In “A comparison of the college selection process for international and domestic student-athletes at NCAA Division I universities” Nels Popp, David Pierce, and Mary A. Hums (2011) use different writing skills to emphasize the key points that can help readers to understand this research (p. 176). This article is a comparison article including various relative information (Popp, Pierce, & Hums, 2011). So, these sorts of language features also can stress the key points that makes this paper clearly.
According to Nels Popp, David Pierce, and Mary A. Hums (2011), “Although numbers are increasing, very little empirical research has examined the recruitment process for international student-athletes” (p. 177). In the academic writing, writers would choose some words such as little and no to replace negative forms for more academic (Swales & Feak, 2012). In this sentence, authors want to emphasize that the very little empirical research is not enough to examine the recruitment process for international student-athletes, so scholars should do much more research to enrich the recruitment process for international student-athletes (Popp, Pierce, & Hums, 2011). If the authors use negative forms such as not much, this word stresses the different emphasis. Although these articles not enough, they still can examine the recruitment process for international student-athletes and scholars do not need more research. Overall, writers prefer not to use negative forms that make articles more academic and distinct. In my discipline, scholars avoid using negative words and replace other words in the sentence to show the article academic formal and make the keywords more clear.
Nels Popp, David Pierce, and Mary A. Hums (2011) show “ While some researchers have examined general motivational factors for international student-athletes sojourning to the U.S., these studies failed to address in any great detail why a prospective cross-cultural student-athlete might select one specific school instead of another” (p. 178). In academic writing, authors prefer to use an argument or research questions to be answered (Swales & Feak, 2012). In this sentence, authors just want to stress the general motivational factors for international student-athletes (Popp, Pierce, & Hums, 2011). This aspect of research is a niche of this article. The authors use an argument or research questions to show the facts to the readers that there are less successful studies about addressing in details (Popp, Pierce, & Hums, 2011). If the authors use a direct question, the readers will focus on the problem why a perspective cross-culture student-athlete select one specific school instead of another. It is not the emphasis that writers want to show to the audience. In academic writing, scholars can use a direct question to draw the reader’s attention to a point, but indirect questions can emphasize a viewpoint in the article (Swales & Feak, 2012). Writers use direct questions in the future research that can give readers more space to think this point. In my discipline, there are various complicated articles. Scholars should use language skills to show some primary viewpoints directly.
Nels Popp, David Pierce, and Mary A. Hums (2011) note “A breakdown of those nations can be found in Table 2” (p. 180). In many fields, writers use the passive voice to address the points that want to show the audience (Swales & Feak, 2012). In this sentence, authors stress the nations and table 2 through the passive voice. If the authors use the active voice, readers cannot focus on the key words. The readers can not find the emphasis easily. This writing style cannot look like academic and cannot help writers to emphasize the keywords in the sentence. Thus, writers can prefer to use some the passive voice that can stress the keywords directly. There are numerous tables and surveys in my discipline. Scholars should use passive voice in the tables that can emphasize the importance of charts and data.
References
Popp, N., Pierce, D., & Hums, M. A. (2011). A comparison of the college selection process for international and domestic student-athletes at NCAA Division I universities. Sport Management Review, 14(2), 176-187.
Swales, J. & Feak, C., (2012). Academic Writing for Graduate Students. Ann Arbor:, University of Michigan Press.
According to Nels Popp, David Pierce, and Mary A. Hums (2011), “Although numbers are increasing, very little empirical research has examined the recruitment process for international student-athletes” (p. 177). In the academic writing, writers would choose some words such as little and no to replace negative forms for more academic (Swales & Feak, 2012). In this sentence, authors want to emphasize that the very little empirical research is not enough to examine the recruitment process for international student-athletes, so scholars should do much more research to enrich the recruitment process for international student-athletes (Popp, Pierce, & Hums, 2011). If the authors use negative forms such as not much, this word stresses the different emphasis. Although these articles not enough, they still can examine the recruitment process for international student-athletes and scholars do not need more research. Overall, writers prefer not to use negative forms that make articles more academic and distinct. In my discipline, scholars avoid using negative words and replace other words in the sentence to show the article academic formal and make the keywords more clear.
Nels Popp, David Pierce, and Mary A. Hums (2011) show “ While some researchers have examined general motivational factors for international student-athletes sojourning to the U.S., these studies failed to address in any great detail why a prospective cross-cultural student-athlete might select one specific school instead of another” (p. 178). In academic writing, authors prefer to use an argument or research questions to be answered (Swales & Feak, 2012). In this sentence, authors just want to stress the general motivational factors for international student-athletes (Popp, Pierce, & Hums, 2011). This aspect of research is a niche of this article. The authors use an argument or research questions to show the facts to the readers that there are less successful studies about addressing in details (Popp, Pierce, & Hums, 2011). If the authors use a direct question, the readers will focus on the problem why a perspective cross-culture student-athlete select one specific school instead of another. It is not the emphasis that writers want to show to the audience. In academic writing, scholars can use a direct question to draw the reader’s attention to a point, but indirect questions can emphasize a viewpoint in the article (Swales & Feak, 2012). Writers use direct questions in the future research that can give readers more space to think this point. In my discipline, there are various complicated articles. Scholars should use language skills to show some primary viewpoints directly.
Nels Popp, David Pierce, and Mary A. Hums (2011) note “A breakdown of those nations can be found in Table 2” (p. 180). In many fields, writers use the passive voice to address the points that want to show the audience (Swales & Feak, 2012). In this sentence, authors stress the nations and table 2 through the passive voice. If the authors use the active voice, readers cannot focus on the key words. The readers can not find the emphasis easily. This writing style cannot look like academic and cannot help writers to emphasize the keywords in the sentence. Thus, writers can prefer to use some the passive voice that can stress the keywords directly. There are numerous tables and surveys in my discipline. Scholars should use passive voice in the tables that can emphasize the importance of charts and data.
References
Popp, N., Pierce, D., & Hums, M. A. (2011). A comparison of the college selection process for international and domestic student-athletes at NCAA Division I universities. Sport Management Review, 14(2), 176-187.
Swales, J. & Feak, C., (2012). Academic Writing for Graduate Students. Ann Arbor:, University of Michigan Press.