Teaching and Researching Writing

By Ken Hyland. 2001

900 citations recorded by the source corpus.

Series Editor Preface Preface Acknowledgments Section I: Understanding Writing 1. An overview of writing 2. Key issues in writing 3. Quandaries and possibilities Section II: Researching Writing 4. Research practices and issues 5. Research cases: observing and reporting 6. Research cases: texts and contexts Section III: Teaching Writing 7. Approaches to teaching writing 8. Teaching writing: classes and courses 9. Teaching writing: materials and practices Section IV: References and Resources 10. Significant areas and key texts 11. Sources on writing

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/dd901f033f41605f71502d3d4329c22a3651e929

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Citations in the corpus

Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, background): “At the secondary school level, Connor (1990) analyzed argumentative essays written by high school students and found that higher rated essays used sophisticated syntactic factors, including nominalizations, propositions, passives and specific conjuncts.”
PROBLEMS FACED BY INDONESIAN EFL LEARNERS IN WRITING ARGUMENTATIVE ESSAY (2015, background): “Moreover, the goal of argumentative writing is to convince audience, and it is done in a situation where there exists a conflict between the beliefs and attitudes of the writer/speaker and reader/audience (Hyland, 2002).”
Exploring Students’ Perceptions of ESL Writing (2011, background): “Lee (2008) stated that the classroom context may play a vital role on the students’ perceptions of teacher’s feedback.”
Ideas and Options in English for Specific Purposes (2005, background): “Jasso-Aguilar (1999) investigated the perspectives of maids and the institutional representatives of the hotel in Waikiki in which the maids worked.”
Can Learners Use Concordance Feedback for Writing Errors (2004, background): “Few writing teachers manage to avoid spending huge amounts of time on error feedback, while writing researchers speculate that error feedback may do more harm than good (Truscott, 1996) or write whole books that never mention the topic (Hyland, 2002, reviewed in Cobb, 2003).”
Limitations of the Common European Framework for developing comparable examinations and tests (2005, background): “…validity (for the theory of the cognitive processes involved in speaking, see Levelt, 1993; Fulcher, 2003; for writing, see Grabe and Kaplan, 1996; Hyland, 2002; for reading, see Urquhart and Weir, 1998; Alderson, 2000; Grabe and Stoller, 2002; for listening, see Buck, 2001; Rost, 2002).”
Language Testing and Validation: An Evidence-Based Approach (2004, background): “Hyland (2002) advocates looking beyond the more traditional applied linguistics view of texts as autonomous objects; i.”