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4th Edition

Teaching and Researching Writing




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ISBN 9781032056197
September 24, 2021 Forthcoming by Routledge
308 Pages 15 B/W Illustrations

 
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Book Description

The new edition of Ken Hyland’s text provides an authoritative guide to writing theory, research, and teaching. Emphasizing the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. The book introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalize writing research theories, methods, findings, and practices – as well as for scholars and practitioners looking to learn more about writing and literacy.

New to the fourth edition

  • Added or expanded coverage of important topics like translanguaging, digital literacies & technologies, multimodal and social-media writing, action research, teacher reflection, curriculum design, teaching young learners, and discipline-specific and profession-specific writing
  • Updated throughout – including revision to case studies and classroom practices – and discussion of Rhetorical Genre Studies, Intercultural rhetoric, and Expertise
  • Reorganized References and Resources section for ease of use to students, researchers, and teachers

Table of Contents

Contents

Series Editor Preface

Preface

Acknowledgements

SECTION I

 

Understanding Writing

1

An Overview of Writing

 

1.1

Text-Oriented Understandings

   

1.2

Writer-Oriented Understandings

   

1.3

Reader-Oriented Understandings

   

1.4

Conclusion

    

Further Reading

 

2

Key Issues in Writing

   

2.1

Writing and Context

   

2.2

Literacy and Expertise

   

2.3

2.4

Academic and Disciplinary Writing

Writing, Technology and Digital Literacy

   

2.5

2.6

Multimodal Writing

Writing and Identity

   

2.7

English, Dominance and Writing

   

2.8

Conclusion

    

Further Reading

 

3

Quandaries and Possibilities

   

3.1

Writing Instruction and Culture

   

3.2

3.3

Information Technology and Social Networks

Writing Wikis and Blogs

   

3.4

Multimodal Writing Instruction

   

3.5

Writing Instruction and Plagiarism

   

3.6

3.7

Writing Instruction and Written Corrective Feedback

Automated Writing Evaluation (AWE)

   

3.8

Conclusion

    

Further Reading

 

SECTION II

 

Researching Writing

 

4

Research Practices and Issues

   

4.1

Reflective Practice

   

4.2

Practitioner Research

   

4.3

Research Design

   

4.4

Research Methods

   

4.5

4.6

4.7

Research Methodologies

Research Topics

Conclusion

Further Reading

      

5

Research Cases: Observing and Reporting

5.1

Questionnaire Research on Teachers Writing Book Reviews

 

5.2

Experimental Research on Peer Response

 

5.3

Interview Research on Academic Blogs

 

5.4

Protocol Research on Primary Students’ Writing Strategies

 

5.5

Diary Blogs Research on Drafting a Research Paper

   

5.6

Keystroke Logging Research on Writing Strategies

   

5.7

Conclusion

    

Further Reading

 

6

Research Cases: Texts and Contexts

   

6.1

Genre Analysis Research on Grant Proposal Abstracts

   

6.2

Corpus Research on Learner Uses of Lexical Bundles

   

6.3

Case-Study Research of a Chinese Doctor Writing for Publication

   

6.4

Ethnographic Research on Student Peer Review of Writing

   

6.5

Multimodal Research of Elementary Students’ Maths Writing

   

6.6

Synthesis Research on the Effectiveness of Peer Feedback

   

6.7

Conclusion

    

Further Reading

 

SECTION III

 

Teaching Writing

 

7

Approaches to Teaching Writing

   

7.1

Text-Oriented Approaches to Teaching

   

7.2

Writer-Oriented Approaches to Teaching

   

7.3

Reader-Oriented Approaches to Teaching

   

7.4

Conclusion

    

Further Reading

 

8

Teaching Writing: Materials and Practices

   

8.1

Research Writing: A Series of Advanced Writing Guides

   

8.2

Corpora in Writing Instruction

   

8.3

Leaner blogs

   

8.4

8.5

Writing Teaching and Academic Word Lists

Scaffolding School Literacy: Writing Frames

   

8.6

Wikis in the writing class

   

8.7

Writing Portfolios: Pedagogy and Assessment

Further Reading

 

9

Teaching Writing: Classes and Courses

   

9.1

Writ 101: A Modified Process Approach

   

9.2

Genre in Australian Schools

   

9.3

English for Clinical Pharmacy: A Specific EAP Course

   

9.4

Go for Gold—Writing for a Reason

   

9.5

Data Driven Learning for Research Postgraduates

    

Further Reading

 

SECTION IV

 

Exploring Writing

 

10

Significant Areas and Key Texts

   

10.1

Literacy and writing

   

10.2

Rhetoric

   

10.3

Scientific and Technical Writing

   

10.4

Professional and Business Writing

   

10.5

Academic Writing

   

10.6

Journalism and Print Media

   

10.7

First-Language Writing

   

10.8

Second-Language Writing Instruction

   

10.9

Pragmatics and Writing

   

10.10

Translation Studies

   

10.11

Literary Studies

   

10.12

Writing using digital technologies

   

10.13

Writing and Multimodal Texts

   

10.14

Writing and Forensic Linguistics

   

10.15

10.16

Writing and young learners

Creative Writing

 

11

Key Sources on Writing

   

11.1

Research Sources: For analysis and study of writing

   

11.2

Teaching sources: For practitioners and learners

   

 

Glossary

    

References

    

Index

                         

 

...
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Author(s)

Biography

Ken Hyland is Professor of Applied Linguistics in education at the University of East Anglia. He was previously a professor at UCL and the University of Hong Kong and is best known for his research into writing and academic discourse, having published over 250 articles and 28 books on these topics with 58,000 citations on Google Scholar. A collection of his work was published by Bloomsbury in 2018.