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F. Hyland, Scaffolding during the writing process: The role of informal peer interaction in writing workshops, in Scaffolding during the writing process: The role of informal peer interaction in writing workshops, D. Becher and Hirvela, A. University of Michigan Press, 2008.
K. Hyland, Understanding writing: Exploring texts, writers and readers, Journal of the British Assn of Teachers of Japanese, vol. 8, pp. 63-74, 2007.
K. Hyland, Understanding writing: Exploring texts, writers and readers, Journal of the British Assn of Teachers of Japanese, vol. 8, pp. 63-74, 2007.
K. Hyland, Make your academic writing assertive and certain, in Make your academic writing assertive and certain, J. Reid University of Michigan Press, 2008, pp. 70-89.
F. Hyland and Lo, M., Examining interaction in the teaching practicum: Issues of language, power and control, Mentoring and Tutoring, vol. 14/ 2, pp. 163-186, 2006.
K. Hyland, English for Academic Purposes: An Advanced Resource Book. London: Routledge, 2006.
K. Hyland, A convincing argument: Corpus analysis and academic persuasion, in Discourse in the Professions: Perspectives from Corpus Linguistics, U. Connor and Upton, T. Amsterdam: Benjamins, 2005, pp. 87-114.
K. Hyland and , Representing readers in writing: Student and expert practices, Linguistics and Education, vol. 16, pp. 363-377, 2006.
K. Hyland, A convincing argument: Corpus analysis and academic persuasion, in A convincing argument: Corpus analysis and academic persuasion, U. Connor and Upton, T. John Benjamins, 2005, pp. 87-114.
K. Hyland and Salager-Meyer, F., Science writing, Annual Review of Information Science and Technology., vol. 42, pp. 297-338, 2008.
K. Hyland, Metadiscourse. Continuum, 2005.
K. Hyland, Texts, transcripts, and identity: Confessions of a discourse analyst, in Second Language Writing: Perspectives on the Process of Knowledge Construction., T. Silva and Matsuda, P. Mahwah, NJ: Lawrence Erlbaum, 2005, pp. 177-189.
K. Hyland and Salager-Meyer, F., Science writing, Annual Review of Information Science and Technology., vol. 42, pp. 297-338, 2008.
K. Hyland, English for specific purposes: Some influences and impacts, in International Handbook of English language education Vol 1, A. Cummins and Davison, C. Norwell, Mass: Springer, 2006, pp. 379-390.
K. Hyland and Hyland, F., State of the art article: Feedback on second language students' writing, Language Teaching, vol. 39/2, pp. 83-101, 2006.
K. Hyland, Genre pedagogy: Language, literacy and L2 writing instruction, Journal of Second Language Writing, vol. 16/3, pp. 148-164, 2007.
K. Hyland, Stance and engagement: A model of interaction in academic discourse, in Stance and engagement: A model of interaction in academic discourse, T. A. Van Dijk Sage, 2007, pp. 102–121.
K. Hyland and Tse, P., Evaluative that constructions: Signalling stance in research abstracts, Functions of Language, vol. 12/1, pp. 39-64, 2005.
K. Hyland, Metadiscourse. London: Continuum, 2005.
K. Hyland, Academic clusters: Text patterning in published and postgraduate writing, International Journal of Applied Linguistics, vol. 18/1, pp. 41-62, 2008.
K. Hyland, Persuasion, interaction and the construction of knowledge: Representing self and others in research writing, International Journal of English Studies, vol. 8/2, pp. 8-18, 2008.
K. Hyland and Hyland, F., State of the art article: Feedback on second language students' writing, Language Teaching, vol. 39/2, pp. 83-101, 2006.
K. Hyland and Tse, P., Hooking the reader: A corpus study of evaluative that in abstracts, English for Specific Purposes, vol. 24/2, pp. 123-139, 2005.
K. Hyland, Texts, transcripts, and identity: Confessions of a discourse analyst, in Texts, transcripts, and identity: Confessions of a discourse analyst, T. Silva and Matsuda, P. Lawrence Erlbaum, 2005, pp. 177-189.
K. Hyland, Academic clusters: Text patterning in published and postgraduate writing, International Journal of Applied Linguistics, vol. 18/1, pp. 41-62, 2008.

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