Modality

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From the course by Moscow Institute of Physics and Technology

Academic Literacy

84 ratings

Moscow Institute of Physics and Technology

Academic Literacy

84 ratings

Course 1 of 5 in the Specialization English for Research Publication Purposes

This is the first course of the English for Research Publication Purposes Specialization. The course is an introduction to what you need to know about academic discourse. You’ll gain important critical reading skills to help you develop as a self-critical scientific writer. You will learn practical tools and effective strategies for increasing your academic vocabulary and grammar so that you will write well-structured coherent academic texts.

From the lesson

MODULE III : FUNDAMENTALS OF ACADEMIC GRAMMAR

This module covers issues related to the pragmatics of academic English. The module presents an overview of the English verb system, including most frequent tenses, three aspects, and two voices. The module highlights the use of correct punctuality, which is of immense help in meeting the goal of the writing process: to ensure clear communication of ideas. The module also explains the role of modality and register in academic writing. Another important issue discussed in module is the use of parallel constructionsfor words, phrases, clauses, sentences, and paragraphs of an academic text.

Meet the Instructors

Elena Bazanova
Director of the Language Training and Testing Center
Moscow Institute of Physics and Technology

[MUSIC]

Modality is an important technique for the expression of argument and

opinion in academic writing.

Modality can take various forms and be expressed in different ways.

For example, bi-modal verbs such as must and may, or marginals like need to.

Or, semi-modals, like have to.

And lexical words, for example, nouns, adjectives, adverbs, verbs and quantity.

The main forms of model auxiliary verbs are can, could,

may, would, might, will, must, should and ought to.

Each of these forms has a variety of functions and meanings, such as ability,

reassurance, requesting, controlling, certainty and so on.

This table illustrates some examples of forms and

functions in the use of modal verbs.

It is evident that modality is to be used very carefully in academic

communication because it has similar meanings and functions.

Very few ideas in academia can be stated as fact.

So using modality allows academic writers to express,

with various degree of certainty, ideas that are not facts.

Let's consider this example.

Climate change threatens the health of millions of people.

Definitely, this is a fact, because the verb is expressed by present simple tense

whose main function is to state facts.

Climate change might threaten the health of millions of people.

In this case, modality expresses low certainty.

A moderate, low modality statement of opinion allows for

a more tentative conclusion to be drawn.

It also appears to present a reason and objective argument because it allows for

the possibility of avenues contrary to your own claims.

In comparison, a high modality opinion can appeal to the emotions,

and so, can be perceived as persuasive and subjective.

However, if there is ample evidence to support the argument being presented,

then high modality is appropriate.

High modality language is also used in specific genres for specific purposes,

such as to make recommendations on future research of problem solutions.

Each of these forms has a variety of functions and

meanings, such as ability, reassurance or request.

Let's consider this statement one more time.

Climate change threatens the health of millions of people.

It is unlikely that this statement is always true.

There is always likely to be someone

who doesn't follow the rule expressed by this statement.

These kinds of statements are called overgeneralisations, and

they are too general to be true.

In academic English, it's important to avoid overgeneralisations

because they could weaken your argument.

Here are two more examples showing how overgeneralisation can be avoided.

Climate change may threaten the health of millions of people.

It appears likely that climate change often threaten the health

of millions people.

Expressions, such as may and appears, likely are examples of modality.

Modality includes any expressions that show how

certain someone is, not just modal verbs.

Using modality in this way is sometimes called hedging.

Hedging is quite common in academic English, because in academia, people have

to be very careful not to make something sound like a fact when it is not as fact.

In greater detail, hedging will be discussed

in the second course of this specialization, scholarly communication.

Apart from modal verbs, useful grammatical forms that express modality include

adverbs of certainty and of frequency.

Verbs indicating lack of certainty.

Expressions with "it" + passive voice, adjective or adverb.

Construction, there is or there are + noun phrase + that.

Expressions of quantity.

The use of high modality language in academic writing

depends on the amount of evidence supporting your argument.

However, factors such as the genre of the writing, its purpose, and

the conventions, as well as the discipline being studied

also influence the use of high modality writing.

Look at the different ways high modality language has been used to answer

a specific purpose in the following examples.

The following excerpt is taken from a scientific article where the authors make

a strong recommendation for the direction of future research.

The results of the author's investigation provides support for

this high modality stance.

Ultimately, your opinion in academic writing

must be based on the evidence you have collected.

The level of modality used to express your opinion

must match the level of certainty provided by your evidence.

It might be appropriate to make a high modality claim because evidence for

multiple sources makes up your opinion.

Therefore, adjust the certainty of modality used to present your argument

according to the quality and amount of evidence supporting it.

Be careful not to accidentally state something that is true,

unless you have very strong evidence that it really is true.

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