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引文資料
題名:
Writing in the Disciplines: Research Evidence for Specificity
書刊名:
Taiwan International ESP Journal
作者:
Hyland, Ken
出版日期:
2009
卷期:
1:1
頁次:
頁5-22
主題關鍵詞:
Academic writing
;
Conventions
;
Discourse analysis
;
Genres
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
2
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
2
共同引用:0
點閱:4
Academic writing, much like any other kind of writing, is only effective when writers use conventions that other members of their community find familiar and convincing. Essentially the process of writing involves creating a text that we assume the reader will recognise and expect, and the process of reading involves drawing on assumptions about what the writer is trying to do. It is this writer-reader coordination which enables the co-construction of coherence from a text. Scholars and students alike must therefore attempt to use conventions that other members of their discipline, whether journal editors and reviewers or subject specialist teachers and examiners, will recognise and accept. Because of this discourse analysis has become a central tool for identifying the specific language features of target groups. In this paper I draw on my own work, conducted over several years into research and student genres, to show how some familiar conventions of academic writing are used in different disciplines and what these differences can tell us about the work in the disciplines themselves.
以文找文
期刊論文
1.
Gimenez, J.(2009)。Beyond the academic essay: Discipline-specific writing in nursing and midwifery。Journal of English for Academic Purposes,7(3),151-164。
2.
Hyland, K.(2002)。Directives: Power and engagement in academic writing。Applied Linguistics,23,215-239。
3.
Wells, G.(1992)。The centrality of talk in education。Thinking voices: The work of the national oracy project。
4.
Hyland, K.(1999)。Academic attribution: Citation and the construction of disciplinary knowledge。Applied Linguistics,20(3),341-267。
5.
Hyland, K.(2001)。Bringing in the reader: Addressee features in academic articles。Written Communication,18(4),549-574。
6.
Hyland, Ken(2001)。Humble servants of the discipline? Self-mention in research articles。English for Specific Purposes,20(3),207-226。
7.
Hyland, Ken(2008)。As can be seen: Lexical bundles and disciplinary variation。English for Specific Purposes,27(1),4-21。
8.
Hyland, K.、Tse, P.(2007)。Is there an "academic vocabulary"?。TESOL Quarterly,41(2),235-253。
9.
Kuo, C.-H.(1999)。The use of personal pronouns: Role relationships in scientific journal articles。English for Specific Purposes,18(2),121-138。
10.
Hyland, Ken(1996)。Writing Without Conviction? Hedging in Science Research Articles。Applied Linguistics,17(4),433-454。
圖書
1.
Hyland, Ken(2009)。Academic discourse。Continuum International。
2.
Hyland, K.(2004)。Disciplinary discourses: Social interactions in academic writing。University of Michigan Press。
3.
Biber, Douglas(2006)。University language: A corpus-based study of spoken and written registers。John Benjamins。
4.
Coffin, C.、Curry, M.、Goodman, S.、Hewings, A.、Lillis, T.、Swann, J.(2003)。Teaching academic writing: A toolkit for higher education。London:Routledge。
5.
Fløttum, K.、Dahl, T.、Kinn, T.(2006)。Academic voices - Across languages and disciplines。Amsterdam:John Benjamins。
6.
Hinkel, E.(2002)。Second language writers’ texts。Mahwah, NJ:Erlbaum。
7.
Hyland, K.、Bondi, M.(2006)。Academic discourse across disciplines。Peter Lang。
8.
Halliday, Michael A. K.(1989)。Spoken and written language。Oxford University Press。
9.
Hyland, K.(2005)。Metadiscourse: Exploring interaction in writing。Continuum。
10.
Swales, John M.(2004)。Research genres: Exploration and applications。Cambridge:New York:Cambridge University Press。
11.
Kuhn, Thomas Samuel(1970)。The Structure of Scientific Revolutions。University of Chicago Press。
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