who wants to be a grammar millionaire? developing your english grammar and expression copyright ©...
TRANSCRIPT
Copyright © 2013 The University of Adelaide
Who wants to be a grammar millionaire?
Developing your English grammar and expression
Dr Julia Miller
School of Education / Discipline of Higher Education
What is your first/main language?
Slide 2
How would you say this sentence in your language?The door of her cabin opened.
Sentence analysed
The door of her cabin opened.
Slide 3
Definite article – the Past simple – opened
Ergative verb – opened
Session outline
1. Articles (a/an/the)
2. Tenses in academic writing
3. The passive voice (and ergative verbs!)
4. Who wants to be a grammar millionaire?
5. Further resources
Slide 4
Help!
• While you watch, pay attention to the articles (a/an/the) in blue
Slide 5
1. Articles: a, the or nothing?
What do articles do?
• Articles tell us more about how we see nouns in English.
• A/An – the first time we use a noun
• The – shared knowledge about a noun or the way it is used
• 0 – general statements, or another word first (such as ‘my’ or ‘two’)
Slide 6
Articles: a, an, the or nothing?
Think about your noun.
– Is it countable (can you make it plural)?
– Is it singular or plural?
– Is it definite (both reader and writer know what you are referring to)?e.g. Are you going to the library?
Slide 7
Slide 8
Choosing the right article
Singular, countable noun Plural or uncountable noun
Is it definite? Is it definite?
Yes No Yes No
the a/an the 0
Slide 9
Is the noun definite? Use the
Both writer and reader know what it refers to.
e.g I read two articles and a book.
The book was very interesting.
I went to a wedding last week.
The bride looked beautiful.
Slide 10
You try!
Where would you put articles in Exercise 1 in your handout?How many times would you use ‘the’?
English learners’ dictionaries are useful for many purposes, for both native and non-native speakers of English. Most popular five versions of these dictionaries are produced in UK. Most students would benefit from using such dictionary several times day when writing essay. Essay need not be complicated, but using good dictionary will improve quality of anyone’s writing.
Slide 12
No article
English learners’ dictionaries are useful for many purposes,
for both native and non-native speakers of English. Most
popular five versions of these dictionaries are produced in
UK. Most students would benefit from using such dictionary
several times day when writing essay. Essay need not be
complicated, but using good dictionary will improve quality
of anyone’s writing.
Slide 13
Indefinite article
English learners’ dictionaries are useful for many purposes,
for both native and non-native speakers of English. Most
popular five versions of these dictionaries are produced in
UK. Most students would benefit from using such a
dictionary several times a day when writing an essay.
Essay need not be complicated, but using a good
dictionary will improve quality of anyone’s writing.
Slide 14
Definite article
English learners’ dictionaries are useful for many purposes,
for both native and non-native speakers of English. The
most popular five versions of these dictionaries are
produced in the UK. Most students would benefit from
using such a dictionary several times a day when writing
an essay. The essay need not be complicated, but using a
good dictionary will improve the quality of anyone’s
writing.
Slide 15
The missing articles
English learners’ dictionaries are useful for many
purposes, for both native and non-native speakers of
English. The most popular five versions of these
dictionaries are produced in the UK. Most students would
benefit from using such a dictionary several times a day
when writing an essay. The essay need not be
complicated, but using a good dictionary will improve the
quality of anyone’s writing.
Slide 16
Choosing the right article – reminder
Singular, countable noun Plural or uncountable noun
Is it definite? Is it definite?
Yes No Yes No
the a/an the 0
Slide 17
2. Verb tenses in academic writing
• Present simple – opinions and findings
• Past simple – finished actions
• Present perfect – findings that are still relevant; no date
Slide 18
Slide 19
Use the present tense to explain or discuss current knowledge
Continuing objectives e.g. This study aims to ...
General principles or laws e.g. Ohm’s law states that ...
Data or findings e.g. These results indicate ...
Opinion (even when expressed in the past) e.g. Brown (1997) claims that ...
Habitual state or action e.g. Water boils at 100C.
Slide 20
Use the past simple tense to describe what previous researchers did or thought (but perhaps no longer think)
Past objectives and actions The study aimed to ...The interviews were held ...The researchers found that ...
What people used to think It was believed for many years that ...Smith (1987) maintained that ... but later revised his opinion.
Slide 21
Use the present perfect tense to show the current relevance of research
Research conducted in the recent past and still important now
Recent studies have indicated that this is no longer the case.
Views held in the past and still held
This has been a key issue for many years.
Adapted from Winckel & Hart 2002, Swales & Feak 1994 and CALLR 2001
Which tense?
Slide 22
Smith (2006) (maintain) that ...
- Smith (2006) maintains that ...
In Smith’s experiment (2006), the researchers (heat) the liquid in a test tube.
- In Smith’s experiment (2006), the researchers heated the liquid in a test tube.
Can you put these verbs from Exercise 2 in your handout into the correct tense?
More examples
Researchers (prove) that chocolate is good for our health.
Slide 23
- Researchers have proved recently that chocolate is good for our health.
- Researchers proved in 1998 that chocolate is good for our health.
Which tense (more examples)?
Shakespeare (say) that not all that glitters is gold.
Slide 24
- Shakespeare says that not all that glitters is gold.
Jones et al. (conduct) the first experiment in 2002.
- Jones et al. conducted the first experiment in 2002.
Researchers already (try) to replicate the results.
- Researchers have already tried to replicate the results.
3. Passives
Slide 25
• http://www.adelaide.edu.au/english-for-uni/passive-voice/
http://www.adelaide.edu.au/english-for-uni/passive-voice/
Stolen
What part of speech is ‘stolen’?• The past participle of ‘to steal’
Someone had stolen her necklace.• Her necklace had been stolen.
Slide 26
Passives need the verb ‘to be’ and a past participle
What’s wrong here?1. The new living experiences they want to have could be vary
for each person.2. Australia is well knowing as a multicultural country.3. It has recognized that Australia is a well developed country.
1. The new living experiences they want to have could vary for each person – active – no verb ‘to be’
2. Australia is well known as a multicultural country – passive 3. It has been/is recognized that Australia is a well developed
country – passive
Active to passive
Several other travellers saw her in the corridor.• She was seen in the corridor by several other
travellers.Someone had stolen her necklace.• Her necklace had been stolen.
Slide 28
Now watch the video and look out for passives
• ‘My necklace has been stolen,’ said Bobby. ‘It was given to me by Prince Wolfgang of Hutt River Province.’
• ‘My necklace has been stolen too,’ said Dizzy, ‘and my necklace was given to me by Prince Wolfgang!’
• Ms Parrot was quickly summoned to solve the mystery.
• Dizzy was advised to look on the floor. • Events need to be analysed carefully before
conclusions are reached! Slide 29
Other passive constructions
• She went out to have her nails manicured. • Both necklaces got covered by a handkerchief.• She wanted to get it cleaned.
Slide 30
Ergative verbs – Middle voiceSomeone broke the window. (Active)
The window was broken. (Passive)
The window broke. (Middle)
Examples from the story
The speed increased.The train accelerated.The door opened.
Slide 32
What is an ergative verb?
An ergative verb can be active or passive.e.g. She opened the door.
The door was opened.The door opened.
Slide 33
Why does it matter?
Many people misuse or ignore ergative verbs.e.g. The figures increased.
The gap in earnings decreased.
Slide 34
Ergative verbs in academic writing
Are the verbs in Exercise 3 ergative?
http://www.adelaide.edu.au/english-for-uni/passive-voice/
Scroll down for the list of ergative verbs.
Slide 35
Active Passive Ergative verbs
James dropped the ball.
The ball was dropped by James.
The ball dropped.
Peter kicked the ball.
The ball was kicked by Peter.
X (We cannot say, *The ball kicked.)
Peter laughed. X X
Exercise 3
Active Passive Ergative verbs
The fire burned the wood.
The wood was burned by the fire.
The wood burned.
Jack coughed.X X
Farmers grow crops.
Crops are grown by farmers.
Crops grow.
The speaker discussed the topic.
The topic was discussed by the speaker.
X
Active Passive Ergative verbs
The revolution happened in 1974.
X X
Oswald killed Kennedy.
Kennedy was killed by Oswald. X
The economy has widened the gap between the rich and the poor.
The gap . . . has been widened by the economy.
The gap . . . has widened.
4. We need $1,000,000 to save English grammar.
Who wants to be a grammar millionaire?
$1,000,000
Slide 39
$100
Slide 40
Correct answer: c – no articles needed
Does this sentence need an article?Some people live there.
a) Yes – a (orange) b) Yes – the (blue)
c) No – no articles needed (green)
d) Yes – a and the (pink)
$1,000
Slide 41
Are the articles in this sentence correct?The wheels on the bus go round and round.
b) No – it should be a wheels
a) Yes – this is correct
c) No – it should be round and a round
d) No – it should be some of wheels
Correct answer: a) Yes – the sentence is correct
$4,000
Slide 42
Which tense should the verb be in?Smith (suggest) (1999) that this is true.
b) Present simple – suggests
a) Past simple – suggested
c) Present perfect – has suggested
d) Past perfect – had suggested
Correct answer: b) Present simple – suggests
$8,000
Slide 43
What two words are missing in this sentence?
Australian dollar is stronger than American dollar.
b) a/aa) the/a
c) an/an d) the/the
Correct answer: d - The Australian dollar is stronger than the American dollar.
$16,000
Slide 44
Is this sentence correct?
The liquid chocolate solidified.
b) No. It should be ‘was solidified’.
a) Yes, it’s correct.
c) No. It should be ‘We solidified the chocolate’.
d) No. It should be ‘was solidified by us.
Correct answer: a – It’s correct.
$64,000
Slide 45
Is this sentence grammatically correct?
Researchers discover recently that everyone likes chocolate.
b) Yes – it’s finea) No – discovers, likes
c) No – have discovered, likes
d) No – discover, liked
Correct answer: c – Researchers have discovered recently that everyone likes chocolate.
$132,000
Slide 46
Is this sentence grammatically correct?
An university is the good place to study.
b) No – A university is a good place to study.
a) No – An university is a good place to study.
c) Yes – It’s fine. d) No – A university is the good place to study.
Correct answer: 2: A university is a good place to study.
$200,000
Slide 47
Is this sentence grammatically correct?
The number wrote.
b) No – It can only be ‘The number was written’.
a) No – It can only be ‘Someone wrote the number’.
c) Yes – It’s fine. d) No – It can be either ‘Someone wrote the number’ or ‘The number was written. Correct answer:
d: ‘Someone wrote the number’ or ‘The number was written’.
$250,000
Slide 48
Is this sentence grammatically correct?
Some of people in this room don’t like quiz shows!
a) No – It can only be Some of the people
c) Yes – Some of people is correct
Correct answer: d: Some of the people/Some people are both correct.
b) No – It can only be Some people
d) Both – Some of the people and Some people are correct.
$500,000
Slide 49
Is this sentence grammatically correct?
France, the United Kingdom, Portugal and the Netherlands are all in Europe.
b) No – France, United Kingdom, Portugal, Netherlands, Europe
a) No – The France, the United Kingdom, the Portugal, the Netherlands, the Europe
c) Yes – It’s fine.d) No – France, the United Kingdom, Portugal, Netherlands, the Europe
Correct answer: c – it’s correct
$1,000,000
Slide 50
Correct this sentence as necessary: Master (1986) (say) that English article system (be) difficult system to understand.
b) Master (1986) said that the English article system has been difficult system to understand.
a) Master (1986) says that an English article system was difficult system to understand.
c) Master (1986) says that the English article system is a difficult system to understand.
d) Master (1986) says that an English article system is the difficult system to understand.
Correct answer: c - Master (1986) says that the English article system is a difficult system to understand.
Summary
• ArticlesWhat should you consider?
• TensesWhich tense do you use for – opinions and findings? – finished actions?– recent or still relevant research?
• PassivesHow can you use ergative verbs?
Slide 52
5. Further resources
• Ms Parrot’s website: www.adelaide.edu.au/english-for-uni• A learners’ dictionary. e.g. http://dictionary.cambridge.org/• A concordancer
http://ec-concord.ied.edu.hk/paraconc/monoconcE.htm• Using English for Academic Purposes
http://www.uefap.com/• RMIT Learning Lab https://www.dlsweb.rmit.edu.au/lsu/• ESL café http://www.eslcafe.com/grammar.html• University of Adelaide Library Website
http://libguides.adelaide.edu.au/esl
Slide 53
The Writing Centre
Location: Level 3, Hub Central
Opening times: Monday – Friday: 10 am – 4 pm
Website: www.adelaide.edu.au/writingcentre
Slide 54
Evaluation
• If you would like to give some feedback on this lecture, please fill in the evaluation form and return it to the front.
• The feedback form is confidential, and you will not be identified in the feedback.
Slide 55
Time for action!
What will you use from this lecture?
What was most helpful?
Is anything still unclear?
Slide 56
ReferencesCentre for Applied Language and Literacy Research, Edith Cowan University 2001, Writing a literature review, viewed 15 August 2006, <http://www.ecu.edu.au/ses/research/CALLR/WRITING/tense.html>.
Master, PA 1986, Science, medicine and technology: English grammar and technical writing, Prentice-Hall, New Jersey.
Swales, JM & Feak, CB 1994, Academic writing for graduate students, The University of Michigan Press, Ann Arbor, Michigan.
Winckel, A & Hart, B 2002, Report writing style guide for engineering students, 4th edn, University of South Australia, Adelaide.
Slide 57
