“It might be suggested that...”

Academic hedging and student writing

Ken Hyland | City University of Hong Kong

Published online: 01 January 2000
https://doi.org/10.1075/aralss.16.06hyl

Cited by

Cited by 9 other publications

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Hyland, Ken

2008. Academic clusters: text patterning in published and postgraduate writing. International Journal of Applied Linguistics 18:1 ► pp. 41 ff.

Jalilifar, Alireza & Mohammad Alipour

2007. How Explicit Instruction Makes a Difference: Metadiscourse Markers and EFL Learners' Reading Comprehension Skill. Journal of College Reading and Learning 38:1 ► pp. 35 ff.

Liardét, Cassi L.

2018. ‘As we all know’: Examining Chinese EFL learners' use of interpersonal grammatical metaphor in academic writing. English for Specific Purposes 50 ► pp. 64 ff.

Silva, Tony & Colleen Brice

2004. 4. RESEARCH IN TEACHING WRITING. Annual Review of Applied Linguistics 24

Yaoyu Wei & Lei Lei

2011. Lexical Bundles in the Academic Writing of Advanced Chinese EFL Learners. RELC Journal 42:2 ► pp. 155 ff.

Yoon, Hyung-Jo

2017. Textual voice elements and voice strength in EFL argumentative writing. Assessing Writing 32 ► pp. 72 ff.

Zhao, Cecilia Guanfang

2013. Measuring authorial voice strength in L2 argumentative writing: The development and validation of an analytic rubric. Language Testing 30:2 ► pp. 201 ff.

Zhao, Cecilia Guanfang

2017. Voice in timed L2 argumentative essay writing. Assessing Writing 31 ► pp. 73 ff.

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