Journal Articles & Book Chapters

These are organised in year of publication. Some of these papers can be downloaded by clicking on their titles.


278. Hyland, Ken (2023). Enter the dragon: China and global academic publishing. Learned Publishing.

277. Hyland, Ken (2023). Academic publishing and the attention economy. Journal of English for Academic Purposes.

276. Hyland, Ken & Jiang, Feng (Kevin) (2023). Hyping the REF: promotional elements in impact submissions. Higher Education.


275. Hyland, Ken & Jiang, Feng (Kevin) (2022). Bundles in advanced EAL authors’ articles: How do they compare with world Englishes practices? World Englishes.

274. Hyland, Ken & Jiang, Feng (Kevin) (2022). Metadiscourse choices in EAP: An intra-journal study of JEAP. Journal of English for Academic Purposes.

273. Jiang, Feng (Kevin) & Hyland, Ken (2022). Titles in research articles: changes across time and discipline. Learned Publishing.

272. Hyland, Ken & Jiang, Feng (Kevin) (2022). Metadiscourse: the evolution of an approach to texts. Text & Talk.

271. Jiang, Feng (Kevin) & Hyland, Ken (2022). Changes in research abstracts: past tense, third person, passive and negatives. Written Communication.

270. Jiang, Feng (Kevin) & Hyland, Ken (2022). “The datasets do not agree”: Negation in research abstracts. English for Specific Purposes. 68, 60-72.

269. Hyland, Ken & Jiang, Feng (Kevin) (2022). Interaction in written texts: A bibliometric study of published research. Studies in Second Language Learning and Teaching.

268. Hyland, K. (2022). Ken Hyland’s essential bookshelf: Academic writing. Language Teaching, 1–9. .

267. Hyland, K. (2022). Preface: Nouns, metadiscourse and academic writing. In Jiang, F. K. Metadiscursive nouns: Interaction and persuasion in disciplinary writing. London: Routledge.

266. Zou, H. & Hyland, K. (2022). How the medium shapes the message: Stance in two forms of book reviews. Journal of Pragmatics. 193, 269-280.

265. Hyland, K. (2022). Preface: gatekeepers or facilitators? In Habibe, P. & Hultgren, A. (Eds). The Inner World of Gatekeeping in Scholarly Publication. London: Routledge.

264. Hyland, K. & Zou, H. (2022). Titles in research articles. Journal of English for Academic Purposes. 56.

263. Zhang Y.. & Hyland, K. (2022). Responding to Supervisory Feedback: Mediated positioning in thesis writing. Written Communication. 39(2), 171-199.

262. Jiang, K. & Hyland, K. (2022). COVID-19 in the news: The first 12 months. International Journal of Applied Linguistics. Advance online publication.

261. Zou, H., & Hyland, K. (2022). Stance in academic blogs and three‐minute theses. International Journal of Applied Linguistics. Advance online publication.

260. Zhang, Z., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51.

259. Hyand, K., Wang, W. & Jiang, F. K. (2021). Metadiscourse across languages and genres: An overview. Lingua, 265.

258. Hyland, K. (2021). The scholarly publishing landscape. In C. Hanganu-Bresch, M. J. Zerbe, G. Cutrufello, & S. M. Maci (Eds.), The Routledge Handbook of Scientific Communication (pp. 15–25). London: Routledge.

257. Hyland, K., & Jiang, F. (2021). Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64, 13–25.

256. Zhang, Y., & Hyland, K. (2021). Elements of doctoral apprenticeship: Community feedback and the acquisition of writing expertise. Journal of Second Language Writing, 53.

255. Hyland, K., & Jiang, F. (2021). ‘Our striking results demonstrate …’: Persuasion and the growth of academic hype. Journal of Pragmatics, 182, 189–202.

254. Zou, H, & Hyland, K. (2021) A tale of two genres: Engaging audiences in academic blogs and Three Minute Thesis presentations, Australian Journal of Linguistics, 41(2), 131-151.

253. Hyand, K. (2021). Second Language Writing Instruction. In H. Mohebbi & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 129–132). Cham: Springer. 

252. Hyand, K. & Zou, H. (2021). Pithy persuasion: engagement in 3-minute theses. Applied Linguistics, advance access.

251. Hyand, K. & Zou, H. (2021). “I believe the findings are fascinating”: Stance in three-minute theses. Journal of English for Academic Purposes, 51.

250. Zhang, Y. & Hyand, K. (2021). Advice-giving, power and roles in theses supervisions. Journal of Pragmatics, 172, 35-45.

249. Hyand, K. & Jiang, F. K. (2021). Academic naming: Changing patterns of noun creation in research writing. Journal of English Linguistics.

248. Hyand, K. & Jiang, F. K. (2021). The Covid infodemic: Competition and the hyping of virus research. International Journal of Corpus Linguistics.

247. Jiang, F. K. & Hyand, K. (2021). ‘The goal of this analysis …’: Changing patterns of metadiscursive nouns in disciplinary writing. Lingua.

246. Hyand, K. & Jiang, F. K. (2020). A bibliometric study of EAP research: who is doing what, where and when? Journal of English for Academic Purposes.

245. Jiang, F. K & Hyand, K. (2020). Prescription and reality in advanced academic writing. Ibérica, 39.

244. Hyland, K. & Zou, H. (2020) In the frame: Signalling structure in academic articles and blogs. Journal of Pragmatics, 165, 31-44.

243. Hyland, K. (2020) Peer review: Objective screening or wishful thinking? Journal of English for Research Publication Purposes, 1(1), 51-65.

242. Hyland, K. & Zou, H. (2020) Managing evaluation: Criticism in two academic review genres. English for Specific Purposes.

241. Luo, N. & Hyland, K. (2020) International Publishing as A Networked Activity: Collegial Support for Chinese Scientists. Applied Linguistics, advance access.

240. Hyland, K. (2020) The communication of expertise: changes in academic writing. In Gotti, M., Maci, S & Sala, M. (eds), Scholarly pathways: knowledge transfer and knowledge exchange in academia. Bern: Peter Lang. pp 33-56.

239. Hyland, K. & Jiang, F. K. (2020). “This work is antithetical to the spirit of research”: An anatomy of harsh peer reviews. Journal of English for Academic Purposes, 46,

238. Jiang, F. K. & Hyland, K. (2020). “There are significant differences…”: The secret life of existential there in academic writing. Lingua, 233, 

237. Zou, J. & Hyland, K. (2020). “Think about how fascinating this is”: Engagement in academic blogs across disciplines. Journal of English for Academic Purposes, 43, 

236. Hyland, K. & Jiang, F. K. (2020). Interactive metadiscourse: Tracking the management of rhetorical persuasion 1965-2015. Journal of Historical Pragmatics.

235. Zou, H. & Hyand, K. (2019). Reworking research: Interactions in academic articles and blogs. Discourse Studies, 21 (6): 713-733.

234. Na, L. & Hyland, K. (2019). “I won’t publish in Chinese now”: Publishing, translation and the non-English speaking academic. Journal of English for Academic Purposes, 39: 37-47.

233. Hyland, K. (2019). Foreword: Corpora and specialised Engish in the university curriculum. In P. Crosthwaite & L. Cheung. (eds). Learning the Language of Dentistry: Disciplinary corpora in the teaching of English for Specific Academic Purposes. Amsterdam: Bemjamins.

232. Hyland, K. (2019). Genre and Discourse Analysis in Language for Specific Purposes. In Chapelle, C. (ed.) The Concise Encyclopaedia of Applied Linguistics. Oxford: Wiley-Blackwell

231. Hyland, K. (2019). Foreword: Bringing in the reader. In Sancho Guinda, C. (Ed). Engagement in Professional genres: Deference and Disclosure. Amsterdam: John Benjamins pp: xii-xiv.

230. Hyland, K. (2019) What messages do students take from feedback? In Hyland, K. & Hyland, F. (eds.), Feedback in second language writing (2nd edition). Cambridge: Cambridge University Press. pp: 265-284.

229. Hyland, K. & Hyland, F. (2019) Interpersoanlity and teacher-written feedback. In Hyland, K. & Hyland, F. (eds.), Feedback in second language writing (2nd edition). Cambridge: Cambridge University Press. pp: 165-183.

228. Hyland, K. & Hyland, F. (2019) Contexts and issues in feedback on L2 writing. In Hyland, K. & Hyland, F. (eds.) Feedback in second language writing (2nd edition). Cambridge: Cambridge University Press. pp: 1-22.

227. Hyland, K. (2019). Academic interaction: Where’s it all going? In Hyland, K. & Wong, L. (eds.), Specialized English: New Directions in ESP and EAP Research and Practice. Oxford: Routledge.

226. Habibe, P. & Hyland, K. (2019). The Risks and Rewards of Scholarly Publishing in Habibe, P. & Hyland, K. (Eds.) Novice writers writing for publication. London, Palgrave. pp. 1-10.

225. Hyland, K. (2019). Participation in Publishing: The Demoralising Discourse of Disadvantage. In Habibe, P. & Hyland, K. (Eds.) Novice writers writing for publication. London, Palgrave. pp. 13-24.

224. Gass, S., Hyland, K., Juffs, A. & Starfield, S. (2019). Conducting Research at Language Centers: Perspectives from the Field. TESOL Quarterly, 52(4): 1108-1109.

223. Hyland, K. (2019). Genre and Discourse Analysis in Language for Specific Purposes. In Chapelle, C. (ed.) The Concise Encyclopaedia of Applied Linguistics.

222. Hyland, K. & Jiang, F. K. (2018). Academic lexical bundles: how are they changing? International Journal of Corpus Linguistics, 23(4): 383–407.

221. Hyland, K. & Jiang, F. K. (2018). Changing patterns of self-citation: cumulative inquiry or self-promotion? , Text & Talk, 38(3): 365-387.

220. Hyland, K. & Jiang, F. K. (2018). “In this paper we suggest”: Changing patterns of disciplinary metadiscourse. English for Specific Purposes, 51: 18-30.

219. Zhang, V. & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36: 90-102.

218. Hyland, K. (2018). Narrative, Identity and Academic Storytelling. ILCEA, 31: 1-16.

217. Hyland. K. (2018). Sympathy for the devil? A defence of EAP. Language Teaching, 51(3): 383–399

216. Hyland, K. & Jiang, F. K. (2018). “We believe that…”: Changes in an academic stance marker 1965-2015. Australian Journal of Linguistics, 38(2): 139-161.

215. Hyland, K. (2018). Genre and second language writing. In J. Liontas (ed.), The TESOL Encyclopaedia of English Language Teaching. Oxford: Willey.

214. Hyland, K. (2018). English for Specific Purposes: Some Influences and Impacts. In Gao, A. Davison, C. & Lung, C. (eds). The International Handbook of English Language Teaching (2nd ed.) Norwell, Mass: Springer.

213. Luo, N. & Hyland, K. (2017) Intervention and Revision: Expertise and Interaction in Text Mediation. Written Communication, 34 (4): 414-440.

212. Ha, A. Y. H., & Hyland, K. (2017). What is technicality? A technicality analysis model for EAP vocabulary. Journal of English for Academic Purposes, 28: 35-49.

211. Hyland, K. (2017). Metadiscourse: What is it and where is it going? Journal of Pragmatics, 113: 16-29.

210. Jiang, K. & Hyland, K. (2017). Metadiscursive nouns: Interaction and cohesion in abstract moves. English for Specific Purposes, 46:1-14.

209. Hyland, K. & Jiang, K. (2017). “Points of reference: changing patterns of academic citation”. Applied Linguistics, advance access, 1-23.

208. Hyland, K. & Jiang, K. (2017). Is academic writing becoming more informal? English for Specific Purposes, 45: 40-51.

207. Hyland, K. (2017). Learning to write for academic purposes: Specificity and second language writing In Bitchenet, J., Storch, N. & Witte, R. (Eds.). Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches. London: Routledge. pp.24-41.

206. Hyland, K. (2017) English in the discipline: arguments for specificity. ESP Today, 1: 5-23.

205. Hyland, K. (2017). English in the discipline: Language provision in Hong Kong’s new university curriculum. In Eun Sung Park (ed.) Tertiary English Education in Asia. New York: Routledge. pp.27-45.

204. Hyland, K. (2017). Innovating instruction: specificity and English in the disciplines. In Kemp, J. (ed.). EAP in a rapidly changing landscape: Issues, challenges and solutions. London: Garnet Publishing. pp. 171-181.

203. Hyland, K. (2017). When to be Egotistical? Identity, Writing and First Person Pronouns. In K. G. Tomaselli (ed.) Making Sense of Research: theory, practice and relevance. Johannesburg: Pearson Education.

202. Jiang, K. & Hyland, K. (2016). Nouns and academic interactions: a neglected feature of metadiscourse. Applied Linguistics, advance access, 1-25. 

201. Hyland, K. & Jiang, K. (2016). “We must conclude that…”: A diachronic study of academic engagement. Journal of English for Academic Purposes, 24: 29-42.

200. Hyland, K. (2016). Language myths and publishing mysteries: A response to Politzer-Ahles et al. Journal of Second Language Writing, 34: 9-11.

199. Hyland, K. (2016). Academic publishing and the myth of linguistic disadvantage. Journal of Second Language Writing, 31: 58–69.

198. Na, L. & Hyland, K. (2016). Chinese academics writing for publication: English teachers as text mediators. Journal of Second Language Writing, 33: 43-55.

197. Hyland, K. & Jiang, K. (2016). Change of attitude? A diachronic study of stance. Written Communication, 33(3): 251-274.

196. Hyland, K. (2016). Methods and methodologies in second language writing. System, 59: 116-125.

195. Hyland, K. (2016). A very peculiar practice. In R. Ellis (ed.). Becoming and being an Applied Linguist: Personal Histories of Leading Applied Linguists. Amsterdam: John Benjamins. pp 155-174.

194. Hyland, K. (2016). General and Specific EAP. In Preece, S. (ed.) Routledge Applied Linguistics: A Compilation of Cutting Edge Research. London: Routledge.

193. Hyland, K. (2016). Writing with attitude: Conveying a stance in academic texts. In Eli Hinkel (ed.) Teaching grammar to speakers of other languages. New York: Routledge. pp 246-265.

192. Hyland, K. (2016). General and specific EAP. In Hyland, K. & Shaw, P. (eds.) Routledge Handbook of EAP. London: Routledge. pp 17-29.

191. Hirvela, A., Hyland, K. & Manchón, R.M. (2016) Dimensions in L2 Writing Theory and Research: Learning to Write, Writing to Learn Content, and Writing to Learn Language. In P. Matsuda & R. Manchon (eds.) Handbook of Second and Foreign Language Writing. Mouton pp 45-64.

190. Hyland, K. (2015). Genre, Discipline and identity. Journal of English for Academic Purposes, 19: 32-43. 

189. Jiang, K. & Hyland, K. (2015). “The fact that”: Stance nouns in disciplinary writing. Discourse Studies, 17(5): 529-550.

188. Hyland, K. (2015). Genre and second language writing. In Liontas, J. (Ed). TESOL Encyclopedia of English Language Teaching (8 vols) Wiley/ TESOL International.

187. Hyland, K. (2015). Writing: Options and Opportunities for College English Teachers. Journal of College English Teachers. Tokyo: JACET.

186. Hyland, K. (2015). Re-imagining literacy: English in Hong Kong’s new university curriculum. In D. Conium (ed.). English Language Education and Assessment: Recent Developments in Hong Kong and the Chinese Mainland. London: Springer. pp 139-154.

185. Hyland, K. (2015) Researching writing. In B. Paltridge and A. Phakiti (eds). Continuum Companion to Second Language Research Methods. London: Continuum pp 335-348.

184. Hyland, K. (2015). Corpora and written academic English. In D. Biber & R. Reppen (eds), The Cambridge Handbook of English Corpus Linguistics. Cambridge University Press. pp 292-308.

183. Hyland, K. (2015). Metadiscourse. In Tracy, K. (ed.) International Encyclopedia of Language and Social Interaction. Oxford: Wiley-Blackwell.

182. Fu, X & Hyland, K. (2014). Interaction in two journalistic genres: a study of interactional metadiscourse. English Text Construction, 7(1): 122-144.

181. Hyland, K. (2014). Dialogue, persuasion and community in research writing. In M. Luz Gil-Salom & C. Soler-Monreal (eds.). Dialogicity in Written Specialised Genres. Amsterdam: John Benjamins.

180. Hyland, K. (2014) Second language writing, genre, and identity: An interview with Ken Hyland by Greg Rouault. JALT Journal, 38(2): 13-18.

179. Hyland, K. (2014). Materials for developing writing skills. B. Tomlinson (ed.) Developing Materials for Language Teaching. London: Bloomsbury. pp 391-406.

178. Hyland, K. (2014). An interview with Ken Hyland. The Way of Language. The Language Training and Testing Centre, Taiwan, 2: 8-13.

177. Hyland, K. (2014). English for Academic Purposes. In Leung, C. & Street, B. (eds.) The Routledge Handbook of English Language Studies. London: Routledge.

176. Hyland, K. (2013). Second Language Writing: the manufacture of a social fact. Journal of Second Language Writing, 22: 426-427.

175. Hyland, K. (2013). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39(3): 180-187. 

174. Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22: 240-253.

173. Hyland, K. (2013). Individuality or conformity? Identity in personal and university academic homepages. Computers and Composition, 29: 309–322.

172. Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language Teaching. 46 (1): 53-70.

171. Hyland, K. (2013). Corpora and innovation in English language education. In Hyland, K & Wong, L. (eds.) Innovation and change in language education. London: Routledge.

170. Hyland, K. & Wong, L. (2013). Innovation and the implementation of change. In Hyland, K & Wong, L. (eds.) Innovation and change in language education. London: Routledge. pp.1-13.

169. Hyland, K. (2013). Innovating Instruction: English in the Discipline at the University of Hong Kong. Hong Kong Journal of Applied Linguistics, 14 (2): 3 – 19.

168. Hyland, K. (2013). ESP and Writing. In Brian Paltridge, B. & Starfield, S. (Eds.) The Handbook of English for Specific Purposes. Oxford: Wiley-Blackwell 95-114.

167. Hyland, K. (2013). Teaching language for academic purposes. In C. Chappele (ed.) The Encyclopaedia of Applied Linguistics. Oxford: Wiley-Blackwell.

166. Hyland, K. (2013). Genre and Discourse Analysis in Language for Specific Purposes. In C. Chappele (ed.) The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

165. Hyland, K. & Tse, P. (2012). ‘She has received many honours’: Identity Construction in Article Bio Statements. Journal of English for Academic Purposes. 11: 155–165.

164. Hyland, K. (2012). Bundles in academic discourse. Annual Review of Applied Linguistics, 32, 150–169.

163. Hyland, K. (2012). Undergraduate understandings: stance and voice in Final Year Reports. In Hyland, K.& Sancho Guinda, C. (eds.) Stance and voice in academic writing. London: Palgrave-MacMillan.

161. Hyland, & Tse, P. (2012) Hooking the Reader: A Corpus Study of Evaluative That in Abstracts. In Biber, D. & Reppen, R. (eds.) Sage Benchmarks in Language and Linguistics: Corpus Linguistics (vol 2: Grammar). pp 47- 66.

160. Hyland, K. (2012) “The past is the future with the lights on”: Reflections on AELFE’s 20th birthday. Iberica, 42: 9-22.

159. Hyland, K. (2012). Academic Discourse. In Hyland, K., Chau M H & Handford, M. (eds.) Corpus Applications in Applied Linguistics. London: Continuum. pp 30-46.

158. Hyland, K. & Hyland, F. (2012). “You could make this clearer’: Advice in teachers’ feedback on writing. In H. Limberg & M.A. Locher (Eds.) Advice in discourse. Amsterdam: John Benjamins pp 53-71.

157. Hyland, K. (2012). EAP and Discourse analysis. In Gee J. P. & Handford, M. (eds.) Routledge Handbook of Discourse Analysis. London: Routledge. pp 412-423.

156. Hyland, K. (2011). The presentation of self in scholarly life: identity and marginalization in academic homepages. English for Specific Purposes, 30 (4): 286-297.

155. Hyland, K. (2011). Academic discourse. In Hyland, K. & Paltridge, B. (eds.) Continuum Companion to Discourse Analysis. London: Continuum. pp 171-184.

154. Hyland, K. (2011). Looking through corpora into writing practices. In Barnbrook, G., Zyngier, S. & Viana, V. (eds.) Current perspectives on corpus linguistics. Amsterdam: John Benjamins. pp 99-113.

153. Hyland, K. (2011). EAP and Discourse analysis. In Gee J. P. & Handford, M. (eds.) Routledge Handbook of Discourse Analysis. London: Routledge. pp 412-423.

152. Hyland, K. (2011). Projecting an academic identity in some reflective genres. Iberica. 21: 9-30.

151. Hyland, K. (2011). Welcoming ot the machine: thoughts on writing for scholarly publication. Journal of Second Language Teaching and Research, 1 (1):58-68.

150. Hyland, K. (2011). Learning to write: Issues in theory, research, and pedagogy. In Manchón, R.M. (ed.) Learning to Write and Writing to Learn in an Additional Language. Amsterdam: John Benjamins: 17-35.

149. Hyland, K. (2011). Disciplines and discourses: Social interactions in the construction of knowledge. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, and L. Yousoubova (Eds.), Writing in the knowledge society. West Lafayette, IN: Parlor Press and The WAC Clearinghouse. pp 193-214.

148. Hyland, K. (2011). Corpora and EAP: Specificity in Disciplinary Discourses. Goźdź-Roszkowski, S. (Ed). Explorations across Languages and Corpora. Łódź Studies in Language. Frankfurt am Main. Peter Lang. pp 317-334.

147. Hyland, K. (2011). Disciplinary specificity: discourse, context and ESP. In Johns, A., Paltridge, B. & Belcher, D. (eds.) New Directions in ESP. Ann Arbor: University of Michigan Press. pp 6-24.

146. Hyland, K. (2011). Genre in teaching and research: an approach to EAP writing instruction. In Li, L-T, Chuang, W-C, Tsai, W-L & Chiang, T-T (eds.) English Education and English for Specific Purposes. Taipei: Shih Chien University Press. pp 1-18.

145. Hyland, K. (2010). Community and individuality: performing identity in Applied Linguistics. Written Communication, 27 (2): 159-188.

144. Tse, P. & Hyland, K. (2010). Claiming a territory: relative clauses in journal descriptions. Journal of Pragmatics, 42: 1880–1889.

143. Hyland, K. (2010). Constructing proximity: relating to readers in popular and professional science. Journal of English for Academic Purposes, 9 (2): 116-127.

142. Hyland, K. (2010) Researching writing. In B. Paltridge and A. Phakiti (eds). Continuum Companion to Second Language Research Methods. London: Continuum pp 191-204.

141. Hyland, K. (2010). Discourse analysis and EAP: Understanding disciplinary writing. Taiwan International ESP Journal, 1 (1) pp 5-22.

140. Hyland, K. (2010). Metadiscourse: mapping interactions in academic writing. Nordic journal of English Studies. Special Issue on Metadiscourse. 9 (2): 125-143.

139. Hyland, K. (2010). English in the academy. English Career, 34: 28-39 (translated into Chinese).

138. Hyland, K. & Tse, P. (2009) “The leading journal in its field”: evaluation in journal descriptions. Discourse Studies, 11 (6): 703-720.

137. Hyland, K. (2009). Corpus informed discourse analysis: the case of academic engagement. In M. Charles, S. Hunston & D. Pecorari (Eds.) Academic Writing: at the Interface of Corpus and Discourse. London: Continuum. pp 110-128.

136. Hyland, K. & Tse, P. (2009). Academic Lexis and Disciplinary practice: corpus evidence for specificity. International Journal of English Studies, 9 (2): 111-130.

135. Tse, P. & Hyland, K. (2009) Discipline and Gender: Constructing Rhetorical Identity in Book Reviews. In Hyland, K. & Diani, G. (Eds). Academic evaluation: review genres in university settings. London: Palgrave-MacMillan. pp 105-121.

134. Hyland, K. (2009). Constraint vs Creativity: identity in academic writing. In Gotti, M. (ed.) Commonality and Individuality in Academic Discourse. Frankfort: Peter Lang. pp 25-52.

133. Hyland, K. (2009) English for professional academic purposes: writing for scholarly publication. In D. Belcher (ed.) English for Specific Purposes in Theory and Practice. Ann Arbor: University of Michigan Press. pp 83-105.

132. Hyland, K. & Diani, G. Introduction: Academic Evaluation and Review Genres In Hyland, K. & Diani, G. (Eds). (2009). Academic evaluation: review genres in university settings. London: Palgrave-MacMillan. pp 5-15.

131. Hyland, K. (2009). Specific purposes programmes. In Long, M.H. & Doughty, C. (Eds.) Handbook of Language Teaching. Oxford: Blackwell. pp 201-217.

130. Hyland, K. (2009) ‘Genre analysis’. In Malmkjær, K. (ed) Routledge Encyclopedia of Linguistics (3rd edition). London: Routledge. pp 210-213.

129. Hyland, K. (2009) ‘Genre and academic writing in the disciplines’. In Chiung-Wen Chan g (Ed). Proceedings of the Fourth International Symposium on ESP and Its Teaching. Wuhan University Press, China.

128. Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41 (4): 543-562.

127. Hyland, K. (2008). ‘Small bits of textual material’: a discourse analysis of Swales’ writing. English for Specific Purposes, 27 (2): 143-160.

126. Tse, P. & Hyland, K. (2008). ‘Robot Kung fu’: gender and professional identity in biology and philosophy reviews. Journal of Pragmatics, 40 (7): 1232-1248.

125. Hyland, K. (2008). Academic clusters: text patterning in published and postgraduate writing. International Journal of Applied Linguistics, 18 (1): 41-62.

124. Hyland, K. & Salager-Meyer, F. (2008). Science writing. In Cronin, B. (ed) Annual Review of Information Science and Technology, 42: 297-338.

123. Hyland, K. (2008). As can be seen: lexical bundles and disciplinary variation. English for Specific Purposes, 27 (1): 4-21. [Winner of Horowitz Prize for Best Article in 2008]

122. Hyland, K. (2008) Disciplinary voices: Interactions in research writing. English Text Construction, 1 (1): 5-22.

121. Hyland, K. (2008) Writing theories and writing pedagogies. Indonesian Journal of English Language Teaching, 4 (2): 91-110.

120. Hyland, K. (2008). Understanding writing through research and teaching. In Wu, S.M., T.R. Tupas, M. Chew, M. Sadorra and C. Varaprasad (eds.) The English language teaching and learning landscape. Singapore: National Uniersity of Singapore. pp 9-20.

119. Hyland, K. (2008). The Author Replies to Eldridge. TESOL Quarterly, 42 (1): 113-114.

118. Hyland, K. (2008). Make your academic writing assertive and certain. In J. Reid (ed.). Writing Myths. Ann Arbor, MI: University of Michigan Press. pp 70-89.

117. Hyland, K. (2008) Persuasion, interaction and the construction of knowledge: representing self and others in research writing. International Journal of English Studies. Murcia: University of Murcia. 8 (2): 8-18.

116. Hyland, K. (2007). Applying a gloss; exemplifying and reformulating in academic discourse. Applied Linguistics, 28: 266-285.

115. Hyland, K. & Tse, P. (2007). Is there an “academic vocabulary”? TESOL Quarterly, 41 (2): 235-254.

114. Hyland, K. (2007). Genre pedagogy: language, literacy and L2 writing instruction. Journal of Second Language Writing, 16 (3): 148-164.

113. Hyland, K. (2007). Different strokes for different folks: Disciplinary variation in academic writing. In Flottem, K. (ed.) Language and discipline perspectives on academic discourse. Newcastle: Cambridge Scholars Press. pp 89-108.

112. Hyland, K. (2007). Writing in the academy: reputation, education and knowledge. London: Institute of Education Press.

111. Hyland, K. (2007). Stance and Engagement: a Model of Interaction in Academic Discourse. In T.A. van Dijk (ed.) Benchmarks in Discourse Studies. Vol 3. Thousand Oaks, CA: Sage. pp 102 – 121.

110. Hyland, K. (2007). Working with writing: understanding texts, writers and readers. In Y. Leung (ed.) Selected papers from the 16th International symposium on English Teaching. Crane Publishing and English Teachers’ Association, Republic of China. pp 77-87.

109. Hyland, K. (2007). Understanding writing: exploring texts, writers and readers. Journal of the British Assn of Teachers of Japanese, 8: 63-74.

108. Tse, P. & Hyland, K. (2006). ‘So what is the problem this book addresses?’: interactions in academic book reviews. Text and Talk, 27: 767-790.

107. Hyland, K. (2006). Representing readers in writing: student and expert practices. Linguistics and Education, 16: 363-377.

106. Hyland, K. & Hyland, F. (2006) Feedback on second language studnets’ writing. Language Teaching. State of the art review article, 39 (2): 83-101.

105. Hyland, K. & Anan, E. (2006). Teachers’ perceptions of error: the effects of first language and experience. System, 34 (4): 509-519.

104. Hyland, K. (2006). Disciplinary differences: Language variation in academic discourses. In Hyland, K. & Bondi, M. (Eds.) Academic discourse across disciplines. Frankfort: Peter Lang. pp 17-45.

103. Tse, P. & Hyland, K. (2006). Gender and Discipline: exploring metadiscourse variation in academic book reviews. In Hyland, K. & Bondi, M. (Eds.). Academic discourse across disciplines. Frankfort: Peter Lang. pp 177-202.

102. Johns, A., Bawashi, A., Coe, R., Hyland, K., Paltridge, B., Reiff, M. Tardy, C. (2006). Crossing the boundaries of genre studies: commentaries by experts. Journal of Second Language Writing, 15.3: 234-249.

101. Hyland, K. & Hyland, F. (2006). Interpersonal aspects of response: constructing and interpreting teacher written feedback. In Hyland, K. & Hyland, F. (Eds.) Feedback in second language writing: contexts and issues. New York: Cambridge University Press pp 206-224.

100. Hyland, K. & Hyland, F. (2006). Contexts and issues in feedback on L2 writing. Hyland, K. & Hyland, F. (Eds.) Feedback in second language writing: contexts and issues. New York: Cambridge University Press. Pp 1-19.

99. Hyland, K. (2006). Medical discourse: hedges. In Brown, K. (Ed.) Encyclopedia of Language and Linguistics (2nd edition). Oxford: Elsevier. pp 694-697.

98. Hyland, K. (2006). English for specific purposes: some influences and impacts. In Cummins, A. & Davison, C. (eds). The International Handbook of English language education (Vol 1). Norwell, Mass: Springer. pp 379-390.

97. Hyland, K. & Tse, P. (2005). Evaluative that constructions: signaling stance in research abstracts. Functions of Language, 12 (1): 39-64.

96. Hyland, K. (2005) A convincing argument: corpus analysis and academic persuasion. In Connor, U. & Upton, T. (Eds.) Discourse in the Professions: Perspectives from Corpus Linguistics. Amsterdam: Benjamins. pp 87-114.

95. Hyland, K. (2005). Teaching ESP: How specific should we be? In Kazamia, V. (Ed.) Foreign languages for specific purposes in tertiary education. Thessaloniki, Greece: Centre for foreign language teaching. pp 15-33.

94. McDonough, J. (2005). Perspectives on EAP: an interview with Ken Hyland. ELT Journal, 59 (1)

93. Hyland, K. (2005). Stance and engagement: a model of interaction in academic discourse. Discourse Studies, 7 (2): 173-191.

92. Hyland, K. & Tse, P. (2005). Hooking the reader: a corpus study of evaluative that in abstracts. English for Specific Purposes, 24 (2) 123-139.

91. Hyland, K. (2005) Digging up texts and transcripts: confessions of a discourse analyst. In T. Silva and P. Matsuda (Eds.) Second Language Writing: Perspectives on the Process of Knowledge Construction. Lawrence Erlbaum. pp 177-189.

90. Hyland, K. & Tse, P. (2004). Metadiscourse in academic writing: a reappraisal. Applied Linguistics, 25 (2): 156-177.

89. Hyland, K. (2004) Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing, 13(2) : 133-151.

88. Hyland, K. (2004). Graduates’ attitude: the generic structure of dissertation acknowledgements. English for Specific Purposes, 23 (3): 303-324. [Winner of Horowitz Prize for Best Article in 2004]

87. Hyland, K. (2004) Engagement and Disciplinarity: the other side of evaluation In Del Lungo, G. (ed). Academic Discourse: new insights into Evaluation. Amsterdam: Peter Lang. pp 13-30.

86. Hyland, K. (2004). Patterns of engagement: dialogic features and L2 student writing. In Ravelli, L. & Ellis, R. (Eds.) Analyzing academic writing: contextualized frameworks. London: Continuum. pp 5-23.

85. Hyland, K. & Tse, P. (2004). “I would like to thank my supervisor”. Acknowledgements in graduate dissertations. International Journal of Applied Linguistics, 14.2: 259-275.

84. Hamp-Lyons, L. & Hyland, K. (2004) Some further thoughts on EAP. Journal of English for Academic Purposes, 4 (1) 1-4.

83. Hyland, K. & Milton, J. (2004). Qualification and certainty in L1 and L2 students’ writing. In Sampson, G. & McCarthy, D. (Eds) Corpus Linguistics: Readings in a widening discipline. London: Continuum. pp 371 to 386.

82. Matsuda, P. K., Canagarajah, A. S., Harklau, L., Hyland, K., & Warschauer, M. (2004). Changing currents in second language writing research: A colloquium. In K. Kaur (Ed.), Second language writing (pp. 22-67). Petaling Jaya, Malaysia: Sasbadi.

81. Hyland, K. & Hamp-Lyons, L. (2004). English for Academic Purposes: Current challenges and new issues. In Davidson, P. et al Proceedings of the 9th TESOL Arabia Conference. Dubai: TESOL Arabia. pp 3-14.

80. Hyland, K. (2003) Dissertation acknowledgements: the anatomy of Cinderella genre. Written Communication, 20 (3): 242-268.

79. Matsuda, P., Canagarajah, S., Harklau, L., Hyland, K. & Warschauer, M. (2003). Changing currents in second language writing research: a colloquium. Journal of Second Language Writing, 12 (2): 151-172.

78. Hyland, K. (2003). Self-citation and self-reference: credibility and promotion in academic publication. Journal of American Society for Information Science and Technology, 54 (3): 251-259.

77. Hyland, K. (2003). Genre-based pedagogies: a social response to process. Journal of Second Language Writing, 12 (1): 17-29.

76. Hyland, K. (2003). Review of Genres in the classroom: multiple perspectives edited by Ann Johns (2003) English for Specific Purposes, 22: 213-5.

75. Hyland, K. (2002). Directives: arguments and engagement in academic writing. Applied Linguistics, 23 (2): 215-239.

74. Hyland, K. (2002). What do they mean? Questions in academic writing. TEXT, 22 (4): 529-557.

73. Hyland, K. (2002). Specificity revisited: how far should we go now? English for Specific Purposes, 21 (4): 385-395.

72. Hyland, K. (2002). Authority and invisibility: authorial identity in academic writing. Journal of Pragmatics, 34 (8): 1091-1112.

71. Hyland, K. (2002). Genre: language, context and literacy. In M. McGroaty, (ed.) Annual Review of Applied Linguistics, 22: 113-135.

70. Hyland, K. (2002). Options of identity in academic writing. ELT Journal, 56 (4): 351-358.

69. Hyland, K. & Hamp-Lyons, L. (2002). EAP: issues and directions. Journal of English for Academic Purposes, 1 (1) 1-12.

68. Hyland, K. (2002). Activity and evaluation: reporting practices in academic writing. In J. Flowerdew (ed) Academic discourse. London, Longman. pp 115-30.

67. Hyland, K. (2002). Academic argument: induction or interaction? Revista Canaria de Estudios Ingleses, 44: 29-45.

66. Hyland, K. (2002). Theories and perspectives on intercultural communication. Perspectives, 14(2): 139-142.

65. Hyland, K. (2001). Bringing in the reader: Addressee features in academic articles. Written Communication, 18 (4): 549-574.

64. Hyland, F & Hyland, K. (2001). Sugaring the pill: praise and criticism in written feedback. Journal of Second Language Writing, 10 (3). 185-212. [Winner of Prize for Best Article in 2001]

63. Hyland, K. (2001). Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes, 20 (3). 207-226. [Winner of Horowitz Prize for Best Article in 2001]

62. Hyland, K. (2001). Putting the S back into LSP: How far should we go? ESP Malaysia, 7 (2): 112-128.

61. Hyland, K. (2001). Review of English across genres: language variation in the discourse of economics by Marina Bondi. English for Specific Purposes, 20 (3). 305-308.

60. Hyland, K. (2001). Definitely a possible explanation: Epistemic modality in academic argument. In M. Gotti & M. Dossena (eds.) Modality in specialized texts. Bern: Peter Lang. pp 291-310.

59. Hyland, K. (2001). Putting specificity into specific purposes: how far should we go? Perspectives, 13 (1): 1-21.

58. Hyland, K. (2000). Hedges, boosters and lexical invisibility: noticing modifiers in academic texts. Language Awareness, 9 (4): 179-197.

57. Hyland, K. (2000). ‘It might be suggested that…’: academic hedging and student writing. Australian Review of Applied Linguistics. 16. Special Issue on discourse analysis and language teaching. pp 83-97.

56. Hyland, K. (2000). Review of Developments in English for Specific Purposes by T.Dudley-Evans & M.J. St John. English for Specific Purposes, 19 (3): 297-300.

55. Hyland, K. (1999). Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics, 20 (3): 341-267.

54. Candlin, C. & Hyland, K. (1999). Introduction: integrating approaches to the study of writing. In Candlin, C. & Hyland, K. (eds.). Writing: Texts, processes and practices. Longman. pp 1-18.

53. Hyland, K. (1999). Disciplinary discourses: writer stance in research articles. In Candlin, C. & Hyland, K. (eds.). Writing: Texts, processes and practices. Longman. pp 99-121.

52. Hyland, K. (1999). Talking to students: metadiscourse in introductory coursebooks. English for Specific Purposes, 18 (1): 3-26.

51. Hyland, K. (1999). Persuasion in academic articles. Perspectives, 11 (2): 73-103.

50. Milton, J. & Hyland, K. (1999). Assertions in students’ academic essays: a comparison of L1 and L2 writers. In Berry, R., Asker. B., Hyland, K. & Lam, M. Language analysis, description and pedagogy. UST Press.

49. Hyland, K. (1998). Boosting, hedging and the negotiation of academic knowledge. TEXT, 18 (3) pp. 349-382.

48. Hyland, K. (1998). Coherence and Clarity. In N. Shameen & M. Tickoo (Eds.) New ways in using communication games in language teaching. Alexandria, VA: TESOL.

47. Hyland, K. (1998). Persuasion and context: The pragmatics of academic metadiscourse. Journal of Pragmatics, 30: 437-455.

46. Hyland, K. (1998). Exploring corporate rhetoric: metadiscourse in the CEO’s letter. Journal of Business Communication, 35 (2): 224-245.

45. Hyland, K. (1997). Disciplinary identity in research writing: Metadiscourse and academic communities. In Lundquist, L. Picht, H. & Qvistgaard, J. LSP identity and interface: Research, knowledge and society, vol 2. (pp 648-654). Copenhagen Business School Press: Denmark.

44. Hyland, K. (1997). Language attitudes at the handover: communication and identity in 1997 Hong Kong. English World Wide, 18 (2): 191-210.

43. Hyland, K. (1997). Is EAP necessary? A survey of Hong Kong undergraduates. Asian Journal of English Language Teaching, 7: 77-99.

42. Hyland, K. & Milton, J. (1997). Qualification and certainty in L1 and L2 students’ writing. Journal of Second Language Writing, 16 (2): 183-205. [Runner up: Best article in JSLW in 1997].

41. Hyland, K. (1997). Do our students really need EAP?. Perspectives, 9 (1): 35-62.

40. Hyland, K. (1997). Scientific claims and community values: articulating an academic culture. Language and Communication, 17 (1):19-32.

39. Hyland, K. (1996). Writing without conviction? Hedging in scientific research articles. Applied Linguistics, 17 (4): 433-454.

38. Hyland, K. (1996). Nurturing hedges in the ESP curiculum. System, 24 (4): 477-490.

37. Hyland, K. (1996). ‘I don’t quite follow’: Making sense of a modifier. Language Awareness, 5 (2): 91-100.

36. Hyland, K. (1996). Hedging your bets in academic discourse. In J. Field, A. Graham & M. Peacock (Eds.) Insights 1 (pp. 39-45). IATEFL, London.

35. Hyland, K. (1996). Scientific English: hedging in a foreign culture. In J. James (ed) The language-culture connection. SEAMEO, Singapore. (pp 219-228).

34. Hyland, K. (1996). Talking to the academy: forms of hedging in science research articles. Written Communication, 13 (2): 251-281.

33. Hyland, K. (1996). How good are our textbooks? A look at hedging. In M. K. David (Ed.) Innovations in approaches to the teaching and learning of English. (pp 65-75). MELTA, Malaysia.

32. Hyland, K. (1995). Getting serious about being tentative: How scientists hedge. New Zealand Studies in Applied linguistics, 1: 35-50.

31. Hyland, K. (1995). The author in the text: hedging scientific writing. Hong Kong Papers in Linguistics and Language Teaching, 18: 33-42.

30. Hyland, K. (1995). Desert island books: An essential TESOL library. Prospect, 10 (1): 69-78.

29. Hyland, K. (1994). Hedging in academic writing and EAP textbooks. English for Specific Purposes, 13 (3): 239-256.

28. Hyland, K. (1994). The learning styles of Japanese students. JALT Journal, 16 (1): 55-74.

27. Hyland, K. (1994). Learning styles and Japanese students. Annual Proceedings, Cairns 1993 (pp. 151-162). Sydney: ELICOS Assn.

26. Hyland, K. (1993). Culture and learning: A study of the learning stylepreferences of Japanese students. RELC Journal, 24 (2): 69-91.

25. Hyland, K. (1993). Language learning simulations: A practical guide. English Teaching Forum, 31 (4): 16-22.

24. Hyland, K. (1993). ESL computer writers: What can we do to help? System, 21 (1): 21-30.

23. Hyland, K. (1993). Integrating process and product in an ESL syllabus. Annual Proceedings, Adelaide 1992, pp 108-117. Sydney: ELICOS Assn.

22. Hyland, K. & Hyland, F. (1992). Go for gold: Integrating process and product in ESP. English for Specific Purposes, 11 (3): 225-242.

21. Hyland, K. (1992). Cooperative group work. Focus on English, 7 (2 & 3): 24-32.

20. Hyland, K. (1992). Communication theory in language teaching. Guidelines, 14 (1): 55-62.

19. Hyland, K. (1992). Genre Analysis: Just another fad? English Teaching Forum, 30 (2): 14-18.

18. Hyland, K. (1992). EIL: A course in International Communication. The New Zealand Language Teacher, 18 (1): 72-75.

17. Hyland, K. (1991). Collaboration in the English Classroom. Prospect, 7 (1): 85-92.

16. Hyland, K. (1991). CALL and the EAP Classroom. Annual Proceedings, Melbourne: 135-150. Sydney: ELICOS Assn.

15. Hyland, K. (1991). Managing group work. Guidelines, 13 (1): 28-35.

14. Hyland, K. (1991). Developing oral presentation skills. English Teaching Forum, 29 (2): 35-37.

13. Hyland, K. (1991). Towards a communicative methodology. TESLA Journal, 8 (1): 10-15.

12. Hyland, K. (1990). The wordprocessor in language learning. Computer Assisted Language Learning, 3: 9-78.

11. Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21 (1): 66-78.

10. Hyland, K. (1990). Providing productive feedback. ELT Journal, 44 (4): 279-285.

9. Hyland, K. (1990). Literacy for a new medium: Word processing skills in EST. System, 18 (3): 335-342.

8. Hyland, K. (1990). A systematic approach to passing exams. Guidelines, 12 (2): 61-67.

7. Hyland, K. (1990). Cargo and Christianity in Kaliai. Catalyst, 20 (2): 167-180. Goroka: The Melanesian Institute.

6. Hyland, K. (1990). The New Tribes in Kaliai: A response. Catalyst, 20 (3): 261-266. Goroka: The Melanesian Institute.

5. Hyland, K. (1990). Communicative competence in PNG: Whose rules?. TESLA Journal, 7 (3): 9-14.

4. Hyland, K. (1990). CALL: Tips for intending players. Guidelines, 12 (1): 65-71.

3. Hyland, K. (1990). Purpose & Strategy: Teaching extensive reading skills. English Teaching Forum, 28 (2): 14-18.

2. Hyland, K. (1989). Buzz Groups in the conversation class. Modern English Teacher, 17 (1/2): 19-22.

1. Hyland, K. (1989). Intervention in High School Writing. TESLA Journal, 7 (1): 7-18.