Academic Discourse and Global Publishing offers a coherent argument for changes in published academic writing over the past 50 years. Demonstrating how published writing represents academics’ decisions about how best to present their work, their readers and themselves in the global context of a rapidly shifting university system, this book provides:
This volume is essential reading for students and researchers of EAP/ESP and Applied Linguistics and will also be of significant interest to academics and students looking to have their work published.
"This is a very timely and insightful volume that brings to the fore the changing rhetoric of scholarly publication practices through a useful integration of corpus and discourse-analytical perspectives. In taking a diachronic perspective to trace language variation and change in a range of specialised, discipline-specific discourses, Hyland and Jiang's volume provides rich perspectives into the way both monolingual and multilingual writers alike position themselves in their texts."
Carmen Perez-Llantada, University of Zaragoza, Spain
"An excellent read! Through complex perspectives informed by MDA, cohesion and metadiscourse, Hyland and Jiang explain how changes in academic writing in a corpus of journal articles reflect the past 50 years of turmoil in the academy. This collection is recommended reading for novice and experienced researchers and research managers alike."
Sheena Gardner, Coventry University, UK
Part One: Academic Discourse and rhetorical change
1Publish and prosper: the changing face of academic life
2 Understanding language change: corpora, contexts and rhetoric
Part Two: Changes in argument patterns
3 A multidimensional analysis of change
4 Changes in coherence and cohesion: let’s look at this
5 Points of reference: changing patterns of citation.
6 Changes in self-citation: cumulative inquiry or self-promotion
7 Bundling up: changes in multiword combinations
Part Three: Changes in stance and engagement
8 Evidentiality, affect and presence: changing patterns of stance.
9 Changes in a stance marker: Evaluative that
10 Representing readers: changes in engagement.
11 Changes in the rhetorical self: a profile of we
12 Is academic writing becoming more informal?
Part Four: Epilogue
13 Pulling it all together