Effective Academic Writing - Phoenix Educ · 2018. 2. 15. · Effective Academic Writing an...

Effective Academic Writing

an essay-writing workbook for school and university

Elizabeth Thomson

Louise Droga

Effective Academic Writing

an essay-writing workbook for school and university

Elizabeth Thomson

Louise Droga

SAMP

LE

Effec�ve Academic Wri�ng

First published in Australia in 2012

Phoenix Educa�on Pty Ltd

PO Box 3141

Putney NSW 2112

Australia

Phone 02 9809 3579

Fax 02 9808 1430

Email [email protected]

Web www.phoenixeduc.com

Copyright © Elizabeth Thomson and Louise Droga

All rights reserved. Except as permi2ed under the Australian Copyright Act 1968 (for example a

fair dealing for the purpose of study, research, cri�cism or review), no part of this book may be

reproduced, stored in a retrieval system, or transmi2ed in any form or by any means without

prior wri2en permission. Copyright owners may take legal ac�on against a person or

organisa�on who infringes their copyright through unauthorised copying. All inquiries should be

directed to the publisher at the address above.

ISBN 978-1-921586-61-3

Cover design by Kate Stewart

Printed in Australia by Five Senses

ACKNOWLEDGEMENTS

The contents of this workbook were developed over �me as part of a course in academic wri�ng at the

University of Wollongong. We would like to thank the students who allowed us to use their work as models

and who provided us with cri�cal feedback on the contents of the workbook throughout the course.

We would also like to thank our colleagues, Dr. Robyn Woodward-Kron for her research on academic essays

and Professor Gaetano Rando for his teaching and sugges�ons during the development of the workbook.

And finally, we would like to thank Ms Helen de Silva Joyce for her editorial contribu�on and her

encouragement to see the publica�on process through to the end.

Effec�ve Academic Wri�ng

First published in Australia in 2012

Phoenix Educa�on Pty Ltd

PO Box 3141

Putney NSW 2112

Australia

Phone 02 9809 3579

Fax 02 9808 1430

Email [email protected]

Web www.phoenixeduc.com

Copyright © Elizabeth Thomson and Louise Droga

All rights reserved. Except as permi2ed under the Australian Copyright Act 1968 (for example a

fair dealing for the purpose of study, research, cri�cism or review), no part of this book may be

reproduced, stored in a retrieval system, or transmi2ed in any form or by any means without

prior wri2en permission. Copyright owners may take legal ac�on against a person or

organisa�on who infringes their copyright through unauthorised copying. All inquiries should be

directed to the publisher at the address above.

ISBN 978-1-921586-61-3

Cover design by Kate Stewart

Printed in Australia by Five Senses

ACKNOWLEDGEMENTS

The contents of this workbook were developed over �me as part of a course in academic wri�ng at the

University of Wollongong. We would like to thank the students who allowed us to use their work as models

and who provided us with cri�cal feedback on the contents of the workbook throughout the course.

We would also like to thank our colleagues, Dr. Robyn Woodward-Kron for her research on academic essays

and Professor Gaetano Rando for his teaching and sugges�ons during the development of the workbook.

And finally, we would like to thank Ms Helen de Silva Joyce for her editorial contribu�on and her

encouragement to see the publica�on process through to the end.

SAMP

LE

INTRODUCTION 1

TOPIC 1 THE BIG PICTURE 3

Academic culture 3

Cri�cal stance 3

Persuasive wri�ng 4

Judgement 6

Spoken and wri2en language 6

Social purpose and context 7

Academic wri�ng 7

Essays and genres 9

TOPIC 2 LANGUAGE – NOUNS AND NOUN GROUPS 13

The meanings and structure of nouns 13

Common nouns 14

Nominalisa�on 15

The noun group 18

The func�on of different types of nouns 22

The importance of noun groups in academic wri�ng 25

TOPIC 3 LANGUAGE – VERB GROUPS AND THE CLAUSE 29

Verbs 29

The meaning/seman�cs of verbs 29

Func�on of verbs in academic wri�ng 41

The structure of the verb group 42

Tense in the verb group 44

Voice in the verb group 45

Polarity in the verb group 46

Modality in the verb group 47

The clause 49

CONTENTS

INTRODUCTION 1

TOPIC 1 THE BIG PICTURE 3

Academic culture 3

Cri�cal stance 3

Persuasive wri�ng 4

Judgement 6

Spoken and wri2en language 6

Social purpose and context 7

Academic wri�ng 7

Essays and genres 9

TOPIC 2 LANGUAGE – NOUNS AND NOUN GROUPS 13

The meanings and structure of nouns 13

Common nouns 14

Nominalisa�on 15

The noun group 18

The func�on of different types of nouns 22

The importance of noun groups in academic wri�ng 25

TOPIC 3 LANGUAGE – VERB GROUPS AND THE CLAUSE 29

Verbs 29

The meaning/seman�cs of verbs 29

Func�on of verbs in academic wri�ng 41

The structure of the verb group 42

Tense in the verb group 44

Voice in the verb group 45

Polarity in the verb group 46

Modality in the verb group 47

The clause 49

CONTENTS

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TOPIC 4 MIDDLE GROUND – PARAGRAPH STRUCTURE 53

The sentence 53

The paragraph 55

The topic sentence 55

Suppor�ng sentences 56

Theme and Rheme 59

Choosing themes 61

Rheme 63

Thema�c development 63

TOPIC 5 MIDDLE GROUND – COHESION 66

Cohesion 66

Conjunc�on 66

Reference 70

Presuming par�cipants 70

Common reference mistakes 71

Reference nouns 72

The func�ons of the 72

TOPIC 6 MIDDLE GROUND – USING EVIDENCE AND PARAPHRASING 75

The func�on of the suppor�ng sentence 75

The topic sentence and the essay preview 75

Evidence in suppor�ng sentences 77

Referring to the literature 78

Paraphrasing and summarising 79

Strategies for paraphrasing 81

Strategies for summarising 82

TOPIC 7 THE BIG PICTURE – CITATION AND BIBLIOGRAPHY 86

Cita�ons 86

Bibliography and reference list 89

TOPIC 8 THE BIG PICTURE – ESSAY QUESTIONS AND OUTLINES 92

Interpre�ng the essay ques�on 92

Developing the essay outline 95

Abstract essay outlines 98

TOPIC 9 THE BIG PICTURE – INFORMATION REPORTS 102

Informa�on reports 102

Descrip�ve informa�on reports 102

Taxonomic informa�on reports 103

TOPIC 4 MIDDLE GROUND – PARAGRAPH STRUCTURE 53

The sentence 53

The paragraph 55

The topic sentence 55

Suppor�ng sentences 56

Theme and Rheme 59

Choosing themes 61

Rheme 63

Thema�c development 63

TOPIC 5 MIDDLE GROUND – COHESION 66

Cohesion 66

Conjunc�on 66

Reference 70

Presuming par�cipants 70

Common reference mistakes 71

Reference nouns 72

The func�ons of the 72

TOPIC 6 MIDDLE GROUND – USING EVIDENCE AND PARAPHRASING 75

The func�on of the suppor�ng sentence 75

The topic sentence and the essay preview 75

Evidence in suppor�ng sentences 77

Referring to the literature 78

Paraphrasing and summarising 79

Strategies for paraphrasing 81

Strategies for summarising 82

TOPIC 7 THE BIG PICTURE – CITATION AND BIBLIOGRAPHY 86

Cita�ons 86

Bibliography and reference list 89

TOPIC 8 THE BIG PICTURE – ESSAY QUESTIONS AND OUTLINES 92

Interpre�ng the essay ques�on 92

Developing the essay outline 95

Abstract essay outlines 98

TOPIC 9 THE BIG PICTURE – INFORMATION REPORTS 102

Informa�on reports 102

Descrip�ve informa�on reports 102

Taxonomic informa�on reports 103

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TOPIC 10 THE BIG PICTURE – EXPLANATIONS 106

Explana�ons 106

Sequen�al explana�ons – how things happen 106

Causal explana�ons – why things happen 107

The language of cause and effect 108

TOPIC 11 THE BIG PICTURE – EXPOSITIONS 112

Exposi�ons 110

Integra�ng other text-types into exposi�ons 114

The language of Exposi�ons 116

Using language to evaluate 117

Modality 120

Gradua�on 121

Engagement 122

Heteroglossia 122

TOPIC 12 THE BIG PICTURE – DISCUSSIONS 125

Discussions 125

Organising the arguments 125

The language of Discussions 129

ANSWERS 130

REFERENCES 147

AItude 117

NOTE – SAMPLE ESSAYS for • Crea�ve arts • History • Law • Management • Modern languages • Philosophy

can be seen at www.phoenixeduc.com via the Effec�ve Academic Wri�ng page

TOPIC 10 THE BIG PICTURE – EXPLANATIONS 106

Explana�ons 106

Sequen�al explana�ons – how things happen 106

Causal explana�ons – why things happen 107

The language of cause and effect 108

TOPIC 11 THE BIG PICTURE – EXPOSITIONS 112

Exposi�ons 110

Integra�ng other text-types into exposi�ons 114

The language of Exposi�ons 116

Using language to evaluate 117

Modality 120

Gradua�on 121

Engagement 122

Heteroglossia 122

TOPIC 12 THE BIG PICTURE – DISCUSSIONS 125

Discussions 125

Organising the arguments 125

The language of Discussions 129

ANSWERS 130

REFERENCES 147

AItude 117

NOTE – SAMPLE ESSAYS for • Crea�ve arts • History • Law • Management • Modern languages • Philosophy

can be seen at www.phoenixeduc.com via the Effec�ve Academic Wri�ng page SAMP

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1 Effec�ve Academic Wri�ng

INTRODUCTION The aim of this workbook is to help university and secondary school students understand and prac�se the

building blocks of academic wri�ng. Anyone who has a2empted to write knows that wri�ng is a complicated

three-step process:

Step 1 Planning

This step involves thinking about the purposes of wri�ng, the audience and the organisa�on of the text.

Step 2 Dra$ing

This step is all about geIng the words onto the page in an organised fashion so that the text as a whole is

coherent and meets its purpose.

Step 3 Cra$ing

This step is all about making the text read more easily, choosing your words carefully and making the wri�ng

your own.

Being able to effec�vely plan, draK and craK requires a solid understanding and control of language and how it

is used in different contexts.

This workbook explains the context of academic culture and the kinds of social purposes wri�ng fulfils in

academic disciplines. In terms of using language, it looks in detail at how different essay types fulfil different

purposes. It illustrates four highly valued essay types commonly used in high school and university in Australia

and provides you with prac�ce in wri�ng these types of essays. Each topic has useful prac�ce ac�vi�es to help

you learn to control the vocabulary and grammar resources of wri�ng.

The workbook consists of twelve topics:

Topic 1 introduces academic culture and the four essay types – report, explana�on, exposi�on and

discussion. Essen�ally, it paints the big picture of academic wri�ng to set the scene for the workbook. The

subsequent topics look closely at the building blocks of essays, no�ng how each essay type ac�vates or

exploits different gramma�cal resources to fulfil its social purpose. These gramma�cal resources exist at

word, group, clause and text level.

Topics 2 and 3 take an up-close look at different kinds of clauses and how nouns and verbs cluster into

groups. These topics offer prac�ce ac�vi�es to develop wri�ng control at clause level.

Topics 4 to 6 inves�gate the paragraph, the middle ground of essays, looking at how they func�on to control

ideas, create cohesion and use evidence, with prac�ce ac�vi�es on paragraph structure and cohesion.

Topics 7 to 12 inves�gate and demonstrate how the gramma�cal resources at clause and paragraph level are

ac�vated in each of the four essay types. The use of cita�ons, essay ques�ons and planning, as well as the

specific features of each of the essay types are introduced and prac�sed.

Using authen�c examples, the workbook takes a bo2om-up approach to wri�ng, looking at units of wri�ng from

the smallest to the largest, from word through paragraph to whole essays. It also includes an answer key.

Annotated models of each of the essay types can be seen on the Phoenix Educa�on web page for this �tle

(www.phoenixeduc.com). It will help you explore the three levels of wri2en texts as shown in the diagram on

the following page.

For the student looking to be2er understand the demands of academic wri�ng, this workbook will give you the

opportunity to prac�se discrete features of wri�ng. For example, there are ac�vi�es that address separately the

structure of the noun group, the use of the and the choice of abstract nouns that organise ideas. These discrete

features are then brought together in other ac�vi�es so that you get the opportunity to prac�se how each

feature works in concert with others to build the texture of academic wri�ng. The ac�vi�es build in complexity

un�l you are ready to write an essay from scratch.

For the teacher, this workbook will provide a framework for teaching the features of academic wri�ng using a

series of annotated essay models which are wri2en by both fully fledged and novice writers and which

demonstrate the features under discussion. It provides straighMorward explana�ons that relate grammar to

meaning. If student writers are to engage with grammar and understand its meaning-making poten�al.

understanding this rela�onship is essen�al,


INTRODUCTION The aim of this workbook is to help university and secondary school students understand and prac�se the

building blocks of academic wri�ng. Anyone who has a2empted to write knows that wri�ng is a complicated

three-step process:

Step 1 Planning

This step involves thinking about the purposes of wri�ng, the audience and the organisa�on of the text.

Step 2 Dra$ing

This step is all about geIng the words onto the page in an organised fashion so that the text as a whole is

coherent and meets its purpose.

Step 3 Cra$ing

This step is all about making the text read more easily, choosing your words carefully and making the wri�ng

your own.

Being able to effec�vely plan, draK and craK requires a solid understanding and control of language and how it

is used in different contexts.

This workbook explains the context of academic culture and the kinds of social purposes wri�ng fulfils in

academic disciplines. In terms of using language, it looks in detail at how different essay types fulfil different

purposes. It illustrates four highly valued essay types commonly used in high school and university in Australia

and provides you with prac�ce in wri�ng these types of essays. Each topic has useful prac�ce ac�vi�es to help

you learn to control the vocabulary and grammar resources of wri�ng.

The workbook consists of twelve topics:

Topic 1 introduces academic culture and the four essay types – report, explana�on, exposi�on and

discussion. Essen�ally, it paints the big picture of academic wri�ng to set the scene for the workbook. The

subsequent topics look closely at the building blocks of essays, no�ng how each essay type ac�vates or

exploits different gramma�cal resources to fulfil its social purpose. These gramma�cal resources exist at

word, group, clause and text level.

Topics 2 and 3 take an up-close look at different kinds of clauses and how nouns and verbs cluster into

groups. These topics offer prac�ce ac�vi�es to develop wri�ng control at clause level.

Topics 4 to 6 inves�gate the paragraph, the middle ground of essays, looking at how they func�on to control

ideas, create cohesion and use evidence, with prac�ce ac�vi�es on paragraph structure and cohesion.

Topics 7 to 12 inves�gate and demonstrate how the gramma�cal resources at clause and paragraph level are

ac�vated in each of the four essay types. The use of cita�ons, essay ques�ons and planning, as well as the

specific features of each of the essay types are introduced and prac�sed.

Using authen�c examples, the workbook takes a bo2om-up approach to wri�ng, looking at units of wri�ng from

the smallest to the largest, from word through paragraph to whole essays. It also includes an answer key.

Annotated models of each of the essay types can be seen on the Phoenix Educa�on web page for this �tle

(www.phoenixeduc.com). It will help you explore the three levels of wri2en texts as shown in the diagram on

the following page.

For the student looking to be2er understand the demands of academic wri�ng, this workbook will give you the

opportunity to prac�se discrete features of wri�ng. For example, there are ac�vi�es that address separately the

structure of the noun group, the use of the and the choice of abstract nouns that organise ideas. These discrete

features are then brought together in other ac�vi�es so that you get the opportunity to prac�se how each

feature works in concert with others to build the texture of academic wri�ng. The ac�vi�es build in complexity

un�l you are ready to write an essay from scratch.

For the teacher, this workbook will provide a framework for teaching the features of academic wri�ng using a

series of annotated essay models which are wri2en by both fully fledged and novice writers and which

demonstrate the features under discussion. It provides straighMorward explana�ons that relate grammar to

meaning. If student writers are to engage with grammar and understand its meaning-making poten�al.

understanding this rela�onship is essen�al,

SAMP

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Without a doubt, wri�ng is like playing the piano. The more you do it, the be2er you get. It is

habit forming and can even be enjoyable. We hope you find this workbook useful as you become

an academic writer.

THE BIG PICTURE

Topic 1

Academic culture

Topic 7

Cita�on &

bibliography

Topic 8

Essay ques�ons

and outlines

Topic 9

Informa�on reports

Topic 10

Explana�ons Topic 11

Exposi�ons

Topic 12

Discussions

MIDDLE GROUND

Topic 4

Paragraph

structure

Topic 5

Cohesion

Topic 6

Using evidence

and paraphrasing

LANGUAGE

Topic 2

Nouns and noun

groups

Topic 3

Verb groups and

the clause


Without a doubt, wri�ng is like playing the piano. The more you do it, the be2er you get. It is

habit forming and can even be enjoyable. We hope you find this workbook useful as you become

an academic writer.

THE BIG PICTURE

Topic 1

Academic culture

Topic 7

Cita�on &

bibliography

Topic 8

Essay ques�ons

and outlines

Topic 9

Informa�on reports

Topic 10

Explana�ons Topic 11

Exposi�ons

Topic 12

Discussions

MIDDLE GROUND

Topic 4

Paragraph

structure

Topic 5

Cohesion

Topic 6

Using evidence

and paraphrasing

LANGUAGE

Topic 2

Nouns and noun

groups

Topic 3

Verb groups and

the clause

SAMP

LE


Critical stance

[A critical stance involves] systematic analysis based on a questioning attitude to the material being

analysed and the methods being used, and governed by the overall purpose of reaching a judgement. Ballard & Clanchy 1996: 47

THE BIG PICTURE

Topic aims ≈ To discuss different approaches to academic culture

≈ To introduce the no�on of a cri�cal stance

≈ To explain different types of wri�ng for academic purposes

≈ To present four genres essen�al to academic wri�ng – Informa�on Report, Explana�on, Exposi�on and

Discussion

Academic culture

Throughout the world there are many different approaches to knowledge. No one approach is be2er or worse than

another but they do reflect differences in thinking. The values and beliefs of different cultures influence approaches to

knowledge. In some cultures reproduc�on of knowledge is valued, while in others, extending knowledge – pushing the

boundaries of what is known – is valued.

Extending the boundaries of knowledge is highly valued in the Western Intellectual Tradi�on. This tradi�on forms the

basis of educa�on in Western schools and universi�es in Europe, the United Kingdom, North America, Australia and

New Zealand. However, this process of extending knowledge is highly formalised in Western educa�onal seIngs. It is

governed by a certain approach called cri�cal stance.

Critical stance

Cri�cal stance involves taking an analy�cal and cri�cal approach to knowledge through two sources:

1 tradi�onal knowledge in a field of study

2 individual analysis and cri�cal reflec�on on what has been learnt

Cri�cal stance is some�mes difficult to grasp because it appears to be paradoxical in that new knowledge is only

valued if it is built on the founda�on of previous knowledge. An individual cri�cal and analy�cal stance is only

valued if the cri�cism and analysis is based on the authority of tradi�on. If it is not based on previous knowledge,

then it is not considered important or valuable.

Example of critical stance in science – chemists

ANALYSIS: When chemists are trying to iden�fy an unknown substance, they:

≈ observe its proper�es

≈ reduce it down to its basic elements in order to perceive the rela�onships between the separate elements

CRITICAL ANALYSIS: The chemists then ask two kinds of ques�ons:

1 Factual ques4ons – ques�ons that determine the facts of the substance such as:

≈ What is the colour of the substance?

≈ What is the atomic weight of the substance?

≈ How does the substance react to other substances?

2 Judgement ques4ons – ques�ons which judge the worth or value of the process they have followed such as:

≈ Are the instruments of measurement the most appropriate?

≈ Are the experimental procedures being used exhaus�ve?

≈ Is there more than one way of explaining the facts?

Topic 1


Critical stance

[A critical stance involves] systematic analysis based on a questioning attitude to the material being

analysed and the methods being used, and governed by the overall purpose of reaching a judgement. Ballard & Clanchy 1996: 47

THE BIG PICTURE

Topic aims ≈ To discuss different approaches to academic culture

≈ To introduce the no�on of a cri�cal stance

≈ To explain different types of wri�ng for academic purposes

≈ To present four genres essen�al to academic wri�ng – Informa�on Report, Explana�on, Exposi�on and

Discussion

Academic culture

Throughout the world there are many different approaches to knowledge. No one approach is be2er or worse than

another but they do reflect differences in thinking. The values and beliefs of different cultures influence approaches to

knowledge. In some cultures reproduc�on of knowledge is valued, while in others, extending knowledge – pushing the

boundaries of what is known – is valued.

Extending the boundaries of knowledge is highly valued in the Western Intellectual Tradi�on. This tradi�on forms the

basis of educa�on in Western schools and universi�es in Europe, the United Kingdom, North America, Australia and

New Zealand. However, this process of extending knowledge is highly formalised in Western educa�onal seIngs. It is

governed by a certain approach called cri�cal stance.

Critical stance

Cri�cal stance involves taking an analy�cal and cri�cal approach to knowledge through two sources:

1 tradi�onal knowledge in a field of study

2 individual analysis and cri�cal reflec�on on what has been learnt

Cri�cal stance is some�mes difficult to grasp because it appears to be paradoxical in that new knowledge is only

valued if it is built on the founda�on of previous knowledge. An individual cri�cal and analy�cal stance is only

valued if the cri�cism and analysis is based on the authority of tradi�on. If it is not based on previous knowledge,

then it is not considered important or valuable.

Example of critical stance in science – chemists

ANALYSIS: When chemists are trying to iden�fy an unknown substance, they:

≈ observe its proper�es

≈ reduce it down to its basic elements in order to perceive the rela�onships between the separate elements

CRITICAL ANALYSIS: The chemists then ask two kinds of ques�ons:

1 Factual ques4ons – ques�ons that determine the facts of the substance such as:

≈ What is the colour of the substance?

≈ What is the atomic weight of the substance?

≈ How does the substance react to other substances?

2 Judgement ques4ons – ques�ons which judge the worth or value of the process they have followed such as:

≈ Are the instruments of measurement the most appropriate?

≈ Are the experimental procedures being used exhaus�ve?

≈ Is there more than one way of explaining the facts?

Topic 1

SAMP

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This form of cri4cal analysis requires exercising judgement, which in this sense, means forming an opinion.

ARGUMENT: The chemists then present the analysis and their judgements in a wri2en text using a persuasive and

reasoned argument.

Example of critical stance in social science – historians

ANALYSIS: When historians are studying an aspect of history such as the causes of a war, they analyse:

≈ the facts around the event

≈ the order of events

≈ the sources of evidence

CRITICAL JUDGEMENTS: The historians make cri�cal judgements on the validity of the sources of informa�on about the

event by asking ques�ons such as:

≈ Are the sources first or second hand?

≈ Are there other sources that support or verify the facts?

≈ Are the sources biased or suspicious?

ARGUMENT: The historians then present their judgements in a wri2en text that presents the analysis and the judgements

using a persuasive and reasoned argument.

From Ballard & Clanchy 1996

Persuasive writing

Persuasive wri�ng is the kind of wri�ng which is most highly valued in the Western Intellectual Tradi�on. It

appears across the full range of disciplines in secondary schools and universi�es – the natural sciences, the social

sciences and the humani�es. Persuasive wri�ng involves much more than describing and summarising. It

includes descrip4on, defini4on, analysis, cri4cal judgements and argument.

As a university student or senior secondary student, you need to take a cri�cal stance in your approach to your

learning and assignment work. Your success will depend on your ability to:

≈ think cri�cally

≈ base what you think on the exis�ng body of knowledge

≈ build on or extend knowledge

≈ present your views in a persuasive and gramma�cally well-formed piece of wri�ng

What critical thinking involves

• taking up a posi�on in rela�on to an issue • adop�ng a par�cular perspec�ve on an issue eg: conserva�ve, socialist or feminist perspec�ve • developing a central claim • puIng forward arguments for and against a par�cular posi�on • exploring and understanding alterna�ve posi�ons • linking theory and evidence • using evidence to support your claim • describing characteris�cs • describing processes • analysing and interpre�ng test results • making links of cause and effect • being cri�cal: ques�oning and checking your work and/or the work of others • drawing a conclusion from evidence


This form of cri4cal analysis requires exercising judgement, which in this sense, means forming an opinion.

ARGUMENT: The chemists then present the analysis and their judgements in a wri2en text using a persuasive and

reasoned argument.

Example of critical stance in social science – historians

ANALYSIS: When historians are studying an aspect of history such as the causes of a war, they analyse:

≈ the facts around the event

≈ the order of events

≈ the sources of evidence

CRITICAL JUDGEMENTS: The historians make cri�cal judgements on the validity of the sources of informa�on about the

event by asking ques�ons such as:

≈ Are the sources first or second hand?

≈ Are there other sources that support or verify the facts?

≈ Are the sources biased or suspicious?

ARGUMENT: The historians then present their judgements in a wri2en text that presents the analysis and the judgements

using a persuasive and reasoned argument.

From Ballard & Clanchy 1996

Persuasive writing

Persuasive wri�ng is the kind of wri�ng which is most highly valued in the Western Intellectual Tradi�on. It

appears across the full range of disciplines in secondary schools and universi�es – the natural sciences, the social

sciences and the humani�es. Persuasive wri�ng involves much more than describing and summarising. It

includes descrip4on, defini4on, analysis, cri4cal judgements and argument.

As a university student or senior secondary student, you need to take a cri�cal stance in your approach to your

learning and assignment work. Your success will depend on your ability to:

≈ think cri�cally

≈ base what you think on the exis�ng body of knowledge

≈ build on or extend knowledge

≈ present your views in a persuasive and gramma�cally well-formed piece of wri�ng

What critical thinking involves

• taking up a posi�on in rela�on to an issue • adop�ng a par�cular perspec�ve on an issue eg: conserva�ve, socialist or feminist perspec�ve • developing a central claim • puIng forward arguments for and against a par�cular posi�on • exploring and understanding alterna�ve posi�ons • linking theory and evidence • using evidence to support your claim • describing characteris�cs • describing processes • analysing and interpre�ng test results • making links of cause and effect • being cri�cal: ques�oning and checking your work and/or the work of others • drawing a conclusion from evidence SA

MPLE


Sample response from a Hong Kong Chinese student

Study context Has been studying a degree in Social Science in Australia for two years – majoring in Interna�onal

Rela�ons

Step 1: Iden4fying the three most important influences

i watching my Aunt speaking English with her overseas friends

ii studying world geography and learning about foreign people and foreign cultures from my teacher’s

experience working as a volunteer

iii learning about the United Na�ons in History and wan�ng to work in the field of third-world development

Step 2 : Naming the influences using nouns

i Aunt’s bilingualism

ii Geography teacher’s volunteerism

iii United Na4ons development programs

Step 3: Describing the influences


I used to listen to my Aunt speak French and English over the telephone when I visited her house. She was

really sophis�cated. She had lots of overseas friends because she was an exchange student in high school

and lived in France with a host family for one year.


My geography teacher used to give really interes�ng talks about his overseas experiences and how he was

a volunteer worker in South Africa. He came to learn English and understood much more about the lives of

people outside Hong Kong.


In my high-school history class, I studied the United Na�ons. We looked at how and why the United

Na�ons was formed aKer World War II and the Universal Declara�on of Human Rights. It was really

interes�ng.

Step 4: Analysing order of importance

i geography teacher’s volunteerism

ii United Na�ons development program

iii Aunt’s bilingualism

Activity 1: Critically thinking about your experience Step 1 Make a list of the three most important influences on your choice of university degree or subjects in senior

secondary school.

Step 2 Give each of these influences a name. Be sure the name is expressed as a noun.

Step 3 Under each of these names, write two or three sentences which describe in more detail the effects of these

influences.

Step 4 Analyse the importance of each of these three influences and number them in order of importance.

Step 5 Write a final evaluation that contains your reasons for selecting the three influences and their order of

importance. Include in your evaluation judgements that explain why you are now studying the degree or

subjects of your choice.

Ac�vity adapted from Ballard and Clanchy 1996: 61


Sample response from a Hong Kong Chinese student

Study context Has been studying a degree in Social Science in Australia for two years – majoring in Interna�onal

Rela�ons

Step 1: Iden4fying the three most important influences

i watching my Aunt speaking English with her overseas friends

ii studying world geography and learning about foreign people and foreign cultures from my teacher’s

experience working as a volunteer

iii learning about the United Na�ons in History and wan�ng to work in the field of third-world development

Step 2 : Naming the influences using nouns




Step 3: Describing the influences


I used to listen to my Aunt speak French and English over the telephone when I visited her house. She was

really sophis�cated. She had lots of overseas friends because she was an exchange student in high school

and lived in France with a host family for one year.


My geography teacher used to give really interes�ng talks about his overseas experiences and how he was

a volunteer worker in South Africa. He came to learn English and understood much more about the lives of

people outside Hong Kong.


In my high-school history class, I studied the United Na�ons. We looked at how and why the United

Na�ons was formed aKer World War II and the Universal Declara�on of Human Rights. It was really

interes�ng.

Step 4: Analysing order of importance

i geography teacher’s volunteerism

ii United Na�ons development program

iii Aunt’s bilingualism

Activity 1: Critically thinking about your experience Step 1 Make a list of the three most important influences on your choice of university degree or subjects in senior

secondary school.

Step 2 Give each of these influences a name. Be sure the name is expressed as a noun.

Step 3 Under each of these names, write two or three sentences which describe in more detail the effects of these

influences.

Step 4 Analyse the importance of each of these three influences and number them in order of importance.

Step 5 Write a final evaluation that contains your reasons for selecting the three influences and their order of

importance. Include in your evaluation judgements that explain why you are now studying the degree or

subjects of your choice.

Ac�vity adapted from Ballard and Clanchy 1996: 61

SAMP

LE


Activity 2: Making personal judgements

a Read the evaluating text the Hong Kong student wrote in Step 5.

Step 5 Evaluating the influences – making judgements

I think that the most important influence on my choice of university degree was my teacher’s volunteerism. His experiences showed me that it was possible to do a good thing, like help people less fortunate, and at the same time experience life overseas and get to know different people and different cultures. And by learning about the United Nations I came to know about its role and the kinds of development programs around the world. This led me to plan a career in third-world development. Finally, my Aunt’s bilingualism affected my desire to be educated overseas because I envied her ability to meet and know people from other cultures. And so, I decided that I needed to be trained overseas to improve my English and get a degree in international relations. That is why I decided to study overseas. I feel that a university education in a multicultural society like Australia is a good way to learn about many cultures and at the same time improve my English. I believe I have made this choice as a direct result of my childhood experiences.

b Underline the words of opinion and judgement in this paragraph.

c Does the language in the paragraph reflect written or spoken language?

Judgement

Judgement relates to whether or not something is good or bad, favourable or unfavourable, be2er or worse.

The judgements given by the Hong Kong student in Step 5 above sound as if he is talking rather than wri�ng. His

judgements are more personal and conversa�onal. In academic essays, opinions and judgements are oKen

present but they are not always so easy to iden�fy because academic wri�ng expresses opinion and judgement

in less obvious ways. This will become clear by looking at another paragraph wri2en as part of a history essay,

where the opinions are highlighted.

The debate as to the overriding mo�ve for the choice of Botany Bay has long been contested. The

tradi�onal argument asserts that the primary reason for the se2lement at Botany Bay was in reac�on

to the overcrowded gaols and hulks: New South Wales was to be a dumping ground for the convicts

of Britain. Those in favour of this argument ques�on that had this not been a problem, would New

South Wales ever have been colonised by Britain? However, it cannot be ignored that Botany Bay

was a@rac4ve for several reasons besides its apparent fer4le soil and suitable climate conducive to

the transporta4on and establishment of the convicts. Reports from Captain James Cook and Sir

Joseph Banks, and proposals by James Matra, John Call and George Young all men�on the strategic

economic and naval advantages that Botany Bay offered. The more the Bri�sh found out about

Botany Bay, the more a2rac�ve the new country became. The ques�on could be posed, if Britain

were so desperate to solve the problem of overcrowding in its gaols and hulks, why wasn't the

choice of Botany Bay examined years earlier? The cost of sending convicts so far away could be

jus4fied by the countless other advantages that could be reaped from the land down under. Thus,

it can be asserted that transporta�on was the mode but not the mo�ve of Britain's colonisa�on of

Australia.

In the history example the student has removed the personalised opinions and inserted evalua�ons using a

more academic style. No�ce that the history student never uses expressions such as I think or I feel. How we use

grammar to express judgement will be looked at in Topic 9.

Spoken and written language

Every day at school and university you use both spoken and wri2en English. You speak to your fellow students,

your lecturers or teachers, office staff and so on. Your use of spoken English occurs in both informal and formal

contexts. One of the most important formal contexts in which you use spoken language is when you give an oral

presenta�on for assessment. This is a kind of planned speech that answers a ques�on and requires you to take

a cri�cal stance. Whether you present an argument orally or in wri2en form, the principles of taking a cri�cal

stance are the same.


Activity 2: Making personal judgements

a Read the evaluating text the Hong Kong student wrote in Step 5.

Step 5 Evaluating the influences – making judgements

I think that the most important influence on my choice of university degree was my teacher’s volunteerism. His experiences showed me that it was possible to do a good thing, like help people less fortunate, and at the same time experience life overseas and get to know different people and different cultures. And by learning about the United Nations I came to know about its role and the kinds of development programs around the world. This led me to plan a career in third-world development. Finally, my Aunt’s bilingualism affected my desire to be educated overseas because I envied her ability to meet and know people from other cultures. And so, I decided that I needed to be trained overseas to improve my English and get a degree in international relations. That is why I decided to study overseas. I feel that a university education in a multicultural society like Australia is a good way to learn about many cultures and at the same time improve my English. I believe I have made this choice as a direct result of my childhood experiences.

b Underline the words of opinion and judgement in this paragraph.

c Does the language in the paragraph reflect written or spoken language?

Judgement

Judgement relates to whether or not something is good or bad, favourable or unfavourable, be2er or worse.

The judgements given by the Hong Kong student in Step 5 above sound as if he is talking rather than wri�ng. His

judgements are more personal and conversa�onal. In academic essays, opinions and judgements are oKen

present but they are not always so easy to iden�fy because academic wri�ng expresses opinion and judgement

in less obvious ways. This will become clear by looking at another paragraph wri2en as part of a history essay,

where the opinions are highlighted.

The debate as to the overriding mo�ve for the choice of Botany Bay has long been contested. The

tradi�onal argument asserts that the primary reason for the se2lement at Botany Bay was in reac�on

to the overcrowded gaols and hulks: New South Wales was to be a dumping ground for the convicts

of Britain. Those in favour of this argument ques�on that had this not been a problem, would New

South Wales ever have been colonised by Britain? However, it cannot be ignored that Botany Bay

was a@rac4ve for several reasons besides its apparent fer4le soil and suitable climate conducive to

the transporta4on and establishment of the convicts. Reports from Captain James Cook and Sir

Joseph Banks, and proposals by James Matra, John Call and George Young all men�on the strategic

economic and naval advantages that Botany Bay offered. The more the Bri�sh found out about

Botany Bay, the more a2rac�ve the new country became. The ques�on could be posed, if Britain

were so desperate to solve the problem of overcrowding in its gaols and hulks, why wasn't the

choice of Botany Bay examined years earlier? The cost of sending convicts so far away could be

jus4fied by the countless other advantages that could be reaped from the land down under. Thus,

it can be asserted that transporta�on was the mode but not the mo�ve of Britain's colonisa�on of

Australia.

In the history example the student has removed the personalised opinions and inserted evalua�ons using a

more academic style. No�ce that the history student never uses expressions such as I think or I feel. How we use

grammar to express judgement will be looked at in Topic 9.

Spoken and written language

Every day at school and university you use both spoken and wri2en English. You speak to your fellow students,

your lecturers or teachers, office staff and so on. Your use of spoken English occurs in both informal and formal

contexts. One of the most important formal contexts in which you use spoken language is when you give an oral

presenta�on for assessment. This is a kind of planned speech that answers a ques�on and requires you to take

a cri�cal stance. Whether you present an argument orally or in wri2en form, the principles of taking a cri�cal

stance are the same.

SAMP

LE


In school and university you will also use wri2en English to take notes during class and to do research for

assignments. Most importantly, you will use wri2en English in your assessment tasks. Assessment occurs in a

range of wri2en forms, including short-answer exercises, proposals, synopses, summaries, essays and reports.

Wri�ng is very highly valued and if you can take a cri�cal stance, which employs analysis, and write good

descrip�ons and judgements, you will do well at school and university.

Spoken and wri2en language serve different purposes and differ in many ways. Wri�ng is not speech wri2en down. In

wri2en language we tend to use vocabulary that is more formal and specialised, develop more complex descrip�ons

and state our opinions is less explicit ways which makes them appear more objec�ve. The Hong Kong student uses

language that is more spoken and his paragraph would be easily understood, if we were listening to it. The history

student’s paragraph uses more complex language that would be difficult to listen to and understand.

Social purpose and context

The different kinds of wri�ng that you are expected to produce in senior school and at university occur in

different contexts and for different reasons. The language of different texts depends on the contextual situa�on

and we can describe each situa�on in terms of:

≈ the purpose for wri�ng

≈ what is being wri2en about which we call the field of the text

≈ who is involved in the situa�on which we call the tenor of the text

≈ how the informa�on is being presented which we call the mode of the text

The purpose and the context of your wri�ng determine the structure and gramma�cal choices of what you

write. The shape of the text is affected by the purpose and the context. The following two examples will make

this clear:

Example 1

You have had an accident while walking between classes and you need to write a short incident report

Field: what you were doing when the accident happened / how the accident happened / what happened

aKer the accident

Tenor: you and people in school/university administra�on

Mode: wri2en language which is polite and formal because you do not know the administra�ve staff

personally and the report is an official record of the incident / it will probably be wri2en on a special

form

Example 2

You have been asked to write a report about how work is organised in a workplace you visited on a field trip

Field the purpose of the workplace / organisa�onal structure of the workplace / different jobs which people

do

Tenor you and your teacher / people you observed

Mode wri2en academic language which reports on the observa�on because you are demonstra�ng to your

teacher/lecturer what you have learnt

Academic writing

In senior secondary school and university you are expected to write different kinds of academic texts, which are

briefly described in the table below. We will look at these texts in more detail in later topics and you will find

examples of these different texts at www.phoenixeduc.com.


In school and university you will also use wri2en English to take notes during class and to do research for

assignments. Most importantly, you will use wri2en English in your assessment tasks. Assessment occurs in a

range of wri2en forms, including short-answer exercises, proposals, synopses, summaries, essays and reports.

Wri�ng is very highly valued and if you can take a cri�cal stance, which employs analysis, and write good

descrip�ons and judgements, you will do well at school and university.

Spoken and wri2en language serve different purposes and differ in many ways. Wri�ng is not speech wri2en down. In

wri2en language we tend to use vocabulary that is more formal and specialised, develop more complex descrip�ons

and state our opinions is less explicit ways which makes them appear more objec�ve. The Hong Kong student uses

language that is more spoken and his paragraph would be easily understood, if we were listening to it. The history

student’s paragraph uses more complex language that would be difficult to listen to and understand.

Social purpose and context

The different kinds of wri�ng that you are expected to produce in senior school and at university occur in

different contexts and for different reasons. The language of different texts depends on the contextual situa�on

and we can describe each situa�on in terms of:

≈ the purpose for wri�ng

≈ what is being wri2en about which we call the field of the text

≈ who is involved in the situa�on which we call the tenor of the text

≈ how the informa�on is being presented which we call the mode of the text

The purpose and the context of your wri�ng determine the structure and gramma�cal choices of what you

write. The shape of the text is affected by the purpose and the context. The following two examples will make

this clear:

Example 1

You have had an accident while walking between classes and you need to write a short incident report

Field: what you were doing when the accident happened / how the accident happened / what happened

aKer the accident

Tenor: you and people in school/university administra�on

Mode: wri2en language which is polite and formal because you do not know the administra�ve staff

personally and the report is an official record of the incident / it will probably be wri2en on a special

form

Example 2

You have been asked to write a report about how work is organised in a workplace you visited on a field trip

Field the purpose of the workplace / organisa�onal structure of the workplace / different jobs which people

do

Tenor you and your teacher / people you observed

Mode wri2en academic language which reports on the observa�on because you are demonstra�ng to your

teacher/lecturer what you have learnt

Academic writing

In senior secondary school and university you are expected to write different kinds of academic texts, which are

briefly described in the table below. We will look at these texts in more detail in later topics and you will find

examples of these different texts at www.phoenixeduc.com. SAMP

LE


Answers Where no answer is given ask your teacher to check your answer

Topic 1 Ac4vity 2

b Words of opinion and judgement – I think / the most important influence / a good thing / help people less fortunate / desire to be educated

overseas / envied / I decided / I feel / mul�cultural society like Australia / is a good way to learn / I believe

c Spoken

Ac4vity 3

b 1 Informa�on report 2 Explana�on 3 Exposi�on 4 Discussion

c Taking up a posi�on in rela�on to an issue – 3 and 4

Adop�ng a par�cular perspec�ve on an issue – 3 and 4

Developing a central claim– 3 and 4

PuIng arguments for and against a par�cular posi�on – 4

Exploring and understanding alterna�ve posi�ons – 3 and 4

Linking theory and evidence – 3 and 4

Using evidence to support your claim – 3 and 4

Describing characteris�cs – 1, 2, 3 and 4

Describing processes – 1, 2, 3 and 4

Analysing and interpre�ng test results – 1, 2, 3 and 4

Making links of cause and effect – 2, 3 and 4

Being cri�cal – 1, 2, 3 and 4

Drawing a conclusion from evidence – 3 and 4

Topic 2

Ac4vity 1

Proper nouns French, English, France

Common nouns aunty, telephone, house, friends, student, school, family, year, desire, overseas, ability, people, cultures

Pronouns I, she

Ac4vity 2

a Common nouns – debate / mo�ve / choice / argument / reason / se*lement / reac�on / gaols / hulks / ground / convicts / argument / problem

b Concrete nouns – gaols / hulks / ground / convicts

Abstract nouns – debate / mo�ve / choice / argument / reason / problem / reac�on / se*lement

Ac4vity 3

a Count nouns singular – debate / mo�ve / choice / argument / reason / se*lement / reac�on / ground / problem

Count nouns plural – gaols / hulks / convicts

No mass nouns

b Proper nouns – Botany Bay, NSW, Britain, Bri�sh

Ac4vity 4

a Nominalisa�ons – aid / support / government / non-government organisa�ons / aid / strategy / promo�on / aid / assistance / supplies / necessi�es / transport / generators

b Nominalised verbs – to debate – debate /to choose – choice / to argue – argument / to reason – reason / to solve – solu�on / to se*le –

se*lement / to react – reac�on / to provide – provision

c Nominalised adjec�ves – mo�vated – mo�ve / isolated – isola�on / scarce – scarcity / beau�ful – beauty / broad – breadth / long –

length / wide – width / high – height

Ac4vity 5

a

b

Pre-modifica4on Thing Qualifier

the debate as to the overriding mo�ve for the choice of Botany Bay

The tradi�onal argument

the primary reason for the se2lement at Botany Bay

the overcrowded gaols

gaols and hulks

NSW

a dumping ground for the convicts of Britain

Those in favour of this argument

this

problem

NSW

the Bri�sh

Pointer Numera4ve Describer Classifier Thing

the debate

the tradi�onal argument

the primary reason


a dumping ground

the Bri�sh


Answers Where no answer is given ask your teacher to check your answer

Topic 1 Ac4vity 2

b Words of opinion and judgement – I think / the most important influence / a good thing / help people less fortunate / desire to be educated

overseas / envied / I decided / I feel / mul�cultural society like Australia / is a good way to learn / I believe

c Spoken

Ac4vity 3

b 1 Informa�on report 2 Explana�on 3 Exposi�on 4 Discussion

c Taking up a posi�on in rela�on to an issue – 3 and 4

Adop�ng a par�cular perspec�ve on an issue – 3 and 4

Developing a central claim– 3 and 4

PuIng arguments for and against a par�cular posi�on – 4

Exploring and understanding alterna�ve posi�ons – 3 and 4

Linking theory and evidence – 3 and 4

Using evidence to support your claim – 3 and 4

Describing characteris�cs – 1, 2, 3 and 4

Describing processes – 1, 2, 3 and 4

Analysing and interpre�ng test results – 1, 2, 3 and 4

Making links of cause and effect – 2, 3 and 4

Being cri�cal – 1, 2, 3 and 4

Drawing a conclusion from evidence – 3 and 4

Topic 2

Ac4vity 1

Proper nouns French, English, France

Common nouns aunty, telephone, house, friends, student, school, family, year, desire, overseas, ability, people, cultures

Pronouns I, she

Ac4vity 2

a Common nouns – debate / mo�ve / choice / argument / reason / se*lement / reac�on / gaols / hulks / ground / convicts / argument / problem

b Concrete nouns – gaols / hulks / ground / convicts

Abstract nouns – debate / mo�ve / choice / argument / reason / problem / reac�on / se*lement

Ac4vity 3

a Count nouns singular – debate / mo�ve / choice / argument / reason / se*lement / reac�on / ground / problem

Count nouns plural – gaols / hulks / convicts

No mass nouns

b Proper nouns – Botany Bay, NSW, Britain, Bri�sh

Ac4vity 4

a Nominalisa�ons – aid / support / government / non-government organisa�ons / aid / strategy / promo�on / aid / assistance / supplies / necessi�es / transport / generators

b Nominalised verbs – to debate – debate /to choose – choice / to argue – argument / to reason – reason / to solve – solu�on / to se*le –

se*lement / to react – reac�on / to provide – provision

c Nominalised adjec�ves – mo�vated – mo�ve / isolated – isola�on / scarce – scarcity / beau�ful – beauty / broad – breadth / long –

length / wide – width / high – height

Ac4vity 5

a

b

Pre-modifica4on Thing Qualifier

the debate as to the overriding mo�ve for the choice of Botany Bay

The tradi�onal argument

the primary reason for the se2lement at Botany Bay


gaols and hulks

NSW

a dumping ground for the convicts of Britain

Those in favour of this argument

this

problem

NSW

the Bri�sh

Pointer Numera4ve Describer Classifier Thing

the debate

the tradi�onal argument

the primary reason


a dumping ground

the Bri�sh

SAMP

LE

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