Journal Articles & Book Chapters

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


222. Hyland, K. & Jiang, F. K. (2018). Interactive metadiscourse: Tracking the management of rhetorical persuasion 1965-2015. Journal of Historical Pragmatics.

221. Hyland, K. & Jiang, F. K. (2018). Changing patterns of self-citation: Cumulative inquiry or self-promotion. Text & Talk.

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.

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.

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. The TESOL Encyclopaedia of English Language Teaching. In J. Liontas (ed.) 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. doi:10.1093/applin/amw023

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) p. 251-274

196.  Hyland, K. (2016).  Methods and methodologies in second language writing. System. Vol 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.   Vol 19.   pp 32-43.   DOI: 10.1016/j.jeap.2015.02.005

189. Jiang, K. & Hyland, K. (2015). “The fact that”: Stance nouns in disciplinary writing. Discourse Studies.  17 (5):  529-550   doi: 10.1177/1461445615590719

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 The Cambridge Handbook of English Corpus Linguistics, In D. Biber & R. Reppen. 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  DOI: 10.1002/9781118611463/wbielsi003


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.  Issue 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. Issue 2 pp 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: 426-7.

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

162.  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

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

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

159. 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.

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


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.


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).


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.


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.


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.


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.


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 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.


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.  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.


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 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.


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.