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Publications
1980–1999
2000–2009
2010–2014
2015–2019
Found 30 records
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7335
Hyland, ken
.
2019.
Points of Reference: Changing Patterns of Academic Citation.
Applied Linguistics
40
(1) : 64–85.
Hyland, ken
.
2019.
Reworking research: Interactions in academic articles and blogs.
Discourse Studies
21
(6) : 713–733.
Hyland, ken
.
2018.
Changing patterns of self-citation: cumulative inquiry or self-promotion?
Text & Talk
38
(3) : 365–388.
Hyland, ken
.
2018.
Nouns and Academic Interactions: A Neglected Feature of Metadiscourse.
Applied Linguistics
39
(3) : 508–531.
Hyland, ken
.
2017.
Metadiscourse: What is it and where is it going?
Journal of Pragmatics
113
: 16–29.
Hyland, ken
.
2015.
‘The fact that’: Stance nouns in disciplinary writing.
Discourse Studies
17
(5) : 529–550.
Hyland, ken
.
2014.
Interaction in two journalistic genres: A study of interactional metadiscourse.
English Text Construction
7
(1) : 122–144.
Hyland, ken
.
2012.
‘You could make this clearer’: Teachers’ advice on ESL academic writing.
In
: 53–72
.
Hyland, ken
.
2010.
Claiming a territory: Relative clauses in journal descriptions.
Journal of Pragmatics
42
(7) : 1880–1889.
Hyland, ken
.
2009.
‘The leading journal in its field’: evaluation in journal descriptions.
Discourse Studies
11
(6) : 703–720.
Hyland, ken
.
2008.
Disciplinary voices: Interactions in research writing.
English Text Construction
1
(1) : 5–22.
Hyland, ken
.
2008.
‘Robot Kung fu’: Gender and professional identity in biology and philosophy reviews.
Journal of Pragmatics
40
(7) : 1232–1248.
Hyland, ken
.
2006.
‘So what is the problem this book addresses?’: Interactions in academic book reviews.
Text
26
(6) : 767–790.
Hyland, ken
.
2005.
Stance and engagement: a model of interaction in academic discourse.
Discourse Studies
7
(2) : 173–192.
Hyland, ken
.
2005.
Evaluative that constructions: Signalling stance in research abstracts.
Functions of Language
12
(1) : 39–63.
Hyland, ken
.
2004.
Disciplinary interactions: metadiscourse in L2 postgraduate writing.
Journal of Second Language Writing
13
(2) : 133–151.
Hyland, ken
.
2004.
"I would like to thank my supervisor". Acknowledgements in graduate dissertations.
International Journal of Applied Linguistics
14
(2) : 244–259.
Hyland, ken
.
2004.
Metadiscourse in Academic Writing: A Reappraisal.
Applied Linguistics
25
(2) : 156–177.
Hyland, ken
.
2003.
Dissertation Acknowledgements: The Anatomy of a Cinderella Genre.
Written Communication
20
(3) : 242–268.
Hyland, ken
.
2002.
Authority and invisibility: authorial identity in academic writing.
Journal of Pragmatics
34
(8) : 1091–1112.
Hyland, ken
.
2002.
Directives: Argument and engagement in academic writing.
Applied Linguistics
23
(2) : 215–239.
Hyland, ken
.
2002.
Genre: language, context and literacy.
Annual Review of Applied Linguistics
22
: 113–135.
Hyland, ken
.
2002.
What do they mean ? Questions in academic writing.
Text
22
(4) : 529–557.
Hyland, ken
.
2000.
Disciplinary discourses: Social interactions in academic writing.
Longman
.
Hyland, ken
.
2000.
Hedges, Boosters and Lexical Invisibility: Noticing Modifiers in Academic Texts.
Language Awareness
9
(4) : 179–197.
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