Ⅲ Language Focus_研究生英语学术论文写作-QQ阅读男生历史网

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Ⅲ Language Focus

A. Word Choice

The English language often has two or more choices to express an action or occurrence. The choice is often between a phrasal verb and a single verb. Often in lectures and other instances of everyday spoken English, the phrasal verb is used; however, for written academic English, the preferred choice is a single verb wherever possible. This is one of the most dramatic shifts from informal style to formal style. Academic voice can be well expressed by choosing words. A distinctive feature of academic writing is choosing the more formal ones when selecting a verb, a noun, or other parts of speech. For example:

■ Less formal style: Researchers looked at the way strain builds up around a fault.

■ Academic style: Researchers observed the way strain accumulates around a fault.

Tasks

1 Match the informal expressions in the first column with the formal verbs in the second column. Then write the noun forms of these formal verbs in the third column. The first one is given as an example.

2 Rewrite the following sentences to make them more formal by substituting the italicized phrase with a single verb.

1) The implementation of computer-integrated-manufacturing (CIM) has brought about some serious problems.

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2) The process should be done over until the desired results are achieved.

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3) Plans are being made to come up with a database containing detailed environmental information for the region.

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4) Subtle changes in the earth's crust were picked up by these new devices.

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5) Proposals to construct new nuclear reactors have met with great resistance from environmentalists.

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B. Formal Grammar and Style

Sentence structures in academic writing are more complex than in other forms of writing in that academic writing often discusses difficult, challenging ideas which can only be expressed with particular grammar and language. But do not mistake “complex” for“complicated”. Academic writing should not be complicated. It should be relatively easy to follow, and be written in a clear, direct way.

The following are some recommendations for maintaining a formal academic writing style.

First, avoid contractions. For example:

■ Export f i gures won't improve until the economy is stronger. (×)

■ Export f i gures will not improve until the economy is stronger. (√)

Second, use the more appropriate formal negative forms. For example:

■ The analysis didn't yield any new results. (×)

■The analysis yielded no new results. (√)

■The government didn't allocate much funding for the program. (×)

■The government allocated little funding for the program. (√)

■This problem doesn't have many viable solutions. (×)

■ This problem has few viable solutions. (√)

Third, limit the use of “run on” expressions, such as “and so forth” and “etc.”. For example:

■ These semiconductors can be used in robots, CD players, etc. (×)

■ These semiconductors can be used in robots, CD players, and other electronic devices. (√)

Fourth, avoid addressing the reader as “you”. For example:

■ You can see the results in Table 1. (×)

■ The results can be seen in Table 1. (√)

Last but not least, limit the use of direct questions. For example:

■ What can be done to lower costs? (×)

■ We now need to consider what can be done to lower costs./We now need to consider how costs may be lowered. (√)

Task

Rewrite the following sentences to make them more formal.

1) If you fail the exam, you can't enter the university.

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2) So, why did the bridge collapse? There're a lot of reasons.

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3) You can clearly see the difference between these two processes.

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4) These special tax laws have been enacted in six states: Iowa, Illinois, Ohio, etc.

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5) So far there hasn't been much research on how conflict influences the level of trust and respect in a group.

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C. Linking Words and Flow

Sentences that are too short and poorly connected can be irritating to read. Linking words and phrases can help a writer maintain flow and establish clear relationships between ideas.

Task

Rewrite the following paragraph into one with an easy flow.

A conjunction connects words, phrases, or clauses. It indicates the relationship between the elements. These elements connect. We often find the following thing. In only one single sentence a conjunction contains one or more ideas. These ideas may be equal or unequal in importance. Ideas are equal, and we call them coordinate ideas. For example, John studies electronics. Helen studies computing. These two sentences can become a compound sentence. It shows the relationship between the two ideas. We want to maintain the equality of the ideas. We call the clauses in the new sentence coordinate clauses.

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