tailieunhanh - Teaching academic ESL writing part 16

Tham khảo tài liệu 'teaching academic esl writing part 16', ngoại ngữ, toefl - ielts - toeic phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả | 138 CHAPTER 6 However in Anglo-American academic prose neither exaggerations nor vagueness are valued highly thus the usage of indefinite pronouns is not likely to make a favorable impression on the reader. For instance in the prior excerpt the -body and-one pronouns can be relatively easily replaced with nouns such as business managers researchers students community and -thing pronouns with contextually relevant nouns. In general terms it is important that NNS writers learn to avoid every- and rao-pronouns and use some- and any -words sparingly. CHAPTER SUMMARY On the whole the uses of specific personal pronouns differ by genre and text types. Thus the work on pronouns represents only one aspect of a bigger picture of teaching students to identify their audience and adjust their text accordingly. First-person pronouns are common in personal narratives and occasionally fiction but they are relatively rare in academic prose. By the same token second-person pronouns are associated with direct appeals to and or establishing common ground with the audience. This type of text is particularly rare in Anglo-American academic prose. Third-person pronouns can be useful in avoiding repetition of proper nouns. However uses of third-person pronouns require care to ensure that pronouns refer to specific and easily identifiable nouns in the preceding text. -cleft constructions are common in academic text because they project authorial distance and depersonalization. However they represent a persistent problem for students and may require additional and specifically focused work and persistence. Because demonstratives represent the simplest cohesive device L2 students frequently overuse them in their text or employ them in inappropriate contexts. The popularity of demonstratives can be reduced to some extent if learners lexical repertoire is expanded to include enumerative catch-all nouns. Indefinite pronouns with their exaggerative or vague meanings should be avoided. STRATEGIES