Authority and invisibility: authorial identity in academic writing

By Ken Hyland. 2002

888 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f1876df630960470725669d1edfbc4cbc87f4f76

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In Language and Linguistics

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Citations in the corpus

‘We Do Not Seem to Have a Theory … The Theory I Present Here Attempts to Fill This Gap’: Inclusive and Exclusive Pronouns in Academic Writing (2005, background): “(COMP 10) In line with Hyland (2001, 2002b) and Webber (1994), who conducted corpus-based analyses of questions in academic prose, I found that some of the questions in my own corpus were not answered by the writer immediately: (30) As Abbott (1990) notes, description is an essential first step.”
Personal and Impersonal Authorial References: A Contrastive Study of English and Italian Linguistics Research Articles. (2010, methodology): “…of scholars as they have been shown to be an important rhetorical device which allows writers to emphasise their contribution to the academic debate and construct an authoritative discoursal self through the realisations of various discourse functions (Kuo, 1999; Tang and John, 1999; Hyland, 2002).”
Disciplinary Identities: Individuality and Community in Academic Discourse (2012, background): “Disciplinary Identities: Individuality and Community in Academic Discourse Ken Hyland.”
From novice to disciplinary expert: Disciplinary identity and genre mastery (2008, background): “In contrast, experienced writers use their disciplinary knowledge pragmatically to “construct a credible representation of themselves and their work, aligning themselves with the socially shaped identities of their communities” (Hyland, 2002, p. 1091).”
The Routledge Handbook of English for Academic Purposes (2016, background): “Like the wider critical pedagogy movement, the ‘dream’ of critical EAP is that critical practices in the classroom can lead to ‘reforms in academic institutions’ and improved ‘conditions in the workplace and community’ (Benesch, 2001, p. xviii).”
Stance in spoken and written university registers (2006, positive): “Hyland (2002a) extends this line of research by investigating the ways in which authors refer to themselves (and when they do not refer to themselves) in academic prose.”