Intensive Essay Writing Course

Intensive Essay Writing Course While you’re waiting… In the session yesterday, we discussed two main reasons why you shouldn’t plagiarise. What were they? • It’s wrong. • It can cause the reproduction of ideas rather than the analysis or extension of ideas • These are required in higher-education

Syllabus • Session 1: The Big Picture • Contrasting IELTS and EAP • Essay Structure • Writing Introductions • The importance of signposting • Session 2: Using Sources • Plagiarism and Citation • Using sources to give your answer to the question • Paragraph structure • Session 3: • What makes a good topic sentence? • Developing your ideas sufficiently • Organising and linking ideas at a paragraph level • Session 4: • Being cautious about your argument • Writing conclusions

Setting the context for the lesson Re-read the introduction to the essay on NS Pronunciation. What is the writer’s answer to the question? What points will the writer make to support their answer? NS Pronunciation is not a suitable aim for L2 learners • Motive 1: NS Pron compensates for self-consciousness • Challenge this motive • Motive 2: NS Pron facilitates social integration • Challenge this motive • An alternative aim will be suggested

Linking your Paragraphs to the Introduction Which section does the sentence below introduce? • The first section One reason for many L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation.

Linking your Paragraphs to the Introduction Which ideas from the introduction are included in the topic sentence? Signposting Language in the Introduction … this essay will outline and challenge two of the main motives for L2 learners aiming to acquire NS pronunciation, namely the desire to compensate for self-consciousness concerning their own non-native pronunciation and …. Topic Sentences One reason for many L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation.

Linking your Paragraphs to the Introduction Which ideas from the introduction are included in the topic sentence? Signposting Language in the Introduction … this essay will outline and challenge two of the main motives for L2 learners aiming to acquire NS pronunciation, namely the desire to compensate for self-consciousness concerning their own non-native pronunciation and …. Topic Sentences One reason for many L2 learners mistakenly setting NS pronunciation as their aim is tocompensate for the self-consciousness about their own non-native pronunciation.

Linking your Paragraphs to the Introduction Which ideas from the assignment title are included in the topic sentence? Assignment Title Learners should aim to speak English with a native pronunciation: discuss. Signposting Language in the Introduction … this essay will outline and challenge two of the main motives for L2 learners aiming to acquire NS pronunciation, namely the desire to compensate for self-consciousness concerning their own non-native pronunciation and …. Topic Sentences One reason for many L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation.

Linking your Paragraphs to the Introduction Which ideas from the assignment title are included in the topic sentence? Assignment Title Learners should aim to speak English with a native pronunciation: discuss. Signposting Language in the Introduction … this essay will outline and challenge two of the main motives for L2 learners aiming to acquire NS pronunciation, namely the desire to compensate for self-consciousness concerning their own non-native pronunciation and …. Topic Controlling idea (i.e. what the paragraph will say about the topic) Topic Sentences One reason for many L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation.

Linking your Paragraphs to the Introduction What is the function of the word ‘mistakenly’? Assignment Title Learners should aim to speak English with a native pronunciation: discuss. Signposting Language in the Introduction … this essay will outline and challenge two of the main motives for L2 learners aiming to acquire NS pronunciation, namely the desire to compensate for self-consciousness concerning their own non-native pronunciation and …. Topic Controlling idea Position (i.e. what the paragraph will say about the topic) Topic Sentences One reason for many L2 learners mistakenlysetting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation.

Writing Topic Sentences Topic Controlling idea Position (i.e. what the paragraph will say about the topic) Topic Sentences One reason for many L2 learners mistakenlysetting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation. Compare with: Many consider that aiming to achieve NS pronunciation is a suitable aim. One reason for L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation. One reason for many L2 learners setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation Too vague Lack of caution The writer’s position to the ideas not given

Supporting / Explaining the Topic Sentence • Supporting Sentences • Use: • Explanations • Evidence • Examples • Common problems: • Repetitious • Underdeveloped • Illogically organised

Supporting / Explaining the Topic Sentence • Writing by Answering Questions • What questions might the reader have if they only read the topic sentence of a paragraph? • One reason for many L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation • Why is this aim mistaken? • Why are L2 learners self-consciousness about their own non-native pronunciation ? • Why does their self-consciousness result in setting NS pronunciation as an aim? • Can you provide some evidence for this?

Writing by Answering Questions Find the answers to these questions in the paragraph. One reason for many L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the opportunity to form such an identity and are therefore conscious of the differences between their own pronunciation and that of a NS (Phillips, 2008). In a study by Thompson (2003) a number of L2 students admitted a lack of confidence when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use the pure form of the language in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Why is this aim mistaken? Why are L2 learners self-consciousness about their own non-native pronunciation ? Why does their self-consciousness result in setting NS pronunciation as an aim? Can you provide some evidence for this?

Writing by Answering Questions Find the answers to these questions in the paragraph. One reason for many L2 learners mistakenly setting NS pronunciation as their aim is to compensate for the self-consciousness about their own non-native pronunciation. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the opportunity to form such an identity and are therefore conscious of the differences between their own pronunciation and that of a NS (Phillips, 2008). In a study by Thompson (2003) a number of L2 students admitted a lack of confidence when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added thatthey hoped to use the pure form of the language in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Why is this aim mistaken? Why are L2 learners self-consciousness about their own non-native pronunciation ? Why does their self-consciousness result in setting NS pronunciation as an aim? Can you provide some evidence for this?

Writing by Answering Questions What questions about the topic sentence are being answered in this paragraph? The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS,with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observedacross ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. What variation exists in the pronunciation of English by native speakers? Can you provide some evidence of this? Why is this content relevant to the assignment title?

Writing by Answering Questions Is the blue section completely relevant in this paragraph? . The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS,with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observedacross ages(Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Not really What variation exists in the pronunciation of English by native speakers? Can you provide some evidence of this? Why is this content relevant to the assignment title?

Analysing the Flow of Ideas Ask the person next to you the following questions. They must answer using complete sentences. What’s your name? Where are you from? My name is Nick or Nick is my name Manchester is where I’m from I’m from Manchester or

Analysing the Flow of Ideas The new ideas in sentences in English are usually placed at the end of the sentences. What’s your name? Where are you from? My name is Nick or Nick is my name Manchester is where I’m from I’m from Manchester or

Analysing the Flow of Ideas The new ideas in sentences in English are usually placed at the end of the sentences. What’s your name? Where are you from? My name isNick or Nick is my name known  new Manchester is where I’m from I’m from Manchester or

Analysing the Flow of Ideas The new ideas in sentences in English are usually placed at the end of the sentences. What’s your name? Where are you from? My name isNick or Nick is my name known  new new  known Manchester is where I’m from I’m from Manchester or

Analysing the Flow of Ideas The new ideas in sentences in English are usually placed at the end of the sentences. What’s your name? Where are you from? My name isNick or Nick is my name known  new new  known Manchester is where I’m from I’m from Manchester or known  new

Analysing the Flow of Ideas The new ideas in sentences in English are usually placed at the end of the sentences. What’s your name? Where are you from? My name isNick or Nick is my name known  new new  known Manchester is where I’m from I’m from Manchester or known  new new  known

Analysing the Flow of Ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal.

Analysing the Flow of Ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times thisoccurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal.

Analysing the Flow of Ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times thisoccurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz& Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal.

Analysing the Flow of Ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times thisoccurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz& Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation iscauses many L2 learners to invest time and energy in an impossible goal.

Linking ideas What is missing from this version of the paragraph? There is a huge variation in the pronunciation of English by native speakers. There is no single, definable NS pronunciation to aspire to. Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Proficiency differs between NS. Rampton(1990: 98) states that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). It is not clear what NS pronunciation is. Many L2 learners invest time and energy in an impossible goal.

Linking ideas What is missing from this version of the paragraph? The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal.

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Cause  Effect

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. AsCook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Cause  Effect To show agreement with the previous idea

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Cause  Effect To show agreement with the previous idea To develop the previous idea

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Cause  Effect To show agreement with the previous idea To develop the previous idea To add a similar idea

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Cause  Effect To show agreement with the previous idea To develop the previous idea To add a similar idea To show agreement with the previous idea

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have alsobeen observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Cause  Effect To show agreement with the previous idea To develop the previous idea To add a similar idea To show agreement with the previous idea To add a similar idea

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Cause  Effect To show agreement with the previous idea To develop the previous idea To add a similar idea To show agreement with the previous idea To add a similar idea Cause  Effect

Linking ideas The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, withRampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causesmany L2 learners to invest time and energy in an impossible goal. Cause  Effect To show agreement with the previous idea To develop the previous idea To add a similar idea To show agreement with the previous idea To add a similar idea Cause  Effect Cause  Effect

Link your paragraphs to the signposting language in the introduction using topic sentences Consider questions that the reader might have about the topic sentences to avoid repetition, irrelevance and under-development Order the information from known to new Make the relationships between ideas clear • Summary

For a more “hands-on” practice with the concepts presented in the session: Register for one of the Writing Courses Writing Workshops 1-1 tutorials For further information, see LINK • To Find out more…

Intensive Essay Writing Course