Important factors to consider before you start to write your research article or similar academic text.

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

2. Syllabus outline
• 15/08 - Introduction
• 22/08 - IMRaD, Most common errors,
electronic tools
• 29/08 - Strategic planning for your article:
CARS and other approaches
• 05/09 - Title, Abstract e Introduction
• 12/09 - Writing your Introduction
• 19/09 - Coherence, cohesion and clarity, and
use of authorial voice
• 26/09 - (Introduction due) The Results
section
• 03/10- The Discussion section
• 10/10 - Discussing and Concluding
• 17/10 - Writing (no class)
• 24/10 - Students exchange articles (no class)
• 31/10 - (peer feedback due) Plagiarism, the
submission process
• 07/11 - Special guest speaker on journal
trends

3. 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 article

4. Remember...

5. The grammar homework

6. CORRECT

7. The first step to improvement!

22. CORRECT

23. Eu tomo café.
SUJEITO VERBO OBJETO

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

25. Eu tomo café.
SUJEITO VERBO OBJETO
sempre
ADVERBIO

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

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

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

33. CORRECT

37. CORRECT

38. CORRECT

42. CORRECT

44. Comment 1
“A experiência com AntConc foi interessante pois as
palavras mais recorrentes coincidem com o tema de minha
pesquisa. Algo que me chamou atenção foi o fato de a
palavra "wood" ter sido mais utilizada do que a palavra
"timber", mesmo se tratando da aplicação da madeira no
setor da construção (pensava que seria o contrário).”

45. Comment 2
Achei muito útil para dúvidas quanto à preposição a ser utilizada após
uma palavra. Por exemplo, eu já tive dúvidas sobre a preposição a ser
utilizada após a palavra "release": "from" ou "of". O certo é utilizar "the
release of the inhibitor from the nanocontainers" e não "the release of
the inhibitor of the nanocontainers". Essa dúvida pode ser resolvida
facilmente através da ferramenta "Concordance" do AntConc, pois
percebi que ao clicar sobre a palavra "release", todos os contextos
utilizavam a concordância "release from".

46. Comment 3
"Na minha área específica (exercício para
pessoas com Doença de Parkinson), ainda
há pouco consenso sobre a terminologia
mais empregada, o que dificulta encontrar
artigos e até mesmo escrevê-los. Porém,
com a lista de frequência ficou muito mais
fácil encontrar os termos e as palavras
mais utilizadas."

47. Comment 4
"O mais interessante é ver a aplicação dessas
palavras no contexto da área. Mesmo tendo
algum conhecimento da língua inglesa, muitas
vezes nos deparamos com situações que não
sabemos se estão corretas e aqui fica bem fácil
de localizar. Eu sempre uso o google para me
ajudar a buscar a expressão correta, mas aqui é
fácil localizar a melhor expressão no que refere a
termos técnicos."

48. Comment 5
"Aprendi bastante mexendo com o software. Algumas palavras
mais comuns que apareceram na lista foram surpresas, enquanto
algumas já eram esperadas. Mas o mais interessante foi observar
como elas são utilizadas nos contextos originais. Essa facilidade de
poder observar, analisar e verificar seu uso foi enriquecedor
demais. Além do fato de que o software não apresenta somente os
dados quantitativos, de quantas vezes o termo se repete, mas você
pode observar como é utilizado qualitativamente, isto é, o
conteúdo que está por atrás de cada uso."

50. http://www.worldmapper.org/images/largepng/205.p
ng

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

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

53. “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

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

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

56. Prof. Dr. Ron Martinez - UFPR

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

58. Prof. Dr. Ron Martinez - UFPR

59. Prof. Dr. Ron Martinez - UFPR

60. Prof. Dr. Ron Martinez - UFPR

61. 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

62. 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

63. 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

64. Prof. Dr. Ron Martinez - UFPR

65. Prof. Dr. Ron Martinez - UFPR

66. "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

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

68. "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

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

70. "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

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

72. "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

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

74. "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

75. "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

76. "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

77. "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

78. "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

79. "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

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

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

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

85. Kahoot.it

86. "Start with your data"

87. "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)

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

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

93. "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)

94. 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)

95. 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

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

97. The Naysayer

102. (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 …"

103. (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 …"

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

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

106. (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 …"

107. (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

108. (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

109. (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

110. "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
filled.
1
2
3

111. (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

114. 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...

115. 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...

116. 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...

117. 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...

118. 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

120. "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)

122. 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)

123. (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)

124. Brazilian journal analyzed

125. International journal analyzed

126. Rating
criteria:
TESOL
Quarterly

129. 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.