دانلود کتاب The Essential Hyland: Studies in Applied Linguistics

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Title Page\nCopyright Page\nContents\nPreface\nAcknowledgements\nPart I Writing, ­participation and identity\n Introduction\n Chapter 1 Writing in the university: Education, knowledge and reputation\n 1 Introduction\n 2 Why this interest?\n 3 Education\n 4 Knowledge\n 5 Reputation\n 6 Conclusions\n Chapter 2 Discipline: Proximity and positioning\n 2.1 What is a discipline?\n 2.2 Proximity: Hegemony, solidarity and convention\n 2.3 Positioning: Diversity, appropriation and stance\n 2.4 Conclusions\n Chapter 3 Participation: Community and expertise\n 3.1 Global communities, local interactions, and personal positions\n 3.2 Experts and newcomers\n 3.3 Participation as learning\n 3.4 Conclusions: A thoroughly social practice\n Chapter 4 Community and individuality: Performing identity in applied linguistics\n Identity: Individuality and disciplinarity in writing\n Bringing corpora to identity studies\n The protagonists\n Texts and method\n Personal interests and professional niches\n Deborah Cameron—The radical linguist\n John Swales: The inquiring colleague\n Conclusions: Thoughts on the discursive production of identity\n Appendix: Corpus texts\n Commentary on Part I\nPart II Interaction, stance and metadiscourse\n Introduction\n Chapter 5 Disciplinary cultures, texts and interactions\n The importance of academic writing\n The social creation of knowledge\n Disciplinary cultures\n Texts as social interaction\n Approaches to academic interactions\n Note\n Chapter 6 Stance and engagement: A model of interaction in academic discourse\n Interaction and evaluation\n Stance and engagement\n Corpus and methods\n Stance and features of writer positioning\n Engagement and features of reader positioning\n Stance and engagement practices: corpus findings\n Stance, engagement and disciplinarity\n Conclusion\n Chapter 7 Metadiscourse in academic writing: A reappraisal\n Introduction\n Conceptions of metadiscourse\n Key principles of metadiscourse\n A model of academic metadiscourse\n Metadiscourse in postgraduate writing\n Conclusions\n Notes\n Chapter 8 Change of attitude? A diachronic study of stance\n Conceptions of stance\n Stance in academic writing\n Corpus, model, and method\n Changing patterns of stance\n Shifting commitment and increasing presence—What changes and to what extent?\n Final observations and conclusions\n Appendix\n Note\n Commentary on Part II\nPart III Interactions in peripheral genres\n Introduction\n Chapter 9 Constructing proximity: Relating to readers in popular and professional science\n 1 Interpersonality and proximity\n 2 A tale of two genres\n 3 Facets of proximity\n 4 Conclusions\n Chapter 10 Dissertation acknowledgements: The anatomy of a cinderella genre\n Acknowledgements in published scholarly texts\n Acknowledgements, self representation and gift-giving\n Corpus and procedures\n Postgraduate acknowledgements: Differences of degree\n Allocating credit: Some disciplinary patterns\n Acknowledging scholarly support: The construction of a professional identity\n Acknowledging friends and family: The construction of a social identity\n Some observations and directions\n Note\n Chapter 11 The presentation of self in scholarly life: Identity and marginalization in academic homepages\n 1 Introduction\n 2 Online identities\n 3 The academic homepage\n 4 Data and method\n 5 Text choices in the academic homepage\n 6 Formatting and images\n 7 Hyperlinks and connections\n 8 Conclusions\n Commentary on Part III\nPart IV Features of ­academic writing\n Introduction\n Chapter 12 Academic attribution: Citation and the construction of disciplinary knowledge\n Introduction\n Procedure and corpus\n Discussion: Citation and disciplinary argument\n Conclusion\n Acknowledgements\n Appendix. Journal corpus\n Notes\n Chapter 13 Humble servants of the discipline? Self-mention in research articles\n 1 Introduction\n 2 Impersonality and its discontents\n 3 Method and corpus\n 4 Frequencies and forms of self-mention\n 5 Self-citation, disciplinary identity, and knowledge making\n 6 First person and authorial presence\n 7 Theme and personal prominence\n 8 Self-mention and discourse purposes\n 9 Some conclusions and teaching implications\n Chapter 14 Is there an “academic vocabulary”?\n The concept of an academic vocabulary\n Lists of academic vocabulary\n Corpus and methods\n Results: in search of an academic vocabulary\n Discussion\n Conclusions and implications\n Chapter 15 As can be seen: Lexical bundles and disciplinary variation\n 1 Introduction\n 2 Bundles, collocations and communities\n 3 Corpora and methods\n 4 Frequencies and structures of disciplinary bundles\n 5 Patterns and variations\n 6 Functions of bundles\n 7 Conclusions\n Commentary on Part IV\nPart V Pedagogy and EAP\n Introduction\n Chapter 16 Genre-based pedagogies: A social response to process\n Introduction\n A social take on process\n A brief overview of genre\n A genre view of language and writing\n Genre and second language literacy\n Genre-based pedagogies\n Conclusion\n Chapter 17 Nurturing hedges in the ESP curriculum\n Introduction\n Conclusions\n Chapter 18 Sugaring the pill: Praise and criticism in written feedback\n Introduction\n Significant prior research\n Participants and data\n Analysis and categorisation scheme\n Teacher acts in end comments\n Mitigation in teacher end comments\n Mitigation: Motivations and miscommunications\n Some conclusions and teaching implications\n Appendix A. Teacher interview prompts\n Appendix B. Student retrospective interview prompts\n Chapter 19 Specificity revisited: How far should we go now?\n 1 Introduction\n 2 Specificity and literacy\n 3 General English for specific purposes?\n 4 Different strokes for different folks\n 5 Putting the ‘S’ back into ESP\n Commentary on Part V\nReferences\nIndex