Genre and academic writing in the disciplines
Hyland, Ken. (2008) Genre and academic writing in the disciplines. Language Teaching, Vol.41 (No.4). pp. 543-562. ISSN 0261-4448Full text not available from this repository.
Official URL: http://dx.doi.org/10.1017/S0261444808005235
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 disciplines, encouraging teachers to research the features of the texts their students need in order to make these explicit in their classes. I examine some of the research understandings and practical applications of these views by looking at what the approach offers teachers of academic writing.
|Item Type:||Journal Article|
|Subjects:||P Language and Literature > P Philology. Linguistics
Z Bibliography. Library Science. Information Resources > Z004 Books. Writing. Paleography
|Divisions:||Faculty of Social Sciences > Centre for Applied Linguistics|
|Journal or Publication Title:||Language Teaching|
|Publisher:||Cambridge University Press|
|Date:||1 October 2008|
|Number of Pages:||20|
|Page Range:||pp. 543-562|
|Access rights to Published version:||Restricted or Subscription Access|
|Version or Related Resource:||This item was also presented as a keynote at the Biannual Conference of the European Association of the Teaching of Academic Writing, Bochum, Germany, Jun 30, 2007, and in a modified form as an invited presentation at the Universidad Politécnica de Madrid, Dec 16, 2008.|
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