Nominalization in high- and low-rated L2 undergraduate writing

Nominalizations, or nouns derived from verbs or adjectives through suffixes, are a pervasive characteristic feature of written academic discourse. To better understand the nature of nominalization in L2 student writing and its relation to assessment in first-year writing (FYW) contexts, we report findings of a comparative corpus-based analysis of nominalization use in university student papers. Data consist of high-rated (A graded) and low-rated (C graded) L2 undergraduate research papers from multiple sections of an FYW course for international and multilingual students. Nominalizations were examined in terms of frequencies, unique types, abstract/concrete and human/non-human categories, nominal stance types, and modification types. Results reveal no statistically significant differences in the examined classifications. However, the small effect sizes for certain categories point to subtle differences between the two groups, which together might have affected the instructors’ evaluations of text quality. We conclude with suggestions for incorporating nominalization instruction in English for Academic Purposes writing courses