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Writing in the university: education, knowledge and reputation

Published online by Cambridge University Press:  02 March 2011

Ken Hyland
Ken Hyland*
Affiliation:
University of Hong Kong, Chinakhyland@hku.hk
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Abstract

This 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.

Type
Plenary Speeches
Information
Language Teaching , Volume 46 , Issue 1 , January 2013 , pp. 53 - 70
Copyright
Copyright © Cambridge University Press 2011

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