The document discusses issues of plagiarism, including defining what constitutes plagiarism. It outlines the goals of the class which are to raise awareness of plagiarism, provide instructions for a peer review assignment, and assign homework for the following week. The rest of the document provides examples and activities to help students understand how to properly cite sources and avoid plagiarism in their own writing.
Academic Writing in English - Tips on the publication process (2019)Ron Martinez
In this module, we look at a few important points that can come up during the submission process, such as taking care to avoid plagiarism flags, and what should go into a cover letter. In addition, we also provide a few tips on how to respond to reviewers' critiques.
The document discusses several topics related to academic writing and publishing, including plagiarism, predatory journals, cover letters, and the publication process. Specifically, it addresses how to avoid plagiarism through proper citation and paraphrasing, identifies characteristics of predatory journals, notes that cover letters usually outline the main findings and significance of the paper, and mentions following submission guidelines during the publication process.
This document provides an overview of a linguistic typology course, including its goals, topics, readings, assignments, and schedule. The course explores the field of linguistic typology through examining a variety of languages from across the world. It aims to provide students with an understanding of cross-linguistic variation, theoretical approaches, and contemporary issues in the field. Students will complete problem sets, present on their final paper topic, and write a 15-20 page research paper on a pre-approved typological topic. The course will cover typologies of word order, morphology, and various grammatical categories through readings and discussion.
This ppt provides summarized ideas of the relation between discourse analysis and language teaching. This ppt was used of the course "Discourse Analysis" at UCSC.
A corpus driven comparative study of representation of ‘man’ and ‘woman’ in p...Alexander Decker
This document discusses a corpus-driven study comparing the representation of men and women in Pakistani and British English fiction. The study compiled corpora of 1 million words each from Pakistani English fiction (PEF) and British English fiction (BEF). The researchers examined the adjectives and verbs used with references to men and women in both corpora. The study aims to interpret the similarities and differences in the representation of gender in the two corpora and further understanding of Pakistani English fiction.
A Contrastive Rhetorical Analysis Of Factual Texts In English And ArabicDereck Downing
This document provides a literature review on contrastive rhetoric, which analyzes differences in writing styles across cultures and languages. It discusses how previous research has found cultural influences on rhetorical choices in various writing genres. However, some studies have found that factual text types like news reports are less influenced by culture, and instead may be shaped more by disciplinary conventions of objective, neutral writing. This paper aims to test the hypothesis that culture has a minimized effect on factual texts, by analyzing linguistic features in English and Arabic newspaper articles and examining whether they display cultural tendencies or writer/reader responsibility styles. It seeks to answer whether factual texts truly show less cultural influence in rhetorical choices.
This document provides guidance on how to incorporate references into academic writing through quoting, paraphrasing, and citing sources. It discusses directly quoting sources, including using long versus short quotes. It also reviews paraphrasing sources and provides tips for integrating quotes smoothly into prose. The document emphasizes using in-text citations properly and offers guidelines and examples for paraphrasing sources accurately without plagiarizing.
A Comparative Analysis Of Self-Mentions In Applied Linguistics PhD Dissertati...Sabrina Baloi
This document analyzes a study that compared the use of self-mentions in applied linguistics PhD dissertations written by native English writers versus non-native English writers. The study analyzed 40 dissertations (20 from each group) and found that native English writers used more first-person pronouns and possessive adjectives (self-mentions) in the introductions and discussions sections. The findings suggest that non-native writers may take a more impersonal style compared to native writers. It is recommended that non-native writers incorporate more authorial presence and stance in their academic writing.
Academic Writing in English - Tips on the publication process (2019)Ron Martinez
In this module, we look at a few important points that can come up during the submission process, such as taking care to avoid plagiarism flags, and what should go into a cover letter. In addition, we also provide a few tips on how to respond to reviewers' critiques.
The document discusses several topics related to academic writing and publishing, including plagiarism, predatory journals, cover letters, and the publication process. Specifically, it addresses how to avoid plagiarism through proper citation and paraphrasing, identifies characteristics of predatory journals, notes that cover letters usually outline the main findings and significance of the paper, and mentions following submission guidelines during the publication process.
This document provides an overview of a linguistic typology course, including its goals, topics, readings, assignments, and schedule. The course explores the field of linguistic typology through examining a variety of languages from across the world. It aims to provide students with an understanding of cross-linguistic variation, theoretical approaches, and contemporary issues in the field. Students will complete problem sets, present on their final paper topic, and write a 15-20 page research paper on a pre-approved typological topic. The course will cover typologies of word order, morphology, and various grammatical categories through readings and discussion.
This ppt provides summarized ideas of the relation between discourse analysis and language teaching. This ppt was used of the course "Discourse Analysis" at UCSC.
A corpus driven comparative study of representation of ‘man’ and ‘woman’ in p...Alexander Decker
This document discusses a corpus-driven study comparing the representation of men and women in Pakistani and British English fiction. The study compiled corpora of 1 million words each from Pakistani English fiction (PEF) and British English fiction (BEF). The researchers examined the adjectives and verbs used with references to men and women in both corpora. The study aims to interpret the similarities and differences in the representation of gender in the two corpora and further understanding of Pakistani English fiction.
A Contrastive Rhetorical Analysis Of Factual Texts In English And ArabicDereck Downing
This document provides a literature review on contrastive rhetoric, which analyzes differences in writing styles across cultures and languages. It discusses how previous research has found cultural influences on rhetorical choices in various writing genres. However, some studies have found that factual text types like news reports are less influenced by culture, and instead may be shaped more by disciplinary conventions of objective, neutral writing. This paper aims to test the hypothesis that culture has a minimized effect on factual texts, by analyzing linguistic features in English and Arabic newspaper articles and examining whether they display cultural tendencies or writer/reader responsibility styles. It seeks to answer whether factual texts truly show less cultural influence in rhetorical choices.
This document provides guidance on how to incorporate references into academic writing through quoting, paraphrasing, and citing sources. It discusses directly quoting sources, including using long versus short quotes. It also reviews paraphrasing sources and provides tips for integrating quotes smoothly into prose. The document emphasizes using in-text citations properly and offers guidelines and examples for paraphrasing sources accurately without plagiarizing.
A Comparative Analysis Of Self-Mentions In Applied Linguistics PhD Dissertati...Sabrina Baloi
This document analyzes a study that compared the use of self-mentions in applied linguistics PhD dissertations written by native English writers versus non-native English writers. The study analyzed 40 dissertations (20 from each group) and found that native English writers used more first-person pronouns and possessive adjectives (self-mentions) in the introductions and discussions sections. The findings suggest that non-native writers may take a more impersonal style compared to native writers. It is recommended that non-native writers incorporate more authorial presence and stance in their academic writing.
Research on the bases on Michel McCarthy’s ‘Discourse’ ? What is Discourse?radhaghevariya
Michael McCarthy is a prominent applied linguistics professor who has authored many works on discourse analysis and related topics. Discourse, according to McCarthy, can be defined as a system of thoughts composed of ideas, attitudes, beliefs and practices that construct subjects and language. Discourse analysis examines language use in text and context, and the relationship between a text and its situational context. It also studies how social and political domination are reproduced through language.
A Study Into The Writing Performance Of Moroccan Advanced EFL Writers From An...Renee Lewis
This document summarizes a study that investigated whether Moroccan EFL students' writing in English exhibits rhetorical patterns consistent with their first language of Arabic, as predicted by Kaplan's contrastive rhetoric hypothesis. The study compared 52 persuasive essays written by Moroccan students in both English and Arabic. Prior research had assumed key differences between Arabic and English rhetoric, such as Arabic texts lacking logical structure and being highly paratactic. However, other studies found these to be overgeneralizations. The current study found both similarities and differences between the students' English and Arabic essays, providing only partial support for Kaplan's hypothesis and suggesting cultural influences on writing are more complex.
Linguistic alignment in L1-L2 dialogue. PurmohammadMehdi Purmohammad
This document discusses linguistic alignment in L1-L2 dialogue. It aims to investigate how alignment may differ between L1-L1 and L1-L2 dialogues, and examines variables like language proficiency that can affect L1-L2 alignment. The author argues that L1-L2 alignment is influenced by more variables and differs both quantitatively and qualitatively from L1-L1 alignment. Mechanisms like lexical alignment and the activation threshold hypothesis that allow alignment are also discussed.
The document discusses how to incorporate references into academic writing through in-text citations, quotes, and paraphrasing. It explains that there are two main ways to reference other works: verbatim quotes and paraphrasing. The document provides guidelines for quoting and paraphrasing, including how to format quotes and cite sources in-text. Examples are given for both short and long quotes. Tips are offered on integrating quotes smoothly and paraphrasing quotes into one's own writing.
The AWL Reorganized for Spanish-Speaking ELLsRobert Bushong
The document discusses reorganizing the Academic Word List for Spanish-speaking English language learners. It describes the original Academic Word List, which contains 570 academic words arranged in frequency-based sublists. It also discusses how the list was constructed based on a corpus of academic texts. The presentation will examine how many of the Academic Word List words are cognates for Spanish speakers and the challenges in determining what constitutes a cognate. It will also discuss procedures for analyzing each word as a true, partial, or false cognate.
Borrowings in texts a case of tanzanian newspapersAlexander Decker
This document summarizes a study on the use of borrowed English words in Tanzanian newspapers from 2007 to 2009. The study analyzed over 400 borrowed words collected from newspapers and found that most were nouns. It also examined how newspaper writers integrated these borrowed words into Kiswahili through spelling and phonological adaptations. The study found that writers mostly used Kiswahili orthography when writing borrowed words and made phonological changes to follow Kiswahili syllable structure and consonant rules. Interviews with writers found that borrowed words were used for concepts that Kiswahili lacked words for or when Kiswahili words were lengthy.
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
This document discusses corpus linguistics and its applications in semantic and pragmatic studies. It provides definitions and examples of corpus linguistics, prominent corpora that are used in research, and how corpus linguistics can be applied to study semantic prosody. The document also discusses how corpus linguistics can inform the study of semantics versus pragmatics and provides examples of studies analyzing nominal compounds, genre analysis, and other linguistic features using corpus-driven approaches.
A CONTRASTIVE RHETORICAL ANALYSIS OF PHILIPPINE AND SRI LANKAN ENGLISH NEWS C...Nat Rice
This document discusses a contrastive rhetorical analysis of newspaper commentaries from the Philippines and Sri Lanka about the 2015 papal visit to those countries. It examines the genres and micro-genres used in the commentaries. 30 commentaries from English newspapers in the Philippines and Sri Lanka during the two-week papal visit were analyzed. The study aims to identify the generic structures, rhetorical structures, and micro-genres like explanatory exposition used in the two sets of commentaries and understand how social functions are reflected. Findings from this could implications for teaching English as a second or foreign language.
A Contrastive Analysis of Bangla and English Determinersinventionjournals
ABSTRACT : This paper attempts a contrastive analysis of the subsystems of the determiners in Bangla and English language, in terms of their uses, functions and meanings in order to find the similarities and differences between Bangla and English language which may pose difficulties or ease in foreign language(FL) learning. Determiners in both languages include articles, quantifiers and demonstratives. The paper shows that there are similarities and differences between theses two subsystems of the determiners in Bangla and English. The paper also indicates that determiner is a probable problematic area for the Bangali who learn English as a foreign language (EFL). This study has pedagogical implications which will help EFL teachers in designing materials, improving teaching techniques and preparing exercises to eliminate errors their students make in the use of determiners.
This research describes an attempt to establish a pedagogically useful list of the most frequent semantically non-compositional multi-word combinations for English for Journalism learners in an EFL context, who need to read English news in their field of study. The list was compiled from the NOW (News on the Web) Corpus, the largest English news database by far. In consideration of opaque multi-word combinations in widespread use and pedagogical value, the researcher applied a set of selection criteria when using the corpus. Based on frequency, meaningfulness, and semantic non-compositionality, a total of 318 non-compositional multi-word combinations of 2 to 5 words with the exclusion of phrasal verbs were selected and they accounted for approximately 2% of the total words in the corpus. The list, not highly technical in nature, contains the most commonly-used multi-word units traversing various topic areas and news readers may encounter these phrasal expressions very often. As with other individual word lists, it is hoped that this opaque expressions list may serve as a reference for English for Journalism teaching.
The document discusses a thesis proposal that aims to identify writing voice in ESL students' creative writing. It reviews research showing that assigning creative writing in ESL classrooms can increase students' English proficiency compared to only assigning academic writing. The proposal will analyze writing samples from a Basic English course to look for patterns in grammar, word usage, and style in students' academic and creative pieces in order to define their emerging writing persona. The goal is to help English professors develop students' confidence and individuality as writers by incorporating more creative writing activities.
Scientific and Technical Translation in English - Week 3Ron Martinez
This document provides an outline of the general course structure for a scientific and technical translation course in English over 15 weeks. It includes the following key points:
- Weeks 1-2 cover introductions to translation and research article structure.
- Week 3 focuses on hands-on introduction to electronic translation tools.
- Weeks 4-5 involve translating research articles and building glossaries.
- Weeks 6-7 include midterm assessments and feedback.
- Weeks 8-11 focus on new assignments, continued assignments, and more feedback.
- Weeks 12-13 include group presentations.
- Week 14 is the final exam.
- Week 15 is for final
This document summarizes a study that examines the relationship between oral and written discourse in second language English speakers. The study hypothesizes that there is a positive working relationship between the two. Data was collected from a French doctoral student, including a writing sample and recorded speech sample. While the results showed a weak relationship, analysis of the speech without fillers revealed native-like patterns. The document reviews theories on language acquisition and the influence of first language on second language learning.
This document discusses the interaction between corpus linguistics and translation studies. It notes that while corpus linguistics covers many areas of linguistic study, translation studies is rarely included. Corpora of translations have recently been compiled to analyze language features of translation by comparing translations to non-translations. The document examines how corpus linguistics views translations and places corpus-based translation studies in the context of theoretical trends in translation studies. It argues for contextualizing translation studies by combining corpus analysis with other methodologies.
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
A Corpus Analysis Of Metadiscourse Markers Used In Argumentative Essays By Pa...Nathan Mathis
The document analyzes the use of metadiscourse markers in 124 argumentative essays written by Pakistani undergraduate students. It finds that interactive metadiscourse markers were used more frequently than interactional markers. Transition markers were the most common, while endophoric markers were least frequent. The results have pedagogical implications for understanding writing conventions and developing students' writing skills through appropriate use of metadiscourse devices.
Analysis Of Argument Structures Inquiries Into Effective WritingCarrie Romero
The document summarizes a study that analyzed the argument structures in essays written by Japanese university students. The study found that most students' arguments predominantly used justificatory structures, presenting data and evidence to support their central claim. However, few students employed more complex argument structures like warrants or rebuttals. This suggests L2 linguistic knowledge and subject knowledge play an important role in shaping arguments. The study implies that explicitly teaching both macro and micro argument structures, as well as activities involving diverse perspectives, could help improve students' argumentative writing skills.
Applied linguistics began in the 1950s with the founding of the University of Edinburgh School of Applied Linguistics in 1956 and the Center of Applied Linguistics in Washington D.C. in 1957. The British Association of Applied Linguistics was formally established in 1967 to promote the study of language use, acquisition, and teaching. Applied linguistics is concerned with the role of language in people's lives and problems associated with language use, drawing from linguistics as well as other fields like education, sociology, and anthropology. It differs from linguistics in that linguistics focuses only on describing language itself, while applied linguistics seeks to address real-world language issues.
Academic Writing: Discussing and ConcludingRon Martinez
The document discusses academic writing, specifically discussing conclusions. It addresses whether to merge the results and discussion sections, the importance of discussing limitations, and using hypothetical-real arguments. It also covers how and why to use hedging in academic writing, revisiting claims and warranting, and whether to have a separate conclusions section. Additionally, it discusses whether results and discussion sections should be separated and common elements of discussions like revisiting the introduction, comparing to other studies, expanding on and explaining results, discussing applications and implications, limitations, and how the study advances the field. Finally, it addresses hedging in academic writing as using careful words to show claims are not absolute.
Teaching Genre in the Writing Center - Phase 1, Class 2Ron Martinez
This document discusses academic genres and their drivers. It begins by defining academic genre as typified rhetorical actions that are conventionally used in recurring social contexts. Genre is useful pedagogically as it allows people to perform certain functions, gain legitimacy, and exhibit recognizable features determined by social expectations. The document then analyzes the differences between genres expected of high school students, undergraduates, and professors. High school students are expected to produce genres for teachers, undergraduates for professors, and professors for research communities. The stakes are higher for undergraduates and professors who must demonstrate skills and knowledge acquisition or make new research contributions. Shared features across levels include convention following but authorship expectations differ.
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Michael McCarthy is a prominent applied linguistics professor who has authored many works on discourse analysis and related topics. Discourse, according to McCarthy, can be defined as a system of thoughts composed of ideas, attitudes, beliefs and practices that construct subjects and language. Discourse analysis examines language use in text and context, and the relationship between a text and its situational context. It also studies how social and political domination are reproduced through language.
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This document summarizes a study that investigated whether Moroccan EFL students' writing in English exhibits rhetorical patterns consistent with their first language of Arabic, as predicted by Kaplan's contrastive rhetoric hypothesis. The study compared 52 persuasive essays written by Moroccan students in both English and Arabic. Prior research had assumed key differences between Arabic and English rhetoric, such as Arabic texts lacking logical structure and being highly paratactic. However, other studies found these to be overgeneralizations. The current study found both similarities and differences between the students' English and Arabic essays, providing only partial support for Kaplan's hypothesis and suggesting cultural influences on writing are more complex.
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The document discusses reorganizing the Academic Word List for Spanish-speaking English language learners. It describes the original Academic Word List, which contains 570 academic words arranged in frequency-based sublists. It also discusses how the list was constructed based on a corpus of academic texts. The presentation will examine how many of the Academic Word List words are cognates for Spanish speakers and the challenges in determining what constitutes a cognate. It will also discuss procedures for analyzing each word as a true, partial, or false cognate.
Borrowings in texts a case of tanzanian newspapersAlexander Decker
This document summarizes a study on the use of borrowed English words in Tanzanian newspapers from 2007 to 2009. The study analyzed over 400 borrowed words collected from newspapers and found that most were nouns. It also examined how newspaper writers integrated these borrowed words into Kiswahili through spelling and phonological adaptations. The study found that writers mostly used Kiswahili orthography when writing borrowed words and made phonological changes to follow Kiswahili syllable structure and consonant rules. Interviews with writers found that borrowed words were used for concepts that Kiswahili lacked words for or when Kiswahili words were lengthy.
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
This document discusses corpus linguistics and its applications in semantic and pragmatic studies. It provides definitions and examples of corpus linguistics, prominent corpora that are used in research, and how corpus linguistics can be applied to study semantic prosody. The document also discusses how corpus linguistics can inform the study of semantics versus pragmatics and provides examples of studies analyzing nominal compounds, genre analysis, and other linguistic features using corpus-driven approaches.
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This document discusses a contrastive rhetorical analysis of newspaper commentaries from the Philippines and Sri Lanka about the 2015 papal visit to those countries. It examines the genres and micro-genres used in the commentaries. 30 commentaries from English newspapers in the Philippines and Sri Lanka during the two-week papal visit were analyzed. The study aims to identify the generic structures, rhetorical structures, and micro-genres like explanatory exposition used in the two sets of commentaries and understand how social functions are reflected. Findings from this could implications for teaching English as a second or foreign language.
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ABSTRACT : This paper attempts a contrastive analysis of the subsystems of the determiners in Bangla and English language, in terms of their uses, functions and meanings in order to find the similarities and differences between Bangla and English language which may pose difficulties or ease in foreign language(FL) learning. Determiners in both languages include articles, quantifiers and demonstratives. The paper shows that there are similarities and differences between theses two subsystems of the determiners in Bangla and English. The paper also indicates that determiner is a probable problematic area for the Bangali who learn English as a foreign language (EFL). This study has pedagogical implications which will help EFL teachers in designing materials, improving teaching techniques and preparing exercises to eliminate errors their students make in the use of determiners.
This research describes an attempt to establish a pedagogically useful list of the most frequent semantically non-compositional multi-word combinations for English for Journalism learners in an EFL context, who need to read English news in their field of study. The list was compiled from the NOW (News on the Web) Corpus, the largest English news database by far. In consideration of opaque multi-word combinations in widespread use and pedagogical value, the researcher applied a set of selection criteria when using the corpus. Based on frequency, meaningfulness, and semantic non-compositionality, a total of 318 non-compositional multi-word combinations of 2 to 5 words with the exclusion of phrasal verbs were selected and they accounted for approximately 2% of the total words in the corpus. The list, not highly technical in nature, contains the most commonly-used multi-word units traversing various topic areas and news readers may encounter these phrasal expressions very often. As with other individual word lists, it is hoped that this opaque expressions list may serve as a reference for English for Journalism teaching.
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This document provides an outline of the general course structure for a scientific and technical translation course in English over 15 weeks. It includes the following key points:
- Weeks 1-2 cover introductions to translation and research article structure.
- Week 3 focuses on hands-on introduction to electronic translation tools.
- Weeks 4-5 involve translating research articles and building glossaries.
- Weeks 6-7 include midterm assessments and feedback.
- Weeks 8-11 focus on new assignments, continued assignments, and more feedback.
- Weeks 12-13 include group presentations.
- Week 14 is the final exam.
- Week 15 is for final
This document summarizes a study that examines the relationship between oral and written discourse in second language English speakers. The study hypothesizes that there is a positive working relationship between the two. Data was collected from a French doctoral student, including a writing sample and recorded speech sample. While the results showed a weak relationship, analysis of the speech without fillers revealed native-like patterns. The document reviews theories on language acquisition and the influence of first language on second language learning.
This document discusses the interaction between corpus linguistics and translation studies. It notes that while corpus linguistics covers many areas of linguistic study, translation studies is rarely included. Corpora of translations have recently been compiled to analyze language features of translation by comparing translations to non-translations. The document examines how corpus linguistics views translations and places corpus-based translation studies in the context of theoretical trends in translation studies. It argues for contextualizing translation studies by combining corpus analysis with other methodologies.
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The document analyzes the use of metadiscourse markers in 124 argumentative essays written by Pakistani undergraduate students. It finds that interactive metadiscourse markers were used more frequently than interactional markers. Transition markers were the most common, while endophoric markers were least frequent. The results have pedagogical implications for understanding writing conventions and developing students' writing skills through appropriate use of metadiscourse devices.
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The document summarizes a study that analyzed the argument structures in essays written by Japanese university students. The study found that most students' arguments predominantly used justificatory structures, presenting data and evidence to support their central claim. However, few students employed more complex argument structures like warrants or rebuttals. This suggests L2 linguistic knowledge and subject knowledge play an important role in shaping arguments. The study implies that explicitly teaching both macro and micro argument structures, as well as activities involving diverse perspectives, could help improve students' argumentative writing skills.
Applied linguistics began in the 1950s with the founding of the University of Edinburgh School of Applied Linguistics in 1956 and the Center of Applied Linguistics in Washington D.C. in 1957. The British Association of Applied Linguistics was formally established in 1967 to promote the study of language use, acquisition, and teaching. Applied linguistics is concerned with the role of language in people's lives and problems associated with language use, drawing from linguistics as well as other fields like education, sociology, and anthropology. It differs from linguistics in that linguistics focuses only on describing language itself, while applied linguistics seeks to address real-world language issues.
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The document discusses academic writing, specifically discussing conclusions. It addresses whether to merge the results and discussion sections, the importance of discussing limitations, and using hypothetical-real arguments. It also covers how and why to use hedging in academic writing, revisiting claims and warranting, and whether to have a separate conclusions section. Additionally, it discusses whether results and discussion sections should be separated and common elements of discussions like revisiting the introduction, comparing to other studies, expanding on and explaining results, discussing applications and implications, limitations, and how the study advances the field. Finally, it addresses hedging in academic writing as using careful words to show claims are not absolute.
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This document discusses academic genres and their drivers. It begins by defining academic genre as typified rhetorical actions that are conventionally used in recurring social contexts. Genre is useful pedagogically as it allows people to perform certain functions, gain legitimacy, and exhibit recognizable features determined by social expectations. The document then analyzes the differences between genres expected of high school students, undergraduates, and professors. High school students are expected to produce genres for teachers, undergraduates for professors, and professors for research communities. The stakes are higher for undergraduates and professors who must demonstrate skills and knowledge acquisition or make new research contributions. Shared features across levels include convention following but authorship expectations differ.
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A careful look at how to make your introduction flow and read better, including how to make sure you are not hiding behind the voice of other authors when you write.
The document discusses writing introductions. It begins by outlining the syllabus for an academic writing course, which includes topics like IMRaD structure, common errors, strategic planning, titles/abstracts/introductions, and writing each section of a research paper. It then focuses on writing introductions, noting the importance of using a "They Say/I Say" framework to establish what has been said about the topic and how your work contributes to the discussion. Typical problems in introductions like including extraneous information are also mentioned. The document provides examples of student feedback and discusses using resources and support for writing.
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5. 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- No class (SIEPE)
• 10/10 - The Discussion section
• 17/10 - Discussing and Concluding
• 24/10 - Writing (no class)
• 31/10 - Plagiarism (Students exchange
articles)
• 07/11 - Special guest speaker
• 14/11 - (Feedback due) The submission
process
6. Goals for today
1. Raise awareness of what plagiarism is, and how to avoid it.
2. Provide instructions regarding your peer review assignment.
3. Homework for next week.
36. Making your own “sauce”? Compare:
Muffled author’s voice
There is some research to show
that native speakers of English
have a publication advantage.
Flowerdew (2018) has proposed
that even the North American
education system helps train
students more. Curry and Lillis
(2017) demonstrate that North
Americans are better able to
respond to editor criticisms.
Clearer author’s voice
There is some research to show
that native speakers of English
have a publication advantage.
Flowerdew (2018), for example,
has proposed that even the North
American education system helps
train students more. Similarly,
Curry and Lillis (2017)
demonstrate that North
Americans are better able to
respond to editor criticisms.
58. Is it plagiarism?
Original
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
59. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
60. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
61. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
62. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
63. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
64. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
65. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
66. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
67. Is it plagiarism?
Original (Mauranen et al.)
Writing for academic publishing
in English is in effect now writing
in English as a lingua franca.
What this implies is that we are
facing a language form that arises
out of cross-cultural
collaborations, and, as is the wont
of language, it adapts, in lexis and
structure, to the circumstances it
is used in.
Ron Martinez (2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
68.
69.
70.
71. Is it plagiarism?
Original (Martinez, 2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
Elsevier manuscript
“Writing for academic publishing
in English is in effect now writing
in English as a lingua franca,”
potentially giving rise to “a
language form that arises out of
cross-cultural collaborations,”
thus adapting “in lexis and
structure” (Mauranen, Hynninen
& Ranta, 2016, p. 50).
72. Is it plagiarism?
Original (Martinez, 2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
Elsevier manuscript
“Writing for academic publishing
in English is in effect now writing
in English as a lingua franca,”
potentially giving rise to “a
language form that arises out of
cross-cultural collaborations,”
thus adapting “in lexis and
structure” (Mauranen, Hynninen
& Ranta, 2016, p. 50).
MARTINEZ
73. Is it plagiarism?
Original (Martinez, 2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
Elsevier manuscript
“Writing for academic publishing
in English is in effect now writing
in English as a lingua franca,”
potentially giving rise to “a
language form that arises out of
cross-cultural collaborations,”
thus adapting “in lexis and
structure” (Mauranen, Hynninen
& Ranta, 2016, p. 50).
MARTINEZ
MAURANEN
74.
75.
76.
77.
78.
79.
80.
81.
82. Is it plagiarism?
Original (Martinez, 2018)
Mauranen et al. (2016) state
plainly that "(w)riting for
academic publishing in English is
in effect now writing in English as
a lingua franca,” potentially giving
rise to “a language form that
arises out of cross-cultural
collaborations,” thus adapting “in
lexis and structure” (p. 50).
Elsevier manuscript
“Writing for academic publishing
in English is in effect now writing
in English as a lingua franca,”
potentially giving rise to “a
language form that arises out of
cross-cultural collaborations,”
thus adapting “in lexis and
structure” (Mauranen, Hynninen
& Ranta, 2016, p. 50).
MARTINEZ
112. About your articles
1. You will receive an article from another student.
2. Read and make comments. Track changes (“controlar alterações” -
see video on website).
3. When finished, return feedback on the original form to the
author’s email (please also copy prppg7000duvidas email).
4. Due 14/11/18