- •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.
3. All these gaps, except one, can be filled by the same verb. What is the verb and what is the exception?
………….the green light
………….and take
………….clearance for something
………….allowances
………….them an inch and they’ll take a mile
………….ground
………….I’ll………you that.
………….way
………….the go-ahead
………….him your blessing
4. Rewrite each of the following sentences using prompt words so that it is as close as possible in meaning to the printed sentence.
Example: I don’t want to be dogmatic, but I don’t think we can give way on this point.
Wishing / stand
Without wishing to be dogmatic, I think we have to stand firm on this point.
When you‘re judging him, you have to remember he’s only fourteen.
Assessment / allowances
……………………………………………………………………………………………….
We’ll treat your child as a special case as he already has a sister at the school.
Exception / grounds
………………………………………………………………………………………………
I’m undecided as to whether I should stand firm on this matter or not.
Quandary / adamant
………………………………………………………………………………………………
You have to remember that not everyone is a football fanatic.
Consideration / keen
………………………………………………………………………………………………
Fill each of the numbered blanks with one suitable word.
As you can imagine, my first day in my first full-time job was somewhat less than idyllic. (1) ………all the preparatory mental work I have done, I arrived at the office virtually speechless. I had (2) ………..a mind to turn round and walk out on the spot. By lunchtime I was absolutely shaking with nerves, but I stubbornly refused to (3)…….in the towel. I had studied hard for this career; I just couldn’t bring myself to (4)…….up quite yet, (5) ……..unlikely my prospects of survival appeared. On the other hand, I didn’t (6)………out the possibility of my manager asking me to go away and (7) ………my future some careful consideration. Anyway, I refused point (8) ………...to (9) ………..defeat. It was clear my new colleagues were (10) ……….allowances for me and giving me the benefit of the (11) ……….. . They probably thought I was on the way out in any case. Looking back after twenty-seven years I’m glad I (12) ………..it out, (13) ……….put and didn’t buckle (14) ……….. . I’m pleased and proud to hold the position of Director General in this multi-national company, (15) ……….only the third biggest in the world.
|
Academic context
Words used instead of more everyday words in an academic context
Academic verb |
Everyday verb |
Append |
add (at the end) |
conceive |
think up |
contradict |
go against |
convene |
meet |
demonstrate |
show |
Denote |
be a sign of, stand |
Negate |
make useless, wipe |
perceive |
see |
Reside |
lie, live |
Trigger |
cause |
Utilize |
use |
-
Everyday word
Academic synonym
the opposite
the converse
very important
crucial
similarly
likewise
despite this
notwithstanding
Rather
somewhat
in this way
thereby
by which (method)
whereby
Rewrite this paragraph to make it sound more academic.
-
The study was initially thought up in order to validate a new method of enquiry by which genetic information could be used to predict disease. Our work goes against the findings of Hill (2001); indeed it would appear to show the opposite of what he claimed. We see our work as presenting a rather different view of the genetic factors which cause disease. Despite this, our work does not wipe out Hill’s, as his studies served the very important purpose of devising symbols to stand for certain tendencies, in this way facilitating further research. We hope that Hill will similarly find our work to be valid and that when international researchers meet next April, they will concur that much of value lies in both our and Hill's studies. Our results are added at the end.
1 Alice Oshima, Ann Hogue. Writing Academic English. Longman, 3rd ed., 1999, pp. 32-33.
2 Michael McCarthy, Felicity O’Dell. English Vocabulary in Use (advanced). Cambridge University Press, 2002.
3 Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002, p.153.
4 Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002, p. 133.
5 Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002, p. 163.
6 Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002.