ACADEMIC WRITING

26.10.2022

Week 4 exercise:

In this thesis, I investigate the use of phrasal verbs (PVs) in academic writing in
the discipline of linguistics.
I used the Quirkian approach to clause structure analysis and insights from
frame semantics were employed to find out to what extent PVs are used in
academic writing in comparison with other verb categories.
I used a corpus of L1 English academic writing in linguistics to check how
frequently PVs appear and in what senses.
My study reveals that PVs constitute a substantial proportion of verb
categories in current academic writing is what my study revealed.
In my work, I offer/, include/ My work offers/ includes recommendations for
introducing phrasal verbs in academic writing courses can also be found in my
work.

Week 5:
How sentences end:
- Readability: is improved when complexity comes at the sentence end
Sentence type:
a. Two kinds of difficulty: long and complex phrases and clauses and new
information like unfamiliar technical terms is what readers want writers
to organize to help them manage their sentences
b. Readers want writers to organize sentences to help them manage two
kinds

- Emphasis:
1. Trim the end: ending shouldn’t include the wordy redundant phrase
2. Shift subordinate ideas left: shift them to the left to emphasize the right
words (important at the end of the sentence)
3. Shift new info right: shift info to the right (end of the sentence) to
emphasize new stuff
 4. Substitute pronouns or ellipses: compose pronouns or ellipsis to
emphasize the right words.
5. Passive shift: compose a passive-voice shift to emphasize the right words
6. There shift: compose “their shift” to end with the right words.
“There are only two kinds of people in the end: those who say to God,
‘Thy will be done,’ and those whom…”
7. What shift: compose it to emphasize the right words
“What was from the beginning, what we have heard and, what we have
seen…”
8. It shift: compose it to emphasize the right words.
Spoke Satan: “It is “better to…”
DO NOT OVERUSE IT
9. Not only X but also Y
10. End another positive point to emphasize the right words
“Think not that I am come to destroy… I am not come to destroy but to
fulfil”

Task 1.
1. The main point of Avriel Epps-Darling’s article is, that after the pandemic
many children and educational institutions have changed in ways that
should be preserved.
2. In the opening of her article, Avriel Epps-Darling claims, that remote
learning has exacerbated the institutional harms that were already being
inflicted on many families.
3. Some of the skills children have developed are innovating on the fly,
navigating uncertainty, maintaining hope for the future and
communicating.
4. In some cases, distance learning has created more equitable conditions
for marginalized students.
5. According to Epps-Darling, many students with disabilities also benefit
from the accommodations afforded by virtual learning.
6. As Epps-Darling writes…

Task 2.
The slow pace of progress in public schooling has been bemoaned by our
education scholars for generations. A once-in-a-century opportunity to
seize the benefits from a burst of radical shifts triggered by the pandemic
is a possibility for Americans now. Enduring political advocacy for the
most vulnerable families could be the result of our ability to innovate
 quickly in a crisis. As we embark on constructing a more equitable post-
pandemic society, America can also set goals in ways it has not before
and implement the lessons learned from virtual schooling.

For generations, our education scholars beamed slow progress in public

schooling. Americans now have a once-in-a-century opportunity to seize
the benefits from a burst of radical shifts triggered by the pandemic. Our
ability to innovate quickly in crisis could be the reason for enduring
political advocacy for the most vulnerable families. In a more equitable
post-pandemic society, America can also set goals in ways it has not
before by implementing the lessons learned from virtual schooling.

16.11.2022

The six principles of concision:

1. Delete meaningless words: kind of, actually, basically, particularly…

2. Delete doubled words: full and complete; hope and trust; first and foremost
3. Delete words implied by others: predict future; completely revolutionize; period of time;
the game of chess (chess is the game no need to repeat that)
4. Replace a phrase with a word: In the event that… > If; concerning the matter of > about
5. Change negatives to affirmatives: not different > similar; not stop > continue; not many >
few
6. Limit metadiscourse: the writer’s intentions, directions to the reader; the structure of the
text (example: in my opinion)

1. Students should employ technical terms in their B.A. thesis to analyze

texts in a meaningful manner.
2. Advisors should underscore that students should prepare for the B.A.
thesis exam in advance.
3. In spite of the fact that the process of writing a B.A. thesis is a significant
facet to every undergraduate, some students treat it as a negative
experience and underprioritize it and its importance.