Tham khảo tài liệu 'teaching academic esl writing part 28', ngoại ngữ, toefl - ielts - toeic phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả | 258 CHAPTER 10 Some examples of the chunks with these participles can be taught in combinations with catch-all and other academic nouns found in chapter 4 the issue concerning the experiment involving the problem relating to resulting the data containing using a solution requiring the result produced the information taken together given these facts As mentioned however the reduction of adjective clauses to adjective participial phrases is an optional and advanced syntactic operation. For this reason it should only be taught in the case of highly proficient L2 writers or when a specific need arises in light of student errors with these constructions. NOUN CLAUSES Noun clauses are highly common in academic writing and they are probably the most common type of subordinate construction. As the following information demonstrates they are also by far the most structurally complex. As mentioned earlier the functions of nouns can be performed by single words phrases full clauses and reduced clauses such as infinitive or gerund phrases see chap. 4 . Noun clauses can fill the noun slot in a complex sentence . the subject the object the subject complement or the adjective complement see chap. 3 . However noun clauses that fill the object slot are by far the most frequent in academic writing Biber et al. 1999 . For example Psychologists know that information in short-term memory must be repeated. Psychologists know the fact something xxx noun . The sentence pattern with noun clauses in object slots following the main verb phrase is very common indeed Millions of students have learned that they need to repeat the multiplication table to remember it. Bartlett s research shows that material in long-term memory interacts in interesting ways. The most important discourse function of noun clauses is to present and paraphrase information from sources. For this reason noun clauses are particularly prevalent in academic writing when they follow reporting verbs in summaries .
