teaching academic esl writing part 8

... for Teaching the Language Features of Academic Writing OVERVIEW • The importance of accuracy in academic writing • Recurrent features of academic discourse in English • The benefits of written academic ... careers (Horowitz, 1986a; Johns, 1981, 1997; Leki & Carson, 1997; Nation & Waring, 1997; Santos, 1984, 1988) The curriculum outline for teaching the essential features of academic text in ... EAP and the writing experiences of ESL students in university courses TESOL Quarterly, 31(1), 39-70. Trang 5Ostler, S (1980) A survey of needs of advanced ESL TESOL Quarterly, 14(4),489-502. Rosenfeld,

Ngày tải lên: 17/10/2013, 19:15

... social context for writing (Ferris & Hedgcock, 1998; Johnson, 1989a; Reid, 1993, 2000a, 2000b) However, peer editing (also called peer response), as a technique for teaching writing, was originally ... practiced in the production of academic writing (R Ellis, 1990, 1994, 1997, 2002; James, 1998) For example, at the high intermediate and/or advanced levels, grammar teaching can focus on constructions ... concluded that an increase in the amount of academic vo-cabulary in L2 writing contributes significantly to the higher evaluations of the quality of L2 academic writing In light of this finding, it

Ngày tải lên: 20/10/2013, 10:15

... Reid, 1998; Ferris & Hedgcock, 1998) Thus, teaching students to become independent self-editors represents a crucial component of writing instruction Some approaches to teaching L2 writing ... following features of academic writing and text have been identified as rare; in fact, some are never encountered in large written academic and NS student writing corpora (Biber, 1988; Biber et al., ... prevalent fea-tures of student academic writing and text (Byrd & Reid, 1998; Chang & Swales, 1999; Coxhead, 1998; Hinkel, 1995c, 1997b, 1999a, 2002a; Hyland, 1998; Hyland & Milton, 1997;

Ngày tải lên: 20/10/2013, 10:15

... their prevalence in academic prose as identified in various analyses of academic English language corpora (Biber, 1988; Biber et al., 1999; Hyland, 1996; Quirk et al., 1985) Be-verbs Copula be ... prevalence in academic texts Biber's, et al (1999) large corpus analysis of various types of written texts in-dicates that lexical verbs (e.g., walk, sing, talk) are far less common in academic prose ... Because sentences with be-verbs, are easy to construct, many NNS writers overuse them in their academic writing (Hinkel, 2002a) One of the most common structures that follows be is the prepositional

Ngày tải lên: 24/10/2013, 09:15

... learners often have trouble using verb tenses and aspects appropriately in their academic writing Techniques for teaching L2 academic writers to get around the com-plexities of the verb phrase are further ... our dream Trang 8For additional examples of sentence correction, see Suggestions for Teaching CHAPTER SUMMARY Rigid and predictable patterns in English syntax provide framework for teaching sentence ... verb helps students check for sub-ject-verb agreement STRATEGIES AND TACTICS FOR TEACHING AND TEACHING ACTIVITIES Teaching suggestions presented here advance in the degree of their sophis-tication

Ngày tải lên: 28/10/2013, 16:15

... occur in think of Trang 85 Nouns and the Noun Phrase OVERVIEW • Noun groupings and substitutions to expand vocabulary • Vocabulary in academic writing • 380 essential nouns in academic texts • Required ... 15(1), 82-88. Young, R., Becker, A L., & Pike, K (1970) Rhetoric: Discovery and change New York: Harcourt Brace Jovanovich. Trang 4Appendix A to Chapter 4SENTENCE STEMS FOR WRITTEN ACADEMIC ... chapter 3, the teaching of sentence and phrase structure needs to co-occur with instruction on vocabulary and common academic collocations Using stock sentence stems in actual writing can become

Ngày tải lên: 28/10/2013, 16:15

... University Word List (Nation, 1990) and the Academic Word List (Coxhead, 1998; cited in Nation, 2001) include 800 words and 567 head words of word families in academic texts, respectively The follow-ing ... Those who have successfully attained L2 pro-ficiency sufficient for success in academic reading and writing in any L2 (particularly one without L1 cognates) are familiar with the te-dious work entailed ... (Biber et al., 1999) Therefore, academic vocabulary and grammar need to be explic-itly taught (Norris & Ortega, 2000) In general, the importance of noun us-age in academic prose cannot be overestimated

Ngày tải lên: 07/11/2013, 11:15

... tense, it is hardly ever used in academic writing, and L2 academic writers should be encouraged to employ modal verbs such as may, can, and could instead. In teaching it is helpful to present ... expended on teaching students how to use English tenses and aspects correctly, the point of fact is that this instruction may not be particularly necessarily for the purposes of academic writing ... specified] As mentioned, progressive tenses rarely occur in academic prose, and the number of verbs that are useful in the teaching of L2 academic writing is ac-tually quite small Verbs That Tend to

Ngày tải lên: 14/12/2013, 14:15

... verbs seldom occur in academic writing • A number of important academic verbs are not used in the progres-sive aspect, and these verbs need to be learned Thus, in academic writing, it may be best ... conventions (Biber, 1988; Myers, 1989; Poole, 1991; Swales, 1990a) The use of passive voice in formal writing has a number of important textual functions One of these is to project an academic indi-rectness, ... 5anal-yses of academic prose, it appears that in real academic writing discourse, outside of the teaching of composition, passive voice is ubiquitous and re-mains a prevalent feature of academic text

Ngày tải lên: 14/12/2013, 14:15

... guarantee superb writing, and that the writing of native students, like L2 writing, also varies widely in quality Samples of native students' writing can be requested from the Writing Center, ... rarely used in academic writing, and that some passive constructions are idiomatic and must be learned in-dependently of general rules STRATEGIES AND TACTICS FOR TEACHING AND TEACHING ACTIVITIES ... tense is rarely used in academic writing—more com-monly, modal verbs (e.g., can, may) are used to express future expectation. Progressive tenses are rarely found in academic writing, and perfect

Ngày tải lên: 14/12/2013, 14:15

... reasoning that may not be completely certain (Chafe, 1985, 1986) In academic texts, these verbs are usually employed as hedges (Huebler, 1983; Hyland, 1998; see chap 12 on hedges) Various linking verbs ... impart per-sonal and subjective tone to formal discourse In classroom teaching, the former can be combined with reporting verbs, and the latter should be Trang 3dis-couraged in L2 academic writing ... uses in academic prose mark the text as somewhat subjective (Quirk et al., 1985) Indeed mental verbs are far more prevalent in conversational and informal discourse and fiction than academic

Ngày tải lên: 14/12/2013, 14:15

... word roots are so common in academic discourse that it may be difficult to do without them (e.g., non-, il-, intro-, post-) In teaching, productive and trans-parent word parts should be selected ... provided" (p 280) According to Nation, learning word parts "can help the learning of thousands of English words," with both high and low frequen-cies of use in academic vocabulary ... words without parsing them into constituent parts in those cases when affixes appear to be particularly opaque (Adams, 2001; Schmitt, 2000) Numerous teaching materials are available for prefixes

Ngày tải lên: 14/12/2013, 14:15

... work on nouns and/or verbs—see Strategies for Teaching in chaps 5 and 8.) In Part 1, the adjectives need to be replaced to restate the authors' text In Part 2, please paraphrase the sentences whenever ... that occur in academic writing are actually limited to only a few common items and should be taught to students • Prepositional phrases with adjectival or adverbial functions are particularly ... adjectives and adverbs used in contexts The sentences should be extracted from academic textbooks, materials, or NS academic writing and can be made graded if desired, Trang 5be-ginning with easier

Ngày tải lên: 14/12/2013, 14:15

... Trang 1238 CHAPTER 9Myers, G (1996) Strategic vagueness in academic writing In E Ventola & A. Mauranen (Eds.), Academic writing (pp 1-18) Amsterdam: John Benjamins. Myers, ... windows on academic writing. In J Flowerdew (Ed.), Academic discourse (pp 131-149) Harlow, UK: Longman. Appendix to Chapter 9 Evaluative Adjectives and Noun Chunks Frequent in Academic Writing Evaluative ... it is not particularly surprising that they are more common in ac-ademic writing than in speech or conversational register (Biber, 1988; Ford, 1993) On the other hand, analyses of L2 writing have

Ngày tải lên: 24/12/2013, 02:16

... are particularly prevalent in academic writing when they fol-low reporting verbs in summaries, restatements, and citations (Leki, 1999; Swales, 1990a; Swales & Feak, 1994; see chap 8 for ... L2 writers to use in academic writing to avoid having their writing appear too simple However, to benefit from the sophistication subordinate clauses add to the students' writing, students must ... government. Contrary to explanations found in many ESL books that whether and if can be equally well employed in constructing noun clauses, in academic writing if occasionally occurs with only three

Ngày tải lên: 24/12/2013, 02:16

... Hamp-Lyons (Ed.), As-sessing second language writing (pp 181-196) Norwood, NJ: Ablex. Appendix to Chapter 10 REPORTING AND BELIEF VERBS FOR ACADEMIC WRITING Common Academic Reporting Verbs affirm assume ... Reconstructing academic writing proficiency In L. Hamp-Lyons (Ed.), Assessing second language writing (pp 127-153) Norwood, NJ: Ablex. Hinkel, E (2003) Adverbial markers and tone in L1 and L2 students' writing.Jour-nal ... housing in a particular area of the country, or food Sociological and demographic data can also be useful for students to practice their academic vocabulary in writ-ing (see chaps 4, 8, and 9).

Ngày tải lên: 24/12/2013, 02:16

... ideas and a fragmented writing style (Chafe, 1985) However, the conjunction or finds many more uses in academic writing than in other types of text mostly due to the fact that academic definitions, ... conjunctions are partic-ularly common when they conjoin parallel phrases and simple sen-tences, whereas but is least frequent in academic text It is interesting to note that in academic writing slightly ... features of L2 academic writ-ing, largely focusing on those that specifically require additional attention in L2 writing instruction In particular various studies have noted that in ac-ademic writing

Ngày tải lên: 24/12/2013, 02:16

... textbook on teaching college-level and academic writing to NS or NNS students presents detailed lists of sentence transi-tions, in which they are classified by their meanings (Bates, 1998; Hacker, ... sentence transitions in writing instruc-tion for university-level students, the misuse and overuse of these co-hesive devices is not particularly surprising In fact in teaching L2 writing, an important ... (1999) is that conversational discourse employs far more sentence transitions than academic writing does. In academic writing, the most frequently encountered sentence tran-sitions are actually notfirst(-ly),

Ngày tải lên: 24/12/2013, 02:16

... hedges as probably, perhaps, possibly, andm (this/that) case are particularly com-mon in formal academic writing (Hyland, 1998), and similar to frequency adverbs, they are lexically and syntactically ... register, in for-mal discourse may is more appropriate particularly in academic prose in humanities and social sciences (Hyland, 1998) In formal writing, can rarely refers to abilities, but rather ... pre-dominant in academic written discourse In teaching these can be contrasted with informal conversational hedges to bring learners' attention to distinctions between formal and academic writing and

Ngày tải lên: 24/12/2013, 02:16

... (1996) Strategic vagueness in academic writing In E Ventola & A. Mauranen (Eds.), Academic writing (pp 1-18) Amsterdam: John Benjamins. Myers, G (1999) Interaction in writing: Principles and problems ... L2 Academic Writing Hyland, K., & Milton, J (1997) Hedging in LI and L2 student writing Journal of Second Language Writing, 6(2), 183-206. Hinkel, E (1997b) Indirectness in LI and L2 academic ... (1999) Objectivity and credibility in LI and L2 academic writing In E. Hinkel (Ed.), Culture in second language teaching and learning (pp 90-108) Cam-bridge: Cambridge University Press. Hoye,

Ngày tải lên: 24/12/2013, 02:16