Journal Articles & Book Chapters

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

2014

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

181. Hyland, K. (2014). Written academic English. In The Cambridge Handbook of English Corpus Linguistics, In D. Biber & R. Reppen. Cambridge University Press.

 180. 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.

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

 178. Hyland, K. (2014). 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.

 177. Hyland, K. (2014). Re-imagining literacy: English in Hong Kong’s new university curriculum.  In D. Conium (ed.). Developments in English language education and assessment: Hong Kong and China. London: Springer.

 176. Hyland, K. (2014). Metadiscourse. In Tracy, K. (ed.) International Encyclopedia of Language and Social Interaction.  Oxford: Wiley-Blackwell

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

2013

 174. Hyland, K. (2013). Second Language Writing: the manufacture of a social fact. Journal of Second Language Writing.  22: 426-7.

 173.  Hyland, K. (2013).  Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation. 39 (3): Pages 180-187.  http://dx.doi.org/10.1016/j.stueduc.2013.06.003,

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

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

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

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

 168. 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

167. 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.

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

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

2012

164. 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

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

162. 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.

2011

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

156.  Hyland, K. (2011).  Writing in the university: education, knowledge and reputation. Language Teaching.  DOI:10.1017/S0261444811000036

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.

2010

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 vol 34 pp 28-39 (translated into Chinese).

2009

138.  Hyland, K. & Tse, P. (2009) “The leading journal in its field”: evaluation in journal descriptions. 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 DiscourseFrankfort: 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.

2008

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.  Vol 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.  Vol 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)  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.

2007

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.  Vol 8: 63-74.

2006

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

2005

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.

2004

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 dissertationsInternational 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.

2003

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.

2002

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.  Vol. 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? in Revista Canaria de Estudios Ingleses. 44: 29-45.

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

2001

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.

2000

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.

1999

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.

1998

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.

1997

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.

1996

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.

1995

32.  Hyland, K. (1995). Getting serious about being tentative: How scientists hedge New ZealandStudies 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.

1994

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.

1993

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.

1992

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.

1991

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.

1990

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.

1989

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.