专著推荐 | Hyland推荐的Student academic writing重要读本

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编者按：近期一直有学友咨询我推荐对我们学术写作学习、教学与研究相关的著作。说来也是恰逢其会，学术英语研究国际顶尖学者Ken Hyland教授 (目前国际引用率达到73000次) 应邀给Language Teaching 期刊撰写了一篇Ken Hyland’s essential bookshelf: Academic writing的文章，涉及了

（1）Research on professional academic writing

（2）Student academic writing

（3）Research on contexts of writing

（4）Methodological approaches

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- 睡起秋声无觅处

满阶梧桐月明中 -

专

家

简

介

- Ken Hyland -

Ken Hyland is an Honorary Professor at the University of East Anglia. He was previously a professor at University College London, the UEA and the University of Hong Kong. He is best known for his research into writing and academic discourse, having published 280 articles and 29 books on these topics with 73,000 citations and an h index of 96 on Google Scholar. A collection of his work was published as The essential Hyland (Bloomsbury, 2018). He is the Editor of two book series with Bloomsbury and Routledge, was founding co-editor of the Journal of English for Academic Purposes (Elsevier) and was co-editor of Applied Linguistics (OUP)

Being asked to recommend a dozen key works on a specialist subject is much harder than it might seem. I decided on academic writing as this is something I know a bit about after a long career absorbed in it, but there are now too many books, papers, theses and unpublished studies for any individual to even approach making a comprehensive list. Google Scholar, for example, brings up a mere 5 million hits on the topic. There is also the issue that any selection probably says as much about the lister as the books listed. All our decisions reflect who we are and so the texts we include will be influenced by our experiences and ideas about what we think writing is, what we see as most interesting about it and how we believe it can be known. Any selection, then, is the outcome of a whole tangle of events in our lives that make us what we are and shape what we are likely to see as important.This is, however, precisely the idea behind this series of articles in Language Teaching: authors are asked to bring their personal experiences and prejudices to recommend a shelf of books according to how they see the importance and significance of the texts. It seems only fair, then, to spell out my own bias from the beginning. This is a list guided by someone who sees writing as the outcome of activity rather than as activity itself: writing as a noun rather than a verb. Writing is neither simply personal expression or a display of well-formed sentences but is an activity performed in a social context, which means seeing writing not just as language but also as discourse.

What this means is that when we write, we choose our words to connect with others and present our ideas in ways that make most sense to them, and we do this by using the words, structures andkinds of argument they will accept and understand. So, writing is an attempt to achieve something while bearing readers in mind: it is the outcome of interactions with readers. In academic writing,then, this means taking on the ways of thinking and talking valued by disciplinary peers, supervisors, examiners and others. Studying this involves looking at both finished texts themselves and how they got that way. What are the disciplinary, social, professional, diachronic and other contextual factors that encouraged writers to produce such texts? This, then, is broadly what I see academic writing to be, and the titles I suggest here are those that, for me, best express this view and its emergence as a central perspective on describing, researching and teaching academic writing.

I have limited my selection to books. There are, of course, any number of exceptionally brilliant and influential papers and chapters on the topic (e.g. Bloor, 1996; Thompson & Thetela, 1995). But books tend to have a longer use-by date and greater influence over time (Hyland & Jiang, 2021) while also allowing their writers to more fully develop and support an idea. Books, then, tend to both launch and consolidate new perspectives and drive research in certain directions. I have also limited the selection to books dealing with ACADEMIC writing, thus sidelining numerous excellent titles on second language (L2) writing (e.g. Casanave, 2017; Manchon & Matsuda, 2016) and writing in general (Clark & Ivanic, 1997; Kress, 2003). Given these constraints, these are the sources that have been personally important for me and to which I continually return and recommend to others. They are organised under four headings for convenience, depending on whether the work is primarily focused on professional writing, student writing, the contexts surrounding writing or research methods, although there are plenty of overlaps and leakage between them.

Student academic writing 

My selections so far favour published writing and, recognising that many readers will be seeking to build an essential library with other interests, this section includes books that relate to student writing in different ways. These focus on what students write, how they learn to write, and how they can be taught to write better

推荐读本1.基于BAWE语料库研究不同学科学生写作的体裁差异研究

Nesi, H., & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education.Cambridge University Press

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推荐语：Student genres have tended to take a back seat when it comes to the use of corpora to describe academic writing, so this book is a breath of fresh air as much as an important contribution to our understanding of what students write. Some papers based on the British Academic Written English (BAWE)corpus had appeared before this book was published, but here we see the huge ambition of the project. A detailed description of assessed writing in UK higher education across 30 disciplines from first year undergraduate to masters level, the volume maps the surprising number and range of genres students are asked to write, from essays to design proposals. It is an excellent example of what detailed corpus analyses can offer as well as a clear demonstration of the use of corpus techniques. I return to it again and again for information about student writing and the structure of written genres.

Perhaps the main innovation is the idea that student writing can be grouped into 13 ‘genre families’, each distinguished by its own organizational stages, purpose and networks with other genres. The ‘critique’ family, for example, is populated by genres that have the purpose of demonstrating an understanding of something and evaluate its significance such as the book review, product evaluation, book reports, website evaluations, and so on. Even ten years after its publication, the book remains relevant for researchers and practitioners. The authors’ use of Biber’s (1988) multifunction analysis and the genre work of scholars like Martin and Rose (2008), for example, offer analysts a way of researching these and other school genres in more detail by focusing on their shared purposes, key stages and salient features. It also encourages readers to explore the connections of genres as members of families and whether these hold for other texts. For teachers, the book shows how these genres vary across disciplines and stages of university life, and so provides a way of reflecting on the genres they teach and a principled way to create a structured and coherent development programme for their students.

推荐读本2.学术语境与传播媒介的变迁触发的学术体裁革新

Tardy, C. (2016). Beyond convention: Genre innovation in academic writing. University of Michigan Press.

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推荐语：Teachers using genre approaches in their classes have long been sensitive to the criticism that the method contains a ‘reproductive’ element that risks creating a static, decontextualized pedagogy that can fail to acknowledge variation and choice in writing. When this happens, students might then regard genres as sets of rules, or what Freedman (1994, p. 46) once called ‘a recipe theory of genre’. I had myself discussed how genres can be repurposed for parody, satire or fraud and had even written on how celebrity authors had the authority to break from community norms to create an identity through their language choices (Hyland, 2008, 2010). Overall though, by describing the conventions that embody disciplinary ideologies and customs, I probably helped solidify them for teachers. Tardy is among the first to put genre innovation front and centre, engaging with the complexities of genre variation from theoretical and pedagogic standpoints. Tardy argues that innovations are intentional decisions to depart from conventions and that these should be seen as part of genre knowledge. This allows us to distinguish innovation from transgression or unintentional error and encourages us to see innovation as a feature of reader reception rather than of a text. In academic writing, she says this is often used to make work stand out, subvert conventions, or present the writer’s individuality. This book, then, is not another abstract and theoretical discussion of how our writing is imprisoned in the conventions of established genres. Instead, it offers teachers ways to encourage students to vary and innovate their academic writing. Tardy’s discussions of word choice and use of modality, for example, are presented in the context of different classroom activities and contexts. She discusses the benefits and risks for creating novelty but also argues that it is generally the students who have demonstrated mastery of conventions who are granted the most rope. This is an

推荐读本3：研究生学术英语写作教材（高被引、高重印本。墙裂推荐给有志于SSCI国际发表的青年学者） 

Swales, J., & Feak, C. (2012). Academic writing for graduate students. 3rd ed. University of Michigan Press.

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推荐语：It may seem odd to include a textbook when restricted to only 12 ‘must-have’ titles on my list, yet I’ve never thought of this book as ‘just’ a textbook. While it has all the trappings of one: tasks, examples, models, commentaries and a companion volume with ‘sample answers’, it is more than that. It also provides teachers and students with a coherent way of understanding academic writing as a network of connected genres and motivated language choices. This is a book that has had an enormous influence on me as a teacher, and I often draw on it for ideas or inspiration as well as recommend it to others. The authors provide a model of how to use authentic textual data to raise students’ conscious awareness of language choices. Students are guided to apply their analytical skills to texts, developing an exploratory attitude towards language while fostering a comparative approach that reveals the social, relativistic nature of academic writing. Students can learn from each other and from the tasks by discussing the research findings in the text and sharing their own experiences. Many of us search for ways of engaging our students in learning, encouraging them to exercise their curiosity and use their analytical skills to better understand writing. This book, more than any other I know, provides advice on ways of doing this. Engineers and chemists don’t necessarily want to be discourse analysts, but the tasks in this book get students to question their views on language and see the rhetorical impact of different ways of presenting arguments. This, then, is a book that encourages exploration and awareness rather than fixed rules and routines. I believe that it should be in the backpack of every university language teacher.

推荐读本4：学术英语教师的宝藏教学指南。如何引导学生通过基于体裁的学术写作提高学术话语能力，通过体裁让学生了解语言和语境之间的关系

Johns, A. M. (1997). Text, role and context. Cambridge University Press

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推荐语：I’ve known Ann Johns for about 30 years, meeting at conferences and giving workshops together, and she is the most enthusiastic and creative advocate for teaching academic writing to secondary and undergraduate students I’ve ever met. She brings these same qualities of excitement and commitment to this slim volume, her only single-authored book, which is packed full of ideas and good sense about the importance of community and context in learning to write. When I first read it, the connections between community, learning and writing became much clearer and showed me how students might be motivated to be what she calls ‘literacy researchers’.Johns argues that learners acquire academic literacy in particular social contexts to develop a ‘socioliterate competence’ through the genres specific to those contexts. In this way, writers, and readers become part of communities that have their own rules and conventions for doing things, illustrating her argument in both academic and non-academic genres. Even after 25 years, this book gives teachers a fresh and creative perspective on teaching writing. Johns’ eclectic approach will resonate with teachers in many contexts as she outlines and explores tasks that ask students to draw on their experiences with genres to interpret and create texts within specific subject areas. She tries to encourage ‘an attitude of mind’ in students rather than get them to follow a particular path. What strikes you most when reading this book, however, is that Johns strongly believes in what she says and has used these methods in classrooms herself. This accessible and highly readable text constantly switches between theory and practice and remains a stimulating book for teachers who will find not just teaching ideas here but a thought-provoking attitude to writing. Beyond this, the examples of curriculum design and ways to implement them that appear in the last few chapters are as pioneering today as when they were first written. In sum, this book provides teachers with plenty to consider through a coherent framework for understanding academic writing and how it might best be taught. I recommend it to all EAP teachers

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