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1. Academic Writing:
Principles and Practice
Lt Dr P. Sreekumar, Dravidian University

2. Structure of the workshop
THEORY (10.30am to 11.30am)
• 1. Linguistic principles of academic language
1.1. Logical structure of language
1.2. Revealing nature of language
PRACTICE
• 2. Competence in academic language
2.1. Structural competence (11.45am to 1.pm)
2.2. Componential competence (2pm to 5pm)

3. Mother tells us “don’t get wet in
rain, you will get fever”

4. • How do the water drops on our head causes
fever?
Mother may not answer it.
Rain > Fever
Everyday knowledge
Specialized knowledge

5. Specialized experience is necessary to get
specialized knowledge.
All sorts of special efforts towards getting
these specialized knowledge can be called
research in general. Activities related to
research including the dissemination of the
knowledge come out of research all together
have generally termed as academic activities.

6. What is academic language?
“don’t get wet in rain, you will get fever” by
mother….
…and an explanation of how rain water on
head constitutes fever by a doctor or a
scientist are structurally and substantially
different.
The second one is called academic language to
convey the specialized experience

7. Two Linguistic principles of academic language
How academic language is possible in natural
language we speak?
Principle > Practice
Logical structure of language
Revealing nature of language

8. Logical structure of language
Language is logical. Logical structure of language
makes language worldly and reasonable.
“I am late, because the bus was late
“if there is dark clouds on the south there will
be rain”
Sentence can be transformed into statement by
logical connecters by connecting cause and
result.

9. Revealing nature of language
We are not living in a ONEgiven reality, but
in different realties
Language reveals realities. Revealing nature of
language discloses and communicates
diversified experiences of human which may
be different from our everyday life-world.
How it is possible?

10. Colorless green ideas sleep furiously
(Noam Chomsky)
The sentence is grammaticaly right
Semantically wrong

11. A new sentence expresses a new experience
with a new meaning may be semantically
wrong. But it may be grammatically right.
There is no direct relation between semantic
rightness and grammaticality.
Therefore, language is potential enough to
reveal the new reality which an academic
experiences as new.

12. εὕρηκα heúrēka
I
found
it
Archimedes

13. Madness & Schizophrenia

14. Language of
Science
E=MC2
Mad man and a person
affected by
schizophrenia are falling
into the different
experiences.
A scientists are stepping
into the experience by
experiments by
systmatically.
Therefore, scientist cam
come out and
communicate it through
the language.

15. Techniques of academic language
1. Convergence of duality of experiences
2. Convergence a prioric and a posterioric
reasons

16. Convergence of duality of experiences
Three components in academic communication
1. Specific experience of the researcher
2. General experience of the other.
3. Everyday language functions between the above
two
Problem: Logic of the every day language
constituted by the everyday general experience
Therefore, we construct concepts

17. 2. Convergence a priori and a posteriori
reasons
A posteriori reason is to be communicated……
but
Ordinary language is structured up on a priori
reason.
Then what we will do?

18. Formula

19. Academic language is a status of language

20. In brief
1. Academic experience is differs from the ordinary experience.
2. Academic language used to communicate the specific
experiences
3. Logical structure and revealing nature of language makes
academic language possible within the ordinary language.
4. Logical components in the language makes the cause and
result connected.
5. Grammaticality and meaning are not inter-depended in
language. Therefore, Language can reveals many realities.
6. Academic language is a status of language; this is
possible by two techniques convergence of duality of
experience and a prioric and a posteriori reasons.

21. How to master in academic language.
It is a hard skill, not a soft skill.
Skill in academic language is like a skill in kicking
goal in football. It is necessary to play football,
then only the skill of kicking the goal arises.
Same as the case of doing research and skill in
academic communication.

22. publish or perish

23. ACADEMIC LANGUAGE:
STRUCTURAL AND COMPONENTIAL
COMPETENCE

24. TWO RELATED COMPETENCE IN
ACADEMIC LANGUAGE
Structural
competence
Structural competence
is the capacity to
communicate the
specialised knowledge
revealed out of the
research in a logically
consistent and
comprehensibly
coherent way in any of
the languages.
Componential
Competence
The componential
competence is the
ability to use each
functional
constituents of a
language in the
structure of the
academic writing.

25. STRUCTURAL COMPETENCE
Five general structural principles of the science
of scientific writing developed by George D.
Gopen and Judith A. Swan (1990:550-558)

26. 1.EXPECTATION AND CONTEXT
Information is interpreted
more easily and more
uniformly if it is placed
where most readers expect
to find it.

27. 2. EARLY VERB CONVEY EASILY
Reduce the distance
between Subject and
Verb.

28. 3. TOPIC AND STRESS POSITION

29. PRINCIPLE: SAVE THE BEST FOR LAST.
Place the context and old information
in the topic position and new
information in the stress position.
Link the new information of the
stress position of the last sentence
with the topic position of the new
sentence.

30. The backward-linking old information
appears in the topic position.
The person, thing or concept whose story it is
appears in the topic position.
The new, emphasis-worthy information
appears in the stress position.

31. Put in the topic position the old information that
links backward; put in the stress position the
new information you want the reader to
emphasize.

32. 4. Articulate the action of
every clause or sentence
in its verb.
5. Provide context for your
reader before asking that
reader to consider
anything new.

33. COMPONENTIAL COMPETENCE
1. Words
2. Tense
3. Adjective
4. Adverb
5. Preposition
6. Logical Connecters
7. Academic phrases (based on University of
Manchester Academic Phrase Bank)

34. WORD
Select the appropriate words with inflection or
derivation according to the grammatical context.

35. ANALYSE
1. analyse (V)
2. analysed (PST)
3. analyser (NML)
4. analysers (NML.PL)
5. analyses (Subject Singular)
6. analysing (Prs continuing )
7. analysis (Noun)
8. analyst (Noun)
9. analysts (Noun.pl)
10. analytic
11. analytical
12. analytically
13. analyzed
14. analyzes
15. analyzing

36. TENSE
Tense is the property of verb. Tenses present a
relationship between the present moment (now)
and another moment or period in time (which
may be long or short).
Different tenses used at the different places in
academic writing.

37. ADJECTIVE
Adjective modifies noun
The most obvious long-range benefit from the
fission process is the potential to provide a source
of power that would assure a higher standard of
living in those countries that do not have
adequate reserves of fossil fuel.
(Excerpt from: Eisenhud, M., &Gesell, T. (1997). Environmental Radioactivity.
San Diego: Academic Press).

38. ADVERB
Adverb modifies the verb,
adjective and another adverb.
Verb: He runs quickly.
Adjective: His writing is
extraordinarily descriptive.
Adverb: He runs
extraordinarily quickly.

39. THREE QUESTIONS ABOUT ADVERB
(1) Whether the audience will accept the
general statement without some limits or
adverbs will be needed to control the
strength of the generalization?
(2) What kind of information the adverb
adds to a sentence?
Adverbs of: manner, time, place, degree and
intensifier etc.
(3) where to place an adverb in a sentence?

40. PREPOSITION
Prepositions show the relation of noun or
pronoun with other words in a sentence.

41. LOGICAL CONNECTERS
Logical connecters connect two ideas of
subsequent sentences. Connecters are different
from conjunctions.
Types of logical connecters

42. ACADEMIC PHRASES
Academic phrase bank developed
by
University of Manchester