First published online by the University of Manchester in , the Academic Phrasebank is an invaluable writing resource for university students and researchers. It makes available many thousands of commonly used phrases found in academic and scientific writing. The phrases are organised and presented according to the major sections and subsections of a university thesis or dissertation/5() The Academic Phrasebank is a general resource for academic writers. It aims to provide the phraseological ‘nuts and bolts’ of academic writing organised according to the main sections of a research paper or dissertation. Other phrases are listed under the more general communicative functions of academic blogger.com Size: KB The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered by John Swalesin the s. Utilising a genre analysis approach to identify rhetorical patterns in the introductions to research articles, Swales defined a ‘move’ as a section of text that serves a specific communicative function (Swales, ,)
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The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered the academic phrasebank John Swales in the s. This unit of rhetorical analysis is used as one of the main organising sub-categories of the Academic Phrasebank, the academic phrasebank.
Swales not only identified commonly-used moves in article introductions, but he was interested in showing the kind of language which was used to achieve the communicative purpose of each move. Much of this language was phraseological in nature. The resource also draws upon psycholinguistic insights into how language is learnt and produced. It is now accepted that much of the language we use is phraseological in nature; that it is acquired, stored and retrieved as pre-formulated constructions Bolinger, ; Pawley and Syder, These insights began to be supported empirically as computer technology permitted the identification of the academic phrasebank phraseological patterns in very large corpora of spoken and written English using specialised software e.
Sinclair, Phrasebank recognises that there is an important phraseological dimension to academic language and attempts to make examples of this explicit. The phrases in this resource have been taken from authentic academic sources. However, phrases from academic articles drawn from a broad spectrum of disciplines have also been, and continue to be, incorporated. Where content words have been included for exemplificatory purposes, these are substitutions of the original words.
In selecting a phrase for inclusion into the Academic Phrasebank, the following questions are asked:. In a recent study Davis and Morley,45 academics from two British universities were surveyed to determine whether reusing phrases was a legitimate activity for academic writers, and if so, what kind of phrases could be reused, the academic phrasebank.
From the survey the academic phrasebank later from in-depth interviews, the following characteristics for acceptability emerged. A reused phrase:. Some of the entries in the Academic Phrasebank contain specific content words which have been included for illustrative purposes. These words should be substituted when the phrases are used. In the phrases below, for example, the content words in bold should be replaced:, the academic phrasebank. The many thousands of disciplinary-specific phrases which can be found the academic phrasebank academic communication comprise a separate category of phrases.
These tend to be shorter than the generic phrases listed in Academic Phrasebank, and typically consist of noun phrases the academic phrasebank combinations of these. Acceptability for reusing these is determined by the extent to which they are used and understood by members of a particular academic community.
One current project is to make the whole of the Academic Phrasebank downloadable as a PDF file. This will also include sections of academic style, punctuation and common errors. Research is currently being carried out on how experienced and less-experienced writers make use of the Academic Phrasebank.
Copyright © Academic PhrasebankThe University of Manchester. All rights reserved. Adapted from the Academia WordPress Theme by WPZOOM. Academic Phrasebank. Introducing Work Referring to Sources Describing Methods Reporting Results Discussing Findings Writing Conclusions. Home ». About Academic Phrasebank. General Language Functions Being Cautious Being Critical Classifying and Listing Compare and Contrast Defining Terms Describing Trends Describing Quantities Explaining Causality Giving Examples Signalling Transition Writing about the Past.
Theoretical Influences The Academic Phrasebank largely draws on an approach the academic phrasebank analysing academic texts originally pioneered by John Swales in the s.
Sources of the phrases The phrases in this resource have been taken from authentic academic sources. In selecting a phrase for inclusion into the Academic Phrasebank, the following questions are asked: does it serve a useful communicative purpose in academic text? are the content words nouns, the academic phrasebank, verbs, adjectives generic in nature? When is it acceptable to reuse phrases in academic writing?
In the phrases below, for example, the content words in bold should be replaced: X is a major public health problem, and the cause of …. X is the leading cause of death in western-industrialised countries. Further work One current project is to make the whole of the Academic Phrasebank downloadable as a PDF file.
References Bolinger, D. Forum Linguisticum1, pp. Davis, M. In Student Plagiarism in Higher Educationedited by Diane Pecorari and Philip Shaw.
Oxford: Routledge, Davis, M. Journal of Second Language Writing 28 2 pp, the academic phrasebank. and Morley, J, the academic phrasebank. In EAP within the higher education garden: Cross-pollination between disciplines, departments and researchThe academic phrasebank Wrigglesworth Ed. Proceedings of the BALEAP Conference, Portsmouth Reading: Garnet Education. Hopkins, A.
English for Specific Purposes7 2 Pawley, The academic phrasebank. and Syder, F. In: Richards, J. and Schmidt, R. Longman: New York. Sinclair, J. Oxford: Oxford University Press. Swales, J. Aspects of article introductions Aston ESP Research Report No.
Birmingham: Language Studies Unit: University of Aston. Genre analysis: English in academic and research settings. Cambridge: Cambridge The academic phrasebank Press.
The Academic Phrasebank : un outil d'aide à la rédaction scientifique en anglais
, time: 3:03The Academic Phrasebank: An Academic Writing Resource for Students and Researchers by John Morley
First published online by the University of Manchester in , the Academic Phrasebank is an invaluable writing resource for university students and researchers. It makes available many thousands of commonly used phrases found in academic and scientific writing. The phrases are organised and presented according to the major sections and subsections of a university thesis or dissertation/5() The Academic Phrasebank is a general resource for academic writers. It aims to provide the phraseological ‘nuts and bolts’ of academic writing organised according to the main sections of a research paper or dissertation. Other phrases are listed under the more general communicative functions of academic blogger.com Size: KB The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered by John Swalesin the s. Utilising a genre analysis approach to identify rhetorical patterns in the introductions to research articles, Swales defined a ‘move’ as a section of text that serves a specific communicative function (Swales, ,)
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