English as a Lingua Franca (ELF) in academic writing, and the importance of thinking before and while you write.

1. Think before you write
Prof. Dr. Ron Martinez
PRPPG7000 - Academic Writing in English

2. Syllabus outline
• 28/08 - Introduction
• 04/09 - IMRaD, Most common errors,
electronic tools
• 11/09 - Strategic planning for your article:
CARS and other approaches
• 18/09 - Title, Abstract e Introduction
• 25/09 - Writing your Introduction
• 02/10 - Coherence, cohesion and clarity, and
use of authorial voice
• 09/10 - (Introduction due) The Method and
Results sections
• 16/10- The Discussion section
• 23/10 - Discussing and Concluding
• 30/10 - Writing (no class)
• 06/11 - Students exchange articles (no class)
• 13/11 - (peer feedback due) Special guest
speaker
• 20/11 - Plagiarism, the submission process

3. Syllabus outline
• 28/08 - Introduction
• 04/09 - IMRaD, Most common errors,
electronic tools
• 11/09 - Strategic planning for your article:
CARS and other approaches
• 18/09 - Title, Abstract e Introduction
• 25/09 - Writing your Introduction
• 02/10 - Coherence, cohesion and clarity, and
use of authorial voice
• 09/10 - (Introduction due) The Method and
Results sections
• 16/10- The Discussion section
• 23/10 - Discussing and Concluding
• 30/10 - Writing (no class)
• 06/11 - Students exchange articles (no class)
• 13/11 - (peer feedback due) Special guest
speaker
• 20/11 - Plagiarism, the submission process

4. TODAY...
1. Go (quickly!) over grammar homework
2. Your thoughts on the corpus exercise (AntConc)
3. Further thoughts on grammar and what is
“correct”
4. Important factors to consider when planning
your arZcle

8. “CNCI” = Category Normalized Citation Impact

9. Brazil v.
“developed
countries”

10. “One potential explanation for the decrease in CNCI is the
reduced growth in the number of papers with one or more
international co-authors. It is widely recognized that
international collaborations enhance the citation impact of
an article. In the three years, 2013 to 2015, the percentage
of papers with an international co-author increased by
17.5%, in the most recent three years 2016 to 2018 there
has only been 1.8% growth.”

12. Remember...

13. The grammar homework

14. CORRECT

15. The first step to improvement!

31. CORRECT

32. Eu tomo café.
SUJEITO VERBO OBJETO

33. Eu tomo café.
SUJEITO VERBO OBJETO
I drink coffee.
SUJEITO VERBO OBJETO

34. Eu tomo café.
SUJEITO VERBO OBJETO
sempre
ADVERBIO

36. Eu tomo café.
SUJEITO VERBO OBJETO
sempre
always
ADVERBIO
I coffee.
SUJEITO VERBO OBJETO
drink

37. Eu tomo café.
SUJEITO VERBO OBJETO
sempre
always
ADVERBIO
I coffee.
SUJEITO VERBO OBJETO
drink X

42. Foi importante mover o objeto
SUJEITO VERBO OBJETO
cuidadosamente
carefully
ADVERBIO
It was important to the object
SUJEITO VERBO OBJETO
move X

43. CORRECT

47. CORRECT

48. CORRECT

52. CORRECT

54. Comment 1
“It is a really great tool. In my study area (molecular
biology, heterologous/homologous gene expression), there
was no surprise in the most common words - expression,
protein, gene, membrane. And the contextualization and
the correct application in a sentence is helpful. Beside that,
it will help me to search for and find some specific results
using keywords.”

55. Comment 2
“About the program, it is really simple to work with, very
intuitive. I also discovered that AntConc can be a powerful
tool for writing a paper, since you can analyze how words
and expressions are used in a sentence. If you have
doubts about what context and which prepositions you
should be using, you can easily check on AntConc.
The program can also be used as a library, where you can
find something specific that maybe you can´t remember in
which article it is.”

57. The picture can't be displayed.
http://www.worldmapper.org/images/largepng/205.p
ng

58. INNER
OUTER
EXPANDING
Kachru, 1982
Prof. Dr. Ron Martinez - UFPR

59. INNER
OUTER
EXPANDING
Prof. Dr. Ron Martinez - UFPR

60. “Writing for academic
publishing is in effect now
writing in English as a lingua
franca.” (p. 50)
Mauranen, A., Hynninen, N., & Ranta, E. (2016). English as the
academic lingua franca. In K. Hyland, & P. Shaw (Eds.), The
Routledge handbook of English for academic purposes (pp. 44-55).
New York: Routledge.
Prof. Dr. Ron Martinez - UFPR

61. Prof. Dr. Ron Martinez - UFPR
de mudanças nos preconceitos

62. “evidences”?
Prof. Dr. Ron Martinez - UFPR

63. Prof. Dr. Ron Martinez - UFPR

64. Evidências sobre evidence
Prof. Dr. Ron Martinez - UFPR

65. Prof. Dr. Ron Martinez - UFPR

66. Research questions
● Is there evidence of non-native linguistic forms in articles
published in international English-medium journals?
● If so, how generalizable is the evidence?
● Is there evidence of a trend of growth of acceptance of such
linguistic forms?
Prof. Dr. Ron Martinez - UFPR

67. The Corpus
● 8 international Food Science journals
● 2 periods: 2000-2005, and 2010-2015
● For each year, and always different editions, 2 articles written by
natives were chosen, and 2 articles non-natives
● Total number of articles: 384 (192 native, 192 non-native)
● Total: 2.17 million words
Prof. Dr. Ron Martinez - UFPR

68. JOURNAL PUBLISHER LOCATION IMPACT (JCR) No. articles
Journal of Food Science Wiley-Blackwell United States 1.81 x48
Journal of the Science of
Food and Agriculture
John Wiley & Sons United States 2.46 x48
Food Microbiology Elsevier United States 3.76 x48
Food Policy Elsevier United Kingdom 3.08 x48
Food Quality and
Preference
Elsevier United Kingdom 3.19 x48
International Journal of
Food Science and
Technology
Blackwell United Kingdom 1.64 x48
Food Chemistry Elsevier Netherlands 4.52 x48
Journal of Food
Engineering
Elsevier Netherlands 3.09 x48
Prof. Dr. Ron Martinez - UFPR

69. Prof. Dr. Ron Martinez - UFPR

70. Prof. Dr. Ron Martinez - UFPR

71. "researches"
NATIVE AUTHOR
CORPUS
● NO ATTESTED EXAMPLES
NON-NATIVE AUTHOR
CORPUS
10 hits (8
articles)LL = 13.80, p < 0.001, %DIFF = -100
Prof. Dr. Ron Martinez - UFPR

72. "researches"
Attested in: Spain, Brazil, China, Serbia
Journals: USA - 2, UK - 3 , Netherlands - 1
Prof. Dr. Ron Martinez - UFPR

73. "prove"
NATIVE AUTHOR
CORPUS
NON-NATIVE AUTHOR
CORPUS
2 hits 15 hits
(12 articles)
LL = 11.17, p < 0.0001, %DIFF = 645.14
Prof. Dr. Ron Martinez - UFPR

74. "prove"
Attested in: Spain, Greece, China, Italy, Taiwan, Colombia
Journals: USA - 3, UK - 2 , Netherlands - 0
Prof. Dr. Ron Martinez - UFPR

75. "nowadays"
NATIVE AUTHOR
CORPUS
NON-NATIVE AUTHOR
CORPUS
1 hit 21 hits
(19 articles)
LL = 22.23, p < 0.0001, %DIFF = 1986.39
Prof. Dr. Ron Martinez - UFPR

76. Attested in: Greece, Spain, Brazil, China, Thailand, Belgium
Journals: USA - 2, UK - 3 , Netherlands - 2Prof. Dr. Ron Martinez - UFPR

77. "works"
NATIVE AUTHOR
CORPUS
NON-NATIVE AUTHOR
CORPUS
10 hits (6
articles)
60 hits
(35 articles)
LL = 39.30, p < 0.0001, %DIFF = 496.11
Prof. Dr. Ron Martinez - UFPR

78. Attested in: France, Spain, Brazil, China, Argentina, Chile, Italy,
Portugal, Turkey
Journals: USA - 3, UK - 3 , Netherlands - 2
Prof. Dr. Ron Martinez - UFPR

79. "Besides"
NATIVE AUTHOR
CORPUS
NON-NATIVE AUTHOR
CORPUS
5 hits
89 hits
(55 articles)
LL = 90.70, p < 0.0001, %DIFF = 1668.46
Prof. Dr. Ron Martinez - UFPR

80. "Besides"
▪Used often as a
sentence-initial
discourse marker in
the non-native
articles analyzed
Attested in: Denmark, Netherlands, Jordan, Belgium, Japan, Norway, Poland,
Finland, Germany, Taiwan, Greece, Mexico, Uruguay, Serbia, France, Spain, Brazil,
China, Argentina, Chile, Italy, Portugal, Turkey
Journals: USA - 3, UK - 3 , Netherlands - 2Prof. Dr. Ron Martinez - UFPR

81. "in this context"
NATIVE AUTHOR
CORPUS
NON-NATIVE AUTHOR
CORPUS
5 hits
42 hits
(25 articles)
LL = 33.06, p < 0.0001, %DIFF = 734.56
Prof. Dr. Ron Martinez - UFPR

82. "In this
context"
▪Often used as a
discourse marker,
synonymous to
"thus"/"therefore"
Attested in: Norway, France, Greece, Brazil, Japan, Spain, Uruguay, Chile, Belgium,
Argentina, Italy
Journals: USA - 2, UK - 3 , Netherlands - 2Prof. Dr. Ron Martinez - UFPR

83. "it is well known that"
NATIVE AUTHOR
CORPUS
NON-NATIVE AUTHOR
CORPUS
6 hits
18 hits
(17 articles)
LL = 6.20, p < 0.01, %DIFF = 198.06
Prof. Dr. Ron Martinez - UFPR

84. "it is well known that"
Attested in: Korea, Spain, Brazil, Italy, Serbia, Argentina, France
Journals: USA - 2, UK - 3 , Netherlands - 1Prof. Dr. Ron Martinez - UFPR

85. Total number of articles in which terms appear, by time period
***
***
**
*
*
Prof. Dr. Ron Martinez - UFPR

86. INNER
OUTER
EXPANDING
Prof. Dr. Ron Martinez - UFPR

87. So when you sit down to write...
Remember that your research “story” will likely
matter more than the few “mistakes” you might
make.

100. What do authors think about?

101. What do authors think about?
● Who is my reader?

102. What do authors think about?
● Who is my reader?
● What is my Unique Selling Point (USP)?

103. What do authors think about?
● Who is my reader?
● What is my Unique Selling Point (USP)?
● What points might threaten this research?

104. What do authors think about?
● Who is my reader?
● What is my Unique Selling Point (USP)?
● What points might threaten this research?
● How does this article fit into my story?

105. What do authors think about?
● Who do I visualize as reader(s)?
● What is my Unique Selling Point (USP)?
● What points might threaten this research?
● How does this article fit into my story?
● What do I hope to achieve with this research?

107. The Naysayer

108. DISCUSSION
INTRODUCTION
METHOD
RESULT
S
I.M.R.aD.

109. "Start with your data"

110. "Start with your data"
•"The story grows organically
from the data..."

111. "Start with your data"
•"The story grows organically
from the data..."
•"When you run into problems
is when the author knows the
story they want to tell before
they collect the data." (p. 9)

112. DISCUSSION
INTRODUCTION
METHOD
RESULT
S
I.M.R.aD.

113. DISCUSSION
INTRODUCTION
METHOD
RESULT
S
I.M.R.aD.

117. "They Say, I Say"
• "(A) writer needs to indicate not only
what his or her thesis is, but also what
larger conversation that thesis is
responding to." (p. 20)
• "(W)hen is comes to constructing an
argument […], remember that you are
entering a conversation and therefore
need to start with 'what others are
saying'…" (p. 20)

119. DISCUSSION
INTRODUCTION
METHOD
RESULT
S
I.M.R.aD.

120. The Naysayer

125. (Beginning of abstract)
"While the number of research articles
written by non-native speakers of English
and published in English-medium
international journals is on the rise, little is
known about the extent to which that trend
may be affecting the way in which English is
used in that genre. To address this gap, a
corpus …"

127. (Beginning of abstract)
"While the number of research articles
written by non-native speakers of English
and published in English-medium
international journals is on the rise, little is
known about the extent to which that trend
may be affecting the way in which English is
used in that genre. To address this gap, a
corpus …"

130. C.A.R.S. (Swales, 1990)
•Create
•A
•Research
•Space

131. C.A.R.S. (Swales, 1990)
•Create
•A
•Research
•Space
IN THE
INTRODUCTION

132. (Beginning of abstract)
"While the number of research articles
written by non-native speakers of English
and published in English-medium
international journals is on the rise, little is
known about the extent to which that trend
may be affecting the way in which English is
used in that genre. To address this gap, a
corpus …"

133. (Beginning of abstract)
"While the number of research articles
written by non-native speakers of English
and published in English-medium
international journals is on the rise, little is
known about the extent to which that trend
may be affecting the way in which English is
used in that genre. To address this gap, a
corpus …"
1

134. (Beginning of abstract)
"While the number of research articles
written by non-native speakers of English
and published in English-medium
international journals is on the rise, little is
known about the extent to which that trend
may be affecting the way in which English is
used in that genre. To address this gap, a
corpus …"
1
2

135. (Beginning of abstract)
"While the number of research articles
written by non-native speakers of English
and published in English-medium
international journals is on the rise, little is
known about the extent to which that trend
may be affecting the way in which English is
used in that genre. To address this gap, a
corpus …"
1
2
3

136. "C.A.R.S." framework
• Establish “territory”: MenZon importance,
what the “conversaZon” is.
• Establish “niche”: MenZon the “gap.”
• Occupy niche: Say how that gap will be (or
was) filled.
1
2
3

137. (Beginning of abstract)
"While the number of research articles
written by non-native speakers of English
and published in English-medium
international journals is on the rise, little is
known about the extent to which that trend
may be affecting the way in which English is
used in that genre. To address this gap, a
corpus …"
1
2
3

140. It is well established that violent video
games increase aggression. There is a
stronger evidence of short-term
violent video game effects than of
long-term effects. The present
experiment tests...

141. It is well established that violent video
games increase aggression. There is a
stronger evidence of short-term
violent video game effects than of
long-term effects. The present
experiment tests...

142. It is well established that violent video
games increase aggression. There is a
stronger evidence of short-term
violent video game effects than of
long-term effects. The present
experiment tests...

143. It is well established that violent video
games increase aggression. There is a
stronger evidence of short-term
violent video game effects than of
long-term effects. The present
experiment tests...

144. It is well established that violent video
games increase aggression. There is a
stronger evidence of short-term
violent video game effects than of
long-term effects. The present
experiment tests...
1
2
3

146. "C.A.R.S." framework
• Establish “territory”: Mention importance,
what the “conversation” is.
• Establish “niche”: Mention the “gap.”
• Occupy niche: Say how that gap will be (or
was) filled.
1
2
3

147. Can you find the “conversation” (Move 1)?
Realizou-se uma pesquisa exploratória de campo com objetivo de
analisar as ações de saúde desenvolvidas pelo enfermeiro junto a
usuários de álcool e outras drogas, evidenciando os limites e
possibilidades desta atuação nos serviços de atenção extra-
hospitalares. Os dados obtidos por meio de entrevista com 30
enfermeiros apontam lacunas neste tipo de atenção e necessidade de
adesão dos enfermeiros à Política Nacional de Atenção ao Usuário de
Álcool e outras Drogas. Constatou-se que, embora o programa não
estivesse implantado nos municípios estudados, que os enfermeiros,
mesmo sem realizarem capacitação para lidar com esta população
específica, assumem por sua conta e risco o cuidado a esta clientela,
confirmando sua liderança histórica em práticas educativas e
promocionais em saúde.

148. Can you find the “conversation” (Move 1)?
Realizou-se uma pesquisa exploratória de campo com objetivo de
analisar as ações de saúde desenvolvidas pelo enfermeiro junto a
usuários de álcool e outras drogas, evidenciando os limites e
possibilidades desta atuação nos serviços de atenção extra-
hospitalares. Os dados obtidos por meio de entrevista com 30
enfermeiros apontam lacunas neste tipo de atenção e necessidade de
adesão dos enfermeiros à Política Nacional de Atenção ao Usuário de
Álcool e outras Drogas. Constatou-se que, embora o programa não
estivesse implantado nos municípios estudados, que os enfermeiros,
mesmo sem realizarem capacitação para lidar com esta população
específica, assumem por sua conta e risco o cuidado a esta clientela,
confirmando sua liderança histórica em práticas educativas e
promocionais em saúde.
3

149. "They Say, I Say"
• "(A) writer needs to indicate not only
what his or her thesis is, but also what
larger conversation that thesis is
responding to." (p. 20)
• "(W)hen is comes to constructing an
argument […], remember that you are
entering a conversation and therefore
need to start with 'what others are
saying'…" (p. 20)

151. Hirano (2009)
“The findings from the analysis (of Brazilian introductions)
using the CARS model … show significant deviation (...). To
start with, seven out of the 10 (Brazilian) introductions do
not contain a move 2 (i.e., they do not establish a niche).”
(p. 243)

152. (Hirano, 2009)
“Three of the introductions contain a single move: BESP1
only contains Move 1 whereas BESP3 and BESP8 only
contain Move 3. None of them follow a strict M1–M2–M3
sequence. The only sequence that is repeated is M1–M3,
which occurs four times.” (p. 244)

153. Brazilian journal analyzed

154. International journal analyzed

155. Rating
criteria:
TESOL
Quarterly

158. Homework
1. Read (at least) the Introduction in Hanauer and Englander (2011),
“Quantifying the burden of writing research articles”. Pay special
attention to its structure. Also notice if you “hear” the authors
addressing a “naysayer.”
2. Do Module 3 on Go Formative.

159. TWO LAYERS OF AIMS
SPECIFIC AIM
(of the study, the arZcle itself)
PERSONAL AIM
(“conversaZon” you want to enter, what you want the arZcle to “do” for you)

160. TWO LAYERS OF AIMS
SPECIFIC AIM
(of the study, the article itself)
PERSONAL AIM
(“conversation” you want to enter, what you want the article to “do” for you)
JOURNAL