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Language Use in Academic Writing: Lesson 2

The document provides guidance on using academic language in writing. It discusses several key points: 1) Academic writing aims to be formal, objective, and technical through careful choice of vocabulary, structure, and tone. Contractions and emotional language should be avoided. 2) Academic language represents the specialized terminology and conventions used in textbooks, classrooms, and each discipline. It differs from everyday social language. 3) To make writing more academic, one should choose precise vocabulary, express ideas objectively by emphasizing facts over feelings, and incorporate technical terminology specific to the topic. Referring to authoritative sources also lends objectivity.

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Dir Kim Feliciano
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411 views15 pages

Language Use in Academic Writing: Lesson 2

The document provides guidance on using academic language in writing. It discusses several key points: 1) Academic writing aims to be formal, objective, and technical through careful choice of vocabulary, structure, and tone. Contractions and emotional language should be avoided. 2) Academic language represents the specialized terminology and conventions used in textbooks, classrooms, and each discipline. It differs from everyday social language. 3) To make writing more academic, one should choose precise vocabulary, express ideas objectively by emphasizing facts over feelings, and incorporate technical terminology specific to the topic. Referring to authoritative sources also lends objectivity.

Uploaded by

Dir Kim Feliciano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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LANGUAGE

USE IN
ACADEMIC
WRITING

LESSON 2
Learning Objectives
At the end of the lesson, the learners are expected to:

• Determine language style in academic writing;


• Differentiate language style used in academic texts from
various disciplines; and
• Construct paragraphs using academic language.

2
Let’s Recall !
☺ A well-structured text enables the reader to follow the argument and
navigate the text.
 
☺ A clear structure and a logical flow are imperative to a cohesive text.
☺ Most academic texts follow established structures such as: the
three- part essay structure and the IMRaD structure.
 
☺ Structure should be considered on all levels of text so; you will also
find information on structuring paragraphs.

3
Spot the Difference!

Directions: What is the difference in the following pairs of


sentences? Explain your answer.
Pair 1
S1: It was raining cats and dogs.
S2: It was raining very heavily.

Pair 2
S3: We believe the practice is unsustainable. 4

S4: It is believed the practice is unsustainable.


What is an Academic Language?

Academic language represents the language demands of


school (academics). Academic language includes language used in
textbooks, in classrooms, on tests, and in each discipline. It is
different in vocabulary and structure from the everyday spoken
English of social interactions. Each type of communication (both
academic and social) has its purpose, and neither is superior to the
other.
Academic writing is generally quite formal,
objective (impersonal) and technical as
5

illustrated in the diagram below.


6
Furthermore, you can make your
writing more formal, objective and
technical by following examples below:

7
Formal

Choose formal instead of informal vocabulary. For


example, ‘somewhat’ is more formal than ‘a bit’,
‘insufficient’ is more formal than ‘not enough’.

Avoid contractions. For example, use ‘did not’


rather than ‘didn’t’.
8
Formal

 Avoid emotional language. For example, instead of


strong words such as ‘wonderful’ or ‘terrible’, use more
moderate words such as ‘helpful’ or ‘problematic’.

 Instead of using absolute positives and negatives, such


as ‘proof’ or ‘wrong’, use more cautious evaluations,
such as ‘strong evidence’ or ‘less convincing’. 9
Objective
 Move information around in the sentence to emphasize
things and ideas, instead of people and feelings. For
example, instead of writing ‘I believe the model is valid,
based on these findings’, write ‘These findings indicate that
the model is valid’.

 Avoid evaluative words that are based on non-technical


judgments and feelings. For example, use ‘valid’ or ‘did not
demonstrate’ instead of ‘amazing’ or ‘disappointment’. 10
Objective
 Avoid intense or emotional evaluative language. For example,
instead of writing ‘Parents who smoke are obviously abusing
their children’, write ‘Secondhand smoke has some harmful
effects on children’s health’.

 Show caution about your views, or to allow room for others to


disagree. For example, instead of writing ‘I think secondhand
smoke causes cancer’, write ‘There is evidence to support the
possibility that secondhand smoke increases the risk of 11

cancer’.
Objective
Find authoritative sources, such as authors,
researchers and theorists in books or articles, who
support your point of view, and refer to them in
your writing. For example, instead of writing
‘Language is, in my view, clearly something
social’, write ‘As Halliday (1973) argues,
language is intrinsically social’. 12
Technical
 You need to develop a large vocabulary for the concepts
specific to the discipline or specialization you’re writing for.
To do this, take note of terminology used by your lecturer and
tutor, as well as in your readings.

 Be careful about the meaning of technical terms. Often the


same word has a different meaning in another discipline. For
example, ‘discourse’ is a technical term used in multiple
disciplines with different meanings. 13
Technical
Use the key categories and relationships in your
discipline, that is, the way information and ideas are
organized into groups. For example, in the discipline of
Law, law is separated into two types: common law and
statute law.

 Knowing these distinctions will help you structure your


writing and make it more technical and analytical. 14
THANK YOU!

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