Use of Modals in AcademicUse of Modals in AcademicUse of Modals in Academic Use of Modals in Academic WritingWriting

ESL WorkshopESL WorkshopPresented by Dana Atwell ESL CoordinatorPresented by Dana Atwell ESL CoordinatorPresented by Dana Atwell, ESL CoordinatorPresented by Dana Atwell, ESL Coordinator

esl@uis.eduesl@uis.edu

Academic WritingAcademic WritingAcademic WritingAcademic WritingAsks you to: Asks you to: yy

AnalyzeAnalyzeS th iS th iSynthesizeSynthesize

InterpretInterpretDiscussDiscussDiscussDiscuss

ExploreExploreExpandExpand

InferInfer

To see how you respond to informationTo see how you respond to informationTo see how you respond to informationTo see how you respond to information

Interpretation vs FactInterpretation vs FactInterpretation vs. FactInterpretation vs. FactInterpret => make claims => offer ideas, Interpret => make claims => offer ideas, pp

possibilities, suggestionspossibilities, suggestions(Present findings which may not be the only way to (Present findings which may not be the only way to

view something)view something)view something)view something)

Fact = provable, certain, reproducibleFact = provable, certain, reproduciblep , , pp , , p

When interpret, allow for the reader or other When interpret, allow for the reader or other experts to draw conclusions too Acceptexperts to draw conclusions too Acceptexperts to draw conclusions too. Accept experts to draw conclusions too. Accept possibility of other positions.possibility of other positions.

Conclusions from a studyConclusions from a studyConclusions from a studyConclusions from a studyWhile the findings of this study seem in line with the While the findings of this study seem in line with the g yg ystudies that have come before there were a number of studies that have come before there were a number of concerning issues. First, surveys should be concerning issues. First, surveys should be administered to people acting as participants, not by administered to people acting as participants, not by p p g p p yp p g p p yfriends posing as participants friends posing as participants in order toin order to diminish the diminish the number of “prank” responses. In life, some participants number of “prank” responses. In life, some participants are pranksters, so are pranksters, so is is chalked up to individual differences. chalked up to individual differences. p ,p , ppSecond, it Second, it isis more reliable to have another rater… To be more reliable to have another rater… To be more useful, a study of this nature more useful, a study of this nature needsneeds further, and further, and more prudent research. That notwithstanding, this study more prudent research. That notwithstanding, this study p g, yp g, yshows that pragmatic competence is important and shows that pragmatic competence is important and relevant to course design.relevant to course design.

Conclusions from a studyConclusions from a studyConclusions from a studyConclusions from a studyWhile the findings of this study seem in line with the While the findings of this study seem in line with the g yg ystudies that have come before there were a number of studies that have come before there were a number of concerning issues. First, surveys should be concerning issues. First, surveys should be administered to people acting as participants, not by administered to people acting as participants, not by p p g p p yp p g p p yfriends posing as participants. This friends posing as participants. This couldcould diminish the diminish the number of “prank” responses. In life, some participants number of “prank” responses. In life, some participants are pranksters, so this are pranksters, so this mightmight be chalked up to individual be chalked up to individual p ,p , gg ppdifferences. Second, it differences. Second, it wouldwould be more reliable to have be more reliable to have another rater… To be more useful, a study of this nature another rater… To be more useful, a study of this nature wouldwould need further, and more prudent research. That need further, and more prudent research. That , p, pnotwithstanding, this study is pedagogically interesting notwithstanding, this study is pedagogically interesting because teachers because teachers maymay decide instruction in pragmatic decide instruction in pragmatic competence competence shouldshould be built into the course design.be built into the course design.pp gg

Will Will wouldwould can can couldcould shall shall

ModalsModalsModals = verbs that offer shades of meaningModals = verbs that offer shades of meaning

Modals express varying degrees of possibility or Modals express varying degrees of possibility or certainly about a statementcertainly about a statement

Modals can improve your credibility Modals can improve your credibility

shouldshould maymay might might mustmustyy gg

Form: ModalsForm: ModalsForm: ModalsForm: Modals

InvariableInvariable –– do not change in numberdo not change in numberInvariable Invariable do not change in numberdo not change in number

F ll d b b f f i bF ll d b b f f i bFollowed by base form of main verb Followed by base form of main verb (should (should dodo) or helping verb + main verb ) or helping verb + main verb ( h ld( h ld b d ib d i ))(should (should be doingbe doing))

Never insert “to” between modal + verbNever insert “to” between modal + verb

When used with “not”When used with “not”When used with notWhen used with not1. Modal + not + verb might not attend1. Modal + not + verb might not attendgg

2. Informal writing 2. Informal writing (emails)(emails) contractcontract’’can + not can + not = can’t= can’t

will + not will + not = won’t= won’twould + notwould + not = wouldn’t= wouldn’twould + not would + not = wouldn t= wouldn tshould + not should + not = shouldn’t= shouldn’tcould + notcould + not = couldn’t= couldn’tcou d otcou d ot cou d tcou d t

3. Formal writing 3. Formal writing (proposals, papers, business letters)(proposals, papers, business letters)f ll ff ll ffull formfull form

can + notcan + not = cannot= cannot

Examining Your PositionExamining Your PositionExamining Your PositionExamining Your Position

Are you an expert?Are you an expert?Are you an expert? Are you an expert? Examine your evidence, your Examine your evidence, your background to determine how committedbackground to determine how committedbackground to determine how committed background to determine how committed you are to your interpretation.you are to your interpretation.

Who would say each of the following:Who would say each of the following:11 Th i h b d b th i dTh i h b d b th i d1.1. The erosion may have been caused by the wind.The erosion may have been caused by the wind.2.2. The erosion must have been caused by the wind. The erosion must have been caused by the wind.

Scale of CertaintyScale of CertaintyScale of CertaintyScale of Certaintycould/mightcould/might weak inference/ low possibilityweak inference/ low possibilitymaymay stronger/perhaps quite possiblystronger/perhaps quite possiblymaymay stronger/perhaps, quite possiblystronger/perhaps, quite possiblyshouldshould strong/ moderate possibility, probablestrong/ moderate possibility, probablemustmust very strong/ certainlyvery strong/ certainlywillwill strongest/ very certainlystrongest/ very certainly

It ______ rain today.It ______ rain today.could/mightcould/might

maymay

should should

mustmust

willwill

Lower End of Scale of ProbabilityLower End of Scale of ProbabilityLower End of Scale of ProbabilityLower End of Scale of Probability

mightmight low possibilitylow possibilitymaymaywon’t/ wouldn’twon’t/ wouldn’tcan’t/couldn’tcan’t/couldn’t ImpossibilityImpossibility

Past timePast timePast timePast time

To express degrees of possibility about pastTo express degrees of possibility about pastTo express degrees of possibility about past To express degrees of possibility about past time, use:time, use:might may could should wouldmight may could should wouldmight, may, could, should, wouldmight, may, could, should, would

f fff ffIf the results had come in sooner, it might have made a difference.If the results had come in sooner, it might have made a difference.vs.vs.

If the results come tomorrow, it may make a difference.If the results come tomorrow, it may make a difference.

ExerciseExerciseUse a modal verb in place of the underlined words and phrases. You Use a modal verb in place of the underlined words and phrases. You

might need to reconstruct the sentence rather than substitute words.might need to reconstruct the sentence rather than substitute words.

Example:Example: It is certainIt is certain that the sales tax that the sales tax is going tois going to increase next year.increase next year.Answer:Answer: Sales tax will increase next year.Sales tax will increase next year.

Th i iTh i i f d i i iblf d i i ibl h l i b h h dh l i b h h d1.1. The scientist The scientist found it impossiblefound it impossible to present her analysis because she had to present her analysis because she had not collected all her data.not collected all her data.

2.2. There is a low possibility thatThere is a low possibility that the shipment arrived yesterday afternoon.the shipment arrived yesterday afternoon.3.3. It is quite likely thatIt is quite likely that locallylocally--grown tomatoes grown tomatoes areare available at the farmer’s available at the farmer’s

market.market.4.4. It is surely not possible thatIt is surely not possible that he he isis the person they hired!the person they hired!5.5. It has rained for four days, so It has rained for four days, so it is highly probably thatit is highly probably that the ground the ground isis very very

soggy.soggy.ggyggy6.6. He He is likely to see benefitsis likely to see benefits from his exercise program. from his exercise program. 7.7. The winds are increasing at an alarming rate so The winds are increasing at an alarming rate so there is a high probability there is a high probability

thatthat a tornado a tornado isis on the way.on the way.

Raimes, Ann. Raimes, Ann. Grammar TroublespotsGrammar Troublespots. New York: Cambridge University Press, . New York: Cambridge University Press, 2004. 75.2004. 75.

Answer KeyAnswer KeyAnswer KeyAnswer Key1.1. The scientist The scientist couldn’t presentcouldn’t present her analysis…her analysis…2.2. The shipment The shipment might have arrivedmight have arrived yesterday afternoon.yesterday afternoon.3.3. Locally grown tomatoes Locally grown tomatoes should beshould be available…available…44 HeHe can’t becan’t be the person they hired!the person they hired!4.4. He He can t becan t be the person they hired!the person they hired!5.5. …so the ground …so the ground must bemust be very soggy.very soggy.6.6. He He should seeshould see benefits from his exercise program…benefits from his exercise program…77 so a tornadoso a tornado must bemust be on the wayon the way7.7. …so a tornado …so a tornado must bemust be on the way.on the way.

Raimes, Ann. Raimes, Ann. Grammar TroublespotsGrammar Troublespots. New York: . New York: Cambridge University Press, 2004. 178.Cambridge University Press, 2004. 178.g yg y

Alternatives & SupplementsAlternatives & SupplementsAlternatives & SupplementsAlternatives & Supplements

SuggestSuggest –– This study This study suggestssuggests that ….that ….gggg yy ggggSeemSeem –– Cisneros Cisneros seemsseems to imply…to imply…AppearAppear –– The results The results appearappear to show …to show …pppp ppppIndicate Indicate –– This high passage rate This high passage rate indicatesindicates ….….

Use “Use “II” ” –– I believeI believe this evidence points to ….this evidence points to ….

““WhileWhile…, …” sentences …, …” sentences –– While I conclude X, While I conclude X, others might conclude Yothers might conclude Y..

SummarySummarySummarySummary

ModalsModals shade meaningshade meaningModals Modals shade meaningshade meaning

M t t ( ti diM t t ( ti diMany contexts (requesting, recommending, Many contexts (requesting, recommending, expressing ability, academic writing)expressing ability, academic writing)

Modal + Verb Modal + Verb Never Never modal + modal +verbmodal + modal +verb or or modal + to +verbmodal + to +verb

Further ResourcesFurther ResourcesFurther ResourcesFurther Resources

11 http://www englishpage com/modals/modahttp://www englishpage com/modals/moda1.1.http://www.englishpage.com/modals/modahttp://www.englishpage.com/modals/modalintro.htmllintro.html

22 http://www learnenglish org uk/grammar/arhttp://www learnenglish org uk/grammar/ar2.2.http://www.learnenglish.org.uk/grammar/arhttp://www.learnenglish.org.uk/grammar/archive/modal_verbs01.htmlchive/modal_verbs01.html

33 htt // iki di / iki/E li h d lhtt // iki di / iki/E li h d l3.3.http://en.wikipedia.org/wiki/English_modalhttp://en.wikipedia.org/wiki/English_modal_auxiliary_verb_auxiliary_verb

4. Your writing handbook4. Your writing handbook