Page 19 - ACADEMIC WRITING

Now that you have successfully matched each excerpt to its function, what
tenses are used to serve the functions?

There are times when shifting to different type of tenses within sentences, paragraphs,
or chapters is necessary. However, we have to have a good reason to do so;
Simple present tense is used to serve the function of (as numbered 1-2 on previous
section above);
1. stating what is already known and/or the conclusion of particular topic
discussion*,
2. making general statements, conclusions, and interpretations about findings of
currently known research result.

Present perfect tense is used to serve the function of (as numbered 3-5 on previous
section above);
1. introducing a new topic or report*,
2. pointing out a “gap” in existing research, making a connection between the
past (what has been found) and the present (how will you add more to the
field)**,
3. describing previous findings without referring directly to the
original paper.

* may also serve the same functions as in Introduction.
** more elaboration on the further section

Read the excerpt below and notice the tenses used for each verb printed in bold. Identify
the function of each tenses to determine which classification each number falls into.

Approximately 10% of the population suffers (1) from dyslexia (Habib, 2000). Specialized testing

most often reveals (2) this disability in third grade or later, when they develops (3) an observable
differential between reading achievement and IQ (Wenar & Kerig, 2000). This late identification
poses (4) severe problems for effective remediation. At the time of diagnosis, poor readers are (5)

on a trajectory of failure that becomes (6) increasingly difficult to reverse. Attempts at intervention
must both focus on remediation of the impaired components of reading as well as extensive
rehabilitation to reverse the growing experience differential.

Educators and researchers are (7) aware of the need for early diagnosis. In response, research

investigating early correlates of later reading ability/disability has burgeoned (8) (e.g. Wagner et
al., 1997). However, these early reading studies primarily focus (9) on school age children (e.g.

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