“An Introduction to EAP – Academic Skills in English” Lesson 6

1. “An Introduction to EAP – Academic Skills in English”Lesson 6 Writing: Comparison/Contrast Paragraphs

2. Objective • You will learn how to make comparisons in academic writing. • You will learn more about the similarities and differences among three standard varieties of English. • You will use what you have learnt to carry out a written assignment.

3. Comparison/Contrast Paragraphs • In a comparison/contrast paragraph, you explain the similarities and the differences between two items. It is used in all academic fields. • There are two useful ways to organize a comparison/contrast essay. Read the two model paragraphs and find out.

6. Two models of organization

7. Block Organization • You group all the similarities in one block. • You put all the differences together in another block. • You could discuss either block first. • You often use a transition sentence between the two blocks.

8. Point-by-Point Organization • You make a list of the points of comparison. • You discuss the similarities and/or the differences concerning each point. IN BOTH MODELS YOU SHOULD ALWAYS USE THE APPROPRIATE COMPARISON/CONTRAST SIGNAL WORDS AND PHRASES.

10. Comparison/Contrast Signals

19. Standards of the Inner Circle Three ‘standard’ Englishes: Britain, North America and Australia  similarities and differences - across the three standards - across varieties of English within Britain and North America

20. Vocabulary = most noticeable level of divergence NAmE and BrE • Words either not existing in one of the two varieties or having completely/partially different meaning • Early settlers introduced new words via • Extending meaning of existing English words (e.g. corn, robin) • Creating new words (e.g. butte) • Borrowing from indigenous languages (e.g. moccasin, squash, toboggan) • Developments since independence of US • technological innovation (e.g. NAmE: windshield, hood, trunk vs. BrE: windscreen, bonnet, boot)

21. Categories of lexical differencesin EngEng and USEng Trudgill and Hannah 2002: • Same word, different meaning • Same word, additional meaning in one variety • Same word, difference in style, connotation, frequency of use • Same concept or item, different word

22. Choose the correct category faucet - smart - sophomore - autumn - pants homely - school - quite - a queue - to fancy pavement - regular - corn Which category has the greatest potential for misunderstanding between speakers of English from the UK and from the US?

23. Lexical differences 2 • British vs American slang http://www.youtube.com/watch?v=wYmrg3owTRE • Words and expressions that can cause embarrassing or comical misunderstandings: to knock up – fag – rubber – to root for – to get pissed – fanny – bum – buns – queen – thong tramp – hamper – mean – suspenders – Asian

24. Australian English • Borrowings from aboriginal languages (e.g. kangaroo, boomerang) some now widely known; especially for fauna and flora; now regarded as quintessentially Australian • Words with different meanings (to barrack for = support – paddock = field – footpath = pavement) • Different slang words and phrases (a galah = a fool – to spit the dummy = to lose your temper – splosh = money) • Many abbreviations, clippings (barbecue = barbie – afternoon = arvo – Australian = Aussie)

25. Slang across the three standards • When suprised, they say: Bloody OATH! – No way! /Shut the front door! – Bloody Hell! • When angry, they say: Sod that! – Bugger! – God damn it! • When showing approval, they say: Sweet! – Cool! – Bargain! • Amazed: Gob smacked – Blown away – Far out • Pleased: Stoked – Rapt – Chuffed • Friend: Mate – Sport – Buddy • Boy: Guy/Dude – Bloke/Lad – Bloke • Girl: Sheila – Chick/Gal – Bird/Lass • Toilet: John/Can – Dunny – Loo • Tired: Knackered – Bushed – Beat • Idiot: Dumbass – Git – Drongo

26. Differences in grammar and spelling EngEng and USEng (Trudgill and Hannah 2002) • Verbs: morphology (dived/dove – got/gotten), auxiliaries (epistemic must = can’t/must not) • Nouns: noun endings (candidature/candidacy – centenary/centennial) , using verbs as nouns (an invalid/a shut in – an audition/ a try out) • Adjectives and adverbs (different from/different than – yet and already with simple past in USEng) • Prepositions (behind/in back of – in a street/on a street – for ages/in ages) • Spelling: Words ending in -or (American) -our (British) color, colour, humor, humour, flavor, flavour etc.Words ending in -ize (American) -ise (British) recognize, recognise, patronize, patronise etc.

27. Problems with differences • Can you think of any other differences? • Do any of these differences have the same potential for miscommunication as lexical differences do? • Have you had any personal experience of miscommunication arising from grammatical differences in your own and an interlocutor’s English?