grammatical accuracy in speech and writing slideshare

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

Teaching and Assessing Grammar In the Writing Classroom Purdue OWL staff Brought to you in cooperation with the Purdue Online Writing Lab.

Published by Modified over 9 years ago

Similar presentations

Presentation on theme: "Teaching and Assessing Grammar In the Writing Classroom Purdue OWL staff Brought to you in cooperation with the Purdue Online Writing Lab."— Presentation transcript:

Or… How to earn brownie points with your professors.

The ACT test: Tuesday, March 3 Writing boot camp Should high school students be asked to wear uniforms? Should high school students be asked to declare.

Working with ESL Students Issues and Solutions. Common Characteristics of an ESL Session Research shows tutoring sessions with ESL tend to: ◦ Be more.

Cooperative Online Writing Lab Bluefield College COWL, 2005 Writing Concepts for ESL Students.

Conquering the Comma Purdue OWL staff

Organizing Your Argument

Responding to Students’ Writing in WI Courses Through the Writing Process Process The Hierarchy of Writing Concerns Drafting Writing Conferences Revising.

The Writing Process Purdue OWL staff Brought to you in cooperation with the Purdue Online Writing Lab.

Benefitting Most from a Writing Tutorial Writing Lab Orientation for ESL Writers Purdue OWL staff Brought to you in cooperation with the Purdue Online.

The Writing Conference Meeting One-on-One with Students.

Peer Review: Looking at Texts from a Reader’s Perspective Purdue OWL staff Brought to you in cooperation with the Purdue Online Writing Lab.

Effective Persuasion: Developing Persuasive Documents Purdue OWL staff Brought to you in cooperation with the Purdue Online Writing Lab.

Embedded Assessment 1 SB Unit 2 (Level 1). Assignment Your assignment is to develop one of the Story Starters you wrote in this unit into a brief short.

Purdue OWL Staff A workshop brought to you in cooperation with the Purdue Online Writing Lab Field Research: Conducting an Interview.

Grammar where do we begin?.  ACT Scores journal.com/schools/kentucky/tests/act/  Response to Intervention  Kentucky Core.

Writing by Maggie Sokolik, University of California, Barkeley (USA) Lecture # 28.

Revising and Proofreading

PROOFREADING WORKSHOP By: Kristina Yegoryan. WHAT IS PROOFREADING? Proofreading means examining your text carefully to find and correct typographical.

Monday, April 18 The ACT Writing Test Should high school students be asked to wear uniforms? Should high school students be asked to declare majors and.

Editing Your Paper.

About project

© 2024 SlidePlayer.com Inc. All rights reserved.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Teaching Grammar.pptx

There are two different purposes of Grammar teaching. Those are : Accuracy Accuracy is the ability to produce correct sentences using correct grammar and vocabulary. Fluency Fluency is the ability to read, speak, or write easily, smoothly, and expressively.

Related Papers

caroline tobing

marvin hernandez

Hakim Zainul

Kimhok Taing

International Journal of Learning and Teaching

With the rise of communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in the language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about the effectiveness of grammatical accuracy on writing and speaking activities. Data were collected using a questionnaire which is adapted from Jean and Simard [Foreign Language Annals, 44(3), 2011] targeted the lecturers' beliefs and perceptions about the effectiveness of formal grammar instruction. This study result reveals that for lecturers, formal instruction of grammar is inevitable to attain a high proficiency level in writing activities. For speaking activities, however, lecturers do not think that grammar is an essential part of the language learning process.

Hien Bui Thu

SMART M O V E S J O U R N A L IJELLH

Abstract Grammar is the way in which words are put together to form proper sentences. Grammar is the collection of rules and conventions that makes languages go. In linguistics, grammar is the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics. The term "grammar" can also be used to describe the rules that govern the linguistic behavior of a group of speakers. The term "English grammar", therefore, may have several meanings. It may refer to the whole of English grammar, that is, to the grammars of all the speakers of the language. Grammar is the sound, structure, and meaning system of language. All languages have grammar, and each language has its own grammar. People who speak the same language are able to communicate because they intuitively know the grammar system of that language—that is, the rules of making meaning. Students who are native speakers of English already know English grammar. They recognize the sounds of English words, the meanings of those words, and the different ways of putting words together to make meaningful sentences. However, while students may be effective speakers of English, they need guidance to become effective writers. They need to learn how to transfer their knowledge of grammatical concepts from oral language to written language. Keywords: Grammar, language, English, communicate, students, knowledge

Thang Thawn Khai

Thorold (Thor) May

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency? This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

Teaching grammar has been regarded as crucial to the ability to use language. For this reason, this article introduces a five-step procedure for teaching grammar. I have developed this procedure, which incorporates the notions of practice and consciousness-raising, explicit and implicit knowledge, and deductive and inductive approaches for teaching grammar. This procedure has been derived from my great interest in innovative grammar teaching and my teaching experience in grammar. The proposed steps are expected to be an alternative pathway for English teachers to teach grammar, particularly teaching tenses and modals at college-university levels or even in secondary schools. Grammar gains its prominence in language teaching, particularly in English as a foreign language (EFL) and English as a second language (ESL), inasmuch as without a good knowledge of grammar, learners' language development will be severely constrained. Practically, in the teaching of grammar, learners are taught rules of language commonly known as sentence patterns. According to Ur (1999), in the case of the learners, grammatical rules enable them to know and apply how such sentence patterns should be put together. The teaching of grammar should also ultimately centre attention on the way grammatical items or sentence patterns are correctly used. In other words, teaching grammar should encompass language structure or sentence patterns, meaning and use. Further, grammar is thought to furnish the basis for a set of language skills: listening, speaking, reading and writing. In listening and speaking, grammar plays a crucial part in grasping and expressing spoken language (e.g. expressions) since learning the grammar of a language is considered necessary to acquire the capability of producing grammatically acceptable utterances in the language (Corder, 1988; Widodo, 2004). In reading, grammar enables learners to comprehend sentence interrelationship in a paragraph, a passage and a text. In the context of writing, grammar allows the learners to put their ideas into intelligible sentences so that they can successfully communicate in a written form. Lastly, in the case of vocabulary, grammar provides a pathway to learners how some lexical items should be combined into a good sentence so that meaningful and communicative statements or expressions can be formed. In other words, Doff (2000) says that by learning grammar students can express meanings in the form of phrases, clauses and sentences. Long and Richards (1987) add that it cannot be ignored that grammar plays a central role in the four language skills and vocabulary to establish communicative tasks.

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

Student Opportunity: Skills

Grammatical accuracy (w9r).

As dry as it may seem, grammatical proficiency is one of the main indicators of a writer’s level of skill, irrespective of whether English is his/her first language.

This first workshop on the subject of grammar looks at the main aspects of morphology (the discipline of individual words and word interaction) and explores ways in which these contribute to the immediate quality of academic writing.

By the end of this workshop, you will have:

• an understanding of grammar as a component of language and educated communication
• awareness of what defines grammar and its components
• a definition of morphology
• awareness of parts of speech (i.e nouns, verbs, adjectives, etc)
• understanding of tenses and their sequence in academic text
• awareness of active and passive voice, as well as dangers of overuse
• an overview of punctuation.

Additional information:

Who is it for? All postgraduate research students. To register for this workshop, you must be enrolled on (or recently graduated from) one of the following degrees: PhD, MPhil, Masters by Research, EngD, EdD, professional doctorate.

Is any preparation required? No

Is catering provided? No

Who is the tutor? Dr Mihai Balanescu

You might also like:

• Grammatical accuracy: syntax
• How NOT to write
• The academic writing style and language

Further resources:

• Grammar e-learning resource - CAL
• Academic Writing Programme moodle
• Follow #acwri on Twitter

Engoo ► Blog ► Study

What 'Grammatical Range and Accuracy' Mean on the IELTS Speaking Test

Table of Contents

Grammar is important to doing well on any standardized test, including IELTS. In fact, grammar – or what IELTS calls "grammatical range and accuracy" – counts for 25% of your total score on the IELTS Speaking Test!

Today, we'll explain what grammatical range and accuracy mean and share our top tips for getting a good score in this category.

What IELTS means by “grammatical range and accuracy”

To better understand "grammatical range and accuracy," let's look at each part of the term in detail.

Grammatical range

"Grammatical range " refers to how much grammar you're able to use to express yourself . For example :

• Do you use only present tense or do you use it in addition to past and future tenses? Can you use the present tense in reference to the future ? What about continuous and perfect verb forms?
• Do you speak only in short, simple sentences? Or do you also use long, complex sentences?
• Do you use only active voice? Or do you use a mix of active and passive voice ?
• Are you able to use a variety of modal verbs like " should ," " might " or " have to "? Or do you only use "can" and "need to"?

Let's check out a few examples from IELTS's public scoring guide to see what examiners expect at different levels or "band scores." As the IELTS website explains "IELTS results are reported ... as band scores on a scale from 1 (the lowest) to 9 (the highest)."

Grammatical accuracy

"Grammatical accuracy " refers to whether you're able to use grammar correctly. Your accuracy will be graded based on two main factors.

• How often you make mistakes
• How serious your mistakes are – Are they minor mistakes that native English speakers make too? Or are they big mistakes that make you hard to understand?

As you make fewer and fewer grammar mistakes and those mistakes become less and less serious, your score increases.

To give you a clearer idea of what the IELTS score looks for, here's what the public scoring guide says about grammatical accuracy at a few different band scores.

Notice that the guide mentions a few kinds of mistakes: systematic errors, basic errors, and slips. We'll go into what these mean later, so you know what kinds of mistakes to avoid.

How to get a good score

Tip #1: fix mistakes that cause comprehension problems first.

Since the point of IELTS is to see how well you can communicate in English, grammar mistakes which cause comprehension problems will cost you the most points. These are mistakes that make it difficult for the examiner to understand what you're saying.

You'll see that this type of mistake is mentioned in the descriptions of bands 4-6:

So if you want a band score of 6 or higher you'll want to avoid making grammar mistakes that cause comprehension problems.

These types of mistakes are more likely to involve incorrect sentence structure and word order. For example, sentences like "I gave book him" (instead of "I gave him a book") or "It is thirty students" (instead of "There are thirty students") are pretty hard to understand.

Some smaller grammar mistakes like incorrectly using pronouns can make you hard to understand too. For example, "I gave he book" is just as difficult to understand as "I gave book him."

So make sure you know your basic grammar, sentence structures, and word order. Here are some grammar lessons to get you started:

• Subject-Verb and Subject-Verb-Object sentences
• Subject-Verb-Complement (noun) sentences
• Subject-Verb-Complement (adjective) sentences
• Subject-Verb-Object-Object sentences
• Empty "It" sentences
• "There is" sentences
• Basic articles
• Possessive pronouns and adjectives

Make sure to master the grammar covered in these lessons, since they are the building blocks of English communication – whether or not you take IELTS. Practice using them in writing exercises, look for them in reading passages, and try using them in conversations.

Tip #2: Fix systematic errors next

Once you've fixed mistakes that cause comprehension problems, try to fix your systematic errors.

Systematic errors are mistakes that you make over and over again. For example, if you keep confusing words like "embarrassed" and "embarrassing" or "amazed" and "amazing," the examiner might see this as a systematic error and assume that you don't understand the grammar behind it .

This will have a bigger effect on your score than "non-systematic errors" or one-off mistakes. For example, let's say you forget to pluralize a noun (e.g. "There were three dog") or you misuse an article (e.g. you say "I like the dogs" instead of "I like dogs").

If you only make each of these mistakes once, your examiner might think you made these mistakes as a result of stress or other factors instead of assuming that you don't understand some aspect of the grammar.

Since it's hard to figure out what systematic errors you make, we recommend taking lessons with a professional English tutor. For example, at Engoo , our tutors are trained to focus on students' most common grammar mistakes and they will be able to let you know if you keep making the same mistake again and again.

For reference, here are the other types of mistakes mentioned in the scoring guide. If you are able to fix your systematic errors, you can also try to fix basic errors.

• Basic errors : These are minor mistakes that learners make at all levels, such as pluralizing uncountable nouns (e.g. "hairs," "furnitures") or forgetting the -S at the end of third person singular verbs (e.g. "He walk a lot").
• Slips : These are grammar mistakes that educated native speakers make too. They don't affect your score, so you don't need to worry about them. For example, don't worry if you say "There's some ducks in the pond" (instead of "There are some ducks") – native speakers say things like this all the time.

Tip #3: Learn to form complex sentences

Take a look at the following table and think about the main differences between the sentences on the left and the sentences on the right.

You probably noticed that the sentences on the right have an extra group of words: "because they are sour" and "while she exercises." These groups of words are called "dependent clauses," because:

• They are clauses – groups of words with a subject and a verb.
• They are dependent, which means they are not a complete sentence on their own.

Other examples of dependent clauses include: "Even though I liked the restaurant," "To improve my English," and "If he wants to graduate." None of these are complete sentences on their own.

They all need to be attached to an independent clause, which can be a complete sentence on its own. And when a sentence has both independent and dependent clauses, it is a "complex sentence."

Knowing how to form complex sentences is key to grammatical range. On the IELTS scoring guide, you'll see it mentioned as "subordinate structures " and "complex structures." For example:

• At a band score of 4, "subordinate structures are rare."
• At a band score of 6, you "may make frequent mistakes with complex structures" as long as "these rarely cause comprehension problems."

So you need to be able to correctly form a range of complex sentences to score a 5-6 or higher in the grammar category.

To see why, compare the difference between the following two responses to the question "What's your favorite type of food?"

As you can see, Sam's response only uses simple sentences while Meg's uses both simple and complex sentences, which make her response sound more interesting and natural.

Thanks to all the dependent clauses, her response also has more details. And notice that she only uses the most basic types of dependent clauses starting with "because," "but," "so," and "since."

Think of all the possible things she could say if she used a wider range of dependent clauses! The most common ones are covered in the following grammar lessons:

• I cook, because I love to cook. — Conjunctions (If, Because, When)
• I talk to my friends while I cook. — Conjunctions (Before, After, While)
• This is the kitchen where I cook. — Adjective Clauses Using Where, When, Why
• This is the woman who teaches me to cook. — Adjective Clauses Using 'Who' and 'Which'
• He is a chef whose cookbook I bought. — Adjective Clauses Using 'Whom' and 'Whose'
• If I cook more, I'll get better at cooking. — Conditionals Part 1
• If I could cook, I would cook every day. — Conditionals Part 2
• Even though I cook a lot, I am not good at it. — Conjunctions/Prepositions of Contrast (In Spite Of / Despite / Although / Even Though)

Bonus tip: Take an IELTS Speaking course designed by an IELTS examiner

As a bonus tip, we recommend you take a course that was made by someone who is actually an IELTS examiner.

At Engoo, our own IELTS Speaking course was made by an examiner with over 15 years of experience teaching IELTS. To learn more, read this  introduction to the course  or  check it out yourself !

Make sure to take this course with a professional English tutor. Many Engoo tutors have experience teaching or have taken the IELTS themselves. You can find them by  typing "IELTS" in the search bar.  Good luck!

Related Post

Want to speak English?

Discourse analysis and Grammar

Nov 19, 2014

2.18k likes | 6.83k Views

Discourse analysis and Grammar. Principle of Cohesion. the concept of cohesion in text is related to semantic ties or relations of meanings that exist within the text, and that define it as a text

Share Presentation

• discourse markers
• grammatical relationship
• endophoric references
• cohesion grammatical relationship
• causal conjunction expresses result

Presentation Transcript

Principle of Cohesion • the concept of cohesion in text is related to semantic ties or relations of meanings that exist within the text, and that define it as a text • Without semantic ties, sentences or utterances would seem to lack any type of relationship to each other and might not be considered text.

Cohesion •  Cohesion can be defined as the property that distinguishes a sequence of sentences that form a discourse from a random sequence of sentences. It is a series of lexical, grammatical and other relations which provide links between the various parts of a text. In studying cohesion we should make a distinction between “linguistic cohesion” and “pragmatic cohesion” or coherence.

Cohesion is concerned with the way in which the components of the SURFACE TEXT, i.e. the actual words we hear or see, are mutually connected within a sequence. The surface components depend upon each other according to grammatical forms and conventions, such that cohesion rests upon GRAMMATICAL DEPENDENCIES. ... Thus, cohesion is the grammatical relationship between parts of a sentence essential for its interpretation

1. Coherence and concerns the ways in which the components of the textual world, i.e. the configuration of concepts and relations which underlie the surface text are mutually accessible and relevant. ... It's the order of statements relates one another by sense. The quality of being meaningful and unified.

Seven criteria which have to be fulfilled to qualify either a written or a spoken text as a discourse • • Cohesion - grammatical relationship between parts of a sentence essential for its interpretation; • • Coherence - the order of statements relates one another by sense. • • Intentionality - the message has to be conveyed deliberately and consciously; • • Acceptability - indicates that the communicative product needs to be satisfactory in that the audience approves it; • • Informativeness - some new information has to be included in the discourse; • • Situationality - circumstances in which the remark is made are important; • • Intertextuality - reference to the world outside the text or the interpreters' schemata;

Cohesive Devices inEnglish: • Reference, • Substitution, • Ellipsis, • Conjunction • Lexical cohesion

Reference • We have to define reference as an act by which a speaker (or writer) uses language to enable a listener (or reader) to identify something.

Exophoric Reference • References to the “shared world” outside a text are called exophoric references. Outward, or exophoric reference often directs us to the immediate context, as when someone says 'leave it on the table please' about a parcel you have for them. Sometimes, the referent is not in the immediate context but is assumed by the speaker/writer to be part of a shared world, either in terms of knowledge or experience. The same sort of exophoric reference is seen in phrases such as the Queen, the Pope, the army,

Endophoricreferences. •  References to elements in the text are called endophoric references. Endophoricreferencing can be divided into two areas: anaphoric, cataphoric, .

 Cataphoric(forward reference)refers to any reference that “points forward” to information that will be presented later in the text. For example, in the sentence: When I met her, Mary looked ill. Examples of cataphoric sentences are: My reasons are as follows: One, I don’t . . …. Here is the news. The Prime Minister . . ….

Anaphoric(backward reference)references refers to any reference that “points backwards” to previously mentioned information in text. Usually items such : as he/she or them ,it, this , can be decoded without major difficulty. Tom likes ice cream but Bill can’t eat it

2. Substitution and Ellipsis: • nominal ( one & ones) • A. substitution verbal ( do & so) • Clausal ( so & not)

Nominal substitutes: In nominal substitution, the most typical substitution words are : oneand ones ´and they substitute nouns. • For example: This car is mine, but that one is yours. Let's go and see the bears. The polar ones are over on that rock.

 Verbal substitutes • In verbal substitution, the most common substitute is the verb “do” which is sometimes used in conjunction with “so” as in “do so”. • Did Mary take that letter? She might have done. • • do/do not, auxiliaries She can drive the car, but I cannot. She wrote the homework , but I did not • • the nominal group: some/any; one

 Clausal substitutes • In clausal substitution, an entire clause is substituted by "So, not" • If you’ve seen them so often, you get to know them very well. • I believe so. • Everyone thinks he’s guilty. If so, no doubt he’ll resign. • We should recognise him when we see him. Yes, but supposing not: what do we do?

B. ellipsis • nominal • A. Ellipses verbal • Clausal

Ellipsis • Ellipsis (zero substitution) is the omission of elements normally required by the grammar which the speaker/writer assumes are obvious from the context and therefore need not be raised.

Do you want to hear another song? I know twelve more [songs] • (b) Sue brought roses and Jackie [brought] lilies. • (c) I ran 5 miles on the first day and 8 [miles] on the second

nominal ellipsis:one of the pre-modifiers of the Head is upgraded to Head. • Verbal ellipsis: from the right ("Are you laughing?" "Yes, I am") or from the left ("Are you eating dinner?" "No, washing up") • Clausal ellipsis • Yes/no answers, answer to wh- questions only with what the question interrogates about (Why are you going away?" "Because it's late"), only wh-element in questions ("Leave those alone" "Why?")

3. Discourse markers and conjunctions • In linguistics, a discourse marker is a word or phrase that is relatively syntax-independent and does not change the meaning of the sentence, and has a somewhat empty meaning.[1] Examples of discourse markers include the particles "oh", "well", "now", "then", "you know", and "I mean", • some of the words or phrases that were considered discourse markers were treated as "fillers" or "expletives": words or phrases that had no function at all

Discourse markers (words like 'however', 'although' and 'Nevertheless') are referred to more commonly as 'linking words' and 'linking phrases', or 'sentence connectors'. They may be described as the 'glue' that binds together a piece of writing, making the different parts of the text 'stick together'. They are used less frequently in speech, unless the speech is very formal.

Conjunction acts as a cohesive tie between clauses or sections of text in such a way as to demonstrate a meaningful pattern between them. •  Conjunctions can be classified according to four main categories: additive, adversative, causal and temporal.

Additive conjunctions act to structurally coordinate or link by adding to the presupposed item and are signalled through “and, also, too, furthermore, additionally”, etc. Additive conjunctions may also act to negate the presupposed item and are signaled by “nor, and...not, either, neither”, etc. •  I don't like smoking, and neither does he. •  (Derived from: I don't like smoking. He doesn't like smoking).

 The last most common conjunctive category is temporaland links by signallingsequence or time. Some sample temporal conjunctive signals are “then, next, after that, next day, until then, at the same time, at this point”, etc

Examples: time-sequence • Afterthe battle, there was a snowstorm. • They fought a battle. Afterwards, it snowed. • The battle was followed by a snowstorm.

Lexical cohesion: • It occurs when two words in a text are semantically related. It denotes links between words which carry meaning: verbs, nouns, adjectives.  Two types of lexical cohesion are differentiated, namely: reiteration and collocation.

 Reiteration adopts various forms, particularly synonymy, repetition, hyponymy or antonyms.

Synonymy • •Beautiful: Attractive, Pretty, Lovely, Stunning • •Fair: Just, Objective, Impartial, Unbiased • •Funny: Humorous, Comical, Hilarious, Hysterical • •Happy: Content, Joyful, Mirthful, Upbeat • •Hardworking: Diligent, Determined, Industrious, Enterprising • •Honest: Honorable, Fair, Sincere, Trustworthy • •Intelligent: Smart, Bright, Brilliant, Sharp • •Introverted: Shy, Bashful, Quiet, Withdrawn • •Kind:Thoughtful, Considerate, Amiable, Gracious • •Lazy: Idle, Lackadaisical, Lethargic, Indolent • •Mean: Unfriendly, Unpleasant, Bad-tempered, Difficult • •Outgoing: Friendly, Sociable, Warm, Extroverted • •Rich: Affluent, Wealthy, Well-off, Well-to-do

hyponymy • Hyponymy is a less familiar term to most people than either synonymy or antonymy, but it refers to a much more important sense relation. It describes what happens when we say 'An X is a kind of Y'- • -Adaffodil is a kind of flower, or simply, A daffodil is a flower.“ • Houseis a hyponym of the subordinate building

Collocation • A collocation is made up of two or more words that are commonly used together in English. • to feel free • to come prepared • to save time • to find a replacement • to make progress • to do the washing up

 Adversative conjunctions act to indicate “contrary to expectation” and are signalled by “yet, though, only, but, in fact, rather”, etc. Peter is an English students, but he can't speak English.

Causal conjunction expresses “result, reason and purpose” and is signalled by “so, then, for, because, for this reason, as a result, in this respect, etc.”. She studied match hardly as a result she passed the exam.

• More by User

Discourse Analysis

Discourse Analysis. If you are having trouble making sense of your interview data, you might want to consider employing what researchers call “discourse analysis.” Below are some notes from Dryzek (1997)

1.27k views • 7 slides

Discourse Analysis. Natalie Koch Geography 5161 March 2, 2009. Discourse analysis. Discourse “a specific constellation of knowledge and practice through which a way of life is given material expression” ( Doel 2003, 49) Discourse analysis

1.08k views • 16 slides

Systemic functional grammar SFG and discourse

. 4 competence tests: mood and theme, transitivity, clause complex, verbal group and nominal group, the whole analysis (all of them are

1.4k views • 65 slides

SPOKEN DISCOURSE and NATURAL GRAMMAR

859 views • 66 slides

DISCOURSE ANALYSIS

DISCOURSE ANALYSIS. Discourse Analysis. Discourse analysis was first introduced by Zellig Harris in 1952.

2.08k views • 12 slides

Discourse Analysis. Radhika Mamidi. Coherence and cohesion. What makes a text coherent? What are the coherent devices? Discourses have to have connectivity to be coherent. Eg . Ram took up a job. Shyam went to university.

783 views • 16 slides

Discourse analysis

Discourse analysis. Introduction. Like narrative analysis, discourse analysis is associated with post-structuralism and the ‘linguistic turn’: epistemology matters Specific assumptions about the significance of language and text

1.83k views • 31 slides

Turn to DISCOURSE and DISCOURSE ANALYSIS

Turn to DISCOURSE and DISCOURSE ANALYSIS. What is Discourse? Why is Discourse central to Psychology? Exercises . First/Introductory Class on Discourse. What is DISCOURSE? Understanding humans requires understanding discourse. Why is the text the way it is?

751 views • 14 slides

Discourse analysis. Course 5 Lect.dr . Adriana Ștefănel [email protected]. What is “discourse”?. Discourse ’ refers to any utterance which is meaningful . These texts can be: - written texts - oral texts (‘speech’/’talk’) - imagines .

706 views • 15 slides

Discourse Analysis. CIED 4013. WHAT?. Did you really write/Say that?. For sale: R. D. Jones has one sewing machine for sale. Phone 948-0707 after 7 P.M.. and ask for Mrs. Kelly who lives with him cheap. Entire store 25% off " I found a smoldering cigarette left by a horse."

529 views • 10 slides

Systemic functional grammar (SFG) and discourse

Systemic functional grammar (SFG) and discourse. by Riyadi Santosa. 4 competence tests: mood and theme, transitivity, clause complex, verbal group and nominal group, the whole analysis (all of them are ‘take-home tests” Halliday, 1985, 1994 Martin, et al 1997 Thompson, 2004

2.44k views • 65 slides

DISCOURSE ANALYSIS. GROUP V: Hj Ahmad Shahrin Sharbini – 11M1301 Dyg Masiryanti Hj Mashor – 11M1303 Nurhamizah Hassim – 11M1306 Siti Rasyadah Khairiyah Muhd Ameer – 11M1307. Definition.

846 views • 24 slides

DISCOURSE ANALYSIS. Topics in Applied Linguistics [email protected]. M. Stubbs' textbook (Stubbs 1983:1),. discourse analysis is defined as concerned with language use beyond the boundaries of a sentence/utterance ,

8.34k views • 28 slides

DISCOURSE ANALYSIS. “I BUILD WALLS”. I BUILD WALLS. I build walls Walls that protect, Walls that shield, Walls that say I shall not yield or reveal Who I am or how I feel I build walls Walls that hide Walls that cover what’s inside, Walls that stare or smile or look away, silent lies,

537 views • 7 slides

DISCOURSE ANALYSIS. Amaliah Khairina (2201410077) Annis Luthfiana (2201410051) Shofia Desy R (2201410073) M. Rizqi Adhi P (2201410007) Junnilalita A.V (2201410148). INTRODUCTION.

2.43k views • 37 slides

Discourse Analysis.

295 views • 1 slides

DISCOURSE ANALYSIS. RESEARCH WRITING. OBJECTIVES. Help students write with awareness of the genre Create opportunities for purposeful writing through different techniques Improve student’s writing combining different approaches. STEPS. Using only previous knowledge. Abstract Methods

533 views • 28 slides

Discourse Analysis. Applying DA to political translation 1. Defining discourse 2. Political discourse analysis applied to translation studies by Christina Sch ä ffner 3. Discussion. Defining discourse. Individually, jot down some ideas about the following:

484 views • 12 slides

Discourse Analysis. Discipline within linguistics Definitions of discourse. What is “discourse”? “Narrow” and “wide” definitions of discourse & examples of discourse. Discourse is. the word 'discourse' comes from Latin 'discursus' which denoted 'conversation, speech'.

523 views • 32 slides

1.58k views • 28 slides

DISCOURSE ANALYSIS. Discourse analysis. 1.    What is discourse? It is written or spoken _______.         A.    Words         B.    Sentences         C.    Paragraphs         D.    Communication. What is discourse analysis? It is a study of _______.

388 views • 12 slides

• Skip to main content

IELTS Podcast

Pass IELTS with expert help.

Why grammatical accuracy is important in IELTS

September 19, 2022 By Ben Worthington

Listen to the audio version here

Podcast: Play in new window | Download

Subscribe: RSS

In this tutorial, we discuss grammatical accuracy in the IELTS Exam and why it is important with ex-examiner, Robert.

We look at:

• Why grammatical accuracy is so important in IELTS

How grammatical accuracy is scored in IELTS

How your first language can affect your grammatical errors, tips to improve your grammar for ielts.

IELTS is interesting because it’s not a “pass-fail” type of test. There is no absolute pass or fail grade but above all the idea of achievement, of reaching a standard and being accepted by others for study or work visa purposes.

There is a world of difference between a Band 6 and a Band 7 or, better still, a Band 7.5 or 8.0. Those with lower scores will struggle at first and perhaps later on and the reason for that is because they have yet to achieve what many call “sufficient mastery” of the language. 

Why grammatical accuracy is so important

There is evidence from several studies suggesting that there is no guarantee that your English will improve that much while you are studying at university. In terms of specialised vocabulary perhaps yes, but if it’s grammatical correctness, probably, no. There are individual differences of course, but if you want to succeed at university, it is highly recommended you try to work on errors you are making in grammar BEFORE you start your course. Ideally, before you take IELTS. 

In short, what we ideally need is the right balance between being fluent and being accurate. 

In fact, we’re talking about 50% of the written text: GRA, grammatical range and accuracy together with cohesion and coherence. Those are the parts judged on accuracy, not only of grammatical structures and sentence complexity but also choices made between cohesive devices. Remember that the number of errors, defined as “some” in GRA and cohesive devices and referencing used “mechanically” or with “faults” at Band 6.0 change to “few” errors and “occasional over or under use” of cohesion at Band 7. 

That’s a difference we can work on. Especially if you are starting out on the road towards IELTS and you are getting feedback from your written work pointing out your errors in GRA and cohesion, it’s the best time right now to take that feedback very seriously. 

Certain grammatical errors are related to your first language. Contrasting the rules of your native language with English will not give us the whole picture of anyone’s standards but may help us to know aspects to look out for. 

As an experienced teacher, I would probably be able to identify the first language of a Task 2 writing sample thanks to the errors.  These differences are well-known to all of you as learners even though it requires a lot of effort to tackle these errors successfully. Let’s take a couple of examples. 

There are two cinema in shopping centre. 

What about?

Is useful a dictionary when you learn a language. 

I sometimes go to others shops. 

Very small samples I know and there are so many other features we could mention though my idea is just to get you thinking about this and becoming aware of the kinds of errors you are making. 

So, ideas? That first one with the singular form instead of plural “cinemas” and the missing article “the” before “shopping centre”? 

Yes, likely to be a Chinese speaker as the absence of plural forms and articles in Chinese lead to these errors in English. 

The second one with the lack of subject at the beginning with the verb placed before the noun. Ideas? Well, it could be a Spanish speaker since Spanish is much more flexible than English when it comes to word order. 

And the last one? The plural “others” as an adjective breaks the English rule here and it could well come from an Arabic speaker where that would be possible. 

Three examples, simple examples but I don’t need to tell you that these errors we all make can be identified by expert feedback and our own self-awareness. 

If the first step is self-awareness, the second must be remedial. In other words, ways to reduce, hopefully, eradicate the errors. Here are some tips to improve your grammar for IELTS

• Spend some time going over what errors you are making. How “serious” are they? How do they affect comprehension and understanding? 
• Identify and classify them. Do you need to work on verb tenses, prepositions, modal verbs, and subject-verb agreement? Are your errors something you´ve been carrying around with you for a long time? Are they identifiably related to your first language? 
• What are you going to do about them? Study grammar, seek help from an expert, practice through grammar exercises? All of these?

The surer you are of the accuracy of what you write and speak, the easier it will be for you to successfully concentrate on the content of your studies without worrying so much about whether your English is good enough or not and the best way to make yourself sure is to know as precisely as possible the aspects you need to work on.

Join many other students who have achieved IELTS success with our online IELTS course .

You can download or listen to the full tutorial here:

| Direct Download Here | Stitcher | iTunes | Spotify

About Ben Worthington

As the founder of IELTSPodcast, Ben started his journey as an English educator in 2006. Ben and his team of teachers provide students with expert advice, twice a week to cover the writing, reading, listening and speaking sections of the IELTS exam.

Follow Ben Worthington on LinkedIn

• Preferences

Accuracy and Fluency: Giving each its place - PowerPoint PPT Presentation

Accuracy and Fluency: Giving each its place

Accuracy and fluency: giving each its place joann miller, editorial macmillan miller_at_room20.org www.efltasks.net fluency the ability to produce written and / or ... – powerpoint ppt presentation.

• JoAnn Miller, Editorial Macmillan
• miller_at_room20.org
• www.efltasks.net
• The ability to produce written and / or spoken language with ease
• Speak with a good but not necessarily perfect command of intonation, vocabulary and grammar
• Communicate ideas effectively
• Produce continuous speech without causing comprehension difficulties or a breakdown in communication
• Ability to produce grammatically correct sentences
• May not include the ability to speak or write fluently.
• The amount of emphasis you put on accuracy or fluency depends on your students
• Translation?
• Intensive vs. Extensive
• Process vs. Free
• Planned vs. Spontaneous
• Reading for overall understanding
• Longer piece of text
• Worry less about individual words and sentences
• Get caught up in flow of ideas
• Short sections or sentences
• When we need to understand information in detail
• Intensive vs. Extensive like in reading
• Intensive listening
• Instructions
• Extensive listening
• A conversation
• Teacher doesnt just assign a writing topic and receive the finished product for correction with no intervention in the writing process itself.
• The process is as (or more) important than the product
• Students plan, write, rewrite, edit individually and in groups with teacher supervision
• Not just for brainstorming
• Practice for decreasing students inhibitions about writing
• Allow them to increase written fluency
• Reassure students continually that whatever they write is OK
• BUT must keep writing..write as much as possible
• Theme The best class I ever had
• Dont stop writing
• Fluency concerns the learners capacity to produce language in real time without undue pausing or hesitation.
• Accuracy how well language is produced in relation to the rule system of the target language.
• Recommend fluency activities first
• Then follow up with accuracy activities
• Whenever learners are involved in communication they are concerned with accuracy
• In spontaneous communication -- little time to reflect on the language they produce.
• If given time to prepare, there will be more accuracy
• need opportunities to process language for communicative purposes as receivers and producers.
• should be unfettered by the perceived need to conform to teacher expectations in terms of the production of specific language forms.
• Pairs or groups.
• use any language they have to express themselves and say what they want to say.
• T walks around and monitors
• helps Ss formulate what they want to say, but doesnt correct errors in form
• Emphasis on spontaneous, exploratory talk and confidence building in small group.
• Success helps Ss motivation.
• Ss draft and rehearse what they want to say or write.
• T helps advising Ss.
• Emphasis on clarity, organization and accuracy
• T asks some pairs to report briefly to whole class so everyone can compare findings--or begin a survey
• T chairs, comments on content, rephrases but gives no public correction
• In pairs, tell your partner about your worst teaching experience
• Now, write your experience
• Change partners and tell the story again
• How did it change?
• Encourage students to do free reading of longer passages (fluency) as well as in class exercises (usually accuracy)
• Encourage students to watch movies and listen to songs in English (fluency) as well as class practices (accuracy)
• Include freewriting (fluency) daily or weekly for a few minutes
• Follow a task cycle
• JoAnn Miller
• Handout available at www.efltasks.net

PowerShow.com is a leading presentation sharing website. It has millions of presentations already uploaded and available with 1,000s more being uploaded by its users every day. Whatever your area of interest, here you’ll be able to find and view presentations you’ll love and possibly download. And, best of all, it is completely free and easy to use.

You might even have a presentation you’d like to share with others. If so, just upload it to PowerShow.com. We’ll convert it to an HTML5 slideshow that includes all the media types you’ve already added: audio, video, music, pictures, animations and transition effects. Then you can share it with your target audience as well as PowerShow.com’s millions of monthly visitors. And, again, it’s all free.

About the Developers

PowerShow.com is brought to you by  CrystalGraphics , the award-winning developer and market-leading publisher of rich-media enhancement products for presentations. Our product offerings include millions of PowerPoint templates, diagrams, animated 3D characters and more.

• Cambridge Dictionary +Plus

grammatical accuracy

Meanings of grammatical and accuracy.

Your browser doesn't support HTML5 audio

(Definition of grammatical and accuracy from the Cambridge English Dictionary © Cambridge University Press)

• Examples of grammatical accuracy

Word of the Day

short for virtual actor: an image of an actor created by a computer, used for example in a computer game or instead of a real actor in some scenes of a film, etc.

Never say die! (Idioms and phrases in newspapers)

Learn more with +Plus

• Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
• Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
• Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
• Pronunciation British and American pronunciations with audio English Pronunciation
• English–Chinese (Simplified) Chinese (Simplified)–English
• English–Chinese (Traditional) Chinese (Traditional)–English
• English–Dutch Dutch–English
• English–French French–English
• English–German German–English
• English–Indonesian Indonesian–English
• English–Italian Italian–English
• English–Japanese Japanese–English
• English–Norwegian Norwegian–English
• English–Polish Polish–English
• English–Portuguese Portuguese–English
• English–Spanish Spanish–English
• English–Swedish Swedish–English
• Dictionary +Plus Word Lists

{{message}}

There was a problem sending your report.

• Definition of grammatical
• Definition of accuracy
• Other collocations with accuracy