UNITI IMPROVING ACADEMIC WRITING STYLE csc ‘VERBS-CHANGING VERB FORMS TO NOUNS Nominalization i important feature of academic writing. It adds variety, objectivity and an Tone to tens, Nominaizaton also makes writing more reader nly and conse b allowing Writers to pack a great deal of information into sentences, y ‘Nominlization isthe formation of a noun phrase from a clause or a ver. This is done by changing Verbs and agjestives to nouns, For example: Refuse refusal |Annoyed annoyance Extend extension |Ditfcut —_[itficuty Investigate [investigation [Different | difference React reaction [Valuable | Value Fait failure [lense intensity Consider the following sentences: He filed, which angered his parents. His failure caused his parents’ anger. The police investigated but uncovered no |The police investigation uncovered no evidence. evidence, +David loves junk food, which causes him to | David’s love of junk food isthe cause of his be obese, obesity ~rTie professor refused to extend the dealin, | The professors refusal ofa deadline which made the students fee! annoyed extension caused student annayance ~The course was dffclt, so many The courses difficulty resulted in poor student students performed poorly. performance. "Notice how the verbs and adjectives in the left side ofthe chat are changed to nouns and noun phrases in the right side. This process of nominalzation creates complexity, formaliy_and objectivity and isa feature used by all good academic writers. 1tis important to understand thet noun phrases can ony contain one ‘head noun” (rain noun), and tha al other information inthe phrase is describing that bead noun, ‘There is only one head noun in every noun phrase Because all other infomation (either before afer) provides addtional information about that noun Iti important to understand that heed nouns are not found in surounding relative clauses, patipe clauses or prepositional phrase (phrases beginning with a preposition) because their function ito provide information about the head noun,jan important first step understanding the stu, | Locating head nouns in noun hrases i 4 ang. ceding head nouns in noun pasts your rth rominalized sentences an in using no Quick task: Can you identify the hed nous i the fllOWINES 1. The inftatrveture damage by the storm 2. The offical death tol from the typhoon 3. The coastal Philippine provinces of Leyte and Sama 4, The three countries most vulnerable to natural disstes 5. The oldest big cat fossil ever found si en aaa [Explanations 1 Bonage by th storm sone patil case proving mar ifoTMERDY 2h fy iced noun infrastructure’ (Note: the a omaves the words ‘which was” from the fry lf the clase Because they are understood and unnecessary) A 12. ‘official’ and “death’ describe the head now ‘tall’. from the typhoon is a preposition, rae providing more information about te head non ol” 5. ‘costal’ and “Philippine desert the head noun ‘provinces’ ‘of Leyte and Samar isq rrepositional phrase giving more information (the names) of the ‘head noun ‘provinces’. [three descries the head now ‘counties, and most vulnerable to matural disasters la rate — ‘giving more information about the head noun “countries. (Note: the fnrier removes the words ‘which are’ from the frou of the relative clowe as they are understood and wmecessary,) fom Basho oe md ‘5. ‘oldest'/ ‘big’ and ‘eat’ all describe the head nown ‘fassis’. ‘ever found! is a relative ease givin more infomation about the feed now ‘ost Not: The fll cleus ‘nhich have ever been found’, but he writer removes the words ‘which have and ‘een’ as ie are understood necessary) we ‘esi, if yuTe-wetng an informal paagragh or # sory, sing "and "You" are perl Septem formal paragraph, howeve ty ae bd farm. Dat do the following, ules is parte dr quotation ‘+ Think Smith's widget seop is an important invention © Dont bother to say "think" et all. Saying "Smith's widget scope is an important ivention” implies that you think and isa much stronger statement «My research indicates that Smith di not die ofa heat attack. «Just presen the research, not the fact that you've doe it ‘+ Sinith was bor in Scotland a was I ‘0 The paragraph is ot about you, so your facts dant belong here, + Youcan see that ‘> Dont tell the: reader what they ean or cannot informal + Can you believe that. 12 The reader doesnt get to answer you, so dont ask the to fs informal «Ifyou were to read Widget Watching of the Late 1800s, you would se tha. twas your job todo the research, not the readers. «Ifyou consider the possibilities, you mast come othe conclusion that. “Rann it was your job inthe essay fo consider and conclude, Dont force the rele twdoit + Now wo can se tat. 12 Using "we" gas bad as sing "yu." I's informal. x see. You cant know that, and isaga | 3.USING(MODEL yerps In academic wii Verbs are most frequently used to indicate l ity and least : erbs are most frequently used to indicate logical possiblity an frequently used to indicate permission. Eight modal verbs ae listed under each of the functions they can perform in academic writing, and are ordered from strongest to weakest for each fun Notice 7 Same modal can have different strengths when it's used for different functions (©. may or ean) Mos fequen ey | Suongest Logical possibilty Ability Necessity Permission will voudd could should (as advice) can should could May Weakest can/couldimight Functions of modal verbs Use Explanation of use Modals Examples Log This use of modals hedges, or must Those clouds mast mean that it will rain possibility weakens, the certainty of a Lauer, sentence, The stronger the modal, As a result, the market will close earlier ‘the stronger the possibility. Must ill han sual today: is 50 strong that it is almost forcing something to happen. On This naive approach would not work well the opposite end, can, could, and NOW everyday might are all equally weak and show a lack of commitment or Careful thought should be put into should importan decisions cane By ne eee acs | Strongest logical possibility = ‘outcomes. a al na melanie (ns: iP Clin al to dlanee results, Changing these settings could produce could more favorable results These factors might contribute 10 the might success ofthe projec.Adie a allosed / gue Atitiy THs se shows ait, whi is inary = ‘which falls on a spectrum. * A person who could interpret the p Strongest ability re lieratre an Be orgie yg can ‘author, or argument eae, than possibil ed the researcher, f most direct could — assis Necessity This use gives ad sxamination reveals tha Wes advice of mal A closer 6 ty recommendation, esa mst a jet mist Be treated vith great Strongest necessity = most direct ‘Gur findings suggest thot health ¢ should providers should strive 10 be sensing the needs oftheir patients. This use asks or gives permission may May request a copy ofthe article that y Permission in the form ofa queen published in 1998? ‘almost never appears in published could Could you get back fo me by Tuesday? academic wring. but equnty appears in academic. Can you elaborate on the significance correspondence such as e-mails, can contribution ofthis? proposals, or revisions, The Srenget model in his tse my, is the most pote and indies, whereas can is the more irect and slightly impolite. Strongest permission = most polite SN 4 amLuné ransmoss Kisune neces In both academic writing and professionat-writing, your goal is to convey information clearly and concisely, if not to convert the reader to your way of thinking. Transitions help you to achieve these goals by establishing logical connections between sentences, paragraphs, and sections of your papers. In other words, transitions tel readers what todo with the information you present to them Whether single words, quick phrases, or fll sentences, the funtion assigns tat tel readers how to think about, organize, and eac to ol and new ideas as thy read through what you have writen, Purpose COMMONLY USED TRANSITIONS Examples ‘Addition again, also, and, anther, sa res as wel es, besides, both, consequently, equal important, finaly, tst-secondse, for example for instance further, frthermag however in addition fo, in fat, inthe same way, inthe second place est, ken moreover, next, not oly-but als, otherwise, similar than, therefore thes, too Concission wp aiough, at any rae, at Teast, even though, granted that, in spite of, oF cours, si thought, while it may be ue Consequence or Result amis as Bes, consul ie, Tr season, Fey secede, tha then, therefor, hs, wih heres that Contrast ‘ihe same tne, but, contarly, conversely, however, in contrast, in spite nevertheless, nor, notwithstanding, on one hand on the other hand, on the contrary rather, while this may be true, yet Spee eet ae ir ameso eae aspecially, ineluding, in al pari, aly, pa explain, to list ef 7 to enumerate, 10 Ennphasis [above al, again, also, besides, ceriinly,furermorey Ww addhionsiaked: Ta Tn] truth, ofcourse, tally, surely, truly Examples | as an Tasation, Tor example, Tor instance, in oth itlstate word, Tn parieular, tus, 1] Mustration | Tor example, for instance, in ather words, in particular, namely, sp ly, specially, sch a thus, to illustrate piece ‘Similarity of | analogous (, in # Tike fashion, in alike manner, likewise, similarly | Comparison [Space| above, eros adjacent, along the ede, around, at the boom, atthe Tom, she Teh a} the rear, atthe right, at the top, behind, below, beneath, beside, beyond, infront of in the background inthe center, inthe distance, inthe foreftont, nearby, tere, next oy om the sie, on top, opposite, out of sight, over, straight ahead, surrounding, under, “under, within sight Torthis purpose, rere tos end, wih his h mind, wih his purpose in mind Pesci eee eee ee ‘accordingly, as a result, consequently finally, in brie, In conclusion, In shor, therefore, thus ‘fier, afterward, another, at first, at Tost, ot lengih, at the same time, Delors concurrently, during the morning-day, week-ete, eventually, finally, fist-second-te. for a minute, hour-day-cte, formerly, generally, immediately, in order to, in the meantime, lst, later, meanwhile, most important, next, once, ordinary, previously, rarely, simultaneous, soon, subsequently, then, to begin with, usually 5 IMPROVING ACADEMIC VOCABULARY 5) 5.1. Choosing strong yrs Ingeneral academic writers prefe trong vebs to phrasal ves (verb + preposition, which are very common in spoken or more easusl uses of English, e establish insteed of setup, produce instead of ‘churn ou, tolerate instead of put up with and assemble instead of put together. Consider the examples given below: Phrasal verbs ‘Strong verbs ~The veteran researcher has churned out many |~ The veteran researcher has produced many articles in recent years articles in recent years += The team that was Inurriedly put together has |- The tear that was hwriedly assembled has not not been productive because the members do not | been productive because tle members do not share share common objectives. common objectives. «= In his attempt to establish absolute contol, the | - In his attempt to establish absolute control, the dictator sought 10 wipe out all who were| dictator sought 10 eliminate all who were opposed opposed to his rule. tos rule. ~The auditors" report suggests thatthe treasurer | - The auditors’ report suggests that the treasurer Jhad tried to cover up the financial irregularities, | had tried to hide the financial irregularities = We must be prepared for discomfort in various | - We must be prepared for discomfort in various sectors if we want fo bring about change in the | sectors if we want to effect change inthe system. system.52. edging in academic y iting: Hed i } ba ‘ging in formal Bcademic writing is one way forthe writer to establish her academic j Ps the writer show that she is care int ful not to exaggerate the ideas that she present Rt, (© present your ideas py tie nas fone down thir statements inorder to reduc the risk Sf poston, 2, whieh SStlates hedges ‘with Scientific imprecision and defines them as linguistic eyes ore vs s¥9id personal accounsbiliyforsareene i i Want their readers to. know that they do not claim to have the final Word or come an lack of Certainty does not necessarily show confusion or vagueness, = hedges a5 ways of being more Precise in reporting results. Hedging may {tue state of the tanding and may be used to negotiate an accurate Tepresenatin oy academic writers may wel wish to edu mens would not be jus by the data reves h he On Hedges may be understood as positive or ne it rategies in which the ah copes MN than arrogant or anne ees tae which hich supports the writer's yoo writer tis | Buarantees certain lev certain degree of hedging has become functions to conform to an Language used in hedging oo mousey Modal austany eibs My, can; oul ‘would, "Such a measure might be more msi) should changes in heath after specialist eaten | Modal Texcal verbs —s2m@__ | Mtl lates Yel |, Seto pier pasa “In spite oF ts Tinitations, the study doubting and TS) fo believe, to assume to | to have a umber ofmporartstendie Sraluting rather than | sugges 0 estimate, to end, merely describing | think, to argue, to inden to | Propose, to speculate | Probability adjectives | asia probable, uy Ts eyo ea ls? ‘Nouns asionpton, cli, possibly, | We exinat at on The Wa le estimate, seston in deve’ Advets ‘i son Wh Perhaps posi, "probably, | There, perp Good wasn Why ‘racially, likely, presumably, chose wie in te frst person virtually epparendy - ‘Approximately, roughly, abou, | Fever fen, occasionaly, general, | usualy, somewhat, somehow, @| Tat y hee no a Beles or lnoiege iis | We elves Wat view thet, we fel that | explanation iru, | Wf true, our study contadis he yh asian | Meanie et ges mon Teasonable, Tooke | Such compound edges can be Fe pone a hedges (it may suggest that see one that; it would indicate thay this | inicates); woble hedges Gt Jrenole xe hs" (i would seem somewhat tape mer | that) and's0on ‘Approximators of degree, quantity, frequency and time reset abou a Wied of ease Introductory phrases IP clauseBook: collecahon 1") we 5.3. Searching for collocations ce What is a collocation? Collocation means a natural combination of words, it refers to the way English words are closely associated with each other. For example, pay and atfention go together, as do commit and crime;blond goes with hair and heavy with rain. In order to write and speak natural and correct English, you need to know, for example: Which adjectives are used with a particular noun Which nouns a particular adjective is used with Which verbs are used with a particular noun Which adverbs are used to intensify a particular adjective