ACADEMIC WRITING
Presenting arguments and
commenting on others ’ work
He advocated capital punishment.
Look at these sentences and see if you can deduce how
the structure is used.
From contemporary accounts of his research, we can
infer that results were slower to come than he had
anticipated.
His work complements hers. His work overlaps hers.
His work is empirical/ ambiguous/ coherent/
comprehensive/ authoritative.
Talking about figures and processes
Arbitrary – based on chance rather than a plan or a
particular reason .
Figures that deviate from the norm are different from
what is typical.
If statistics distort the picture , they give false
impression .
If you refer to the incidence of something (e.g.
dyslexia), you are referring how often it occurs in the
population.
If something (e.g. incidence) is predominant, it is the
largest in numer.
If things happen in sequence, they happen in a
particular order .
If something happens in many places or with many
people, it is widespread: widespread outbreaks of an
illness, widespread alarm
Frequent academic/ every day
words
Academic verb
Everyday verb
append
add (at the end)
conceive
think up
contradict
go against
convene
meet
demonstrate
show
denote
to be a sign of, stand for
negate
make useless, wipe out
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collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk." First edition © 2000 Taylor & Francis Group Second edition © 2008 Taylor & Francis Group All rights reserved. No part of this book may be reprinted or repro- duced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trade- marks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Lycan, William G. Philosophy of language: a contemporary introduction/William G. Lycan. 2nd ed. p. cm. (Routledge contemporary introductions to philosophy) Includes bibliographical references and index. 1. Language and languages Philosophy
Who this guide is for................................................................................................................................. 3 Just like official examiners, teachers also spend many hours evaluating learners’ writing. This guide is for you. With lots of practical tips and real examples, it will help you to develop and assess How to use this guide.............................................................................................................................. 3 learners’ writing skills in preparation for the C1 Advanced exam.
· Supervisor reads your rough sketch (and if necessary checks faults); BUT! Supervisor does not have to correct your language. The talk at the defense: a kind supervisor gets together with you and makes together your talk. As you start reading literature do not trust every word you see. Often we need a second opinion (usually of your Supervisor or ask a more competent person). Where to get second opinion use our audience, or if writing on literature Maailmakirjanduse õppetool. Bibliography: the sources you have sited in your work: -term paper 10-15 sources (1 page), -graduation paper (2 pages of sources). FGI 1811 Proseminar I. Ladusseva 1 10.09.2002 At the defense aspects that are considered are: - your own contribution (whether it is there and is sufficient)
You cannot, for example, write a memo to a colleague in the same style and tone as you might use when speaking on the telephone to a friend. · Logically Connected Ideas Finally, your ideas must be suitably connected so that the reader can identify related ideas while reading through and gradually understanding the message. Text 1 and Text 2 below clearly show these five aspects of writing in the business world. Evaluation Exercise 1 In the Field Services Department of the Melbourne Construction Company (MCC), a problem has arisen over the maintenance of company vehicles work which is carried out by a sub contractor, the Autocheck Maintenance Company (AMC). Several vehicles have been unavailable for use for long periods because of a deterioration in the quality of AMC's
understand the system of a specific language. Grammar divides into two: Prescriptive grammar → Prescribes rules that tell to the speaker the way the language should be written or spoken in order for the speaker to appear correct or educated. It could be said that this is an academic and strictly correct language use. For example: Never use ain’t Don’t split an infinitive (To quickly run) Descriptive grammar → Underlies the actual usage of speakers of the language. Grammar also has many components:
poems and Larkin’s method of composition. Shorter essays add further aspects to the discussion of Larkin. To mention a few examples: Oliver James has approached “This Be The Verse” from a genetician’s point of view, Richard T. Cauldwell has analysed Larkin’s recorded readings phonetically, and David Punter has applied Melanie Klein’s psychoanalysis to his poems. My aim with this paper is to make an academic review about the principles of his poetics manifest in his short essays, interviews, reviews, letters, and the poems themselves. My main interest will be to analyse the themes, form, style, imagery and symbolism, from the point of view of the numerous studies his being protagonist. Larkin was not one of the major essay writers in the history of British literature. He never wrote a text comparable with Wordsworth’s “Preface” to Lyrical Ballads,
English vs Estonian Grammatical categories for verbs I. Inherent categories for verbs: - tense: He walks a mile every day. He walked a mile every day Grammaticalized expression of location in time. The Wishram-Wasco dialect of Chinook: 4 inflectional past tenses ga-ciux `He did it some time ago' ni-cíux `He did it long ago.' na-ciúxw-a `He did it recently.' i-cíux `He just did it.' - aspect: He was writing a letter to Tom. He has written a letter to Tom. - mood: He goes to Tallinn tomorrow. He would go to Tallinn tomorrow if he had time. German: the subjunctive Wenn du Zucker hättest, könnten wir jetzt Tee trinken. `If you had sugar, we could drink tea now.' English: They demanded that he leave the room. If I were you, I wouldn't buy this car. - transitivity: sleep, kiss Manam (a Kairiru-Manam language; Malalyo-Polynesian)
adjective + preposition omadussõna + eessõna proud of, good at, married to adverb particle Some verbs are followed by adverb particles. Examples are: put on, take off, give away, bring up, call in. Sometimes the particle is detached from the verb and put after the object. •He took his boots off. •They called the doctor in. apposition a grammatical construction in which two usually adjacent nouns having the same referent stand in the same syntactical relation to the rest of a sentence (as the poet and Burns in “a biography of the poet Burns”) back-reference In grammatical analysis, the term reference is often used to state a relationship of identity which exists between grammatical units, e.g. a pronoun 'refers' to a noun or noun phrase. When the reference is to an earlier part of the discourse, it may be called a 'back-reference' (or anaphora); collective noun Collective noun is the name we give to a group of nouns to refer to them as one entity. A crew
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