previewing and predicting academic essay
Most/Some people believe thatPreviewing and predicting are pre-reading
activities that prepare readers to anticipate the content of the article. They give students a glimpse into the content of the article without reading the entire article. The objective of previewing and predicting activities is to get students to subconsciously prepare their minds towards the content of an article that they are about to read.Focus on learning in more than one way. Instead of just listening to a podcast, which involves auditory learning, find a way to rehearse the information both verbally and visually. This might involve describing what you learned to a friend, taking notes, or drawing a mind map. By learning in more than one way, you’re further cementing the knowledge in your mind.Most of human history lies in pre-history, the period before the use of writing, and before written history. In pre-literate societies, education was achieved through demonstration and copying as the young learned from their elders. Rural communities had few resources to expend on education, and there was a lack of commercially available products for schools. At later stages they received instruction of a more structured and formal nature, imparted by people not necessarily related, in the context of initiation, religion or ritual.
The Cambridge-based International English Language Testing System (IELTS) test is commonly used as one of the criteria in granting students admission to South African universities. It is therefore expected that the language structures elicited by the IELTS tests are representative of the language required in academic writing. Investigating aspects of language, such as the lexicon, should help to assess the validity of the IELTS test as a predictor of university performance. Lexical bundles are groups of words that frequently co-occur and therefore form recognisable clusters that become associated with particular styles of writing. Given that there are marked differences in the use of bundles both within genres and within academic disciplines, university students need to master the lexical bundles particular to their fields in order to display proficiency in the subject in thecir writing. The study reported on in this paper is based on a corpus of IELTS Task 2 writing tests as well as a corpus of essays, both of which were written by the same first-year psychology students. These corpora were developed to investigate the lexical bundles typical of these two types of academic genres in order to determine the degree of overlap, and therefore assess the validity of Task 2 of the IELTS test as a measure of the style of writing expected

from undergraduate students. An analysis of the most frequently occurring 4-word lexical bundles within cach corpus was conducted using WordSmith Tools, a computer programme designed for the investigation of aspects of vocabulary within large bodies of texts. The findings show that there are considerable differences in the lexical bundles used as a result of different basic requirements within each essay type. While Task 2 of the IELTS test requires students to present an opinion-based argument, academic essays are based on a number of sources obtained from the relevant literature. Consequently, following from the categorisation of lexical bundles reported in the literature, the lexical bundles in the IELTS test were found to be typical of spoken discourse, whereas those in academic essays are typical of written discourse. A possible implication of this finding is that the current style of the IELTS Task 2 writing test does not serve as a suitable predictor of university performance.