The analysis reports on challenges linked to making use of the language of attribution in academic essay composing by Post-Graduate Certificate in Education (PGCE) pupils at Rhodes University, being a microcosm of comparable challenges faced by college pupils elsewhere. The research content-analysed 150 essays written by 50 PGCE students taking this course ‘Language, Learning and Cognition’ which the researcher taught. Key groups analysed were: pupil choices for the kind and style of including authors’ tips in very very own educational essays, appropriateness of attributive terms utilized, punctuation inside the language of attribution, tight consistencies, appropriateness of attendant lexico-grammatical collocations, attributive terms’ fit because of the syntax and grammar associated with journalist’s tips, in addition to their consonance because of the character and intent regarding the citations. Although findings point out gross challenges across all types of analysis, these people were many glaring in the matching of attributive terms using the intent of citations plus in the employment of appropriate punctuation. Chief one of the research’s suggestions could be the importance of explicit instruction in attention and, to, the language of attribution in university pupils’ essays by all lecturers and not soleley those who work in educational literacy development.
Key words: educational writing, attributive tags, attributive verbs, writer’s sound, citing, direct quotes, essay, essay quality, language of attribution, paraphrases, referencing, tight consistencies.
In Southern Africa, as in many countries, there is certainly a growing dominance of English because the international medium of scholastic “writing and publishing which derives from English’s unrivalled status being a lingua franca that is global. English is just a revered language of academia, and composing into the language is offered prominence. Continue reading “Academic language for essay writing: content-analysed 150 essays”