Academic Articles are part of the genres that teachers can write if they want to do research, if they want to study from "authentic material". We are going to analyse them, so get ready for an interesting description of ARTICLES. Not only do FORMAL (academic) ARTICLES share these features, but also they are headed by ABSTRACTS. So, let's delve into this "new genre". An abstract is an independent text that comprises the most important concepts of the paper, the purpose of the research, the state of the art, what is missing, and the results of the investigation.
When writing an abstract:
AVOID all kind of "supporting material":
Long background information,
parahrased sentences, too many adverbs or adjectives,
quotes, references from other sources, overgeneralizations e.g. "studies have indicate that..."
figures, statistics, tables, etc.
There are four types of abstracts:
Critical Abstract.
Descriptive Abstract.
Informative Abstract.
Highlight Abstract.
Each sentence in an abstract fulfils a specific purpose. These are called "moves":
the overall purpose of the study and the research problem(s) investigated,
the basic design of the study,
major findings found as a result of the analysis,
a brief summary of the conclusions.
Metacognitive Analysis #13
I found this entry really interesting since before reading the information provided in the sites , I did not know about the importance of including an abstract in our papers. The abstract summarizes the paper in one paragraph and includes relevant information that helps the reader decide if he wants to read the rest of the paper. For this reason, in order to succeed in writing not only we have to write a good paper but also we have to check that this independent text agrees with our final work.
In order to create our study notes we were asked to go to Padlet and create a timeline. I found this free online tool very useful since it allows us to present our works in a more creative way. Using digital technology also helps us to keep motivated to learn.
If you click HERE, you will have access to a short text that refers to ARTICLES.
In this site You will see what articles are. You will see that they can be formal or informal, that they have an interesting title, thay they are made up of paragraphs with their own internal structure, that they can be argumentative, or informative or descriptive. Of course, they are divided into three parts. And these are only some characteristics.
Metacognitive Analysis #12
In this entry I learnt that articles should be planned even before writing them. In other words, it is important to define where the article is going to be published, the topic and the audience. Moreover, this entry provides us with enough and clear information about the features that we have to include and the elements that we have to avoid when writing an article. As any other piece of writing, an article has to follow a structure. First, we have to choose a proper title, it should not be too long, it should attract the readers attention and it should suggest the theme of the article. Second, we must write an introduction that defines the topic chosen, Third, we must write a body that develops the topic in detail and finally, we have to write a conclusion that summarizes the topic. Besides, we should not use over-personal or over-emotional language and we should not talk about ourselves, since we are writing for a general public.
In order to sum up all this information, we choose Canva, a design platform that allows us to easily create presentations. Personally, I believe that implementing ICT tools is fundamental nowadays since it lets us present our work in a creative way. As teachers we are in charge of assuming that things are changing and that applying these sources in our classroom is the best way to keep our students engaged.
Collection of words or language strategies that allow a writer to make a statement without implying what he/she believes to be one hundred percent true or the ultimate solution or answer.
Linguistic strategy that allows the author to avoid commiting to the absolute truth of a proposition, statement or claim.
Writing technique that allows a writer/researcher the flexibility to make a claim without making it an absolute or categorical one putting some distance between himself and the absoluteness of the claim.
Example 1:
Categorical claim: The issues highlighted in this study are aplicable to all participating institutions.
"Hedged" claim: The issues highlighted in this study may be aplicable to many participating institutions.
Example 2:
Categorical claim: Government support will assure the spread of new knowledge and the skills necesary to use the internet to thousands of people in rural areas.
"Hedged" claim: Government support may help with the spread of new knowledge and the skills necesary to use the internet to thousands of people in rural areas.
IMPORTANCE OF HEDGING:
Hedging allows writers researchers to:
Anticipate and address possible opposition to his/her claims while still contributing something new due to the ongoing dialogue in a research field.
Submit new arguments/claims (into an ongoing dialogue) while acknowledging thet there may be other, equially valid (or, perhaps, better/more effective) points of view.
Make a new contribution to their field in a productive and cooperative way.
Have the flexibility to avoid making absolute/categorical statements which claim that the writer/researcher has found the perfect and only answer.
Offer something new and establishing him/himself as a possible authority on a topic, while leaving room for others voices and perspectives.
Partcipate in ongoing conversations in fields where new evidence generated all the time and it is almost imposible to stay completely up-to-date on the current state of affais.
HOW TO HEDGE CLAIMS:
Using lexical verbs such as: INDICATE - PROPOSE - ASSUME - ESTIMATE - SUGGEST - APPEAR - TED TO - ARGUE
Example 3:
Categorical claim: The study proves the link between smoking and lung disease.
"Hedged" claim: The study indicates/suggestesa (possible) link between smoking and lung disease.
Using adverbial constructions such as: OFTEN - ALMOST - OCCASIONALLY - SOMETIMES - QUITE - USUALLY - PROBABLY - CERTAINLY
Example 4:
Categorical claim: The number of unnemployed people will continue to raise as the poor economic situation persists.
"Hedged" claim: The number of unnemployed people will probably continue to raise as the poor economic situation persists.
Using modals verbs such as: MUST - WILL - WOULD - SHOULD - MAY - CAN - COULD - MIGHT
Example 5:
Categorical claim: This (and subsequent) studies led to the conclusion that the GTP itself must be the elusive base, and therefore to the proposal of the GTP-as-base mechanism (Schweins et al. 1994, 1995).
"Hedged" claim: This (and subsequent) studies led to the conclusion that the GTP itself may be the elusive base, and therefore to the proposal of the GTP-as-base mechanism (Schweins et al. 1994, 1995).
REASONS FOR HEDGING:
To tone down statements in order to reduce the threat of opposition from other researchers.
To avoid overstating their results as they are aware that theirs may not be the final word on the issue.
Hedging and Boosting
HEDGING language is used in order to soften what it's being said to avoid making a too strong claim.
Categorical claim (General statement):
Students arrive late for Monday morning classes.
Hedged claim (Qualifiend claim) by adding:
Adverbs of frequency such as: USUALLY - NORMALLY - GENERALLY - OFTEN - SOMETIMES
Students often arrive late for Monday morning classes.
Adverbs and adjectives of certainty such as: POSSIBLE - POSSIBLY - PROBABLE - PROBABLY - LIKELY - MAYBE - PERHAPS - GENERALLY SPEAKING.
Genarally speaking, students arrive late for Monday morning classes.
Modal verbs such as: MIGHT - MAY - COULD
Student may find this excercise challenging.
Other verbs such as: TEND TO - SUGGEST - INDICATE - APPEAR - SEEM
BOOSTING is the opposite of hedging. It strengthens a statement so that the author can present a strong point of view by adding:
Adverbs of frequency such as: ALWAYS - NEVER
Employees will always respond positively in such circumstances.
Adverbs and adjectives of certainty sucha as: CERTAIN - CERTAINLY - OBVIOUS - OBVIOUSLY - DEFINITE - DEFINITELY - CONCLUSIVE - CONCLUSIVELY - EVIDENT - EVIDENTLY
Certainly, this has had an impact on learning outcomes.
This obviously has had an impactc on learning outcomes.
Modal verbs such as: WILL - SHOULD
This will have an impact on future research in the field.
Other verbs such as: SHOW - PROVE - EVIDENCE
These figures prove that there has been strong growth as a result of policy change.
Hedges and boosters are two important resources that affect the tone of our writings, either weekening or intensifying. The former are used in order to avoid stating things categorically and the later are used to express things more assertively.
I found the material provided in this entry really interesting. The videos uploaded contain useful and clear information that allow us to understand the content easily. After being acquainted with the topic, I became aware that we use these strategies in everyday life without even noticing it. I also realized that words are very powerful and that it is fundamental to pay attention to the choices we make in order to succeed in our writings.
Once more, I found working with ICT tools an excellent way for us, current students and future educators, to learn and teach in a creative way. Likewise, the tool proposed in this entry ,‘Vocaroo’ is a learning tool that allows us to record, send, upload and download audios in a simple and easy way. I found it really useful since we can use this application in different activities during our teaching practice.
