FEATURES AND ASPECTS OF ACADEMIC AND PROFESSIONAL LANGUAGE
Lesson: I. Recognizing Social (Informal) vs Academic (Formal) Language
II. Aspects of Academic and Professional Language
Language – a system of spoken, signed, and/or written communication used
by humans to express themselves
Formal Language Informal Language
Used for academic & Used when communicating,
professional purposes writing or having
conversations with family
and friends
No colloquialism and More casual and
contractions involved spontaneous
No using of personal More personal
pronouns
Less personal
Recognizing SOCIAL VS ACADEMIC LANGUAGE
SOCIAL (INFORMAL) ACADEMIC (FORMAL)
Repetition of words Variety of words, more
sophisticated vocabulary
Sentences start with “and” and Sentences start with transition
“but” words, such as “however”,
“moreover”, and “in addition”
Use of slang: “guys”, “cool” and No slang
“awesome”
ASPECTS OF ACADEMIC AND PROFESSIONAL LANGUAGE
1. FORMALITY
o Use of language appropriate in academic and professional
setting
o Follow accepted rules, forms, and conventions of writing in a
particular community or discipline
Things to Avoid to Achieve Formality
a. Colloquial words and expressions
b. Contractions and abbreviations
c. Two-word verb
d. Asking questions
e. Sub-headings, numbering, bullet points (in essay)
FORMAL INFORMAL
Full sentences Short sentences
Correct grammar and Lack formal grammar and
vocabulary vocabulary
No contractions e.g. I would… Contractions e.g. I’d
No idioms Idioms e.g. On point (good)
Passive voice e.g. The Active voice e.g. I completed
application form is complete the application form
e.g. The application form is
complete
No phrasal verbs e.g. To Phrasal verbs e.g. Look into
investigate
No abbreviations, e.g. As soon Abbreviaions e.g. ASAP
as possible
No exclamation marks Exclamation marks
No imperatives e.g. Imperatives (start with a verb)
e.g. Complete the form
2. COMPLEXITY
Use of more lexical words than grammatical words
Shorter in length, but uses longer, more complex words and phrases
Examples:
The participant was admitted to the graduate program. It came to
him as a surprise. (X)
The participant’s admission to the graduate program came to him as
a surprise. (check)
How much money will be invested should be determined. (X)
The amount of money to be invested should be determined. (check)
Because technology has improved its less risky thatn it used to be
when you install them at the same time, and it doesn’t cost so much
either. (X)
Improvements in technology have reduced the risks and high costs
associated with simultaneous installation.
3. OBJECTIVITY
Emphasis should be in the information that you want give
and the arguments you want to make, rather than you
Characterized by the use of the third person rather than first
person
Examples:
In my opinion, this is a very interesting study. (X)
This is a very interesting study. (check)
You can easily forget how difficult life was 50 years ago. (X)
It is easy to forget how difficult life was 50 years ago. (check)
As teachers, we need to realize the value of feedback on
student writing (X)
Teachers need to realize the value of feedback on student
writing. (check)
We should sonsider the impact of motivation in student
achievement. (X)
Motivation impacts student achievement. (check)
In pacticing Objectivity there is also a from of
IMPERSONALITY
AVOID making statmeents that are not supported by
examples and evidence.
Avoid adverbs or adjectives that tend to exaggerate your
description e.g. very much, extremely
EXPLICITNESS
Refers to the organization of the ideas in the text
Shows relationship and connection of the ideas in the text
Indicates the source of the idea
TRANSITIONAL DEVICES- simply words that we used so that
one idea will flow smoothly to the next. It’s something tha
we use to connect one idea, one sentence to other.
ADDING IDEAS SEQUENCE CONTRAST EXAMPLE
Furthermore, in First, second, Although, but, Thus, illustrate,
addition to, finally, next even, however, in for example, for
moreover, contrast, in spite instance,
besides, of, instead, provided that,
nevertheless, in particular
nonetheless, on
the contrary, on
the other hand
TIME PLACE GENERALIZATION COMPARISON
Until, as long as, Here, there, at Commonly, Similarly,
later, so far, this point, generally, in likewise, in like
when, before, below, beside, general, for the manner, in the
after, soon, later, next to, behind, most part, on the same way, also,
now in front, outside, whole, usually, in the same
inside typically manner
REFERENCE
As seen in Table 4,
as mentioned, as
stated previously
Summary Word
a catch-all noun that functions as a lexical tie between
sentences
follows the pattern: This/These + summary word
Examples:
The University decided to use English as a medium of
instruction in Literature classes. This decision was met with
negative reactions from the faculty.
The study revealed that the scores in reading comprehension
did not increase after using the approach. This finding
resulted in changes in certain policies in the teaching of
reading.
4. HEDGING
Expresses tentativeness and possibility in communication
Cautious or vague language
Enables you to express a perspective on claims that have
not been acclaimed yet by others
REASONS FOR HEDGING
1. When there are exceptions to the findings or results
are inconclusive
2. When they are sure about what they are saying but
want to appear more modest or show deference to
their readers or colleagues
3. When they wan to open up possibilities for
discussions
Introductor Certain Modal That To-clause
y verbs Lexical Adverbs & Clauses +
Verbs Adjectives Adjective
Seem, tend, Believe, Certainly, It could It may be
look, appear assume definitely. be the possible
to be, think, , Clearly, case to
believe, suggest probably, that… obtain….
doubt, be possibly,
sure, perhaps, It might It is
indicate, conceivably be importan
suggest , certain, suggeste t to
definite, d that…. develop…
clear,
probable, There is a It is
possible very hope useful to
that… study…
Let’s compare the following sentnces
A. In both cases, if the policy stipulates the use of
either English or Filipino, the faculty will not
support it.
B. In both cases, if the policy stipulates the use of
either English or Filipino, this might not gain a
strong support from the faculty, staff, and
students.
A. There are certainly cases where this would
seem to have been the only possible method of
transmission.
B. There are cases where this would have been the
only possible method of transmission.
5. PRECISION
Specifying information, dates, or figures
Example: Do not use ‘a lot of people’ when you can say ’50
million people
6. ACCURACY
Sentences are free from grammatical errors
Correct and appropriate words are used
