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What makes English ‘academic’?

What makes English ‘academic’?. Dr. Rosemary Wilson Dept. of Applied Linguistics and Communication Get Ahead summer programme 2012. Some definitions. ‘academy’ = place of study, university ‘academic’ = doing things the way they are done in the academy

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What makes English ‘academic’?

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  1. What makes English ‘academic’? Dr. Rosemary Wilson Dept. of Applied Linguistics and Communication Get Ahead summer programme 2012

  2. Some definitions ‘academy’ = place of study, university ‘academic’ = doing things the way they are done in the academy ‘academic writing’ = writing in the way that is expected of people at a university

  3. So what makes spoken or written English ‘academic’ is not the ideas but the way the ideas are presented and expressed.

  4. How are ideas presented? • in a logical order • with evidence to support them • objectively

  5. How are ideas expressed? • using formal language without any slang or colloquial expressions • using specialist vocabulary where appropriate • using words and phrases that are expected in writing by people at university

  6. ‘in a logical order’ • start with a plan • jot down any ideas that you have as you think of them • group your ideas about the same point together and present them in the same paragraph • start each paragraph with a sentence that shows what you are going to write about in that paragraph – the topic sentence • put your points in order so that they follow on from each other • develop the main idea in the topic sentence with your other points

  7. ‘with evidence’ • read and make notes from different sources • use sources that are reliable and/or recommended to you • make notes of where different writers agree or disagree so that you can compare different views • remember that things are usually more grey than black and white

  8. ‘objectively’ • make suggestions, not strongly emotional comments • avoid stating your personal opinion • do not involve the reader directly by asking questions

  9. ‘using formal language’ • write in full sentences • do not use abbreviations or contractions • use impersonal forms

  10. ‘use specialist vocabulary’ • check the meaning of specialist terms in your subject • note examples of how these terms are used in the books and articles that you read • do not use terms that you do not understand

  11. ‘use words and phrases that are expected’ • academic writers are expected to be cautious • readers expect phrases that act as signposts to guide them through the text

  12. An example of an academic study Effectiveness of speed cameras in preventing road trafficcollisions and related casualties: systematic review British Medical Journal (2005)

  13. From the conclusion of the article This review impersonal has highlighted the limited nature of the evidence base underpinning the large scale introduction of speed cameras and the need for further robust evidence. Topic sentence Two possibilities Signpost exist for improving this evidence base. Development of topic with evidence Randomised controlled trials offer the highest form of evidence. In countries where a large scale introduction of speed cameras is planned and the subject is not politicised, speed cameras could be introduced cautious suggestion in a controlled fashion, randomising the allocation of cameras within a larger sampling framework technical term of high risk sites (with remaining sites serving as controls). First possibility

  14. However, this approach may not cautious suggestion be feasible in most settings because of political and other local pressures. Counter argument In such settings, an alternative may be cautious suggestion to carry out any planned introduction of speed cameras in a phased manner spread over a few years with careful collection of data on collisions and injuries, hence producing a natural comparison group (wedge shaped study design). Technical term Second possibility In either case, Signpost points back the research needs to be conducted as soon as possible, before the widespread introduction of cameras results in a permanent loss of such opportunities. Conclusion

  15. What can I do to make my writing more academic? • note how the ideas in the books and articles that you read on your course are presented and expressed • attend free workshops and drop-in sessions offered by Learner Support at Birkbeck (details on the My Birkbeck website) • enrol for a short course focussing on writing

  16. Birkbeck offers…. Academic English • Academic Writing for Undergraduates (one term) • Academic Writing for Postgraduates (one term) • Academic Writing for Native Speakers (one term) English for Academic Purposes (EAP) • EAP for Undergraduates (one term) • EAP for Postgraduates (one term)

  17. My Birkbeck’s Get ahead: Stay ahead website http://www.bbk.ac.uk/mybirkbeck/get-ahead-stay-ahead Suggestions for improving your study skills and developing your writing.

  18. And finally… Remember that it takes practice to become good at something!

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