Student’s Book
Language awareness 1
Paragraphing
Read the entire essay once or twice. Decide where each new paragraph should
begin. Where does the author begin to discuss a different topic? Underline the
first sentence of each paragraph.
Culture, Logic and Rhetoric1
Logic, which is the basis of rhetoric, comes from culture; it is not universal. Rhetoric
therefore, is not universal either but varies from culture to culture. The rhetorical system
of one language is neither better nor worse than the rhetorical system of another language,
but it is different. English logic and English rhetoric, which are based on Anglo-European
cultural patterns, are linear—that is, a good English paragraph begins with a general
statement of its content and then carefully develops that statement with a series of specific
illustrations. A good English paragraph may also use just the reverse sequence: it may
state a whole series of examples and then summarize those examples in a single statement
at the end of the paragraph. In either case, however, the flow of ideas occurs in a straight
line from the opening sentence to the last sentence. Furthermore, a well-structured English
paragraph is never digressive. There is nothing that does not belong to the paragraph and
nothing that does not support the topic sentence. A type of construction found in Arabic and
Persian writing is very different. Whereas English writers use a linear sequence, Arabic and
Persian writers tend to construct a paragraph in a parallel sequence using many
coordinators such as and and but. In English, maturity of style is often judged by the degree
of subordination rather than by the degree of coordination. Therefore, the Arabic and
Persian styles of writing, with their emphasis on coordination, seem awkward and immature
to an English reader. Some Asian writers, on the other hand, use an indirect approach. In
this kind of writing, the topic is viewed from a variety of angles. The topic is never analyzed
directly; it is referred to only indirectly. Again, such a development in an English
paragraph is awkward and is unnecessarily vague to an English reader. Spanish rhetoric
differs from English rhetoric in still another way. While the rules of English rhetoric
require that every sentence in a paragraph relate directly to the central idea, a Spanishspeaking writer loves to fill a paragraph with interesting digressions. Although a Spanish
paragraph may begin and end on the same topic, the writer often digresses into areas that
are not directly related to the topic. Spanish rhetoric, therefore, does not follow the English
rule of paragraph unity. In summary, a student who has mastered the grammar of English
may still write poor papers unless he/she has also mastered the rhetoric of English. Also,
the student may have difficulty reading an essay written by the rules of English rhetoric
unless he/she understands the "logical" differences from those of his/her own native tongue.
1
Alice Oshima, Ann Hogue. Writing Academic English. Longman, 3 rd ed., 1999, pp. 32-33.
1
Structuring the text
1. Some words and expressions for ordering and arranging the parts of an
essay2.
function in the text
Example
beginning
mapping out the text
I should like to preface /'prefis/ any argument with a true story.
JI
shall
return
to
this
point
later
in
my
essay.
JThis brings me/us to my next area of discussion, which is finance.
„,„..
....
.
,
.
,
.
JI should
now like to address the question of the arms race.
|
IThe arguments are presented in ascending/descending order of importance.
|
The
ideas of several writers will be cited in support of the argument.
The text alludes to several themes that need closer examination.
1Discussion of the roots of the problem is beyond the scope of this essay.
It is impossible to deal with all the issues in this short essay.
There will only be space to touch upon the big question of political
responsibility.
connecting points
text
Focusing
ordering points
quoting/referring
including/excluding
material
drawing conclusions
We are forced to conclude that unemployment will always be with us.
Fill in the gaps with words from the table that express the meaning in
brackets.
a. I shall …………… to this issue later in this essay. (come back to)
b. The question of monetary union …………………. us to our next topic: the idea of a
federal Europe. (means we’ve arrived at)
c. Smith just ……………….upon the subject of Internet policing but does not go into it
in depth. (mentions only briefly)
d. I shall attempt to ………………the problem of censorship later in this discussion.
(attend to, consider)
e. Psychological factors in learning foreign languages are …………….. this essay.
(outside the topic area)
f. I shall discuss the poets in …………………...order, that is to say I shall comment on
the least important ones first.
g. In the final analysis, we are ……………… that there is little hope of stamping out
illegal drugs altogether. (have no choice but to believe)
h. This section has attempted to ……………………….. a range of useful vocabulary for
formal writing. (give all the necessary information about)
2
Michael McCarthy, Felicity O’Dell. English Vocabulary in Use (advanced). Cambridge University Press, 2002.
2
Connecting ideas
1. Indicate which of the three linkers is the correct one.
2. Sanlito and RKB have only been doing business for a couple of months. …………..,
Sanlito’s management have already given RKB their full confidence.
a. Despite
b. Nevertheless
c. Besides
2. Their prices are very competitive. ………, we decided not to do business with them/
a. Nonetheless
b. Although
c. Furthermore
3. We reached out to customers with special offers, continuity programmes and appreciation
letters. ……………, customer retention did not improve.
a. However
b. Despite
c. Even though
4. Negotiating prices and securing orders is very exciting. …………., ensuring that the
customer remains a customer can be a humdrum affair.
a. Moreover
b. In spite of
c. On the other hand
5. He likes keeping himself to himself. ………., he spends a lot of time entertaining
suppliers.
a. As well as
b. Besides
c. Yet
2. Add the linking devices in the boxes to each paragraph
a3.
Secondly, moreover, finally, firstly
The people present raised a number of objections to the plan for the club’s yearly
programme proposed by the committee.
(1) ………………… they felt that the proposed programme did not contain enough to
attract new members.
(2) ………………… they considered that they were not enough meetings geared towards
younger members.
(3)……………….several people made the point that the events suggested were not
varied enough.
(4) ……………… it was suggested that some new young members be co-opted onto the
committee and a new programme be proposed as soon as possible.
b.
Secondly, although, as a result, finally, even, firstly, thirdly, even, yet
(1) …………much has been written about safety at work, it still often remains an area of
employment where the attitude taken is that ‘accidents happen to others’. (2)…………… there are many good
reasons to suggest that much more attention should be paid to health and safety issues.
(3)…………, far too many employees are killed or injured each year as a direct result of their work.
(4) …………, managers can be prosecuted, fined, or (5) ………… jailed if it is found that they do not provide
adequate safety standards.
(6) …………, any employee who suffers injury or ill-health caused by or at work can make claims against the
employer for negligence. (7) …………, additional costs may be incurred because of sick pay, lost production, etc.
3
Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002, p.153.
3
(8) …………, companies with poor safety records soon have their reputation damaged with customers,
shareholders, and (9) ………… the local community.
Range of grammatical structures
To make a winning speaker or writer you are expected to produce grammar
variety of your language. This does not only mean a range of tenses but also
the use of the passive forms, modal verbs, gerund and infinitive as well as
complex sentences.
1. Incorporating one of the sentences below, write a paragraph which
demonstrates a range of structures and a range of descriptive vocabulary4.
• But for the mosquitoes, it would have been pleasant to be perched on a wobbly wooden
platform in an oak forest in ……………………………………………………………….
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
•……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………… This is my first
summit – but it seems I have made one glaring error. I have forgotten to bring the champagne.
•……………………………………………………………………………………………
………………Our guide assures me we are lucky with the weather as at this time of the year
we could easily be swirled in fog or soaked by rain. ………………………………………….
…………………………………………………………………………………………….
•……………………………………………………………………………………………..
………………………………………………………………………………………
The following morning we were anxious to immerse ourselves as quickly as possible in the
wonderful atmosphere of the city.
•Across the other side of the lake, an unmade stony road runs along a gorgeous stretch of unspoilt
coastline that reminds me of…………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
4
Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002, p. 133.
4
Language awareness 2
Register
1. Read the text below about a hotel. Some of the sentences are from an
informal letter and others are from a holiday brochure. They have been mixed
up to make one text. Can you separate them out to make the original two
texts? There are three sentences from each5.
The hotel has a magnificent location
overlooking the broad spread of the gulf and
most of the bedrooms enjoy sea views. It’s a
great hotel with loads of character. The
bedrooms get a bit chilly at night and the
uncarpeted corridors can be noisy but it’s
worth putting up with a few minor
inconveniences as it has so much atmosphere
in other ways. Each room has its own
luxuriously-appointed en suite bathroom
and is individually decorated with many
original finishing touches. The superb
restaurant offers a wide range of delicious
dishes to suit all tastes. The food is fantastic
and you can staff yourself at breakfast so you
don’t need to eat again till the evening.
2. Replace each word or phrase underlined with one of the more formal words
given.
Abandoned, scrutinized, dismissed, beneficial, investigated,
commensurate, discrepancy, rudimentary, inopportune, lucrative
a. George was given the sack yesterday.
b. I am afraid I have only a basic knowledge of physics.
c. The whole matter is being looked into by the police.
d. I am looking for a job on a level with my abilities.
e. The actual voting is carefully watched over by special officers.
f. Terry was left somewhere by her parents when she was a baby.
g. I must apologize if I have arrived at a(n) bad moment.
h. There is a difference between the sum of money sent, and the sum
received.
5
Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002, p. 163.
5
i. Carol’s new catering business turned out to be very profitable.
j. I am sure that a month’s holiday would be good for you.
3. Look at the examples of formal language and rephrase the underlined
phrases into informal language.
Jargon is an integral part of the network of occupations and pursuits
constituting society. It is the jargon element, which in a job, can promote
economy and precision of expression, and thus improve life for the workers.
Jargon-users tend to enjoy the in-jokes which shared linguistic experience
permits. Moreover, jealousy of this knowledge precipitates our readiness to
demean anyone who tries to be part of our group without being prepared to
take on its jargon. And we resent it when some other group, sensing our lack
of linguistic awareness, refuses to let us it.
Avoid slang or colloquial expressions in formal writing – they can only be
included for special emphasizing effect.
4. These sentences all come from a report which should have been written in a
formal style. Improve each one in any way that seems appropriate to you.
a. It was kind of difficult to collect as much data as we’d originally hoped.
b. The guys tended to express views that were a bit more conservative than those of the
girls.
c. A number of our respondents brought up some very important things in response to
our questions.
d. Interviewees’ responses depended on how old they were and whether they were male or
female, not to mention their occupation and educational background.
e. I’d like to go a bit more about some important parts of the survey.
Connecting ideas
Match the following sentences and phrase halves. Notice how linkers are used.
1. To keep up with the competition, we have
to expand our services arm.
2. So far we have only received three of the
five filing cabinets we ordered.
3. She will be responsible for developing
existing business leads
4. We don’t think the risk of terrorism is
very great.
5. All our retail outlets sell pet foods and
a. Besides, item No35-C1was damaged
during transport
b. in addition to the hefty repair charge.
c. as well as a diverse range of agricultural
supplies.
d. Furthermore, we must get the whole firm
back on a steady growth track.
e. in addition to searching out new sectors
for growth and development.
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gardening supplies
6. They had to pay a postage and packing fee
f. Moreover, the government appear to
control the area firmly.
Inversion is a useful way of adding emphasis both when you are
speaking and when you are writing.
Notice the use of inversion in these sentences.
Little did he imagine what his proposal would ultimately lead to!
Under no circumstances are credit cards accepted here.
1. Match the sentences halves.
1. Rarely did banks agree
2. Not once did they tell her she’d
have
3. Never before have so many people
4. Under no circumstances should
5. On no account should you
6. At no time in the history of their
company did they end up
a. to take out their insurance if she took out a loan.
b. becoming very dependent on lenders.
c. take out a loan if you know you can’t afford the
repayments.
d. asked for a loan for cosmetic surgery.
e. to arrange loans over the telephone.
f. we extend their credit.
2. Use inversion to make these sentences more emphatic.
a. We didn’t find out about his research until much later.
………………………………………………………………………………………………….
b. We only realized what had happened when we arrived back home.
………………………………………………………………………………………………….
c. We not only lost our passports but also all our money.
………………………………………………………………………………………………….
d. We had hardly got there when the fire alarm went off.
………………………………………………………………………………………………….
e. He has little idea of what’s in store for him.
………………………………………………………………………………………………….
f. This was the first time the race had been won by a European athlete.
………………………………………………………………………………………………….
g. It is unusual to have goods returned to us because they are faulty.
………………………………………………………………………………………………….
h. World governments will begin to act only when the famine gets worse.
………………………………………………………………………………………………….
i. Her business was so successful that Marie was able to retire at the age of 50.
………………………………………………………………………………………………….
j. If the government were forced into another election, it would be the favourite to
win.
………………………………………………………………………………………………….
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Academic style is famous for using plethora of words of Latin and
Greek origin6.
Rewrite the sentences using the word in brackets to make them “more
academic”.
a. All pupils must wear school uniform. (obligatory)
……………………………………………………………………………………………………..
b. There are a great many different animals which are indigenous to Australia. (variety)
……………………………………………………………………………………………………..
c. Burglaries happen every day in this part of town. (occurrence)
……………………………………………………………………………………………………..
d. Most people think that the mountaineer must have died in the blizzard. (presumed)
……………………………………………………………………………………………………..
e. Giving up work to bring up a child and the loss of income which happens as a result is
difficult for many women. (consequent)
……………………………………………………………………………………………………...
f. What is the opinion of people in your country on the role of the United Nations?
(perceive)
……………………………………………………………………………………………………..
g. Cambridge University Press has been in existence since 1534. (founded)
……………………………………………………………………………………………………
h. Modern films tend to make violence seem more glamorous than it really is.(glamorize)
...........................................................................................................
Categorising and including
1. Translate the sentences paying special attention to the words in bold.
Japanese visitors comprised/made up 70% of the hotel's guests last year.
These two approaches can be subsumed under one heading.
The book embraces a number of issues, from economic to religious ones.
Her philosophy is difficult to categorise.
2. Rewrite these sentences using the verb in brackets and making
any other necessary changes.
a. 70% of the landmass is mountain ranges. (COMPRISE)
……………………………………………………………………………………..
b. A wide variety of subjects are dealt with in the book. (EMBRACE)
……………………………………………………………………………..
c. I think these three sections can all come under one heading. (SUBSUME)
………………………………………………………………………………….
d. Poems are not easily amenable to being put into different types. (CATEGORISE)
…………………………………………………………………………………….
6
Felicity O’Dell, Annie Broadhead. Cambridge Objective CAE. Cambridge University Press, 2002.
8
Language awareness 3
Nominalisation
Nominalisation helps compress more information into a sentence. Use of noun
groups instead of verbs or adjective groups is especially typical of formal,
scientific and academic English.
Example
He had an insatiable appetite for adventure and because of this he became
involved in a pioneering expedition to Antarctica.
↓
His insatiable appetite for adventure led to his involvement in a pioneering
expedition to Antarctica.
After several days they eventually reached the summit of the mountain. The
ascent left them tired and exhausted. ( = Here the ascent summarises the whole
of the process in the previous sentence)
Nominalisation makes it easier to be impersonal.
Compare:
They looked at the evidence and realized that there had been a miscarriage of
justice. → The evidence revealed a miscarriage of justice.
It’s always painful when people criticize you. → Criticism is always painful.
1. Underline the nominalised phrases in these examples.
a. A sharp fall in the value of sterling followed speculation about the
Government’s economic policy.
b. The total eradication of smallpox was the direct result of an intensive
programme of immunization.
c. It is a truth universally acknowledged, that a single man in possession of a
good fortune must be in want of a wife. (Pride and Prejudice, Jane Austen)
2. Rewrite each sentence using all the prompt words.
Example:
You needn’t pay anything until you’ve received the goods.
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There / payment / before / of
There is no need of payment before your receipt of the goods.
a. A lot of people have complained in writing to us about how bad the food was.
Received / number / written / standard
…………………………………………………………………………………………….
b. I’m shocked that most members have responded so negatively to what we
proposed.
Shock / response / proposals / majority
…………………………………………………………………………………………………
c. The mayor is reputedly proud of the way he looks.
Reputation / pride / appearance
…………………………………………………………………………………………………
d. A soldier must be brave, level-headed and obedient.
Qualities / paramount importance
…………………………………………………………………………………………………
e. What we spend doesn’t always tally with what we earn.
Sometimes / discrepancy / outgoings / earnings
………………………………………………………………………………………………….
3. 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.)
a. Any traveler to the sub-continent obviously has to have a valid
passport.
Obligatory
Possession……………………………………any traveler to the sub-continent.
b. Beethoven’s late quartets have been very influential on modern
composers.
Exerted
Beethoven’s late quartets ………………………………….. on modern
composers.
c. One is constantly afraid of violence in some large cities.
Threat
There ……………………………………………… in some large cities.
Connecting ideas
Complete the sentences with the most appropriate word or phrase from the box.
However much, no matter, otherwise, unless, whatever, whether or not
a. There will continue to be little trust between business partners on the web
………… a system for online guarantees is set up.
b. ………… how hard we work, we’ll fail if we don’t adopt the new technology.
c. Start-ups have to deliver on their promises, …………there is no long-term future
for them.
d. ………… you see the web as a real world-wide opportunity, both your customers
and competitors will soon be equally global.
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e. ………… the future holds, let’s go digital and be on the winning side.
f. ………… you work on your web side design, remember that having a really
appealing business offer is the most important success factor.
Explaining, reinforcing, exemplifying
1. Look at the newspaper snippets and match the words in bold with their
explanations.
The Prime Minister reiterated1 his concern that
the debate should not be dominated by personal
attacks.
Mr Burns’ comments epitomize2 the
attitude of many parents nowadays.
It was a philosophy first expounded3 by John Ruskin in the
nineteenth century.
The recent events underscore4 the need for a better understanding of the
environmental impact ob biotechnology.
Several historians have posited5 a
connection between the decline of
the Roman Empire and the
eruption of a far distant volcano …
In an attempt to account for6 the lack of interest, political analysts have looked
at past voting patterns.
suggested as a basic fact/principle
developed, proposed
emphasize
explain, find the cause of
are a perfect example of
repeated, restated
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.
a. The response from the public really shows us the importance
of having a full investigation of the facts.
b. This view of the world was originally laid out by the Ancient Greek
philosophers.
c. It is not easy to find the reason for the fall in population of these
birds.
d. Economists have said there might be a link between exchange rates
and a general lack of confidence in the European Union.
e. I should like to say again here that the issue is not one that can be
11
easily resolved.
f. The recent events are the best example of the dilemma faced by
politicians the world
over.
Presenting arguments and commenting on other’s work
Useful vocabulary
1. Match the words often found in academic writing with their explanation.
advocate
deduce
infer
complement
overlap
argue in favour of
combine well so that each piece of work becomes more effective
partially cover the same mater
reach a conclusion indirectly
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.
3. Match the adjectives often found in academic writing with their explanation.
empirical
ambiguous
coherent
comprehensive
authoritative
logically structured
thorough and expert
open to different interpretations
based on what is observed rather than theory
covering all that is relevant
4. Which of the five adjectives best describes each of these things?
a. a textbook written by the most highly regarded expert in the field
b. research based on a survey of the population
c. a poem which can be understood in two quite different ways
d. an argument which is well-expressed and easy to follow
e. a textbook which gives a broad overview of an entire discipline
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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
1. Answer these questions which use vocabulary from B.
1 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
2 What are the next two numbers in the sequence 1, 4, 9, 16, 25, 36?
3 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?
4 If a historian distorts the facts, does he present them
a) accurately b) clearly c) in a misleading fashion?
5 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
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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.
a. You’re sitting on the fence / hedging your bets.
b. I must weigh things up / see both sides of the issue / get an overview /
get a balanced view.
c. We must bear in mind his lack of qualifications, but we should take his
experience into account / consideration.
d. We should also make allowances for his youth.
e. Considering his age, he has done remarkably well.
f. He’s suitable, albeit rather young, for the job.
g. For a young salesman his track record is good.
h. We can’t ignore the specific requirements of the job, and mustn’t rule out
the need for computer skills.
i. Perhaps we need to compromise / balance the pros and cons.
j. Let’s ponder awhile / give it some thought / sleep on it / not rush into
anything.
k. Eventually we’ll reach / make a decision, and I’m sure we’ll arrive at a
mutually satisfactory solution.
Giving in
Useful vocabulary
14
I’ll allow you that. I’ll go along with
Have it your way.
You win. I give in.
that.
Just this once we’ll make an exception
I admit defeat.
for you.
She’s thrown in the towel.
We’ll treat you as a special case.
All right, I’ll meet you halfway.
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.
1. When you‘re judging him, you have to remember he’s only fourteen.
Assessment / allowances
……………………………………………………………………………………………….
2. We’ll treat your child as a special case as he already has a sister at the
school.
Exception / grounds
………………………………………………………………………………………………
3. I’m undecided as to whether I should stand firm on this matter or not.
Quandary / adamant
………………………………………………………………………………………………
4. You have to remember that not everyone is a football fanatic.
Consideration / keen
………………………………………………………………………………………………
5. 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
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buckle (14) ……….. . I’m pleased and proud to hold the position of Director General in this multinational company, (15) ……….only the third biggest in the world.
Academic context
Words used instead of more everyday words in an academic context
Academic verb
append
conceive
contradict
convene
demonstrate
denote
negate
perceive
reside
trigger
utilize
Everyday word
the opposite
very important
similarly
despite this
rather
in this way
by which (method)
Everyday verb
add (at the end)
think up
go against
meet
show
be a sign of, stand
make useless, wipe
see
lie, live
cause
use
Academic synonym
the converse
crucial
likewise
notwithstanding
somewhat
thereby
whereby
Rewrite this paragraph to make it sound more academic.
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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.
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