simple english experts

simple english experts

The Importance of Simplified English in Academic Writing

1. Introduction to Simplified English

Many people think that writing in a simplified form of English is only for sharing information with people who are not native speakers, who don’t understand English or read very well, and who are interested in only part of the topic. Scholars may think that the relationship is one-way – simple English can only be used to pass information on to speakers of other languages. However, simplified English has more far-reaching applications in academic work as well. A simplified form of English can be used to write for an audience who have the same qualifications as you have but do not have English as their first language. Simplified English is not only a form of technical writing communication, although its benefits have been adapted for general and technical communication. Simplified English can help you understand what you read, write concisely and clearly, summarize others’ work better, understand a wider range of language styles, and communicate well with non-native audiences.

The point of simplified English is that it makes it easier for people to understand what they read. This is useful for passing information. What you need to learn and practice are the basic rules that allow your audience to get the information they seek from your writing. Simplified English can also be seen as your multi-language educator. Simple English guides you on what to write, how to write in a simpler and therefore more understandable style, for whom to write, and suggests tools that work. How your audience assimilates this new information and develops even more confidence is influenced by simplified English. When writing, always remember that the audience must understand your words because they are not you!

2. Benefits of Using Simplified English in Academic Writing

This section explores the benefits of using Simplified English in academic writing. English has become the language of international communication, especially in the academic world. Non-English speakers must use English to publish in academic journals indexed in the Web of Science and Scopus. The first language of many academics is not English. Researchers and authors are non-native English speakers. Writing in English is difficult, especially in English for Specific Purposes (ESP), including academic writing.

Writing is one way of getting an education. It shows what the author knows or plans to know as students and researchers have to present a paper to get a degree or promote in a specific field. Writing does not only show knowledge, but also expresses ability and thoughts. It has become important for every academic to improve academic writing, as writing requires discipline. However, many academics who can communicate in a foreign language choose not to write on the grounds of language anxiety. They are afraid of being ridiculed by the reviewers of internationally-indexed journals or that their work will not be assessed because of poorly constructed sentences, misuse of words, spelling mistakes or deficient text structure.

3. Key Strategies for Simplifying Academic Writing

There are four key strategies available to simplify academic writing, i.e., replacing the complex words, using simple grammatical structures, and lessening sentence length and complexity. In academic writing, writers often have tendencies to utilize many complex words and avoid using simpler words. However, the principle of academic writing suggests that complex words have multiple schemas due to readers who will have complex prior knowledge in the field. While the Less Common Meaning (LCM) is considered difficult because the reader might not be able to access previous knowledge. Hence, replacing the LCM used in the text with more simple words will help the reader to bridge the gap of complex prior knowledge. Using simple words will help to simplify the text and make it easier for the reader. Furthermore, using familiar words and idiomatic expressions will elicit positive affect from the reader and make them connect more with the text.

In terms of grammatical structures, academic writing often uses passive voice, modal verbs, and the impersonal organization of ideas. However, passive structures and complex grammar can make the text become difficult, as it buries the message and delays the reader’s comprehension. Meanwhile, replacing passive structures with active voice will eliminate the ambiguous agent of action. In addition, lessening the use of modal verbs will also reduce the need to choose the right modal to describe persuasion. Later in the research phase, the necessity for persuasion markers is not as important because the writer can see – or at least make educated guesses about – the final statistical results.

4. Case Studies and Examples of Successful Implementation

The paper suggests a potential solution to the extensive and largely unlearned complications with English academic writing and, more importantly, with generally balanced academic proficiency. It relies on the overall development of academic proficiency, and it suggests that a standardized yet flexible means of developing the academic register in students’ development could be to explicitly teach academic vocabulary while working through more simply written and simpler topically content. The latter promotes the mastery of academic genres, normally graduatable to fit the students’ proficiency as they acquire it. The proposed standardized character is realized through the careful use of Simplified English.

The proposed method has two advantages. Firstly, by meeting students at their possible level of English (which mixing writing styles helps to accomplish, see below), it makes it possible for the under-leveled and the savants to work together. Due to incomplete black box processing of the writing style, the under-leveled students will move through it according to external (teacher- and peer-specified) rather than by internal (recognizing a need to bridge an unknown part of language) standards and demands. Because the tasks in the black box are simple, they are possible for and useful to students at a wide variety of proficiency levels. These are concrete measures, and although there is extraordinary differentiation of practical content, the formal requirements stay the same.

5. Future Trends and Implications for Academic Writing

The time demands on teachers are overwhelming and unprecedented. They are asked to identify children with special learning needs, size up each student’s strengths and weaknesses, plan cooperative lessons, encourage, discipline, and manage frustrated student behavior. They are invited to participate more and more in decision making and set up ever more comprehensive records on the academic and social progress of students, meet them afterward regularly, design an ever more variety of reports on the entire school instructional program, and contribute a daily record of their work to the perpetual perspective efficiency studies. All of this is placed against a gate of ever-increasing athletic performances, unruly transit expectations, and fluid financial supports to underwrite what is expected. Such divided effectiveness is growing in importance as teachers are expected to become more adept at applying computer-aided instruction, individualizing instructional materials, diversifying evaluation techniques, and cooperating more fully and more flexibly in teaming with special education teachers, speech therapists, social workers, school psychologists, participation teacher parents, and other school and community pupil service professionals. In the eyes of many, teacher performance on standardized tests sounds the possible death toll for the conducting of standardized tests. It is ironic that increased demands to know how much a teacher is doing to increase student performance, which in turn usually requires an increasing ability to identify difficulties and disabilities, in many, under the circumstances of most tests are rather firmly closed, eventually leads to an entire redirection education school objectives.