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Be precise and specific

· Specific terminology in your subject is important, and even more important is your ability to explain these terms to a non-expert in your field. From the beginning you should think in terms of writing for the ‘educated’ reader, a non-expert in your field

· Build up your own glossary

· Develop a list of ‘power’ words e.g. a controversial idea is much more powerful than a different idea

· Edit your own work carefully, and even better get someone else to read it

· Support your ideas with specific examples and as far as possible let other people read your work

 

 

Task 2. Reporting verbs: Significance

Reporting verbs are widely used in academic writing, and can make a considerable contribution in demonstrating your stance and your analytical skills. You can choose to use some information from a text, and show clearly what you think about it from your choice of reporting verb.

2.1 Look at the example below; in which sentence does the writer appear to support the author’s view. And in which sentence does s/he seem to think it is not a valid view?

a) McKeever clearly demonstrates that it is not the number of hours spent studying that guarantees success, but rather the strategies that students use.

b) Quinn claims that it is not the number of hours that students spend studying that guarantees success, rather the strategies they use.

 

Reporting verbs are also an important element of academic style, as you will be using them throughout your word, whether in summarizing, paraphrasing, or synthesizing ideas and in developing an argument. You have done some work on these in Unit 4, but will need to continue to develop your range of reporting verbs throughout your academic career. This stage will introduce you to more of the most common reporting verbs + that and show how you can use them to communicate your opinion about the sources more accurately.

 

Source: Adapted from Vicary, A. (2012) Forthcoming publication, Grammar for Writing. Reading: Garnet Education

 

Task 3. Reporting verbs + that

 

As you read academic texts in your subject area, notice the reporting verbs + that which are most commonly used. Make a list of them and try and use them in the correct context in your writing too.

3.1Study the essay extracts a-d below.

1. Underline the five reporting verbs + that.

2. Which tenses are used in front of one of the reporting verbs for emphasis?

3. Which adverbs are used to emphasis the statement?

 

a) Leki (1990, p. 60) found that(1) there was ‘depressingly little evidence’ in both L1 and L2 research that teacher feedback could lead to improvements.

b) Cohen and Cavalcanti’s (1990) research confirmed that(2) instances of teacher bias were apparent in feedback. Difficult pupils seemed to receive more negative feedback comments than others whose behavior was more attentive in class.

c) Kando (1997) strongly believed that (3) old age was a time of decline, and that older people were less physically active and able and, therefore, required less housing space. However, Groc (2008) argues that many older people are also carers and the first US housing facility for older people who look after grandchildren or other dependants has just been built in New York City



d) Harding (2007) and Lansely et al., (2004) point out that even single older adults make extensive use of their rooms for family visits, leisure and other activities and they may also need room for a live-in carer or aids and adaptations.

 


Date: 2016-01-05; view: 1496


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