The document discusses the importance of coherence, cohesion, clarity, and maintaining authorial voice in academic writing. It provides examples of student summaries of the classic story "The Three Little Pigs" and edits made to improve the summaries. Key elements addressed include identifying problems in drafts, strengthening coherence between ideas, and maintaining a clear narrative voice.

1. Academic Writing:
The 3 “Cs” and Authorial Voice
Dr. Ron Martinez
UFPR, UC Berkeley

4. ● Coherence, Cohesion and Clarity (what
they are and why they matter)
● How to not let your voice get “lost”
Today...

7. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

8. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

9. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

10. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

11. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

12. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

13. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

14. From a student
Once upon a time, there were three little pigs that needed to build a
home because there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, as the third house was made of
bricks, it was impossible to blow it down.

15. Once upon a time, there were three little pigs that needed to build a
home because there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, as the third house was made of
bricks, it was impossible to blow it down.

16. From Alessandra
Once upon a time, there were three little pigs ______ needed to build a
home _______ there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, as the third house was made of
bricks, it was impossible to blow it down.

17. From Alessandra
Once upon a time, there were three little pigs that needed to build a
home because there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, as the third house was made of
bricks, it was impossible to blow it down.

18. From a student
Once upon a time, there were three little pigs that needed to build a
home because there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, as the third house was made of
bricks, it was impossible to blow it down.

19. Once upon a time, there were three little pigs that needed to build a
home because there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, as the third house was made of
bricks, it was impossible to blow it down.

20. Once upon a time, there were three little pigs that needed to build a
home because there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, ______ the third house was
made of bricks, it was impossible to blow it down.

21. Once upon a time, there were three little pigs that needed to build a
home because there was a wolf nearby. The first pig decided to build a
house of straw. The second built a house of sticks. The third pig took
longer to build his house and made it of bricks, a stronger material.
A hungry wolf came to eat the pigs, whose hid inside their homes. The
wolf easily blew down the first house. It took longer to blow down the
second house, but the wolf did it. But, as the third house was made of
bricks, it was impossible to blow it down.

22. Another example from a student
There were three little pigs that needed to build a home to hide from a
wolf that was nearby. The first pig decided to build a house of straw.
The second built a house of sticks. The third pig built a house made of
bricks. The hungry wolf came to eat the pigs. All three pigs hid inside
their homes. As the first house was made of straw, the wolf easily blew
it down. It took longer to blow down the second house, but the wolf did
it. The third house, however, was made of bricks, so it was impossible
to blow down.

23. There were three little pigs that needed to build a home _____ hide
from a wolf that was nearby. The first pig decided to build a house of
straw. The second built a house of sticks. The third pig built a house
made of bricks. The hungry wolf came to eat the pigs. All three pigs hid
inside their homes. As the first house was made of straw, the wolf
easily blew it down. It took longer to blow down the second house, but
the wolf did it. The third house, however, was made of bricks, so it
was impossible to blow down.

24. There were three little pigs that needed to build a home to hide from a
wolf that was nearby. The first pig decided to build a house of straw.
The second built a house of sticks. The third pig built a house made of
bricks. The hungry wolf came to eat the pigs. All three pigs hid inside
their homes. As the first house was made of straw, the wolf easily blew
it down. It took longer to blow down the second house, but the wolf did
it. The third house, however, was made of bricks, so it was impossible
to blow down.

25. There were three little pigs that needed to build a home to hide from a
wolf that was nearby. The first pig decided to build a house of straw.
The second built a house of sticks. The third pig built a house made of
bricks. The hungry wolf came to eat the pigs. All three pigs hid inside
their homes. As the first house was made of straw, the wolf easily blew
it down. It took longer to blow down the second house, but the wolf did
it. The third house, however, was made of bricks, so it was impossible
to blow down.

26. There were three little pigs that needed to build a home to hide from a
wolf that was nearby. The first pig decided to build a house of straw.
The second built a house of sticks. The third pig built a house made of
bricks. The hungry wolf came to eat the pigs. All three pigs hid inside
their homes. As the first house was made of straw, the wolf easily blew
it down. It took longer to blow down the second house, but the wolf did
it. The third house, _______, was made of bricks, _____ it was
impossible to blow down.

27. There were three little pigs that needed to build a home to hide from a
wolf that was nearby. The first pig decided to build a house of straw.
The second built a house of sticks. The third pig built a house made of
bricks. The hungry wolf came to eat the pigs. All three pigs hid inside
their homes. As the first house was made of straw, the wolf easily blew
it down. It took longer to blow down the second house, but the wolf did
it. The third house, however, was made of bricks, so it was impossible
to blow down.

28. The 3 “Cs”
Coherence
Cohesion
Clarity

29. The 3 “Cs”
Coherence - Does one idea logically connect to the previous
and subsequent one(s)?
Cohesion
Clarity

30. The 3 “Cs”
Coherence - Does one idea logically connect to the previous
and subsequent one(s)?
Cohesion - The words used to connect (e.g. ‘so’, ‘however’)
Clarity

31. The 3 “Cs”
Coherence - Does one idea logically connect to the previous
and subsequent one(s)?
Cohesion - The words used to connect (e.g. ‘so’, ‘however’)
Clarity - Is there insufficient or extraneous information?

32. I live in Curitiba., where it
rains a lot.
I have many umbrellas.

34. From a real manuscript:
In 2011, following a major curricular discussion, the University of
Tijuana (UT) community recognized the need to solve the problem of
low achievement standards in English language. This situation was
later reported in an empirical research by Fulano (2014). Recognition
led to a directive to increase UT internationalization processes.
Although international contacts within Latin America may have been
well established, non sufficient contact with non-Spanish-speaking
countries was evident.

35. Challenge: Can you make this 1 sentence?
In 2011, following a major curricular discussion, the University of
Tijuana (UT) community recognized the need to solve the problem of
low achievement standards in English language. This situation was
later reported in an empirical research by Fulano (2014). Recognition
led to a directive to increase UT internationalization processes.
Although international contacts within Latin America may have been
well established, non sufficient contact with non-Spanish-speaking
countries was evident.

36. Lost in the crowd...

38. Let your voice be heard.

39. In the following text, is it clear what
the “I say” is?

40. Dearden (2014) has asserted that English as a Medium of Instruction (EMI) is
a “growing global phenomenon (p. 18). Ernesto Macaro (2018) showed that
EMI has not yet been widely studied in the discipline of Applied Linguistics.
In fact, in his book, he reports finding on 16 total published studies on EMI
before the year 2000. Airey (2016) has stated that little is understood about
EMI and other related English-teaching scenarios, such as Content and
Language Integrated Learning (CLIL) and English for Academic Purposes
(EAP).

41. Dearden (2014) has asserted that English as a Medium of Instruction (EMI) is
a “growing global phenomenon (p. 18). Ernesto Macaro (2018) showed that
EMI has not yet been widely studied in the discipline of Applied Linguistics.
In fact, in his book, he reports finding on 16 total published studies on EMI
before the year 2000. Airey (2016) has stated that little is understood about
EMI and other related English-teaching scenarios, such as Content and
Language Integrated Learning (CLIL) and English for Academic Purposes
(EAP).

42. Dearden (2014) has asserted that English as a Medium of Instruction (EMI) is
a “growing global phenomenon (p. 18). Ernesto Macaro (2018) showed that
EMI has not yet been widely studied in the discipline of Applied Linguistics.
In fact, in his book, he reports finding on 16 total published studies on EMI
before the year 2000. Airey (2016) has stated that little is understood about
EMI and other related English-teaching scenarios, such as Content and
Language Integrated Learning (CLIL) and English for Academic Purposes
(EAP).
They Say/
I Say?

43. Dearden (2014) has asserted that English as a Medium of Instruction (EMI) is
a “growing global phenomenon (p. 18). Ernesto Macaro (2018) showed that
EMI has not yet been widely studied in the discipline of Applied Linguistics.
In fact, in his book, he reports finding on 16 total published studies on EMI
before the year 2000. Airey (2016) has stated that little is understood about
EMI and other related English-teaching scenarios, such as Content and
Language Integrated Learning (CLIL) and English for Academic Purposes
(EAP).
He said,
She said!

44. "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)

45. Casanave, C.P. (2003). Narrative braiding: Constructing a
multistrand portrayal of self as writer.
• “If I wished to contribute to knowledge in my field, I needed to see
my published writing as part of ongoing conversations with other
published writers..” (p. 135)
• “I needed to situate my work in relation to other published
voices…” (ibid.)
• “I consider this goal of situating my work in relation to what others
have said to be the singlemost challenging and important aspect of
learning to write for publication.” (p. 134)

46. Casanave, C.P. (2003). Narrative braiding: Constructing a
multistrand portrayal of self as writer.
• “If I wished to contribute to knowledge in my field, I needed to see
my published writing as part of ongoing conversations with other
published writers..” (p. 135)
• “I needed to situate my work in relation to other
published voices…” (ibid.)
• “I consider this goal of situating my work in relation to what others
have said to be the singlemost challenging and important aspect of
learning to write for publication.” (p. 134)

47. Casanave, C.P. (2003). Narrative braiding: Constructing a
multistrand portrayal of self as writer.
• “If I wished to contribute to knowledge in my field, I needed to see
my published writing as part of ongoing conversations with other
published writers..” (p. 135)
• “I needed to situate my work in relation to other published
voices…” (ibid.)
• “I consider this goal of situating my work in relation to
what others have said to be the single most challenging
and important aspect of learning to write for
publication.” (p. 134)

48. Casanave (2003), continued...
“I did not understand this notion of academic conversations via
publications for much of my graduate school time. [...] I did not know
what it meant to be scholarly, but I knew I had to refer to work that had
already been published and that the ‘authorities’ had to be cited
somewhere early in the paper. There also had to be enough citations to
give the reader the sense that I knew something. I used to count the
number of references in the reference list… I felt satisfied if I could
reach the arbitrary number of 15.” (p. 134)

50. Dearden (2014) has asserted that English as a Medium of Instruction (EMI) is
a “growing global phenomenon (p. 18). Ernesto Macaro (2018) showed that
EMI has not yet been widely studied in the discipline of Applied Linguistics.
In fact, in his book, he reports finding on 16 total published studies on EMI
before the year 2000. Airey (2016) has stated that little is understood about
EMI and other related English-teaching scenarios, such as Content and
Language Integrated Learning (CLIL) and English for Academic Purposes
(EAP).

51. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)). Ernesto Macaro
(2018) showed that EMI has not yet been widely studied in the discipline of
Applied Linguistics. In fact, in his book, he reports finding on 16 total
published studies on EMI before the year 2000. Airey (2016) has stated that
little is understood about EMI and other related English-teaching scenarios,
such as Content and Language Integrated Learning (CLIL) and English for
Academic Purposes (EAP).

52. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)). Ernesto Macaro
(2018) showed that EMI has not yet been widely studied in the discipline of
Applied Linguistics. In fact, in his book, he reports finding on 16 total
published studies on EMI before the year 2000. Airey (2016) has stated that
little is understood about EMI and other related English-teaching scenarios,
such as Content and Language Integrated Learning (CLIL) and English for
Academic Purposes (EAP).

53. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Airey (2016) has stated that little is understood about EMI and other related
English-teaching scenarios, such as Content and Language Integrated
Learning (CLIL) and English for Academic Purposes (EAP).

54. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Airey (2016) has stated that little is understood about EMI and other related
English-teaching scenarios, such as Content and Language Integrated
Learning (CLIL) and English for Academic Purposes (EAP).

55. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Airey (2016) has stated that little is understood about EMI and other related
English-teaching scenarios, such as Content and Language Integrated
Learning (CLIL) and English for Academic Purposes (EAP).

56. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Indeed, there is still much to be understood about EMI and how it relates to other more
widely-studied and well-established concerns in applied linguistics related to CBI, such as
Content and Language Integrated Learning (CLIL), English for Academic Purposes (EAP),
and even English for Specific Purposes (ESP) (Airey 2016).

57. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Indeed, there is still much to be understood about EMI and how it relates to other more
widely-studied and well-established concerns in applied linguistics related to CBI, such as
Content and Language Integrated Learning (CLIL), English for Academic Purposes (EAP),
and even English for Specific Purposes (ESP) (Airey 2016).

58. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Indeed, there is still much to be understood about EMI and how it relates to other more
widely-studied and well-established concerns in applied linguistics related to CBI, such as
Content and Language Integrated Learning (CLIL), English for Academic Purposes (EAP),
and even English for Specific Purposes (ESP) (Airey 2016).

59. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Indeed, there is still much to be understood about EMI and how it relates to other more
widely-studied and well-established concerns in applied linguistics related to CBI, such as
Content and Language Integrated Learning (CLIL), English for Academic Purposes (EAP),
and even English for Specific Purposes (ESP) (Airey 2016).
Author’s voice

60. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Indeed, there is still much to be understood about EMI and how it relates to other more
widely-studied and well-established concerns in applied linguistics related to CBI, such as
Content and Language Integrated Learning (CLIL), English for Academic Purposes (EAP),
and even English for Specific Purposes (ESP) (Airey 2016).
Author’s voice
Author’s voice

61. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Indeed, there is still much to be understood about EMI and how it relates to other more
widely-studied and well-established concerns in applied linguistics related to CBI, such as
Content and Language Integrated Learning (CLIL), English for Academic Purposes (EAP),
and even English for Specific Purposes (ESP) (Airey 2016).
Author’s voice
Author’s voice
Author’s voice

62. It now goes without saying that English as a medium of instruction (EMI) in higher
education – where English is not the usual language of education – is a widespread and
global phenomenon (Dearden 2014; Wächter and Maiworm 2014)).At the same time, as
an object of research within applied linguistics, EMI can be considered a more recent
undertaking, with Ernesto Macaro in his 2018 volume on EMI reporting only 16 total
published studies specifically on EMI before the year 2000, noting a lack of even a mention
of EMI in pre-21st century reviews of Content Based Instruction (CBI) (Macaro 2018, p. 3)..
Indeed, there is still much to be understood about EMI and how it relates to other more
widely-studied and well-established concerns in applied linguistics related to CBI, such as
Content and Language Integrated Learning (CLIL), English for Academic Purposes (EAP),
and even English for Specific Purposes (ESP) (Airey 2016).
Author’s voice
Author’s voice
Author’s voice
Author’s voice

63. YOU

65. Now over to you!

67. Important:
● Please no longer than 1,000 words!
● Submit your Introduction (draft!!) by July 30th at 15:30
Late assignments not accepted.
● The feedback phase will occur automatically.
(Instructions on Moodle.) Complete feedback (2
Introductions) by August 6th at 3:30 PM. Feedback
represents 30% of your grade for this assignment.

68. A few tips..

69. small words can make a big
difference

71. 1) Identify problems. 2) How to improve?
There were three little pigs, of different ages. There was a wolf nearby.
They needed to build a home. The first pig decided to build a house of
straw. The second built a house of sticks. Its name was Porky. The
third pig took longer to build his house. His house was made of bricks.
Bricks are a more expensive material. A hungry wolf came to eat the
pigs. The pigs hid inside their homes. The wolf easily blew down the
first house. It took longer to blow down the second house, but the wolf
did it. The third house was made of bricks. It was impossible to blow
down.

72. Compare:
1. New low-emissions buses have been
implemented in California. Green technology is
growing in that state.
1. New low-emissions buses have been
implemented in California. The green technology
is growing in that state.

73. Compare:
1. New low-emissions buses have been
implemented in California. Green technology is
growing in that state.
1. New low-emissions buses have been
implemented in California. The green technology
is growing in that state.

75. Good site for synonyms (and more...)

77. Example of therefore

78. Collocates of therefore

80. Quick tip: Use !