Academic Writing Features & Aspects LESSON-2 PDF

FEATURES AND ASPECTS OF ACADEMIC AND PROFESSIONAL WRITING LEARNING OBJECTIVES At the end of the lesson, students should be able to: A. know the purpose of each feature of writing; B. identify the tone of writing as you make simple changes to...

FEATURES AND ASPECTS OF ACADEMIC AND PROFESSIONAL WRITING LEARNING OBJECTIVES At the end of the lesson, students should be able to: A. know the purpose of each feature of writing; B. identify the tone of writing as you make simple changes to phrases; C. appreciate the use of hedging devices in mitigating strong claims; D. provide evidence for any claims you make, and E. use several technical language in the academic discipline. Team Quiz Bee: Academic Text Features Edition Objective: Foster teamwork and reinforce knowledge of academic text features through a fun, competitive quiz game. 1. Which of the following is a defining feature of academic writing? (a) Structured argument (b)Use of informal language (c) Emotional appeals (d)Use of colloquialisms ANSWER: A 2. What is the primary purpose of an introduction in an academic text? (a) To provide entertainment (b) to present background information (c) to give meaningful anecdotes (d) to introduce the main argument or thesis ANSWER: D 3. Academic texts generally maintain a/an __________ tone, avoiding emotional language and personal bias. (a) ambiguous (b) clear (c)objective (d) serious ANSWER: C 4. The phrase "it can be argued that" is an example of which feature of academic writing? (a) Argumentative (b) Hedging (c) Citation (d) Objective ANSWER: B  In the context of academic writing, the use of hedging 5. language (e.g., "it appears," "may suggest," "possibly") is typically employed to: (a) Make an argument more assertive (b) Avoid over-generalization or over-claiming certainty (c) Increase the emotional appeal of a statement (d) Introduce personal bias ANSWER: B 6. Which of the following is a common feature of academic writing? (a) Use of informal language (b) Use of first-person pronouns like "I" or "we" (c) Formal tone and clear language (d) Use of emotional appeals ANSWER: C 7. In academic writing, which of the following is the best practice when using a quote from another author? (a) Always use the full quote without changes (b) Paraphrase the quote and only cite the source (c) Use essential quotes to the argument and cite the source (d) Do not use quotes at all, only paraphrase ANSWER: C 8. Which of the following is a key characteristic of formal academic writing? (a) Use of personal pronouns like "I" and "we" (b) Contractions such as "can't" and "won't" (c) Formal language and slang expressions (d)Complex sentence structures and vocabulary ANSWER: D 9. Identify the sentence that uses language too informal for an academic text: (a) "The evidence supports the hypothesis.” (b) "The findings show a clear correlation." (c) "The data indicate a strong relationship.“ (d)"The results prove the idea is right. ANSWER: D 9. Which of the following sentences demonstrates complex academic structure and vocabulary? (a) "The findings of the study show how teaching affects students.“ (b) "The results of the investigation elucidate the pedagogical impact on learners' cognitive development.“ (c) "The study results of the paper make it clear how teaching changes and modify the student’s learning outcomes.“ (d) "The research talks about the effects of teaching on students' learning." ANSWER: B ACADEMIC WRITING ✔ When we hone the students‟ academic writing skills, we are essentially preparing them to know the strategies and language conventions on how to express and interpret their thoughts and ideas. Key Points: Features of an Academic Text What are the features of academic writing? ⮚ “My paper, I'll make it clear, talks about the reasons behind why students drop out of college.” ⮚ “This paper will identify the factors behind school attrition.” FORMALITY IN WRITING 1. Formal language and highly formal language are the levels of language appropriate in academic and professional settings. 2. The language is formal because it follows the accepted rules, forms, and conventions of writing in a particular writing community or discipline. FORMALITY IN WRITING To make your academic writing style formal, observe the following conventions: 1. Avoid colloquial and slang expressions such as “wanna, gonna, kind’a” Not sure use a synonym website: www.Thersaurus.com 2. Limit the use of two-word prepositional verb (verb + preposition) that is commonly used in spoken language. Ex: took back, carried out, cut back, measured out 3. Avoid contractions and abbreviations. Ex. Can’t, doesn’t, isn’t FORMALITY IN WRITING To make your academic writing style formal, observe the following conventions: 4. Use more formal/academic vocabulary. (540 academic words) High-frequency academic words taken from academic literature: establish / acquisition/ fundamental / initiative / presumption / differentiation / controversial / inevitable / intrinsic / exploitive / etc.. 5. No Personal pronouns (I, you, he, she, you, they) 6. No rhetorical question. ACTIVITY Directions: Replace the words in italics with more formal words. 1. You need to back up your argument with data. 2. This is a much talked about research topic. 3. The kids who were interviewed were also asked to answer the test. 4. Participants of the study identified taking care of the children, looking after their clothes and other stuff as their common chores. 5. The newly-installed system enabled the offices to throw away their outdated files. ACTIVITY 6 7 8 9 10 11 12 13 ACTIVITY 14 15 16 17 18 19 COMPLEXITY IN WRITING It observes the use of more noun-based phrases and more content or lexical words than function words in contrast with spoken language. It makes use of more subordinate clauses and complex words and phrases, which is not often observed in oral communication. To achieve complexity, the following will help: 1. Nominalization - refers to a noun or noun phrase created from another kind word, often a verb. Example: Χ The participant was admitted to the graduate program. It came to him as a surprise. ✔ The participant’s admission to the graduate program came to him as a surprise. To achieve complexity, the following will help: 1. Nominalization - refers to a noun or noun phrase created from another kind word, often a verb. Example: Χ The group discussed how to plan the surprise party. ✔ The discussion of the group was about the surprise party. NOMINALIZATION NOMINALIZATION NOMINALIZATION ACTIVITY 1. He failed, which angered his instructor. 2. "The course was difficult, so many students performed poorly.“ 3. "We are discussing whether Section 7 applies.” 4. The police investigated but uncovered no evidence. To achieve complexity, the following will help: 2. Noun-based Phrases - transform phrases introduced by “wh” using noun- based phrases. Example: To achieve complexity, the following will help: 2. Noun-based Phrases - transform phrases introduced by “wh” using noun- based phrases. Example: Χ How much money will be invested should be determined. ✔ The amount of money to be invested should be determined. To achieve complexity, the following will help: 2. Noun-based Phrases - transform phrases introduced by “wh” using noun- based phrases. Example: Χ It is essential to discuss how much cultural and biological evolution can be explained by similar principles. ✔ It is essential to discuss the extent to which cultural and biological evolution can be explained by similar principles. To achieve complexity, the following will help: 2. Noun-based Phrases - transform phrases introduced by “wh” using noun- based phrases. Example: Χ It is essential to discuss how much cultural and biological evolution can be explained by similar principles. ✔ It is essential to discuss the extent to which cultural and biological evolution can be explained by similar principles. To achieve complexity, the following will help: 2. Noun-based Phrases - transform phrases introduced by “wh” using noun- based phrases. Example: Χ Classes differ greatly in how membership is established and how fast membership changes. ✔ Classes differ greatly in the manner of the establishment of membership and in the rate of membership change. Example: 1. When the riots occurred, 36 per cent of the workforce in Handsworth was out of work. 2. How long the prisoner stays in prison is determined by someone who has not heard any representations by or on behalf of the prisoner on grounds which the prisoner does not know. 3. On the surface, why women and domestic architecture were associated were obvious. 4. The week following admission appears to be when the risk is greatest. To achieve complexity, the following will help: 3. Subordinate Clauses - two simple sentences may be combined to show complexity. Example: To achieve complexity, the following will help: 3. Subordinate Clauses - two simple sentences may be combined to show complexity. Example: Χ Findings also suggest that the positive reactions of the participants to the intervention was associated with the new information. The information acquired was about themselves. ✔ Findings also suggest that the positive reactions of the participants to the intervention was associated with the new information that they acquired about themselves. To achieve complexity, the following will help: 4. Lexical Density A paragraph has lexical density when it contains more content words (nouns, verbs, adjectives, and adverbs). It is linked to vocabulary, the known words of any individual and can be used to compare the spoken and written lexicons of any one person. OBJECTIVITY IN WRITING This feature will help you show the reader that the emphasis is about what you are writing and not about you. It is characterized by the use of the third person rather than first person. It is important to note, however, that certain scientific manuals and university guidelines or policies have started to allow the use of the first or second person pronoun. To avoid confusion as to which guideline is to be followed, you need to consult your department’s or institution’s style guide. OBJECTIVITY IN WRITING 1. In my opinion, the result has not been presented well. The result has not been presented well. 2. As teachers, we need to realize the value of feedback on student writing. Teachers need to realize the value of feedback on student writing. 3. We should consider the impact of motivation in student achievement. Motivation impacts student achievement. IMPERSONALITY IN WRITING This style of writing requires you to avoid subjectivity. This means that you have avoid making statements that are not supported by evidence or examples. This also entails avoiding adjectives or adverbs that tend to exaggerate your description. EXAMPLE IMPERSONALITY IN WRITING Χ The frustrated researchers declined to provide explanations for the failure of the experiment. The researchers declined to provide explanations for the failure of the experiment. Χ The result revealed that the teachers encountered experiences which even made the researcher cry. The result revealed that the teachers encountered negative experiences. Χ Honestly, the researcher's assistants did a lousy job in gathering data. The research assistant failed to observe the guidelines in gathering data EXERCISE Directions: Put an X before each sentence that does not show objectivity and impersonality. ____1. Findings show that the use of diary and of homework assignments was very helpful in motivating the participants. ____ 2. Therapeutic activities, I believe, will motivate the learners. ____ 3. The responses of the respondents were patiently coded by researcher. ____ 4. Individual instruction addresses certain needs of a learner. ____ 5. The female participants expressed their difficulties in coping with the challenges of the program. EXPLICITNESS: MAINTAINING THE FLOW IN WRITING A feature of writing that shows the ideas or information in the text are connected. Through explicitness the reader can determine if the idea belongs to the writer or someone else. This can be done by indicating the source of the idea. EXPLICITNESS: MAINTAINING THE FLOW IN WRITING EXPLICITNESS: MAINTAINING THE FLOW IN WRITING EXPLICITNESS: MAINTAINING THE FLOW IN WRITING If you think two ideas are almost the same, say so. Marx referred throughout his work to other systems than the capitalist system, especially those which he knew from the history of Europe to have preceded capitalism; systems such as feudalism, where the relation of production was characterized by the personal relation of the feudal lord and his serf and a relation of subordination which came from the lord's control of the land. Similarly, Marx was interested in slavery and in the classical Indian and Chinese social systems, or in those systems where the ties of local community are all important. HEDGING IN WRITING Hedges expresses tentativeness and possibility in communication. Hedging enables you to express a perspective on claims that have not been acclaimed yet by discourse community. This is also referred to as “cautious” language. Using cautious language means mitigating the strength of a proposal by decreasing its illocutionary force through hedging devices (Mojica, 2005). HEDGING IN WRITING Other reasons why writers use hedging include: 1. when there are exceptions to the findings or results are inconclusive; 2. when they are sure about what they are saying but want to appear more modest or show deference to their readers or colleagues; and 3. when they want to open up possibilities for discussions. EXAMPLES OF HEDGING DEVICES: The following “hedging” verbs are often used in academic writing: suggest, indicate, estimate, assume. 1. The verbs appear and seem are used when a writer wishes to „distance‟ himself/herself from the findings (and therefore avoid making a strong claim). Expressions like according to, on the basis of, or based on are also used when a writer wants to avoid making a strong claim. EXAMPLES OF HEDGING DEVICES: Another way of showing some certainty is to use modal verbs such as may, might, could and can. The following adverbs are often used when a writer wishes to express caution: probably, seemingly, presumably, perhaps, apparently. Another technique is to use an adjective such as probable, possible, uncertain, or unlikely. The following nouns are often used in academic writing: probability, possibility, assumption, evidence, likelihood, or claim. EXAMPLES OF HEDGING DEVICES: Approximators of degree, frequency, time, and quantity also show hedging. Examples are approximately, roughly, about, often occasionally, generally, usually somewhat, somehow. Examples: In both cases, if the policy stipulates the use of either English or Filipino, the faculty, staff, and students will not support it. In both cases, if the policy stipulates the use of either English or Filipino, this might not gain strong support from the faculty, staff, and students. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Sentence has two main parts: complete subject and complete predicate Subject - the essential noun, pronoun, or group of words acting as noun. Katy is talking through the radio. predicate – essential verb or verb phrase CONSTRUCTING STRUCTURALLY CORRECT SENTENCES A sentence should be written with complete thought so that it will be understood by the reader. Sentence Structures: Simple Complex Compound Compound Complex CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Simple consists of a single independent clause. The party was held this morning. Tomorrow is Tuesday. A compound has two or more independent clauses joined by a comma and a coordinating conjunction or semicolon. I have a pet iguana, and his name is Fluffy. I have a pet iguana; his name is Fluffy. Note: Always use a comma before the coordinating conjunction when joining two independent clauses. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES The complex contains one independent clause and one or more dependent clauses. One independent clause + one dependent clause = a complex sentence: I love going outside when the weather is warm. Compound Complex has two or more independent and one or more subordinate clauses. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Compound Complex has two or more independent and one or more subordinate clauses. I invited Bruno to the concert, but he can only go if one of us gives him a ride. As soon as I heard the news, I called Nathan, and we made plans to celebrate. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Common sentence errors are committed in sentence unparallel structure, fragments, run-on sentences, choppy sentences, and sprawl sentences. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Common sentence errors are found in sentence: Fragments: Group of words that does not express complete thought. Appositive fragment: A green mango. Noun fragment: A blue trouser Verb fragment: Will be prepared. Prepositional fragment: Under the bushel. Gerund fragment: Pinching her nose. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Common sentence errors are found in sentences: Run-on: It has two or more complete sentences that are capitalized ang punctuated as if they are one. Lila enjoyed the bouquet of tulips John gave her on prom night however she prefers roses. Plaza Bonita will hold a spring concert and fashion show however she plans not to attend. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Common sentence errors are found in sentences: 1. Choppy: These are short sentences that are strung together, making writing seem disjointed. To fix choppy sentences, you can use conjunctions, subordination, or appositives. I like dogs. Dogs make good pets. Dogs are friendly and loyal. She took dance classes. She had no natural grace or sense of rhythm. She eventually gave up the idea of becoming a dancer. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Common sentence errors are found in sentences: 1. Sprawl: Occurs when a writer strings too many subordinate or coordinate clauses together in one sentence. Subordinate clauses are joined by "which," "that," "who" or "where." Coordinate clauses are joined by "or," "and" or "but.“ The meeting had been planned for Monday, October 27, but there were some people who were not going to be available, so they rescheduled it for Thursday, October 30, and then all people would be able to attend. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Common sentence errors are found in sentences: Comma Splice: kind of comma mistake that happens when you use a comma to join two independent clauses. Koala bears are not actually bears, they are marsupials. I am not angry with you, I am not happy with you, either. I’m thinking of skipping English class, it’s really boring. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Parallel structure the practice of using the same structures or forms multiple times: making sure the parts are parallel to each other. can be applied to a single sentence, a paragraph, or even multiple paragraphs. Compare the two following sentences: Yara loves running, to swim, and biking. Yara loves running, swimming, and biking. Note: Once again, the examples above combine gerunds and infinitives. To make them parallel, the sentences should be rewritten with just gerunds or just infinitives. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES Parallel structure X In this paper, we will reference the works of Walton and Sir John Cockcroft.  In this paper, we will reference the works of Dr. Ernest Walton and Sir John Cockcroft.  In this paper, we will reference the works of Walton and Cockcroft. X Whenever he drives, Reza pays attention to what he’s doing and is watching the drivers around him.  Whenever he drives, Reza pays attention to what he’s doing and watches the drivers around him.  Whenever he drives, Reza is paying attention to what he’s doing and watching the drivers around him. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES 1. “Also” is often incorrectly used for “either”. I did not go to the U.S.: he did not either. 2. “Already” is often confused with “all ready”. 3. “And” should not be used with “etc.” 4. “Quite” means wholly or greatly and should not be used to indicate a small or slight amount. 5. The verb following “to” is always present and “to be” is past tense. CONSTRUCTING STRUCTURALLY CORRECT SENTENCES 1. “Also” is often incorrectly used for “either”. I did not go to the U.S.: he did not either. 2. “Already” is often confused with “all ready”. 3. “And” should not be used with “etc.” 4. “Quite” means wholly or greatly and should not be used to indicate a small or slight amount. 5. The verb following “to” is always present and “to be” is past tense. ACTIVITY Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement (1- 2) Writing is exceptionally Clarity & Coherence clear, logical, and flows Mostly clear with minor Some parts are unclear or Writing lacks clarity and is (5 pts) inconsistencies. lack logical connections. difficult to follow. smoothly. Some grammar and Grammar & No grammar, spelling, or Few minor grammar or Frequent errors that make spelling errors that slightly Mechanics (5 pts) punctuation errors. spelling mistakes. the text hard to understand. affect readability. Well-structured with a Mostly organized, but Structure & strong introduction, body, transitions could Somewhat organized but Poorly organized with no Organization (5 pts) lacks smooth transitions. clear structure. and conclusion. improve. Mostly consistent tone Maintains a consistent Some inconsistency in tone Tone is inappropriate or Style & Tone (5 pts) with minor and appropriate tone. inconsistencies. or style. inconsistent. Retains the original Mostly accurate with The rewritten text distorts or Accuracy of Content meaning while improving slight changes to Some meaning is lost or misrepresents the original (5 pts) changed. clarity and impact. meaning. meaning. Good vocabulary, but Word Choice (5 pts) Uses engaging, precise, could be more Basic vocabulary with Lacks variety and uses and varied vocabulary. some repetition. awkward word choices. engaging. ACTIVITY academic writing is well organized It flows easily from one section to the next in a logical fashion A good place to start is the genre of your text. And once you have decided on the genre, the structure is easily determined. students are asked to write many different kinds of texts. depending on your subject, these could be essays laboratory reports case-studies book reviews reflective diaries, posters, research proposals, and so on and are normally referred to as genre families or genres. Genres are defined by their purpose their audience and their structure Looking at typical structures can help you with your organization.