Language for Academic Purposes-PDF
Language for Academic Purposes-PDF
€29.99
As a demonstration of expertise, students have to have a large vocabulary pool on which to draw in writing the continuous assessment essay (CAE) and final-year project that culminate in the award of the classes of the degrees of their choice. Yet, no teacher’s laudatory efforts can enable his or her students to perform excellently well without the latter taking part of the responsibility for their own learning in such a way as to learn to go beyond the constraints of the use of the common everyday vocabulary item, as stressed in the classroom, and making choice pickings from that additional pool of words they come to know about from their own efforts at pleasurable reading of many kinds. Once the vocabulary pool has been enhanced, it is then put to good use in bouts of writing – assigned both in the classroom and outside it. It is to that end that this introductory book was written.
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| Publication Date | February 28, 2024 |
| No. of Pages | 200 |
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Table of contents
TABLE OF CONTENTS
Preface ……………………………………………………………………………………………………….. i Acknowledgements ……………………………………………………………………………………iii Introduction ………………………………………………………………………………………………. v
The Problem………………………………………………………………………………………… vi
The Language Policy in Nigeria…………………………………………………………..viii
Chapter One:
Language for Academic Purposes
Introduction ………………………………………………………………………………………………. 1
The Nature of LAP……………………………………………………………………………………… 1
The Nature of Writing…………………………………………………………………………………3
The Basic Problem in Writing…………………………………………………………………….. 8
The Aims of LAP ……………………………………………………………………………………….. 9
Good Writing …………………………………………………………………………………………….. 9
Effective Writing……………………………………………………………………………………….10
Thinking Straight……………………………………………………………………………………… 12 Assignment………………………………………………………………………………………………. 13
The Task …………………………………………………………………………………………………… 14
Chapter Two:
The Word
Introduction …………………………………………………………………………………………….. 17
The Acquisition of Words………………………………………………………………………….17
The Stages of Vocabulary Growth …………………………………………………………….. 19 Diction …………………………………………………………………………………………………….. 20
Denotation and Connotation …………………………………………………………………… 21 Usage ……………………………………………………………………………………………………….. 22
Making Friends with Words …………………………………………………………………….. 24
Danger Areas……………………………………………………………………………………………. 24 Assignment………………………………………………………………………………………………. 26
Chapter Three:
The Sentence
Introduction …………………………………………………………………………………………….. 29
The Structure of the Sentence …………………………………………………………………… 29
Agreement of Subject and Verb…………………………………………………………………31
Definite and Indefinite Clauses ………………………………………………………………… 31
Sentence Types…………………………………………………………………………………………. 32
A Question of Grammar…………………………………………………………………………… 33
Fluency and Accuracy………………………………………………………………………………. 33
Grammaticality and Acceptability ……………………………………………………………. 35
Sentence Length and Variation………………………………………………………………….36 Assignment………………………………………………………………………………………………. 37
Chapter Four:
The Paragraph
Introduction …………………………………………………………………………………………….. 39
Kinds of Paragraph…………………………………………………………………………………… 39
The Structure of the Paragraph…………………………………………………………………. 42
Paragraph Length …………………………………………………………………………………….. 42
Paragraph Linkage……………………………………………………………………………………. 44 Assignment………………………………………………………………………………………………. 47
Chapter Five:
The Continuous Assessment Essay
Introduction …………………………………………………………………………………………….. 49
The Continuous Assessment Essay: Process or Product ……………………………. 50
The Product Approach……………………………………………………………………………… 50
Process Approaches………………………………………………………………………………….. 53
Genre Approaches ……………………………………………………………………………………. 54
The Nature of Academic Writing ……………………………………………………………… 59
The Style of Exposition …………………………………………………………………………….. 62
Types of Academic Writing………………………………………………………………………. 65
The Structure of the CA Essay ………………………………………………………………….. 67
The Introduction ……………………………………………………………………………………… 67
The Body of the Essay ………………………………………………………………………………. 70
Applying the Method of Exposition………………………………………………………….. 78
The Conclusion…………………………………………………………………………………………80
The Choice of Tense in the CA Essay………………………………………………………… 82
The Writer and the Audience……………………………………………………………………. 83 Assignment………………………………………………………………………………………………. 87
Chapter Six:
Analysis of Student Writing
Introduction …………………………………………………………………………………………….. 89
The Design of the Essay ……………………………………………………………………………. 90
The Questions for the Essay ……………………………………………………………………… 90
Breakdown of the Sample………………………………………………………………………….91
Data Analysis …………………………………………………………………………………………… 91
Statistical Analysis ……………………………………………………………………………………. 92
Results and Discussion: Quantitative and Qualitative Analysis…………………. 92
Communication Quality……………………………………………………………………………. 92
Writing Transfer …………………………………………………………………………………. 93
Composing Competence…………………………………………………………………….. 94
Register Choice…………………………………………………………………………………… 95
Communication Difficulty………………………………………………………………….. 98
Organisation …………………………………………………………………………………………… 100
Logical Sequence……………………………………………………………………………….101
Statement of Intention……………………………………………………………………….102
Argumentation ……………………………………………………………………………………….. 106
The Well-Supported Argument………………………………………………………….107
Inadequate Presentation of Argument ………………………………………………. 109
Lack of Support ………………………………………………………………………………… 110
Lack of Clarity ………………………………………………………………………………….. 111
Irrelevant Argument …………………………………………………………………………. 112
Lack of Argument …………………………………………………………………………….. 112
Clarity of Argument…………………………………………………………………………..113
Relating Argument to the Writer’s Experience ………………………………….. 115
Supporting Arguments………………………………………………………………………117
Linguistic Accuracy …………………………………………………………………………………. 117
Vocabulary Choice…………………………………………………………………………….118
Faulty Word Division…………………………………………………………………………119 Grammar ………………………………………………………………………………………….. 121 Articles……………………………………………………………………………………………… 121
Misuse of the Clause of Purpose ……………………………………………………….. 122
The Misuse of Replacive One……………………………………………………………..123
Running on Sentences ………………………………………………………………………. 124 Punctuation………………………………………………………………………………………. 126 Spelling …………………………………………………………………………………………….. 128
Generic and Polysemic Use ……………………………………………………………….129
Misuse of the Clause of Manner and Comparison As…………………………130
Misuse of the Indicators of Apposition ……………………………………………… 130
Incomplete Sentences ……………………………………………………………………….. 131 Repetitiveness …………………………………………………………………………………… 131
General Grammatical Inadequacy……………………………………………………..132
Good Grammatical Control ……………………………………………………………… 133
Linguistic Appropriacy……………………………………………………………………………..134
Linguistic Accuracy ………………………………………………………………………….. 134
Limited Ability at Manipulating Linguistic Systems ………………………….. 135
Inability to Manipulate Linguistic Systems…………………………………………136
Lack of Linguistic Appropriacy………………………………………………………….136
Limited Sense of Linguistic Appropriacy……………………………………………137
Lack of Linguistic Appropriacy………………………………………………………….137
Implications……………………………………………………………………………………………. 138 Conclusion …………………………………………………………………………………………….. 139
Chapter Seven:
Reading and the Writing Student
Introduction …………………………………………………………………………………………… 141
The Reading Activity……………………………………………………………………………….141 Context …………………………………………………………………………………………………..144
Types of Reading ……………………………………………………………………………………. 146
Intensive Reading …………………………………………………………………………………… 146
The Problems Students Face in Intensive Reading……………………………………147
Extensive Reading ………………………………………………………………………………….. 148 Assignment…………………………………………………………………………………………….. 151
Conclusion …………………………………………………………………………………………….. 155 Bibliography …………………………………………………………………………………………… 157
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