Disciplinary Discourses: Social Interactions in Academic Writing

By Blaise Cronin. J. Documentation, 2002

1,515 citations recorded by the source corpus.

Subfields: Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/64310faa848e4c8d85f1cb0f5b53d1cc0d12bd14

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Citations in the corpus

Feedback and self‐regulated learning: insights from supervisors’ and PhD examiners’ reports (2010, background): “Such feedback provided by both supervisors and examiners has a heavy informational load (Hyland & Hyland, 2006 ), as feedback offers suggestions to facilitate improvement and opportunities for interaction (see Hyland, 2004 for discussions on interactions in academic writing).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “…texts produced by experts across ACADEMIC LANGUAGE & READING COMPREHENSION 12 disciplines (e.g., Biber & Reppen, 2002; Chafe & Danielewicz, 1987; Hyland, 2004; Halliday & Martin, 1993; Swales, 1990); (b) identifying school-relevant language skills that display developmental progress during…”
Appraising Research: Evaluation in Academic Writing (2010, background): “particular as graduation. The model as articulated in Martin (2000), Martin & White (2005) and Hood & Martin (2007) systemises the semantic options of graduation, as including choices for grading as force or as focus and then identifies further semantic options within force to include grading as int”
Self-citation and Self-reference: Credibility and Promotion in Academic Publication (2003, background): “In terms of academic communications, this has resulted in the massive growth of rapid publication ‘scientific letters’ journals in the more fast moving sciences (Hyland, 2000), for instance, and to the increasing packaging of information to highlight novelty and newsworthiness in titles and abstract”
Metadiscourse: What is it and where is it going? (2017, background): “Other genres to attract attention are essays (e.g. Ädel, 2006) and textbooks (e.g. Hyland, 2004).”
Computational Sociolinguistics: A Survey (2016, background): “Therefore, much of the work on language use in settings with multiple speakers draws from foundations in Discourse Analysis [78, 129, 166, 229], Pragmatics (such as Speech Act Theory [10, 235]), Rhetorical Structure Theory [164, 247] and Social Psychology [87, 206, 223].”
Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework (2020, background): “…context has been variously theorized through constructs such as rhetorical situation (Miller, 1984), discourse community (Swales, 1990), discipline (Hyland, 2000), disciplinarity (Prior, 1998), activity (Prior, 1998; Russell, 1997), materiality (Devitt et al., 2003), and situational and cultural…”
Genre-Based Pedagogies: A Social Response to Process. (2003, background): “Genre research, thus, extends beyond texts to the sites where relationships can facilitate and constrain composing and to the discourse communities in which texts will be used and judged (Hyland, 2000).”
Formulaic Language in Native and Second Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL (2008, background): “English for academic purposes (EAP) research (e.g., Flowerdew & Peacock, 2001; Hyland, 2004; Swales, 1990) focuses on determining the functional patterns and constructions of different academic genres.”
The Generic Integrity of Newspaper Editorials (2005, background): “Following this move-analytic tradition pioneered mostly by Hopkins and DudleyEvans (1988), Bhatia (1993), and most famously, Swales’s (1990) description of the RA introduction, most research has focused, to name the most popular targets of linguistic investigation, on academic genres such as grant p”
Disciplinary Variation in the Use of Theme in Undergraduate Essays (2005, background): “Variation in disciplinary culture is thus reflected in academic writing, leaving its trace in the linguistic and rhetorical features of disciplinary texts (Bazerman 1988; Walvoord and McCarthy 1990; MacDonald 1994; Hyland 2000).”
Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing (2014, background): “Hyland (2004) explains that the writer acts “as a primary-knower in assisting novice readers toward a range of values, ideologies, and practices that will enable them to interpret and employ academic knowledge in approved academic ways” (p. 121).”
Stance and engagement: a model of interaction in academic discourse (2005, methodology): “It seems, for example, that ‘attitude’ in academic texts more often concerns writers’ judgements of epistemic probability and estimations of value, with affective meanings less prominent (Hyland, 1999, 2000).”
Metadiscourse in the introductions of PhD theses and research articles (2015, background): “Table 3 Interactional metadiscourse defined by Hyland (2005).”
The Routledge Handbook of English for Academic Purposes (2016, background): “Increasingly, studies have turned to examining the ideological impact of expert discourses, the social distribution of valued literacies, the access non-native and novice members have to prestigious genres, and the way control of specialised discourses is related to status and credibility (Hyland, 2”
Language Re-use among Chinese Apprentice Scientists Writing for Publication (2007, methodology): “This approach has been referred to as a discourse-based interview (Odell et al. 1983; Hyland 2000).”
A Comparison Study on the Rhetorical Moves of Abstracts in Published Research Articles and Master's Foreign-language Theses (2011, background): “Interestingly, on exactly the same ground of massive research production but for different purposes, Hyland (2000) argues for the importance of the persuasive function of the abstract.”