Representing actions with nouns
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Examples from a variety of text types | page 9 of 10 |
Academic essays and articles
Here is a typical example of the sort of writing found in an academic article:
Deconstructing consciousness
in search of useful definitions for applied linguisticsIf researchers in applied linguistics can keep the distinctions suggested here in mind, the result should be increased clarity in the reporting of research results, as well as enhanced comparability across studies. It is important not to report a study as one of implicit learning, for example, if the learning task or treatment condition actually falls more precisely within the incidental/intentional contrast. Explicit learning should not be assumed simply because explicit instruction has been provided. Claims concerning implicit knowledge (or unconscious explicit knowledge) do not necessarily entail a claim of implicit learning, especially if innate knowledge is seen to be the source of such knowledge (for example, non-parameterized universals within the UG framework).
Schmidt, R. (1994) in Hulstijn, J.H. et al (eds) Consciousness in Second Language Learning. AILA Review, p 21.
Some comments concerning this excerpt
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Each of the nominalisations in the above excerpt is not in itself all
that difficult to understand. However, when there are so many, in almost every single
sentence of the article, the effect can be quite overwhelming for a reader who is not
familiar with this style of writing, or who is struggling with English as a second
language. |
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Because nominalisation is such a prominent feature of academic writing,
students need to be able to unpack  the meaning while they read, and they are also expected to be able to
write in a similar style when studying at tertiary level. |
Introduction
Academic essays and articles
