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1.Academicdiscourseanditsrhetoric
2001;HylandandHamp-Lyons,2002;DuszakandLewkowicz,2008),apoint
furtherdevelopedinSection1.3.4ofthischapter.
Finally,withregardtotheobjectsofacademicenquiry,theincreasingspe-
cialisationofscholarshiphasresultedintheemergenceofavarietyofdiscipli-
narydiscourses,whichhaveevolved,eachonitsownaccount,characteristics
bestsuitedtomeetthespecificneedsoftheirdisciplines—distinctivelexis
andcollocationalpatterns,typicalgenresandpreferredorganisationoftheir
specimens,characteristicargumentationstyles,andvaryingdegreesofinter-
personalinvolvement.Theextenttowhichsuchdiscipline-relatedcommuni-
cationstylesmaydifferfromeachother—andtheextenttowhichtheymay
coincide—hasbeenshown,amongothers,byMelanderetal.(1997),Hyland
(1999a,2000,2002b,2005,2008a),Dahl(2004),HylandandBondi(2006),
Fløttumetal.(2006a,b),Vold(2006a,b)andYakhontova(2006).Theob-
serveddifferenceshavechallengedtheideaofhomogeneityofacademicdis-
courseandcalledforamorecontextualised,discipline-orientedapproachto
thestudyofuscholarlyways”
,withtheresultthattodayscholarsspeakofaca-
demicdiscoursesratherthandiscourse,andhenceofacademiccommunica-
tioninbusiness(Bondi,2006;MurDueñas,2008),economics(Oakey,2005;
Bondi,2006;Belotti,2008),law(Sala,2008;Tessuto,2008),biology(Myers,
1990;Hyland,1996;Cortes,2004;Okamura,2005),medicine(Williams,1996;
ElMalikandNesi,2008;Rundblad,2008),mathematics(Yakhontova,2006),
history(Cortes,2004),sociology(Namsaraev,1997)orlinguistics(Freddi,
2005a,b),oftennarrowingtheirfocusdowntomorespecificlabels(e.g.,can-
cerresearch—Gledhill,2000;moleculargenetics—Myers,1992;oncology
—Carter-ThomasandRowley-Jolivet,2008;conservationbiologyandwildlife
behaviour—Samraj,2002;orappliedlinguistics—YangandAllison,2003,
2004).Henceanydiscussionofacademicdiscoursenecessarilyinvolvesthe
questionwhichofthesediscoursesisinfactinvoked,aswellasthequestion
ofgenerality,dependingonwhetherthegoalistoarriveatabroaderbutsim-
plifiedviewonacademiccommunicationpractices,withmuchoftheinternal
variationflattenedout,oramoredetaileddescription,closertoreallife,but
restrictedtomoreorlessnarrowlydefinedsubfield.Participantsinthesecom-
municationpracticesformacommunitywhichisheldtogetherbyashared
goalofdevelopingknowledgeandunderstandingthroughmechanismsofne-
gotiationandargumentation,butwhich,likeacademicdiscourseitself,isnot
uniformbutinternallyvaried.
Theaimofthischapteristogiveabriefoverviewoftheexistingresearch
intoacademiccommunication.Thenextsectiondiscussestheconceptofac-
ademicdiscoursecommunityanditsinternalvariation.Furthersectionsex-
