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Intensive Essay Writing Course

Intensive Essay Writing Course. While you’re waiting… In the session yesterday, we discussed 3 different places where you can signpost your argument. Try to remember where these places are. In the introduction In the topic sentences (often the 1 st sentence of a paragraph)

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Intensive Essay Writing Course

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  1. Intensive Essay Writing Course While you’re waiting… In the session yesterday, we discussed 3 different places where you can signpost your argument. Try to remember where these places are. • In the introduction • In the topic sentences (often the 1st sentence of a paragraph) • In concluding / linking sentences (often the final sentence of a paragraph)

  2. Syllabus • Session 1: The Big Picture • Contrasting IELTS and EAP • Essay Structure • Writing Introductions • The importance of signposting • Session 2: Using Sources • Plagiarism and Citation • Using sources to give your answer to the question • Paragraph structure • Session 3: • Developing your ideas sufficiently • Organising and linking ideas at a paragraph level • Session 4: • Being cautious about your argument • Writing conclusions

  3. Setting the context for the lesson Re-read the introduction to the essay on NS Pronunciation. What is the writer’s answer to the question? What points will the writer make to support their answer? NS Pronunciation is not a suitable aim for L2 learners • Motive 1: NS Proncompensates for self-consciousness • Challenge this motive • Motive 2: NS Pronfacilitates social integration • Challenge this motive • An alternative aim will be suggested

  4. Setting the context for the lesson Re-read the introduction to the essay on NS Pronunciation. What is the writer’s answer to the question? What points will the writer make to support their answer? The context of the first half of this session NS Pronunciation is not a suitable aim for L2 learners • Motive 1: NS Pron compensates for self-consciousness • Challenge this motive • Motive 2: NS Pron facilitates social integration • Challenge this motive • An alternative aim will be suggested

  5. Building from ideas Which ideas in the source texts below could be used to develop the ideas in the first body paragraph? One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. Text B There are also psychological factors that affect the learning of pronunciation in ways that are not so true of studying grammar or vocabulary. For example, the most basic elements of speaking are deeply personal. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation. Text A When the students were questioned about their own learning aims, a significant number stated that they aimed to speak English with a native speaker pronunciation. When asked for the reasons for choosing this aim, a frequent response was to feel a sense of achievement from speaking correct English. It was also found that non-native pronunciation caused many students to lack confidence when speaking English and they hoped that they would feel more relaxed once they have mastered the pure form of the language.

  6. Building from ideas Which ideas in the source texts below could be used to develop the ideas in the first body paragraph? One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. Text B There are also psychological factors that affect the learning of pronunciation in ways that are not so true of studying grammar or vocabulary. For example, the most basic elements of speaking are deeply personal. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation. Text A When the students were questioned about their own learning aims, a significant number stated that they aimed to speak English with a native speaker pronunciation. When asked for the reasons for choosing this aim, a frequent response was to feel a sense of achievement from speaking correct English. It was also found that non-native pronunciation caused many students to lack confidence when speaking English and they hoped that they would feel more relaxed once they have mastered the pure form of the language.

  7. What is plagiarism? Identify any sections of the paragraph that have been plagiarised from the source text. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation … non-native pronunciation caused many students to lack confidence when speaking English. they hoped that they would feel more relaxed once they have mastered the pure form of the language. One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the opportunity to form such an identity and are therefore conscious of the differences between their own pronunciation and that of a NS (Phillips, 2008). In a study by Thompson (2003), a number of L2 students admitted a lack of confidence when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use the pure form of the language in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim.

  8. What is plagiarism? Exactly the same language – no quotation marks Identify any sections of the paragraph that have been plagiarised from the source text. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation. … non-native pronunciation caused many students to lack confidence when speaking English. they hoped that they would feel more relaxed once they have mastered the pure form of the language. One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the opportunity to form such an identity and are therefore conscious of the differences between their own pronunciation and that of a NS (Phillips, 2008). In a study by Thompson (2003), a number of L2 students admitted a lack of confidence when speaking English. They attributed this to their self-consciousness about their non-native pronunciation.Some added that they hoped to use the pure form of the language in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim.

  9. What is plagiarism? Identify any sections of the paragraph that have been plagiarised from the source text. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation … non-native pronunciation caused many students to lack confidence when speaking English. they hoped that they would feel more relaxed once they have mastered the pure form of the language. One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the opportunity to form such an identity and are therefore conscious of the differences between their own pronunciation and that of a NS (Phillips, 2008). In a study by Thompson (2003), a number of L2 students admitted a lack of confidence when speaking English. They attributed this to their self-consciousness about their non-native pronunciation.Some added that they hoped to use the pure form of the language in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Different vocabulary, same sentence structure

  10. What is plagiarism? Identify any sections of the paragraph that have been plagiarised from the source text. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation … non-native pronunciation caused many students to lack confidence when speaking English. they hoped that they would feel more relaxed once they have mastered the pure form of the language. One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity. L2 learners have not had the opportunity to form such an identity and are therefore conscious of the differences between their own pronunciation and that of a NS (Phillips, 2008). In a study by Thompson (2003), a number of L2 students admitted a lack of confidence when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use the pure form of the language in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Different sentence structure, same vocabulary

  11. What is plagiarism? Compare with an edited text where plagiarism has been addressed The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation … non-native pronunciation caused many students to lack confidence when speaking English. they hoped that they would feel more relaxed once they have mastered the pure form of the language. One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation.Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim.

  12. What is plagiarism? • “The use of the work of others without acknowledgement. This definition includes not just written work but also music, images, computer code and ideas” • (http://www.ncl.ac.uk/quilt/resources/assessment/plagiarism.htm) • Ideas must be referenced. • Language taken directly from the source text must be placed between “quotation marks” • For further information about referencing, see URL

  13. Why shouldn’t I plagiarise? (1) It’s theft! Reference

  14. Why shouldn’t I plagiarise? (2) • Education at university is more than the recollection of information. • Analysis  Evaluation  Synthesis  Creation

  15. Why shouldn’t I plagiarise? (2) • This toolkit is fine for reproducing the same design. • How much scope is there to use these components to make something new?

  16. Why shouldn’t I plagiarise? (2) • Breaking the pieces down into their smaller component increases the scope for creativity.

  17. Why shouldn’t I plagiarise? (2) • Keep the ideas. Leave the language.

  18. Taking Notes and Avoiding Plagiarism Only write from your notes - if you can’t see the source text, then you can’t copy it! • write notes on a separate piece of paper • write concisely • consider what you what to learn from the text rather than writing everything you read • To avoid accidental plagiarism, make sure you highlight any language which you have taken directly from the original • keep a note of authors, dates & page numbers • Otherwise, you’ll have do your reading again to find out where you found the information!

  19. In-Text Citation Researcher’s name at the end of the sentence Many students state that their motivation for this goal was to feel a sense of achievement from speaking “correct” English Humphreys (2001). Humphreys (2001) found that the motivation for this goal was to feel a sense of achievement from speaking “correct” English • Less emphasis on the researchers • Useful when referring to a number of studies OR Researcher’s name at the start of the sentence • More emphasis on the researchers • The use of reporting verbs allows the writer show his/her stance.

  20. In-Text Citation Researcher’s name at the end of the sentence Many students state that their motivation for this goal was to feel a sense of achievement from speaking “correct” English Humphreys (2001). Humphreys (2001) found that the motivation for this goal was to feel a sense of achievement from speaking “correct” English • Less emphasis on the researchers • Useful when referring to a number of studies OR Researcher’s name at the start of the sentence suggests claims • More emphasis on the researchers • The use of reporting verbs allows the writer show his/her stance.

  21. Supporting your Argument: UsingSources The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation … non-native pronunciation caused many students to lack confidence when speaking English. they hoped that they would feel more relaxed once they have mastered the pure form of the language. One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim.

  22. Supporting your Argument: UsingSources The rhythms, intonation and accents used when speaking in L1 have been developed since a very young age and are therefore closely connected to identity L2 learners have not had the chance to develop this individuality and consequently they are aware of the gap between their own pronunciation and NS pronunciation … non-native pronunciation caused many students to lack confidence when speaking English. they hoped that they would feel more relaxed once they have mastered the pure form of the language. One reason for manyL2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim.

  23. Supporting your Argument: UsingSources One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. - Support from source material

  24. Supporting your Argument: Paragraph Structure general introduction to the content One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences explains the topic sentence - Support from source material explains the importance of the content Concluding Sentence orlinking sentence introduces the content of the next paragraph

  25. Supporting your Argument: Paragraph Structure general introduction to the content One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. AsL2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences explains the content - Support from source material explains the importance of the content Concluding Sentence or linking sentence introduces the content of the next paragraph

  26. Supporting your Argument: UsingSources One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. AsL2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences - Support from source material Linking sentence

  27. Supporting your Argument: UsingSources One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. AsL2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences - Support from source material - Use of quotations to communicate exact words Linking sentence

  28. Supporting your Argument: UsingSources One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences Stitching phrases - Support from source material - Use of quotations to communicate exact words Linking sentence

  29. Supporting your Argument: UsingSources One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences Stitching phrases - Support from source material Showing the writer’s position to the ideas - Use of quotations to communicate exact words Linking sentence

  30. Supporting your Argument: UsingSources Essay purpose: NS pronunciation is not a suitable aim for L2 learners The writer doesn’t agree with the ideas in this section • Motive 1: NS Pron compensates for self-consciousness • Challenge this motive • Motive 2: NS Pron facilitates social integration • Challenge this motive • An alternative aim will be suggested

  31. Supporting your Argument: UsingSources One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences Stitching phrases - Support from source material Showing the writer’s position to the ideas - Use of quotations to communicate exact words Linking sentence

  32. Supporting your Argument: UsingSources One reason for many L2 learners mistakenly setting NS pronunciation is to compensate for the self-consciousness about their own non-native pronunciation. This self-consciousness can result from the fact that each individual speaks L1 in a unique manner which, over time, becomes part of their persona. As L2 learners are frequently unable to develop this relationship with the language due to time constraints, it is inevitable that the L2 can feel unfamiliar. (Phillips, 2008). In a study by Thompson (2003:15), a number of L2 students admitted a “lack [of] confidence” when speaking English. They attributed this to their self-consciousness about their non-native pronunciation. Some added that they hoped to use “the pure form of the language” in order to reduce these anxieties. However, while this motivation seems logical, NS pronunciation cannot be clearly identified therefore making this an unachievable aim. Topic Sentence Supporting Sentences Stitching phrases - Support from source material Showing the writer’s position to the ideas - Use of quotations to communicate exact words Linking sentence

  33. Supporting your Argument: UsingSources Identify these features in the second main body paragraph. The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Topic Sentence Supporting Sentences Stitching phrases - Support from source material Showing the writer’s position to the ideas - Use of quotations to communicate exact words Concluding sentence

  34. Supporting your Argument: UsingSources Essay purpose: NS pronunciation is not a suitable aim for L2 learners The writer agrees with the ideas in this section • Motive 1: NS Pron compensates for self-consciousness • Challenge this motive • Motive 2: NS Pron facilitates social integration • Challenge this motive • An alternative aim will be suggested

  35. Supporting your Argument: UsingSources Identify these features in the second main body paragraph. The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Topic Sentence Supporting Sentences Stitching phrases - Support from source material Showing the writer’s position to the ideas - Use of quotations to communicate exact words Concluding sentence

  36. Supporting your Argument: UsingSources Identify these features in the second main body paragraph. The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.” Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Topic Sentence Supporting Sentences Concluding sentence

  37. Supporting your Argument: UsingSources Identify these features in the second main body paragraph. The huge variation in the pronunciation of English by native speakers means that there is no single, definable NS pronunciation to aspire to. As Cook (2008) demonstrates, accent and dialect vary greatly regionally, nationally and internationally. At times this occurs to the degree that some English NS are unable to understand other NS (Milroy & Milroy, 1997, Trask, 1999). Similarly, proficiency differs between NS, with Rampton (1990: 98) stating that “Nobody’s functional command [of English] is total: users of a language are more proficient in some areas than others.”Differences in proficiency have also been observed across ages (Cummins, 1981; Eckert, 1999;) and ethnicities (Bucholtz, 1999; Bucholtz & Hall, 2005). Therefore, the fact that it is not clear what NS pronunciation is causes many L2 learners to invest time and energy in an impossible goal. Topic Sentence Supporting Sentences Stitching phrases - Support from source material Showing the writer’s position to the ideas - Use of quotations to communicate exact words Concluding sentence

  38. Showing your position to the ideas Identify the language that the writer uses in the other body paragraphs to show their position towards the ideas. Main-body paragraph 3 • Agreement A second misconception which results in many L2 learners mistakenly aiming for NS pronunciation is the belief that it will lead to more rapid social integration. Many students consider that having dedicated time to acquiring ‘correct’ pronunciation demonstrates an increased desire and willingness to adapt to and become part of a community. Achieving NS pronunciation is also thought to aid social integration by enhancing comprehensibility due to increased fluency and accuracy. Jenkins (2000) claims that “…there is an increased likelihood of migrants making lasting friendships when a grasp of the language has reached NS level,” Smith (2005) also suggests that without NS ability, certain social barriers will remain closed. However, there is an increasing amount of data to suggest that these claims are probably ill-founded. Disagreement / doubt

  39. Showing your position to the ideas Identify the language that the writer uses in the other body paragraphs to show their position towards the ideas. Main-body paragraph 3 • Agreement A second misconception which results in many L2 learners mistakenly aiming for NS pronunciation is the belief that it will lead to more rapid social integration. Many students consider that having dedicated time to acquiring ‘correct’ pronunciation demonstrates an increased desire and willingness to adapt to and become part of a community. Achieving NS pronunciation is also thought to aid social integration by enhancing comprehensibility due to increased fluency and accuracy. Jenkins (2000) claims that “…there is an increased likelihood of migrants making lasting friendships when a grasp of the language has reached NS level,” Smith (2005) also suggests that without NS ability, certain social barriers will remain closed. However, there is an increasing amount of data to suggest that these claims are probably ill-founded. • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded

  40. Showing your position to the ideas Identify the language that the writer uses in the other body paragraphs to show their position towards the ideas. Main-body paragraph 4 • Agreement • It is clear that • Furthermore…. • Instead…. • Its acquisition would be • It seems clear that It is clear that social integration is acquired through both linguistic and non-linguistic means. Furthermore, the ability to replicate a NS was attached a relatively low priority in this process. Instead, gregariousness, affability, cultural knowledge, and humour, have all been placed more highly than NS ability in a wide range of related studies (Moore & Charlton, 1988; Ardilles, 1992; Warket al, 2000; Lineker, 2009b; Greeves, 2011; Stiles & Hunter, 2011). Based on such findings, the UK government now requires applicants for British citizenship to complete a test which is based on cultural awareness rather than command of the English Language. Therefore, even if it were possible to identify a standard NS English to which learners could aspire, its acquisition would be unlikely to fulfill a supposedly vital role in the process of social integration. • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded

  41. Showing your position to the ideas Identify the language that the writer uses in the other body paragraphs to show their position towards the ideas. Main-body paragraph 5 • Agreement • It is clear that • Furthermore…. • Instead…. • Its acquisition would be • It seems clear that • should Replacing NS-pronunciation, more achievable targets in speaking should be devised for the L2 learner, by the L2 learner. These goals shouldbe specific to the requirements that each individual learner has in terms of their usage of the English language. They could involve intelligibility (Lightbown & Spada, 2006), fluency (Davies, 1996) or using appropriate intonation (Spolsky, 1989; Ellis, 2003), but ultimately, the aims should be specific to the requirements that each individual learner has in terms of their usage of the English language. This requires clarity of vision and strength of motivation from the student, necessitating an autonomous, self-directed purpose in which he or she takes on responsibility for his or her own learning (Cook, 2008). That is to say, learners should choose goals which are based around their own specific needs. • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded

  42. Showing your position to the ideas • Introduction • Essay purpose: Argue that learners should not aim to speak English with a native pronunciation. • Main body • Motive1 for setting NS-Pron as an aim • NS Pron compensates for self-consciousness • Challenge this motive • Motive 2 for setting NS-Pron as an aim • Facilitates social integration • Challenge this motive • Suggest a more realistic goal for learners • Conclusion • Learners should not aim to speak English with a native pronunciation. • Agreement • It is clear that • Furthermore…. • Instead…. • Its acquisition would be • It seems clear that • should • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded

  43. Showing your position to the ideas • Introduction • Essay purpose: Argue that learners should not aim to speak English with a native pronunciation. • Main body • Motive1 for setting NS-Pron as an aim • NS Pron compensates for self-consciousness • Challenge this motive • Motive 2 for setting NS-Pron as an aim • Facilitates social integration • Challenge this motive • Suggest a more realistic goal for learners • Conclusion • Learners should not aim to speak English with a native pronunciation. • Agreement • It is clear that • Furthermore…. • Instead…. • Its acquisition would be • It seems clear that • should ‘Counter-argument’ • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded

  44. Showing your position to the ideas • Introduction • Essay purpose: Argue that learners should not aim to speak English with a native pronunciation. • Main body • Motive1 for setting NS-Pron as an aim • NS Pron compensates for self-consciousness • Challenge this motive • Motive 2 for setting NS-Pron as an aim • Facilitates social integration • Challenge this motive • Suggest a more realistic goal for learners • Conclusion • Learners should not aim to speak English with a native pronunciation. • Agreement • It is clear that • Furthermore…. Instead…. • Its acquisition would be • It seems clear that • should ‘Counter-argument’ ‘Rebuttal’ • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded

  45. Showing your position to the ideas • Introduction • Essay purpose: Argue that learners should not aim to speak English with a native pronunciation. • Main body • Motive1 for setting NS-Pron as an aim • NS Pron compensates for self-consciousness • Challenge this motive • Motive 2 for setting NS-Pron as an aim • Facilitates social integration • Challenge this motive • Suggest a more realistic goal for learners • Conclusion • Learners should not aim to speak English with a native pronunciation. • Agreement • It is clear that • Furthermore…. Instead…. • Its acquisition would be • It seems clear that • should ‘Counter-argument’ ‘Rebuttal’ ‘Counter-argument’ • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded

  46. Showing your position to the ideas • Introduction • Essay purpose: Argue that learners should not aim to speak English with a native pronunciation. • Main body • Motive1 for setting NS-Pron as an aim • NS Pron compensates for self-consciousness • Challenge this motive • Motive 2 for setting NS-Pron as an aim • Facilitates social integration • Challenge this motive • Suggest a more realistic goal for learners • Conclusion • Learners should not aim to speak English with a native pronunciation. • Agreement • It is clear that • Furthermore…. Instead…. • Its acquisition would be • It seems clear that • should ‘Counter-argument’ ‘Rebuttal’ ‘Counter-argument’ • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded ‘Rebuttal’

  47. Showing your position to the ideas • Introduction • Essay purpose: Argue that learners should not aim to speak English with a native pronunciation. • Main body • Motive1 for setting NS-Pron as an aim • NS Pron compensates for self-consciousness • Challenge this motive • Motive 2 for setting NS-Pron as an aim • Facilitates social integration • Challenge this motive • Suggest a more realistic goal for learners • Conclusion • Learners should not aim to speak English with a native pronunciation. • Agreement • It is clear that • Furthermore…. Instead…. • Its acquisition would be • It seems clear that • should ‘Counter-argument’ ‘Rebuttal’ ‘Counter-argument’ • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded ‘Rebuttal’ ‘Supporting Argument’

  48. Showing your position to the ideas • Introduction • Essay purpose: Argue that learners should not aim to speak English with a native pronunciation. • Main body • Motive1 for setting NS-Pron as an aim • NS Pron compensates for self-consciousness • Challenge this motive • Motive 2 for setting NS-Pron as an aim • Facilitates social integration • Challenge this motive • Suggest a more realistic goal for learners • Conclusion • Learners should not aim to speak English with a native pronunciation. • Agreement • It is clear that • Furthermore…. Instead…. • Its acquisition would be • It seems clear that • should ‘Counter-argument’ ‘Rebuttal’ ‘Counter-argument’ • Disagreement / doubt • Misconception • Is thought to • Claims • Suggests • Suggest that these claims are ill-founded ‘Rebuttal’ ‘Supporting Argument’

  49. Plagiarism is both wrong and counter-productive Consider how you usesources to support yourpoints Be in control! Introduce points before explaining them Make your position clear • Summary

  50. For a more “hands-on” practice with the concepts presented in the session: Register for one of the Writing Courses Come along to the Writing Workshops Book a 1-1 tutorial For further information, see LINK • To Find out more…

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