Day 14: Neutral and Evaluative Language 

Lesson Objectives:

·         Analyze connotations related to grammar and vocabulary in academic language

·         Learn specific vocabulary and grammar to express neutral negative and positive academic-appropriate language

·         Practice working on coherence in summary writing via analyzing when to use reminder phrases

Warm Up: Review Neutral Reporting Verbs (5-10 min)

Click here to see a sample extract that reviews some neutral verbs we have covered in class. Note that explained about, discussed about, found out, and figured out are poor reporting verbs and shouldn't be used in academic writing. 

Now, consider the following and mark them as Objective or Evaluative:
          describe           contend
          recommend     propose
          examine          theorize
          claim            support

Part I: Negative or Neutral? [9:40-10:00 (20 min)]

We will start today by getting into groups of 3 or 4 completing a worksheet that demonstrates both negative, neutral and positive evaluative language  Please only use one handout per group (I want you to talk to each other!).
 
Once you are all done, we will come together to discuss them on the board using the chart below as a guide:

|Highly Negative|Negative|Neutral|Positive|Highly Positive|

Part II: The Purpose of Neutral Language [10:00-10:05 (5min)]

Expressing neutrality for simple tasks in spoken English can be easy. Many times we can simply say: “It was alright/ It was so-so/ It was okay” and these words combined with appropriate intonation will express our neutral or semi-negative feelings. Expressing neutrality in academic writing, however, may not be so simple. In your same groups, I want you to consider and discuss the following questions:

1)      Why do you think it is important to learn how to express “neutrality” in an academic setting?

2)      What grammar or vocabulary can you think of to express neutrality? Share with your group members.

3)      What kind of work/assignments in your field would call for the use of neutral language?

Part III: Neutral Summary Reminder Phrases (10:05-10:15 10min)

As we discussed previously, it is imperative in summary writing to neutrally refer back to the author/text from time to time in order to remind your readers that the content is not yours. Please open this document HERE and we will look at some basic structures that achieve this task. 

Part IV: Student Error Analysis 10:15-10:30
In this part of the lecture, we will be looking at  some student summaries and analyzing them in terms of strengths and weaknesses. To access the presentation, click HERE.

Part V: Evaluative Language Across Disciplines [10:30-10:40 (10min)]

Today we have been working a lot with evaluative language. However, I would like to take a few minutes to note that connotations behind neutral and evaluative language vary across disciplines. Take for instance the words "Simple" and "Complex." Students in medicine and science may consider simple as positive and complex as negative. Simple might equal "well-planned" or "clearly designed". However, social scientists equate simple with "unsophisticated"  and complex with "sophisticated". Thus, it is not so simple. Take a look at this chart that surveys adjectives across fields. In groups, discuss the following questions:

1) Can you think of some common evaluative adjectives (both good and bad) for your field? 

2) How might the evaluative language vary between your fields or between the diagnostic paper written for this class?

Now, look at this other chart that demonstrates the most common reporting verbs according to discipline. Click here to access the chart.

Although in theory summaries are supposed to be objective, this is not entirely true. The three sample verbs below are common verbs in summary writing that are used to covey the writers emotions about a text. Use these words to describe a response to the articles we have read regarding T.V.

     Presumes:_______________________________________
     Speculates:______________________________________
     Assumes:________________________________________ 

Part VI: Reflection Time 10:40-10:50

For the last 15 minutes, I would like to give you some time to write your Reflection #2 in class. Because I will be on a plane tomorrow, I will be asking you to simply write them the old fashion way--pen and paper. J The prompt for the reflection is posted under Major Course Assignments.  I will collect them at the end of class. Thank you everyone and have a nice weekend.

Homework:

1) Read and Listen to Summary Article and Video #3. Write a one paragraph summary based on the content and upload it to your Unit 2 folder in dropbox. Label the document Summary 3