Ex. 12. Now that you have read the above Essay Test Answers, answer the following questions
1. Which Essay Test Answer sounds the most academic in tone? Why?
2. Which one has the most formal and sophisticated vocabulary? Why?
3. Which one has the best control of style and language? Why?
4. Which one has the most effective content and organization? Why?
Introduction (continuation)
The following chart provides examples of the types of expressions you should and should not use in academic writing.
Colloquial vs. Formal English
In academic writing use formal, not colloquial (spoken) language.
| Colloquial English | Formal English |
| Contractions don't gonna there're Slang, Idioms guy kids stuff, junk drives me nuts Spoken Transitions anyway, anyhow Vague Expressions something like that (Any expression with thing) Basic Vocabulary big good so but and | Full Forms do not going to here are Formal Words person children personal items, objects is upsetting, upsets me Formal Transitions moreover, furthermore Specific Expressions tell who, what, where, when, why, how much, and how many Preferred Vocabulary enormous, large, huge, immense effective, suitable, beneficial as a result, consequently however, on the other hand moreover, furthermore, in addition |
Ex. 13. Translate informal language.
• Review Essay Test Answers 2 and 3 (on format rules for academic writing assignments).
• Match the informal phrases based on Essay Test Answer 3 on the left with the formal translations based on Essay Test Answer 2 on the right. The first one is done for you.
| Informal (Essay Test Answer 3) | Formal (Essay Test Answer 2) | |
| i | 1. ... writing for school looks cool … | a. ... learn the same rules as I am ... |
| 2. ... turn their teacher off ... | b. In conclusion, ... | |
| 3. ... pulled an "all-nighter" ... | c. ... very important ... | |
| 4. ... I want to write good ... * | d. ... my paper is unsatisfactory ... | |
| 5. ... learn the same things as me ... | e. ... disappoint their professor ... | |
| 6. ... my paper's a piece of junk | f. ... lines and other format rules ... | |
| 7. ... lines and stuff ... | g. ... pay attention to details ... | |
| 8. ... that's al l... | h. I want to write well/effectively. | |
| 9. ... a big deal ... | i. Effective writing looks presentable. | |
| 10. ... pay attention to little things ... | j. ... stayed up all night to complete in assignment … |
*Note: This is grammatically incorrect.
Ex. 14. Watch video aided instructions «Crafting sentences», fulfill the given tasks.
Out-of class writing activity
Writing a paper for a university professor obviously requires a greater level of stylistic polish than writing a letter to your friend.
Write a short organized response to this statement by explaining three or four major reasons. Give arguments to support your discussion (150–200 words, every other line).
Vocabulary
| level | assignment | master’s degree | comprehensive |
| formality | committee | to apply for | formal |
| statement of purpose | to deserve to influence | daily routines evidence | colloquial to grant |
| immature | background | to polish | conversational |
| to persuade | subordination | coherent | compound |
| arrogant | to target | superior | certain |
Coherence: point of view
| ObjectivesIn this unit you will: | discover what coherence is; |
| learn what a good writing is; | |
| learn the characteristic features of effective academic writing; | |
| analyze what cohesive devices are; | |
| classify specialized linking words; | |
| learn different means of coherency; | |
| classify signaling words. |
Starting up
Listening
Script 5
Ex. 1. Listen to the tape and answer the questions:
1. What is a good writing?
2. What is one of the most important aspects in a good writing?
3. Why is it so important to use particular types of words and phrases known as ‘cohesive devices’?