Ken Hyland Poradie kníh (chronologicky)

Focusing on the interplay between writing theory and pedagogy, this edition offers a comprehensive guide that highlights how research informs teaching practices. It serves as an authoritative resource for educators, emphasizing the importance of integrating scholarship into effective writing instruction.

This book "introduces the major theories, approaches and controversies in the field. [It] gathers together influential readings from key names in the discipline, including: John Swales, Alastair Pennycook, Greg Myers, Brian Street and Ann Johns. [It] provides numerous exercises as practical study tools that encourage in students a critical approach to the subject. Written by an experienced teacher and researcher in the field, 'English for academic purposes' is an essential resource for students and researchers of applied linguisitics." - back cover.

Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of Disciplinary Social Interactions in Academic Writing , Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, Disciplinary Discourses presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area.As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of Disciplinary Discourses make it a remarkable asset.The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.

This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English. This book is an accessible and authoritative approach to the theory and practice of teaching writing to students of English. It sets out the key issues in second language writing instruction to offer both pre-service and in-service teachers a guide to writing instruction grounded in current theory and research. The author takes the stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experience according to the demands and constraints of particular target contexts. This book will be extremely useful to prospective and practicing teachers alike.