Academic English Drop In Workshops

1
Academic English Drop In Workshops

• Materials sourced from Jonny Wells (ELSSA 2009)
  
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

2
ELSSA Centre

• What do we do?
• Provide workshops in Faculties throughout
  semester
• Provide one-to-one appointments
• Where are we?
• Level 18, Building 1
• ? www.elssa.uts.edu.au
• ?Phone [phone]
• ?Email elssa.centre_at_uts.edu.au
• ? MaryAnn McDonald MaryAnn.McDonald_at_uts.edu.au

3
Academic English Drop In Workshops

• Week 5
• Understanding paragraphs and what they do
• Improving style and structure in paragraph
  writing
• Developing cohesion and unity in paragraphs

4
Discuss in pairs

• What do you most want to learn today?
• Why are good paragraphs so important?
• What is a paragraph?

5
Paragraph definition

• In its simplest and most basic form, a paragraph
  is a group of sentences about one topic. They are
  the fundamental building blocks of texts. Their
  purpose is to inform, give an opinion, state
  facts or explain. An effective paragraph is
  logical and well structured and clear.
• (Courtald, 2008)

6
The paragraph is the building block

• Construct an assignment from paragraphs rather
  than
• Sentences (microview)
• Or essay/report itself (macroview)

7

• What should an effective paragraph consist of?
• Structure
• Unity and coherence
• Cohesion

8
Structure
9
Structure - Topic sentence

• Introduction to essay or report
• Provides reader with an overview of what to
  expect
• First sentence of paragraph
• Does the same

10
Topic sentences?

• The stress or accent pattern within a word is
  intimately related to the sounds in it,
  especially to the vowel sounds. In English,
  vowels are longer, louder, and often higher in
  pitch when they are in stressed (accented)
  syllables than when they are in unstressed
  syllables. In addition, if adding an ending to a
  word causes the stress to shift from one syllable
  to another, some of the vowels in the word may
  change more drastically and actually become
  different phonemes. These changes are often not
  reflected in spelling. For example, when the word
  declare is used to make the word declaration, the
  stress changes the first syllable gains a little
  stress, the second syllable loses its stress
  while the strongest stress goes to the third
  syllable.
• In constructing sentences and sentence meanings,
  stress has many uses the most familiar is
  probably contrastive or emphatic stress, as when
  one says "I want the black book, not the green
  book" with the strongest stresses on black and
  green. Compare this sentence with "I want the
  black book, not the black notebook" in the
  latter the strongest stresses are on the first
  book and on note.

MaryAnn McDonald 13 August 2009
11
Topic sentences?

• The stress or accent pattern within a word is
  intimately related to the sounds in it,
  especially to the vowel sounds. In English,
  vowels are longer, louder, and often higher in
  pitch when they are in stressed (accented)
  syllables than when they are in unstressed
  syllables. In addition, if adding an ending to a
  word causes the stress to shift from one syllable
  to another, some of the vowels in the word may
  change more drastically and actually become
  different phonemes. These changes are often not
  reflected in spelling. For example, when the word
  declare is used to make the word declaration, the
  stress changes the first syllable gains a little
  stress, the second syllable loses its stress
  while the strongest stress goes to the third
  syllable.
• In constructing sentences and sentence meanings,
  stress has many uses the most familiar is
  probably contrastive or emphatic stress, as when
  one says "I want the black book, not the green
  book" with the strongest stresses on black and
  green. Compare this sentence with "I want the
  black book, not the black notebook" in the
  latter the strongest stresses are on the first
  book and on note.

12
Topic sentence, supporting sentences and
concluding sentence?

• Writing an assignment for academic purposes may
  be a difficult process for the beginning writer.
  As well as understanding how to interpret what is
  required in the assignment, the student needs to
  have efficient and planning strategies. It also
  helps to realise that it is very useful to write
  several drafts, rather than attempting to write
  the final version in one step. Another important
  strategy is managing time, so that there is
  sufficient time for reflection and getting
  feedback. In this way the final version will
  have advanced from the initial ideas to an edited
  and more polished version. Understanding how to
  manage the parts of the process is therefore an
  important part of assignment writing.

13
Paragraph structure

• Writing an assignment for academic purposes may
  be a difficult process for the beginning writer.
  As well as understanding how to interpret what is
  required in the assignment, the student needs to
  have efficient and planning strategies. It also
  helps to realise that it is very useful to write
  several drafts, rather than attempting to write
  the final version in one step. Another important
  strategy is managing time, so that there is
  sufficient time for reflection and getting
  feedback. In this way the final version will
  have advanced from the initial ideas to an edited
  and more polished version. Understanding how to
  manage the parts of the process is therefore an
  important part of assignment writing.

14
Unity, Coherence and Cohesion

• All the information in each paragraph is centred
  around one main idea.
• The writing is well organised and makes good
  sense.
• The sentences and paragraphs are linked together
  well.
• Where do these ideas come from?
• How can I make the ideas link together?

15
How do you plan for paragraphs?

• Where do you get ideas for paragraphs?
• From brainstorming
• Key words/phrases can become main ideas ?
  paragraphs
• From question
• Key words/phrases can become main ideas ?
  paragraphs
• From reading/notetaking
• Key words/phrases can become main ideas ?
  paragraphs

16
Example Bubble Plan
Source studyskills.com
17
Sample question

• In analysing the writing process, the research
  of both Bloggs (1997) and Smith and Jones (1998)
  has indicated the crucial role of metacognition.
  Discuss this claim in the light of your own
  experience as a first year university student.
• What are the key concepts to be researched?
• The writing process
• The research of Bloggs, Smith and Jones
• Metacognition
• Your first year of university experience -
  Briefly describe your relevant experience and
  analyse it to test if the claim is justified.
• Evaluative term crucial
• (other eg. More, most, major, all, some, few,
  least, better, best, almost, every)
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

18
Paraphrasing Strategy

• Paraphrasing task read this original text

• Students are often tempted to copy directly from
  the internet or books. This is a particularly
  serious offence which is called plagiarism, but
  more commonly known to students as cheating. If
  students are caught doing this, they risk serious
  punishment which often results in failing their
  chosen course or module of study. This can be
  expensive as university and college courses often
  cost thousands of dollars. Moreover, students
  usually think that teachers or lecturers will not
  know that they have copied, yet they are unaware
  that in most cases, teachers can identify 90 of
  copied or plagiarised writing.

All materials sourced from Liz Craven, Jonny
Wells ELSSA Aug 2009
19
Paraphrasing Strategy

• Paraphrasing task read this original text
• Now summarise it-using bullet points key words
  only. Do not use full sentences!

• Students are often tempted to copy directly from
  the internet or books. This is a particularly
  serious offence which is called plagiarism, but
  more commonly known to students as cheating. If
  students are caught doing this, they risk serious
  punishment which often results in failing their
  chosen course or module of study. This can be
  expensive as university and college courses often
  cost thousands of dollars. Moreover, students
  usually think that teachers or lecturers will not
  know that they have copied, yet they are unaware
  that in most cases, teachers can identify 90 of
  copied or plagiarised writing.

• Summary 1
• Summary 2
• Summary 3
• Summary 4
• Summary 5
• Summary 6
• Summary 7

All materials sourced from Liz Craven, Jonny
Wells ELSSA Aug 2009
20
Paraphrasing strategy
Your rewritten text here This is my paraphrased
writing from the original text. This is my
paraphrased writing from the original text. This
is my paraphrased writing from the original text.
This is my paraphrased writing from the original
text. This is my paraphrased writing from the
original text.

• Summary 1
• Summary 2
• Summary 3
• Summary 4
• Summary 5
• Summary 6
• Summary 7

Cover your original and do not look at
it!
All materials sourced from Liz Craven, Jonny
Wells ELSSA Aug 2009
21
The Planning Sheet
?? It helps to plan out the draft of your essay
on an A4 sheet of paper
(Monash University, 2009) www.monash.edu.au
22
Describe the difficulties international
university students face while they are living
and studying in Australia.

• Brainstorm generate ideas
• 1. words/phrases/sentences but dont worry about
  grammar
• Group similar ideas together
• Cross out items that dont belong or are
  duplicated
• Each group should have a main idea
• Each group can become a paragraph
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
23
Describe the difficulties international
university students face while they are living
and studying in Australia.

• Planning and Outlining 1st draft
• Each group should have a main idea.
• Write a paragraph outline
• Topic sentence main idea.
• Supporting points
• Supporting details
• Concluding sentence.
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
24
Describe the difficulties international
university students face while they are living
and studying in Australia.

• Paragraph outline
• Communication problems
• International students in Australia face
  communication TOPIC
• problems with Australians. SENTENCE
• A. They have poor verbal skills. SUPPORTING
  POINT
• 1. lack vocab Supporting Detail
• 2. poor pronunciation Supporting Detail
• B. Australians are difficult to
  understand. SUPPORTING POINT
• 1. incomplete sentences Supporting Detail
• 2. unclear expressions Supporting Detail
• 3. talk too fast Supporting Detail
• 4. slang and idiom Supporting Detail
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
25
First draft

• International students in Australia face
  communication problems with Australians. It is
  difficult for them. They soon reallize that
  their verbal skills are poor. They lack
  vocabulary, and they have poor pronunciation.
  Australian people doesnt understand them. They
  also speak too softly because are shy. Students
  dont feel confidence when speaking English. Is
  difficult for foreign people to understand
  Australians. Australians use incomplete
  sentences, and often they use unclear
  expressions. Australians talk too fast, so it is
  often impossible to catch their meaning.
  Australians also use a lot of slangs and idioms.
  People do not know their meaning.
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
26
1st Draft revise for unity, coherence and
cohesion

• Have you achieved your purpose?
• Can the reader follow your ideas easily?
• Does the topic sentence have a main focus?
• Are there any sentences that dont support the
  topic?
• Does the reader have enough information to
  understand the main idea? If not, make notes in
  margin eg. add example.
• Dont use general statements for support use
  specific examples.
• Check your transition signals.
• Do you need a concluding sentence?
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
27

• Communication Problems
• International students in Australia face
  communication problems with Australians.
• combine sentences Transition?
• It is difficult for them. They soon reallize
  that their verbal skills are poor. They lack
• example?
• vocabulary, and they have poor pronunciation.
  Australian people doesnt understand
• Too general?
• them. They also speak too softly because are
  shy. Students dont feel confidence
• Transition?
• when speaking English. Is difficult for foreign
  people to understand Australians.
• example? example?
• Australians use incomplete sentences, and often
  they use unclear expressions.
• Transition? Transition?
• Australians talk too fast, so it is often
  impossible to catch their meaning. Australians
• also use a lot of slangs and idioms. People do
  not know their meaning. Concluding sentence?
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
28
2nd draft

• One kind of culture shock faced by international
  students in Australia is the difficulty they have
  
• communicating with Australians. They soon
  reallize that their verbal skills are poor.
  First of all, they
• lack vocabulary, and they have poor
  pronunciation. Australian people doesnt
  understand them. For example, a few days ago, I
  asked an Australian student how to get to the
  library, but because I have trouble pronouncing
  rs and ls, the student didnt understand me. I
  finally had to write it on a piece of paper.
  They also speak too softly because are shy. Is
  difficult for foreign people to understand
  Australians too. Australians use incomplete
  sentences, such as Coming? to mean Are you
  coming? Also, Australians talk too fast so it
  is often impossible to catch their meaning. In
  addition, Australians also use a lot of slangs
  and idioms. People do not know their meaning.
  For example, the other day someone said to me,
  that drives me up the wall, and I could not
  imagine what he meant. I had a picture in my
  mind of him sitting in his car driving up a wall.
  It didnt make sense to me. In short,
  communication is probably the first problem that
  international students face in the United States.
  After a while, however, their ears get used to
  the Australian way of speaking, and their own
  verbal skills improve.
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
29

• Proofreading 2nd draft
• Check for grammar, sentence structure, spelling
  and punctuation.
• Correct and complete sentences? Not too short or
  too long?
• Subject and verb in each sentence?
• Subject-verb agreement?
• Correct verb tenses?
• Punctuation, spelling, capitalization, typing
  errors
• Vocab? Any changes needed?
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
30
Revise 2nd draft for sentence structure, grammar,
spelling, vocab, punctuation etc

• One kind of culture shock faced by international
  students in Australia is (the) difficulty (they
  have)
• when they first arrive here.
• communicating with Australians. They soon
  reallize that their verbal skills are poor.
  First of all, they
• lack vocabulary, and they have poor
  pronunciation, so Australian people doesnt
  understand them. For example, a few days ago, I
  asked an Australian student how to get to the
  library, but because I have trouble pronouncing
  rs and ls, the student didnt understand me. I
  finally have to write it on a piece of paper.
• International students they It
• (They) also speak too softly because are
  shy. is difficult for foreign people to
  understand Australians, too. Australians use
  incomplete sentences, such as Coming? to mean
  Are you coming?
• understand them.
• Also, Australians talk too fast, so it is often
  imposible to (catch their meaning).
• whose meaning non-native speakers
• In addition, Australians also use a lot of
  slang(s) and idioms (People) do not know (their
  meaning). For example, that drives me up the
  wall,. In short, communication is probably the
  first problem that international students face in
  the United States. After a while, however, their
  ears get used to the Australian way of speaking,
  and their own verbal skills improve.
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
31
Cohesive Devices

• Choose what comes first in a sentence
• Transition signals
• Repetition of key nouns
• Consistent pronouns
• This/these noun
• Logical order

MaryAnn McDonald 6/09
32
Choose what comes first in a sentence given/new
pattern

• The writer begins a sentence with familiar
  information and ends it with new information.
  The new information in the first sentence becomes
  the given information in the following sentence.
• For the past two decades, questionnaires or
  inventories have been used increasingly to
  collect data on the strategies used in learning a
  second or foreign language. One of the most
  widely employed strategies is the Strategy
  Inventory for Language Learning (SILL). Two
  versions of the SILL, one for foreign language
  learners ..

33
Choose what comes first - theme

• The writer begins several sentences with the same
  topic.
• Technology is a vitally important aspect of the
  human condition. Technologies feed, clothe and
  provide shelter for us they also pollute and
  kill. For good or ill, they are woven
  inextricably into the fabric of our lives ..

34
Referencing and substitution words

• Referencing words words that the writer can use
  to guide the reader to something already written
  about. Eg. It, he, she, they, this, these, that,
  those, the
• Substitution words words that the writer can
  use instead of repeating words eg. Such, so, one.
• Those who claim there is an overconsumption
  problem say that in the affluent nations too many
  things are being designed, produced, advertised,
  sold and eventually discarded. They argue that
  many of these items are produced inefficiently,
  in ways that create more pollution per unit than
  necessary. This occurs in part because business
  executives search relentlessly for market niches,
  and because a growing number of consumers have
  funds to purchase innovations such consumer
  demand includes ..

35
Transition signals or linking words

• Words that can be used to indicate a particular
  relationship between two sentences. Different
  from conjunctions like and, but, although,
  because that link two clauses in a sentence.
• To introduce an additional idea eg. Also, in
  addition, furthermore
• To introduce an opposite idea eg. In contrast,
  however, on the other hand
• To introduce a choice or alternative eg.
  Similarly, likewise
• To introduce a clarification eg. In other words,
  in fact
• To introduce an example eg for example, for
  instance
• To introduce a conclusion or summary eg. Finally,
  in conclusion
• To introduce a result eg. Therefore thus
  consequently
• Time sequence eg. First, then, next, meanwhile

MaryAnn McDonald 6/09
36

• First sentence should also provide a connection
  to the previous paragraph by signalling if the
  information to follow is more of the same
• Eg. Similarly another feature in addition
  furthermore
• Or writer is about to contrast new information
  with that previously given
• Eg. However a contrasting view unlike
• Or indicates that this paragraph provides the
  next stage of an explanation or process
• Eg. The first main stage the next significant
  feature the final consequently

37
Repetition of key noun

• English or it?.
• English has almost become an international
  language. Except for Chinese, more people speak
  it than any other language. Spanish is the
  official language of more countries in the world,
  but more countries have it as their official or
  unofficial second language. More than 70 percent
  of the worlds mail is written in it. It is the
  primary language on the internet. In
  international business, it is used more than any
  other language, and it is the language of airline
  pilots and air traffic controllers all over the
  world. Furthermore, although French used to be
  the language of diplomacy, it has displaced it
  throughout the world. Therefore, unless you plan
  to spend your life alone on a desert island in
  the middle of the Pacific Ocean, it is a useful
  language to know.

38
Consistent Pronouns

• Olympic athletes must be strong physically and
  mentally. First of all, if you hope to compete
  in an Olympic sport, you must be physically
  strong. Furthermore, an aspiring Olympian must
  train rigorously for many years. For the most
  demanding sports, they train several hours a day,
  five or six days a week for ten or more years.
  In addition to being physically strong, he or she
  must also be mentally tough. This means that you
  have to be totally dedicated to your sport, often
  giving up a normal school, family and social
  life. Being mentally strong also means that he
  or she must be able to withstand the intense
  pressure of international competition with its
  attendant media coverage. Finally, not everyone
  can win a medal, so they must possess the inner
  strength to live with defeat.

39
Logical order

• Chronological order
• Time expressions
• First, next, after that, finally, before the last
  war, after 1990, since then, in 2010, while
  working on the project etc
• Logical division of ideas
• First, second, third, finally
• Contrast
• The most noticeable difference, larger than,
  unlike, on the other hand, in contrast, differ
  from
• Comparison
• Similarly, as expensive as, just as, just like,
  compared with, also, in comparison with
• Oshima, A. Hogue, A. 1999, Writing Academic
  English, Addison Wesley Longman NY.

MaryAnn McDonald 6/09
40

• 1st write to put your arguments across
• Then think from point of view of the reader how
  to make ideas flow to make it easier for them.

41
Too many simple sentences

• Sometimes effective, but if you overuse them you
  will have a poor academic writing style.
• We must find new sources of energy. The earths
  natural sources of energy are dwindling. Solar
  energy is a promising new source of energy.
  Solar energy is energy from the suns radiation.
• Combine 2 or 3 simple sentences to make a
  compound or complex sentence.
• Compound if sentences are of equal value use
  and, or, but, so, yet, nor, for or otherwise,
  however, therefore
• Complex if one sentence is dependent on the
  other use who, which, when, although, because,
  since, if etc.

42
Stringy sentences

• Too many clauses are connected, usually with and,
  but, so, because forming one very long sentence.
  
• Many students attend classes all morning and they
  work all afternoon and then they have to study at
  night so they are usually exhausted by the
  weekend.
• Many students attend classes all morning and work
  all afternoon. Then, they have to study at
  night. As a result, they are usually exhausted
  by the weekend
• Many students, after they attend classes all
  morning, also work in the afternoon. Because
  they also have to study at night, they are
  usually exhausted by the weekend.

43
Formal writing

• To sound more academic
• Initial focus of sentence is on issue, not writer
• Verb choice is precise
• Use of passive construction
• Abstract nouns more common
• Technical terms used where relevant
• Nominalisation for ideas or concepts (things)
  rather than happenings (verbs)
• Tentative tone
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
44
What comes first in sentence?

• In English, what comes first takes the focus.
• I think that Bloggs (1997) explanation of the
  writing process provides a useful basis for
  understanding how to plan an assignment.
• Bloggs (1997) explanation of the process
  provides a useful basis for understanding how to
  plan an assignment.
• What comes first in these sentences? Focus?
  Writer or theory?
• Understanding how to plan an assignment emerges
  from research on the writing process (Bloggs,
  1997). Focus?
• When issue takes focus and theorist is given less
  prominence the writer of the text has disappeared
  and the statement sounds more authoritative.
  Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
45
Verb choice

• Usually in the timeless present tense debate is
  ongoing, not finished.
• Interested not in what people do but in what it
  means and how it can be explained.
• Verbs precise, not colloquial
• Eg. The writer looks at the issue verb group is
  colloquial, imprecise
• Better
• The writer examines the issue
• The writer considers the issue
• He says he states
• He talks about he discusses maintains contends
• Evidence shows evidence indicates demonstrates
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
46
Active or Passive?

• I have decided that taxes should be reduced.
  (focus is on writer)
• Taxes will be reduced. (focus is on taxes
  writer has disappeared)
• Passive chosen because
• Agent is not known or not necessary or not
  important
• Eg. Essay writing can be divided into expository
  and argumentative texts.
• Focus is on issues not individuals
• Care must be taken to avoid plagiarism.
• Writer doesnt want a personal tone.
• Reading is seen as a shared process rather than
• I see reading as a shared process.
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
47
Passive verb

• Corrections
• This book was written by Ernest Hemingway
• English is studied by people all over the world
• The tuition will be increased by the school next
  year
• He was killed by a robber with a gun
• Korea is divided into two parts
• My work was improved with the teachers help
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
48
Abstract Nouns

• Abstract nouns are labels for ideas, concepts and
  feelings.
• Your writing will sound more academic with
  abstract nouns.
• Abstract nouns help you move from specific
  experience to general discussion
• Teachers are worried about how many students are
  truanting. Teachers will have to enforce the
  rules and make more frequent checks in the
  classrooms
• Teacher concern about the extent of student
  truancy will lead to greater enforcement of rules
  and increased frequency of classroom checks.
• 1st sentence a text about what people are doing
  and will do
• 2nd sentence a text about concepts and issues
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
49
Nominalisation

• Transforms concrete terms (verbs) into ideas and
  concepts i.e. nouns.
• When you compare the two essays you will see that
  the earlier text was written in a more
  conversational style.
• Change compare to comparison
• A comparison of the two essays indicates that the
  earlier text was written in a more conversational
  style.
• Focus is on the abstract idea of comparison
  rather than who is doing what. Pronoun (you) has
  disappeared.
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
50
Tentative tone

• Frequently academic writing is tentative rather
  than definite in its claims.
• Violence on television causes juvenile
  delinquency.
• Violence on television may be a contributing
  cause of some cases of juvenile delinquency.
• Whats the difference?
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
51
Tentative tone

• Violence on television causes juvenile
  delinquency.
• Violence on television may be a contributing
  cause of some cases of juvenile delinquency.
• The second sentence allows or concedes that there
  may be other causes and that juvenile delinquency
  is a large area that would need to be analysed.
• Words which convey tentativeness may, might,
  should, could probably, possibly, in some
  instances.
• In academic writing tentative tone leaves the
  door open for further discussion and research.
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
52
Useful grammar books

• Ascher, A., 1993, Think about Editing a grammar
  editing guide for ESL Writers, Heinle Heinle
  Publishers, Boston.
• Collins Cobuild Students Grammar Self-study
  edition with answers, 1991, Harpers Collins,
  London.
• Fowler, H.R Aaron, J.E., 1995. The Little,
  Brown Handbook, 6th ed., Harper Collins, New
  York.
• Grammar books by Graeme Murphy
• Academic Writing
• Morley-Warner, T., 2007, Academic Writing is a
  guide to writing in a university context, CREA
  Publications.

MaryAnn McDonald 6/09
53
MaryAnn.McDonald_at_uts.edu.auwww.elssa.uts.edu.a
uMaterials sourced from Jonny Wells (ELSSA
2009) Morley-Warner, T., 2007, Academic
Writing is a guide to writing in a university
context, CREA Publications.
thank you