Academic Vs Non Academic Language

Academic Vs Non-Academic
Language
“If you look at what you have in life, you’ll
always have more.
If you look at what you don’t have in life, you’ll
never have enough”.
Can you read this?
I really not need writing class because since

time I come to United State all my friend
speak language. Until now everyone
understand me and I don’t need study
language.
Can you read this?
I don’t know Vietnam language. I speak only

English. I have no communication problem
with my friend in dorm. My English teacher in
high school key person to teach me.
What about this?
My teacher explained to me how important

the book was for the student and persuaded
me read many book. I get A in English through
out high school and I never take ESL. I agree
that some student need class but you has not
made correct decision put me in English class.
Please do not makes me lose the face. I have
confident in English.
• When using social, or informal, English in
daily conversation, it’s possible to
communicate by using slang and without a
grammatically correct way
• You can be understood without using:

– articles
– prepositions
– sophisticated vocabulary
– pronoun reference
Academic Language
Academic Language
Three Primary Areas of Academic Language

• Vocabulary
• Syntax and/or Discourse
• Language Function
Academic Language
Register
• Adjustment of language to situation and
audience
• Ability to use distinguishable language with
different audiences
Academic Language
• Primary Language Registers

• Intimate – Private language used by people of
close relationships
• Causal – Informal language; slang, vulgarities,
colloquialism
• Consultative – formal; structure of communication
between a superior and a subordinate
• Formal – complete sentences with specific word
usage; standard for school, work and business
• Fixed or Frozen – reserved for traditions in which
the language does not change
What makes language academic?
Everyday Academic
Short sentences Longer and more complex
(Let’s eat!) (Food is a basic human necessity
that is why we should eat.)
Active voice Passive voice

(She is eating a pie.) (The pie was eaten by her.)
Action through verbs Verbs into nouns: concept

(cutting trees) (Deforestation)
• Vocabulary
Words are the raw material of language
• ‘Bricks’
- Content-specific terms/vocabulary
- Words that have a different meaning in the
discipline than they do in everyday language
Examples of “Brick” Words
• ELA irony, theme, conflict,
thesis
• Soc Stu emancipation, democracy,
• revolution
• Math reciprocal, proof, matrix,
polygons
• Science meiosis, gravity, evaporation
• Phys. Ed. tee, tip, shotgun, love,
butterfly stroke
‘‘Mortar’’
• Other academic words that students must
understand for comprehension to be complete
• Choosing and using the right word form for
meaning to be intact (ACADEMIC)
Examples of “Mortar’’ Words
• ELA implies, contains, reflects,
represents, supports
• Soc Stu consequently, therefore,
consists of, factors
• Math if…then, derive, why,
suppose, equals, balance,
• Science variable, infer, dependent,
why, balance, what happens
when
Some differences
Some common Mistakes to Avoid
• Chatty
• Colloquial
• Informal
• Obscure
• Dense
Four Important Aspects
• Choice of Words
• Grammar
• Signposting
• Hedging
Choice of Words
Rule – 1 Avoid Idiom or
Colloquialism
Colloquialism
Colloquialism
Colloquialism
Rule – 2: Avoid Double Verbs
Avoid Negative Forms
Avoid Using ‘You’
Avoid Using ‘You’
Use Signpost
Signposting
In academic writing, the author is responsible for

making the text as clear as possible for the
reader. To achieve clarity, the author has to
ensure that the writing is explicit:
Signposting
• it should anticipate and address the reader’s

questions.
• An active reader will want to know what the
author’s aims are and how they will be
achieved;
• what the author’s position is about key issues;
how the argument is constructed;
• how ideas relate to each other.
Signposting
It is useful to divide signposting language into

two broad categories:
major signposts that signal key aspects of the
work,
such as purpose,
structure,
author’s stance,
main points,
direction of the argument, conclusions.
Signposting
- linking words and phrases that show

connections between sentences and paragraphs.
Use Signpost
• The aim of this study is to ….

• The purpose of this thesis is to….
• This essay argues that ….
• The main questions addressed in this paper
are ….
• This essay critically examines….
Use Signpost
• The above discussion raises some

interesting questions.
• This paper begins by …. It will then go on to
…. Finally, ….
• This chapter reviews the literature ….
• In conclusion, ….
Some more examples
• Listing:
first(ly), … / second(ly), … / finally, … /
• Indicating addition or similarity:
also, … / besides, … / in addition, … /
furthermore, … / as well / similarly, …
• Indicating contrast:
• however, … / nevertheless, … / on the
• other hand, … /
Some more examples
• Giving a reason:
for this reason, … / because … / because of …/ due to
• Indicating result:
therefore, … / thus, … / as a result, … / consequently,
• Reformulating an idea:
in other words, … / to put it simply, … / that is
• Exemplifying:
• for example, … / for instance, … / to exemplify,
Use Hedging
Hedging
In academic writing, claims are often couched in

cautious or tentative language. This is known as
‘hedging’.
Hedging
• Water shortages trigger conflict

between nations.
• Water shortages may trigger conflict
between nations.
Hedging
• The fire was probably caused by a

fault in the engine temperature gauge.
• The fire could have been caused by

a fault in the engine temperature gauge.
Hedging Tools
• Modal auxiliary verbs:

can, could, may, might, should, would
• Other modal verbs:

appear, look, seem, tend
Hedging Tools
• Probability adjectives:
likely, possible, probable, unlikely
• Probability adverbs:
perhaps, possibly, probably, presumably
• Frequency adverbs:
generally, occasionally, often, seldom,
usually
• Johnson (2007) appears to ignore the adverse
psychological side-effects of this approach.
• The risks of the new vaccine may have been
overstated.
• In linguistics, grammar is the set of structural
rules governing the composition of clauses,
phrases, and words in any given natural
language.
Formal Vocabulary Rules:
• Do not use contractions: Contractions are the

words formed from two abbreviated words
e.g.: don’t, shouldn’t, can’t
• Do not use slang or colloquial vocabulary:

• Avoid using run-on expressions: Run on

expressions include phrases such as
'and so forth', 'and so on' or 'etc'.
• Do not use rhetorical questions

• Place adverbs within the verb: Adverbs

should be placed within the verb group
rather than in the initial or final positions.
• Avoid repetitions of words. Do not start

sentences with “but” and “and” but
“however”, “in addition” and
“moreover”.
• Use a common language register for

all. Use formal words that are
appropriate in all academic and work
setting.

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Academic Vs Non-Academic

I really not need writing class because since

I don’t know Vietnam language. I speak only

My teacher explained to me how important

• You can be understood without using:

Three Primary Areas of Academic Language

• Primary Language Registers

Active voice Passive voice

Action through verbs Verbs into nouns: concept

In academic writing, the author is responsible for

• it should anticipate and address the reader’s

It is useful to divide signposting language into

- linking words and phrases that show

• The aim of this study is to ….

• The above discussion raises some

In academic writing, claims are often couched in

• Water shortages trigger conflict

• The fire was probably caused by a

• The fire could have been caused by

• Modal auxiliary verbs:

• Other modal verbs:

• Do not use contractions: Contractions are the

• Do not use slang or colloquial vocabulary:

• Avoid using run-on expressions: Run on

• Do not use rhetorical questions

• Place adverbs within the verb: Adverbs

• Avoid repetitions of words. Do not start

• Use a common language register for

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