- •Reference Book
- •Academic Writing
- •Contents
- •Unit 1 Academic Writing Style
- •1. The Differences between Spoken and Written Language
- •Checklist of language to avoid in academic writing
- •Exercise 1. Find the matches between more formal and common vocabulary.
- •Exercise 2. Match the following colloquial expressions with their formal equivalents:
- •Exercise 3. Edit the following text fragments according to the academic writing style:
- •2. Levels of Formality
- •Exercise 4. Organize the following sets of sentences in the order of formality as shown in the example above. The first one is done for you as a guide.
- •Exercise 5. Identify the inconsistency in levels of formality in the following text fragments and revise them.
- •Unit 2 Paragraph Writing
- •1. Paragraph Structure
- •A Sample Paragraph
- •Concepts to remember
- •The Topic Sentence
- •Exercise 2. Underline the statement you think would make the best topic sentence of the paragraph.
- •Organizing Patterns
- •Patterns of Paragraph Development
- •Illustration
- •Paragraph 1
- •Paragraph 2
- •Paragraph 3
- •Paragraph 1
- •Paragraph 2
- •Paragraph 3
- •Paragraph 4
- •Paragraph 5
- •Transitional words and phrases
- •Spoken language
- •Evaluating a paragraph
- •Paragraph Writing Evaluation Form
- •Unit 3 Essay Writing
- •1. Organization of the Essay
- •2. The Introductory Paragraph
- •Practice: The Introductory Paragraph
- •3. The Concluding Paragraph
- •Example
- •Practice: Concluding Sentences
- •Example
- •Formulating the counterarguments against the thesis
- •Organizing the essay The classical system of argumentation based on that of ancient Greek and Roman orators
- •5. Argumentation Designs Diagram I
- •Diagram II: Controlling Handguns – Pro and Con
- •6. The Writing Product Content
- •Organization
- •Language
- •The Writing Process
- •7. Checklist of Essay The Whole Essay
- •Paragraph
- •Sentence
- •8. Sample Argumentative Essay The predominant reason students perform better with
- •Practice. Revising the Essay
- •Heavy Traffic
- •Unit4 Research Paper
- •1. What Is Research?
- •2. Steps in Writing a Research Paper
- •What you must do
- •What you must produce
- •Note Taking
- •Bibliography
- •Some examples to compare
- •Practice. Write a paraphrase of each of the following passages.
- •5. Summary
- •Requirements for Summaries
- •Steps in Summarizing
- •A Sample Outline and Summary the colonial heritage
- •The Outline
- •The Summary
- •Language Focus: The First Sentence in a Summary
- •Useful Phrases for Longer Summaries
- •6. Texts for Note-Taking, Paragraphing and Summarizing Text 1 japan paves way for big foreign influx
- •Text 2 the gulf between professor
- •The keys to a civil society—diversity, tolerance, respect, consensus
- •Multiple-choice tasks Original I
- •Sample I
- •Sample II
- •Sample III
- •Original II
- •Sample IV
- •Sample V
- •Sample VI
- •7. Annotated Research Paper
- •Educating Kids at Home
- •Works cited
- •Research Paper Peer Editor’s Comments and Suggestions
- •Paragraph structure
- •8. Research Paper Abstracts
- •Supplement Comparison of Punctuation Marks Usage in English and Ukrainian
- •Practice
- •List of Works Cited Books
- •Articles
- •Internet Sources
- •Other Sources
- •Basic Features of mla Style Key Points Two Basic Features of mla Style
- •Mla author/page style for in-text citations
- •The mla list of works cited
- •Key points What to Do in the mla List of Works Cited
- •Articles
- •Internet sources
- •Key Points Citing Internet Sources
- •Other sources
- •Literature Used
Exercise 1. Find the matches between more formal and common vocabulary.
e.g., to appear (more formal) – to seem (common)
A.
|
More Formal |
|
Common |
|
|
appear |
|
seem |
|
|
ascend |
|
tell |
|
|
assist |
|
use |
|
|
cease |
|
help |
|
|
commence |
|
get |
|
|
consume |
|
go |
|
|
decrease |
|
show |
|
|
demonstrate |
|
end |
|
|
depart |
|
keep |
|
|
desire |
|
ask |
|
|
enquire |
|
stop |
|
|
finish |
|
keep |
|
|
inform |
|
climb |
|
|
obtain |
|
live |
|
|
preserve |
|
begin |
|
|
reject |
|
shorten |
|
|
release |
|
mend |
|
|
repair |
|
free |
|
|
require |
|
want |
|
|
reside |
|
need |
|
|
retain |
|
say no |
B.
|
|
comprehension |
|
house |
|
|
deficiency |
|
sight |
|
|
opportunity |
|
sweat |
|
|
perspiration |
|
lack |
|
|
residence |
|
understanding |
|
|
vision |
|
chance |
C.
|
|
finally |
|
again and again |
|
|
immediately |
|
on and off |
|
|
initially |
|
next |
|
|
intermittently |
|
in the end |
|
|
principally |
|
at first |
|
|
repeatedly |
|
so |
|
|
subsequently |
|
at once |
|
|
therefore |
|
mainly |
D.
|
|
amiable |
|
lucky |
|
|
complete |
|
worse |
|
|
energetic |
|
dim |
|
|
fortunate |
|
laid back |
|
|
immature |
|
empty |
|
|
incorrect |
|
whole |
|
|
inferior |
|
better |
|
|
inexpensive |
|
enough |
|
|
indistinct |
|
friendly |
|
|
insane |
|
mad |
|
|
relaxed |
|
clear |
|
|
responsible |
|
childish |
|
|
sufficient |
|
wrong |
|
|
superior |
|
in charge |
|
|
transparent |
|
lively |
|
|
vacant |
|
cheap |