Speaking in Academic Contexts
Rhetorical Functions in Academic Speaking: Generalising
A common organisational principle in academic speaking is the general-specific pattern. This patterns involves a general statement supported by specific examples or details.
Example
Look at the following examples of generalisations. In some cases the generalisations are supported by details or examples.:
It believed that the USA wanted a round-the-world air route with access to all countries including the Soviet Union, China, the Middle East, and Africa, as well as the British Commonwealth and Empire. |
Marx and Engels followed their contemporaries in believing that the history of mankind usually went through the same sequence of technological improvement. The sequence, by and large, went like this: first gathering of plants and small animals, second fishing, third hunting, fourth pottery, fifth pastoralism, sixth agriculture, seventh metalworking. |
Throughout most of known human existence the processes, materials and tools of production were available to individuals who were involved in both utilitarian and expressive work. But, since the Renaissance the exponential growth and sophistication of technology has made it impossible for the majority of artists to gain access to many potential tools for expression. |
Language
Percentage | Quantity | Frequency | Certainty | Verbs |
100% |
all/every/each |
always |
certain(ly) |
will |
0% |
few/little |
rare(ly) |
uncertain |
could not |
Some of the probability qualifications can he further qualified, e.g.
It is |
fairly |
certain |
that . |
very |
probable |
||
rather |
unlikely |
||
almost |
certain |
Sometimes generalisations may be introduced or qualified in the following way:
In |
the (vast) majority |
of |
cases, . |
most |