- •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.
Answer these questions which use vocabulary from b.
If the incidence of asthma in children is increasing, what is actually going up? a) the seriousness of asthma attacks b) the number of asthmatic children
What are the next two numbers in the sequence 1, 4, 9, 16, 25, 36?
If the average mark of schoolchildren in a maths test was 68% and James's mark deviated most markedly from that average, what do we know about James's mark?
If a historian distorts the facts, does he present them
a) accurately b) clearly c) in a misleading fashion?
If a sociologist chooses the subjects of her research in an arbitrary fashion, is she being careful to get people from an appropriate balance of backgrounds?
Connecting ideas
Complete the following sentences with the best linkers.
1. ……… everybody is here, I suggest we get down to business.
a. Since b. Due to c. Owing to
2. The introduction of our new model was delayed …………. production problems.
a. owing to b. because c. for
3. The slow rise in profit figures is ………….. our large investments in new machinery.
a. because b. since c. due to
4. The band’s second album didn’t do very well, ………… their video was banned.
a. owing to b. as c. so
5. The project manager’s off sick, …………. there’s little chance of achieving much this week.
a. as b. so c. since
6. …………… unforeseen circumstances, the CEO had to resign.
a. As b. Since c. Owing to
Negotiating and decision-making
Not giving in
1. Give your own examples making use of these phrases
•Be unwilling to make concessions •stand firm •not take no for an answer •stay put •hold out for all you can get •remain adamant
•reject compromise •stick to your principles
1…………………………………………………………………….
2…………………………………………………………………….
3…………………………………………………………………….
4…………………………………………………………………….
5…………………………………………………………………….
Weighing things up
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.
You’re sitting on the fence / hedging your bets.
I must weigh things up / see both sides of the issue / get an overview / get a balanced view.
We must bear in mind his lack of qualifications, but we should take his experience into account / consideration.
We should also make allowances for his youth.
Considering his age, he has done remarkably well.
He’s suitable, albeit rather young, for the job.
For a young salesman his track record is good.
We can’t ignore the specific requirements of the job, and mustn’t rule out the need for computer skills.
Perhaps we need to compromise / balance the pros and cons.
Let’s ponder awhile / give it some thought / sleep on it / not rush into anything.
Eventually we’ll reach / make a decision, and I’m sure we’ll arrive at a mutually satisfactory solution.
Giving in
Useful vocabulary
I’ll allow you that. I’ll go along with that.
Just this once we’ll make an exception for you.
We’ll treat you as a special case.
Have it your way.
You win. I give in.
I admit defeat.
She’s thrown in the towel.
All right, I’ll meet you halfway.