the concerns surroundi…
Taking a stance
The rapid rise of ChatGPT has generated considerable anxiety among teachers concerned that students might turn to large language models to write their assignments. This AI-powered language model is able to create grammatically accurate and coherent texts, thus potentially enabling cheating and undermining literacy and critical thinking skills. While research has begun to examine linguistic and rhetorical differences between AI-generated and human…
A technicality measure for Esap vocabulary
Geography comprises two broad subfields – physical geography and human geography – which are so distinct that they essentially correspond to different branches of knowledge: sciences and arts. Since technical vocabulary varies across disciplines, this difference creates a serious challenge for students who take both courses. To investigate the variation in technicality between two subfields, corpora of geographical texts relevant to students were…
EAP in a changing world
Does ChatGPT Argue Like Students? Bundles in Argumentative Essays
The advent of ChatGPT, a novel AI-powered language model able to create grammatically accurate and coherent texts, has generated considerable concern among educationalists anxious about its potential to enable cheating among students and to undermine the development of critical thinking, problem-solving, and literacy skills. The similarities and differences between ChatGPT texts and human writing, however, remain underexplored. This study aims to…
Hype and the manufacture of impact in REF submissions
This paper examines the use of hyperbolic and promotional language, or ‘hype’, in the impact case studies submitted to the 2021 Research Excellence Framework (REF), a major research evaluation exercise for UK higher education institutions. With substantial funding and institutional reputations at stake, REF submissions are high-stakes texts that may incentivize rhetorical embellishment to demonstrate research impact. We conducted a corpus-based a…
Text mediation and collaborative meaning-making
Developing students’ reflexive knowledge through EAP instruction
“Long-term effects of Covid-19 are poorly understood”
Rhetorical distinctions
Does ChatGPT Write Like a Student? Engagement Markers in Argumentative Essays
ChatGPT has created considerable anxiety among teachers concerned that students might turn to large language models (LLMs) to write their assignments. Many of these models are able to create grammatically accurate and coherent texts, thus potentially enabling cheating and undermining literacy and critical thinking skills. This study seeks to explore the extent LLMs can mimic human-produced texts by comparing essays by ChatGPT and student writers.…
Scholarly discourse
English for Research and Publication Purposes (ERPP) has rapidly emerged as a productive area of second language writing research as the number of academics, journals and articles has exploded across the world. In this paper we use bibliometric methods to track changes in published work in ERPP over the last 40 years. Based on all 4,354 articles on the topic in Web of Science indexed journals between 1982 and 2022, we show what research themes ha…
Unpacking Advising
Supervisory advice giving is a dynamic yet delicate activity that helps to build boundaries of thinking and acting within which students acquire and articulate their academic knowledge. While research has examined features of advice giving in academic contexts, it remains unclear how participants co‐construct different boundaries to reshape knowledge through advice exchanges. Drawing on detailed case studies using observations, interviews, and di…
EFL teachers and feedback fatigue
With research showing the benefits of feedback, teachers have come under increasing pressure to provide more, including more personalised, and more detailed responses to students. This often places heavy demands on teachers and with ever-larger class sizes and heavier workloads, teacher fatigue and burn-out are common. Automation has the potential to change all this and new digital resources have already proven to be valuable in supporting L2 wri…
Metadiscursive nouns in academic argument
“Let's start with the basics of the virus”
Hyping the REF
The evaluation of research to allocate government funding to universities is now common across the globe. The Research Excellence Framework , introduced in the UK in 2014, marked a major change by extending assessment beyond the ‘quality’ of published research to include its real-world ‘impact’. Impact submissions were a key determinant of the £4 billion allocated to universities following the exercise. The case studies supporting claims for impa…
Mediated performance in the feedback process
Feedback on writing, we argue, consists of a series of micro-events which encourage students to make sense of task requirements, negotiate assessment decisions, and reorganize their performance. While students’ interpretations of ‘effective feedback’ have been widely discussed and problematized, less attention has been devoted to how they improve their sense-making and navigate different feedback experiences. Drawing on interview and textual data…
People should get their booster”
Debates around the efficacy and dangers of vaccination have taken on critical importance with the Covid pandemic and WHO naming vaccine hesitancy as a major global health threat. We explore how writers use two types of blog, academic and journalistic, to promote key public health messages around the effectiveness and necessity of Covid-19 vaccinations to a broad, heterogeneous audience. Examining 120 Covid-19 vaccination themed posts from reputab…
Ken Hyland's essential bookshelf
Being asked to recommend a dozen key works on a specialist subject is much harder than it might seem. I decided on academic writing as this is something I know a bit about after a long career absorbed in it, but there are now too many books, papers, theses and unpublished studies for any individual to even approach making a comprehensive list. Google Scholar, for example, brings up a mere 5 million hits on the topic. There is also the issue that …
Genre‐Based Instruction and Corpora
Genre, understood most simply, is a term for grouping texts together, representing broad rhetorical templates that writers draw on to respond to recurring situations: what users see as effective ways of getting things done using language. The importance of genre in second language writing instruction is that it allows teachers to understand and make explicit to students, the ways that texts can be written to achieve particular purposes. It is an …
Stance and engagement
A great deal of research has now established that written texts embody interactions between writers and readers. A range of linguistic features have been identified as contributing to the writer's projection of a stance to the material referenced by the text, and, to a lesser extent, the strategies employed to presuppose the active role of an addressee. As yet, however, there is no overall typology of the resources writers employ to express their…
Persuasion and context
Authority and invisibility
Genre pedagogy
Metadiscourse
Genre-based pedagogies
Academic clusters
An important component of fluent linguistic production is control of the multi‐word expressions referred to as “clusters”, “chunks” or “bundles”. These are extended collocations which appear more frequently than expected by chance, helping to shape meanings and contributing to our sense of coherence in a text. Clusters seem to present considerable challenges to student writers struggling to make their texts both fluent and assured to readers in t…
Is There an “Academic Vocabulary”
This article considers the notion of academic vocabulary : the assumption that students of English for academic purposes (EAP) should study a core of high frequency words because they are common in an English academic register. We examine the value of the term by using Coxhead's (2000) Academic Word List (AWL) to explore the distribution of its 570 word families in a corpus of 3.3 million words from a range of academic disciplines and genres. The…
Feedback on second language students' writing
Feedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, change…
Language Attitudes at the Handover
Britain's 150 year colonial administration of Hong Kong came to an end in June 1997 when the territory reverted to Chinese sovereignty. Because the fate of languages is closely related to the power of different groups in a society, this constitutional transition raises important issues of language and identity. At present English continues to play an important role in business and administration while Cantonese is the lingua franca of a highly co…
A bibliometric study of EAP research
The fact that
The linguistic resources used by academic writers to adopt a position and engage with readers, variously described as evaluation, stance and metadiscourse, have attracted considerable attention in recent years. A relatively overlooked means of expressing a stance, however, is through a Noun Complement structure, where a stance head noun takes a nominal complement clause. This pattern allows a writer to front-load attitude meanings and offers an e…
Robot Kung fu’
Teachers’ perceptions of error
Nurturing hedges in the ESP curriculum
I believe the findings are fascinating
Advice-giving, power and roles in theses supervisions
Genre and academic writing in the disciplines
The last decade has seen increasing attention given to the notion of genre and its application in language teaching and learning. Genre represents how writers typically use language to respond to recurring situations, pointing to the fact that texts are most successful when they employ conventions that other members of the community find familiar and convincing. This community-based nature of genres suggests that their features will differ across…
The Covid infodemic
Covid-19, the greatest global health crisis for a century, brought a new immediacy and urgency to international bio-medical research. The pandemic generated intense competition to produce a vaccine and contain the virus, creating what the World Health Organization referred to as an ‘infodemic’ of published output. In this frantic atmosphere, researchers were keen to get their research noticed. In this paper, we explore whether this enthusiasm inf…
Academic lexical bundles
An important component of fluent linguistic production and a key distinguishing feature of particular modes, registers and genres is the multi-word expressions referred to as ‘lexical bundles’. These are extended collocations which appear more frequently than expected by chance, helping to shape meanings and contributing to our sense of coherence and distinctiveness in a text. These strings have been studied extensively, particularly in academic …
Text-organizing metadiscourse
Published academic writing often seems to be an unchanging form of discourse with its frozen informality remaining stable over time. Recent work has shown, however, that these texts are highly interactive and dialogic as writers anticipate and take into account readers’ likely objections, background knowledge, rhetorical expectations and processing needs. In this paper, we explore one aspect of these interactions and how it has changed over the p…
In the frame
Reworking research
The blog is an increasingly familiar newcomer to the panoply of academic genres, offering researchers the opportunity to disseminate their work to new and wider audiences of experts and interested lay people. This digital medium, however, also brings challenges to writers in the form of a relatively unpredictable readership and the potential for immediate, public and potentially hostile criticism. To understand how academics in the social science…
Writing in the university
This paper challenges the widespread view that writing is somehow peripheral to the more serious aspects of university life – doing research and teaching students. It argues that universities are about writing and that specialist forms of academic literacy are at the heart of everything we do: central to constructing knowledge, educating students and negotiating a professional academic career. Seeing literacy as embedded in the beliefs and practi…
Stance in academic blogs and three‐minute theses
This paper reports a cross‐genre study of how academics show authorial stance in two increasingly popular but underexplored academic genres: academic blogs and Three Minute Thesis (3MT) presentations. Based on a corpus of 75 academic blogs and 75 3MT talks from social sciences, we explore how academics represent themselves and their research to non‐specialist audiences in two very different contexts. We found that the 3MT presenters used more sta…
Literacy for a new medium
ESL computer writers
Hedging in academic writing and EAF textbooks
Talking to the Academy
Hedging refers to linguistic strategies that qualify categorical commitment to express possibility rather than certainty. In scientific writing, hedging is central to effective argument: Hedging is a rhetorical means of gaining reader acceptance of claims, allowing writers to convey their attitude to the truth of their statements and to anticipate possible objections. Because hedges allow writers to express claims with precision, caution, and mod…
Writing Without Conviction? Hedging in Science Research Articles
Hedging is a well-documented feature of spoken discourse as a result of its role in qualifying categorical commitment and facilitating discussion Its use in academic writing has received less attention, however, and we know little about the functions it serves in different research fields and particular genres Hedging is a significant communicative resource for academics since it both confirms the individual's professional persona and represents …
‘I don't quite follow’
The ability to use modal devices appropriately is an area of language learning apparently impervious to naturalistic acquisition by L2 learners (Kasper & Blum‐Kulker, 1993). However, the high frequency of such devices encourages us to believe their meanings are unproblematic and they often remain unanalysed by teachers. One example of this in English is quite. The precise meaning of this word is fuzzy, particularly in British varieties of English…
Nurturing hedges in the ESP curriculum
Qualification and certainty in L1 and L2 students' writing
Language Attitudes at the Handover
Britain's 150 year colonial administration of Hong Kong came to an end in June 1997 when the territory reverted to Chinese sovereignty. Because the fate of languages is closely related to the power of different groups in a society, this constitutional transition raises important issues of language and identity. At present English continues to play an important role in business and administration while Cantonese is the lingua franca of a highly co…
Scientific claims and community values
Hedging in Scientific Research Articles
This book provides a comprehensive study of hedging in academic research papers, relating a systematic analysis of forms to a pragmatic explanation for their use. Based on a detailed examination of journal articles and interviews with research scientists, the study shows that the extensive use of possibility and tentativeness in research writing is intimately connected to the social and institutional practices of academic communities and is at th…
Boosting, hedging and the negotiation of academic knowledge
This article explores the role of doubt and certainty in published research articles from eight academic disciplines. Drawing on a computer corpus of 56 research papers and interviews with expert informants, I identify the principal means by which academics modify their statements and the functions such modifications perform in negotiating knowledge claims in a range of areas of intellectual inquiry. The quantitative results reveal the importance…
Exploring Corporate Rhetoric
This article explores how CEOs attempt to influence readers and project a positive personal and corporate image in company annual reports. It examines the role of metadiscourse, as a manifestation of the writer's linguistic and rhetorical presence in a text, to show how CEOs use non-propositional material to realize rational, credible, and affective appeals. The findings are based on a close textual and linguistic analysis of 137 CEOs' letters dr…
Persuasion and context
Academic attribution
In this paper I explore the ways in which academic citation practices contribute to the construction of disciplinary knowledge. Based on the analysis of a computer corpus of 80 research articles and interviews with experienced writers, the study investigates the contextual variability of citations in eight disciplines and suggests how textual conventions point to distinctions in the ways knowledge is typically negotiated and confirmed within diff…
Hedges, Boosters and Lexical Invisibility
The ways that writers distinguish their opinions from facts and evaluate the certainty of their assertions is central to the meaning of academic texts, yet this is an area that second language students often find extremely problematic. In this paper I examine the view that the items writers use to modify their claims, commonly referred to as hedges and boosters, may actually be unnoticed by L2 readers, a phenomenon Low (1996) calls the 'Lexical I…
Bringing in the Reader
Much of the literature concerning participant relationships in academic writing has discussed features that project the stance, identity, or credibility of the writer, rather than examining how writers engage with readers. In contrast, this article focuses on strategies that presuppose the active role of addressees, examining six key ways that writers seek explicitly to establish the presence of their readers in the discourse. Based on an analysi…
Humble servants of the discipline? Self-mention in research articles
Sugaring the pill
Specificity revisited
ESP has become central to the teaching of English in university contexts and there can be little doubt of its success as an approach to understanding language use. This success is largely due to ESP's distinctive approach to language teaching based on identification of the specific language features, discourse practices and communicative skills of target groups, and on teaching practices that recognize the particular subject-matter needs and expe…
Eap
Directives
Successful academic writing involves both clear exposition and appropriate audience relationships, but the use of directives potentially undermines the harmony of such relationships. Because they instruct the reader to perform an action or to see things in a way determined by the writer, directives are potentially risky devices which are often regarded as bald-on-record threats to face (Brown and Levinson 1987). The widespread use of this feature…
Authority and invisibility
Second Language Writing
This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English. This book is an accessible and authoritative approach to the theory and practice of teaching writing to students of English. It sets out the key issues in second language writing instruction to offer both pre-service and in-service teachers a guide to writing instruction grounded in current theory and research. The au…
Self‐citation and self‐reference
Author self‐citation has long been of interest to those working in informetrics for what it reveals about the publishing behavior of individuals and their relationships within academic networks. While this research has produced interesting insights, it typically assumes either that self‐citation is a neutral form of reporting not unlike references to others' work or an unsavory kind of academic egotism. By examining self‐citation in a wider conte…
Discourse Analysis in Language Studies (96 obras) · Linguistics (93 obras) · Psychology (92 obras) · Sociology (89 obras) · Computer Science (77 obras) · Pedagogy (41 obras) · Philosophy (41 obras) · Social science (40 obras) · Rhetorical question (39 obras) · Discipline (35 obras)