Stance and Voice in Written Academic GenresStance 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: Carmen Sancho Guinda

Publisher: Springer

ISBN: 9781137030825

Category:

Page: 263

View: 909

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 GenresStance 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:

Page: 263

View: 283

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 GenresStance and Voice in Written Academic Genres



It opens with two chapters by leading figures in this field who define stance and voice, weigh the impact of these concepts in academic writing and offer an update of the research. Parts II and III focus on the instantiation of stance ...

Author: Ken Hyland

Publisher: Palgrave Macmillan

ISBN: 9780230302839

Category:

Page: 263

View: 823

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

Developing Writers in Higher EducationDeveloping 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, edited by Ken Hyland and Carmen Sancho Guinda, Palgrave Macmillan, 2012, pp. 51–68.

Author: Anne R Gere

Publisher: U OF M DIGT CULT BOOKS

ISBN: 9780472037384

Category:

Page: 384

View: 234

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 GenresEngagement 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. https://doi.org/10.1057/9781137030825_11 Sancho Guinda, Carmen. 2014.

Author: Carmen Sancho Guinda

Publisher: John Benjamins Publishing Company

ISBN: 9789027262943

Category:

Page: 373

View: 937

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 SpanishAdvancedness in Second Language Spanish



K. Hyland & C. Sancho Guinda (Eds.), Stance and voice in written academic genres (pp. 15–33). ... Coming back to voice: The multiple voices and identities of multilingual writers. Journal of Second Language Writing, 10, ...

Author: Mandy R. Menke

Publisher: John Benjamins Publishing Company

ISBN: 9789027260321

Category:

Page: 512

View: 443

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 ChangeExploring Language Variation Diversity and Change



“Linguistic markers of stance and genre in upper-level student writing”. Written Communication 36(2): 267-95. ... In Stance and voice in written academic genres, edited by K. Hyland and C. Sancho Guinda. Basingstoke: Palgrave Macmillan.

Author: Marinela Burada

Publisher: Cambridge Scholars Publishing

ISBN: 9781527572942

Category:

Page: 240

View: 450

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 InstructionCorpora in ESP EAP Writing Instruction



Journal of Second Language Writing, 9, 123–145. 10.1016/ S1060-3743(00)00019-9. Gray, B., & Biber, D. (2012). Current conceptions of stance. In K. Hyland & C. Guinda (Eds.), Stance and voice in written academic genres (pp. 15–33).

Author: Maggie Charles

Publisher: Routledge

ISBN: 9781000368789

Category:

Page: 194

View: 845

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 HylandThe 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, 134–50. Basingstoke, UK: Palgrave Macmillan. Hyland, K. (2015).

Author: Ken Hyland

Publisher: Bloomsbury Publishing

ISBN: 9781350037915

Category:

Page: 520

View: 999

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 EducationThe Language of Literacy Education



Voice in writing genres is difficult to define given its subjective nature, but most definitions consider an author's ... For example, most academic discourse communities in the U.S. expect students to write using Standard American ...

Author:

Publisher: BRILL

ISBN: 9789004503397

Category:

Page: 108

View: 467

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 WritingFirst 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). Palgrave Macmillan. Hairston, M. (1982). The Winds of Change: Thomas Kuhn and the ...

Author: L. Aull

Publisher: Springer

ISBN: 9781137350466

Category:

Page: 239

View: 167

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 WritingAttitudinal Evaluation in Chinese University Students English Writing



Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. ... Appraising Research: Taking a Stance in Academic Writing. Ph.D. Dissertation. ... In Stance and Voice in Written Academic Genres, ed.

Author: Xinghua Liu

Publisher: Springer

ISBN: 9789811064159

Category:

Page: 141

View: 696

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 LanguagePublishing 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. Feak, C.B., & Swales, J.M. (2009). Telling a research story: Writing literature reviews.

Author: Margaret Cargill

Publisher: University of Adelaide Press

ISBN: 9781925261523

Category:

Page: 278

View: 792

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 PurposesThe Routledge Handbook of English for Academic Purposes



In Hyland, K. & Sancho Guinda, C. (eds) Stance and voice in written academic genres (pp. 101–115). London: Palgrave Macmillan. Byrd, P. and Coxhead A (2010). On the other hand: lexical bundles in academic writing and in the teaching of ...

Author: Ken Hyland

Publisher: Routledge

ISBN: 9781317328100

Category:

Page: 670

View: 583

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 DiscourseWorking with Written Discourse



Gray, Bethany and Biber, Douglas (2012) 'Current conceptions of stance', in Ken Hyland and Carmen Sancho Guinda (eds), Stance and Voice in Written Academic Genres. Basingstoke: Palgrave Macmillan. pp. 15–33. Gries, Stefan and Newman, ...

Author: Deborah Cameron

Publisher: SAGE

ISBN: 9781473904361

Category:

Page: 216

View: 286

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 EducationTeaching Academic Writing as a Discipline specific Skill in Higher Education



Voice and stance as APPRAISAL: Persuading and positioning in research writing across intellectual fields. In K. Hyland & C. Guinda (Eds.), Stance and voice in Written Academic Genres (pp. 51–69). New York: Palgrave Macmillan.

Author: El-Sadig Y. Ezza

Publisher: Information Science Reference

ISBN: 9781799822677

Category:

Page: 253

View: 297

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

Register Genre and StyleRegister Genre and Style



Stance and voice in written academic genres. New York: Palgrave Macmillan. Hyland, Ken, and Feng Jiang. 2016. “We must conclude that ...”: A diachronic study of academic engagement. Journal of English for Academic Purposes 24: 29–42.

Author: Douglas Biber

Publisher: Cambridge University Press

ISBN: 9781108426527

Category:

Page: 420

View: 833

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 DiscourseEmotion in Discourse



In Academic Writing in Context: Implications and Applications, ed. by Martin Hewings, 93-103. Birmingham: The University of ... In Stance and Voice in Written Academic Genres, ed. by Ken Hyland & Carmen Sancho Guinda, 134-150.

Author: J. Lachlan Mackenzie

Publisher: John Benjamins Publishing Company

ISBN: 9789027262776

Category:

Page: 397

View: 449

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.

Teaching English Medium Instruction Courses in Higher EducationTeaching English Medium Instruction Courses in Higher Education



This book provides practical help and guidance for non-native English-speaking higher education lecturers faced with the need to deliver lectures and seminars in English.

Author: Ruth Breeze

Publisher: Bloomsbury Publishing

ISBN: 9781350169784

Category:

Page: 296

View: 960

This book provides practical help and guidance for non-native English-speaking higher education lecturers faced with the need to deliver lectures and seminars in English. It builds on the authors' years of experience as researchers and teacher trainers in the area of English Medium Instruction (EMI), combining practical advice and research findings with useful case studies from different global settings, including Australia, China, Hong Kong, Slovakia, Spain, the UK and the USA, and a range of subject areas, such as philosophy, mathematics and genetics. The authors present an overview of what generally happens when university teachers make the transition to teaching in English. After dispelling some common myths and setting out priorities, Ruth Breeze and Carmen Sancho Guinda move on to explain how practitioners can prepare to give lectures and interact with both local and international students effectively in English, tackling difficult issues, such as encouraging participation, promoting creativity and critical thinking, and evaluating written student work. The final chapters address good practices in EMI, proposing ways to achieve excellence in global settings.

Writing Using Sources for Academic PurposesWriting Using Sources for Academic Purposes



Hyland, K. (2012a). Undergraduate understandings: Stance and voice in final year reports. In and K. Hyland & C. S. Guinda (Eds.), Stance and voice in written academic genres (pp. 134–150). Houndmills, Basingstoke: Palgrave Macmillan.

Author: Rosemary Wette

Publisher: Routledge

ISBN: 9780429614385

Category:

Page: 164

View: 901

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.