CV Sept 2022

CURRICULUM VITAE KEN HYLAND
Email: [email protected]
Nationality British and New Zealand
Hong Kong permanent resident
Current Visiting Professor, University of East Anglia.

Positions Visiting Professor, Jilin University, China
Visiting Professor, Beijing Normal University, China
Foundation Fellow of the HK Academy of the Humanities.
SUMMARY:
Awards and Honours
2022 Identified as top world scientist in language and linguistics by Stanford/Elsevier based on Scopus data.
2020 Reached 60,000 citations on Google Scholar
2019 Reached 50,000 citations on Google Scholar and 200,000 ‘Reads’ on ResearchGate
2019 Invited to be Visiting Professor at Beijing Normal University, China
2017 Invited to be Visiting Professor at Jilin University, China
2017 Invited to be Honorary Professor at The University of Hong Kong
2015 Invited to be co-editor of Journal of English for Academic Purposes
2011 Elected as Foundation Fellow of the Hong Kong Academy of the Humanities
2011 Invited to be Honorary Professor at The University of Warwick
2009 Nominated as BAAL editor of Applied Linguistics (OUP)
2003 Runner up for the Languages Association Prize for Second Language Writing (CUP).
2001, 2004, 2008 Winner of Horowitz Prize for Best Article in English for Specific Purposes Journal
2001 Winner of Prize for Best Article in Journal of Second Language Writing.
1997 Runner up for best article in Journal of Second Language Writing.
1984 Constance Naden Prize for best Postgraduate thesis, University of Birmingham.
Qualifications:
PhD (Applied Linguistics), University of Queensland, 1995; MA (Applied Linguistics), University of
Birmingham, 1984; Post-Grad Certificate of Education, Worcester University, 1977; BA (2:1 Hons)
(Sociology), University of Warwick, 1976.
Teaching:
40 years teaching English for Academic Purposes, Applied Linguistics, and teacher education. Supervised over
60 MA dissertations and 11 PhD students to completion. Retired in September 2021.
Research:
Published 32 books and over 270 journal articles and book chapters with 67,000 citations on Google Scholar.
Many articles have appeared in the top international SCCI journals. I am in the top 0.5% of scholars in
ResarchGate and Academia.com. I have presented papers at 270 international conferences, over 180 as a
plenary or keynote speaker, and obtained research funding of £250, 000.
Administration:
Ex-Director of a University centre in Hong Kong with 70 staff providing EAP courses to over 12,000 students.
Previously held head of department/centre roles at UCL/IOE, London and International Pacific University,
New Zealand. Have sat on university committees and conference organising committees.
Service:
Founding co-editor of Journal of English for Academic Purposes (Elsevier). Co-editor of Applied Linguistics
(OUP), Series Editor for Bloomsbury Discourse Series and (Bloomsbury) and Innovations and Challenges in
applied linguistics (Routledge). Chair of the Hong Kong Association of Applied Linguistics for four years.
Ken Hyland curriculum vitae Page 2
ACADEMIC POSITIONS
Honorary Professor Oct ’21 - present

University of East Anglia, UK
Professor of Education in Applied Linguistics Oct ’17- Sept 2021

University of East Anglia, UK (part-time)
Professor of Applied Linguistics (Personal Chair) Sept ’09 - Sept 2017

Director of Centre for Applied English Studies
The University of Hong Kong
Professor of Applied Linguistics in Education (Personal Chair) Oct ’04 –Sept ’09
Reader in Education Oct ’03 – Sept ‘04
Head of the Centre for Academic and Professional Literacies.
University College London, Institute of Education
(Commended for Best practice by UK QAA for supporting
International Students, 2006)
Associate Professor (Scale A) Sept ‘96 – Sept ‘03

Department of English & Communication
City University of Hong Kong.
University Lecturer Sept ‘94 - Aug ‘96

English Department, Lingnan University, Hong Kong
Senior Lecturer and Head of Department Jan '91 - Aug ‘94

English as an International Language Dept.
International Pacific University, New Zealand
Lecturer II (Higher) in Language & Communication Dept. Aug '88- Dec '90
PNG University of Technology, Lae, Papua New Guinea.
Deputy Chairman of Science Reading Dept. Sep '84 - Jul'88

King Abdulaziz University, Jeddah.
Coordinator/Writer for ESP courses April - Sept 1984

The Bell School of Languages, Norwich.
Teacher in a Malaysian Secondary School Oct '80 - Dec'83

The Centre for British Teachers, London.
EFL teacher July & Aug 1980

The Bell School of Languages, Norwich.
EFL teacher to Middle & Secondary students Oct '78 -Jun '80
Riyadh Schools, Riyadh, Saudi Arabia.
EFL teacher/Acting Director of Studies Aug & Sept 1978

Quinn's School of English, London.
EFL/Literature teacher at higher secondary school. Aug '77-May '78

White Nile Secondary School, Ed Dueim, Sudan.
QUALIFICATIONS
Ph.D. “Hedging in scientific research articles” December,1995

University of Queensland, Brisbane.
(Part-time: May 1993 - June, 1995)
MA in Applied Linguistics by thesis. July,1984

"An analysis of presuppositions in casual conversation"
(Awarded Constance Naden Prize for best Postgraduate thesis Jan '82-Dec '83 (Part time)
in the Faculty of Arts, 1983-4), University of Birmingham Jan '84-Apr '84 (Full Time)
RSA Certificate in TEFLA Aug,1978

The Bell School of Languages, Norwich
Post Graduate Certificate in Education (PGCE) July,1977

Worcester University.
Sept '76 - July '77
BA with Upper Second Class Honours in Sociology July,1976

University of Warwick, Oct '73 - July '76
EDITORSHIPS
Editor of Innovations and challenges in applied linguistics Series (Routledge). 8 books published
Editor of Bloomsbury Discourse Series (Bloomsbury): Currently 23 books published.
Founding co-editor of Journal of English for Academic Purposes (Elsevier 2001-2009 and 2015-2018)
Co-editor of Applied Linguistics (Oxford University Press 2009-2014)
Reviews Editor of English Specific Purposes (Elsevier 2000-2004).
PUBLICATIONS
AUTHORED BOOKS
Hyland, K. (2022). Teaching and Researching Writing 4th edition. London: Routledge
Hyland, K. & Jiang, K. (2019). Academic Discourse and global publishing: Disciplinary persuasion
in changing times London: Routledge
Reviews:
Paul Miller (2021) in Ibérica 40: 271-273
Heather Graves (2021) in English for Specific Purposes 62: 100–102
Meizhen Lin (2021) in Chinese Journal of Applied Linguistics 44 (2): 259-262
Carmen Perez-Llantada (2020) in Journal of English for Academic Purposes
44. https://doi.org/10.1016/j.jeap.2020.100847
Muhammad Afzaal and Jiang Xiangyi (2020) in Discourse Studies. 22 3: 384-386
Xiaoyu Xu (2020 in System 90 https://doi.org/10.1016/j.system.2020.102294
Hyland, K. (2019) Second Language Writing 2nd ed. New York, Cambridge University Press.
Reviews:
Alan Hirvella (2020) in Journal of second Language Writing 48
https://doi.org/10.1016/j.jslw.2020.100716
Estele Ene (2020) in System vol 89.
https://doi.org/10.1016/j.system.2020.102210
Dorothy Wordon-Chambers (2020) in Journal of English for Academic
Purposes.vol 46 https://doi.org/10.1016/j.jeap.2020.100876
Hyland, K. (2018). The Essential Hyland. London: Bloomsbury Press.
Reviews:
Yanli Zou (2019) in English for Specific Purposes. 53: 131-133
Ken Lau in Asian Journal of Applied Linguistics (2019).
https://www3.caes.hku.hk/ajal/index.php/ajal/article/view/591/567
Carmen Sancho Guinda in Applied Linguistics (2021). 42 (1): 196-198
https://doi.org/10.1093/applin/amy041
Terese Thonus on Linguist List (2018)
https://linguistlist.org/pubs/reviews/get-review.cfm?SubID=36396837
Laurence Anthony in Journal of Second Language Writing (2019)
https://doi.org/10.1016/j.jslw.2018.12.003
Jo Lewkowicz (2019) in Journal of English for Academic Purposes. Vol 38: 165-167
Thomas Tinnefeld (2018) Journal of Linguisticsand Laguage Teaching. 9, 2
Hyland, K. (2016). Teaching and Researching Writing 3rd edition. London: Routledge
Reviews:
Davud Kuhi (2017) in The Journal of Applied Linguistics and Applied Literature. Vol 5,
Issue 1. 99-101
Julia Molinari in Academic Emergence (2016)
https://academicemergence.wordpress.com/2016/01/15/review-of-teaching-and-
researching-writing-hyland-2016/
Sadeghi, K & Alavi, ST (2017) Iranian Journal of Language Teaching Research 5(1),
131-133
Alan Hirvella (2016) in Journal of Second Language Writing 33 (2016)
Hyland, K. (2015) Academic publishing: issues and challenges in the production of knowledge.
Oxford: Oxford University Press.
Reviews:
Karen Bennett in Applied Linguistics. (2016) 10.1093/applin/amw034
Jixian Pang & Xue Li in English Today (2016) doi.org/10.1017/S026607841600050X
Laura Mihaela Muresan in Journal of English for Academic Purposes (2016)
Christine Casanave in English for Specific Purposes (2016)
Dorota Werbinska in System (2016)
Pejman Habibie in Linguist List (2015) https://linguistlist.org/issues/27/27-813.html
Alison Drinkwater in English Teaching Professional (2015) 99: 42.
Yongyan Li in Journal of Second Language Writing (2015) 30 (4): 82-83.
Roger Barnard in Modern English Teacher (2015) 24 (4): 85-6.
Hyland, K. (2014) Academic Written English. Shanghai Foreign Language Education Press
Hyland, K. (2012) Disciplinary Identities. Cambridge: Cambridge University Press

Reviews:
Cissy Li in American Anthropologist. (2014): 116 (4): 873-874.
Guiliana E. Garzone in Journal of English for Academic Purposes (2014) 15: 50-53.
Carmen Sancho-Guinda in Ibérica (2014) 28: 225-256
John Swales in Journal of Second Language Writing (2013) 22 (1): 1-3
Brian Paltridge in Applied Linguistics (2013) 34(1): 112-115
Severine Wozniak in English for Specific Purposes (2013) 32 ( 2): 128–130
Kevin Jiang in Contemporary Linguistics. (2013).
Hyland, K. (2010) Teaching and Researching Writing 2nd edition. London, Longman
Hyland, K. (2009). Academic Discourse. London, Continuum.
Reviews:
Katherine Moran in Corpora (2011) 6 (1): 107-110
Jim Bame (2010) in The Asian Journal of EFL. 12 (3): 198-200
Yuehai Xiao in Journal of English for Academic Purposes (2010) 10 (3): 198-199
Fethi Helal in English for Specific Purposes (2010). 29 (3): 212-214
Kris Van de Poel in English Text Construction. (2009). 2 (2): 291-294.
Hyland, K. (2006). English for Academic Purposes: An advanced resource book. London,
Routledge.
Reviews:
Budsaba Kandoksilapatham in Taiwan International ESP Journal (2010) 2 (1): 105-111
Theresa Lillis & Zsuzsanna Walkó in English for Specific Purposes (2008) 27: 487-490
John Swales in Journal of English for Academic Purposes(2007) 6(3) 278-280
Katherine Manning in Business Communication Quarterly(2007)70: 261-264
Maria Herrando Rodrigo in Miscelanea (2007) 35: 99-108.
Hyland, K. (2005). Metadiscourse. London, Continuum.

Reissued in 2018 in Bloomsbury Classics in Linguistics Series
Reviews:
Gavin Melles in Discourse & Society (2008) 19 (6): 845-847.
Geoff Thompson in Language in Society(2008) 37 (1): 138-141.
Vijay Bhatia in Journal of English for Academic Purposes (2008)7 (4): 290-293.
Steve Price in Australian Review of Applied Linguistics(2008) 31 (1): 7.1-7.5.
Herta Rodinain The Modern Language Journal (2007) 91 (3), 479–480.
Polly Tse in English for Specific Purposes(2007) 26 (4): 518-521
Bojana e-Language (e Journal of the Linguistic Society of America) (2007)
Brian Paltridge in Journal of Pragmatics (2006) 39: 226-227.
Wayne Trotman (Right on Writing) in English Language Gazette. (2006)
Aleksandar Carapic in LINGUIST List 17.116 (2006)
Hyland, K. (2004) Disciplinary Discourses: social interactions in academic writing. Ann Arbor, MI:
University of Michigan Press,
Reissue of 2000 book
Hyland, K. (2004). Genre and Second Language Writers. Ann Arbor, University of Michigan Press.
Reviews:
Zhou, A. in Language Awareness (2009) 18: 2 Pages: 215-220
Sunny Hyon in English for Specific Purposes (2008) 27 (1): 111-115
Helen Shapiro in Journal of English for Academic Purposes. (2006). 5 (1): 87-92
Hyland, K. (2003) Second Language Writing. New York, Cambridge University Press.
[Awarded Runner up/ Honorable Mention for the Kenneth W. Mildenberger Prize,
Modern Languages Association].
Reviews:
Wayne Trotman (2010) January 27th, 2010. In ELT Book Reviews
Gena Bennett in TESOL Quarterly (2007) 41 (1): 203-6
Chris Tribble in ELT Journal (2005) 59 (4): 343-347
Ilona Leki in English for Specific Purposes (2005) 24 (3):359-362
Peter Crompton in Australian Language and Literacy Matters(2005) 3
Hyland, K. (2002) Teaching and Researching Writing. London, Longman
Reviews:
Paul Pauwels in International Journal of Applied Linguistics (2005) 15 (1): 79-82.
Joel Bloch in English for Specific Purposes (2004) 23 (3): 344-7
Peter Grundy in ELT Journal (2003) 57 (1): 85-8
Tom Cobb in System (2002) 31: 132-6.
Hyland, K. (2000) Disciplinary Discourses: social interactions in academic writing. London,

Longman.
(2004) reissued by University of Michigan Press
Reviews:
John Swales in English for Specific Purposes (2001) 20 (1001): 495-8.
Christine Tardy in Applied Linguistics (2002) 23 (1): 141-142
SigurdD’hondt in Pragmatics 11 (2): 201-2
Bennan Zhang in Asia Pacific Journal of Language in Education. (2000) 3 no 2: 113-7
Hyland, K. (1998) Hedging in scientific research articles. Amsterdam: John Benjamins..
Reviews:
Paul Thompson in Multilingua (2001) 20 no. 4 pp 428-32
Ann Johns in English for Specific Purposes (2001) 20 no 2 pp 195-203
Frantisek Danes in Slovo a Slovesnost (2001) 62 pp125-126 (in Czech)
Alan Gross in Pragmatics & Cognition (2000) 8 no 2 pp 446-450.
Janet Holmes in Australian Review of Applied Linguistics (1999) 21 no 2 pp 144-147
Ingrid Piller in Language (1999) 75 no 3. p 631
Susan Hood in Hong Kong Journal of Applied Linguistics (1998) 3, no 2 pp 133-136
EDITED BOOKS
Hyland, K & Paltridge, B. & Wong, L. (eds.) (2021). Bloomsbury Companion to Discourse Analysis 2nd
edition. London: Bloomsbury.
Hyland, K. & Hyland, F. (eds.) (2019) Feedback in second language writing 2nd edition. Cambridge:
Cambridge University Press.
Reviews:
Hanne Roothooft (2021) in Ibérica 40 (2020): 284-287
Estella Ene (2020) in System (89) https://doi.org/10.1016/j.system.2020.102210
ZhiqingXua & Lawrence Jun Zhang (2020) in Journal of Second Language Writing 48.
Alan Hirvella (2020) in Journal of English for Academic Purposes 44.
https://doi.org/10.1016/j.jeap.2020.100854
259. Zhang, O & Hyland, K. (2021). Elements of doctoral apprenticeship: community feedback
and the acquisition of writing expertise. Journal of Second Language Writing. 53
258. Zou, H. & Hyland, K. (2021). A tale of two genres: Engaging audiences in academic
blogs and three-minute thesis presentations. Australian Journal of Linguistics
257. Hyland, K. & Jiang, FK (2021) Academic naming: Changing patterns of noun use in research
writing. Journal of English Linguistics. 49 (3): 255-282.
256. Hyland, K. & Zou, H. (2021). “I believe the findings are fascinating”: stance in Three-Minute
Theses. Journal of English for Academic Purposes. 50 (2) https://doi.org/10.1016/j.jeap.2021.100973
255. Hyland, K. & Jiang, FK. (2021). The Covid infodemic: Competition and the hyping of virus
research. International Journal of Corpus Linguistics. https://doi.org/10.1075/ijcl.20160.hyl
254. Zhang, O & Hyland, K. (2021). Advice-giving, Power and Roles in Theses Supervisions. Journal of
Pragmatics. 172: 35-45.
253. Hyland, K. (2021) Academic discourse. In Hyland, K & Paltridge, B. & Wong, L. (eds.).
Bloomsbury Companion to Discourse Analysis. London: Bloomsbury. pp 125-138.
252. Hyland, K. (2021). Understanding writing: texts, writers and readers. Scripta Manent XV1/2: 3-16.
251. Hyland, K. & Jiang, FK (2021). A bibliometric study of EAP research: Who is doing what,
where and when? Journal of English for Academic Purposes. 49.
250. Hyland, K (2021). A reflection on some of my recent research. Discourses on Culture. Vol 15. 35-
44.
2020
249. Na, L. & Hyland, K. (2020). International publishing as a networked activity: Collegial
support for Chinese scientists. Applied Linguistics 42. (1): 164-182.
248. Hyland, K. & Zou, H. (2020). In the frame: signalling structure in academic articles and
blogs. Journal of Pragmatics. 165. 31-44.
247. Hyland, K. & Jiang, K. (2020). “This work is antithetical to the spirit of research”: An
anatomy of harsh peer reviews. Journal of English for Academic Purposes. 46
246. Zou, H. & Hyland, K. (2020). Academic blogging: writers’ views on interacting with readers.
Iberica. (39) pp 267-293
246. Jiang, K. & Hyland, K. (2020). Prescription and reality in advanced academic writing.
Iberica (39) pp 15-41.
245. Zou, H. & Hyland, K. (2020). Managing evaluation: Criticism in two academic review genres.
English for Specific Purposes. 60. pp. 98-112
244. Zou, H. & Hyland, K. (2020). “Think about how fascinating this is”: Engagement in academic
blogs across disciplines. Journal of English for Academic Purposes. 43.
243. Hyland, K. (2020). Identity narratives: scholarly storytelling in academic genres. In

Communicating English in Specialised Domains: A Festschrift for Maurizio Gotti. Edited by
Maci, S., Michele S. & Spinzi, C. Newcastle, UK: Cambridge Scholars Publishing pp 160-176
242. Hyland, K. (2020). Peer review: Objective screening or wishful thinking? Journal of English
for Research Publication Purposes. 1 (1): 51-65
241. Hyland, K. & Jiang, K. (2020). Text-organizing metadiscourse: tracking changes in rhetorical
persuasion. Journal of Historical Pragmatics. 21 (1): 138-165
240. Jiang, K. & Hyland, K. (2020). “There are significant differences…”: the secret life of
existential there in academic writing. Lingua. 233. 102758
239. Hyland, K. & Lehman, I. (2020). Preface to Special Issue. Discourses on Cuture 13. University
of Social Science, Lodz, Poland. pp 7-20.
238. Hyland, K. (2020). The communication of expertise: changes in academic writing. In Gotti, M.,
Maci, S & Sala, M. (eds). Scholarly pathways: knowledge transfer and knowledge exchange in
academia. Bern: Peter Lang. pp 33-56.
2019
237. Zou, H. & Hyland, K. (2019). Reworking research: Interactions in academic articles and blogs.
Discourse Studies. 21 (6): 713-733
236. Hyland, K. & Jiang, K. (2019). "Points of reference: changing patterns of academic citation".
Applied Linguistics. 40 (1): 64-85 https://doi.org/10.1093/applin/amx012
235. Na, L. & Hyland, K. (2019). “I won’t publish in Chinese now”: Publishing, translation and the
non-English speaking academic. Journal of English for Academic Purposes. Vol 39. 37-47.
234. Hyland, K. & Jiang, K. (2019). Academic lexical bundles: how are they changing?
International Journal of Corpus Linguistics. 23 (4): 383-407
233. Hyland, K. (2019) Foreword: Corpora and specialised English in the university curriculum. In P.
Crosthwaite & L. Cheung. (eds). Learning the Language of Dentistry: Disciplinary corpora in
the teaching of English for Specific Academic Purposes. Amsterdam: Bemjamins.
232. Gass, S., Hyland, K., Juffs, A. & Starfield, S. (2019). Conducting Research at Language Centers:
Perspectives from the Field. TESOL Quarterly 52 (4): 1108-1109
231. Hyland, K. (2019) Academic cultures and disciplinary writing: Specificity in EAP. Discourses on
Culture 1 (1) : pp 7-24.
230. Hyland, K. (2019). Genre and Discourse Analysis in Language for Specific Purposes. In Chapelle,
C. (ed.) The Concise Encyclopaedia of Applied Linguistics. Oxford: Wiley-Blackwell
229. Hyland, K. (2019). Foreword: Bringing in the reader. In Sancho Guinda, C. (Ed). Engagement in
Professional genres: Deference and Disclosure. Amsterdam: John Benjamins pp xii-xiv
228. Hyland, K. (2019) What messages do students take from feedback? In Hyland, K. & Hyland, F.
(eds.) (2019) Feedback in second language writing 2nd edition. Cambridge: Cambridge University
Press. Pp 265-284
227. Hyland, K. & Hyland, F. (2019) Interpersonality and teacher-written feedback. In Hyland, K. &
Hyland, F. (eds.) (2019) Feedback in second language writing 2nd edition. Cambridge: Cambridge
University Press. Pp 165-183
226. Hyland, K. & Hyland, F. (2019) Contexts and issues in feedback on L2 writing. In Hyland, K. &
Hyland, F. (eds.) (2019) Feedback in second language writing 2nd edition. Cambridge: Cambridge
225. Hyland, K. (2019). Academic interaction: Where’s it all going? In Hyland, K. & Wong, L. (eds.)
(eds) Specialized English: New Directions in ESP and EAP Research and Practice. Oxford:
Routledge.
224. Habibe, P. & Hyland, K. (2019). The Risks and Rewards of Scholarly Publishing in Habibe, P. &
Hyland, K. (Eds.) Novice writers an scholarly publication. London, Palgrave. Pp 1-10
223. Hyland, K. (2019). Participation in Publishing: The Demoralising Discourse of Disadvantage. In

Habibe, P. & Hyland, K. (Eds.) Novice writers an scholarly publication. London, Palgrave. Pp 13-
24
2018
222. Hyland, K. & Jiang, K. (2018). Changing patterns of self-citation: Cumulative inquiry or self-
promotion? Text and Talk. 38, 3, p. 365–387
221. Hyland, K. & Jiang, K. (2018). “In this paper we suggest”: changing patterns of
disciplinary metadiscourse. English for Specific Purposes. 51, p. 18-30
220. Hyland, K. (2018). Sympathy for the devil? A defence of EAP. Language Teaching. 51, 3. 383-399
219. Jiang, K. & Hyland, K. (2016). Nouns and academic interactions: a neglected feature of
metadiscourse. Applied Linguistics. 39 (4) Pages 508–531 doi:10.1093/applin/amw023
218. Zhang, Z. . V. & Hyland, K. (2018). Student engagement with teacher and automated
feedback on L2 writing. Assessing Writing. 36, p. 90-102
217. Na, L. & Hyland, K. (2018). Intervention and revision: expertise and relationship in text
mediation. Written Communication. 34, 4, p. 414-440
216. Hyland, K. & Jiang, 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). Preface: Academic writing and non-anglophone scholars. In Mur-Duenas, P. &
Šinkūnienė, J. (Eds). Intercultural Perspectives on Research Writing. Amsterdam: John Benjamins
214. Hyland, K. (2018). Genre and second language writing. The TESOL Encyclopaedia of English
Language Teaching 2nd ed. In J. Liontas (ed.) Oxford: Willey.
213. Hyland, K. (2018). Narrative, identity and academic storytelling. ILCEA Revue de
l’Institut des langues et cultures d'Europe, Amérique, Afrique, Asie et Australie. 31, 1
212. 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.
211. Hyland, K. (2018). When to be Egotistical? Identity, Writing and First Person Pronouns. In K. G.
Tomaselli (ed.) Making Sense of Research: theory, practice and relevance. Johannesburg: Van
Shelk. pp 187-194
210 Hyland, K. (2018). Disciplinas e discursos: interacoes sociais na construcao do conhecimento. In

Dieb, M. (ed). A APRENDIZAGEM E O ENSINO DA E SCRITA: desafios e resultados em
experiências estrangeiras. Campinas, Spain: Pontes Editores pp 83-114.
2017
209. Jiang, K. & Hyland, K. (2017). Metadiscursive nouns: interaction and cohesion in abstract moves.
English for Specific Purposes Journal. 46: 1-14.
208. Hyland, K. (2017). Metadiscourse: what is it and where is it going? Journal of Pragmatics. Vol
113: 16-29
207. Hyland, K. & Jiang, K. (2017). Is academic writing becoming more informal? English for Specific
Purposes Journal 45: 40-51.
206. 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.
205. 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.
204. Hyland, K. (2017). English in the discipline: arguments for specificity. ESP Today. Vol.
5(1): 5-23. 2. https://doi.org/10.18485/esptoday.2017.5.1.1
203. Hirvela, A., Hyland, K. & Manchón, R.M. (2017) 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.
202. Hyland, K. (2017). English in the discipline: Language provision in Hong Kong’s new
university curriculum. In Eun Sung Park (ed.) English education at the tertiary level in Asia.
New York: Routledge. pp 27-45
201. 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.
2016
200. Hyland, K. & Jiang, K. (2016). “We must conclude that…”: A diachronic study of
academic engagement. Journal of English for Academic Purposes. 24: 29-42.
199. Hyland, K. (2016). Language myths and publishing mysteries: A response to Politzer-Ahles
et al. Journal of Second Language Writing. 34: 9-11.
198. Hyland, K. (2016). Academic publishing and the myth of linguistic disadvantage. Journal
of Second Language Writing. 31: 58–69
197. Na, L. & Hyland, K. (2016). Chinese academics writing for publication: English teachers
as text mediators. Journal of Second Language Writing 33: 43-55
196. Hyland, K. & Jiang, K. (2016). Change of attitude? A diachronic study of stance. Written
Communication. 33(3) p. 251-274
195. Hyland, K. (2016). Methods and methodologies in second language writing. System. Vol
59: 116-125.
194. 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.
193. Hyland, K. (2016). General and Specific EAP. In Preece, S. (ed.) Routledge Applied Linguistics:
A Compilation of Cutting Edge Research. London: Routledge.
192. 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.
191. Hyland, K. (2016). General and specific EAP. In Hyland, K. & Shaw, P. (eds.) Routledge
Handbook of EAP. London: Routledge. pp 17-29.
2015
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 2nd ed. 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
2014
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.
pp 1-22
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 Companion to English Studies. London: Routledge.
2013
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
http://dx.doi.org/10.1016/j.stueduc.2013.06.003,
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.pp 248-262
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. pp1-13
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 Purposes. In C.
Chappele (ed.) The Encyclopaedia of Applied Linguistics. Oxford: Wiley-Blackwell.
2012
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). Corpora and 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.
2011
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). Academic discourse. In Hyland, K. & Paltridge, B. (eds.) Continuum
Companion to Discourse Analysis. London: Continuum. pp 171-184.
155. 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.
154. Hyland, K. (2011). Projecting an academic identity in some reflective genres.Iberica. 21: 9-30.
153. Hyland, K. (2011). Welcome to the machine: Thoughts on writing for scholarly publication.
Journal of Second Language Teaching and Research. 1 (1):58-68.
152. 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.
151. Hyland, K. (2011). Disciplines and discourses: Social 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.
150. 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.
149. 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.
148. 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.
2010
147. Hyland, K. (2010). Community and individuality: performing identity in Applied Linguistics.
Written Communication. 27 (2): 159-188.
146. Tse, P. & Hyland, K. (2010). Claiming a territory: relative clauses in journal descriptions. Journal of
Pragmatics.42: 1880–1889.
145. Hyland, K. (2010). Constructing proximity: relating to readers in popular and professional science.
Journal of English for Academic Purposes. 9 (2): 116-127.
144. Hyland, K. (2010) Researching writing. In B. Paltridge and A. Phakiti (eds). Continuum Companion
to Second Language Research Methods. London: Continuum pp 191-204.
143. Hyland, K. (2010). Discourse analysis and EAP: Understanding disciplinary writing. Taiwan
International ESP Journal. 1 (1) pp 5-22.
142. Hyland, K. (2010). Metadiscourse: mapping interactions in academic writing. Nordic journal of
English Studies. Special Issue on Metadiscourse. 9 (2): 125-143.
141. Hyland, K. (2010). English in the academy. English Career vol 34 pp 28-39 (translated into
Chinese).
2009
140. Hyland, K. &Tse, P. (2009) “The leading journal in its field”: Evaluation in journal descriptions.
Discourse Studies.11 (6): 703-720.
139. 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.
138. Hyland, K. & Tse, P. (2009). Academic Lexis and Disciplinary practice: corpus evidence for
specificity. International Journal of English Studies. 9 (2): 111-130.
137. 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.
136. Hyland, K. (2009). Constraint vs Creativity: identity in academic writing. In Gotti, M. (ed.)
Commonality and Individuality in Academic Discourse. Frankfort: Peter Lang. pp 25-52.
135. 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.
134. 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
133. Hyland, K. (2009). Specific purposes programmes. In Long, M.H. & Doughty, C. (Eds.) Handbook
of Language Teaching. Oxford: Blackwell. pp 201-217.
132. Hyland, K. (2009) ‘Genre Analysis’. In Malmkjær, K. (ed) Routledge Encyclopedia of Linguistics
3rd edition. London: Routledge. pp 210-213.
131. Hyland, K. (2009) ‘Genre and academic writing in the disciplines’. In Chiung-Wen Chang (Ed).
Proceedings of the Fourth International Symposium on ESP and Its Teaching. Wuhan University
Press, China.
2008
130.Hyland, K. (2008).Genre and academic writing in the disciplines Language Teaching. 41 (4): 543-562.
129. Hyland, K. (2008). ‘Small bits of textual material’: voice and engagement in Swales’ writing. English
for Specific Purposes. 27 (2): 143-160
128. Tse, P. & Hyland, K. (2008). 'Robot Kung fu': gender and the performance of a professional identity.
Journal of Pragmatics. Vol 40 (7): 1232-1248.
127. Hyland, K. (2008). Academic clusters: text patterning in published and postgraduate writing.
International Journal of Applied Linguistics.18 (1): 41-62.
126. Hyland, K. &Salager-Meyer, F. (2008). Science writing. In Cronin, B. (ed) Annual Review of
Information Science and Technology. Vol 42: 297-338
125. 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]
124. Hyland, K. (2008) Disciplinary voices: interactions in research writing. English Text Construction. 1
(1): 5-22.
123. Hyland, K. (2008) Writing theories and writing pedagogies. Indonesian Journal of English Language
Teaching.4 (2): 91-110.
122. 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.
121. Hyland, K. (2008). The Author Replies to Eldridge. TESOL Quarterly, 42 (1): 113-114
120. Hyland, K. (2008). Myth: make your academic writing assertive and certain. In J. Reid (ed.). Writing
Myths.Ann Arbor, MI: University of Michigan Press. pp 70-89.
119. 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.
2007
118. Hyland, K. (2007). Applying a gloss: exemplifying and reformulating in academic discourse. Applied
Linguistics. 28: 266-285
117.Hyland, K. &Tse, P. (2007). Is there an ‘academic Vocabulary’? TESOL Quarterly. 41 (2): 235-254
116. Hyland, K. (2007). Genre pedagogy: language, literacy and L2 writing instruction. Journal of Second
Language Writing. 16 (3): 148-164.
115.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.
114.Hyland, K. (2007). Writing in the academy: reputation, education and knowledge. London: Institute of
Education Press.
113. 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
112. 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.
111. Hyland, K. (2007). Understanding writing: exploring texts, writers and readers. Journal of the British
Assn of Teachers of Japanese. Vol 8: 63-74.
2006
110 Tse, P. & Hyland, K. (2006). ‘So what is the problem this book addresses?’ Interactions in book
reviews. Text and Talk. Vol 27. 767-790.
109. Hyland, K. (2006). Representing readers in writing: student and expert practices.
Linguistics and Education. 16: 363-377
108 Hyland, K.& Hyland, F. (2006) Feedback on Second Language students’ writing. Language
Teaching. State of the art review article. 39 (2): 83-101.
107. Hyland, K. &Anan, E. (2006). Teachers' perceptions of error: The effects of first language and
experience. System. 34 (4): 509-519.
106. 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
105. 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.
104. Johns, A., Bawashi, A., Coe, R., Hyland, K., Paltridge, B., Reiff, M. Tardy, C. (2006). Crossing the
boundaries of genres studies: commentaries by experts. Journal of Second Language Writing. 15.3:
234-249.
103. 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
102. 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
101. Hyland, K. (2006). Medical discourse: Hedges. In Brown, K. (Ed.) Encyclopedia of Language and
Linguistics 2nd edition. Oxford: Elsevier. pp 694-697.
100. 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
99 Hyland, K. (2006). The “Other” English: Thoughts on EAP and Academic Writing, The European
English Messenger. Vol 15 (2) 34-39
2005
98. Hyland, K. &Tse, P. (2005). Evaluative that constructions: signalling stance in research abstracts.
Functions of Language. 12 (1): 39-64
97. 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.
96.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.
95. McDonough, J. (2005). Perspectives on EAP: An interview with Ken Hyland. ELT Journal 59 (1)
94. Hyland, K. (2005). Stance and engagement: a model of interaction in academic discourse. Discourse
Studies. 7 (2): 173-191.
93. Hyland, K. &Tse, P. (2005). Hooking the reader: a corpus study of evaluative that in abstracts. English
for Specific Purposes. 24 (2) 123-139.
92. 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
91. Hyland, K. (2005) Prudence, precision and politeness: hedges in academic writing. In A.O. Pardo &
F.S. Jiménez (eds.). Les llengües d'especialitat: noves perspectives d'investigació. Valecia, Spain:
Universitat de València Pp 99-112.
2004
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: 133-151.
88. Hyland, K. (2004). Graduates’ gratitude: 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
dissertations. International 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
2003
80. Hyland, K. (2003) Dissertation acknowledgments: The anatomy of a 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
2002
75. Hyland, K. (2002). Directives: argument 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
2001
65. Hyland, K. (2001). Bringing in the reader: addressee features in academic articles. Written
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.
2000
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
1999
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 textbooks. 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.
1998
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
1997
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). CopenhagenBusinessSchool 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.
1996
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 curriculum. 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.
1995
32. Hyland, K. (1995). Getting serious about being tentative: How scientists hedge New Zealand Studies
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.
1994
29. Hyland, K. (1994). Hedging in academic textbooks and EAP 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.
1993
26. Hyland, K. (1993). Culture and learning: A study of the learning style preferences 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.
1992
22. Hyland, K. & Hyland, F. (1992). Go for Gold: Integrating process & 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.
1991
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.
1990
12. Hyland, K. (1990). The word processor 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.
1989
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.
CONFERENCE KEYNOTES, PAPERS & INVITED PRESENTATIONS
2022
293. Community and identity in academic writing: exploring the issues. Staff webinar series.
Beijing Normal University, China. Invited speaker by Zoom 1 December, 2022.
292. Innovating English teaching: advances in ESP. 19th international TELLSI Conference
Iran Invited Keynote speaker by video 10-12 November 2022.
291. English for Academic Purposes: The case for specificity. Metro University of Hong
Kong 4. RIBILT Seminar series. Invited speaker by Zoom 4 November, 2022.
290. English for Academic Purposes: Towards specific courses. International Virtual
Conference on Language and Literature (IVICOLL), Indonesia Invited Keynote
speaker by video 28-30 October 2022.
289. Feedback on writing: what do the participants say about it? 13th Symposium on teaching
and researching foreign language writing. Xi’an Jao Tong University, China. Invited
Keynote speaker by video 28-30 October 2022.
288. Options for teaching writing: Text, writer and reader orientations. Language and
Communication Centre series. Nanyang Technological University, Singapore. Invited
speaker by Zoom. 19 September, 2022.
287. Community and identity in academic writing. Jilin university seminar series, Jilin
University, China. Invited speaker by VooV. 7 September, 2020
286. We are what we write: The central role of academic literacy. LIT Educational
Hub inaugural event. University of East Anglia. Invited speaker by Zoom. 10 August.
285. Writing in the academy: education, knowledge and reputation. 20th Asia TEFL
conference at Universitas Negeri Malang, Indonesia. Plenary speaker by Zoom 5 - 7
August
284. Innovating English teaching: arguments for specific EAP. 5th International English for
Specific Purposes Conference. Middle East Technical University, Ankara, Turkey.
Keynote speaker 1-2 July, 2022
283. Metadiscourse: What’s in a prefix? CUP/BAAL seminar Going Meta: Bringing together
an understanding of metadiscourse with students’ metalinguistic understanding. Exeter
University 24 May, 2022 Plenary Speaker
282. Teaching ESL writing: 3 perspectives. Penn TESOL-East Spring Virtual Conference. By
Zoom. 21 May, 2022. Plenary Speaker
281. Teaching written communication skills. English Language teaching today: Opportunities
and challenges. British Council webinar, Jakarta, Indonesia. Invited speaker By Zoom
26 March.
280. Teaching and researching writing in higher education. Academic writing seminar series.
IOE, University College London. Invited speaker. By Zoom 27 Jan, 2022.
2021
279. Community and identity in academic writing. Systemic Functional Linguistics

Association of Tunisia Research Conference. Faculty of Letters and Humanities,
University of Sfax, Tunisia. Invited plenary. By Zoom. 17-19 December.
278 Interaction in writing. ROCAs - Rodas de Conversas Acadêmicas, Universidade Estadual

de Londrina, Brazil. Invited speaker. By Zoom. 18 November.
277. EAL authors and international publishing: the myth of linguistic disadvantage. III ALES
Conference, Universidade Federal da Paraíba, João Pessoa, Brazil. Invited plenary by
Zoom. 12-14 November.
276. Submitting and revising a paper. Seminar on Writing and Publishing Academic Papers in
International Journals, Foreign Language Teaching and Research Press, Beijing Foreign
Studies University, Beijing, China. Invited plenary by Zoom. 6-7 November.
275. Introduction to writing and publishing. Seminar on Writing and Publishing Academic
Papers in International Journals, Foreign Language Teaching and Research Press, Beijing
Foreign Studies University, Beijing, China. Invited plenary by Zoom. 6-7 November.
274. Working with writing. International Symposium on Applied Linguistics Research

(ALR2020), Prince Sultan University, Riyadh, Saudi Arabia. 6-7 November by zoom.
Plenary Speaker
273. Innovating English teaching: Specificity and EAP. Centre for Modern Languages &
Literature. University Tengku Abdel Rahman, Malaysia. 20 October. By Zoom.
Invited Speaker.
272. Community and identity in academic writing. Centre for Language Research
(CLAR) Conference. University of Rijeka, Croatia. 23-25 June, 2021. By Zoom.
Invited Plenary Speaker
271. Why is peer review broken and how do we fix it? Language in Education research seminar
series. University of East Anglia, UK. 8 June, 2021. By Teams. Invited Speaker
270. Approaches to writing in research and teaching. Tehran University of Medical Science
webinar series. 29 May, 2021, Talk via internet platform. Invited Speaker
269. Connecting with hearers: engagement in three-minute theses. Metadiscourse across Genres
Conference. Universitat Jaume I, Castellon, Spain. 27-28 May, 2021. Via Teams Invited
speaker
268. Community and identity in academic writing. University of Bologna, Italy. 21 April, 2021.
Via Teams Invited speaker.
267. Collaborating with colleagues: The good, the bad and the ugly. Innovative Teaching and
Research in ELT Conference. University of Hong Kong 8 -10 January 2021. Via Zoom
Featured Colloquium speaker
2020
266. Writing for international publication in Applied Linguistics and EFL journals. Research in
Education Group, University of East Anglia. 18 December, 2020. Delivered via Teams.
Invited talk
265. Writing is researching, not something we do when its finished. ‘I'm a Scientist, Not a Writer’
Symposium. Heidelberg University, Germany. 2 December, 2020. Delivered via Zoom
Keynote speaker
264. Writing instruction: perspectives on teaching. 4th. International Conference on Research in

Applied Linguistics (ICRAL). Bursa Uludag University, Turkey 25 November, 2020.
Delivered via Zoom Keynote speaker
263. We are what we write: writing in the academy. The Fourth Symposium on Interdisciplinary
Linguistics. East China Normal University. 24-25 October, 2020. Delivered via Tencent
Voov. Keynote speaker
262. Perspectives on teaching writing. Slovene Association of LSP Teachers. 15-16 October
2020. Delivered via Zoom Keynote speaker
261. Reworking research: talking to readers in articles and blogs. SALT Journal. Colombia
Teachers’ College, New York. 20 May 2020. Delivered via Zoom Invited speaker
2019
260. We are what we write: the role of writing in the academy. Language in use: linguistic and
pedagogical perspectives Conference University of Bialystok, Poland. 5-6 December 2019.
Invited Keynote speaker
259. Working with writing: understanding texts, writers and readers. University of Modena,
Italy. 17th November, 2019. Invited speaker
258. What is so important about academic writing? University of Modena, Italy. 17th November,
2019. Invited speaker
257. Disciplinary writing in EAP. University of Cambridge. 11 November, 2019. Invited

Speaker
256. Writing for international publication. Metadiscourse across languages and contexts
conference, Jilin University, China. 18-20 October, 2019. Invited workshop
255 Reworking research: interactions in articles and blogs. Metadiscourse across languages and
contexts conference, Jilin University, China. 18-20 October, 2019. Invited Keynote
speaker
254. Feedback: Peceptions and practices. XVIII Conference of AELFE (Asociación Europea de
Lenguas para Fines Específicos) University of Navarra, Spain 20 -21 June, 2019. Invited
Keynote speaker.
253. Specificity in University English teaching. ESP Conference. Liverpool Hope University.
26-27 April 2019. Invited Keynote speaker.
252 Why is writing important at university? Cardiff University research seminar series. 10
April, 2019. Invited speaker
251. We are what we write: the role of writing in the academy. Applied Linguistics in English
conference. Bahir Dar University, Ethiopia. March 12-14, 2019. Invited opening Keynote
speaker.
250. Teaching and researching writing for language teaching. Applied Linguistics in English
conference. Bahir Dar University, Ethiopia. March 12-14, 2019. Invited closing Keynote
speaker.
249. Metadiscourse: issues and challenges. Staff seminar series. University of East Anglia, UK.
6 March, 2019. Invited speaker
248: Specificity, writing and EAP. Staff seminar series. Institute of Education, UCL, London.
Jan 30, 2019. Invited speaker
2018
247. Community and identity in academic writing 3nd International Conference on

Communication Across Cultures. University of Social Sciences, Warsaw, Poland. 6-7
December 2018. Plenary speaker
246. The centrality of writing: Making a difference in the academy. Staff seminar series.
University of Bath, UK. November 2018. Invited speaker
245. Interaction in academic writing. Staff seminar series. Jilin University, China. 22nd October
2020. Invited speaker
244. Methods and methodologies in language research. Staff seminar series. Jilin University,
China. 20th October 2018. Invited speaker
243. Identity and academic writing: presenting a self in storytelling genres. Identity in second
language writing conference. Nanjing University, China. 12 -15 October 2018. Plenary
Speaker
242. Working with Writing. Faculty of Education Seminar Series. University of Sheffield. 12th
September 2018. Invited speaker
241. The communication of expertise: changes in academic writing over 50 years. CERLIS
conference. Scholarly Pathways: Knowledge Transfer and Knowledge Exchange in Academia.
University of Bergamo, Italy 21-23 June 2018 Plenary speaker
240. Writing: texts, writers and readers. Professional development symposium. Jilin University,
China. 28th April 2018. Plenary speaker.
239. Re-imagining Instruction: Specificity and EAP writing. Staff seminar series. Jilin
University, China. 26th April 2018. Invited speaker
238. Innovating English teaching: A new approach to EAP. Revisiting ELT Practices in
Multicultural Contexts: Evidence-Based Practices. Shantou University, China. 20-22 April
2018. Plenary speaker.
2017
237. Working with writing. 4th International Conference on ESP/EAP/EMI in the Context of
Higher Education. National University of Science and Technology MISiS, Moscow, Russia.
24-25 November 2017. Keynote speaker
236. Informality and academic writing. 4th International Conference on ESP/EAP/EMI in the
Context of Higher Education. National University of Science and Technology MISiS,
Moscow, Russia. 24-25 November 2017.
235. Academic interaction: where’s it all going? Faculty of Education Seminar Series. University
of East Anglia. 15th November 2017. Invited speaker
234. Re-imagining Instruction: Specificity and EAP writing. 1st Annual Conference of the Asian
Association for ESP & 6th National Conference of the Chinese Association for ESP 27-29
October 2017. Beijing Foreign Studies University, China. Keynote speaker
233. Writing research: methods and methodologies. Doing Research in Applied Linguistics/
English in South-East Asia conference. King Mongkut’s University of Technology, Bangkok,
Thailand. June 22-24, 2017. Keynote speaker
232. Academic interaction: where’s it all going? Faces of English language education 2 Conference.
University of Hong Kong. June 1-3, 2017. Keynote speaker.
231. Feedback on writing: Faculty and student perceptions. Writing for readers conference.
Polytechnic University of Hong Kong. 19 May, 2017. Keynote speaker.
230. Metadiscourse: what’s new? Metadiscourse across Genres Conference. 30 March-1 April, 2017.
Limassol, Cyprus . Keynote speaker
229. Working with writing: understanding texts, writers and readers. 4th International Conference on
Language in Focus. Famagusta, Cyprus. March 2-4, 2017 keynote speaker
228. Teaching EFL writing: 3 perspectives. International conference on applied linguistics and
language education. De La Salle University, Manila, Philippines Feb 10-11, 2017. Keynote
speaker
227. Narrative, identity and professional storytelling. FASP and beyond: fictional and non-fictional
narratives related to professional communities and specialized groups". Grenoble,. University
Grenoble-Alpes, France. January 26-27, 2017 keynote speaker
2016
226. Teaching and researching writing. 4th conference of Applied Linguistics of China.
Guangdong University of Foreign Studies. December 3-4. keynote speaker
225. Disciplinary specificity and academic writing: reimagining tertiary EAP. Hong Kong
Assn of Applied Linguistics AGM. PolyU, Hong Kong. 29 Sept, 2016. Invited
speaker
224. Academic publishing and the myth of linguistic disadvantage. Watz Memorial Lecture
Pennsylvania State University. Sept 19-22 Invited speaker
223. Informality and academic writing. What’s new? American Assn for Corpus Linguistics.
Iowa State University, USA. Sept 16-18
222. “Corpus insights into community and identity in academic writing” American
Association for Corpus Linguistics Annual conference. 16-18 September, 2016. Iowa
State University, USA. Keynote presentation
221. Pan-Pacific Association of Applied Linguistics (PAAL) conference. Tamkang University,

Taiwan, from August 22 to 24 Keynote presentation
220. “Teaching writing at university”. University of Technology, Kuala Lumpur Malaysia 28 July,
2016. Invited workshop
219. “Writing for publication”. University of Technology, Kuala Lumpur Malaysia 25 July Invited
workshop
218. “Interactions in research writing”. 10th Language for Specific Purposes Conference.
University of Technology, Kuala Lumpur Malaysia. 26-27, July 2016. Keynote
presentation
217. “English in the disciplines: A new approach to EAP” 2nd China EAP Annual Conference &
the First International Symposium on Academic English in Asia. Fudan University,
Shanghai. 28-30 May 2016. Keynote presentation
216. “Small change? Informality in academic writing”. International Computer Archive of

Modern and Medieval English (ICAME) 2016. Chinese University of Hong Kong. May
25-28, 2016 Keynote presentation
215. “Specificity, collaboration and English in the disciplines”. AESLA 2016, University of
Alicante, Spain. 14-16th April, 2016 Keynote presentation
214. “Genre: theory, analysis and pedagogy”. Universidad del Valle, Cali, Colombia. March
14, 2016 Invited workshop
213. “Feedback on writing: Advice from research”. Universidad del Valle, Cali, Colombia.
March 14, 2016 Invited workshop
212. “Writing for publication in Applied linguistics journals”. Universidad del Valle, Cali,
Colombia. March 16, 2016 Invited workshop
211. “Teaching writing: understanding texts, writers and readers”. XI Meeting of Language
Teaching Programs and II ELT Conference. Universidad del Valle, Cali, Colombia. March
17-19, 2016. Keynote presentation
2015
210. Innovating Instruction: Specificity and English in the disciplines. 14th Symposium on
Second Language Writing. AUT University, Auckland, New Zealand. November 19-
21, 2015 Keynote presentation
209. English for Specific Purposes: why is specificity important? 6th International Language
Learning Conference (ILLC) 2-4 November, 2015 Penang, Malaysia. Keynote
presentation
208. 10th Symposium on Teaching English at Tertiary Level Tsinghua University, Beijing.
October 17-18, 2015 Keynote presentation
207. “Anecdote, attitude and evidence. Does English disadvantage EAL authors in
international publishing?” Faces of English Conference. University of Hong Kong. June
11-13, 2015. Keynote presentation
206. Writing for International Publication in Applied Linguistics and EFL Journals. Faces of
English Conference. University of Hong Kong. June 11-13, 2015.
Invited workshop
205. Peer review: Objective screening or wishful thinking? Writing for scholarly publication
symposium. City University of Hong Kong. 22-23 May, 2015. Invited speaker.
204. Innovating instruction: specificity and English in the disciplines. British Assn of
Lecturers in English for Academic Purposes (BALEAP) conference. University of
Leicester. 17 &19 April 2015. Keynote presentation
203. PhDs in EAP: Panel Session. British Assn of Lecturers in English for Academic Purposes
(BALEAP) conference. University of Leicester. 17 &19 April 2015 Invited Speaker
202. Targeting learners academic writing needs at Hong Kong U. TESOL Convention. Toronto,
Canada. 25-28 March 2015
201. Undergraduate understandings: stance and engagement in L2 undergraduate writing," TESOL

Convention. Toronto, Canada. 25-28 March 2015
200. A critical reflection on research methods in writing. American Association for Applied
Linguistics Conference. Toronto, Canada. March 21-24, 2015 Invited Colloquium
199. Specificity and EAP: Writing in the disciplines. American University of Sharjah, United Arab
Emirates. Invited presentation
198. Feedback to L2 writers: What, how and why bother? TESOL Arabia Conference. Dubai, United
Arab Emirates. 12-14 March 2015 Invited workshop
197. Teaching and researching genre. TESOL Arabia Conference. Dubai, United Arab Emirates. 12-
14 March 2015 Invited presentation
196. Teaching writing: understanding texts, writers and readers. TESOL Arabia Conference. Dubai,
United Arab Emirates. 12-14 March 2015 Keynote presentation
195. Re-imagining the curriculum : English in the discipline. Contextual Diversity in Language
Teaching and Learning conference. National University of Malaysia, 5-6 February, 2015. Invited
presentation
194. Faculty feedback: Writing to learn? 5th Language Education Symposium. Polytechnic
University, Hong Kong. 2nd February, 2015. Invited presentation
193. Feedback on writing: Faculty and student perceptions. CAES Seminar series. Hong Long
University. January 21, 2015. Invited presentation
2014
192. Writing reform: Specificity and English in the disciplines. ETA International Symposium. Chien
Tan Conference Centre, Taipei; November 14-16. Plenary speaker
191. Feedback to L2 writers: What, how and why bother? ETA International Symposium. Chien Tan
Conference Centre, Taipei; November 14-16. Invited workshop
190. Writing in the Disciplines: curriculum innovation in EAP. 7th International Conference on English
Language Teaching in China. Nanjing University. 20th-21st October, 2014 Keynote speaker
189. Genre, corpora and academic writing: understanding community and identity through texts. 8th Free
Linguistic Conference. Jiao Tong University, Shanghai, China. September 26-27, 2014. Keynote
Speaker
188. Community and Identity in academic writing. Sydney Seminar Series. University of Sydney,
Australia. 21st-23rd August, 2014 . Keynote Speaker.
187. Advice from the editors: publishing in humanities journals (with Brian Paltridge) Sydney Seminar
Series. University of Sydney, Australia. 21st-23rd August, 2014.. Invited Speaker.
186. A corpus approach to academic identity. AILA Conference. University of Queensland, Brisbane,
Australia. 10th-15th August, 2014.
185. Faculty feedback: perceptions and practices in L2 disciplinary writing. AILA Conference. University
of Queensland, Brisbane, Australia. 10th-15th August, 2014.
184. Publishing in English literature and linguistics journals. Seminar on Publishing. University of
Stockholm, Sweden. June 9th -10th , 2014. Invited speaker
183. Innovating instruction: specificity in EAP. 9th International conference on English for Specific
Purposes. Universiti Teknologi Malaysia, Johor, Malaysia. May 27-29, 2014. Keynote speaker.
182. Corpora and change in English language teaching. TESOL Conference in Portland, Oregon.
March 26-29, 2014.
181. What do faculty want? Perceptions on feedback to L2 writers. TESOL Conference in Portland,
Oregon. March 26-29, 2014.
180. Writing -to-Learn’: Faculty Expectations of L2 Disciplinary Writing. American Association for
Applied Linguistics Conference. Portland, Oregon. March 22-25, 2014
179. Innovation and change in English language education. American Association for Applied
Linguistics Conference. Portland, Oregon. March 22-25, 2014 Convenor.
178. Advice from the editors: publishing in humanities journals. (with Brian Paltridge) CAES Seminar
Series, Hong Kong University. Jan 24, 2014. Invited Speaker.
2013
177. Interactions in research writing. TESOL Sudan Bi-annual conference. Khartoum December
18-19, 2013. Keynote Speaker
178. Working with writing. Understanding texts, writers and readers. AEX-SEAMEO RELC
Conference Singapore Expo Centre. 21 November, 2013 Keynote Speaker
176. Innovating instruction: Specificity and writing in the disciplines . Applied Linguistics
Association of Korea, Pusan, Korea. 5th October, 2013. Keynote Speaker
175. Disciplinary membership and identity performance. Literacy Symposium, University of

Stockholm, Sweden. 17th-18th , September, 2013 Keynote Speaker
174. Corpora and academic writing. What’s all the fuss about? Communication Skills Conference.
Helsinki University, Finland. 13th-14th September, 2013. Keynote Speaker
173. The academic homepage: identity construction or brand management? British Association of
Applied Linguistics Annual Conference. Herriot Watt University, Edinburgh, Scotland. 5th -
7th September 2013
172. Researching and teaching academic English. Japan Association of College English Teachers
annual convention (JACET 2013) Kyoto University, Japan. 31st Aug – 1 Sept, 2013. Keynote
Speaker
171. Writing in the academy. Conference on Developing Academic Literacies National

Autonomous University of Mexico (UNAM), Mexico City. 17th – 18th June 2013. Keynote
Speaker
170. Workshop: Genre analysis and writing instruction: some connections. Conference on
Developing Academic Literacies National Autonomous University of Mexico (UNAM),
Mexico City. 17th – 18th June 2013 Keynote Speaker
169. Workshop: Interaction in research writing. Conference on Developing Academic Literacies

National Autonomous University of Mexico (UNAM), Mexico City. 17th – 18th June 2013
Keynote Speaker
168. What can corpora can tell us about academic discourse? 34th Conference of the International
Computer Archive of Modern and Medieval English (ICAME 34), Santiago de Compostela,
Spain. 23-26 May, 2013. Plenary Speaker
167. Genre and writing: core principles of teaching and research. Thammasat University, Bangkok,
Thailand, 17th March, 2013. Invited Workshop
166. Writing in the disciplines. EAP research and teaching. 3rd international conference on Foreign
Language Learning and Teaching. Thammasat University, Bangkok, Thailand, 15th -16th
March, 2013. Keynote Speaker
165. Teaching and researching writing: texts, writers and readers. Distinguished Speaker Forum,
Qatar University, Doha. 16-17 January, 2013. Keynote speaker
164. Feedback on student writing: What, how and why bother? Distinguished Speaker Forum, Qatar
University, Doha. 16-17 January, 2013. Keynote speaker
2012
163. Performing identity in applied linguistics. A corpus approach. Seminar Series. Lingnan
University, Hong Kong. 5 Nov, 2012. Invited Speaker
162. Writing in the disciplines: specificity and professional communities.Third English for Business
and Technology Conference. Institut Teknologi Brunei. 24-25 October, 2012. Keynote Speaker
161. Individuality and disciplinarity in identity construction. Singapore Assn of Applied Linguistics
Annual meeting.1 September, 2012. Keynote speaker.
160. Genre: research into practice in language education (workshop) International Communication
Studies and Applied Linguistics Conference. University of Botswana, Gaborone, Botswana. 8-
13 July 2012 2012 Invited speaker
159. Talking to readers: Interactions in research writing. International Communication Studies and
Applied Linguistics Conference. University of Botswana, Gaborone, Botswana. 8-13 July, 2012
Keynote speaker
158. The ESP version: Genre, community and identity. Genre 2012: rethinking genre 20 years later.
Carlton University, Ottawa, Canada, 26-29 June, 2012. Keynote speaker
157. What have we learnt so far? Reflections on curriculum reform. Research into Practice: 3rd
Conference on Language Education in HK. Hong Kong University. 1 June, 2012. Invited
speaker
156. Discipline and corpora and EAP: How research informs instruction in EAP.29th International
Conference on English Teaching and Learning in the R.O.C. Chinese Culture University on 19-
20 May, 2012. Keynote Speaker
155. We are what we write: the role of writing in the academy. Innovation and Integration:
Rethinking English Language Education in a Connected World Conference. Shantou University.
April 20-22, 2012. Keynote Speaker
154 Academic Culture – Students and culture shock. TESOL Conference in Philadelphia,
Pennsylvania. 28-31 March, 2012.
153. Individuality or conformity? Identity in university and personal academic homepages. American
Association for Applied Linguistics Conference. Boston, Massachusetts 24-27 March, 2012.
2011
152. Genre analysis and writing instruction: some connections.LCC Roundtable on Academic Writing.
Nanyang Technological University, Singapore. 1-3rd Dec, 2011. Invited Speaker.
151. Discipline and writing: A specific view of English for Academic Purposes. LCC Roundtable on
Academic Writing. Nanyang Technological University, Singapore. 1-3rd Dec, 2011.
Plenary Speaker.
150. Messages in feedback Workshop. Pan Asian Conference, English Teachers Assn, Taipei, Taiwan.
13-15th November. Invited Speaker
149. Genre teaching: what’s in it for me? Pan Asian Conference, English Teachers Assn, Taipei, Taiwan.
13-15th November. Plenary Speaker
148. Constructing an academic identity in article bio statements AILA Conference, Beijing, China. 23-
28 August, 2011.
147. Disciplinary specificity in EAP writing. AILA Conference, Beijing, China. 23-28 August, 2011.
Invited Symposium
146. Constructing identity in Applied Linguistics. International PRISEAL Conference, Silesia,

Poland,9-11 June, 2011. Plenary Speaker.
145. New Beginnings or Same Again? Preparing for 2012. Conference on English Curriculum reform in
Hong Kong. Polytechnic University of Hong Kong. 1 June, 2011. Keynote Speaker
144. Talking to readers: interactions in professional and popular science writing. University of Malaya,
Kula Lumpur, Malaysia. 9th May, 2011. Invited speaker
143. Formative feedback: instruction through commentary. University of Malaya, Kula Lumpur,
Malaysia. 13th May, 2011. Invited speaker
142. Understanding English in the disciplines. EAP in the new curriculum Seminar. Hong Kong
University May 6th& 17th.
141. Genre in teaching and research: an approach to EAP writing instruction.ESP International
Conference. Shih Chien University, Taipei, Taiwan. April 23-24, 2011. Keynote Speaker
140.Productive feedback practices. ESP International Conference. Shih Chien University, Taipei, Taiwan.
April 23-24, 2011. Invited speaker
139. “He works as a lecturer”: identity in academic bio statements. American Association for Applied
Linguistics Conference. Chicago, Illinois March 26-29, 2011.
2010
138. Writing in the academy: constructing reputation, knowledge and students. Enhancing Learning
Experiences in Higher Education Conference. Hong Kong University, 1st& 2nd December. Plenary
speaker
137. Community and creativity: a corpus approach to identity in academic writing. Pearling Appliable
Linguistics seminar, City University of Hong Kong, 26 November, 2010. Invited speaker.
136. Teaching and researching genre in EAP. 2nd Asian ESP Conference Nottingham University Ning
Bo, China. Nov 9-12, 2010. Keynote Speaker
135. OK, let’s be specific: disciplinary writing in EAP. Annual Conference of Taiwan ESP Association.
National Taipei University, Taiwan. Nov 6-8, 2010. Keynote Speaker
134. Identifying disciplinary differences: some things a corpus can tell us. Universitas 21
Conference on Digital humanities. University of Birmingham, UK. 14th-16th September, 2010.
133. Promotion and information: Evaluation in Journal Descriptions. British Association for Applied
Linguistics (BAAL) Annual Conference, University of Aberdeen, Scotland. 9th-11th September,
2010
132. Discursive practices in EAP: unpacking specificity in academic writing. 2nd Conference of the
Asia-Pacific Rim LSP and professional Communication Conference. Kula Lumpur, Malaysia. 15-
17 July, 2010.plenary speaker.
131. Let’s Be Specific: Disciplinary Writing and EAP. IATEFL English for Specific Purposes Special
Interest Group Conference. Bilkent University, Turkey. 18-19 June, 2010.plenary speaker.
130. Genre analysis: Theory, analysis and pedagogy. Invited workshop. University of Modena, Italy, 9
June, 2010.
129. Transferring knowledge: Proximity in professional and popular science. CLAVIER Conference on
knowledge transfer. University of Modena, Italy, June 7-9, 2010. Keynote Speaker
128. Reflecting on teaching writing: applying research to the classroom. 27th International Conference on
English Teaching and Learning in the R.O.C. Kaohsiung, Taiwan. May 1-2, 2010. Keynote
Speaker
127. “Dinosaur teens were keen on sex”: proximity in professional and popular science. CAES Seminar
Series, Hong Kong University. 14th April, 2010. Invited speaker
126. ‘The leading journal in its field’: Evaluation in Journal Descriptions. American Assn for Applied
Linguistics Annual Conference.2010, Atlanta, Georgia, USA. March 6-8, 2010.
125. Identity construction in applied linguistics. Hong Kong Association of Applied Linguistics Seminar
series. Polytechnic University, Hong Kong. Jan 20th, 2010. Invited speaker
124. Writing and revising for publication Strategies for publishing in Academic Journals. Beijing
Foreign Studies University, China. 4-7 Jan, 2010. Keynote Speaker
2009
123. Genre and academic writing in the disciplines. International Conference on ESP and its teaching.
Wuhan University of Science and Technology, Wuhan, China. 24-26 Oct, 2009. Keynote Speaker
122. Specificity in EAP. 5th International Symposium on Teaching English at Tertiary Level. Polytechnic
University , Hong Kong. 16-17 October, 2009. Keynote Speaker.
121. Reformulation in academic writing: shaping disciplinary argument. British Assn for Applied
Linguistics Annual Conference.2009. Newcastle University. Sept 2-5, 2009.
120. Getting published in Applied Linguistics. University of Malaya, May 18-22, 2009. Series of Invited
Workshops
119. Words worth studying? Exploring the idea of an academic vocabulary. UPALS Conference. Penang,
Malaysia, May 27-28, 2009.
118. Corpora and EAP: Exploring Disciplinary Discourses. Practical Applications of Languages and
Computers (PALC)Annual Conference. Lodz, Poland. April 6-9, 2009. Plenary speaker
117. Different strokes for different folks: Evidence of specificity in EAP. Annual Conference of British
Assn of Lecturers in English for Academic Purposes. (BALEAP). University of Reading. April 5-7,
2009. Keynote speaker
116. Academic writing – language variation and interactive practices. Annual Conference of Teachers of
English to Speakers of Other Languages (TESOL). Denver, CO, USA. March 24-28, 2009.Invited
speaker
115. Teaching genre in the disciplines: how applied linguistics can help. Annual Conference of Teachers
of English to Speakers of Other Languages (TESOL). Denver, CO, USA. March 24-28, 2009.
114. Reworking writing: elaboration in academic research articles. American Assn for Applied Linguistics
Annual Conference.2009, Denver, CO, USA. March 21-23, 2009.
2008
113. Negotiating with readers: popular and professional proximity. Universidad Politécnica de Madrid
Dec16th, 2008 Invited speaker
112. Teaching and researching genre: academic writing in the disciplines. Universidad Politécnica de
Madrid Dec16th, 2008 Invited speaker
111. Disciplinarity and identity in applied linguistics. Universidad Politécnica de Madrid Dec15th, 2008
Invited speaker
110. Constructing proximity in academic discourse. InterLae Conference, Jaca, Spain. Dec 11th -13th
Plenary speaker
109. Being Swales and Cameron: constructing identity in applied linguistics. University of Leeds Seminar
series. Oct 21st, 2008 Invited speaker
108. We are what we write: the role of writing in the academy. ESADE University seminar series,
Barcelona, Oct 14th, 2008. Invited speaker
107. Metadiscourse: mapping interactions in academic writing. AILA Conference, Essen, Germany. 24th-
29th August, 2008.
106. Constraint vs creativity: identity and disciplinarity in academic writing. CERLIS Conference:
Trading identities. University of Bergamo, Italy. 19-21 June, 2008. Keynote Speaker
105. Genre analysis and student writers. University of Malaya Seminar.8th May, 2008 Invited speaker
104. What is writing and how can we research it? University of Malaya Seminar. 6th May, 2008. Invited
speaker
103. Discourses and the disciplines. Universidad Complutense, Madrid, Spain30th April, 2008. Invited
speaker
102. Writing in the academy – role, purpose and value. Universidad Complutense, Madrid, Spain. 29th
April, 2008. Invited speaker
101. Different strokes for different folks: specificity in EAP. American Assn for Applied Linguistics
Annual Conference.2008, Washington, DC, USA. March 29-April 1 Invited Colloquium.
100. Constructing proximity: relating to readers in popular and professional science. GERAS –
Grouped’Étude et de Recherche en Anglais de Spécialité 29th Annual Conference. University of
Orleans, France. 13th – 15th March 2008. Keynote speaker
2007
99. Genre: What’s in it for us? Shannon Annual Regional Writing Conference.
University of Limerick, Ireland. 7 December, 2007. Keynote speaker
98.Working with writing: understanding texts, writers and readers. 36th Annual English Teachers
Association of The Republic of China., Taipei, Taiwan November 9-11, 2007. Keynote speaker
97. Teacher written feedback: does it work? Argentinean Teachers' Association,Buenos Aires, Argentina.
24 July, 2007. Keynote speaker.
96. Teaching and researching genre. Jornadas de Enseñanza de Lenguas Extranjeras en el Nivel Superior,
Universidad Nacional del Litoral, Santa Fe, Argentina. 19-21 July 2007 Keynote speaker.
95. Teaching and researching genre: academic writing in the disciplines. 4th Biennial Conference of the
European Association for the Teaching of Academic Writing, Ruhr-Universität, Bochum, Germany.
June 30 - July 2, 2007 keynote speaker
94. Effective responses: The theory and practice of feedback on writing. Second International Symposium
for English Language Teachers, Centre for English Language Communication (CELC), National
University of Singapore. 30 May-1 June, 2007 Invited workshop
93. Understanding Writing: exploring texts, writers and readers. Second International Symposium for
English Language Teachers, Centre for English Language Communication (CELC), National
University of Singapore. 30 May-1 June, 2007 keynote speaker
92. Discourse and disciplines: Interactions in research writing. 5thMalaysia International Conference on
Languages, Literatures and Cultures, Kuala Lumpur, Malaysia 22-24 May, 2007Plenary speaker
91. Genre analysis and ESP. Dept of theoretical and applied linguistics, University of Thessalonica, Greece.
4 May, 2007. Plenary speaker
90. 'Interactions in research writing: stance and engagement in academic discourse'. 18th International
Symposium on Theoretical & Applied Linguistics. University of Thessalonica, Greece. 4-6 May, 2007.
Plenary speaker
89. We are what we write: the role of writing in the academy. Spanish Applied Linguistics Assn
(AESLA).University of Murcia, Spain. 19-21 April, 2007 Keynote speaker
88. Perspectives on researching and teaching writing. CALR Seminar. University of Southampton. 17
January, 2007.
2006
87. Feedback on writing: how to make a difference. BAAHE EAP Symposium. University of Leuven,
Belgium. 5 - 6 December, 2006.Plenary speaker
86. Disciplinary voices in Academic English. Belgian Association of Anglicists in Higher Education third
international conference. University of Leuven, Belgium. 7-9 December 2006 Keynote speaker
85. What’s not to like? ESAP in theory and practice. BALEAP Conference. Durham University November,
2006. keynote speaker
84. Writing in the academy: reputation, education and knowledge. Professorial inaugural lecture. Institute
of Education, London. Oct 17, 2006.
83. Writing in a foreign language. British Association of Japanese Teachers 3rdAnnual Conference. Royal
Holloway College, University of London. Sept., 2006. Keynote speaker.
82. Interaction and argument in science. European Society for the Study of English Annual Conference,
University of London. August, 2006.
81. Metadiscourse: a study of interactions in postgraduate dissertations. A conference in honour of John

Swales. University of Michigan. July 2006.
80. Small bits of textual material. American Assn for Applied Linguistics Annual Conference. Montreal,
Canada. July 2006
79. Disciplines and discourses: Social interactions in the construction of knowledge. Writing in the
knowledge society, Annual conference of the Canadian Assn of Teachers of Technical writing. York
University, Toronto Canada. May 28-30 Canadian Keynote speaker
78. Different strokes for different folks: Disciplinary variation in academic writing Academic Voices in
Contrast Conference, University of Bergen, Norway, May 4-6 Plenary speaker
77. Metadiscourse: a theory of interactions in writing. University of Zaragoza, Spain. February 23-
Plenary speaker
76. Interacting in academic writing. Applied Language and Literacies Research Seminar, Open University,
Milton Keynes. February 16, 2006
2005
75. Approaches to feedback on student writing. ACELS Conference. Dublin, Ireland. December, 2005.
Plenary speaker
74. Researching and teaching writing in EAP. ACELS Conference. Dublin, Ireland. December, 2005.
Plenary speaker
73. ‘Special thanks to…’: acknowledgements in dissertations. Applied Linguistics seminar series, Institute
of Education, London. 9 November, 2005.
72. Understanding writing: texts, writers and readers. Roehampton University. 2 November, 2005.
Invited speaker
71. Disciplinary differences: Language variation in academic discourses. European Languages for
Specific Purposes Conference, University of Bergamo, Italy. Sept 2005
70. Stance and engagement in Research writing. English Language Institute, University of Michigan, USA.
4 August, 2005.
69. A model of disciplinary interactions. AILA Conference, Madison, Wisconsin, USA. 25- 29July
68. Discourse, Dialogue and Research writing. West Midlands Research Students’ Conference. University
of Warwick. 8 June, 2005. Plenary speaker
67 Key aspects of EAP. Greek Applied Linguistics/ESP Assn Conference, Aristotle University of
Thessaloniki, Greece, 27-28 May, 2005Keynote speaker
66 Writing practices and EAP pedagogies. Aristotle University of Thessaloniki, Greece, 27-28 May, 2005
65 Interaction in academic discourse. LANSPAN colloquium, University of Groningen, The Netherlands.

May 24, 2005. Invited speaker
64. Interacting in academic writing: Disciplinary practices. University of Northumberland Research

Seminar. Newcastle. March, 2005.
63. Working with writing: Texts, writers and readers. Writing Revisited: IATEFL Research Conference.
Eurocentre, Cambridge. February, 2005. Plenary speaker
2004
62. ‘I’d like to thank my supervisor’: acknowledgements in dissertations. International Language in
Education Conference. Hong Kong Institute of Education. Dec, 2004.
61. What is interactive about academic discourse? University of Leeds Research Seminar Series 25 Nov,
2004 Invited speaker
60. Graduate’s gratitude: the structure of dissertation acknowledgements. British Association of Applied
Linguistics Annual Conference. King’s College, London. Sept, 2004
59. Acknowledgements in academic writing. Analyzing Discourse in Context, IVACS Annual Conference,
Queens University, Belfast, Northern Ireland. June, 2004.
58. Gratitude and strategy: The anatomy of dissertation acknowledgements. American Association for
Applied Linguistics Annual Conference. Portland, USA. April, 2004
57. Stance and Engagement: interacting in academic discourse. Academic Writing Seminar, Universitat
Jaume I, Valencia, Spain. 27 April, 2004 . Keynote speaker
56. Investigating academic literacies. Academic Literacies research Group, Institute of Education,
University of London. 16 March, 2004. Invited speaker
55. Stance and Engagement: towards a model of academic literacy. Cross-London Seminar in Language
and Literacy, King’s College, London University. 2 March, 2004.
Invited speaker
54. Interaction in academic discourse. Reading University Applied Linguistics Circle. 26 Feb, 2004.
Invited speaker
53. Talking to readers: stance and engagement in academic writing. IVACS Annual Research Symposium,
University of Limerick, Ireland. 26 Jan, 2004. Keynote speaker
2003
52. Acknowledgements in L2 theses. BALEAP symposium on Corpus analysis and EAP. University of
Reading, UK. 15 November, 2003.
51. Dissertation acknowledgements: Public gratitude or personal vanity? Languages for Specific Purposes
Conference. University of Surrey, UK. 17-22 August, 2003.
50. Engagement and Disciplinarity: the other side of evaluation. Conference on Evaluation in Academic
Discourse, Sienna, Italy. May, 2003 Invited Plenary speaker
49. Academic texts and disciplinary cultures: Engaging in community discourses. Languages, literature and
cultures: Beyond barriers, fresh frontiers. Universiti Putra Malaysia, Kuala Lumpur, 23-25 April, 2003.
Plenary speaker
48. English for Academic Purposes: Current challenges and new issues. 9th International TESOL Arabia
Conference, Dubai, UAE 12-14 March, 2003. Keynote speaker
47. Framing feedback in EAP writing.9th International TESOL Arabia Conference, Dubai, UAE 12-14
March, 2003. Invited speaker
2002
46. Mitigation and misunderstanding in teacher feedback. AILA conference, Singapore, December, 2002.
{With Fiona Hyland}
45. So what is the point? Questions in academic writing. AILA conference, Singapore, December, 2002.
44. Texts, transcripts and identity: confessions of a discourse analyst. 3rd Symposium on Second Language
Writing. Purdue University, USA. 10-13 October, 2002 Plenary speaker
43. Patterns of engagement: constructing readers in research papers. 28th International Systemic Linguistics
Conference. University of Liverpool, UK. 15-19 July, 2002.
42. Disciplinary engagement: interacting with readers in research articles. 2nd Knowledge and Discourse
Conference. Hong Kong University. 20-24 June, 2002
41. Discourse analysis in second language writing research. American Association for Applied Linguistics
Annual Conference. Salt Lake City, USA. 5-8 April, 2002. Invited Colloquium.
40. Genre: theory, ideology and pedagogy. Annual Conference of Teachers of English to Speakers of Other
Languages (TESOL).Salt Lake City, USA. 9-13 April, 2002.
2001
39. Publishing in language teaching journals: perspectives from editors. International Language in
Education Conference. University of Hong Kong. 13-15 December, 2001. Colloquium Convener
38. “As I demonstrated in a previous paper”: Self-mention in academic articles. American Association for
Applied Linguistics Annual Conference. St Louis, MO, USA. 24-27 February, 2001.
37. ESP: Influences and Impacts. Annual Conference of Teachers of English to Speakers of Other
Languages (TESOL).St Louis, MO, USA. 28 Feb-3 March, 2001.
2000
36. Putting the S back into LSP: How far should we go? Languages for Specific Purposes 2000 Conference.
Johor Bahru, Malaysia 12-15 November, 2000. KEYNOTE SPEAKER.
35. Writing portfolios in ESP. LSP 2000 Conference. Johor Bahru, Malaysia 12-15 November, 2000.
Invited speaker
34. ‘Some momentary disappointments’: Evaluations in academic reviews. Research and practice in
professional discourse Conference. City University of Hong Kong. 13-18 Nov, 2000.
33. Epistemic modality and the negotiation of knowledge. Modality in LSP Conference, University of
Bergamo, Italy. 5-6 May, 2000.
32. Interpersonal grammar in writing (Discussion session on writing). Annual Conference of Teachers of
English to Speakers of Other Languages (TESOL).Vancouver, 15-18 March, 2000.
31. ‘As we showed in an earlier paper’: self-mention in research articles. Conference on the academic
research article, Polytechnic University, 17 Jan 2000.
1999
30. Drops of vinegar in the salad oil: praise and criticism in academic book reviews. AILA conference,
Wasada University , Tokyo. 1-5 August, 1999.
29. Negotiations in academic reviews. Conference on Research in EAP: Issues and Approaches. Hong
Kong, 21 June, 1999.
28. Saying what others said: citation in disciplinary knowledge-making. American Association for Applied
Linguistics Annual Conference. New York, 6-9 March, 1999.
27. Reporting verbs in academic writing: a cross-disciplinary study. Annual Conference of Teachers of
English to Speakers of Other Languages (TESOL).New York, 10 -13 March, 1999.
1998
26. Hedging: reasons for using it and strategies for teaching it. International Language in Education
Conference, HK Institute of Education, 17-19 December, 1998.
25. Boosting and hedging in disciplinary discourse. American Association for Applied Linguistics Annual
Conference. Seattle, Washington, 14-17 March, 1998.
24. Teaching hedging in academic writing. Annual Conference of Teachers of English to Speakers of Other
Languages (TESOL).Seattle, Washington, 18-21 March, 1998.
1997
23. Talking to readers: Metadiscourse in academic articles. International Conference on Discourse
Analysis. University of Macau. 16-18 October, 1997.
22. Disciplinary identity in research writing: metadiscourse and academic communities. 11th European
Conference on Language for specific Purposes. Copenhagen Business school, University of
Copenhagen. 18-22 August, 1997.
21. Who needs English? Hong Kong learner attitudes to EAP RELC Conference, RELC, SEAMEO Centre,
Singapore. 21-23 April, 1997.
1996
20. Into the countdown: Language attitudes in 1997 Hong Kong. 3rd Annual World Englishes Conference.
University of Hawaii at Manoa, Honolulu, USA. 19-21 December, 1996.
19. Academic texts and disciplinary cultures: creating a world of discourse. 21st Annual Conference of the
Applied Linguistics Association of Australia. University of Western Sydney, Australia. 3-6 October,
1996.
18. Hedges and ideology in scientific discourse.11th World Congress of Applied Linguistics. Jyvaskyla,
Finland. 4-9 August, 1996.
17. Assertions in students’ academic essays: a comparison of L1 and L2 writers Language analysis and
description: applications in language teaching Conference. Hong Kong University of Science &
Technology and Lingnan College, Hong Kong. 26-29 June 1996.
16. What do we read? Creating a personal TESOL library Sixteenth Bi-annual Thai TESOL Conference,
Ambassador City, Pattaya, Thailand. January 11-13, 1996.
1995
15. EAP: is it as important as we think it is? International Language in Education Conference. University
of Hong Kong. 13-15 December, 1995.
14. How good are our textbooks? A look at hedging MELTA Biennial International Conference on the
teaching and learning of English. Kuala Lumpur, 22-24 May, 1995.
13. Scientific English: hedging in a foreign culture RELC Conference on Exploring language, culture and
literature in language learning. SEAMEO Centre, Singapore. 17-19 April, 1995.
12. Textbooks v real language: getting serious about being tentative Third International Conference in
Teacher Education in Second Language Teaching .City University of Hong Kong. 14-16 March, 1995.
1994
11. The author in the text: hedging professional writing International Language in Education Conference.
University of Hong Kong. 14-16 December, 1994.
10. Hedging and pragmatic failure in academic discourse 4th NZ Language & Society Conference.
Lincoln University, Christchurch, NZ. 23-24 August, 1994.
1993
9. Language Styles and Japanese Students 6th ELICOS Assn. Education Conference. ELICOS
Colonial Club Resort, Cairns, Australia. 1- 3 September, 1993.
1992
8. Integrating process & product in an ESL syllabus 5th ELICOS Assn. Education Conference.
English Language Intensive Courses to Overseas Students Assn.
Ramada Grand Hotel, Adelaide, Australia. 1-3 October, 1992.
7. Genre theory & ELT: An overview 3rd National Conference on Community Languages and
English for Speakers of Other Languages
Auckland Institute of Technology, New Zealand. 31 Aug - 2 Sept, 1992.
6. The word processor and teaching writing skills 1992 Annual Conference
New Zealand Assn. of Language Teachers
University of Waikato, New Zealand. 12-14 May, 1992
1991
5. CALL and the EAP Classroom 4th ELICOS Assn. Education Conference
English Language Intensive Courses to Overseas Students Assn.
Monash University, Melbourne, Australia. August 21-23, 1991.
4. Cooperative Language Learning 1991 Annual Conference

New Zealand Assn. of Language Teachers
Terraces Hotel, Queenstown, New Zealand. 13-16 May, 1991.
1990
3. Towards a communicative methodology 1990 Annual TESLA conference
PNG Teachers of English as a Second Language Assn.
PNG University of Technology, Lae, Papua New Guinea. 25-26, June, 1990.
1989
2. Conducting Social Impact Surveys in PNG Paper delivered to Annual Forestry Symposium Unitech,
Lae, Papua New Guinea. 4- 15 September, 1989.
1. Developing Grade 12 Writing Skills 1989 Annual TESLA conference

PNG Teachers of English as a Second Language Assn. University of Papua New Guinea, Port Morseby,
Papua New Guinea. 27-28, June, 1989.
PHD SUPERVISION COMPLETIONS (as primary or sole supervisor)
Grace Lam An examination of persuasion in the CEO's letter of company annual reports. HKU 2018
Victor Zhang Chinese students’ engagement with teacher and automated feedback HKU 2018
Laura Na Chinese scientists writing for international publication HKU 2017 (voted ‘outstanding thesis’)
Kevin Jiang Metadiscourse nouns in disciplinary writing. HKU 2017 (nominated ‘outstanding thesis’)
Jonathan Ngai: Evaluation in newspaper discourse: a corpus-based study. HKU 2016
Althea Ha Ying-Ho: A corpus-based study of annual reports and earnings calls HKU 2015
Dick Huang Kaisheng: A corpus study of Chinese students phraseological performance. HKU 2014
Audrey Habke: Statements of limitations in academic theses. IOE 2009
Alessandra Molino: Argument in Italian and English academic research articles. IOE 2008
Maki Ojima: Development and identity in four Japanese postgraduate students’ writing. IOE 2007
Wendy Lee: Teacher written feedback in undergraduate writing. City University of Hong Kong 2002
SERVICE
Editorial work
Editor Innovations and Challenges in Applied Linguistics (Routledge) 2017 - present
Bloomsbury Discourse Series (Continuum then Bloomsbury) 2004 - present

Journal of English for Academic Purposes (Elsevier SCCI) 2015- present
Applied Linguistics (OUP SCCI) 2009 – 2014

(BAAL nominated editor)
Journal of English for Academic Purposes 2001 – 2009

(Founding co-editor with Liz Hamp-Lyons)
Reviews Editor English for Specific Purposes (Elsevier SCCI) 2000 - 2004
Editorial Board Register Studies 2017-present

Member Journal of English for Academic Purposes 2001-present
English for Specific Purposes 1999– present
Australian Review of Applied Linguistics 2000– present
English in the World Series (University of Valencia) 2000 – 2005
Discourse Studies 2005– present
English Text Construction 2007– present
'Linguistic Insights' Series (Peter Lang) 2007 – 2012
Chinese Journal of Applied linguistics 2009 - present
Language Teaching 2009 - present
AILA Review 2011- 2014
Journal of Second Language Teaching and Research 2012- present
Korean Journal of Applied Linguistics 2013 - present
Editorial Advisor: Asian Journal of Applied Linguistics 2012-present

HK Journal of Applied Linguistics 1996 - 2012
Referee: Sociometrics 2017 - present

Applied Linguistics 1995 - present
Functions of Language 1997 - present
Asian Journal of English Language Teaching 1997 - present
TEXT 1999 - present
Language Awareness 1999 - present
International Journal of Bilingual Edn & Bilingualism 2000 - present
TESOL Quarterly 2000 - present
Journal of Second Language Writing 2000 - present
Journal of Pragmatics 2001 - present
Reading in a foreign Language 2002 - present
Linguistics and Education 2006 - present
Linguistics and the Human Sciences 2007 - present
Honours/Awards/Prizes
2003 Runner up / Honorable Mention for the Kenneth W. Mildenberger Prize, Modern Languages Association
for Second Language Writing (CUP).
1984 Constance Naden Prize for best Postgraduate thesis in the Faculty of Arts, 1984, University of
Birmingham.
External Examining
External Examiner for MA Applied Linguistics, University of Malaya 2005 to 2011

External Examiner for MA TESOL, University of Warwick 2004 to 2007
External Examiner for English 100, Open University of Hong Kong 1997 to 2003
External Examiner for PGDip in Language and Education Research 1999 to 2002
Hong Kong University
Reviewer of research proposals for ESRC, UK 2003 to 2007
Reviewer of research proposals for the Italian Ministry for University 2001 to 2004
Education and Research (MIUR)
Reviewer of Language Fund Proposals for HK government 1998 to 2002
PhD examiner for University of Malaya 2013

Shanghai Jiao Tong University 2011
Macquarie University, Sydney, Australia 2008
University of Birmingham, UK 2007
University of Zaragoza, Spain. 2006
University of Technology, Sydney, Australia 2004
City University of Hong Kong 2002
University of Tampere, Finland 2001
MEMBERSHIP OF PROFESSIONAL BODIES
HAAL (Hong Kong Assn of Applied Linguistics.) 1994 to 2003

Chair 2000 to 2003
AAAL (American Assn of Applied Linguistics) 1998 – to present
TESOL (Teachers of English to Speakers of Other Languages) 1996 - present
AILA (World Applied Linguistics Assn.) 1994 – present
TESOLANZ (New Zealand Teachers of English), 1994 - 1996
ALANZ (Applied Linguistics Association of New Zealand), 1994 - 1996.
TESLA (Teachers of English as a Second Language Association, PNG). 1988 - 1991
Secretary, 1989-90 and 1990-91.
CONSULTANCIES & VISITING PROFESSORSHIPS
Chair, Review panel: English Language Centre. City University of Hong Kong. March, 2014.
Review panel member: English Department, Lingnan University, Hong Kong, January, 2014
Review panel member: English Language Centre, University of Macau, Macau, December, 2013
Review panel member: English Department, University of Macau, Macau, February, 2012.
Chair, Review panel: English Language Programmes, Zayed University Dubai, January, 2012.
Review panel member: English Language Centre, Trinity College, Dublin, Ireland, April, 2009
Consultant on PhD programme. ESADE University, Barcelona, Spain, October, 2008
Visiting Professor, University of Technology Malaysia, KL and Johor Bharu, July – Oct, 2016
Visiting Professor, Temple University, Tokyo and Osaka, Japan. February, 2013.
Visiting Professor, Universidad Complutense de Madrid May, 2008.
Visiting Morley Professor, University of Michigan, USA. July and August, 2005.
Visiting Professor, University of Modena, Italy, April, 2005
Visiting Professor, Universitat Pompeu Fabra, Barcelona, Spain. May-June, 2004.
Reports on Social Environment; Land Use; Health & Nutrition; Cultural and Ethnographic Sites; Social
Impact and Impact Monitoring Principles for WoodlarkIsland, Milne Bay Province, Papua New Guinea.
Unitech Development & Consultancy Pty., June 1990.
Impact and Impact Monitoring Principles for the Vanu-Aria Timber Area of West New Britain Province,
Papua New Guinea.
Unitech Development & Consultancy Pty., September, 1989.
Report on Health & Nutrition in the Talasea, Hoskins, Kapiura, Ania-Fulleborn Area of West New
Britain Province, PNG.
Unitech Development & Consultancy Pty., May 1989.
COMMITTEES
Conference organisation:
Member of Organising committee: Faces of English 2 International Conference. Hong Kong

University, June, 2017.
Member of Organising committee: Faces of English International Conference. Hong Kong

Member of Organising committee: Research into Practice in the HK university language

curriculum. Hong Kong University, 1 June, 2012.
Chair of Literacy across the curriculum strand: International Conference on Enhancing Learning
Experiences in Higher Education, University of Hong Kong 2-3 December 2010.
Member of Organising committee: European Languages for Specific Purposes Conference

University of Bergamo, Italy, June, 2005.
Member of Organising committee: International Language in Education Conference

Hong Kong Institute of Education, December, 2001.
Member of Organising committee: Research and Practice in Professional discourse,

City University of Hong Kong, November, 2000
Member of Organising committee: Language Analysis and Description Conference,

Hong Kong University of Science and Technology and Lingnan College, July, 1996.
Member of Organising and Programme committees: International Language in Education

Conference, Hong Kong University, December, 1995.
Principal Organiser of PNG National Linguistics Conference,

University of Technology, Papua New Guinea, 1990.
University/Faculty level committees:
Faculty Research Committee, University of Hong Kong 2009-2017

Faculty of Arts Board, University of Hong Kong 2009-2017
Faculty Executive Committee, University of Hong Kong 2009-2017
Professorial promotion board, Institute of Education, London 2006-2009
Student Experience Committee, Institute of Education, London 2003-2009
Teaching and learning quality committee, IoE 2003-2009
Undergraduate Programme Committee – City University 2000-2002
Curriculum Planning Group – City University Language Taskforce 1997
Teaching and learning quality committee, Lingnan University. 1994-1996.
Academic Board, International Pacific College. 1991-1994.
Research Committee, International PacificCollege 1991-1994
Staff Development Committee (Chair) International Pacific College 1992-1994

Technological resources committee, International Pacific College 1992-1994
Teaching & Learning Methods Committee, Unitech. 1989-1990.
Computer Services Policy Committee (Chair), Unitech. 1989-1990
Community Development Committee, Unitech. 1989-1990
National Grade 12 Examination Committee, PNG. 1988 and 1989.
Journal of English for Academic Purposes (Elsevier SCCI) 2015- present
Applied Linguistics (OUP SCCI) 2009 – 2014

(BAAL nominated editor)
Journal of English for Academic Purposes 2001 – 2009

(Founding co-editor with Liz Hamp-Lyons)
Reviews Editor English for Specific Purposes (Elsevier SCCI) 2000 - 2004
Editorial Board Register Studies 2017-present

Member Journal of English for Academic Purposes 2001-present
English for Specific Purposes 1999– present
Australian Review of Applied Linguistics 2000– present
English in the World Series (University of Valencia) 2000 – 2005
Discourse Studies 2005– present
English Text Construction 2007– present
'Linguistic Insights' Series (Peter Lang) 2007 – 2012
Chinese Journal of Applied linguistics 2009 - present
Language Teaching 2009 - present
AILA Review 2011- 2014
Journal of Second Language Teaching and Research 2012- present
Korean Journal of Applied Linguistics 2013 - present
Editorial Advisor: Asian Journal of Applied Linguistics 2012-present

HK Journal of Applied Linguistics 1996 - 2012
Referee: Sociometrics 2017 - present

Applied Linguistics 1995 - present
Functions of Language 1997 - present
Asian Journal of English Language Teaching 1997 - present
TEXT 1999 - present
Language Awareness 1999 - present
International Journal of Bilingual Edn & Bilingualism 2000 - present
TESOL Quarterly 2000 - present
Journal of Second Language Writing 2000 - present
Journal of Pragmatics 2001 - present
Reading in a foreign Language 2002 - present
Linguistics and Education 2006 - present
Linguistics and the Human Sciences 2007 - present
Honours/Awards/Prizes
2003 Runner up / Honorable Mention for the Kenneth W. Mildenberger Prize, Modern Languages Association
for Second Language Writing (CUP).
1984 Constance Naden Prize for best Postgraduate thesis in the Faculty of Arts, 1984, University of
Birmingham.
External Examining
External Examiner for MA Applied Linguistics, University of Malaya 2005 to 2011

External Examiner for MA TESOL, University of Warwick 2004 to 2007
External Examiner for English 100, Open University of Hong Kong 1997 to 2003
External Examiner for PGDip in Language and Education Research 1999 to 2002
Hong Kong University
Reviewer of research proposals for ESRC, UK 2003 to 2007
Reviewer of research proposals for the Italian Ministry for University 2001 to 2004
Education and Research (MIUR)
Reviewer of Language Fund Proposals for HK government 1998 to 2002
PhD examiner for University of Malaya 2013

Shanghai Jiao Tong University 2011
University of Birmingham, UK 2007
University of Zaragoza, Spain. 2006
City University of Hong Kong 2002
University of Tampere, Finland 2001
MEMBERSHIP OF PROFESSIONAL BODIES
HAAL (Hong Kong Assn of Applied Linguistics.) 1994 to 2003

Chair 2000 to 2003
AAAL (American Assn of Applied Linguistics) 1998 – to present
TESOL (Teachers of English to Speakers of Other Languages) 1996 - present
AILA (World Applied Linguistics Assn.) 1994 – present
TESOLANZ (New Zealand Teachers of English), 1994 - 1996
ALANZ (Applied Linguistics Association of New Zealand), 1994 - 1996.
TESLA (Teachers of English as a Second Language Association, PNG). 1988 - 1991
Secretary, 1989-90 and 1990-91.
CONSULTANCIES & VISITING PROFESSORSHIPS
Chair, Review panel: English Language Centre. City University of Hong Kong. March, 2014.
Review panel member: English Department, Lingnan University, Hong Kong, January, 2014
Review panel member: English Language Centre, University of Macau, Macau, December, 2013
Review panel member: English Department, University of Macau, Macau, February, 2012.
Chair, Review panel: English Language Programmes, Zayed University Dubai, January, 2012.
Review panel member: English Language Centre, Trinity College, Dublin, Ireland, April, 2009
Consultant on PhD programme. ESADE University, Barcelona, Spain, October, 2008
Visiting Professor, University of Technology Malaysia, KL and Johor Bharu, July – Oct, 2016
Visiting Professor, Temple University, Tokyo and Osaka, Japan. February, 2013.
Visiting Professor, Universidad Complutense de Madrid May, 2008.
Visiting Morley Professor, University of Michigan, USA. July and August, 2005.
Visiting Professor, University of Modena, Italy, April, 2005
Visiting Professor, Universitat Pompeu Fabra, Barcelona, Spain. May-June, 2004.
Impact and Impact Monitoring Principles for WoodlarkIsland, Milne Bay Province, Papua New Guinea.
Unitech Development & Consultancy Pty., June 1990.
Impact and Impact Monitoring Principles for the Vanu-Aria Timber Area of West New Britain Province,
Papua New Guinea.
Unitech Development & Consultancy Pty., September, 1989.
Report on Health & Nutrition in the Talasea, Hoskins, Kapiura, Ania-Fulleborn Area of West New
Britain Province, PNG.
Unitech Development & Consultancy Pty., May 1989.
COMMITTEES
Conference organisation:
Member of Organising committee: Faces of English 2 International Conference. Hong Kong

Member of Organising committee: Faces of English International Conference. Hong Kong

Member of Organising committee: Research into Practice in the HK university language

curriculum. Hong Kong University, 1 June, 2012.
Chair of Literacy across the curriculum strand: International Conference on Enhancing Learning
Experiences in Higher Education, University of Hong Kong 2-3 December 2010.
Member of Organising committee: European Languages for Specific Purposes Conference

University of Bergamo, Italy, June, 2005.
Member of Organising committee: International Language in Education Conference

Hong Kong Institute of Education, December, 2001.
Member of Organising committee: Research and Practice in Professional discourse,

City University of Hong Kong, November, 2000
Member of Organising committee: Language Analysis and Description Conference,

Hong Kong University of Science and Technology and Lingnan College, July, 1996.
Member of Organising and Programme committees: International Language in Education

Conference, Hong Kong University, December, 1995.
Principal Organiser of PNG National Linguistics Conference,

University of Technology, Papua New Guinea, 1990.
University/Faculty level committees:
Faculty Research Committee, University of Hong Kong 2009-2017

Faculty of Arts Board, University of Hong Kong 2009-2017
Faculty Executive Committee, University of Hong Kong 2009-2017
Professorial promotion board, Institute of Education, London 2006-2009
Student Experience Committee, Institute of Education, London 2003-2009
Teaching and learning quality committee, IoE 2003-2009
Undergraduate Programme Committee – City University 2000-2002
Curriculum Planning Group – City University Language Taskforce 1997
Teaching and learning quality committee, Lingnan University. 1994-1996.
Academic Board, International Pacific College. 1991-1994.
Research Committee, International PacificCollege 1991-1994
Staff Development Committee (Chair) International Pacific College 1992-1994

Technological resources committee, International Pacific College 1992-1994
Teaching & Learning Methods Committee, Unitech. 1989-1990.
Computer Services Policy Committee (Chair), Unitech. 1989-1990
Community Development Committee, Unitech. 1989-1990
National Grade 12 Examination Committee, PNG. 1988 and 1989.

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What are Ken Hyland's major academic positions and roles?

What are Ken Hyland's major academic positions and roles?

What are some of Ken Hyland's major publications and awards?

What are some of Ken Hyland's major publications and awards?

CURRICULUM VITAE KEN HYLAND

Current Visiting Professor, University of East Anglia.

Honorary Professor Oct ’21 - present

Professor of Education in Applied Linguistics Oct ’17- Sept 2021

Professor of Applied Linguistics (Personal Chair) Sept ’09 - Sept 2017

Associate Professor (Scale A) Sept ‘96 – Sept ‘03

University Lecturer Sept ‘94 - Aug ‘96

Senior Lecturer and Head of Department Jan '91 - Aug ‘94

Deputy Chairman of Science Reading Dept. Sep '84 - Jul'88

Coordinator/Writer for ESP courses April - Sept 1984

Teacher in a Malaysian Secondary School Oct '80 - Dec'83

EFL teacher July & Aug 1980

EFL teacher/Acting Director of Studies Aug & Sept 1978

EFL/Literature teacher at higher secondary school. Aug '77-May '78

Ph.D. “Hedging in scientific research articles” December,1995

MA in Applied Linguistics by thesis. July,1984

RSA Certificate in TEFLA Aug,1978

Post Graduate Certificate in Education (PGCE) July,1977

BA with Upper Second Class Honours in Sociology July,1976

Hyland, K. (2018). The Essential Hyland. London: Bloomsbury Press.

Hyland, K. (2012) Disciplinary Identities. Cambridge: Cambridge University Press

Hyland, K. (2009). Academic Discourse. London, Continuum.

Hyland, K. (2005). Metadiscourse. London, Continuum.

Hyland, K. (2002) Teaching and Researching Writing. London, Longman

Hyland, K. (2000) Disciplinary Discourses: social interactions in academic writing. London,

(2004) reissued by University of Michigan Press

Hyland, K. (1998) Hedging in scientific research articles. Amsterdam: John Benjamins..

243. Hyland, K. (2020). Identity narratives: scholarly storytelling in academic genres. In

223. Hyland, K. (2019). Participation in Publishing: The Demoralising Discourse of Disadvantage. In

210 Hyland, K. (2018). Disciplinas e discursos: interacoes sociais na construcao do conhecimento. In

89 Hyland, K. (2004) Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of

66. Hyland, K. (2002). Theories and perspectives on intercultural communication. Perspectives. 14

51. Hyland, K. (1999). Persuasion in academic articles. Perspectives. 11 (2): 73-103.

15. Hyland, K. (1991). Managing group work. Guidelines, 13 (1): 28-35.

8. Hyland, K. (1990). A systematic approach to passing exams. Guidelines, 12 (2): 61-67.

CONFERENCE KEYNOTES, PAPERS & INVITED PRESENTATIONS

279. Community and identity in academic writing. Systemic Functional Linguistics

278 Interaction in writing. ROCAs - Rodas de Conversas Acadêmicas, Universidade Estadual

274. Working with writing. International Symposium on Applied Linguistics Research

264. Writing instruction: perspectives on teaching. 4th. International Conference on Research in

257. Disciplinary writing in EAP. University of Cambridge. 11 November, 2019. Invited

247. Community and identity in academic writing 3nd International Conference on

221. Pan-Pacific Association of Applied Linguistics (PAAL) conference. Tamkang University,

216. “Small change? Informality in academic writing”. International Computer Archive of

201. Undergraduate understandings: stance and engagement in L2 undergraduate writing," TESOL

175. Disciplinary membership and identity performance. Literacy Symposium, University of

171. Writing in the academy. Conference on Developing Academic Literacies National

169. Workshop: Interaction in research writing. Conference on Developing Academic Literacies

146. Constructing identity in Applied Linguistics. International PRISEAL Conference, Silesia,

81. Metadiscourse: a study of interactions in postgraduate dissertations. A conference in honour of John

65 Interaction in academic discourse. LANSPAN colloquium, University of Groningen, The Netherlands.

64. Interacting in academic writing: Disciplinary practices. University of Northumberland Research

University of Waikato, New Zealand. 12-14 May, 1992

4. Cooperative Language Learning 1991 Annual Conference

1. Developing Grade 12 Writing Skills 1989 Annual TESLA conference