Transcript Document

Dr Michael Azariadis
Graduate Research School Seminar - May 2011
We will cover:
• Paragraph structure
• Sentence structure
• Parallelism
• Active & passive voice
• Eliminating vagueness
• Sign-posting and the use of predictive statements
• Use of tense
Pre-Writing
Publishing
Drafting
Editing
Responding
Revising
Paragraphs
Paragraphs ‘break up’ the information you want to
present to your reader, structuring it in such a way
that guides the reader through a series of related
ideas. They follow a ‘general-to-specific’ sequence:
a. Topic sentence
b. Explanatory sentence or controlling idea
c. Supporting sentences
d. Transition sentence
At the beginning of semester, college students need to
register for their classes. However, this can be a
frustrating experience for new students who do not
understand the current registration system. For example
the results of a national youth survey aimed at
understanding the challenges in making the transition
from high school to college show that 65% of new
students have difficulty in navigating complex registration
procedures (Harris & Jones 2006). Data from our own
research with administrative staff at Newman College
confirms these findings. For instance the manager of
student services remarked that ‘the procedures we
currently have in place to register students are confusing
because the course code don’t resemble the course title’.
Whilst it is clear that the practice of using course codes is
making registration problematic for some students, is it
the primary reason for their difficulties?
Topic sentence
Explanatory sentence or controlling idea
1. Supporting sentence
2. Supporting sentence
3. Supporting sentence
Summarising Transition sentence
Topic sentence
Explanatory sentence or controlling idea
1. Supporting sentence
2. Supporting sentence
3. Supporting sentence
Summarising Transition sentence
Hint…
a. Read each paragraph carefully. In the margin alongside each one,
write a brief note of the main point. When you have done this for the
whole section, these notes should be a coherent summary of the
whole story for that section. This is a good test for fluency.
b. If you are not able to identify the main point of a paragraph, you
may have two or more paragraphs mixed together. Separate them
so that each paragraph contains only one main point. This means
that all the sentences in that paragraph relate to that point.
Sentences
a. The rule of thumb is to keep most sentences
short;12-24 words maximum.
b. Use simple sentences that have no more than two
dependent clauses.
c. One sentence should convey one clear message.
If you have two things to say, control yourself. Say
one first and then the other.
d. use an economy of words; ‘write to express not to
impress’.
The dog + barked
The standard sentence consists of one main clause (or one idea)
consisting of a subject and a predicate
The dog barked because it heard the rattle of
the postman’s bicycle.
Standard sentence with dependent clause linked by a coordinating
conjunction (such as and; but; nor; for; yet; because)
On hearing the rattle of the bicycle, the vicious
dog barked before biting the postman on the leg.
Independent clause and two dependent clauses linked by a comma
and then a coordinating conjunction (before)
Try not to construct sentences with more than two
dependent clauses. Otherwise, the sentence becomes too
dense and it will be difficult for the reader to absorb the
volume of information you are trying to communicate.
Sentences to avoid:
a. Choppy sentences
b. Stringy sentences
c. Run-on sentences
d. Sentence fragments
Hint…
a. It is important to repeat, or be consistent in your use of, keywords
and concepts.
b. Use variety in the transition words, ie do not over-use the same
ones, because it is irritating. (Thus, therefore, accordingly,
consequently, so, it follows……).
c. Whilst you can (carefully) use pronouns; for example it; they and
adjectives this; these as long as the subject is 100% clear. Take
care to (re)establish the subject at regular intervals.
d. Avoid the use of cliché, undefined technical jargon, archaic and/or
poetic words, sexist language, figures of speech.
Parallelism
a. Parallel sentences occur when each item in a list or comparison
follows the same grammatical pattern
b. For instance if you are writing a list and the first item in your list is a
noun, write all the following items as nouns.
c. If the first verb is an –ing word, make all the others –ing words.
Examples
Not parallel
Parallel
My English conversation class is made
up of Chinese, Spaniards, and some are
from Bosnia.
My English conversation class is made
up of Chinese, Spaniards, and Bosnians.
(The items are now all nouns)
My parents taught me such things as
honesty, faith, to be fair and having
patience.
(Noun, noun, infinitive, participle)
My parents taught me such things as
honesty, faith, fairness and patience.
(The items are now all nouns)
The children were laughing, squealing,
and danced.
The children were laughing, squealing
and dancing.
Active & Passive Voice
A sentence is passive when the target (or object) of the verb
appears in front of the verb, for example:
The newspaper + was read + by Chris
OBJECT
VERB
AGENT
A sentence is active when the agent (or doer) of the action
appears in front of the verb, for example:
Chris + read + the newspaper
AGENT
VERB
TARGET
Advantages of using active voice?
a.
It conveys a more natural order in which events take place
b.
It is more concise (overall you use fewer words) OR
c.
It allows for the use of powerful verbs
d.
It will inspire in the reader greater confidence in your work
OR
Be concise…
a. Academic writing is expository writing – writing that tries to
explain something rather than entertain.
b. Empty (redundant) words are everywhere in our writing – part
of the point of editing is to find and eliminate them.
c. Do not qualify absolutes! Some examples: very delicious,
absolutely essential, [N]o, I won’t do it, critically important.
d. Avoid distinctions without difference (two words that basically
mean the same thing):
‘They conducted research which was both insightful and
penetrating’.
e. Avoid tautologies (the repetition of a meaning already
expressed):
‘It had a sweet, sugary taste’.
Be precise…
Utility word = vagueness
a. Precision relates to the choice of words that best allows you to
communicate your meaning to the reader.
b. Avoid using ‘utility words’ (words which do not convey to a reader
one specific meaning, especially if the context does not clarify the
full meaning). This includes words such as: situation, factor, nature,
peculiar.
…both [countries] share the experience of having had their
indigenous populations almost entirely exterminated before the
arrival of the French colonisers.
a. Always state precise dates rather than ‘currently’, ‘recently’, ‘in the
last fifteen years’ or ‘two decades ago’.
Sign posting (and satisfying readers’
expectations)…
a. Readers actively seek a basis for predicting what
will come next.
b. Readers become confused and irritated when their
predictions are not fulfilled.
Using predictive statements
Predictive statements and organisers are
statements or words that help a reader to predict
the content and organisation of the information
that will follow. There are two kinds of predictive
statements:
Explicit: This paper will firstly present the key features of the PhD
programme, secondly examine the value of a PhD degree, and
finally outline some strategies for students preparing to start a PhD.
Implicit: There are four main issues to consider when commencing
a PhD: choosing a supervisor; choosing a topic; becoming an
independent researcher; and preparing a PhD thesis.
Other ways to fulfill reader expectation:
a. Sub-headings
b. Transition signals
Unifiers (words that signal continuity of the topic)
Furthermore, In addition, For example
Dividers (words that signal a change in the discussion/topic)
In contrast, On the other hand, However
Tense
In general, use either:
The present tense or present perfect tense (these two tenses are
interchangeable – Smith argues or Smith has argued…..
OR
The past tense – Smith argued
* Whilst the selection of tense may be governed by disciplinary
practice, consistency in use remains most important
Guidelines…
At all costs keep the tenses of sentence clauses consistent. For
example:
She laughed, and I asked her what she new about him. She laughs
again, this time much louder.
* The above demonstrates an illogical sequence of tenses, past in the
first sentence and present in the second.
Possible use of future tense…
a. In your introduction when you are stating the aims of your research.
b. In literature review where you are outlining the ‘narrative’ of your
research.
c. In your conclusion when you are making suggestions for possible
future research.
Marking up your work…
Mark your draft with the following (or similar) symbols to help in the
process of editing:
(?) Lack of clarity (is the sentence, paragraph, argument clear?)
(X) Material that can be deleted (is material redundant?)
® Repetitive (have I already established this point?)
(E) Evidence required (have I adequately substantiated this point?)
@ Check accuracy of this point (am I sure about what I am saying?)
(i) Interpretive/analytical weakness (have I considered any possible
objections to my assertions?)