Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia, UK.

• ContentsSeries Editor PrefacePrefaceAcknowledgementsSECTION IUnderstanding Writing1An Overview of Writing1.1Text-Oriented Understandings1.2Writer-Oriented Understandings1.3Reader-Oriented Understandings1.4ConclusionFurther Reading2Key Issues in Writing2.1Writing and Context2.2Literacy and Expertise2.32.4Academic and Disciplinary Writing Writing, Technology and Digital Literacy2.52.6Multimodal WritingWriting and Identity2.7English, Dominance and Writing2.8ConclusionFurther Reading3Quandaries and Possibilities3.1Writing Instruction and Culture3.23.3Information Technology and Social NetworksWriting Wikis and Blogs3.4Multimodal Writing Instruction3.5Writing Instruction and Plagiarism3.63.7Writing Instruction and Written Corrective FeedbackAutomated Writing Evaluation (AWE)3.8ConclusionFurther ReadingSECTION IIResearching Writing4Research Practices and Issues4.1Reflective Practice4.2Practitioner Research4.3Research Design4.4Research Methods4.54.64.7Research MethodologiesResearch TopicsConclusionFurther Reading5Research Cases: Observing and Reporting5.1Questionnaire Research on Teachers Writing Book Reviews5.2Experimental Research on Peer Response 5.3Interview Research on Academic Blogs5.4Protocol Research on Primary Students’ Writing Strategies5.5Diary Blogs Research on Drafting a Research Paper5.6Keystroke Logging Research on Writing Strategies5.7ConclusionFurther Reading6Research Cases: Texts and Contexts6.1Genre Analysis Research on Grant Proposal Abstracts6.2Corpus Research on Learner Uses of Lexical Bundles6.3Case-Study Research of a Chinese Doctor Writing for Publication6.4Ethnographic Research on Student Peer Review of Writing6.5Multimodal Research of Elementary Students’ Maths Writing6.6Synthesis Research on the Effectiveness of Peer Feedback6.7ConclusionFurther ReadingSECTION IIITeaching Writing7Approaches to Teaching Writing7.1Text-Oriented Approaches to Teaching 7.2Writer-Oriented Approaches to Teaching7.3Reader-Oriented Approaches to Teaching7.4ConclusionFurther Reading8Teaching Writing: Materials and Practices8.1Research Writing: A Series of Advanced Writing Guides8.2Corpora in Writing Instruction8.3Leaner blogs8.48.5Writing Teaching and Academic Word Lists Scaffolding School Literacy: Writing Frames8.6Wikis in the writing class8.7Writing Portfolios: Pedagogy and Assessment Further Reading9Teaching Writing: Classes and Courses9.1Writ 101: A Modified Process Approach9.2Genre in Australian Schools9.3English for Clinical Pharmacy: A Specific EAP Course9.4Go for Gold—Writing for a Reason9.5Data Driven Learning for Research PostgraduatesFurther ReadingSECTION IVExploring Writing10Significant Areas and Key Texts10.1Literacy and writing10.2Rhetoric10.3Scientific and Technical Writing10.4Professional and Business Writing10.5Academic Writing10.6Journalism and Print Media10.7First-Language Writing10.8Second-Language Writing Instruction10.9Pragmatics and Writing10.10Translation Studies10.11Literary Studies10.12Writing using digital technologies10.13Writing and Multimodal Texts10.14Writing and Forensic Linguistics10.1510.16Writing and young learnersCreative Writing11Key Sources on Writing11.1Research Sources: For analysis and study of writing11.2Teaching sources: For practitioners and learnersGlossaryReferencesIndex

Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia, UK.

• ContentsSeries Editor PrefacePrefaceAcknowledgementsSECTION IUnderstanding Writing1An Overview of Writing1.1Text-Oriented Understandings1.2Writer-Oriented Understandings1.3Reader-Oriented Understandings1.4ConclusionFurther Reading2Key Issues in Writing2.1Writing and Context2.2Literacy and Expertise2.32.4Academic and Disciplinary Writing Writing, Technology and Digital Literacy2.52.6Multimodal WritingWriting and Identity2.7English, Dominance and Writing2.8ConclusionFurther Reading3Quandaries and Possibilities3.1Writing Instruction and Culture3.23.3Information Technology and Social NetworksWriting Wikis and Blogs3.4Multimodal Writing Instruction3.5Writing Instruction and Plagiarism3.63.7Writing Instruction and Written Corrective FeedbackAutomated Writing Evaluation (AWE)3.8ConclusionFurther ReadingSECTION IIResearching Writing4Research Practices and Issues4.1Reflective Practice4.2Practitioner Research4.3Research Design4.4Research Methods4.54.64.7Research MethodologiesResearch TopicsConclusionFurther Reading5Research Cases: Observing and Reporting5.1Questionnaire Research on Teachers Writing Book Reviews5.2Experimental Research on Peer Response 5.3Interview Research on Academic Blogs5.4Protocol Research on Primary Students’ Writing Strategies5.5Diary Blogs Research on Drafting a Research Paper5.6Keystroke Logging Research on Writing Strategies5.7ConclusionFurther Reading6Research Cases: Texts and Contexts6.1Genre Analysis Research on Grant Proposal Abstracts6.2Corpus Research on Learner Uses of Lexical Bundles6.3Case-Study Research of a Chinese Doctor Writing for Publication6.4Ethnographic Research on Student Peer Review of Writing6.5Multimodal Research of Elementary Students’ Maths Writing6.6Synthesis Research on the Effectiveness of Peer Feedback6.7ConclusionFurther ReadingSECTION IIITeaching Writing7Approaches to Teaching Writing7.1Text-Oriented Approaches to Teaching 7.2Writer-Oriented Approaches to Teaching7.3Reader-Oriented Approaches to Teaching7.4ConclusionFurther Reading8Teaching Writing: Materials and Practices8.1Research Writing: A Series of Advanced Writing Guides8.2Corpora in Writing Instruction8.3Leaner blogs8.48.5Writing Teaching and Academic Word Lists Scaffolding School Literacy: Writing Frames8.6Wikis in the writing class8.7Writing Portfolios: Pedagogy and Assessment Further Reading9Teaching Writing: Classes and Courses9.1Writ 101: A Modified Process Approach9.2Genre in Australian Schools9.3English for Clinical Pharmacy: A Specific EAP Course9.4Go for Gold—Writing for a Reason9.5Data Driven Learning for Research PostgraduatesFurther ReadingSECTION IVExploring Writing10Significant Areas and Key Texts10.1Literacy and writing10.2Rhetoric10.3Scientific and Technical Writing10.4Professional and Business Writing10.5Academic Writing10.6Journalism and Print Media10.7First-Language Writing10.8Second-Language Writing Instruction10.9Pragmatics and Writing10.10Translation Studies10.11Literary Studies10.12Writing using digital technologies10.13Writing and Multimodal Texts10.14Writing and Forensic Linguistics10.1510.16Writing and young learnersCreative Writing11Key Sources on Writing11.1Research Sources: For analysis and study of writing11.2Teaching sources: For practitioners and learnersGlossaryReferencesIndex

Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia, UK.

• ContentsSeries Editor PrefacePrefaceAcknowledgementsSECTION IUnderstanding Writing1An Overview of Writing1.1Text-Oriented Understandings1.2Writer-Oriented Understandings1.3Reader-Oriented Understandings1.4ConclusionFurther Reading2Key Issues in Writing2.1Writing and Context2.2Literacy and Expertise2.32.4Academic and Disciplinary Writing Writing, Technology and Digital Literacy2.52.6Multimodal WritingWriting and Identity2.7English, Dominance and Writing2.8ConclusionFurther Reading3Quandaries and Possibilities3.1Writing Instruction and Culture3.23.3Information Technology and Social NetworksWriting Wikis and Blogs3.4Multimodal Writing Instruction3.5Writing Instruction and Plagiarism3.63.7Writing Instruction and Written Corrective FeedbackAutomated Writing Evaluation (AWE)3.8ConclusionFurther ReadingSECTION IIResearching Writing4Research Practices and Issues4.1Reflective Practice4.2Practitioner Research4.3Research Design4.4Research Methods4.54.64.7Research MethodologiesResearch TopicsConclusionFurther Reading5Research Cases: Observing and Reporting5.1Questionnaire Research on Teachers Writing Book Reviews5.2Experimental Research on Peer Response 5.3Interview Research on Academic Blogs5.4Protocol Research on Primary Students’ Writing Strategies5.5Diary Blogs Research on Drafting a Research Paper5.6Keystroke Logging Research on Writing Strategies5.7ConclusionFurther Reading6Research Cases: Texts and Contexts6.1Genre Analysis Research on Grant Proposal Abstracts6.2Corpus Research on Learner Uses of Lexical Bundles6.3Case-Study Research of a Chinese Doctor Writing for Publication6.4Ethnographic Research on Student Peer Review of Writing6.5Multimodal Research of Elementary Students’ Maths Writing6.6Synthesis Research on the Effectiveness of Peer Feedback6.7ConclusionFurther ReadingSECTION IIITeaching Writing7Approaches to Teaching Writing7.1Text-Oriented Approaches to Teaching 7.2Writer-Oriented Approaches to Teaching7.3Reader-Oriented Approaches to Teaching7.4ConclusionFurther Reading8Teaching Writing: Materials and Practices8.1Research Writing: A Series of Advanced Writing Guides8.2Corpora in Writing Instruction8.3Leaner blogs8.48.5Writing Teaching and Academic Word Lists Scaffolding School Literacy: Writing Frames8.6Wikis in the writing class8.7Writing Portfolios: Pedagogy and Assessment Further Reading9Teaching Writing: Classes and Courses9.1Writ 101: A Modified Process Approach9.2Genre in Australian Schools9.3English for Clinical Pharmacy: A Specific EAP Course9.4Go for Gold—Writing for a Reason9.5Data Driven Learning for Research PostgraduatesFurther ReadingSECTION IVExploring Writing10Significant Areas and Key Texts10.1Literacy and writing10.2Rhetoric10.3Scientific and Technical Writing10.4Professional and Business Writing10.5Academic Writing10.6Journalism and Print Media10.7First-Language Writing10.8Second-Language Writing Instruction10.9Pragmatics and Writing10.10Translation Studies10.11Literary Studies10.12Writing using digital technologies10.13Writing and Multimodal Texts10.14Writing and Forensic Linguistics10.1510.16Writing and young learnersCreative Writing11Key Sources on Writing11.1Research Sources: For analysis and study of writing11.2Teaching sources: For practitioners and learnersGlossaryReferencesIndex