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 & professional  Used when communicating, writing or
purposes having conversations with family and
friends
 No colloquialism and contractions  More casual and spontaneous
involved
 No using of personal pronouns  More personal
 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 “but” Sentences start with transition words, such as
“however”, “moreover”, and “in addition”
Use of slang: “guys”, “cool” and “awesome” No slang

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 vocabulary Lack formal grammar and 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 application form is Active voice e.g. I completed the application
complete form
e.g. The application form is complete
No phrasal verbs e.g. To investigate Phrasal verbs e.g. Look into
No abbreviations, e.g. As soon as possible Abbreviaions e.g. ASAP
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
4. EXPLICITNESS
 Refers to the organization of the ideas in the text
 Shows realationship 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 that we use to connect one idea, one sentence to other.

ADDING IDEAS SEQUENCE CONTRAST EXAMPLE CAUSE & EFFECT

Furthermore, in First, second, Although, but, Thus, illustrate, As a result, because,
addition to, finally, next even, however, in for example, for consequently, for
moreover, contrast, in spite instance, this reason, hence, if
besides, of, instead, provided that, so, then, therefore,
nevertheless, in particular thus, accordingly, for
nonetheless, on this prupose,
the contrary, on thereupon, to this
the other hand end
TIME PLACE GENERALIZATION COMPARISON ASSERTION OR
OPPOSITION
Until, as long as, Here, there, at Commonly, Similarly, No doubt, surely, of
later, so far, this point, generally, in likewise, in like course, certainly, in
when, before, below, beside, general, for the manner, in the fact, without a doubt
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.

5. 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

Introductory Certain Lexical Modal Adverbs That Clauses To-clause +

verbs Verbs & Adjectives Adjective
Seem, tend, Believe, Certainly, It could be the It may be
look, appear to assume, definitely. case that… possible to
be, think, suggest Clearly, obtain….
believe, doubt, probably, It might be
be sure, possibly, suggested It is important
indicate, perhaps, that…. to develop…
suggest conceivably,
certain, There is a very It is useful to
definite, clear, hope that… study…
probable,
possible

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.
6. PRECISION
 Specifying information, dates, or figures
 Example: Do not use ‘a lot of people’ when you can say ’50 million people
7. ACCURACY
 Sentences are free from grammatical errors
 Correct and appropriate words are used