1 Academic Phrasebank 2015b enhanced edition 2.pdf-资料库

flyingzerozero-11218071-4744302542905334023.pdf-第1页.png

第1页 / 共125页

flyingzerozero-11218071-4744302542905334023.pdf-第2页.png

第2页 / 共125页

flyingzerozero-11218071-4744302542905334023.pdf-第3页.png

第3页 / 共125页

flyingzerozero-11218071-4744302542905334023.pdf-第4页.png

第4页 / 共125页

flyingzerozero-11218071-4744302542905334023.pdf-第5页.png

第5页 / 共125页

flyingzerozero-11218071-4744302542905334023.pdf-第6页.png

第6页 / 共125页

flyingzerozero-11218071-4744302542905334023.pdf-第7页.png

第7页 / 共125页

flyingzerozero-11218071-4744302542905334023.pdf-第8页.png

第8页 / 共125页

本文档由微信公众号“科研利器”整理期待您的关注

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

……………………………………………..……..….................. ……………………………………………..……….................... ……………………………………………..…………................. ……………………………………………..……….................... ……………………………………………..……….................... ……………………………………………..……….................... ……………………………………………..……….................... ……………………………………………..……….................... ……………………………………………..……….................... ……………………………………………..……….................... ……………………………………………..……….................... ……………………………………..………..……….................. ………………………………………..……..……….................. …………………………………………..…..……….................. ……………………………………………....……….................. ……………………………………………….……….................. ……………………………………………..…..…….................. ……………………………………………..……..….................. ……………………………………………..……….................... ……………………………………..………..……….................. ………………………………………..……..……….................. …………………………………………..…..……….................. ……………………………………………....……….................. ……………………………………………….……….................. ……………………………………………..…..…….................. ……………………………………………..……..….................. ……………………………………………..……….................... 4 7 26 38 45 51 58 68 78 82 85 88 92 93 95 99 101 104 106 110 113 115 116 117 119 121 122 Contents About Academic Phrasebank Major Sections Introducing work Referring to literature Describing methods Reporting results Discussing findings Writing conclusions General Functions Being critical Being cautious Classifying and listing Compare and contrast Defining terms Describing trends Describing quantities Explaining causality Giving examples as support Signalling transition Writing about the past Writing abstracts Notes on Academic Writing Academic style Commonly confused words British and US spelling Punctuation Using articles Sentence structure Paragraph structure Helpful tips for writers 3 | P a g e

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

资料库

1 Academic Phrasebank 2015b enhanced edition 2.pdf

相关推荐

课程资源

热门标签

最新资料