Genre and second language writing

By Ken Hyland. 2003

960 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d6f816552659b16398d99d1f251d128b87131e83

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Citations in the corpus

Genre pedagogy: Language, literacy and L2 writing instruction (2007, background): “By ensuring these options are available to students, we give them the opportunity to make such choices, and for many L2 learners this awareness of regularity and structure is not only facilitating, but also reassuring (Hyland, 2003b).”
Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “Other improvements include adequate uses of modal and hedges, which represent the writer’s interpersonal meanings (Hyland, 2004; Schleppegrell, 2006).”
Metacognition in Student Academic Writing (2012, positive): “Writing involves intricate interactions between writers and readers, (Hyland, 2004), and learning to communicate through academic written genres is a high-stakes activity (Swales, 1990).”
The linguistic and the contextual in applied genre analysis: The case of the company audit report (2010, background): “…is a considerable literature on ESP-based genre pedagogy, a pedagogy which applies the findings of genre analysis to course design in ESP contexts (e.g. Bhatia, 1993; Flowerdew, 1993; Henry & Roseberry, 1998; Hyland, 2003, 2004; Johns, 2002; Paltridge, 2001; Swales & Feak, 2000, 2004; Tardy, 2006).”
Exploring Students’ Perceptions of ESL Writing (2011, background): “After surveying the literature, it was found that a number of researchers addressed the need for ESL students to be exposed to a variety of genres (Hinkel, 2004; Hyland, 2004; Ferris and Hedgcock, 2005).”
English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life (2006, background): “142 TESOL QUARTERLY 200) shapes, uses, and acquisition processes of genres in a multitude of professional sites (Hyland, 2004; Swales, 2004).”
Multimodal Genre Systems in EAP Writing Pedagogy: Reflecting on a Needs Analysis (2008, background): “EAP researchers have pursued detailed analyses of the types of academic texts that students produce in diverse disciplines (e.g., Bhatia, 1993; Braine, 1995; Coe, 2002; Hyland, 2004; Swales, 1990, 2004), the skills that such texts require of students (e.”