Writing Guidelines

Prof. Ayoub Loutfi

The Sentence
Please ensure that you follow these writing guidelines for your answers on the exam. You are expected to write in
academic English, which is a formal style of writing used in academic and research settings, characterized by clear, concise,
and well-structured sentences. Developing academic writing skills is essential for expressing your ideas effectively in the
academic context. Here are some tips to follow:

1. Use Correct Sentence Types: Use a variety of sentence types such as simple, compound, complex, and compound-
complex sentences. Ensure that you use them appropriately in your writing.
• Simple sentence: Motivation is a key factor in language learning.
• Compound sentence: Language learning can be challenging, but with dedication and practice, it can also be very
rewarding.
• Complex sentence: Although some students may struggle with language learning at first, they can improve with
the help of effective teaching strategies.
• Compound-complex sentence: Language learners who are highly motivated tend to achieve higher proficiency
levels, but those who lack motivation may struggle, especially if they are not provided with appropriate support.
2. Avoid Faulty Sentence Types: Avoid faulty sentence types such as fragments, run-on sentences (fused and comma
splice), and other common sentence errors. Here are examples:
✓ Fragment: A fragment is an incomplete sentence that lacks either a subject, a predicate, or both.
Example: "To improve language learning outcomes. By using technology."
Correction: "To improve language learning outcomes, educators can incorporate technology into their teaching
practices."
✓ Run-on sentence (fused): A run-on sentence occurs when two independent clauses are joined without the
proper punctuation or conjunction.
Example: "Research has shown that motivation is a key factor in language learning students who are highly
motivated tend to achieve higher proficiency levels, while students who lack motivation may struggle with the
language."
Correction: "Research has shown that motivation is a key factor in language learning. Students who are highly
motivated tend to achieve higher proficiency levels, while students who lack motivation may struggle with the
language."
✓ Run-on sentence (comma splice): A run-on sentence can also occur when two independent clauses are joined
with just a comma.
Example: "Many language learners struggle with grammar, they often make errors in sentence structure."
Correction: "Many language learners struggle with grammar; they often make errors in sentence structure."

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3. Avoid collocation problems: Collocation refers to the habitual juxtaposition of a particular word with another word
or words, which creates a natural, idiomatic expression. For instance, "conduct a study" is a common collocation,
whereas "perform a study" is not. Another example of collocation is "take into account," which is often used in
academic writing to mean "consider."
Incorrect collocations can lead to ambiguity or even change the meaning of a sentence. For example, using "make a
research" instead of "conduct a research" is incorrect collocation and could lead to confusion.
To avoid such collocation problems, you can consult a dictionary or thesaurus to expand your vocabulary and usage of
technical terms. Also, proofread your work carefully to ensure that your spelling is correct and consistent.
4. Use Correct Spelling: Use correct spelling by proofreading your work carefully. Incorrect spelling can distract from
the overall quality of the work.
5. Be Precise and Concise: Answer questions in a concise and precise manner, using technical terms and jargon from
the field as needed. Avoid general answers and "beating around the bush."

By following these writing guidelines, you can improve your academic writing skills, express your ideas more clearly and
accurately, and avoid common sentence errors.

The Structure of the Paragraph

1. Single Main Idea: A single paragraph should discuss one main idea, which is introduced in the topic sentence. All
supporting sentences in the paragraph should relate to and support this main idea.
2. Clear, Focused Topic Sentence: The topic sentence should clearly and concisely state the main idea of the paragraph.
It should be specific and focused, not too broad or general. A good topic sentence provides a roadmap for the rest
of the paragraph.

Example of a clear, focused topic sentence:

(1) Research has shown that incorporating technology into language learning can have a positive impact on
student motivation and engagement.
(2) One of the main challenges facing language learners is the acquisition of vocabulary, which is essential for
effective communication in the target language.

3. Supporting Sentences: The supporting sentences provide evidence, details, and examples that support the main
idea of the paragraph. They should be logically connected to the topic sentence and to each other.
4. Concluding Sentence: The concluding sentence should summarize the main idea of the paragraph and bring it to a
natural close. It should not introduce new information or ideas.

Example of a concluding sentence:

(1) In conclusion, understanding the factors that affect second language acquisition can help language
learners overcome obstacles and achieve their language learning goals.
(2) In summary, research has shown that incorporating various forms of language input and output in
language instruction can lead to more successful language learning outcomes.

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5. Coherence and Cohesion: Paragraphs should be coherent and cohesive, which means that the ideas in the paragraph
should flow logically and smoothly from one sentence to the next. Use transition words or phrases to show the
relationships between ideas.

Example of transition words: "Furthermore," "In addition," "Moreover," "However," "Therefore," "As a result,"
"Similarly," "Likewise."

By following these guidelines, you can write well-organized and coherent paragraphs that effectively communicate your
ideas.

Sample Paragraph
Question: Explain how age and motivation affect L2 learning

Age and motivation are two key factors that influence second language (L2) learning. First, age plays a significant
role in L2 learning as there is a critical period for language acquisition. In particular, it is widely accepted that the earlier
an individual begins to learn a second language, the better their chances of achieving native-like proficiency. For example,
research has shown that children who are exposed to a second language at an early age are more likely to develop near-
native proficiency than adults who learn the language later in life. Second, motivation is also a critical factor in L2
learning. Students who are motivated to learn the language are more likely to succeed than those who lack motivation.
Motivation can come from a variety of sources, including personal interest in the language, career goals, and the desire
to communicate with others. For example, a student who is motivated to learn English because they want to work in an
international company is likely to be more successful in their language-learning journey than a student who is learning
English because it is a required course. In summary, age and motivation are crucial factors that impact L2 learning and
understanding their influence can help language learners set realistic goals and expectations for their language learning
journey.

The Structure of the Essay

1. Introduction: The introduction should begin with a hook or a general statement that draws the reader's attention to
the topic. This should be followed by a thesis statement that provides a clear and concise overview of the essay's
main argument. The thesis statement is generally written the same way as the topic sentence.
2. Body: The body of the essay should contain several paragraphs that support the thesis statement. Each paragraph
should focus on a specific aspect or perspective of the topic and should have a clear and concise topic sentence,
supporting sentences, and a concluding sentence. It is crucial to ensure coherence and cohesion between the
paragraphs by using transition words and phrases.
3. Conclusion: The conclusion should summarize the main arguments presented in the essay and restate the thesis
statement in different words. The conclusion should not introduce any new information, but rather provide a final
assessment of the topic under discussion.

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 Sample Essay (5 Paragraph Essay)
Question: Discuss the validity of the following statement:

Both behaviorism and mentalism concur that environment plays a crucial role in first language acquisition.

Language acquisition has long been a subject of fascination for researchers and linguists. Two prominent schools
of thought have emerged in the field of language acquisition: behaviorism and mentalism. Despite their differences in
explaining the process of language acquisition, both schools agree that the environment, particularly the linguistic
environment, plays a critical role in language acquisition.

Behaviorists argue that children learn language through imitation and reinforcement. Children acquire language
by imitating the correct speech they hear and receiving positive reinforcement when they produce language accurately.
The environment provides the necessary input for children to learn language through imitation and reinforcement. For
example, when a child says "apple" correctly, and their caregiver responds positively, this reinforces the correct use of the
word and encourages the child to continue using it.

Mentalists emphasize the role of innate mental structures and processes in language acquisition, but they also
recognize that the environment plays a crucial role in providing Primary Linguistic Data (PLD). PLD allows children to
construct mental representations of the rules and structures of their native language. Children who receive limited
linguistic input may struggle to acquire grammatical knowledge, leading to difficulties in producing accurate sentences.
The environment provides the necessary linguistic input for children to acquire a vast vocabulary and grammatical
knowledge.

Despite these differences, both behaviorism and mentalism agree that environment plays a crucial role in first
language acquisition. For instance, behaviorists emphasize the role of imitation in language acquisition. Children imitate
the speech of adults around them, and their correct utterances are reinforced through positive feedback. This process
continues until the child has acquired a mastery of the language. Therefore, the environment plays a crucial role in
providing the linguistic input that children need to acquire their first language. Similarly, mentalists emphasize the role of
Primary Linguistic Data (PLD) in language acquisition. Children use the PLD, which is the linguistic input they receive from
their caregivers, to construct mental representations of the rules and structures of their native language. Therefore, the
environment plays a crucial role in providing the linguistic input that children need to construct these mental
representations.

In conclusion, the environment plays a critical role in first language acquisition, and both behaviorism and
mentalism acknowledge this fact. The importance of stimulus-response-reinforcement and imitation, lexical and
grammatical knowledge, pragmatic knowledge, and accents and regional variation in language acquisition demonstrate
the crucial role of the environment in language acquisition. Understanding the role of the environment in language
acquisition can inform language teaching and learning practices, allowing educators to provide a rich linguistic environment
that supports children's language development.
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