Teaching and Researching Ken Hyland Writing Teaching and Researching Writing Ken Hyland Second Edition Second Edition Applied Linguistics in Action Series Edited by Christopher N. Hall Ken Hyland is Professor of Applied Linguistics in Education and Director of the Centre for Academic and Professional Edited by Christopher N. Hall Applied Linguistics in Action Series Literacies at the Institute of Education, University of London. A co-editor of the journal Applied Linguistics, he has worked in 6 different countries and published over 130 articles and 14 books on language teaching, EAP and second language writing.
This book provides an authoritative, readable The book includes: and up-to-date guide to the major themes and • Suggestions for teaching approaches and developments in current writing theory, research small-scale, do-able research projects, and teaching. Written in a clear, accessible style, illustrated with case studies it covers theoretical and conceptual issues, • Clearly laid out discussions of key topics using addresses current questions and shows how bullet points, screen shots, sidebars and quote research has fed into state-of-the-art teaching boxes methods, practices, materials and software • An extensive compendium of resources applications. Thoroughly updated and revised, including lists of major journals, websites, this second edition also contains a new chapter professional associations, conferences and on important issues in writing such as genre, on-line databases context and identity. • A recommended reading section and glossary of key terms The combination of teaching and research analysis with practical information makes this an invaluable resource for teachers, supervisors, students, materials writers, trainers and professionals engaged in language study and teaching.
Cover image © Getty Images www.com CVR_HYLA5150_02_SE_CVR.indd 1 17/9/09 11:02:27 A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page i Teaching and Researching Writing A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page ii AP P LI ED LI NGU I STIC S I N AC TION General Editors: Christopher N. Candlin and David R. Hall Books published and forthcoming in this series include: Teaching and Researching Computer-Assisted Language Learning Ken Beatty Teaching and Researching Autonomy in Language Learning Philip Benson Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda Teaching and Researching Reading William Grabe and Fredricka Stoller Teaching and Researching Lexicography R. Hartmann Teaching and Researching Translation Basil Hatim Teaching and Researching Speaking Rebecca Hughes Teaching and Researching Writing Ken Hyland Teaching and Researching Language and Culture Joan Kelly Hall Teaching and Researching Language Learning Strategies Rebecca Oxford Teaching and Researching Listening Michael Rost A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page iii Teaching and Researching Writing Second Edition Ken Hyland A01_HYLA5051_02_SE_FM.QXD 11/10/09 10:26 AM Page iv PEARSON EDUCATION LIMITED Edinburgh Gate Harlow CM20 2JE United Kingdom Tel: +44 (0)1279 623623 Fax: +44 (0)1279 431059 Website: www.uk First edition published in Great Britain in 2002 Second edition published in 2009 © Pearson Education Limited 2002, 2009 The right of Ken Hyland to be identified as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988.
ISBN: 978-1-4082-0505-1 British Library Cataloguing in Publication Data A CIP catalogue record for this book can be obtained from the British Library Library of Congress Cataloging in Publication Data A CIP catalog record for this book can be obtained from the Library of Congress All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without either the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. This book may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover other than that in which it is published, without the prior consent of the Publishers. 10 9 8 7 6 5 4 3 2 1 13 12 11 10 09 Set in 11/13pt Janson by 35 Printed in Malaysia (CTP-VVP) The Publisher’s policy is to use paper manufactured from sustainable forests. A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page v Contents General Editors’ Preface ix Acknowledgements xi Introduction 1 Section I: Concepts and issues 5 1 An overview of writing 7 1.1 Text-oriented research and teaching 8 1.2 Writer-oriented research and teaching 18 1.3 Reader-oriented research and teaching 29 1.4 Conclusion 42 2 Key issues in writing 44 2.1 Writing and context 44 2.2 Literacy and expertise 48 2.3 Writing and culture 54 2.4 Writing and technology 58 2.5 Writing and genre 63 2.6 Writing and identity 69 2.7 Conclusion 73 v A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page vi vi CONTE NTS Section II: Applying writing research 75 3 Research-based writing courses 77 3.1 Research and writing pedagogy 77 3.2 Writ 101: process in practice 79 3.3 Genre in primary classrooms: the New South Wales (NSW) K-6 syllabus 85 3.4 Go for Gold – writing for a reason 91 3.5 Understanding professional and academic texts 97 4 Research-based materials, methods and resources 104 4.1 Research writing: an advanced EAP textbook 104 4.2 WordPilot 2000: corpora-assisted writing 108 4.3 A lexis for study? The Academic Word List 114 4.4 Scaffolding literacy skills: writing frames 118 4.5 Check My Words: technology and autonomy 122 4.6 Writing portfolios: pedagogy and assessment 128 Section III: Researching writing 137 5 Research practices and research issues 139 5.4 Research topics 152 6 Research cases: observing and reporting 163 6.1 Questionnaire research on faculty beliefs and practices 164 6.2 Experimental research on peer-response training 168 6.3 Interview research on scientists’ writing practices 172 6.4 Protocol research on the writing process 175 6.5 Diary research on the research process 180 6.6 Conclusion 183 A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page vii CONTE NTS vii 7 Research cases: texts and contexts 185 7.1 Genre analysis research on scientific abstracts 186 7.2 Contrastive rhetoric research on hedging and boosting 189 7.3 Case-study research of workplace writing 194 7.4 Ethnographic research on teacher written feedback 198 7.5 Literacy research among disadvantaged adults 202 7.6 Conclusion 206 Section IV: References and resources 207 8 Key areas and texts 209 8.3 Scientific and technical writing 212 8.4 Professional and business communication 213 8.5 First-language writing 214 8.6 Journalism and print media 215 8.7 Second-language writing instruction 217 8.11 English for Academic Purposes 223 8.12 Blogs, wikis and webpages 224 8.15 Creative writing 229 9 Key sources 231 9.5 Email lists and bulletin boards 237 9.7 Databases 241 A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page viii viii CONTE NTS Glossary 243 References 247 Author Index 260 Subject Index 262 A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page ix General editors’ preface Applied Linguistics in Action, as its name suggests, is a Series which focuses on the issues and challenge to teachers and researchers in a range of fields in Applied Linguistics and provides readers and users with the tools they need to carry out their own practice-related research.
The books in the Series provide the reader with clear, up-to-date, accessible and authoritative accounts of their chosen field within Applied Linguistics. Starting from a map of the landscape of the field, each book provides information on its main ideas and concepts, competing issues and unsolved questions. From there, readers can explore a range of practical applications of research into those issues and questions, and then take up the challenge of undertaking their own research, guided by the detailed and explicit research guides provided. Finally, each book has a section which is concurrently on the Series website (www.uk/alia) and which provides a rich array of resources, information sources and further reading, as well as a key to the principal concepts of the field.
Questions the books in this innovative Series ask are those familiar to all teachers and researchers, whether very experienced, or new to the fields of Applied Linguistics. What does research tell us, what doesn’t it tell us and what should it tell us about the field? How is the field mapped and landscaped? What is its geography? 2. How has research been applied and what interesting research pos- sibilities does practice raise? What are the issues we need to explore and explain? ix A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page x x G E N E R A L E D I TO R S ’ P R E FA C E 3. What are the key researchable topics that practitioners can undertake? How can the research be turned into practical action? 4.
Where are the important resources that teachers and researchers need? Who has the information? How can it be accessed? Each book in the Series has been carefully designed to be as accessible as possible, with built-in features to enable readers to find what they want quickly and to home in on the key issues and themes that concern them. The structure is to move from practice to theory and back to practice in a cycle of development of understanding of the field in question. Each of the authors of books in the Series is an acknowledged authority, able to bring broad knowledge and experience to engage teachers and researchers in following up their own ideas, working with them to build further on their own experience. Applied Linguistics in Action is an in action Series.
Its website will keep you updated and regularly re-informed about the topics, fields and themes in which you are involved. The first editions of books in this series have attracted widespread praise for their authorship, their design, and their content, and have been widely used to support practice and research. The success of the series, and the realization that it needs to stay relevant in a world where new research is being conducted and published at a rapid rate, have prompted the commissioning of this second edition. This new edition has been thoroughly updated, with accounts of research that has appeared since the first edition and with the addition of other relevant addi- tional material.
We trust that students, teachers and researchers will continue to discover inspiration in these pages to underpin their own investigations. Chris Candlin & David Hall General Editors A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page xi Acknowledgements First of all I would like to acknowledge the editors of the Teaching and Researching series, Chris Candlin and David Hall, for asking me to revise this book. I admit that I thought the process would be much easier than it turned out to be, but I was helped considerably by their distinctive format for the series, their encouragement and their good advice. The book also owes a great debt to the colleagues and friends who have shared their research and materials with me.
Here I would particularly like to thank John Swales and Chris Feak for extracts from English in Today’s Research World; Janet Holst for her writing course Writ 101; John Milton for his programs WordPilot, Check My Words and Mark My Words; Stephen Hill for his teaching materials for a Foundation Degree course; and Polly Tse for her collaboration with me on the research which informs the section on the Academic Word List. I would also like to thank the Institute of Education, University of London, for the space to write this edition during a period of study- leave, my students and colleagues involved in the MATESOL at the IOE, and everyone in CAPLITS for their support, constant enthusiasm for writing and their teaching ideas. Finally, for her encouragement, inspiration, and many thought- provoking conversations about writing, I thank Fiona Hyland. xi A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page xii A01_HYLA5051_02_SE_FM.QXD 9/10/09 4:59 PM Page 1 Introduction In some ways it is harder to rewrite than to write; one is constrained by the frame of the original yet there are things which need changing, others to delete, and more to discuss.
But while the subject of writing has advanced through research and debate in the seven years since the first edition of this book, much of what we know about it, and about studying it, have remained more or less intact.