{"id":54962,"date":"2020-11-25T00:00:05","date_gmt":"2020-11-25T08:00:05","guid":{"rendered":"https:\/\/world.edu\/?p=54962"},"modified":"2020-11-24T10:59:44","modified_gmt":"2020-11-24T18:59:44","slug":"saying-more-with-less-4-ways-grammatical-metaphor-improves-academic-writing","status":"publish","type":"post","link":"https:\/\/world.edu\/saying-more-with-less-4-ways-grammatical-metaphor-improves-academic-writing\/","title":{"rendered":"Saying more with less: 4 ways grammatical metaphor improves academic writing"},"content":{"rendered":"

\"\"Young children often write as they speak. But the way we speak and the way we write isn\u2019t quite the same. When we speak, we often use many clauses (which include groups of words) in a sentence. But when we write \u2013 particularly in academic settings \u2014 we should use fewer clauses and make the meaning clear with fewer words and clauses than if we were speaking.<\/p>\n

To be able to do this, it\u2019s useful to understand specific written language tools. One effective tool in academic writing is called grammatical metaphor.<\/p>\n

The kind of metaphor we are more familiar with is\u00a0lexical metaphor<\/a>. This is a variation in meaning of a given expression.<\/p>\n

For example, the word \u201clife\u201d can be literally understood as the state of being alive. But when we say \u201cfood is life\u201d, metaphorically it means food is vital.<\/p>\n

Grammatical metaphor<\/a>\u00a0is different. The term was coined by English-born Australian linguistics professor\u00a0Michael Halliday<\/a>. He is the\u00a0father of functional grammar<\/a>\u00a0which underpins the\u00a0Australian Curriculum: English<\/a>.<\/p>\n

Halliday\u2019s\u00a0concept of grammatical metaphor<\/a>\u00a0is when ideas that are expressed in one grammatical form (such as verbs) are expressed in another grammatical form (such as nouns). As such, there is a variation in the expression of a given meaning.<\/p>\n

There are many types of grammatical metaphor, but the\u00a0most common<\/a>\u00a0is done through nominalisation. This is when\u00a0writers turn<\/a>\u00a0what are not normally nouns (such as verbs or adjectives) into nouns.<\/p>\n

For example, \u201cclever\u201d in \u201cshe is clever\u201d is a description or an adjective. Using nominalisation, \u201cclever\u201d becomes \u201ccleverness\u201d which is a noun. The clause \u201cshe is clever\u201d can be turned into \u201cher cleverness\u201d which is a noun group.<\/p>\n

\u201cSings\u201d in \u201che sings\u201d, which is a doing term or a verb, can be expressed by \u201chis singing\u201d, in which \u201csinging\u201d is a noun.<\/p>\n

In these examples, the adjective \u201cclever\u201d and the verb \u201csings\u201d are both expressed in nouns \u2014 \u201ccleverness\u201d and \u201csinging\u201d.<\/p>\n

Grammatical metaphor, which is often done through nominalisation like in the examples above, typically features in\u00a0academic, bureaucratic and scientific writing<\/a>. Here are four reasons it\u2019s important.<\/p>\n

1. It shortens sentences<\/strong><\/h4>\n

Grammatical metaphor helps shorten explanations and lessen the number of clauses in a sentence. This is because more information can be packed in noun groups rather than spread over many clauses.<\/p>\n

Below is a sentence with three clauses:<\/p>\n

When humans cut down forests (clause one), land becomes exposed (2) and is easily washed away by heavy rain (3).<\/em><\/p><\/blockquote>\n

With grammatical metaphor or nominalisation, the three clauses become just one.<\/p>\n

Deforestation causes soil erosion.<\/em><\/p><\/blockquote>\n

\u201cWhen humans cut down forests\u201d (a clause) becomes a noun group \u2013 \u201cdeforestation\u201d. The next two clauses (2 and 3) are converted into another noun group \u2013 \u201csoil erosion\u201d.<\/p>\n

2. It more obviously shows one thing causing another<\/strong><\/h4>\n

Grammatical metaphor helps show that one thing causes another within one clause, rather than doing it between several clauses. We needed three clauses in the first example to show one action (humans cutting down forests) may have caused another (land being exposed and being washed away by heavy rain).<\/p>\n

But with grammatical metaphor, the second version realises the causal relationship between two processes in only one clause. So it becomes more obvious.<\/p>\n

3. It helps connect ideas and structure text<\/strong><\/h4>\n

Below are two sentences.<\/p>\n

The government decided to reopen the international route between New Zealand and Hobart. This is a significant strategy to boost Tasmania\u2019s economy.<\/em><\/p><\/blockquote>\n

Using grammatical metaphor, the writer can change the verb \u201cdecided\u201d to the noun \u201cdecision\u201d and the two sentences can become one.<\/p>\n

The decision to reopen the international route between New Zealand and Hobart is a significant strategy to boost Tasmania\u2019s economy.<\/em><\/p><\/blockquote>\n

This allows the writer to expand the amount and density of information they include. It means they can make further comment about the decision in the same sentence, which helps build a logical and coherent text. And then the next sentence can be used to say something different.<\/p>\n

4. It formalises the tone<\/strong><\/h4>\n

Using grammatical metaphor also creates distance between the writer and reader, making the tone formal and objective. This way, the text establishes a more credible voice.<\/p>\n

While there have\u00a0been some calls<\/a>\u00a0from academics to make writing more personal,\u00a0formality, social distance and objectivity<\/a>\u00a0are still valued features of academic writing.<\/p>\n

It\u2019s taught, but not explicitly<\/strong><\/h4>\n

Nominalisation \u2014 as a linguistic tool \u2014 is\u00a0introduced in Year 8<\/a>\u00a0in the Australian Curriculum: English. It\u00a0implicitly appears<\/a>\u00a0in various forms of language knowledge from Year 1 to Year 10.<\/p>\n

It becomes\u00a0common across subject areas<\/a>\u00a0in the upper primary years. And it is\u00a0intimately involved<\/a>\u00a0in the increasing use of technical and specialised knowledge of different disciplines in secondary school.<\/p>\n

But the term \u201cgrammatical metaphor\u201d is not explicitly used in the Australian Curriculum: English and is less known in school settings. As a result, a vast majority of school teachers might not be aware of the relationship between grammatical metaphor and effective academic writing, as well as how grammatical metaphor works in texts.<\/p>\n

This calls for more attention to professional learning in this area for teachers and in Initial Teacher Education (ITE) programs. This will help equip student teachers and practising teachers with pedagogical content knowledge to teach and prepare their students to write effectively in a variety of contexts.<\/p>\n

Author Bio:<\/strong> Vinh To is a Lecturer in English Curriculum and Pedagogy at the University of Tasmania<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Young children often write as they speak. But the way we speak and the way we write isn\u2019t quite the same. When we speak, we often use many clauses (which include groups of words) in a sentence. But when we write \u2013 particularly in academic settings \u2014 we should use fewer clauses and make the […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":54963,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[357519],"coauthors":[11733],"class_list":["post-54962","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-grammatical-metaphor"],"acf":[],"yoast_head":"\nSaying more with less: 4 ways grammatical metaphor improves academic writing - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/saying-more-with-less-4-ways-grammatical-metaphor-improves-academic-writing\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Saying more with less: 4 ways grammatical metaphor improves academic writing - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Young children often write as they speak. But the way we speak and the way we write isn\u2019t quite the same. When we speak, we often use many clauses (which include groups of words) in a sentence. 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