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Article: Writing in the university: education, knowledge and reputation

TitleWriting in the university: education, knowledge and reputation
Authors
Issue Date2013
PublisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=LTA
Citation
Language Teaching, 2013, v. 46 n. 1, p. 53-70 How to Cite?
AbstractThis paper challenges the widespread view that writing is somehow peripheral to the more serious aspects of university life – doing research and teaching students. It argues that universities are about writing and that specialist forms of academic literacy are at the heart of everything we do: central to constructing knowledge, educating students and negotiating a professional academic career. Seeing literacy as embedded in the beliefs and practices of individual disciplines, instead of a generic skill that students have failed to develop at school, helps explain the difficulties both students and academics have in controlling the conventions of disciplinary discourses. Ultimately, and in an important sense, we are what we write, and we need to understand the distinctive ways our disciplines have of addressing colleagues and presenting arguments, as it is through language that academics and students conceptualise their subjects and argue their claims persuasively.
Persistent Identifierhttp://hdl.handle.net/10722/138195
ISSN
2015 Impact Factor: 2.0
2015 SCImago Journal Rankings: 1.385
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHyland, KLen_US
dc.date.accessioned2011-08-26T14:42:53Z-
dc.date.available2011-08-26T14:42:53Z-
dc.date.issued2013en_US
dc.identifier.citationLanguage Teaching, 2013, v. 46 n. 1, p. 53-70en_US
dc.identifier.issn0261-4448-
dc.identifier.urihttp://hdl.handle.net/10722/138195-
dc.description.abstractThis paper challenges the widespread view that writing is somehow peripheral to the more serious aspects of university life – doing research and teaching students. It argues that universities are about writing and that specialist forms of academic literacy are at the heart of everything we do: central to constructing knowledge, educating students and negotiating a professional academic career. Seeing literacy as embedded in the beliefs and practices of individual disciplines, instead of a generic skill that students have failed to develop at school, helps explain the difficulties both students and academics have in controlling the conventions of disciplinary discourses. Ultimately, and in an important sense, we are what we write, and we need to understand the distinctive ways our disciplines have of addressing colleagues and presenting arguments, as it is through language that academics and students conceptualise their subjects and argue their claims persuasively.-
dc.languageengen_US
dc.publisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=LTA-
dc.relation.ispartofLanguage Teachingen_US
dc.rightsLanguage Teaching. Copyright © Cambridge University Press.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleWriting in the university: education, knowledge and reputationen_US
dc.typeArticleen_US
dc.identifier.emailHyland, KL: khyland@hku.hken_US
dc.identifier.authorityHyland, KL=rp01133en_US
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1017/S0261444811000036-
dc.identifier.scopuseid_2-s2.0-84870487266-
dc.identifier.hkuros214494en_US
dc.identifier.volume46-
dc.identifier.issue1-
dc.identifier.spage53en_US
dc.identifier.epage70en_US
dc.identifier.isiWOS:000311685200003-
dc.publisher.placeUnited Kingdom-

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