Informal features in students’ formal texts :the case of Komenda College of Education

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.