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vocabulary usage when they are writing an academic essay. Ive started to keep a
running tally of all the errors I can think of, and this is my list so far. I started off by
looking at the detailed marking code for the Effective Writing Test
(http://www.efwr.ucalgary.ca/markingcode), and I went on from there. I think some of
the items in the list might overlap, but I think Im off to a good start.
Semantic error
A word is used that had the wrong meaning for the context.
Miscollocation
Words are used in inappropriate combinations, as in the difference between a torrential
rainstorm and a torrential snowstorm*, or highly educated vs. greatly educated*.
Topic constraints
Register constraints
Genre constraints
Certain words can only be used in certain situations, depending on the topic, register
and genre.
Inappropriate synonym choice
Synonyms have different connotations. An example of this is the difference between
Scott is a famous teacher at the University of Calgary, and Scott is a notorious* teacher
at the University of Calgary. (or maybe I am notorious . . . )
Trite language
This involves the use of clichs and overused expressions such as rabbits are not a valid
food choice because they are as cute as a button. Another example would be, its
important to think outside the box when dealing with financial problems.
Excessive jargon
This occurs when overly technical and specialized vocabulary is used when writing for a
general audience.
Pretentious word choice
Big words are not necessarily better words. Overly complicated words and language are
not better than simple and precise more common words and language.
Immature word choice
This occurs when writing about daddies instead of fathers, bunnies instead of rabbits,
and choo-choos instead of trains.
Over repetition
The same words are used over and over again. For example: Completing high school
should be mandatory. Mandatory high school classes will keep young people off the
streets. If high school becomes mandatory, students will learn more. If school is
mandatory, society will benefit. If it is not mandatory, there will continue to be
problems. That is why a high school education must be mandatory.
Artificial variation
Too many synonyms are used making the writing seem unnatural. For example, Cats are
important pets for senior citizens. Without their kitties, many old people feel lonely.
Once arriving in the golden years, a feline companion is a necessity. Without pussy cats,
oldsters wont have the same quality of life. Granny and grandpa cant do without these
mini lions and tigers.
Word form
The wrong part of speech is used. Scott is a success* teacher, instead of Scott is a
successful teacher.
Derivational error
This occurs when words are put together incorrectly, usually with inappropriate affixes.
for example: After completing my analization* of the problem, I realize there was no
solution.
Inaccurate lexical bundling
Some words operate in lexical bundles that are fairly inflexible. For example: on another
hand* vs. on the other hand.
Mixed metaphor
This occurs when two different metaphors are combined. For example: We need to stop
swimming against the current and follow the herd.
Inappropriate metaphor
This often happens when metaphors are translated from the first language, but they
dont quite work in the second. For example: After making many mistakes the
government took a different tunnel.
Omission
This occurs when the writing is lacking transitions and connectors.
Imprecision
This happens when a general type of word, such as people, humans, things and stuff, is
used in place of a more specific word.
Omnibus words
This occurs when the writer tries to incorrectly bring together many different ideas into
a single word such as factor, aspect, situation, or concept.
Posted by Scottat 2:39 PM
M O N D A Y, F E B R U A R Y 1 6 , 2 0 0 9
convey their thoughts in a precise manner. They will be missing out on the generative
nature of the writing act. The less able the students can write fluently, the less able
they will be to come up with novel ideas as they write. It is the transition from
laboriously reporting thoughts to creatively putting together thoughts as they write. This
idea of a continuum from simply reporting thoughts to generating creative ideas has cast
a new light on the Effective Writing exams Ive been looking at in my doctoral research.
There always seemed to be a certain panache to the papers that did very well on the
exam. I am always struck by their novel way of putting together words and coming up
with ideas. I am particularly struck by how easy it seemed for the writer to write
compared to papers which did not pass. Thinking about it again, it looks like the better
writers were coming up with creative responses to the essay prompts during the act of
writing, while the poorer writers were perhaps painstakingly trying to write down what
was in their heads, or they were going at it one idea at a time. Hmmm, maybe as I
write, Im generating new ideas . . . . Anyway, Im going to have to think a bit more
about this, but Im starting to worry that the repercussions of not being a fluent writer
are much greater that I first thought.
Posted by Scottat 2:37 PM3 comments:
M O N D A Y, J A N U A R Y 2 6 , 2 0 0 9
Typing Away
I cant believe that it is already about two months since my last blog. Its amazing how
time flies by when you are working on your PhD. The latest thing that I have been
focusing on is typing up hand written essays for my thesis project. So far, I have about
800 essays, with about 250 having been written by non-native English speakers, and
another 550 written by native English speakers. All of the students in my study are first
year undergraduate students. Right now, I am focusing on typing up the essays written
by the native speakers. Its so fascinating doing this because I am really entering into the
mind of a first year undergraduate student. Its been almost 20 years since I first went to
university, and I think I had forgotten what it was like to be a first year student. What
has struck me the most so far is the ease with which they express themselves. I guess
that with almost 10 years of looking only at papers written by non-native English
speaking students, it was surprising how fluid and unlaboured the writing of the native
speaking students is. Although I am focusing on a comparison of the use of less frequent
vocabulary items between the two groups of students, again and again, it is the use of
the simple clear language used by the native English speakers that is standing out. In
addition to that, I have noticed the use of lexical bundling and collocations that provide
clarity and precision to the native English speaking writing that seems to be lacking the
non-native English speaking papers. However, taken as single words, these are not low
frequency lexical items. Instead, the native speakers seem to be putting together the