Showing posts with label language. Show all posts
Showing posts with label language. Show all posts

Tuesday, 10 February 2015

List of frequently used academic words







Have you heard of corpus linguistics

Corpus linguistics proposes that reliable language analysis is more feasible with corpora (samples) collected in the field, in their natural contexts, and with minimal experimental-interference.

How did it all start?


A landmark in modern corpus linguistics was Henry Kučera and W. Nelson Francis's Computational Analysis of Present-Day American English (1967).

This work was based on the analysis of the Brown Corpus, a carefully compiled selection of about a million words, drawn from a wide variety of sources in current  American English

How did technology help?

The first computerized corpus of one million words of transcribed spoken language was constructed in 1971 by the Montreal French Project. This effort inspired Shana Poplack's much larger corpus of spoken French in the Ottawa-Hull area

The analysis of academic writing shows that there are many 

frequently used words and phrases:

a form of   

a function of   

a high degree   

a large number   

a large number of   

a list of   

a number of   

a result of   

a series of   

a set of   

a small number   

a variety of   

a wide range   

a wide range of   

according to the   

allows us to   

an attempt to   

an example of   

an increase in the   

and so on   

and the same   

and the second   

appear to be    

appears to be   

are a number of   

are able to   

are as follows   

are based on   

are likely to   

as a consequence   

as a function   

as a function of   

as a result   

as a result of   

as a result of the   

as a whole   

as an example   

as can be seen   

as opposed to   

as part of   

as part of the   

as shown in   

as well as   

associated with the   

assume that the    

assumed to be   

at least in   

at the outset   

at the same    

at the same time   

at the time of   

at this stage 

   


based on a   

based on the   

be achieved by   

be argued that   

be carried out   

be considered as   

be explained by   

be noted that    

be regarded as   

be related to the   

be seen as   

be the case   

be used as a   

be used to   

because it is   

been carried out   

been shown to   

between the two   

both of these   

but this is   

by virtue of   

FREE BOOK AVAILABLE ONLINE: 

Statistics in Linguistics

Christopher Butler

http://www.uwe.ac.uk/hlss/llas/statistics-in-linguistics/bkindex.shtml













can also be   

can be achieved   

can be considered   

can be expressed   

can be found   

can be found in   

can be seen   

can be seen in   

can be used   

can be used to   

can easily be   

carried out by   

carried out in   

could be used   

degree to which   

depend on the   

depending on the   

depends on the   

difference between the   

different from the   

different types of   

does not appear   

due to the   

due to the fact   

due to the fact that   

each of the   

each of these   

even though the   

exactly the same   

example of a   

extent to which   

fact that the   

factors such as   

focus on the   

for example if   

for example in   

for example the   

for the purposes of   

for this purpose   

for this reason   

form of the   

from the point   

from the point of   

from the point of view   

function of the   

give rise to    


An enquiry into the role of satire and sense in academic life today:

The Graves of Academe

Would you recommend this book?



















has also been   

has been used   

have shown that   

have the same   

high levels of   

his or her   

if they are   

if this is   

important role in   

in a number of   

in accordance with   

in accordance with the   

in both cases   

in conjunction with   

in more detail   

in most cases   

in order to   

in other words   

in other words the   

in relation to   

in response to   

in some cases   

in such a   

in such a way   

in such a way that   

in table    

in terms of   

in terms of a   

in terms of the   

in the absence of   

in the case   

in the case of   

in the context   

in the context of   

in the course of   

in the form of   

in the next section   

in the present study   

in the same   

in the sense   

in the sense that   

in this article   

in this case   

in this case the   

in this paper   

in this paper we   

in this way   

insight into the   

is affected by   

is based on   

is based on the   

is consistent with   

is determined by   

is likely to   

is likely to be   

is more likely   

is much more   

is not possible to   

is the case   

it appears that   

it follows that   

it is clear   

it is clear that   

it is difficult   

it is important   

it is important to   

it is impossible   

it is impossible to   

it is interesting   

it is interesting to   

it is likely that   

it is necessary   

it is necessary to   

it is not possible   

it is not possible to   

it is obvious that   

it is possible   

it is possible that   

it is possible to   

it is worth   

it may be   

it should be noted   

large number of   

less likely to   

likely to be   

little or no   

means that the   

more likely to   

most likely to   

nature of the   

need not be   

needs to be    

none of these   

of the fact   

of the same   

of the second   

of the system   

of the two    

of these two   

of view of   

on the basis   

on the basis of   

on the basis of the   

on the other   

on the other hand   

on the other hand the   

on the part of   

other words the   

out that the   

over a period   

over a period of   

part of a   

part of the   

parts of the   

point of view   

point of view of   

referred to as   

related to the   

same way as   

see for example   

should also be   

should be noted   

should not be   

shown in figure   

shown in table   

similar to those   

size of the   

small number of   

so that the   

such a way   

such a way that   

such as the   

such as those   

take into account   

take into account the   

terms of the   

the ability to   

the amount of   

the area of   

the basis of   

the case of   

the change in   

the concept of   

the context of   

the definition of   

the development of   

the difference between   

the difference between the   

the distribution of   

the effect of   

the effects of   

the example of   

the existence of   

the extent to which   

the fact that   

the fact that the    

the first is   

the form of   

the frequency of   

the idea that   

the importance of   

the issue of   

the level of   

the meaning of   

the most important   

the nature of   

the nature of the   

the next section   

the notion of   

the number of   

the order of   

the other hand   

the other hand the   

the part of the   

the point of view   

the point of view of   

the presence of   

the presence of a   

the problem of   

the process of   

the purpose of this   

the question of   

the rate of   

the real world   

the reason for   

the relationship between   

the result of   

the role of   

the same as   

the same time   

the same way as   

the size of   

the size of the   

the structure of   

the study of   

the sum of   

the total number   

the use of   

the validity of the   

the value of   

the way in   

the way in which   

the way that   

the work of   

their ability to   

there are a number   

there are a number of   

there are no   

there are several   

there are three   

this means that   

this paper we   

this type of   

this would be   

to carry out   

to determine whether   

to distinguish between   

to do so   

to ensure that   

to ensure that the   

to show that   

to some extent   

to the fact that   

to use the   

total number of   

two types of   

value of the   

view of the   

was based on   

was carried out   

way in which   

ways in which   

we assume that   

we can see   

we do not   

we have seen   

what are the   

whether or not   

whether or not the   

which can be   

which is not   

which is the   

wide range of   

with regard to   

with respect to   

with respect to the   

with the same    

Wednesday, 10 September 2014

Character Definitions and Creative Techniques



An Examination of the role of CHARACTER in literary texts

Superficially ... “A person in a story, someone we can relate to, or identify with ...”

But Note:

Caricature – 2-dimensinal, simple, represents one value, e.g. the angry man, jealousy = related to allegory and satire = distortion for effect of one quality, or exaggeration of certain features; stereotypes

Narrative functions – hero/villain, trickster, false hero, magician, father/son, mother/daughter, outcast, rebel.

In real life people that we come to know well are seldom just functions or caricatures.

Real living people in the media, or celebrities, often have an assumed character or role that might be quite different from how they are in their personal life. In texts, an assumed role is called a persona, in the media we even talk about ‘personalities’ to express the public projection of a role. Perceptions of role or character can also be manipulated e.g. spin doctors and propagandists may want to present a politician with ‘strong leadership qualities and empathy.’

First person – autobiographical, “I”, my story.

Third person – author/omniscient narrator may provide insights into what they are thinking and feeling – free indirect narrative (author comments). “ ‘Yeah,’he muttered, feeling guilty about what he had done.”

You do not have to describe a character in full at the outset – you can build up the sense of a character through the accumulation of details, observed behaviour, speech patterns ...

Historical – based on real people
Realistic – true-to-life, psychological, inner life and physical appearance;
3-dimensional, complex
Fantastic – imaginary – don’t even have to be human.


Development – some are static, others grow and develop from birth through childhood and adolescence to adult life. A Bildungsroman has the development of a central character across his/her life as a central preoccupation. An example of Charles Dickens's Great Expectations or David Copperfield.

Leading or primary characters – occupy key roles and focalise points of view. Often linked to the idea of the hero/heroine.

Supporting / secondary characters – help to illustrate the main theme, or to develop sub-plots.

Note the key role of dialogue to SHOW and REVEAL characters and their relationships

- accent/dialect                           
- lexis
- grammar                                
- colloquialisms, slang, blasphemy, coarse
- polished and elegant, urbaned and civilized
- tone
- monosyllabic or oratorical (speeches)

Conflict and relationships are essential for building character, and for moving the story forward.

The hero’s JOURNEY / progress involves – threats, obstacles, reversals, tricks, irony, metamorphosis, tests, deviations. Many stories have these structural elements.

Too much inconsistency leads to incredulity (disbelief) in the mind of the reader.

Wider Contexts:

characters display causation as a result of factors such as environment/ family/ social class; these aspects allow the development of ideas and themes.

Avoid confusing a character’s voice, or that of the narrator, with the author's. Don't try to guess authorial intentions! This called the inentional fallacy!

Remember that some characters are ironic – perhaps the narrator/author is having a laugh at their expense?

In Gulliver’s Travels, author Jonathan Swift manipulates the voice of Gulliver so that the reader sometimes supports, and at other times opposes Gulliver's point of view.

This means that there is a degree of inconsistency, and perhaps we should refer to Gulliver as a satirical persona, mouthpiece, or rhetorical device, rather than a character in the tradition of the realist novel.

Friday, 22 March 2013

Thinking about Speech in Shakespeare and Jane Austen


The witty banter and rivalry that we encounter in the plays of William Shakespeare or Oscar Wilde, or the novels of Jane Austen, often presents difficulties for students who are unsure how to write about it. It's not enough just to say that a speech is funny or humorous. Even 'witty' is at times quite vague given the complexity of rhetoric and style that characters had available to them.

First, there are the professed attitudes to love and relationships. Typical roles taken up by characters include the scorner of love, and the woman who rejects her suitors. Whether the underlying motivation is authentic, realistic, or psychologically coherent and credible often matters less than the sheer pleasure to be had from the verbal battles that ensue.

Second, audiences are expected to enjoy the 'badinage' of witty courtiers. This is an opportunity for malicious sentiments to be expressed with wit. Communication shifts in mood and tone from shrewdness and wisdom to extravagance and absurdity. The Elizabethan theatre-goers delighted in merry conceits. They also enjoyed far more lewdness, rudeness and innuendo than our more polite culture affords. There is a strong element of language as a self-conscious game that requires an alertness in speaker and listener. Mood, tone, lexis and rhythm are bonded in the precise judgment required to forge a pert riposte. It's not enough to be carried away by your own extravagance, as this will lead to censure. Aptness, precision, clarity and felicity are highly valued as aspects of effective dialogue.

While the language and style of the pre-modern period may appear stilted, archaic, and old-fashioned, that's not how it would have been heard at the time when it was first composed. The deployment of affectation and difficulty was in fact frequently satirised. Medical, legal and theological jargon was a common subject for satire. Accordingly, the aim of one's speech utterances was to be natural, spontaneous and effortless. But for modern readers the linguistic games of fools and clowns, their quibbles and complex conceits that turned the world upside-down are too often treated as an impenetrable and esoteric discourse.

Yet refined speech was in a sense an acquired skill, the mark of education, refinement and gentility. But this should not be mistaken for mere aestheticism, vanity and decadence. Elegant speech tends to represent the self-possessed rather than the self-obsessed. There is often a mannered vivacity of style, but this tendency is often cut through with a sense that extravagance is being mocked.

The fluid and dramatic exchange of ideas, thoughts, sentiments and intuitions was part of the polyvocal exchanges favoured by renaissance writers. This means that there is a preference for dramatic forms of colloquy, for gallant realism. It is a safely antagonistic modes that favours civil retorts and delicate interruptions. Words are swords, and the relationship between people speaking is like a fencing. This means that the relationship between the sexes is a battle, and a torrent or volley of words is not uncommon when the stakes - real or imagined - are high.

Note also the frequent use of notions of the friend rather than the fiend; of the pleasant and familiar rather than the harsh and grating style that is reserved for the purely villainous characters.

Also worth noting is the significance of the strong roles attached to women's speech. far from being meek, mild, and modest, they range from the vixens and virago to the mocking, satirical. But women can also be melancholy, passive, modest or romantic heroines, at the other extreme. But these roles also serve to highlight the more extreme positions of the shrewish, shrill and belligerent.

 Women are a strong match for men, and often just as combative. But we can become too stuck on the metaphor of fight. It is worth considering the dance or festive party scenes. These scenes balance physical and mental agility. Partners are poised and pattern in their fancy footwork and in the rhythms of their verbal exchanges. The playful force of the intelligent, sparkling 'rallies' is a common feature of spirited language.

Renaissance texts deployed a high degree of pointed phrases. Epigrams abound. Witty language is a learned activity and corresponds to humanistic goals of civility and effective communication. But the message is less about frivolity and artificiality than it is about the dynamic range of complex and effective characterisation and invigorating but subtle plot development.

To conclude, there follows a passage from Jane Austen's Pride and Prejudice

[A Dance and a Dialogue between Elizabeth and Mr Darcy, Chapter 18]

They stood for some time without speaking a word; and she began to imagine that their silence was to last through the two dances, and at first was resolved not to break it; till suddenly fancying that it would be the greater punishment to her partner to oblige him to talk, she made some slight observation on the dance. He replied, and was again silent. After a pause of some minutes, she addressed him a second time with:—"It is your turn to say something now, Mr. Darcy. I talked about the dance, and you ought to make some sort of remark on the size of the room, or the number of couples."
He smiled, and assured her that whatever she wished him to say should be said.
"Very well. That reply will do for the present. Perhaps by and by I may observe that private balls are much pleasanter than public ones. But now we may be silent."
"Do you talk by rule, then, while you are dancing?"
"Sometimes. One must speak a little, you know. It would look odd to be entirely silent for half an hour together; and yet for the advantage of some, conversation ought to be so arranged, as that they may have the trouble of saying as little as possible."
"Are you consulting your own feelings in the present case, or do you imagine that you are gratifying mine?"
"Both," replied Elizabeth archly; "for I have always seen a great similarity in the turn of our minds. We are each of an unsocial, taciturn disposition, unwilling to speak, unless we expect to say something that will amaze the whole room, and be handed down to posterity with all the eclat of a proverb."
"This is no very striking resemblance of your own character, I am sure," said he. "How near it may be to mine, I cannot pretend to say. You think it a faithful portrait undoubtedly."
"I must not decide on my own performance."
He made no answer, and they were again silent till they had gone down the dance, when he asked her if she and her sisters did not very often walk to Meryton. She answered in the affirmative, and, unable to resist the temptation, added, "When you met us there the other day, we had just been forming a new acquaintance."
The effect was immediate. A deeper shade of hauteur overspread his features, but he said not a word, and Elizabeth, though blaming herself for her own weakness, could not go on. At length Darcy spoke, and in a constrained manner said, "Mr. Wickham is blessed with such happy manners as may ensure his making friends—whether he may be equally capable of retaining them, is less certain."
"He has been so unlucky as to lose your friendship," replied Elizabeth with emphasis, "and in a manner which he is likely to suffer from all his life."
Darcy made no answer, and seemed desirous of changing the subject. At that moment, Sir William Lucas appeared close to them, meaning to pass through the set to the other side of the room; but on perceiving Mr. Darcy, he stopped with a bow of superior courtesy to compliment him on his dancing and his partner.
"I have been most highly gratified indeed, my dear sir. Such very superior dancing is not often seen. It is evident that you belong to the first circles. Allow me to say, however, that your fair partner does not disgrace you, and that I must hope to have this pleasure often repeated, especially when a certain desirable event, my dear Eliza (glancing at her sister and Bingley) shall take place. What congratulations will then flow in! I appeal to Mr. Darcy:—but let me not interrupt you, sir. You will not thank me for detaining you from the bewitching converse of that young lady, whose bright eyes are also upbraiding me."
The latter part of this address was scarcely heard by Darcy; but Sir William's allusion to his friend seemed to strike him forcibly, and his eyes were directed with a very serious expression towards Bingley and Jane, who were dancing together. Recovering himself, however, shortly, he turned to his partner, and said, "Sir William's interruption has made me forget what we were talking of."
"I do not think we were speaking at all. Sir William could not have interrupted two people in the room who had less to say for themselves. We have tried two or three subjects already without success, and what we are to talk of next I cannot imagine."
"What think you of books?" said he, smiling.
"Books—oh! no. I am sure we never read the same, or not with the same feelings."
"I am sorry you think so; but if that be the case, there can at least be no want of subject. We may compare our different opinions."
"No—I cannot talk of books in a ball-room; my head is always full of something else."
"The present always occupies you in such scenes—does it?" said he, with a look of doubt.
"Yes, always," she replied, without knowing what she said, for her thoughts had wandered far from the subject, as soon afterwards appeared by her suddenly exclaiming, "I remember hearing you once say, Mr. Darcy, that you hardly ever forgave, that your resentment once created was unappeasable. You are very cautious, I suppose, as to its being created."
"I am," said he, with a firm voice.
"And never allow yourself to be blinded by prejudice?"
"I hope not."
"It is particularly incumbent on those who never change their opinion, to be secure of judging properly at first."
"May I ask to what these questions tend?"
"Merely to the illustration of your character," said she, endeavouring to shake off her gravity. "I am trying to make it out."
"And what is your success?"
She shook her head. "I do not get on at all. I hear such different accounts of you as puzzle me exceedingly."
"I can readily believe," answered he gravely, "that reports may vary greatly with respect to me; and I could wish, Miss Bennet, that you were not to sketch my character at the present moment, as there is reason to fear that the performance would reflect no credit on either."
"But if I do not take your likeness now, I may never have another opportunity."
"I would by no means suspend any pleasure of yours," he coldly replied. She said no more, and they went down the other dance and parted in silence; and on each side dissatisfied, though not to an equal degree, for in Darcy's breast there was a tolerable powerful feeling towards her, which soon procured her pardon, and directed all his anger against another.
They had not long separated, when Miss Bingley came towards her, and with an expression of civil disdain accosted her: [...]


Dr Ian McCormick is the author of The Art of Connection: the Social Life of Sentences
(2013) Also available on Kindle, or to download.

Sunday, 12 August 2012

SMART Revision Planning for Exams - 16 Tips





You have probably come across the SMARTER model as a way of organising a project. 

It works like this

S          Specific
            Significant, Stretching, Simple
M         Measurable
            Meaningful, Motivational, Manageable
A         Attainable
Appropriate, Achievable, Agreed, Assignable, Actionable, Ambitious, Aligned, Aspirational, Acceptable, Action-focused
R          Relevant          
Result-Based, Results-oriented, Resourced, Resonant, Realistic
T          Timely
Time-oriented, -framed, -based, -bound, -Specific, -tabled, -limited,
Trackable, Tangible
E          Evaluate, Ethical, Excitable, Enjoyable, Engaging, Ecological

R          Reevaluate, Rewarded, Reassess, Revisit, Recordable, Rewarding

In order to apply these practical strategies to your revision work for exams, I would also recommend:
  1. Short blocks of time for work
  2. A balanced workload between all subjects means variety 
  3. Days off work for leisure
  4. Writing down a list of reasons to be motivated
  5. Rewarding yourself for doing the hours planned
  6. Not starting to revise too late
  7. Summarising your notes
  8. Creating Mindmaps or other visualizations
  9.  Devising your own mnemonics or memory games
  10. Reading past exam papers
  11. Ensuring that you know what the examiners are looking for
  12. Doing timed answers and exercises
  13. Trying out model opening and closing paragraphs for essays
  14. Learning about 50 impressive words to use in discussions, arguments, or concepts
  15. Working with your teachers to explain what's not clear
  16.  Working with friends collaboratively in teams
  17. Good luck!
Further Information

Dr Ian McCormick is the author of The Art of Connection: the Social Life of Sentences
(2013) Also available on Kindle, or to download.

Also worth a look: The PhD Roadmap: A Guide to Successful Submission of your Dissertation / Thesis.


Dr Ian McCormick's other recent publications include chapters on Romanticism and Gothic Literature inThe English Literature Companion, edited by Julian Wolfreys  (London and New York: Palgrave Student Companions 2011).

His chapter on 'Teaching and Learning Strategies' was published as an Appendix to The Eighteenth-Century Literature Handbook, edited by Gary Day and Bridget Keegan (London and New York: Continuum, 2009). It is is available for free online (download the pdf) but you will need to complete a very straightforward and short registration.