N. Odegova m. Kharkiv (Методика викладання ІМ)

THE USE OF MODAL VERBS IN THE THESIS STATEMENT

The effectiveness of any piece of academic writing is determined to a considerable degree by the writer’s ability to build the introductory paragraph. In the case of an essay the introduction benefits substantially from a clearly formulated thesis statement, which ‘declares the main point or controlling idea of the entire essay’ [4, 31]. Numerous reference and course books set out requirements for a thesis, according to which an effective thesis statement expresses the writer’s opinion on the essay’s subject, communicates one main idea, brings up a subject worthy of the reader’s attention, fits the writing assignment, uses specific language, does not make over-generalizations, etc. [3, 36; 4, 33-37]. This paper focuses on two of the above mentioned guidelines that are of the utmost importance for those who intend to write an opinion essay: stating one’s attitude towards the subject of the essay and avoiding absolute claims. It is these requirements that often remain unfulfilled in students’ essays, which makes the issue topical for language teachers who aim to help students improve their writing skills.

With regard to fulfilling the two indicated requirements, it is essential to point out the role that modal verbs might play in composing a thesis statement that conveys one’s point of view and does not alienate the reader with an over-generalization. Unlike other verbs, modals ‘do not denote actions or states, but only show the attitude of the speaker towards the action or state expressed by the infinitive in combination with which they form compound modal predicates’ [5, 162]. Different modal verbs present situations as possible, improbable, logical, doubtful, desirable, necessary, permissible, prohibited, etc. from the speaker’s point of view. This makes them a useful tool for essay writers. Here are some examples:

−       Switching from printed to digital texts in the classroom might decrease the efficiency of learning. [The writer believes there is a possibility that substituting digital devices for printed books may not be beneficial for learners in the long run.]

−       Watching travelling shows cannot replace travelling itself as it is the latter that presents a true image of a country and challenges common stereotypes. [The author expresses a firm belief that travelling must be first-hand experience.]

−       The government should invest more money in scientific research. [This thesis clearly highlights the necessity for research to be supported by the government.] 

−       Websites must skillfully use language, color, and design if they aim to attract the discerning computer user. [The writer lays down the necessary requirements for website designers.]

−       Changing schools can be a traumatic experience. [The author recognizes the theoretical possibility of traumatizing children by making them change schools.]

It could be argued that for an opinion to carry sufficient weight with the reader, one should make sure that the tone of the essay is not too assertive and the language does not contain such inaccurate expressions as Everybody agrees that …, People always …, People never …, Nobody believes that …, All students are …, Children misbehave because …, etc. The concept of cautious language is nowadays a notable feature of academic writing. The technique of qualifying a statement is called ‘hedging’ and can be extremely useful if one tries to avoid over-generalizations, which tend to provoke an adverse reaction. By toning down their statements authors can reduce the risk of opposition since they let the reader know that they do not claim to have the final word on the subject. It should be mentioned that expressing a lack of certainty does not necessarily show confusion or vagueness. On the contrary, hedging allows the writer to produce a more accurate representation of the state of the knowledge under discussion as stronger claims may not be justified by the data or evidence presented. Hedging can also be used as a rational interpersonal strategy that makes the writer appear humble rather than arrogant or all-knowing. It helps build a writer– reader relationship and guarantees a certain level of acceptability [1].

Though there exist various language means of hedging, modal verbs are considered by some linguists to be the most easily identified and widely used [2, 247]. These are, above all, such verbs as may, might, could, would, which deal with degrees of probability. In the examples below the modal verbs soften the statements, make them sound cautious and difficult to challenge:

−       Digital texts may eventually replace printed books, newspapers, and magazines.

−       Travelling might seem no longer necessary as one can learn about the rest of the world by watching TV and surfing the Internet.

−       It could be argued that an integral part of learning a foreign language is acquiring some familiarity with the culture associated with it.

−       It would seem right to say that people nowadays are heavily dependent on technology and might find it next to impossible to survive more than a few days without their favorite gadgets.

All in all, it is obvious that modal verbs not only assist the writer in expressing their opinion in the thesis statement of an essay but also serve to render the thesis a milder tone by allowing ample room for a different point of view. All this should be taken into account while teaching grammar on the one hand and academic writing on the other hand, which necessitates designing corresponding tasks for both grammar and writing practice.

References

1. Hedging in Academic Writing. – www.bbk.ac.uk/.../Hedging-in-AcademicWriting.doc

2. Hyland K. Hedging in Academic Writing and EAP Textbooks / Ken Hyland. – http://www2.caes.hku.hk/kenhyland/files/2012/08/Hedging-in-academic-writing-and-EAP-textbooks.pdf

3. Troyka L. Q. Simon & Schuster Handbook for Writers / Lynn Quitman Troyka. – Prentice Hall, Englewood Cliffs, New Jersey, 1993. – 796 p.

4. Wyrick J. Steps to Writing Well with Additional Readings / Jean Wyrick. – Harcourt Brace College Publishers, 1998. – 640 p.

3. Кобрина Н. А. Грамматика английского языка: Морфология. Синтаксис: Учебное пособие для студентов педагогических институтов и университетов / Н. А. Кобрина, Е. А. Корнеева, М. И. Оссовская, К. А. Гузеева. – СПб. : Издательство «Союз», 2006. – 496 с.