Abstract When writing academic texts, students often struggle with the nuances of cohesion, formality and conciseness. To realize these features, research has identified a powerful linguistic resource: grammatical metaphor (GM). Although GMs, and their most popular form, nominalizations, are critical for producing the language valued in academic contexts, there are few models for teaching them. This paper presents an accessible exploration of GM, providing a model for teaching this valuable resource. These activities were taught as a writing workshop to a group of university students who then practiced applying GM to their own writing, capturing their edits using Word’s “Track Changes” functionality. The students’ revisions are discussed in the findings, demonstrating how even within a short workshop, students are able to achieve the condensation and lexical sophistication valued in academic discourse. The paper concludes with pedagogical recommendations for teaching GM and ensuring students apply it effectively, avoiding pitfalls such as ‘over-condensation’.

中文翻译：

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特朗普与特鲁多：探索语法隐喻在学术交流中的力量

摘要 在撰写学术文章时，学生经常在连贯性、形式性和简洁性等细微差别上挣扎。为了实现这些特征，研究确定了一种强大的语言资源：语法隐喻 (GM)。尽管 GM 及其最流行的形式，名词化，对于产生在学术环境中有价值的语言至关重要，但很少有教授它们的模型。本文介绍了对 GM 的可访问探索，为教授这一宝贵资源提供了一个模型。这些活动作为写作研讨会教授给一群大学生，然后他们练习将 GM 应用到自己的写作中，使用 Word 的“跟踪更改”功能捕捉他们的编辑。调查结果中讨论了学生的修改，展示了即使在一个简短的研讨会中，学生能够达到学术话语中所重视的浓缩和词汇复杂度。该论文最后提出了教学建议，以教授 GM 并确保学生有效地应用它，避免诸如“过度浓缩”之类的陷阱。