CLE 1210 Session 9

Academic Writing Style: Evaluative and Tentative Language

Task 1
Study the following examples of evaluative commentary. Then, suggest some directions for one to
evaluate a source cited in a body paragraph.

Examples of Evaluative Commentary Suggested Directions for Evaluation

1. Brown and Miller’s findings provide a very clear
indicator that, without sufficient understanding
of consumers’ responses over time, one cannot
conclude that farmers’ markets are the best
channel to promote local food.
2. In Chan (2003), rather less/little attention has
been given to the validity of his methodology.
3. It is noteworthy that Holikov (1996) compared
the three case studies and concluded that their
results were not representative.
4. Norton (2008) has significantly changed the view
shared by many scholars on ways of assessing
the impact of globalization.
5. Brown’s (2009) arguments are highly speculative.
6. In his seminal work, Sorensen (2007) reveals
flaws in data collection.
7. Grossberg (2004), in his book on
Americanization, appropriately addresses the
conceptual flaws of seeing Americanization as a
one-sided mode of cultural domination.
8. Given the flaws in the design of his methodology,
Barnes’ (2011) observations and findings are
inconclusive.
9. Owen (2008) presents a fairly objective view on
the impact of globalization in Singapore.
10. The two conclusions drawn by Williams (2004)
could be viewed as almost contradictory.
11. Sorensen (2007) was able to provide sufficient
evidence to support his claim.
12. Abbas’s (2009) views are open to doubt.
13. Serious doubts/reservations can be raised
against the conclusions drawn by McCarthy
(2005).
Task 2
Look at the same examples again. Find out whether the comments have been positive or negative.

Examples of Evaluative Commentary Positive OR Negative?

1. Brown and Miller’s findings provide a very clear indicator
that, without sufficient understanding of consumers’
responses over time, one cannot conclude that farmers’
markets are the best channel to promote local food.

2. In Chan (2003), rather less/little attention has been given to

the validity of his methodology.

3. It is noteworthy that Holikov (1996) compared the three case

studies and concluded that their results were not
representative.

4. Norton (2008) has significantly changed the view shared by

many scholars on ways of assessing the impact of
globalization.

5. Brown’s (2009) arguments are highly speculative.

6. In his seminal work, Sorensen (2007) reveals flaws in data

collection.

7. Grossberg (2004), in his book on Americanization,

appropriately addresses the conceptual flaws of seeing
Americanization as a one-sided mode of cultural domination.

8. Given the flaws in the design of his methodology, Barnes’

(2011) observations and findings are inconclusive.

9. Owen (2008) presents a fairly objective view on the impact of

globalization in Singapore.

10. The two conclusions drawn by Williams (2004) could be

viewed as almost contradictory.

11. Sorensen (2007) was able to provide sufficient evidence to

support his claim.

12. Abbas’s (2009) views are open to doubt.

13. Serious doubts/reservations can be raised against the

conclusions drawn by McCarthy (2005).
Task 3
What are some adjectives that could be used to evaluate a source cited in a body paragraph?

Evaluating the Evaluating the Evaluating the Evaluating Other

Strength of the Methodology Research Findings / Aspects
Argument / the View Quality of Evidence

Task 4
Skim through two research reports. The shorter one (i.e. Text 7) is for building up your background
knowledge on the given issue while the longer one (i.e. Text 8) is for your exercise. Imagine you were
to use the longer one for a discussion essay below. Summarize the report and add an evaluative
commentary at the end.

STEPS
1. Write out the reference to the source text
2. Highlight the background of the research
3. Find out the main focus of the source text
4. State the conclusion made by the author(s)
5. Add your own evaluative commentary

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Task 5
Compare (a) and (b) in each question and circle your choice. Follow the examples.

Examples:
(a) Without sufficient understanding of consumers’ responses over time, one must conclude that
farmers’ markets are the best channel to promote local good.
Circle one: Low certainty, Intermediate certainty, High certainty

(b) Without sufficient understanding of consumers’ responses over time, one is not able to conclude
that farmers’ markets are the best channel to promote local good.
Circle one: Low certainty, Intermediate certainty, High certainty

1.
(a) In Chan (2003), rather less/little attention has been given to the validity of his
methodology.
Circle one: Low certainty, Intermediate certainty, High certainty

(b) In Chan (2003), rather less/little attention might have been given to the validity of
his methodology.
Circle one: Low certainty, Intermediate certainty, High certainty

2.
(a) Norton (2008) has significantly changed the view shared by many scholars on ways
of assessing the impact of globalization.
Circle one: Low certainty, Intermediate certainty, High certainty

(b) Norton (2008) must have significantly changed the view shared by many scholars on
ways of assessing the impact of globalization.
Circle one: Low certainty, Intermediate certainty, High certainty

3.
(a) Brown’s (2009) arguments are highly speculative.
Circle one: Low certainty, Intermediate certainty, High certainty

(b) Brown’s (2009) arguments must be highly speculative.

Circle one: Low certainty, Intermediate certainty, High certainty

4.
(a) Given the flaws in the design of his methodology, Barnes’s (2011) observations and
findings are inconclusive.
Circle one: Low certainty, Intermediate certainty, High certainty

(b) Given the flaws in the design of his methodology, Barnes’s (2011) observations and
findings might be inconclusive.
Circle one: Low certainty, Intermediate certainty, High certainty
Task 6
Access the recommended website below to learn more about hedging techniques. Please follow the
instructions.

Website:
English Language Centre, The Hong Kong Polytechnic University

Access an activity on hedging via this link:

http://www2.elc.polyu.edu.hk/cill/eap/hedging.htm

This section offers many examples of tentative language/hedging devices employed in academic
writing.

Instructions:

1. Read the examples and explanation provided.

2. Then complete the exercise that comes after the explanation.
3. You can check your answers online upon completion.

Task 7
Study the following paragraph and answer the questions that follow.

Should marine mammals be kept in captivity in marine parks?

It has been argued that dolphin parks provide the only opportunity for much of the
public to see marine mammals (Smith, 1992). Most Australians, so this argument
goes, live in cities and never get to see these animals. It is claimed that marine
parks allow the average Australian to appreciate marine wildlife. However,
dolphins, whales and seals can be viewed in the wild at a number of places on the
Australian coast. In fact, there are more places where they can be seen in the wild
than places where they can be seen in captivity. In addition, places where there are
wild marine mammals do not charge a high entry fee - they are free.

(a) What is the position of the writer of this paragraph?

“PRO” or “CON” that marine mammals should be kept in captivity

(b) What is the position implied in:

 “It has been argued…”  “PRO” or “CON” that marine mammals should be kept in captivity
 “so this argument goes” “PRO” or “CON” that marine mammals should be kept in captivity
 “It is claimed”  “PRO” or “CON” that marine mammals should be kept in captivity

(c) What is the purpose of “However” in the paragraph?

Task 8
Read the body paragraphs of an essay which discusses the funding of childcare provision in the UK.
Then identify words/phrases used by the writer to (i) bring in opposing arguments and (ii) shift back
to his/her own argument.

Discuss the funding of childcare provision in the UK.

Body Paragraph 1
Pollock (2000) argues that children who attend childcare centres at an early age miss out on
important early learning that occurs in parent-child interaction. These children, so this argument
goes, may be educationally disadvantaged later in life. However, childcare centres may actually
assist children in their early learning. They give children an opportunity to mix with other children
and to develop social skills at an early age. Indeed, a whole range of learning occurs in childcare
centres.

Body Paragraph 2
Another argument against the use of childcare facilities (Vaughan 2001) is that children can be
emotionally deprived in these facilities compared to the home. This argument assumes that the best
place for children is to be at their parents', especially mothers', side for twenty four hours a day. It
claims that children's emotional development can be damaged when they are left in childcare
facilities. However, parents and children need to spend some time apart. Moreover, children
become less dependent on their parents and parents themselves are less stressed and more
effective care-givers when there are periods of separation. In fact, a recent study conducted by MCC
(2003) indicates that the parent-child relationship can in fact be improved by the use of high-quality
childcare facilities.

Body Paragraph 3
It could further be asserted that the government and the economy as a whole cannot afford the
enormous cost involved in supporting childcare for working parents. However, working parents
actually contribute to the national economy. They are able to utilise their productive skills and pay
income tax, while non-working parents can become a drain on the tax system through dependent
spouse and other rebates.
Text 7

Classroom Seating Position and College Grades

Research shows that, in all subject areas, the majority of test questions on college exams come from the
professor’s lectures and that students who take better class notes get better course grades (Brown, 1988;
Kierwa, 2000). The method of instruction most commonly used by college and university professors is the
lecture, whereby the instructor speaks continuously for an extended period of time the students’ job is to listen
and take notes (Bligh, 2000). The lecture method places great demands on students’ ability to listen carefully
and take notes that are accurate and complete. Thus, in order to obtain good grades in college, you have to do
all that you can to pay close attention during lectures and record lecture information in your notes because
that information is likely to show up as questions on exams.

Studies show that students who sit in the front and center (middle) of the classroom tend to achieve higher
average exam scores (Rennels & Chaudhari, 1988). One study discovered a direct relationship between test
scores and seating distance from the front of class: students in the front, middle, and back rows of class scored
80%, 71.6%, and 68.1% respectively on course exams (Giles, 1982). These finding occurs even when students
are assigned to these seats by their instructor, which indicates that it is not simply due to the fact that more
motivated students tend to sit in the front and center of the room. Instead, the higher academic performance
of students sitting front and center is most likely due to the fact that there are learning advantages provided
by these seating positions, such as the following:

i) better vision of the blackboard,

ii) better hearing of what is being said by the instructor,
iii) better attention to what is being said because there are fewer (or no) people between them
and the instructor to distract them, and
iv) greater eye contact with the instructor — which may increase their sense of personal
responsibility to listen to, and take notes on, what their instructor is saying.

So, when you step into the classroom, give serious thought to where you sit; make a conscious and strategic
decision to head to the front of class and center of the class. This is particularly important in large lecture
classes because as class size gets larger, each individual tends to feel more anonymous, which may reduce your
feelings of personal responsibility and your drive to stay focused and engaged. Thus, in large-class settings, it
is especially important to place yourself in a position that maximizes your ability to fight-off distractions and
stay involved.

Another advantage to sitting “up close and personal” with your instructor in large lecture classes is that it
increases the likelihood that your instructor will know who you. This may work to your advantage at the end
of the course if your total points fall in-between two grades: It is more likely that you will be given the benefit
of the doubt because the instructor will remember who you and that you sat up front — suggesting that you
were an interested and motivated student. Furthermore, if you do well in the instructor’s class and the
instructor remembers who you, you are well positioned to ask that instructor for a future letter of
recommendation.

Lastly, there is one other advantage to sitting in the front of class: You are likely to feel less nervous about
asking a question or making a class contribution because there will be no students sitting in front of you to
turn around and stare at you when you do!

Extracted from:
Cuseo, J., Fecas, V. S., & Thompson, A. (2007). Thriving in College & Beyond: Research-Based
Strategies for Academic Success and Personal Development. Dubuque, IA: Kendall/Hint.
 References
Brown, R. D. (1988). Self-quiz on testing and grading issues. Teaching at UNL, 10(2), 1-3. The Teaching and
Learning Center, University of Nebraska-Lincoln.
Giles, R. M. et al. (1982). Recall of lecture information: A question of what, when, and where. Medical
Education, 16(5), 264-268.
Kierwa, K. A. (2000). Fish giver or fishing teacher? The lure of strategy instruction. Teaching at UNL, 22(3), 1-
3. Lincoln, NE: University of Nebraska-Lincoln.
Rennels, M. R., & Chaudhari, R. B. (1988). Eye-contact and grade distribution. Perceptual and Motor Skills, 67
(October), 627-632.

Text 8

The Effect of Seat Location on Exam Grades

and Student Perceptions in an Introductory Biology Class
By Steven Kalinowski and Mark L. Taper

~ Please refer to the separate PDF file. ~