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The Academic Phrasebank is a general resource for academic writers. It makes explicit the more common phraseological ‘nuts and bolts’ of academic writing. Academic Phrasebank A compendium of commonly used phrasal elements in academic English in PDF format 2015b enhanced edition Personal Copy Dr John Morley

Preface The Academic Phrasebank is a general resource for academic writers. It aims to provide the phraseological ‘nuts and bolts’ of academic writing organised according to the main sections of a research paper or dissertation. Other phrases are listed under the more general communicative functions of academic writing. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native writers may still find much of the material helpful. In fact, recent data suggests that the majority of users are native speakers of English. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The Academic Phrasebank is not discipline specific. Nevertheless, it should be particularly useful for writers who need to report their empirical studies. The phrases are content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. Most of the phrases in this compendium have been organised according to the main sections of a research report. However, it is an over-simplification to associate the phrases only with the section in which they have been placed here. In reality, for example, many of phrases used for referring to other studies may be found throughout a research report. In the current PDF version, additional material, which is not phraseological, has been incorporated. These additional sections should be helpful to you as a writer. 2 | P a g e

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About Academic Phrasebank Theoretical Influences The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered by John Swales in the 1980s. Utilising a genre analysis approach to identify rhetorical patterns in the introductions to research articles, Swales defined a ‘move’ as a section of text that serves a specific communicative function (Swales, 1981,1990). This unit of rhetorical analysis is used as one of the main organising sub-categories of the Academic Phrasebank. Swales not only identified commonly-used moves in article introductions, but he was interested in showing the kind of language which was used to achieve the communicative purpose of each move. Much of this language was phraseological in nature. The resource also draws upon psycholinguistic insights into how language is learnt and produced. It is now accepted that much of the language we use is phraseological; that it is acquired, stored and retrieved as pre-formulated constructions (Bolinger, 1976; Pawley and Syder, 1983). These insights began to be supported empirically as computer technology permitted the identification of recurrent phraseological patterns in very large corpora of spoken and written English using specialised software (e.g. Sinclair, 1991). Phrasebank recognises that there is an important phraseological dimension to academic language and attempts to make examples of this explicit. Sources of the phrases The vast majority of phrases in this resource have been taken from authentic academic sources. The original corpus from which the phrases were ‘harvested’ consisted of 100 postgraduate dissertations completed at the University of Manchester. However, phrases from academic articles drawn from a broad spectrum of disciplines have also been, and continue to be, incorporated. In most cases, the phrases have been simplified and where necessary they have been ‘sifted’ from their particularised academic content. Where content words have been included for exemplificatory purposes, these are substitutions of the original words. In selecting a phrase for inclusion into the Academic Phrasebank, the following questions are asked: • does it serve a useful communicative purpose in academic text? • does it contain collocational and/or formulaic elements? • are the content words (nouns, verbs, adjectives) generic in nature? • does the combination ‘sound natural' to a native speaker or writer of English? When is it acceptable to reuse phrases in academic writing? In a recent study (Davis and Morley, 2015), 45 academics from two British universities were surveyed to determine whether reusing phrases was a legitimate activity for academic writers, and if so, what kind of phrases could be reused. From the survey and later from in-depth interviews, the following characteristics for acceptability emerged. A reused phrase: should not have a unique or original construction; should not express a clear point of view of another writer; • • • depending on the phrase, may be up to nine words in length; beyond this 'acceptability' declines; • may contain up to four generic content words (nouns, verbs or adjectives which are not bound to a specific topic). Some of the entries in the Academic Phrasebank, contain specific content words which have been included for illustrative purposes. These words should be substituted when the phrases are used. In the phrases below, for example, the content words in bold should be substituted: 4 | P a g e

• X is a major public health problem, and the cause of ... • X is the leading cause of death in western-industrialised countries. The many thousands of disciplinary-specific phrases which can be found in academic communication comprise a separate category of phrases. These tend to be shorter than the generic phrases listed in Academic Phrasebank, and typically consist of noun phrases or combinations of these. Acceptability for reusing these is determined by the extent to which they are used and understood by members of a particular academic community. Further work Development of the website content is ongoing. In addition, research is currently being carried out on the ways in which experienced and less-experienced writers make use of the Academic Phrasebank. Another project is seeking to find out more about ways in which teachers of English for academic purposes make use of this resource. References • Bolinger, D. (1976) ‘Meaning and memory’. Forum Linguisticum, 1, pp. 1–14. • Davis, M., and Morley, J. (2015) ‘Phrasal intertextuality: The responses of academics from different disciplines to students’ re-use of phrases’. Journal Second Language Writing 28 (2) pp. 20-35. • Hopkins, A. and Dudley-Evans, A. (1988). ‘A genre-based investigations of the discussions sections in articles and dissertation’. English for Specific Purposes, 7(2), 113-122. • Pawley, A. and Syder, F.H. (1983). ‘Two puzzles for linguistic theory: nativelike selection and nativelike fluency’. In: Richards, J.C. and Schmidt, R.W. (Eds.), Language and Communication, pp. 191-226. Longman: New York. • Sinclair, J. (1991) Corpus, concordance, collocation. Oxford: Oxford University Press. • Swales, J. (1981). Aspects of article introductions (Aston ESP Research Report No. 1). Birmingham: Language Studies Unit: University of Aston. • Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. 5 | P a g e

Major sections 6 | P a g e

Writing Introductions There are many ways to introduce an academic essay or short paper. Most academic writers, however, appear to do one or more of the following in their introductions: indicate an issue, problem, or controversy in the field of study • establish the context, background and/or importance of the topic • • define the topic or key terms • • provide an overview of the coverage and/or structure of the writing state the purpose of the essay or piece of writing In very short assignments, it is not uncommon for a writer to commence simply by stating the purpose of their writing. Introductions to research dissertations tend to be relatively short but quite complex in terms of their functional elements. Some of the more common elements or include: indicating a problem, controversy or a knowledge gap in the field of study • establishing the context, background and/or importance of the topic • giving a brief synopsis of the relevant literature • highlighting the inadequacy of previous research • • establishing the desirability of the research • listing the research questions or hypotheses • providing a synopsis of the research method(s) • explaining the significance or value of the study • defining certain key terms • providing an overview of the dissertation or report structure • explaining reasons for the writer's personal interest in the topic Examples of phrases which are commonly employed to realise these functions are listed on the following pages. Note that there may be a certain amount of overlap between some of the categories under which the phrases are listed. Also, the order in which the different categories of phrases are shown reflects a typical order but this is far from fixed or rigid, and not all the elements are present in all introductions. A number of analysts have identified common patterns in the introductions of research articles. One of the best known is the CARS model (create a research space) first described by John Swales (1990)1. This model, which utilises an ecological metaphor, has, in its simplest form, three elements or moves: • Establishing the territory (establishing importance of the topic, reviewing previous work) • • Occupying the niche (listing purpose of new research, listing questions, stating value, Identifying a niche (indicating a gap in knowledge) indicating structure of writing) 1 Swales, J. (1990) Genre Analysis, Cambridge: Cambridge University Press. 7 | P a g e

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