- •Some words and expressions for ordering and arranging the parts of an essay2.
- •Indicate which of the three linkers is the correct one.
- •2. Add the linking devices in the boxes to each paragraph
- •1. Incorporating one of the sentences below, write a paragraph which demonstrates a range of structures and a range of descriptive vocabulary4.
- •2. Replace each word or phrase underlined with one of the more formal words given.
- •3. Look at the examples of formal language and rephrase the underlined phrases into informal language.
- •Inversion is a useful way of adding emphasis both when you are speaking and when you are writing.
- •1. Match the sentences halves.
- •2. Use inversion to make these sentences more emphatic.
- •1. Translate the sentences paying special attention to the words in bold.
- •Rewrite these sentences using the verb in brackets and making any other necessary changes.
- •1. Underline the nominalised phrases in these examples.
- •2. Rewrite each sentence using all the prompt words.
- •Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. (Do not change the word given.)
- •1. Look at the newspaper snippets and match the words in bold with their explanations.
- •2. Look at the extracts from essays and use the words in bold from the previous exercise to improve their style, making the underlined words more formal.
- •1. Match the words often found in academic writing with their explanation.
- •2. Which of the five verbs from the previous exercise best fits in each sentence?
- •Match the adjectives often found in academic writing with their explanation.
- •Which of the five adjectives best describes each of these things?
- •Answer these questions which use vocabulary from b.
- •1. Give your own examples making use of these phrases
- •2. Here are some phrases we use to show we are undecided and are considering issues. Underline the ones which are typical of academic writing.
- •3. All these gaps, except one, can be filled by the same verb. What is the verb and what is the exception?
- •4. Rewrite each of the following sentences using prompt words so that it is as close as possible in meaning to the printed sentence.
- •Fill each of the numbered blanks with one suitable word.
1. Match the words often found in academic writing with their explanation.
-
advocate
argue in favour of
deduce
combine well so that each piece of work becomes more effective
infer
partially cover the same mater
complement
reach a conclusion indirectly
overlap
reach a conclusion by thinking carefully about the known facts
2. Which of the five verbs from the previous exercise best fits in each sentence?
a. Although my brother and I are researching in similar areas, our work, fortunately, does not ………….It has, however, often been said that what I do
his work very well.
b. Look at the complete set of graphs and see if you can the rules
governing the data from them.
c. This article a somewhat different approach to the problem than that which has been put forward by others in the field.
d. A great deal can be about the artist's state of mind from the content and style of his later works.
Match the adjectives often found in academic writing with their explanation.
-
empirical
logically structured
ambiguous
thorough and expert
coherent
open to different interpretations
comprehensive
based on what is observed rather than theory
authoritative
covering all that is relevant
Which of the five adjectives best describes each of these things?
a textbook written by the most highly regarded expert in the field
research based on a survey of the population
a poem which can be understood in two quite different ways
an argument which is well-expressed and easy to follow
a textbook which gives a broad overview of an entire discipline
Language awareness 4
Talking about figures and processes
If figures or decisions are referred to as arbitrary, they are based on chance rather than a plan or any particular reason.
Figures that deviate from the norm are different from what is typical.
If statistics distort the picture, they give a false impression.
If you refer to the incidence of something (e.g. left-handedness), you are talking about how often it occurs in the population.
If something (e.g. the incidence of brown eyes) is predominant, it is the largest in number.
If things (e.g. stages in a process) happen in sequence, they happen in a particular order.
If you want to say that something happens in many places or with many people, you can say that it is widespread: widespread outbreaks of an illness, widespread alarm