ENGL E101F Wk 7 Ss 2_L23

Mind your language

When we speak with a strong accent, people may not be able to understand us.

Mind your language

A UK TV series released in 1977

It was set in an adult education college.

The teacher was a man named Mr Jeremy Brown.

Mind your language

Mr Jeremy Brown taught a group of foreigners to speak English.

They included German, Italian, Spanish, Japanese, Chinese, Indian and so on.

Many funny things happened because of their ways of speaking English.

Recap

Talked about:

• Make-up classes
• Assignment 2: Speech
• Unit 2: Activity 8
• Preparing references

Activity 5 Part II (P. 22)

The following words in the table have been taken from the report. Complete the table by expanding the word to other parts of speech.

confirmable, confirmative

Activity 5 Part II (P. 22)

apology

apologetic

apologetically

confirmation

confirmatory*

-

sustainable

sustainably

sustainability*

trauma*

traumatically

traumatic

-

tragic

tragically

adjustment

adjusting/adjusted

-

therapeutically

therapeutic

-

invitation

-

inviting

traumatisation

sustainment

Activity 9 (P. 26) The Golden Gate Bridge

Background information:

Activity 9 (P. 26) The Golden Gate Bridge

Activity 9 (P. 26) The Golden Gate Bridge

1. In what way has the bridge romanticised as the good place to commit suicide?

The fall from that frees you from all your worries and grief, and

The waters below will cleanse your soul.

Activity 9 (P. 26) The Golden Gate Bridge

2. How did jumping from the Golden Gate Bridge kill somebody?

After a free fall of 4 to 5 seconds, the body strikes the water at about 75 miles an hour. That impacts shatters bones, some of which then puncture vital organs. Some will flail in the water and drown.

move and swing in an uncontrolled way

make a hole

Activity 9 (P. 26) The Golden Gate Bridge

3. There is a story Jason told to Kevin Briggs before committing suicide. What is the name of it?

Pandora's box

Activity 9 (P. 26) The Golden Gate Bridge

4. Do you think Jason was clear-minded when he committed suicide? Why/ Why not?

up to you

I think Jason was clear-minded as he could still tell the story of the Pandora's box and ask Kevin the question of what if there was no hope.

Activity 9 (P. 26) The Golden Gate Bridge

5. Fill in the blanks on the advice on handling suicidal cases according to Kevin Briggs.

Dos

• Listen to understand
• Ask appropriate confronting questions

Don'ts

• Argue
• Blame
• Tell the person you know how they feel

Activity 9 (P. 26) The Golden Gate Bridge

6. Kevin Briggs received an email from a lady who lost her son earlier in the year. Is she supportive of Kevin's work? How do you know?

Yes. She said, 'Thanks so much for standing up for those who may be only temporarily too weak to stand for themselves.

Activity 9 (P. 26) The Golden Gate Bridge

7. Kevin Berthia, the one who committed suicide, later told Kevin, the TED talk speaker, the reason he stayed on. What is the reason?

He said, 'You listened. You let me speak, and you just listened.

Activity 9 (P. 26) The Golden Gate Bridge

8. Did Kevin Berthia live on well later on?

Yes, he has become a loving father and contributing member of society. He speaks openly about the events that day and his depression in the hopes that his story will inspire others.

Activity 9 (P. 26) The Golden Gate Bridge

9. For those who jumped off the bridge and miraculously survived, what did they think afterwards?

Most have said that the second that they let go of that rail, they knew that they had made a mistake and they wanted to live.

Referencing

APA referencing style:

• The official style of the American Psychological Association (APA)
• commonly use to cite sources in psychology, education, and the social sciences.

Referencing

References in APA style:

• At the end of the essay/article/report.
• Listed the surname of the author of the book or article we have referred to or cited in alphabetical order.
• This list is called References

Referencing

If I am interested in reading more about the information, I need to have:

• Name of the author
• Year of publication
• Name of the book
• City and name of the publisher

Referencing

Example:

Referencing

Referencing

Other things to bear in mind.

1. Sources are listed alphabetically, by the authors' last name/ surname/ family name.

2. References should start at the left margin.

3. Second and subsequent lines should be indented with 5 spaces.

Referencing

Unit 5 P.67

Examples:

Referencing

The above are all books. How do we know?

Now look at the following. Are they books? If not, what are they? What differences can you find?

Referencing

A book

A newspaper article

A journal article

An article from the magazine

Academic writing

Key Characteristics:

• More objective

• More complex

• Has a more formal structure

• More referencing

Academic writing: more objective

Not subjective so more reliable

Why objective?

Compare and comment

I think there are 4 main areas where I can see big differences between standard writing and academic writing.

Generally speaking, there are four main areas where differences between standard writing and academic writing can be seen.

Academic writing: more objective

I think there are 4 main areas where I can see big differences between standard writing and academic writing.

Hedging: Generally speaking - increases the 'distance'

Generally speaking, there are four main areas where differences between standard writing and academic writing can be seen.

There are: provide a platform for objective statements

Passive voice: removes the need for a subject

Academic writing: more objective

Hedging:

Academics do not want to appear too definite when presenting their arguments

Avoid being criticised of exaggeration

Also make use of modality

Academic writing: more objective

Examples:

The results of the study may be the consequence of the sampling type adopted.

The results of the study may well be the consequence of the sampling type adopted.

The results of the study are probably the consequence of the sample type adopted.

Academic writing: more objective

The results reported here appear to confirm those reported in Brown (2006).

Students tend, on the whole, to submit satisfactory assignments.

Academic writing

More reliable, more trustworthy

In terms of grammar and structure

More objective

More complex

Has a more formal structure

More referencing

In terms of the organization

refer to citation and references to avoid plagiarism

Academic writing: more complex

In terms of formality and grammatical structures

Formality of language:

• big differences vs most significant distinction

*Word choice to convey a high level of formality

look into the issue vs examine the issue

talk about vs discuss

come up with some possible solutions vs

suggest some possible solutions

Academic writing: more complex

More academic word choice

Try to complete the activity

1. He carried out a great deal of research into pollution.

2. She obtained her PhD degree in 2010.

3. One of the key factors in good academic writing is appropriate choice of words, which can help students submit really excellent assignments.

Academic writing: more complex

4. Working hard is essential for university students.

5. The cost of computers has decreased considerably in recent years.

6. Students can eliminate errors in their writing by proofreading carefully.

7. Scientists have recently discovered ways of making plastic biodegradable.

Academic writing: more complex

8. Prices of books have fluctuated wildly over the past five years.

9. In this essay, you are advised to discuss the ways in which cultural background can affect a student's approach to learning.

10. The professor wanted her students to analyse the problems before suggesting possible solutions to them.

Academic writing: more complex

Grammatical structures:

• use of passive voice, noun phrases, nominalization, relative clauses, etc

Academic writing: more complex

Passive voice:

• Maintain effective thematic development
• Relevant information stays in focus
• Maintain an objective tone

Academic writing: more complex

Example 1:

A student left an assignment in the assembly hall. The cleaner picked it up and handed it in later.

A student; The cleaner

An assignment; It (the assignment)

An assignment was left in the assembly hall. It was picked up and handed in later by the cleaner.

effective thematic development; relevant information in focus

Usual flow: given information followed by new information

Academic writing: more complex

effective thematic development; relevant information in focus

Example 2:

A doctor sends a patient's blood specimen to the laboratory. A technician analyses the specimen in the laboratory. He/she records the results of the analysis. A secretary then types up the results in a report, which he/she sends to the doctor.

Passive voice + relative clauses

A patient's blood specimen is sent to the laboratory, where it is analysed. The results of the analysis are recorded and typed up in a report, which is sent to the (patient's) doctor.

Academic writing: more complex

Nominalization:

If students develop particular study skills, they can enhance their performance.

The development of particular skills can enhance student performance.

Noun phrase: the development of particular skills

Academic writing: more complex

People use chopsticks, knives and forks because they dislike of eating with fingers.

The use of chopsticks, knives and forks reveals a dislike of eating with fingers.

Removes the need for a subject; avoid using personal pronouns

Academic writing: more complex

Density of language:

Content words vs function words

Lexical density

Academic writing

Has a more formal structure

Uses more referencing