Language conventions in academic writing

Rhetoric and Composition The concept of a discourse community is vital to academic writers across nearly all disciplines, for the academic writer's purpose is to influence a discourse community to think differently. At the same time the discourse community does not expect to see any writing that appears too foreign. For this reason the academic writer must follow the constraints see article section below set by the discourse community so his or her ideas earn approval and respect.

Language conventions in academic writing

The teacher of second language learners has to facilitate that support. Three types of scaffolding have been identified as being especially effective for second language learners.

The teacher can simplify the language by shortening selections, speaking in the present tense, and avoiding the use of idioms. Asking for completion, not generation: The teacher can have students choose answers from a list or complete a partially finished outline or paragraph.

The teacher can present information and ask for students to respond through the use of graphic organizers, tables, charts, outlines, and graphs. The development of academic language is vital to student success in the classroom.

Each of the content area subjects contain a unique and demanding technical vocabulary. In addition, familiar words are used in completely different ways. The purpose of this paper is to share strategies that can facilitate a teacher's scaffolding of difficult academic vocabulary.

Active student involvement is the key to success. This drive supports efforts toward planning thematic instruction.

II. Objectives

Theme studies provide a meaningful context for learning technical, academic vocabulary. In the sequence of activities described, a group of fifth graders are involved in the theme of great inventions.

The lesson design format integrates reading and writing and leads students from the pre-reading stage through the post-writing reflection stage. Overview Helping second language learners master academic content can be challenging. Great Inventions Using the book: Great Inventions Demonstration Lesson: Transportation and Under Water Overview: After a study of great inventions related to the history of transportation, students will research a topic, create a poster, and orally present it to the class.

Objectives Connect student background by making predictions about text. Predict text content through pictures. Make connections through personal experiences to text content. Interrelate concepts using a structured overview and visuals.

Keep notes in margins while reading. Self-question as sections of the text are read. Work collaboratively in a group. Create a poster to present the most important information about your group's selected topic. Pre-Reading 1 - Think About the Title: Ask student to think about what they already know about transportation on and under water.

Give them a couple of minutes to share their predictions of the content of the text with a partner.

language conventions in academic writing

Debrief as a total class, writing the responses on the board. Ask students to look at the pictures in the text The text has vivid pictures of a sailboat, an aqualung, a submarine, a propeller, and several types of ships, as well as a lighthouse.

Ask students to write down what they think the text is about, based on the pictures.

Debrief as a class and add those ideas to the list on the board. Before actually reading the text, ask students if anyone has ever traveled anywhere in a boat or ship.

Then ask the class if anyone has had any experiences in a boat. Students share their stories. Provide a structured overview that previews and highlights important information and the interrelationships of ideas. For this activity, students can be placed in groups and given a set of index cards containing the inventions related to the reading selection.

If inventions for land and air transportation have been previously studied, they could be included.Academic language refers to the oral, written, auditory, and visual language proficiency required to learn effectively in schools and academic programs—i.e., it’s the language used in classroom lessons, books, tests, and assignments, and it’s the language that students are expected to learn and achieve fluency in.

Frequently contrasted with “conversational” or “social” language. Academic writing is conducted in several sets of forms and genres, normally in an impersonal and dispassionate tone, targeted for a critical and informed audience, based on closely investigated knowledge, and intended to reinforce or challenge concepts or usually circulates within the academic world ('the academy'), but the academic writer may also find an audience outside via.

Academic writing has its own set of rules and practices around a formal order or structure in which to present ideas, in addition to ensuring that ideas are supported by author citations in the literature. Certain conventions in academic writing dictate how this supporting evidence is cited or referenced.

These conventions ensure that readers of your work are clearly able to find and evaluate the sources of your evidence.

The expression of opinion and argument is an essential part of academic writing. While academic writing consists of a number of text types and genres, what they have in common, the conventions that academic writers traditionally follow, has been a subject of debate.

language conventions in academic writing

Many writers have called for conventions to be challenged, for example Pennycook () and Ivanic (), while others suggest that some conventions . Stylish Academic Writing [Helen Sword] on *FREE* shipping on qualifying offers. Elegant data and ideas deserve elegant expression, argues Helen Sword in this lively guide to academic writing.

For scholars frustrated with disciplinary conventions.

English Language Arts Standards » Language » Grade 8 | Common Core State Standards Initiative