Abstract:
This thesis sought to investigate informal features that infiltrate students’ formal
writing, factors which contribute to that practice and the subsequent effects. Genrebased
conceptual framework with its tenets was used as the theory underpinning the
work. The researcher explored other literature such as social class and context, key
distinctive features of academic writing, major genres in academic writing and ways
of acquiring adequate skills in academic writing. This study made use of qualitative
approach and case study design. The researcher used systematic sampling to sample
targeted population of three-hundred out of one-thousand five-hundred scripts. Also,
simple random and purposive samplings were used to select fifty students and five
tutors respectively for interview to ascertain why they use informal language in
formal writing and the effect of that practice. The research established that clipping,
high value modals, abbreviations, contractions and informal expressions were some of
the informal elements used in formal writing. The findings revealed that five factors
are the cause of students’ mixing informal language in formal writing. These factors
include lack of practice, absenteeism, habitual use of more informal words in
conversation, lack of feedback from teachers and the use of English as a second
language. Finally, the effects of mixing informal element in writing such as affecting
the assignments and project work they write were discussed thoroughly and
pedagogical implications were made.
Description:
A thesis submitted to the Department of Applied Linguistics,
Faculty of Foreign Languages Education,
University of Education, Winneba, in partial fulfilment
of the requirements for award of the degree of
Master of Philosophy
(Applied Linguistics)
in the University of Education, Winneba
AUGUST, 2022