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Tatyana Karpenko-SeccombeUniversity of Huddersfield
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I teach EAP to international PhD students at the University of Huddersfield
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Academic writing with corpora
Literature reviews
Writing introduction
Writing abstracts
Writing about methods
Describing visual data
Tenses and passive voice in academic writing…
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Cognitive progression
Stages Teacher’s role
Learning approach
Creating subject-specific DIY corpora and using corpus information independently – as and when needed
Evaluating corpus data from the point of view of different functions of writing, rhetorical purpose, style
Analysing corpus data, analysing recurrent patterns, coming to conclusions about usage
Appling knowledge, using concordancer results in their own writing.
Understanding the possibilities of concordance searches and being to use corpus tool to look for factual information
Knowing the functions of the tools and being able to use them controlled searches, extensive scaffolding,
fellow researcher
consultant
consultant
facilitator
facilitator
enabler
Student-centred
Teacher-centred
Creating
Evaluating
Analysing
Applying
Understanding
Knowing
Bloom's revised taxonomy, Anderson, Krathwohl, et al., 2001
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Knowing corpus tools
All of these tools are free, open,
easily accessible and user-friendly.
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The concept of literacy now includes not only the knowledge and skills which are traditionally associated with that concept, but also the ability to select, evaluate and use the electronic tools and resources appropriate for the activity which is being undertaken.(Chambers & O’Sullivan 2004: 158)
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SkELL (Baisa, Vít a VítSuchomel) searches its own corpus which contains over 1 billion words of texts from the British National Corpus, Wikipedia, and websites. SkELL contains over 57 million sample sentences.
Lextutor
The British National Corpus (BNC, Davies,
2004, originally created by Oxford University
Press) is a 100 million-word corpus of British
English texts representing a variety of
genres: newspapers, fiction, spoken
language. with academic English section of
over 15 million words.
Nesi, Gardner, Thompson & Wickens, BAWE British Academic Written English corpus coventry.ac.uk/bawe
SkELL
BNC
MICUSP
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Word choices
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Word choice: collocationsThere is a need to elaborate a problem.
they do not suffer the problems in common hydraulic flow.
V–N collocation errors are the most frequent (Sun and Wang, 2003), 93% of them due to misuse of verbal collocate (Liu 2002)in Chan and Liou, 2005
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Word choice (SkELL)There is a need to elaborate a problem
they do not suffer the problems in common hydraulic flow
to address
There is a need to elaborate a problem
experience
they do not suffer the problems in common hydraulic flow
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problem: verb collocates in Lextutor
addressbear on
encounterenvision
eradicateexacerbate
examine experience overcome
pose focus on
faceresolveremedy
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BNC search using Parts of Speech (POS) in Collocates
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BNC - most common verbs used with problem
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Word choice and frequenciesThe verbs illuminate, reveal, shed light, explain andclarify are sometimes used interchangeably by students.
your ranking frequency per mn
1. illuminate _____ _____
2. reveal _____ _____
3. shed light _____ _____
4. clarify _____ _____
5. explain _____ _____
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frequency per million1. explain 129.272. reveal 38.873. clarify 17.154-5. shed lightand illuminate 0.78
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Frequency
While by no means the only criterion, the basic idea is that frequency of form and meaning is the most reliable predictor of what can be most usefully taught at different points in the learning process. Tom Cobb & Alex Boulton. (2015).
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Multi-word units
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BNC noun phrase the * of this problem
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BNC: It is * to
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Lextutor wild card it is * tocritical to analyseconventional to investigateimportant to identifyincorrect to assumenecessary to clearly identitynecessary to develop a methodologynecessary to supportpossible to detectpossible to maximizepossible to understand howpossible to observereasonable to suppose
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Wild card: it is * that
apparentarguedassumedclaimedclear conceivableconcludedcrucialdisappointingdoubtfulessentialestablishedestimatedevidentfoundhoped
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Introductory it patterns in apprentice and expert academic writing:‘different patterns (it is (ADV) ADJ to-infinitive and it is (ADV) ADJ that-clause) correspond with different meanings and show different preferences in terms of adjective selection.• the less experienced … writers often use
introductory it patterns to express strong emotions and personal opinions. Not only do many of the adjectives found in the two learner corpora appear more emotional, they also tend to be adjectives that are more characteristic of speech than of academic writing’
• more experienced writers ‘use introductory it as a means of evaluation’ (Romer, 2009, p 158)
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Help with grammar
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Help with grammar: tensesrecent research and recently in Lextutor and SkELL
Using the exploratory approach of ‘three I’s’ (Illustration – Interaction –Induction) offered by Carter & McCarthy (1995, p. 155)
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Help with grammar: tenses
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Help with grammar: tenses
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Help with grammar: tensesSearch MICUSP choosing method/s as your search term; in order to see the whole paper click on Paper ID.
Look through methods sections. What tense form prevails in describing methods? Can you explain why?
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Lexico-grammatical patterns
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Clarifying lexico-grammatical patternsAvoid to make a similar mistake in your reasoning.
Avoid making similar mistake in your reasoning.
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Clarifying lexico-grammatical patternsIs this sentence correct?This is the reason because this method was used.
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Carter & McCarthy’s ‘3 Is’ strategy: Illustration: looking at dataInteraction: discussion and sharing observations and opinionsInduction: (making one’s own rule for a particular feature)
Carter, R. & McCarthy, M. 1995. “Grammar and the spoken language”. Applied Linguistics, 16 (2), 141–158.
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Academic style
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Formal vocabulary Number of hits: increase vs go up (Commerce)
626 per million
go up3 per million
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Frequency and academic style:simplistic language big problemBNC chart search
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Frequency and academic style: emotive language wonderful and horrendous
wonderful
horrendous
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Stance and voice• Evaluative language• Hedges and boosters• Strength of claim
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Explore evaluative language
Showing caution (Hedges) Showing confidence(Boosters)arguablyapproximatelyreasonablymerelycarefully
decidedlyobviouslycertainlycompletelyextremely
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Boostersdefinitely : frequencies in different corpora
Frequencies per million
Academic abstracts
Law reports
BNC Commerce
Academic General
BAWE Learner student
definitely 0 4 7 10 22 140
How can you explain these differences in frequencies ?
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Strength of claim – discussing resultsFind examples where thewriter
1. highlight the significanceof the results
2. suggest treating resultswith caution
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Strength of claim: contribution
1. What tentative languagereducing certainty of statementsis used with conclude?
What is the reason for using suchcautious language?
2. Divide the phrases into twogroups according to the degreeof certainty they impart. Couldyou suggest why the strength ofconclusions may vary?
appreciablecomplementaryemergentgreatimportantlargestlimitedmajorminorpossiblepotentialpowerfulrelativesignificantsubstantialspecialspecificuniquevaluable
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Strength of claim: contribution
1. What tentative languagereducing certainty of statementsis used with conclude?
What is the reason for using suchcautious language?
2. Divide the phrases into twogroups according to the degreeof certainty they impart. Couldyou suggest why the strength ofconclusions may vary?
uniquevaluablesignificantsubstantialpowerfullargestgreatimportantmajorappreciablespecialspecificcomplementaryemergentpotentialpossiblerelativelimitedminor
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Writing for different academic purposes
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Research question
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Introducing research gap
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Introducing research gap: problem with associated word however (Lextutor)
64
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Argumentation
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Explore the way writers of argumentative essays present their own and other authors’ arguments(MICUSP)
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Supporting claims
PROFCORP, 95% of the tokens for problem fall into a causal category whereas in STUCORP only 32% of the tokens occur in a causal relation. Flowerdew (2003: 499).
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problem arises: BNC
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Patterns of counter-argumentation
It seems wrong, therefore, to suggest, as some critics do, that the Lake District avoided the worst distresses. While enclosure came later to the Lake District than the southern parts of England, there is plenty of evidence of rural depopulation in the later years of the eighteenth century. This was because the system of land tenure was remarkably different from other areas…
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Literature reviews: presenting sources
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Reporting verbs: SkELLresearch scholarauthor
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Presenting sources: Lextutor
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Reporting verbs BNC previous studies earlier research
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Presenting sources: functionHow writers use sources (MICUSP) :
• To identify the gap
• To support the author’s claim
• To challenge some assumptions existing in literature
ECO.G2.03.1 Del Boca and Lusardi and Fortin's results hold for both the spouses' intensive (number of hours) and extensive (labor force participation) decisions. Their evidence is illustrative for one type of debt, but the literature has not addressed the effect of other forms of indebtedness on labor supply.
PSY.G2.10.1 I do not think projective assessment instruments can be helpful/useful with all of the five reasons of psychological testing, i.e. diagnosis, etiology (cause of behavior), prognosis or course of symptoms, treatment, and degree of functional impairment. I will discuss each of them in turn using research literature on the Rorschach as evidence to support my points.
BIO.G2.01.1 Another popular aquarium population known as the blue dempsey Nandopsis octofasciatus has been reported in the aquarium literature as a hybrid of two distantly related taxa and not related to the common dempsey Cichlasoma octofasciatus. In these analyses the blue dempsey is found to be identical to individuals reported in GenBank and other populations of dempsey supporting the idea that this population is simply a color morph of the common wild population.
SOC.G2.04.1 More recently, a few researchers have emphasized the need to broaden traditional definitions of prosecutorial success, as well as to incorporate the perspectives of battered women into assessments of criminal justice outcomes. There remain, however, several significant gaps in the current literature.
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Subject-specific writing
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Lextutor
Nesi, Gardner, Thompson & Wickens, BAWE British Academic Written English corpus coventry.ac.uk/bawe
MICUSP
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Self-mention by disciplineRun a search in MICUSP using ‘I’ as a search term in all the
available disciplines. What are the main tendencies of using ‘I’ in different disciplines?
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Lextutor, BAWE: frequency by subcorpusArgument:
philosophy-586 law-173 politics-172 history-102 sociology-85 linguistics-49 english-46 archeology-45 classics-41 business-40 economics-30 hospitality-29
Problem:medicine-374philosophy-317 sociology-194 computer_sci-191 law-181 politics-178 business-160 economics-160 engineering-152 psychology-151 agriculture-149 cybernetics-112 health-100
physics-25 computer sci-21 psychology-21 agriculture-17 engineering-13 mathematics-13 health-10 anthropology-7 chemistry-7 medicine-6 biology-5 architecture-3 cybernetics-2
physics-81 biology-75 history-71 anthropology-35 mathematics-35archeology-29 classics-28 hospitality-27 english-21 chemistry-20
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DIY subject-specific corpora
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Finding subject-specific informationStudent’s question:
“How can I say academically ‘when apoptosis is made’?”
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Finding out collocations in a student’s DIY corpus in the field of apoptosis
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Student’s results: apoptosis collocatesinduction of apoptosispromote or suppress apoptosissignalling pathways of apoptosis the proximal cause of apoptosisapoptosis is a tightly regulated apoptotic and necrotic processesapoptosis includes apoptosis can be triggered by apoptosis inhibitor apoptosis inducer execution of apoptosis apoptosis signalling apoptosis signalling pathways to prevent apoptosis to control apoptosisdramatic impairment of apoptosis to inhibit apoptosis protection against apoptosis apoptosis event
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Student’s choice:
to induce apoptosisto trigger apoptosisto promote apoptosisexecution of apoptosis apoptosis event
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Corpus competences1. Knowledge of several corpus tools and ability to
select and use the ones that are appropriate for particular tasks
2. Conducting KWIC searches, reading concordance lines and identifying recurrent patterns
3. Knowing additional functions of particular tools
4. Understanding the value of frequencies
5. Constructing DIY corpora
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Potential areas of application of corpus material (can be cross-referenced to Can Do writing competencies)
1. Word choice and collocations, use of multi-word units
2. Grammar, e.g. tenses
3. Lexico-grammatical patterns
4. Academic style: formal language
5. Stance and writer’s voice • Evaluative language• Hedges and boosters• Strength of claim
6. Writing for various academic purposes
• Research question• Research gap• Argumentative writing/ counter-
argumentation• Presenting sources
7. Disciplinary differences in usage
8. Writing various sections of research paper
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1. Observing and using language patterns
• Prepositions• Word choices• Help with grammar• Lexico-grammatical patterns• Making connections• Paraphrase with concordancers
2. Using corpora to write for different academic purposes
• Argumentative writing• Stance and voice• Comparing and contrasting• Reasons, causes and effects• Problems and solutions.
3 . Writing research papers with corpora
• Introductions• Literature reviews: presenting sources• Methods and methodology• Results• Discussion and conclusions• Writing abstracts
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References, corpus tools and corporaBiber, D. (2009). A corpus-driven approach to formulaic language in English: Multi-word patterns in speech and writing. International journal of corpus linguistics, 14(3), 275-311.
Carter, R. & McCarthy, M. 1995. “Grammar and the spoken language”. Applied Linguistics, 16 (2), 141–158.
Chan, T. and Hsien-Chin Liou, H-Ch. Effects of Web-based Concordancing Instruction on EFL Students’ Learning of Verb – Noun Collocations
Cobb, T. & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (eds), Cambridge Handbook of English Corpus Linguistics. Cambridge: Cambridge University Press, p. 478-497. DOI: 10.1017/CBO9781139764377.027
Cobb, T. Lextutor concordancer. Available at lextutor.ca/conc/eng/
Conrad, S. M., & Biber, D. (2005). The frequency and use of lexical bundles in conversation and academic prose. Lexicographica.
Davies, Mark. (2004-) British National Corpus (from Oxford University Press). Available online at https://www.english-corpora.org/bnc/
Flowerdew, L. (2003). A combined corpus and systemic-functional analysis of the Problem-Solution pattern in a student and professional corpus of technical writing. TESOL Quarterly, 37 (3), 489–511.
Lee, D. &. Swales J. M. (2006) A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self compiled corpora. English for Specific Purposes,25 (1), 56–75.
Nesi, Gardner, Thompson & Wickens, BAWE (used in Lextutor) British Academic Written English corpus, developed at the Universities of Warwick, Reading and Oxford Brookes coventry.ac.uk/bawe
MICUSP Michigan Corpus of Upper-level Student Papers (2009). Ann Arbor, MI: The Regents of the University of Michigan. Available at micusp.elicorpora.info/
Römer, U. (2009). The inseparability of lexis and grammar: Corpus linguistic perspectives. Annual Review of Cognitive Linguistics, 7(1), 140-162.
SkELL (Sketch Engine for Language Learning) Baisa, Vít a Vít Suchomel. SkELL – Web Interface for English Language Learning. In Eighth Workshop on Recent Advances in Slavonic Natural Language Processing. Brno: Tribun EU, 2014, pp. 63-70. ISSN 2336-4289. Available at https://skell.sketchengine.co.uk/run.cgi/skell