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TEACHING ACADEMICESL WRITING Practical Techniques in Vocabulary and Grammar... ESL & Applied Linguistics Professor SeriesEli Hinkel, Series Editor Birch • English L2 Reading: Getting to

TEACHING ACADEMIC

ESL WRITING

Practical Techniques in Vocabulary

and Grammar

ESL & Applied Linguistics Professor Series

Eli Hinkel, Series Editor

Birch • English L2 Reading: Getting to the Bottom

Fotos/Browne • New Perspectives on CALL for Second Language Classrooms Hinkel • Second Language Writers' Text: Linguistic and Rhetorical Features

Hinkel • Teaching Academic ESL Writing: Practical Techniques in Vocabulary

and Grammar

Hinkel/Fotos, Eds • New Perspectives on Grammar Teaching in Second

Language Classrooms

Teaching Academic

ESL Writing

Practical Techniques in Vocabulary

and Grammar

Eli Hinkel

Seattle University

LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS

2004 Mahwah, New Jersey London

Copyright © 2004 by Lawrence Erlbaum Associates, Inc.

All rights reserved No part of this book may be reproduced in any form, by

photostat, microform, retrieval system, or any other means, without prior

written permission of the publisher.

Lawrence Erlbaum Associates, Inc., Publishers

10 Industrial Avenue

Mahwah, NJ 07430

Cover design by Kathryn Houghtaling Lacey

Library of Congress Cataloging-in-Publication Data

Hinkel, Eli.

Teaching Academic ESL writing : practical techniques in vocabulary and

grammar / Eli Hinkel.

p cm.

Includes bibliographical references and index.

ISBN 0-8058-3889-9 (cloth : alk paper)

ISBN 0-8058-3890-2 (pbk : alk paper)

1 English language—Rehtoric—Study and teaching 2 English language—

Study and teaching—Foreign speakers 3 Academic writing—Studying

and teaching I Title.

PE1404.H57 2003

808'042'071—dc21 2003046234

CIP

Books published by Lawrence Erlbaum Associates are printed on

acid-free paper, and their bindings are chosen for strength and durability.

Printed in the United States of America

1 0 9 8 7 6 5 4 3 2 1

To RH with love and gratitude

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Preface ix Part I Academic Text and Teaching Second Language Writing

1 The Importance of Text in Written Academic 3 Discourse: Ongoing Goals in Teaching ESL Skills

2 Student Writing Tasks and Written Academic Genres 17

3 Curriculum for Teaching the Language Features 33

of Academic Writing

Part II Sentences and Their Parts: Lexis and Grammar

4 Sentences, Phrases, and Text Construction 65

5 Nouns and the Noun Phrase 95

6 More on the Noun Phrase: Pronouns 125

7 Teaching Verb Tenses and Voice in Text Cohesion 143

8 Lexical Classes of Verbs: Meanings and Text Functions 177

9 Adjectives and Adverbs in Academic Discourse 209

viii CONTENTS

Part III Text and Discourse Flow: The Sentence and Beyond

10 Backgrounding Discourse and Information: 241

Subordinate Clauses

11 Rhetorical Features of Text: Cohesion and Coherence 279

12 Hedging in Academic Text in English 313

References 337 Author Index 353 Subject Index 357

Language is power.

—Angela Carter

Power to the people.

—A slogan from the 1960s

Since the late 1970s and early 1980s, a great deal of time, energy, and re-sources have been devoted to teaching non-native L2 writers the rhetorical features of written academic discourse in English In addition, to meet mar-ket demands and the expectations of professional training and preparation for English as a Second Language and English for Academic Purposes teachers, teacher-training and graduate programs have set out to address teachers' on-the-job skills that pertain to teaching L2 academic writers how

to generate and organize ideas into coherent essays and compositions, as is expected of practically all students at undergraduate and graduate levels There is little doubt that L2 writers need to be familiar with many rhetor-ical and discourse features of written English and that the teaching of col-lege- or university-level writing cannot do without them In teaching L2 writing to academically bound learners, what has become of smaller impor-tance, however, is the language tools (i.e., the grammar and vocabulary that L2 writers must have to construct academic text, which in turn can be orga-nized into a coherent written academic discourse) To put it plainly, no mat-ter how well discourse is organized or how brilliant the wrimat-ter's ideas may be,

it would be hard to understand them if the language is opaque

The purpose of this book is to bridge an important gap that exists in teacher training today: the teaching of the second language and its gram-matical and lexical features that are essential for any L2 writing teacher and student writer to know The teaching of rhetorical and discourse properties

of academic writing in English can be made far more effective and efficient