Specifically, it draws on systemic functional linguistics SFL to consider how these students used different forms of nominalisation to persuade readers about the writing prompt: The paper explores how the use of nominalisation differed across the primary and secondary school years and draws links to the Australian Curriculum: English which introduces the nominalisation in Year 8.
Given the frequency and usefulness of both the passive voice and nominalization in a lot of academic written discourse, it would be a shame if well-intentioned style guides discouraged us from helping students master these forms.
She seems to operate within the Systemic Functional Linguistics tradition where nominalization is a realization of grammatical metaphor GM. What this means is that in academic writing, we often construe qualities or verbs as things.
A lot of corpora analysis has shown that academic written texts are very nominal Biber et al. The development of a systematic approach to online assessment is worthwhile.
Nominalization can also be used to help the cohesion of a text via anaphoric reconstrual. This is where you take something you mentioned earlier, nominalise it and then make it the Theme of the new sentence. She argues that these errors with nominalization could demonstrate students attempting to develop GM — a sort of intermediate stage as they learn how to use nominalization.
As teachers, we may only see the error and not the good stuff the student is attempting to do. In some cases, the corpora are analysed using standard corpora search criteria. In other cases, the corpora is sampled and analyzed manually to find instances of nominalization used incorrectly.
The aim is to describe these intermediary stages in the development of nominalization The Results There were two very interesting general results that emerged from this study.
Secondly, the students showed no improvement in the use of nominalization for cohesion. I found this interesting as this seems a fairly teachable way of both helping students build up vocabulary, improve their cohesion and use a bit more nominalization e.
Activities to improve students' academic language in speech and writing (for exams and beyond) This document has been compiled by Nick Brown and Sarah Chadfield with. Nominalisation helps communication to become impersonal and objective, both of which are generally required in academic writing. Nominalisation also helps to provide more information with fewer words. RESEARCH WRITING A Systemic Functional Linguistics Perspective INTRODUCTION education, academic writing has been discussed from different perspectives, but in terms of lexical density and nominalisation. Following this, a discussion of the.
This is where the student might use an ING form as the head noun. This is where the student achieves the grammatical metaphor but does not use the right form of the word. This is where the student creates a new word. Basically, the grammatical metaphor is achieved but the student has made something uncountable, countable.
Here the metaphor is used correctly but the adjoining words are incorrect. Takeaways In my context, I work with students before entering university.
Fair enough, nominalization is a pretty big word, but it can be a very helpful tool in demonstrating the difference between spoken and written academic discourse.
PS There is not much in this article on how to teach nominalization the focus is more on where interventions might be helpful. Would be nice if anyone has helpful resources to link in the comments section.For example, the word nominalisation is itself a nominalisation (and an ugly word, in my opinion).
Other examples are governance and sustainability. Yet trying to describe these concepts with verbs could make your writing more verbose. Aug 27, · And to make matters worse, there seems to be instances where nominalisations are useful, particularly in academic writing.' Nominalisation is the result of forming a noun from a word belonging to another word-class, e.g.
writing from write. Academic writing usually has more nouns (naming words) than verbs (action or being words). Germany invaded Poland in This was the immediate cause of the Second World War breaking out.
Finally, Julie talked about two important skills in academic writing; paraphrasing and hedging. If you’ve ever done one of our EFU courses you’ll know that paraphrasing is an important part of your writing skills in academic English. Academic English - Summarising and paraphrasing Summarising and paraphrasing are both very important skills in academic writing.
Paraphrasing is rewriting a text in other words, substituting the vocabulary, changing the . Nominalisation Australian Journal of Language and Literacy, Vol. 39, No. 2, Nominalisation in high scoring primary and secondary school persuasive texts • THOMAS & to has been recognised as an effective language choice Method for making an argument (Derewianka & Jones, ; Data collection Halliday, ; Thomson & Droga, ).