Academic Vocabulary in Use with Answers

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CAMBRIDGE

Academic Vocabulary j Use n

50 units of academic vocabulary reference and practice Self-study and classroom use

Michael McCarth Felicity O'Dell

Academic Vocabulary in Use 50 units of academic vocabulary reference and practice Self-study and classroom use

Michael McCarthy Felicitv O'Dell •

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w

m^^mm

IPCAMBRIDGE « : *

UNIVERSITY

PRESS

I . : A M K R I D G £ U N I V E R S I T Y PRESS

Cambridge, N e w Y o r k , M e l b o u r n e , M a d r i d ; Cape T o w n , Singapore, Sao Paulo, Delh: Cambridge University Press The Edinburgh l a d i n g , Cambridge CB2 8 R U , UK w w w . c a m bridge .1 i r g In for ma d o n o i l this title: w w w.cam bridgc.o rg/y 78 $5 21S 8 93 97 0 Cambridge University Prcs^ 2Q0£ This publication is i n c o p y r i g h t . Subject t o statutory exception and t o the provisions o f relevant collective licensing agreements, no reproduction o i any p a r t m a y take plate w i t h o u t the w r i r t e r permission o f Cambridge University Press. First published 2008 Produced by Kamae Design, O x f o r e Printed in ihe U n i t e d K i n g d o m at the University Press, Cambridge A catalogue fSBN-13

record

(or this publication

in available, from the British

Library

978-0-521-68939-7 paperback

Cambridge Universiry Press has n o r e s p o n s i b i l i t y f o r the persistence 0 1 accuracy o i U R L s l o r external o r t h i r d - p a r t y internet websites referred to in this p u b l i c a t i o n , and does not guarantee t h a i any content o n such website* is, o r w i l l r e m a i n , accurate o r appropriate.

Contents A c k n o w l e d g e men is

5

To the s t u d e n t a n d t h e teacher

6

Working w i t h academic vocabulary I

W h a t is special a b o u t a c a d e m i c E n g l i s h :

discipline,

virtually,

quantify

1 K e y nouns

theory^ model,

pattern

3 Key verbs

attempt,

establish,

explain

4 Key adjective;

relevant,

abstract,

significant

5 K e y adverbs

comparatively,

6

put forivard,

go through,

a substantial

amount,

Phrasal verbs i n a c a d e m i c E n g l i s h

7 Key quantifying

expressions

eventually,

simf/ly write

up

in excess

of

no

fewtti

the

battle

than 5 W o r d s w i t h several m e a n i n g s

set, accommodate,

-'> M e t a p h o r s a n d

shed light

idioms

issue

on, remain

in the dark,

against

Word combinations 10 N o u n s a m i the w o r d s t h e y c o m b i n e w i t h

heated

debate,

important 11 A d j e c t i v e a n d n o u n

combinations

widespread loosely

pivotal

13 P r e p o s i t i o n a l

pari

lfj

preposition;

focus

prepositions

F i x e d expressions

the evidence,

suggest

solution

in conjunction

15 N o u n s and

ressdts

concern,

support

an alternative

14 Verbs a n d

major

based on, examine

12 V e r b s a n d the w o r d s t h e y c o m b i n e w i t h phrase:

role, lo collate

contribution,

with,

on, consent

on behalf

of, for the

to, account

dissertation

on, rationale

in a variety

of ways,

for

for, progress

with

most

towards

the exception

of.

be that as it may

A t academic institutions 17 A p p l i c a t i o n s a n d a p p l i c a t i o n IS

forms

C o l l e g e a n d u n i v e r s i t y : the U K system

•jntry requirements, student

union,

19 Systems c o m p a r e d : the US a n d t h e U K

dormitory,

20

A c a d e m i c courses

diploma,

21

S t u d y habits a n d skills

leading

22

O n l i n e learning

online

referee,

tutorial,

research

freshtnan, credits, speed,

deadline student

fraternity

defer

mind

community,

map.

rote

username,

learning subject

header

W a y s o f t a l k i n g a b o u t ... 23

Sources

lirimary

draw

on, body

of

the. facts, hard

source,

evidence,

empirical

24 T a c t s , evidence a n d data

distort

25

Numbers

random,

tally,

26

Statistics

standard

deviation,

27

Graphs and diagrams

Die chart,

correlate,

intersect, cijst

proportion

decline

student

loan,

Time

century,

simultaneous,

30

Cause a n d effect

'rigger, give rise to, chain

educatior

data

estimate

29

2& M o n e y a n d

literature

of living,

receipt

in tlie near

future

reaction

Academic Vocabulary in Use

3

O p i n i o n s a n d ideas 31

T a l k i n g a b o u t ideas

movement,

32 R e p o t t i n g w h a t o t h e r s say

pinpoint,

33

deduce,

A n a l y s i s o f results

34 T a l k i n g a b o u t

hypothesis, cast doubt

outweigh,

transparent,

meaning

implication

critical

comprehend,

Research a n d s t u d y a i m s

objective,

36 T a l k i n g a b o u t p o i n t s o f v i e w

impartial,

ideology,

37 Degrees o f c e r t a i n t y

tendency,

likelihood,

35

stance on,

to further,

misinterpret

instigate hold

views

allegedly

Functions 3& Presenting an

argument

beyond

the scope

of, furthermore,

the extent

which 39 O r g a n i s i n g y o u r w r i t i n g

with

40 M a k i n g a p r e s e n t a t i o n

Otidress

41

D e s c r i b i n g research m e t h o d s

carry out a procedure,

42

Classifying

component,

43 M a k i n g

Describing problems

on, at this point,

a topic,

correlate

connections

44 C o m p a r i n g a n d c o n t r a s t i n g 45

a focus

handout,

consist with,

respectively

take

questions

case study,

of, marital

mutual,

replicate

status

interaction

distinction,

similarly,

whereas

experience

difficulties,

deal with,

resolve

a

problem 46 D e s c r i b i n g s i t u a t i o n s

context,

47

simulation,

to supplement,

48 D e s c r i b i n g c h a n g e

expansion,

diminish,

49 E v a l u a t i o n a n d emphasis

inadequate,

50 S u m m a r y a n d COnclusior

bring

Processes a n d p r o c e d u r e s

and

Reading 1

Good friends

2 Australia

integral,

stable

contradictory,

to a dose,

110

11 1

4 The human brain

112

113

"5 N a n o t e c h n o l o g y

114

$ I n t e r n a Clonal l a w : a n o v e r v i e w

'l'lj

Reference 1

F o r m a l a n d i n f o r m a l a c a d e m i c w o r d s a n d expressions

2 N u m b e r s j units of measurement and c o m m o n symbols 3 B r i t i s h and N o r t h A m e r i c a n academic v o c a b u l a r y 4 Spelling variations 5 Word

formation

6 Abbreviations Key

126 128

132

136

List o f p h o n e m i c s y m b o l s Index

4

167


16£

122

change

acknowledge

in the final analysis,

vocabulary

3 The W o r l d W i d e Web

output

perceptible

H i 1 20

finally

tc.

Acknowledgements Authors* acknowledgements lhe authors wish tu thank their colleagues at Cambridge University Press, especially Martinc Walsh, Caroline Tbiriau and K o i r i n Burke, whose wise expertise and support have been iiivnlnablt throughout this proiet-tr We are also very grateful fur the thorough and useful input provided by Bernard Seal from Cambridge University Press New York. We thank Alison Silver for the profess! una I job she carrier j u t so efficiently i n preparing the final manuscript for production and printing. Linda Matdiews too deserves our :lianks lor organising ibe produciion schedules for i he honk. We 'rlu&I 3-lsO thank the lexicography and computational ream at Cambridge University Press whose work with the Cambridge International Corpus, the Cambridge Learner Corpus and the C A K C O D E corpus of spoken English ^developed at the University of Nottingham in association with Cambridge University Press), enabled us to make a fully corpus-informed selection of the academic vocabulary ive fiiCuS 0 " in these rn;i1erials. We acknowledge with gratitude the pioneering w o r k on academic word lists done by Avcril Coxhcad. [n planning this hook we made considerahle use of her lists at i [ :ri://l ¡1 n K uage- rnasseyrii d\//sin ttt a wV index sh tml. r

Also, as always, we thank our domestic partners for their patience and support during die w r i t i n g of this hook Michael McCarthy &l Felicity O'DeV. Cambridge, April 20D7

Publisher's acknowledgements Uevelopment of this publication has made use of the Cambridge international Corpus (CIC). The CTC is a computerised daul>ase of comernporary spoken find wriuei English which currently stands at over one billion words. It includes British English, American English and other varieties ^f English. 1: also includes the Cambridge Learner Corpus, developed i ' oolUi bora Hon with the University of Cambridge liSOL Examinations. Cambridge University Press has built up the CJC to provide evidence a hour language use thai helps IO produce better language leaching innterialSr 1

The authors and publishers would like to thank all the L L l professionals who reviewed the material: Sue Argent, Long Dalmahoy, Scodand; Jennifer Bixby, C ilifornia, USA; jane BoLLomley, Manchester, UK; Cherrv Campbell; California, USA; Anthony Cosgrove,. London, UK; Kosie Canne, London, UK; Ludmila Corodetskaya, -Moscow Russia; M a r k Krzanowski, Loudon, U K ; Joseph -McVeigh. Vermont, USA; Julie Moore, RrisioL UK; hrendan 0 Se, Cork, Ireland; Barbara Koosken, l i l b u r g , The Netherlands.

The authors and publishers would like i o thank ihc Following for permission to reproduce copyright material in Academic Vocabulary in Use- While every effort has been made, it has not been possible to identify the sources of all the material used and in such cases the publishers would welcome inform;itioji from Copyright hoMerS. Cambridge University Press for the extracts on p. 14 (3A second next) from Mechanics 1 {International} by Douglas Qnadling, copyright f ) 2002; p. J12 'The World Wide Web' from lelecummuuicalions by Stuart Kennedy, copyright © 201)Li p. ¡41 sentences from Cambridge Advanced Learner's Dictionary, reproduced hy permission of Cambridge University Press; NewScientist for tlie excracis on p. 25 (8.4; from NewScienirsi, 30 March 2UU6±p. 113 'The Human Brain' by Helen Philips, from NavScientist, 4 September 2006; p. 114 'Nanotechnolcpgy' by John Pickrell, from têwSciatht, 4 September 2006, reproduced by permission • f NcwSdcndst Magazine; Scientific American for the ?xtrac:s OJI p. 27 {9.3) 'ShuLung down AlzheimerV hy Michael S, Wolie, from Scientific American, 5 May 2006: t>- 110 'Cood liiends' by Klaus Manhart, from Scientific American^ April/May 2006, reproduced by permission of Sciemilic American Inc. All righis reserved; Nature for die extract on p. 3 f (15,4) from Mature Vol, 441, 4 May 2006 published by Nature Publishing Croup; Indiana University for the extract on p. . i . i (21.4), copyright © 2004, die 1'rustees of Indiana University, reproduced by permissioi if Indiana University; the Wikipedia website for thu extract on p. 70 (.11A) http;'/en wikipedia.org/wiki/-Main_Page; ResCen, Middlesex University for the t e * i on p. 78 (.15B| From the Kescen Research website http;//wwWrmdn,ac,uk/ rcsccn/main pagcsfprofileiitrnl, reproduced hy permission of the Centre lor Research into Creation in the Performing A r t ' (ResCen) at Middlesex University; Thomson Learning for t h i ZKtract on p. I l l 'Australia* from World of Earth Science (Vol i) hy K. Lee Lerner and Brenda W i l m o t h (Editor), aipyright © 2003, reprinted with permission of dale, a Llivision of Thomson Learning; wvvWrthomsonrights,com: Legal Information Institute for the adapted text on p. ¡15 'Tniernaiional law: an overview' from Lite website www.law. runiell,edu/wex/index.pbp/irLternational_law, copyright Lega Information Institute 1996-2007, reproduced by permission of Legal Information Institute. :

L

Photographs I'he publishers arc grateful to the following for permission to reproduce copyright photographs and material; o. 20 © Thomas Erickc/Corbis; p. 36 © Robert fc. Daeininrich/Stone/Certy Images; p. 66 © John Henley/ CORttlS; p. 74 © age fotostock/SnperStock; p. 76 © H e l d King/Corbis; p. 77 © Jerry Schatzbtigf'CORIilSj p. 88 © .LtrageinO/Coi'his. Illustration; Kiimê Design pp. 35, 40, 44, 60, 61, (.2, JSj

AcodemjcVocobuJary in Use

i

To t h e s t u d e n t a n d t h e t e a c h e r W h o is t h e book

for?

This b o o k is f o r a n y o n e w h o w a n t s o r needs t o l e a r n t h e h i n d o f E n g l i s h w h i c h is used in a c a d e m i c c o n t e x t s . I r deals w i t h the k i n d s o f l a n g u a g e used i n a c a d e m i c t e x t b o o k s and a r t i c l e s as w e l l as i n lectures a n d s e m i n a r s . I t also presenrs v o c a b u l a r y r e l a t i n g tc being a s t u d e n t at ; i u n i v e r s i t y or college i n t h a t ir covers such t o p i c s as and application

forms.

Money

and education

a n d Academic

courses

Application;

associated w i t h

u n i v e r s i t y l i f e . I t w i l l be p a r t i c u l a r l y u s e f u l f o r s t u d e n t s p r e p a r i n g f o r IF.I.TS o r any o t h e r e x a m i n a t i o n a i m e d at assessing w h e t h e r candidates* E n g l i s h is a t a h i g h e n o u g h level t o s t u d y i n a n a c a d e m i c i n s t i t u t i o n w h e r e E n g l i s h is the m e d i u m o f i n s t r u c t i o n . It w i l l be h e l p f u l f o r p e o p l e w h o need t o a t t e n d - or m d t r c d give - lectures a n d p r e s e n t a t i o n s in E n g l i s h o r [ 0 p a r t i c i p a t e i n i n t e r n a t i o n a l c o n f e r e n c e s , Tt w i l l e n a b l e s t u d e n t s w h o have t o prepate assignments o r w r i t e up a d i s s e r t a t i o n i n E n g l i s h t o d o so i n a m u c h m o r e n a t u r a l and a p p r o p r i a t e w a y .

W h a t k i n d of

vocabulary

does t h e book

deal

with?

The b o o k presents a n d practises the k i n d o f v o c a b u l a r y t h a t is used i n a c a d e m i c speech and w r i t i n g regardless o f w h i c h d i s c i p l i n e y o u are c o n c e r n e d w i t h . So i t c o n s i d e r s i v o r d s a n d expressions l i k e concept, conclusion.

cast doubt

on, put forward

a theory

a n d come to a

Tt does n o t d e a l w i t h t h e specialist v o c a b u l a r y o f any p a r t i c u l a r s u b j e c t such

as m e d i c i n e o r physics. Such specialist t e r m s arc o f t e n r e l a t i v e l y easy t o m a s t e r - they w i l l be e x p l a i n e d and t a u g h t as y o u s t u d y the subject a n d these w o r d s m a y indeed s o m e t i m e s be s i m i l a r i n E n g l i s h a n d y o u r o w n l a n g u a g e . H o w e v e r , i t is [he m o r e general w o r d s used f o r discussing ideas a n d research a n d f o r t a l k i n g a n d w r i t i n g a b o u t w o r k t h a t y o u need t o be f u l l y f a m i l i a r w i t h i n o r d e r t o feel c o m f o r t a b l e i n a n

academic academic

e n v i r o n m e n t . D e s p i t e t h e fact t h a t t h e y are m u c h m o r e f r e q u e n t t h a n specialist w o r d s , [hese m o r e general w o r d s are o f t e n felt to be m o r e d i f f i c u l t t o l e a t n . I t i s , t h e r e f o r e , e x t r e m e l y u s e f u l t o a p p r o a c h t h e m i n t h e s y s t e m a t i c w a y suggested b y t h i s b o o k . O n e p o s i t i v e aspect o f t h i s k i n d o f a c a d e m i c v o c a b u l a r y is t h a t t h e r e are r e l a t i v e l y few differences d e p e n d i n g o n w h e t h e r y o u are s t u d y i n g i n L o n d o n o r N e w Y o r k , D e l h i or Sydney, J o h a n n e s b u r g , D u b l i n , W e l l i n g t o n , S i n g a p o r e o r T o r o n t o o r i n d e e d any o t h e t ulace w h e r e y o u m a y be u s i n g E n g l i s h f o r a c a d e m i c p u r p o s e s . A c a d e m i c E n g l i s h rendí [o be a r r u l y i n t e r n a t i o n a l language a n d the u n i t s o f t h e b o o k f o c u s o n v o c a b u l a r y t h a t w i l l be essential f o r y o u regardless o f w h e r e y o u are s t u d y i n g n o w o r m a y scudy in d i e f u t u r e . T h e r e arc some d i f f e r e n c e s b e t w e e n t h e w o r d s used t o describe p e o p l e and places a n d these are h i g h l i g h t e d i n U n i t s I S a n d 19. References 3 a n d 4 also focus o n ôme v o c a b u l a r y a n d s p e l l i n g v a r i a t i o n s . I n the u n i t s o f the b o o k we use B r i t i s h English s p e l l i n g c o n v e n t i o n s e x c e p t w h e n q u o t i n g t e x t s w h i c h o r i g i n a l l y used A m e r i c a n s p e l l i n g . M u c h o f the v o c a b u l a r y i n t h e b o o k is n e u t r a l i n the sense t h a t it is e q u a l l y a p p r o p r i a t e f o r b o t h w r i t t e n a n d s p o k e n c o n t e x t s . We i n d i c a t e those instances w h e r e a w o r d or expression is t o o f o r m a l f o r use i n Speech o r t o o i n f o r m a l f o r use i n a c a d e m i c w r i t i n g .

6

Academic Vocabulary rn Use

How was the vocabulary f o r t h e book selected? The academic v o c a b u l a r y focused o n i n this b o o k w a s aJJ selected f r o m language i d e n t i f i e d us s i g n i f i c a n t by rhe C a m b r i d g e I n t e r n a t i o n a l C o r p u s o f w r i t t e n a n d s p o k e n E n g l i s h and i l s o the C A N C O D E c o r p u s o f s p o k e n E n g l i s h d e v e l o p e d a: the U n i v e r s i t y o f N o t t i n g h a m in association w i t h C a m b r i d g e U n i v e r s i t y Press. These e n o r m o u s c o r p o r a i n c l u d e large collections o f w r i t t e n a n d s p o k e n academic t e x t a n d so it w a s possible t o identify' language t h a t is d i s t i n c t i v e f o r a c a d e m i c c o n t e x t s . W e also m a d e considerable use o f the C a m b r i d g e Learner C o r p u s , a c o r p u s o f tens o f t h o u s a n d s o f learner scripts f r o m students t a k i n g C a m b r i d g e E S O L exams all over the w o r l d . F r o m this c o r p u s w e were able t o l e a r n w h a t kinds o f e r r o r s students t a k i n g , f o r e x a m p l e I E L T S , w e r e t y p i c a l l y m a k i n g . In p l a n n i n g this b o o k we m a d e c o n s i d e r a b l e use o f A v e r i l C o x h c a d ' s w o r k o n d e v e l o p i n g i c a d e m i c w o r d lists. H e r lists can be f o u n d at

htrp://language.massey.ac.nz/staff/awl/

index.shtml and w e w o u l d highly r e c o m m e n d that students o f academic vocabulary Investigate this site

How is t h e book organised? The b o o k has 5 0 two-page u n i t s . T h e left-hand page presents the a c a d e m i c v o c a b u l a r y to be focused o n i n t h e u n i t . Y o u w i l l u s u a l l y find e x a m p l e s o f a c a d e m i c v o c a b u l a r y presented in c o n t e x t w i t h , w h e r e a p p r o p r i a t e , any special notes a b o u t t h e i r m e a n i n g

and

usage. T h e r i g h t - h a n d p a g e checks t h a t y o u have u n d e r s t o o d the i n f o r m a t i o n o n t h e lefth a n d page b y g i v i n g y o u a series o f exercises p r a c t i s i n g the l a n g u a g e t h a i w a s p r e s e n t e d . T h e u n i t s are o r g a n i s e d i n t o d i f f e r e n t sections. T h e first i n t r o d u c t o r y section i n c l u d e s nine u n i t s w h i c h l o o k at basic aspects o f a c a d e m i c v o c a b u l a r y such as w h a t is special a b o u t a c a d e m i c v o c a b u l a r y , k e y verbs a n d k e y q u a n t i f y i n g e x p r e s s i o n s . T h e second section devotes seven u n i t s t o h o w w o r d s t y p i c a l l y c o m b i n e w i t h one a n o t h e r in academic E n g l i s h . 'iTie t h i r d s e c t i o n has s i x u n i t s f o c u s i n g o n aspects o f life at academic i n s t i t u t i o n s . T h e f o u r t h section p r o v i d e s e i g h t u n i t s discussing w a y s o f t a l k i n g a b o u t such t h i n g s as n u m b e r s , t i m e a n d cause a n d e f f e c t . T h e n w c have seven u n i t s e x p l o r i n g aspects n f o p i n i o n s a n d ideas a n d f i n a l l y there are t h i r t e e n u n i t s w i t h a f u n c t i o n a l focus such as o r g a n i s i n g a t e x t , c o m p a r i n g a n d c o n t r a s t i n g a n d d e s c r i b i n g change. T o w a r d s the end o f the b o o k y o u w i l l f i n d s i x r e a d i n g rexrs r e l a t i n g t o d i f f e r e n t academic disciplines w i t h exercises based o n t h e v o c a b u l a r y in those t e x t s , W e h o p e t h a t y o u w i l l find these useful e x a m p l e s o f h o w t o use texts t o e x p a n d y o u r k n o w l e d g e o f academic v o c a b u l a r y i n E n g l i s h and w o u l d r e c o m m e n d t h a t y o u read these texts a n d d o the exercises :m t h e m even i f they relate t o a n a c a d e m i c subject t h a t is very d i f f e r e n t f r o m y o u r o w n . T h e r e are s i x reference sections d e a l i n g w i t h some key areas w h e r e w e felt it w o u l d be useful f o r y o u t o have lists o f i t e m s t h a t c o u l d n o t be p r e s e n t e d as f u l l y i n rhe m a i n b o d y o f the h o o k , i.e. Forma} of measurement Spelling

and informal

and common

variations;

academic

symbols;

w b r J formation

British

words

and expressions;

and North

a n d Abbreviations,

American

Numbers,

academic

units vocabulary.

W h e r e a p p r o p r i a t e , rhese reference

sections p r o v i d e space f o r y o n t o a d d f u r t h e r e x a m p l e s o f y o u r o w n . A t the end o f t h e b o o k t h e r e is a Key w i t h a n s w e r s to a l l the exercises a n d a n I n d e x o f a l l the k e y w o r d s a n d e x p r e s s i o n s , i n d i c a t i n g t h e u n i t s w h e r e t h e y can be f o u n d . T h e p r o n u n c i a t i o n is p r o v i d e d f o r s t a n d a r d B r i t i s h E n g l i s h .

How should I use this book? W e r e c o m m e n d t h a t y o u w o r k t h r o u g h the n i n e i n t r o d u c t o r y u n i t s first so t h a t y o u b e c o m e f a m i l i a r w i t h key aspects o f a c a d e m i c v o c a b u l a r y a n d h o w best t o s t u d y i t . A f t e r t h a t y o u m a y w o r k o n the u n i t s i n any o r d e r t h a t suits y o u .

^cfiifefK

Vocabulary in Use

7

W h a t else do I need In o r d e r t o i m p r o v e my academic vocabulary? Y o u need a n o t e b o o k o r file in w h i c h y o u c a n w r i t e d o w n ah t h e a c a d e m i c v o c a b u l a r y t h a t y o u study i n this b o o k as w e l l as any o t h e r w o r d s a n d expressions t h a t y o u c o m e across e l s e w h e r e . I n y o u r v o c a b u l a r y n o t e b o o k it is i m p o r t a n t t o r e c o r d such t h i n g s as: • •

e x a m p l e s o f t h e w o r d o r e x p r e s s i o n i n use t y p i c a l w o r d c o m b i n a t i o n s - y o u m i g h t , f o r e x a m p l e , n o t e d o w n adjectives o r verbs t y p i c a l l y associated w i t h a n o u n t h a t y o u w a n t to l e a r n o r n o u n s , adverbs o r p r e p o s i t i o n s associated w i t h a v e r b

•

a n y special f e a t u i e s o f t h e w o r d { e g . is t h e r e a n y t h i n g special a b o u t its g r a m m a r o r p r o n u n c i a t i o n , o r Ls it p a r t i c u l a r l y c h a r a c t e r i s t i c o f either w r i t t e n or s p o k e n

English?),

Y o u m a y also f i n d i t h e l p f u l t o r e c o r d such t h i n g s as: * any o t h e r i n f o r m a t i o n t h a t m i g h t help y o n t o learn t h e w o r d (e.g. is it s i m i l a r t o any w o r d in y o u r o w n l a n g u a g e , o r does i t , p e r h a p s , share a r o o t w i t h a w o r d t h a t y o u a l i e a d y know?) •

a n y a d d i t i o n a l v o c a b u l a r y t h a t l e a r n i n g t h i s w o r d m a y help y o n t o learn (e.g. does a v e r b have a r e l a t e d n o u n , or w h a t is the o p p o s i t e o f a n adjective?)

•

a n y e x t e n d e d uses o f the w o r d b e i n g f o c u s e d o n (e.g. c a n i t be used m e t a p h o r i c a l l y , o r d o e : the same w o r d have o t h e r m e a n i n g s i n the w a y t h a t so m a n y E n g l i s h w o r d s d o : ) .

One v e r y i m p o r t a n t aspect o f l e a r n i n g v o c a b u l a r y is t o organise

the w o r d s and

i x p i e s s i o n s y o u meet; t h i s w i l l help v o u r e m e m b e r t h e m better. Y o n c a n d o t h i s in a n u m b e r o f w a y s . I n r e c o r d i n g w o r d s m a n y learners f i n d i t h e l p f u l t o i n c l u d e l i t t l e d i a g r a m s such as word

Or word

forks,

bubbles^

for example:

for example: C*-|ÎF, AA i i o t f i t f l t

t o idftivtify t h e •fdctors

,tl£

ft nijvGrifl'

Y o u also need t o have access t o a g o o d d i c t i o n a r y . W e s t r o n g l y r e c o m m e n d the Advanced

Learners

Dictionary

Cambridge

as this p r o v i d e s e x a c t l y the k i n d o f i n f o r m a t i o n t h a t y o u need

in o r d e r t o be able t o u n d e r s t a n d a n d use E n g l i s h v o c a b u l a r y . T h r o u g h its e x a m p l e

sentences

it p r o v i d e s y o u w i t h the i n f o r m a t i o n y o u need a b o u t h o w t h e w o r d is used i n p r a c t i c e a n d w h i c h o t h e r w o r d s i t t y p i c a l l y c o m b i n e s w i t h . T h e d i c t i o n a r y also helps y o n w i t h d i f f i c u l t items such as phrasal v e r b s , f o r e x a m p l e , I n d i c a t i n g w h e t h e r the o b j e c t c a n c o m e b e f o r e the p a r t i c l e (set up the apparatus go a set of calculations

f set the apparatus

through).

up; go through

a set of calculations,

but not

T h i s d i c t i o n a r y is a v a i l a b l e as a b o o k a n d o n a C D - R O M

and can also be accessed o n l i n e at w w w . d i c t i o n a r y . c a m h r i d g e . o r g . Y o u w i l l need a specialist d i c t i o n a r y t e l a t i n g t o y o u r o w n subject area as w e l l . Y o u r teacher m a y also be able to r e c o m m e n d o t h e r d i c t i o n a r i e s f o r y o u r specific needs.

E


A s w e l l as w o r k i n g t h r o u g h i l i e u n i t s i n this b o o k y o u s h o u l d r e a d as m u c h E n g l i s h as y o u c a n in [he subject areas t h a t arc m o s l relevant For y o u , IF y o u arc n e w t o S t u d y i n g in E n g l i s h , y o u c o u l d s t a r t b y r e a d i n g a t e x t b o o k a i m e d a t students a[ a s l i g h t l y l o w e r l e v e l t h a n y o u i r e at as far as the subject area is c o n c e r n e d ; o r y o u m i g h t p r e f e r t o r e a d d i e latest articles in y o u r field f r o m a j o u r n a l o r the internet- I f y o u have easy access t o i h e w e b , t h e n t h e r e is m e n o r m o u s w e a l t h o f material available f o r y o u t o study and learn f r o m ; m a n y universities and o t h e r a c a d e m i c i n s t i t u t i o n s have e x t e n s i v e webs ires, f o r e x a m p l e , as d o p r o f e s s i o n a l jtganisations and journals. >o, g o o d l u c k w i t h y o u r w o r k i n a c a d e m i c E n g l i s h . We h o p e t h a t t h e m a t e r i a l s i n this b o o k w i l l help y o u t o e n j o y a n d to benefit f u l l y f r o m y o u r s t u d i e s . W c h o p e y o u w i l l be able to j h a t e ideas in a c r e a t i v e , e x c i t i n g w a y w i t h scholars f r o m a l l over t h e w o r l d a n d w e w i s h y o u ihe v e r y best f o r a successful a n d r e w a r d i n g a c a d e m i c life in E n g l i s h .


9

r

W h a t is s p e c i a l a b o u t a c a d e m i c English? Everyday w o r d s and academic uses M a n y w o r d s i n a c a d e m i c E n g l i s h are the same as e v e r y d a y v o c a b u l a r y , b u t t h e y are o f t e n also used w i t h a s l i g h t l y d i f f e r e n t m e a n i n g , w h i c h m a y he specialised. everyday or academic

use

B

meonfng

meaning

academic

Nanotechnology is a relatively

schools have declined.

ability to control oneself or ocher people

U n d e r l i n e your family

draw a line

The research underlines the

name on che form.

under it

importance of international trade agreements.

The lake was frozen solid.

not liquid or gas

We have no solid evidence that

certain or sale; of a

radiation has caused the problem.

good standard

Standards of discipline in

use

area o l study

new discipline. gives emphasis to

Vocabulary and academic style •

I n w r i t i n g , academics use m a n y expressions w h i c h are n e u t r a l , b u t t h e y also use r a t h e r f o r m a l expressions w h i c h are n o t c o m m o n in e v e r y d a y l a n g u a g e . K n o w i n g w h e t h e r an e x p r e s s i o n is f o r m a l o r j u s t n e u t r a l is i m p o r t a n t . neutral

mare formo/

neutrûf

mûre

in short, briefly, basically

in sum, to sum up

try

attempt

only

5ole(ly}

mainly/mostly

primarily

almost / more or less

virtually

typical oí

characteristic of

H o w e v e r , very i n f o r m a l v o c a b u l a r y m a y he used in spoken

formal

academic stylos in classes and

lectures, I,earn to u n d e r s t a n d Such language w h e n y o u hear i t b u t be Careful n o t t o use it i r essays a n d w t i t t e n assignments. H e r e are some examples o f teachers using i n f o r m a l language. L

O K . H a v e a shot at d o i n g task n u m b e r 3.' f m o r e f o r m a l : T r y / A t t e m p t to d o , . , ]

'There's n o w a y schools c a n be held r e s p o n s i b l e f o r failures o f g o v e r n m e n t p o l i c y . ' [ m o r e f o r m a l : Schools c a n n o t i n a n y w a y be h e l d . . . ] •

A c a d e m i c language tries t o be clear a n d precise, so i t is i m p o r t a n t t o keep a v o c a b u l a r y n o t e b o o k (see page 8} a n d l e a r n the differences b e t w e e n s i m i l a r w o r d s , as w e l l as t y p i c a l w o r d c o m b i n a t i o n s (underlined here). The b u i l d i n g is a p n m c e x a m p l e o f 1920s a r c h i t e c t u r e , {excellent in q u a l i t y o r value. T h e g r o u p ' s p r i m a r y c o n c e r n is t o p r o t e c t h u m a n r i g h t s , [ m a i n / m o s t i m p o r t a n t

N o u n phrases A c a d e m i c language puts a l o t o f i n f o r m a t i o n i n t o n o u n phrases r a t h e r t h a n s p r e a d i n g i t o u t over a w h o l e sentence. F o r e x a m p l e , i n s t e a d o f saying Radiation ovet

a 24-hour

accidental

period,

release

damaging

of radiation

a wide over

area for a long

a 24-hour

period

time,

caused

was accidentally

released

a n academic m i g h t say The widespread

long-term

damage.

It is t h e r e f o r e i m p o r t a n t t o learn the d i f f e r e n t f o r m s o f a w o r d , f o r e x a m p l e : noun

verb

accident quantity/quantification

quantity

odjetíívefsí

odverbfs}

accidental

accidentally

quan titative/quan cifîabl e

quanclratlvely/quancl flably

F i n a l l y , be a w a r e o f ' c h u n k s ' o r phrases w h i c h o c c u r f r e q u e n t l y , and l e a r n t h e m as w h o l e u n i t s . E x a m p l e s : in terms Academic

Vocabulary in Use

of

in addition,

for the most

part,

in the case of, etc. (.See U n i t 16.)

Exercises I. I

Each, w o r d i n t h e b o x c a n be u s e d i n t w o w a y s , o n e a n e v e r y d a y w a y , t h e o t h e r a t y p i c a l l y academic w a y . C o m p l e t e each p a i r o f sentences u s i n g t h e same w o r d f o r b o t h sentences a n d m a k i n g any necessary g r a m m a t i c a l generate 1

She loves t o

E

T h e events

B 3 A B 4- A B 5 A B 6 A B

confirm

Identify

B B 9 A E 10 A B

underline

character

pose

nature

_

_

_

a threat to stability in the region.

I t w a s d i f f i c u l t t o ._

_

We should

t h e c a m e r a o n the flower as i t w a s so s m a l l .

o u r a t t e n l i o n o n t h e m o s t i m p o r t a n t issues.

I c a l l e d the a i r l i n e a n d T h e data

_

m y reservation.

m y hypothesis t h a t animal-lovers enjoy better health

The power plant

_

_

_

e l e c t r i c i t y f o r the w h o l e r e g i o n .

T h i s issue a l w a y s

a g r e a t deal o f d e b a t e a m o n g

The murderer was

academics.

f r o m f i n g e r p r i n t s d i s c o v e r e d a t the scene.

Tn t h i s t h e o r y o f h i s t o r y , progress is closely She became i n t e r e s t e d in

_

_

_

_

w i t h technology.

conservation.

T h e first l e c t u r e i n the series w a s o n the

of human communication.

, I h o p e y o u meet h i m ,

T h e book attempts to explain the fundamental I saw her

o f s o c i a l life.

TO her h u s b a n d a n d w h i s p e r s o m e t h i n g in his ear.

L e t us n o w _

_

_. _

H e always T h e study

focus

f o r p h o t o g r a p h s in f r o n t o f her f a b u l o u s house.

A J i m ' s a very i n t e r e s t i n g

8 A

1.2

solid

A

1 A

7

mm

changes.

t o the subject o f t o w n p l a n n i n g , every n e w w o r d w h e n he^s r e a d i n g .

_

T h e l i q u i d became T h e s t u d y lacks

_

the f a c t t h a t v e r y l i t t l e research e x i s t s , _

_

_.. as t h e t e m p e r a t u r e w a s l o w e r e d . evidence a n d t h e r e f o r e its c o n c l u s i o n s are d o u b t f u l .

Else m o r e f o r m a l a l t e r n a t i v e s t o t h e w o r d s in bold- M a k e a n y necessary

grammatical

changes. 1 T h e b o o k is m a i n l y c o n c e r n e d w i t h t h e p r o b l e m o f p o l i c i n g the i n t e r n e t . 2 A l m o s t e v e r y s c h o o l in the c o u n t y had r e p o r t e d p r o b l e m s w i t h t h e n e w system 3 T h e w o r k o f the I n s t i t u t e is n o t o n l y d e v o t e d t o cancer research. 4 B a s i c a l l y , w e believe w e have d e m o n s t r a t e d a s i g n i f i c a n t l i n k b e t w e e n the t w o events. 5 W e t r i e d t o f i n d a n e w w a y o f u n d e r s t a n d i n g the d a t a , 6 T h e s t u d y is a r e a l l y g o o d e x a m p l e o f t h e w a y s o c i o l o g i s t s c o l l e c t t h e i r data. 7 T h e r e a c t i o n is t y p i c a l o f the w a y l a r g e c o r p o r a t i o n s keep c o n t r o l o f t h e i r m a r k e t s . 5 T h e r e ' s n o w a y L o n d o n c a n be c o m p a r e d t o S y d n e y as a p l a c e t o live a n d w o r k . 1.3

Read the text and then answer the questions. The production of plastics depends heavily on petroleun", but a novel way of making plastics ou: of sugar could reduce our reliance on oil. The discovery that i chemical in sugar can be converted relatively easily into a substance skr.ilar in structure to the material obtained from pelrcleum has led Eo [he claim tha'. plastics could soon be produced cheaply us:ng ihe new method.

1

U n d e r l i n e t w o v e r b s w i t h a d v e r b s a f t e t t h e m w h i c h i t w o u l d be useful t o l e a r n as pairs.

2 U n d e r l i n e t w o a d v e r b s n e x t t o each o t h e r w h i c h i t w o u l d be u s e f u l so l e a r n together. 3 W h a t are the n o u n f o r m s o f t h e verbs produce,

rely, discover

and

claim}

AcadpmicVoçabuiary in Use

II

Key nouns T h i s u n i t focuses o n some f r e q u e n t a n d i m p o r t a n t n o u n s i n a c a d e m i c E n g l i s h . See also U n i t s 10, 11 and 15.

A

General nouns r e f e r r i n g t o ideas example

(wid\ prepositions

comment

underlined}

She wrote an article o n t h o subject o f cbss.

thing which is being discussed, considered or studied

T h e t h e m e o f the poem is emigration.

main subject of a tafk, book. etc.

The students were given a list of essay topics.

used t o refer to what one |$ studying o r writing about

There was: a lively debate on t h e issue oJ

subject/problem which people are thinking/talking about

globalisation in the seminar yesterday-

B

Political t h e o r y Is a popular undergraduate subjectEinstein s: t h e o r y o f gravitation has been questioned recently

statement of the rules on whrch a subject of study is

The m o d e l s?f climate change presented In the Stern Review seems t o be becoming a reality.

a représenta don o l something as a simple description which might be used In calculations

The book is called'The N a t u r e o f Intelligence*.

main characteristic of something

Human behaviour is based on t h o p r i n c i p l e o f leasr effort

basic idea, o r rule that explains how something happens or works

based or, more generally, an opinion o r explanation

More specific nouns connected w i t h ideas and p h e n o m e n a example

(with

prepositions

CQfrrmerrt

underlined)

Repetition is an important aspect o f speech development in children.

one individual part of a situation, problem, subject, etc.

Automatic backup Is a f e a t u r e o f the new software

a typical quafity of something

The political motives for the government's actions are b e y o n d t h e scope o f this essay.

range of a subject covered by a book, discussion, class, etc.

The study revealed a p a t t e r n o j results which

showed a regularly repeated arrangement

could be interpreted In either of two ways. During 2005. the n u m b e r o f violent attacks Increased t o an alarming degree.

amount o r level

Nouns r e f e r r i n g t o ways o f t h i n k i n g , processes and activities Read these titles o f a c a d e m i c b o o t s a n d articles. N o t e the k e y n o u n s a n d t h e i r p r e p o s i t i o n s . Micro-organisms i n w a l e r : t h e i r s i g n i f i c a n c e ' a n d i d e n UN r a t i o n 2

Renewable energy: a critical assessment

3

o l recent research

The Case* f n r Change: Rethinking Teacher Education. Inwards a New Approach

5

Perspectives on Ecological Management: A study nf public awareness of river ntilluilor 6

7

Citizens' Views on Healthcare Systems in the European Union Epidemiological research i n t o asthma and allergic disease: establishing a siandardistd methodology* 3

importance a b i l i t y ti? establish the i d e n t i t y o f s o m e t h i n g judgement o f the a m o u n t , value, q u a l i t y o t i m p o r t a n c e o f arguments, facts a n d reasons i n s u p p o r t o f o r against s o m e t h i n g * w a y u f considering s o m e t h i n g d i f f e r e n t p a r t i c u l a r o r i n d i v i d u a l ways o f considering s o m e t h i n g h a v i n g special interest in o r experience o f s o m e t h i n g , a n d .so being ivclf i n f o r m e d research is o f t e n also used w i t h the p r e p o s i t i o n on a system o f ways o f s t u d y i n g s o m e t h i n g 1

7

3

A

6

7

e

q

^ Academic

-i

fteseofefr Is uncountable. Don't say IJiey corned out some interesting rerttrrches.To make it plural you can just say 'studies', or'research studies' or'pieces of research'.

Vocabulary ~'n Use

Exercises 2.1

L o o k at A . C h o o s e t h e m o s t a p p r o p r i a t e n o u n to c o m p l e t e each sentence. 1 E n v i r o n m e n t a l topics

/ issues

/ principles

s h o u l d he at the t o p o f t o d a y * p o l i t i c a l agenda. 1

2 I n the e x a m s t u d e n t s h a d to choose t h r e e f r o m a c h o i c e o f t e n essay subjects

I theories

I

topics. 3 T h e r e are s t i l l people w h o are r e l u c t a n t to accept D a r w i n ' s model

I topic i theory

oi

evolution. 4 T h e p r o f e s s o r decided t o rake m o r a l c o u r a g e as the issue

I theme

I model

f o r his

inaugural lecture. 5 T h e L o n d o n u n d e r g r o u n d m a p is best u n d e r s t o o d as a model

/ principle

/ topic

showing

h o w t h e d i f f e r e n t s t a t i o n s relate to o n e a n o t h e r r a t h e r t h a n a precise r e p r e s e n t a t i o n oi :heir distances f r o m e a c h 6 T h e Peter Issue

/ Principle

other. / Theme

states t h a t m e m b e r s o f a h i e r a r c h i c a l g r o u p w i l l

u s u a l l y e n d u p b e i n g p r o m o t e d t o t h e p o i n t a i w h i c h they b e c o m e i n c o m p e t e n t . 2.2

T h e r e are s i x phrases c o n t a i n i n g e r r o r s u n d e r l i n e d i n t h i s p a r a g r a p h . C a n v o n c o r r e c t t h e m :

Die study showed t h a t local police can play an i m p o r t a n t role i n crime prevention. I t makes a strong case of boosting the numbers of c o m m u n i t y police officers although i t warns against increasing police presence o n the streets at an alarming degree. Its methodological was based on a range of interviews asking members of the public for their y i i w s j i i hov; best to prevent crime. Unfortunately, how to implement this recommendation was o u t of the scope of the study b u t at least i t serves a useful purpose i n raising awareness to the issue.

2.3

2.4

L o o k at these titles o f a c a d e m i c b o o k s ( A - H ) . T h e n m a t c h t h e m t o t h e i r s u b j e c t areas ( 1 - 8 ) . A. T h e N a t u r e o f D e m o c r a c y

1

economics

B T h e Significance o f D r e a m s

2

education

C T h e Features o f G l a c i a t e d Landscapes

3 literature

D T h e Assessment o f L a n g u a g e Skills

4 history

L A n A p p r o a c h t o Tree Verse

5

geography

F T h e I d e n t i f i c a t i o n o f Bees

•j

psychology

G Perspectives o n M o d e r n T a x a t i o n

7 politics

11 N e w Perspectives o n C l e o p a t r a

Î

zoology

M a t c h the b e g i n n i n g o f e a c h sentence w i t h t h e m o s t a p p r o p r i a t e e n d i n g . 1 T h e study revealed a regular

scope o f y o u r research.

2 T h e research focuses o n one p a r t i c u l a r

awareness o f t h e p r o b l e m ,

3 T h e w r i t e r makes a p o w e r f u l

issues f a c i n g the w o r l d t o d a y .

4 The w r i t e r s take an o r i g m a '

.nto the e n v i r o n m e n t a l effects o f n a n o p a r t i d e s .

5 U n t i l recently there was little

approach to their theme.

S I t h i n k y o u s h o u l d b r o a d e n the

aspect o f m o d e m society.

7 ' l b d a t e , t h e r e has huen l i t t l e research

p a t t e r n o r changes i n t e m p e r a t u r e .

8 T h e r e are m a n y i m p o r t a n t

case f o r r e s t r u c t u r i n g p a r l i a m e n t .

Academic Vocabulary m Use

1]

Key v e r b s i n [ h i s u n i t w c l o o k a t some i m p o r t a n t verbs i n a c a d e m i c E n g l i s h .

Verbs f o r s t r u c t u r i n g academic assignments L o o k a t these tasks w h i c h students h a v e been g i v e n . N o t e the k e y verbs. Discuss some of [he problems involved In investigating attitudes to diet and health.Write a critical review of an investigation you have read about, or describe an investigation you yourself could c o n d u c t

7

C o n s i d e r the advantages and disadvantages of different methods. Starting from rest; an aircraft accelerate? to its take-off speed of 6Q m s in a distance o l 900 metres. 1

Illustrate^ this with a velocity-tirne graph. A s s u m i n g constant acceleration, find^ how long che take-off 4

run lasts. Hence c a l c u l a t e the acceleration 6

The fact that nations agree to follow international law d e m o n s t r a t e s ' that we can i d e n t i f y * ideals that are trans-national and trans-cultural,' How far Is this statement true? Critically analyse any recent event which s u p p o r t s or challenges the statement 9

E x a m i n e how industrial growth has affected any two developing countries. P r o v i d e evidence where necessary and include a discussion of likely future trends. 1 0

11

statistical

w h i c h are p a r t o f / i n c l u d e d i n organise a n d do d r a w s o m e t h i n g i n o r d e r to e x p l a i n something accepting s o m e t h i n g to be t r u e discover by c a l c u l a t i n g (see 6} judge the n u m b e r or a m o u n t o i s o m e t h i n g and a d d i n g , m u l t i p l y i n g , s u b t r a c t i n g or d i v i d i n g n u m b e r s show, make clear recognise someone or s o m e t h i n g a n d say o r p r o v e w h o or w h a t they are ' questions whether it is t r u e l o o k at or consider c a r e f u l l y a n d i n detail " give 1

i

J

A

5

7

b

B

1 0

M o r e key verbs These e x t r a c t s f r o m a c a d e m i c b o o k s c o n t a i n o t h e r key v e r b s . In developing, methods to explain the significance of health status measures, one can classify ways ol establishing quality of life into two main types. 1

2

The l e n g t h o f t i m e s p e n t o n t h e tasks may a c c o u n t f o r the decrease i n m o t i v a t i o n w h i c h w a s ]

s e e n i n m a n y o f the p a r t i c i p a n t s . 4

The data presented i n Chapter 3 showed that the age of the subjects was not the main factor. 5

6

\)l!iical theory a t t e m p t s to build bridges between different schools ot political thought 7

d i v i d e things i n t o groups a c c o r d i n g to their type ^ften used i n the passive i n academic style given 5

2

fi

discover or get p r o o f o f proved ( f o r m a l ) tries

3

explain

4

SLC is

7

Verbs w h i c h c o m b i n e w i t h noun f o r m s o f key verbs O f t e n i n academic s t y l e a v e r b +- the n o u n f o r m o f t h e k e y v e r b is used. >

verb

verb + noun

exampte

explain

give/provlde/offer an explanation

The model provides a n e x p l a n a t i o n for the differences

(of/for)

between the two sets of data.

explore

carry out an exploration (of)

Kumar c a r r i e d c u t an e x p l o r a t i o n of music genius.

emphasise

place/put emphasis (on)

The hospital puts a lot of emphasis on training nurses.

describe

give/provide a description (of)

The book gives a d e s c r i p t i o n of modern Europe.

\ . f Jrf W *


The verbs affect and effect are different. To affect means to influence to effect means to make something happen 1 to bring, about. The burning of foss/i /irefc has neg

2 D i f f e r e n t a u t h o r s have .._

f o r t h e President's a c t i o n s in d i f f e r e n t w a y s .

3 M e n d e l a t t e m p t e d t o devise a system f o r

_

_

_ t h e m a n y d i f f e r e n t tvpes o f pen

p l a n t t h a t he g r e w , 4 I t is o f t e n m o s t e f f e c t i v e

y o u r d a t a in a c h a r t o r t a b l e .

5 T h e d a t a w e have c o l l e c t e d

_

_

_ t h a t there has been a d o w n w a r d t r e n d w i t h

r e g a r d t o j o b s a t i s f a c t i o n o v e r the last 5 0 years. £ T h e a i m o f t h e research is

.. a n e w s o f t w a r e a p p l i c a t i o n w h i c h w i l l h e l p

a v i a t i o n engineers d e s i g n m o r e s o p h i s t i c a t e d a i r c r a f t , 7 T h e a r c h a e o l o g i s t s s h o u l d be able t o use c a r b o n d a t i n g t e c h n i q u e s

exactly

h o w o l d the hones are. R Charles D a r w i n a t t e m p t e d

_

_

_

_ t h e existence o f d i f f e r e n t species in t e r m s of.

evolution. 3.3

3.4

E x p l a i n the d i f f e r e n c e b e t w e e n the sentences i n each p a i r . 1 Grcig's a r t i c l e s u p p o r t s Park's t h e o r y ,

Greig's a r t i c l e challenges Park's t h e o r y .

2 Describe the new t a x regulations.

Discuss t h e n e w t a x r e g u l a t i o n s .

3 Lodht provides new data.

L o d h i considers new data.

4 T i t o v a c o n d u c t e d f o u r sets o f e x p e r i m e n t s ,

T i t o v a e x a m i n e d f o u r sets o f e x p e r i m e n t s .

5 Lee established w h y such changes occur.

Lee i n v e s t i g a t e d w h y such changes o c c u r

6 O k a z assumed t h a t the d a t a were r e l i a b l e .

O k a / p r o v e d that the data were reliable.

7 I l l u s t r a t e the m a g n i t u d e o f the d e c e l e r a t i o n .

F i n d the m a g n i t u d e o f t h e d e c e l e r a t i o n .

& T h e events e f f e c t e d e c o n o m i c d e v e l o p m e n t .

T h e events a f f e c t e d e c o n o m i c

development.

R e w r i t e each sentence u s i n g t h e w o r d in b r a c k e t s a n d m a k e a n y necessary changes t o o t h e r words. 1 E r i k s o n ' s t h e o r y e x p l a i n s the f l u c t u a t i o n s i n t h e f i g u r e s f o r t h i s p e r i o d , ( P R O V I D E S ; 2 Bevan e x p l o r e d the r e l a t i o n s h i p b e t w e e n f a m i l v b a c k g r o u n d a n d p o l i t i c a l a m b i t i o n . (Kmc

RATION)

3 T h e b o o k describes t h e l i f e a n d t i m e s o f A b r a h a m L i n c o l n , ( D E S C R I P T I O N ) 4 Cheng's t h e o r y emphasises the i m p o r t a n c e o f e x t e n s i v e r e a d i n g i n l a n g u a g e a c q u i s i t i o n , (mis) 3*5

I n a c a d e m i c s t y l e , n o u n phrases c a n o f t e n be used i n s t e a d o f s o m e o f t h e k e y verbs,

gpj

C o m p l e t e each phrase w i t h the a p p r o p r i a t e n o u n . Use a d i c t i o n a r v i f ncccssarv, 1 investigate = c o n d u c t , c a r r y o u t a n _

_

4 a f f e c t = have a n

into/of

1 illustrate = p r o v i d e an 3 analyse = p r o v i d e , c a r r y o u t a n .

_

_

_

._. o n

5 a t t e m p t = m a k e an _ of

6 classify = m a k e , p r o v i d e a _

. to/at _.

of

_ of

Using the tasks In A as a model, prepare some assignment topics for students studying any subject that you are familiar with.


15

Key adjectives For any adjective i t is useful t o k n o w w h e t h e r i t is t y p i c a l l y f o l l o w e d by a specific p r e p o s i t i o n and w h e t h e r i t has any s y n o n y m s (adjectives w i t h a s i m i l a r m e a n i n g ) o r a n t o n y m s (adjectives o f opposite meaning).

A

Adjectives and prepositions H e r e are some e x t r a c t s f r o m a c a d e m i c t e x t s , w i t h adjectives f o l l o w e d by to o r of.

I

Language development is ennreived as

}j

r e l a t i v e I o one's own past performance. c relative tc that of others.

\

1

Same af the responses to the questionnaire specific !o young male r e s p o n d e n t c o m m o n to al< the respondents. 9

w

e

0 t

r

h

e

5

e r s

w e r i ?

How can we make science relevant to

f

environmental policy? Poor communication

i

a p p r o p r i a t e ^ l o d i e needs o f s m a l l farmers,

between scientists and politicians is characteristic o f the situation today,

1 J

It was t y p i c a l o f the farmers i n i h c study t h a t t h e y had a negative a t t i t u d e to technology.

7

1

We need l o p l a n technologies w h i c h are

true to a p a r t i c u l a r degree w h e n i t is being c o m p a r e d w i t h other things connected w i t h w h a t is happening o r being discussed (rather f o r m a l ) t y p i c a l o f * Only f o u n d in b e l o n g i n g to or shared b y t w o or m o r e people or things suitable or r i g h t f o r a p a r t i c u l a r s i t u a t i o n o r occasion 1

1

i

5

6

Adjectives and t h e i r opposites I x i o k at t h i s a b s t r a c t f r o m a d i s s e r t a t i o n o n d r u g abuse. I n m o s t cases y o u c a n w o r k o u t the m e a n i n g s o f t h e opposites ( w h i c h f o l l o w each n u m b e r e d a d j e c t i v e ) , based o n the d e f i n i t i o n s . :annot discuss druc. abuse as an a b s t r a c t problem without considering concrete- example of abuse and their social consequences. Abuse is rarely a s i m p l e issus; it usually results from a c o m p l e x sel of circumstances. Both quantitative^ and qualitative research is necessary to cjain a lull picture of the situation. By combining research methods, we may obtain an a c c u r a t e picture of the causes and results- of abuse, in contrast with the inaccurate assessments which often result from purely quantitative studies. A significant* amount of fear and prejudice surrounds the notion of abuse, and the media have a role which is also not Insignificant in promoting such fears. The dissertation concludes that r o u g h estimates of the number of drug addicts need to be made more precise by properly defining addiction. 7

£

1

e x i s t i n g as an idea, n o t as a material object; opposite: existing i n a f o r m t h a t can he seen or felt

1

having or m a d e o f o n l y one or a few parts

research using non-number-based noticeable

1

based o n numbers and statistics; o p p o s i t e : usually

methods such as i n t e r v i e w s , focus groups, etc,

4

important oi

f a i r l y correct b u t n o t exact or detailed; o p p o s i t e : exact and accurate

5

O t h e r i m p o r t a n t , frequent adjectives and typical combinations w i t h nouns There w a s a n a p p a r e n t ' d i s c r e p a n c y b e t w e e n t h e t w o sets o f results. W e n o t e d a p o t e n t i a l p r o b l e m w i t h the e x p e r i m e n t a l design w h i c h w e h a d t o deal w i t h 1

The p r i n c i p a l cause o f t h e f a i l u r e w a s a s u d d e n t e m p e r a t u r e 1

first.

change.

The research used a r i g o r o u s m e t h o d o l o g y w h i c h h a d been tested o n m a n y occasions. 4

seeming to exist or be true importance

4

2

possible w h e n the necessary c o n d i t i o n s exist

3

first in order o f

careful t o l o o k at o r consider every p a r t o f something to m a k e certain i t is correct Remember to say typical o f N O T typical fsr. Learn adjectives with the prepositions that often follow them, as In A r

Acudentjc Vocabulary in Use

Exercises L o o k at A , C o r r e c t the p r e p o s i t i o n e r r o r s i n these sentences, 1 A l e n g t h y d i s c u s s i o n o f t h e a d v a n t a g e s o f s o l a r p o w e r is n o t r e l e v a n t w i t h a n essay t h a t required y o u t o focus o n w i n d turbines. 2 I t is t y p i c a l t o [he disease f o r i t t o s t a r t w i t h a n i t c h y rash. 3 T h i s m e t h o d o l o g y is n o t a p p r o p r i a t e a b o u t the k i n d o f research y o u a r c p l a n n i n g 4 T h e use o f o r i g i n a l m e t a p h o r s is c h a r a c t e r i s t i c f r o m the w r i t e r s s t v l e . 5 R e l a t i v e w i t h p r e v i o u s a t t e m p t s t o e x p l a i n the p h e n o m e n o n , this i n t e r p r e t a t i o n Is q u i t e persuasive. 6 T h e d a r k h a i r a n d eyes are c o m m o n f o r a l l p e o p l e f r o m t h e r e g i o n . R e w r i t e each sentence using t h e opposite

o f the a d j e c t i v e i n i t a l i c s .

1 K a r l s s o n c h e c k e d t h e figures a n d agreed w i t h m e t h a t t h e y were 2 T h e s o l u t i o n t o the p r o b l e m is a simple 3 M a k e rough

accurate.

one

c a l c u l a t i o n s b e f o r e y o u b e g i n t o w r i t e up y o u r r e s u l t s .

4 T h e a~my p l a y e d a significant

r o l e i n events.

5 H e r n a n d e z prefers t o discuss ideas i n abstract

terms.

M a t c h the a d j e c t i v e o n the left w i t h t h e n o u n i t o f t e n c o m b i n e s w i t h o n t h e r i g h t . 1 apparent

methodology

2 rigorous

problem

3 principal

discrepancy

4 potential

cause

N o w use o n e o f the c o m b i n a t i o n s f r o m 4.3 to c o m p l e t e these sentences, 1 T h e r e is a n _ 2

in y o u r

figurcs.

M a n a g e m e n t ' s r e f u s a l t o l i s t e n t o the w o r k e r s ' d e m a n d s w a s the

3 T.amaque devised a

of the riots.

w h i c h has since been used successfully b y m a n y o t h c i

researchers in the f i e l d . 4 Wc spotted a

_

w i t h o u r p r o c e d u r e a n d so we c h a n g e d i t m t w o areas.

C h o o s e the best adjective* f r o m t h e b o x t o c o m p l e t e these sentences, qualitative

complex

potential

rigorous

specif c

1 T h e p l a n t is d i f f i c u l t t o g r o w a n d needs very 2 H i s t u t o r w a s c r i t i c a l o f his w o r k f o r n o t b e i n g

_ _

conditions t o survive. enough.

3 Tn t h e p a s t the n o r t h e r n t r i b e s l o o k e d o n the tribes o f the s o u t h as 4 We chose a 5 A

enemies.

a p p r o a c h to o u r research and i n t e r v i e w e d i n d i v i d u a l s personally. set o f c i r c u m s t a n c e s led t o a c i v i l w a r in l f i y 7 .

When you come across any of die key adjectives from this unit in your reading, note it down in a phrase so you build up a set of useful phrases using the adjective.


17

Key a d v e r b s T h i s u n i t deals w i c h just some o f che adverbs t h a i a r e p a r t i c u l a r l y f r e q u e n t i n a n academic context. Y o u w i l l find m o r e in other units t h r o u g h o u t this b o o k .

A d v e r b s t h a t compare meaning

example

In comparison wirh something else

Our sample was relatively/ c o m p a r a t i v e l y small.

especia lly/particu larly

more than usual

The process was not especially/

specially

more than usual (spoken English only)

comparatively/ relatively

p a r t i c u l a r l y difficult. for a specific purpose somewhat (opposite;

(slightly formal) a little, slightly

The exam was specialty hard this year. We used specially designed equipment. When we tested younger boys, we obtained s o m e w h a t / c o n s i d e r a b l y

considerably)

different results. primarily

mainly

Amir is p r i m a r i l y interested in bio-physics.

mostly/largely

almost completely (but not totally so)

The research was largely/mostly successful.

directly (opposite: indirectly)

without anything else being involved

The illness is ( i n ) d i r e c t l y linked to poor housing.

Adverbs t h a t relate t o numbers o r t i m e There are a p p r o x i m a t e l y 2 0 varieties o f b i r d i n this species. | r o u g h l y , a b o u t l There arc precisely 4 3 d i f f e r e n t m a n a g e r i a l posts i n the c o m p a n y ,

[exactly]

Interviewees f r e q u e n t l y m i s u n d e r s t o o d o n e o f the q u e s t i o n s , [ o f t e n ] We e v e n t u a l l y o b t a i n e d the results w e were h o p i n g f o r . |in the e n d , a f t e r some t i m e ] U l t i m a t e l y w e p l a n t o repeat the e x p e r i m e n t , [ f i n a l l y , after o t h e r t h i n g s have been c o m pieced

Adverbs t h a t relate t o how things are stated Mall's latesf ariicle e s s e n t i a l l y differs h e m his earlier w o r k in t h a t it is e x p l i c i t l y critical of the 1

2

government. G e n e r a l l y ^ his disapproval of [heir policies was only conveyed i m p l i c i t l y ' in his previous writing, b u ; here he specifically condemns their handling oFa number of Issues. 1

4

referring t o its m a i n ch.iracteristies; also basically

openly

1

usually, also o n the w h o l e

n o t directly, suggested o r i m p l i e d rather than stated

Adverbs t h a t r e s t r i c t o r l i m i t m e r e l y = e x a c t l y a n d n o t h i n g m o r e ; The medication bearable;

it will

not cure

the

will

merely

make

s i m p l y N o t e t h a t s i m p l y can have d i f f e r e n t m e a n i n g s . T o put it simply, approach shnply,

would ir. a ivay

held] The exam

senn

to outweigh

appropriate results

the

symptoms

disease. its advantages,

for the layman,

were simply

dreadful,

h a r d l y ever = a l m o s t never: The tribe

[ p l a i n l y ] The book

the risks presents

of

this

difficult

(absolutely, w i t h o u t d o u b t )

has hardly

ever had contact

with

the outside

world.

EvejiOjjrJ/y means 'in the end'. It docs not mean 'pcrhapsypossibly'We will perhaps/possibly Eventually

8


ideas

[easily; someone w h o isn't a specialist i n the

( N O T eventually) discover life on other planets in the future.

[in the endj, we were able to interview oil 20 children involved in the test

Exerc/ses 5. I

L o o k at A a n d B . E x p l a i n t h e d i f f e r e n c e b e t w e e n i h c sentences in each pair. 1 H e i t i r i c h ' s e x p e r i m e n t s w e r e m o s t l y successful. T-Tdnrich's e x p e r i m e n t s w e r e m o s t successful. 2 T h e results w e r e s o m e w h a t s u r p r i s i n g given t h e c i r c u m s t a n c e s . The results w e r e especially s u r p r i s i n g g i v e n the c i r c u m s t a n c e s , 3 First-year s t u d e n t s are d i r e c t l y a f f e c t e d b y the n e w rules r e l a t i n g to t u i t i o n fees. First-year s t u d e n t s are p a r t i c u l a r l y affected b y t h e n e w rides r e l a t i n g t o t u i t i o n fees. 4 T h e study is p r i m a r i l y c o n c e r n e d w i t h u r b a n a l i e n a t i o n . The s t u d y is u l t i m a t e l y c o n c e r n e d w i t h u r b a n a l i e n a t i o n . 5 The team eventually o b t a i n e d tin predicted results. T h e t e a m f r e q u e n t l y o b t a i n e d u n p r e d i c t e d results.

5.2

C h o o s e the m o r e a p p r o p r i a t e a d v e r b f r o m the o p t i o n s . W h a t y o u are s a y i n g is essentially specially

/ basically

o n e o f t h e m w r i t e s in a simply possibly 5.3

i merely

t r u e . T o p u t i t basically

there is

I precisely

d r e a d f u l style w h i l e the o t h e r has eventually

I

a m o r e i m p r e s s i v e style t h a n any other c o n t e m p o r a r y s c i e n t i s t .

C h a n g e t h e sentences u s i n g adverbs w h i c h m e a n the opposite

1

/ simply,

n o s i g n i f i c a n t difference b e t w e e n t h e t w o w r i t e r s ' t h e o r i e s . H o w e v e r ,

T h e r e w e r e r o u g h l y 3 5 0 p e o p l e l i v i n g in t h e v i l l a g e in

o f the u n d e r l i n e d ones.

195ft.

2 Parents s e l d o m c o m p l a i n e d t h a t rhe s c h o o l a u t h o r i t i e s f a i l e d t o i n f o r m t h e m o f changes 3 W e i n v e s t i g a t e d t h e p r o b l e m a n d i n i t i a l l y f o u n d s o m e s m a l l e r r o r s in the c a l c u l a t i o n s . 4 T h e t e m p e r a t u r e w a s e x a c t l y h a l f a degree l o w e r t h a n t h e average > Singh (1 PPJi) is e x p l i c i t l y c r i r i c a f o f e x i s t i n g t h e o r i e s o f e c o n o m i c g r o w t h . 6 S o i l e r o s i o n is s p e c i f i c a l l y caused b y w a t e r o r w i n d . 7 Senior citizens a l m o s t a l w a y s use the i n t e r n e t to c o m m u n i c a t e w i t h one another. 8 T h e disease is d i r e c t l y l i n k e d to e n v i r o n m e n t a l f a c t o r s . 5.4

U n d e r l i n e the adverbs in these t e x r s . T h e n a n s w e r the q u e s t i o n s . Scientists have recently discovered that ants can remember how many steps they have taken. By carefully shortening or lengthening the legs of ants, the team observed that short-legged ants apparently became lost and could nat easily find their way home to the nest. Similarly, ants with longer legs typically travelled 5 0 % further than they needed to and were also temporarily unable to find the nest. It seems ants can definitely count their steps.

Marine conservationists are currently attempting to save the world's coral reefs. One plan is to literally glue the damaged reeis back together, using coral artificially raised in underwater labs. Reefs are increasingly under attack from human activily as well as from events occurring naturally, such as hurricanes and tsunamis. A recent UN report warns that 30% of the world's coral reels have been completely destroyed or are severely damaged.

1 W h i c h a d v e r b means ' i n the same w a y ' ? 2 F i n d t w o p a i r s o f adverbs t h a t m e a n the o p p o s i t e o f each other. 3 W h i c h a d v e r b means the o p p o s i t e o f 'a l o n g t i m e ago'? 4 W h i c h a d v e r b means " m o r e a n d

more'?

5 W h i c h a d v e r b c o u l d be s u b s t i t u t e d b y

seriously^

6 W h i c h adverb means ' f o r a l i m i t e d t i m e ' i Find an a n k l e of interest to you in your discipline and underline all the key adverbs.Then check thac you understand their meaning.

Academic Vocofju/ory in Use

I?

Phrasal verbs in a c a d e m i c English A l t h o u g h p h r a s a l verbs o c c u r m o s t f r e q u e n t l y i n m o r e i n f o r m a l s p o k e n a n d w r i t t e n E n g l i s h , [hey are also n o t u n c o m m o n i n a n a c a d e m i c c o n t e x t . Y o u w i l l hear t h e m used in lectures anc w i l l r e a d t h e m i n serious j o u r n a l s . F r o m this u n i t o n l y g o / l o o k b a c k over a n d w o r k o u t are not appropriate for a f o r m a l w r i t t e n assignment.

Phrasal verbs and one-word synonyms Phrasal verbs o f t e n have o n e - w o r d s y n o n y m s . These are u s u a l l y o f L a t i n o r i g i n a n d s o u n d m o r e f o r m a l t h a n t h e i r p h r a s a l verb e q u i v a l e n t b u t b o t h are a p p r o p r i a t e w h e n w r i t i n g o r t a l k i n g a b o u t a c a d e m i c subjects. V a r y y o u r l a n g u a g e b y u s i n g b o t h . phrasat verb

synonym

p u t forward (an idea/view/opinion/

present

exampfe In her latest article Kaufmann puts f o r w a r d a

theory/plan)

theory which is likely to prove controversial.

carry out (an experiment / research)

conduct

1 intend t o c a r r y o u t a aeries of experiments.

make up

constitute

Children under die age of 15 m a k e up nearly half of d i e country's population-

be made up of

consist of

Parliament is m a d e up o f two houses.

point our

observe,

Grenne p o i n t s o u t that the increase in life

point up

highlight

The study p o i n t s up the weaknesses, in the

expectancy has led to some economic problems. c u r r e n t school system. set out (to do something)

aim

In his article Losanov sets o u t to prove chat ,„

set out

describe

The document sets, o u t the terms of the treaty.

go into

discuss

In this book Sergeant goes i n t o the causes of the

go/look back over

revise, review *

Please go/look back o v e r this term's notes.

go through

check

G o t h r o u g h your calculations carefully.

Civil War in soJile depth.

* Revise is the B r E s y n o n y m and review the A m E s y n o n y m . [Revise in A m E only means to edit or change s o m e t h i n g to make i t better; revietv is n o t used i n B r E in the c o n t e x t o f p r e p a r i n g for i test as focused o n here,}

C a r r y i n g o u t research After completing her first degree in zoology Meena w e n t o n t o apply to graduate school. She wanted t o w o r k o n animal behaviour at a well-known institute in N e w Zealand, She set u p a series of experiments investigating h o w bees communicate. She has. noticed some curious behaviour patterns but has not yet w o r k e d o u t w h y her bees behave as they do. What she has observed seems to g o a g a i n s t ' current theories of bee behaviour. W h e n she has completed all her research she will have to w r i t e it all u p . 1

?

]

-1

fi

d o s o m e t h i n g after d o i n g s o m e t h i n g else study, w o r k in the field o f p r e p a r e d arranged ' come t o a t o n e his Eon a b o u t n o t be i n agreement w i t h (of a n i m p o r t a n t document) w r i t e in a final f o r m 1

1

>

5

&

Consult a good dictionary when you use phrasal verbs in your writing. For example, a good dictionary tells you when the ob|ect can be used before the particle (e.g. write, your resuJte up) and when it cannot (eg. rJiis goes florist cyaept-toeorjes). ¿0

Academic VocatiuJciry in Use

Exercises 6.1

R e w r i t e t h e sentences r e p l a c i n g t h e u n d e r l i n e d w o r d i n e a c h sentence w i t h a p h r a s a l v e r b f r o m A . N o t e t h a t b o t h v e r s i o n s o f each sentence arc e q u a l l y a p p r o p r i a t e , 1 W e c o n d u c t e d a series o f e x p e r i m e n t s t o test o u t o n r h y p o t h e s i s . 2 B e f o r e the test y o u s h o u l d revise C h a p t e r s 7 a n d 8 o f y o u r t e x t b o o k s . ~h l a his a r t i c l e o n the A m e r i c a n C i v i l W a r K i n g s t o n discusses the reasons w h y i h e s i t u a t i o r developed i n the w a y it d i d . 4 C o l e presents some f a s c i n a t i n g theories o n the d e v e l o p m e n t o f language i n his latest h o o k . 5 ' I he p s y c h o l o g i s t observed t h a t it was very u n u s u a l f o r a y o u n g c h i l d t o behave i n this way. 6 Please c h e c k y o u r w o r k a g a i n c a r e f u l l y b e f o r e h a n d i n g i t I n . 7 I n rhis a r t i c l e S i m p s o n a i m s to p r o v e t h a t the Chinese reached A m e r i c a l o n g b e f o r e the Vikings. 3 W o m e n n o w c o n s t i t u t e o v e r h a l f the s t u d e n t p o p u l a t i o n i n m o s t u n i v e r s i t i e s i n this country.

6.2

Fill in the missing w o r d s in this paragraphA s p a r L o f m y M A I've b e e n d o i n g DOIIIR r e s e a r c h o n l a n g u a g e a c q u i s i t i o n . I've b e e n working (I t

h o w y o u n g c h i l d r e n l e a r n i.heir m o t h e r t o n g u e . I've b e e n

c u r r y i n g (2)

s o m e e x p e r i m e n t . ; to see h o w m u c h r e a d i n g to y o u n g 1

c h i l d r e n e f f e c t s t h e i r l a n g u a g e d e v e l o p m e n t . I've h a d a g r e a t . s u p e r v i s o r w h o has h e l p e d m e set (3)

m y e x p e r i m e n t s a n d .she's also p o i n t e d (4)

lots o f i n t e r e s t i n g t h i n g s i n m y d a t a t h a i I h a d n ' t n o l i c o d m y s e l f . I ' m b u s y w r i t i n g m y 7

n o w a n d I t h i n k 1 s h o u l d he a b l e to p u t (6)

w o r k (S) u s e f u l ideas.

some

H's b e e n r e a l l y f a s c i n a t i n g a n d 1 h o p e 1 m a y b o a b l o Lu g u 17)

to do a. d o c l . o r a l e i n t h e s a m e f l u i d ; i l l l i u u g l i 1 c e r t a i n l y n o v e r sot (8)

lu do

a Hhl)

6.3

M a t c h t h e b e g i n n i n g o f each sentence w i t h the m o s t a p p r o p r i a t e e n d i n g . 1 Feudal society w a s m a d e

f o r w a r d a c o n v i n c i n g t h e o r y w i t h r e g a r d t o this question.

2 Carlson was the first t o put

up t h e f l a w s i n the school's t e s t i n g m e t h o d s .

3 H e r r e s u l t s a p p e a r t o go

o u t the s o l u t i o n t o the a l g e b r a p r o b l e m .

4 T h e investigation pointed

"jut a l o t o f basic i n f o r m a t i o n a b o u t a i l the w o r l d :

5 It took him a long time to w o r k

":o u n tries.

li T h e g e o g r a p h y h o o k sett

against w h a t she h a d f o u n d i n her e a r l i e r studies,

1

up o f c l e a r l y d e f i n e d classes o f people.

6.4

A n s w e r these questions. 1 W h a t s o n o f t h i n g s m i g h t a scientist c a r r y o u t : 1

I f y o u w ; i n t to study s o m e t h i n g i n m o r e d e p t h , w h a t m i g h t y o u go o n to d o a f t e r g e t t i n g a first degree?

3 W h a t d o p o s t g r a d u a t e s t u d e n t s Ly pit: idly h;ive t o w r i t e u p a t the end o f t h e i r s t u d i e s : 4 W h a t s o r t o f t h i n g s d o g o o d s t u d e n t s r e g u l a r l y l o o k b a c k over? 5 W h a t sorts o f t h i n g s d o scholars t y p i c a l l y p u t f o r w a r d h i t h e i r lectures o r articles? 6 W h y is i t sensible to go t h r o u g h any m a t h s c a l c u l a t i o n s t h a t y o u h a d t o m a k e as p a r i o f s research study b e f o r e y o u d r a w a n y c o n c l u s i o n s ?

Academic Vocabulary fn Use

11

Key q u a n t i f y i n g expressions Q u a n t i f y i n g expressions a r e i m p o r t a n t i n a c a d e m i c E n g l i s h as i t is o f t e n necessary t o c o m m e n t o n figures o r Trends. Y o u w i l l find m o r e useful language f u r t a l k i n g a b o u t [ l u m b e r s in U n i t s 2 5 a n d 26 a n d i n Reference 2, w h i c h focuses o n m e a s u r e m e n t -

N u m b e r and a m o u n t t.earners o f E n g l i s h o f t e n choose t h e w r o n g n o u n r e h i r i n g t o q u a n t i t y . F o r e x a m p l e , y o u say a g r e a t ( n o t -birge) d e a l ( i n f o r m a l ! such us miMtey

r

such as articles*

interest books

o r influence o r words.

n

r

3

large/great a m o u n t o f an uncountable noun

H o w e v e r , y o u say a l a r g e n u m b e r o f a p l u r a l n o u n

B o t h a number

a n d a n amount

c a n be d e s c r i b e d as s m a l l ,

c o n s i d e r a b l e , s u b s t a n t i a l , s i g n i f i c a n t , e n o r m o u s , t o t a l , s u r p r i s i n g , excessive [LOO m u c h / m a n y ] , fair [quire a l o t ] a n d r e a s o n a b l e ( a c c e p t a b l e ] ,

B

O t h e r nouns r e l a t i n g t o q u a n t i t y t h e s i z e a f o u r s u r v e y w a s r e l a t i v e l y s m a l l s c a l e . We s e n t a u ï 2,5QQ q u e s t i o n n a i r e s Tn t o t a l . A l t h o u g h a c o u p l e o f p e o p l e d i d n o t r e s p o n d , t h e b u l k * o f t h o s e s e n t 1

1

q u e s t i o n n a i r e s h a v e c o m p l e t e d t h e m . The s u r v e y s h o w s t h a t , a s a w h o l e , t h e 4

p o p u l a t i o n is b e c o m i n g m o r e a w a r e o f t h e i m p o r t a n c e o f r e c y c l i n g . Only o n e o f * o u r r e s p o n d e n t s said t h a t he r e c y c l e d less t h a n h e u s e d t o

J

i n all t w o o r three, a few t h e m a j o r i t y * considered as a g r o u p rather Lhun i n d i v i d u a l l y notice h o w respondents is i n the p h i r a l i i t is a c o m m o n error t o w r i t e A singular n o u n after ittie of.,. {rcsfion/ic'tsfsurveys/canclusiiins, etc.) 1

1

3

5

C o m p a r i n g n u m b e r s and quantities example

Results e x c e e d i n g S cm were ctmntated I r a n the survey.

(formal) m o r a higher than

People who drive in e x c e l s of the [.peed limit will be fined.

means over, uêd mainly ir

fewer zinc fewer / le» and less

Fewer a n d f e w e r people are graying in rhe same j o t throughout their liveSnTbung people are becoming less and less interested In pollUej.

a steadily declining/decreasing

Tore and

There is m o r e a n d m o r e Interest In rhe topic People arc becoming m o r e and m o r e aware of the environment

a steadily Increasing amount of.

Tiara nore or I C H

The experiment was m o r e o r l e « 3 success.

(slightly informai) means mosdy o r appropriately

i o fewer than

N o f e w e r t h a n 700 peopk <esponded.

m tt-coii ol

official or legal writing number of. decreasing!)

increasingly

,ied to 'L:yest the number was irecpectedly large

Mote the significant difference between f e w and a f e w and between l i t t l e and a l i t t l e . Few [Nor many] peopJe enjoy X'i music. A few [Some] people enjoy ft. We hod Jirtle [not inuchf response to our survey. Wfi hod o NttJe [some] response to jurr survey. In other words, few/littJe has a more negative tone than a f e w / a l i t t l e .

AiodemicVocabulary

in Use

Exercises C o m p l e t e t h e sentences u s i n g the c o r r e c t f o r m s o f the w o r d s in italics. f In a

n u m b e r o f cases, there w a s n o r e a c t i o n at a l l t o the d r u g ,

2 T h e analysis d e m a n d e d a n .._ 3 _ 4

_

_

_

_

_

fishing,

_

_

3 No _

consider

_

_

_

_ a m o u n t o f research t i m e a n d costs were h i g h , _

_

_

_ o f t w o cubic k i l o m e t r e s o f water,

reason substance

exceed

, 12 areas o f the S o u t h e r n I n d i a n O c e a n are n o w closed to deep-se^

totality

Ü Groups l O En a

surprise

exceed

.. a m o u n t o f p r i o r k n o w l e d g e o f c o m p u t e r s ,

The t w o d a m s c a n h o l d in

7 In

amount of computer time,

n u m b e r s o f b i r d s i n h a b i t t h e lake d u r i n g t h e w i n t e r ,

The c o u r s e r e q u i r e s a

5 T h e survey t o o k a 6

_

f o u r people w e r e c o n s i d e r e d t o o large f o r the e x p e r i m e n t , _

_ _

exceed

t h a n 2 , 0 0 0 n e w c o m p u t e r viruses are created every year, few n u m b e r o f cases, s u r f a c e d a m a g e was noticed-

signify

l l i e sentences b e l o w are t y p i c a l o f s p o k e n English- R e p l a c e t h e u n d e r l i n e d w o r d s t o m a k e ihcm sound more appropriate for a written

assignment.

1 T h i L b u I k o f o u r w o r k is c o n c e r n e d w i t h c a r b o n i m i s s i o n s . 2 We have n o t i c e d t h a t f e w e r a n d f e w e r s t u d e n t s are j o i n i n g the c o u r s e , 3 O u r t e a m spent, a f a i r a m o u n t o f t i m e g e t t i n g f u n d i n g f o r the research. 4 I n a c o u p l e _ o f cases, we c o u l d n o t f i n d a n y reason f o r t h e o u t b r e a k . 5 We spent a g r e a t d e a l o f t i m e o n t h e p r o j e c t , (j A s y o u repeat the e x p e r i m e n t , use less a n d less w a t e r each time. R e a d t h e t e x t a m i a n s w e r the questions* For some years n o w , scientists have been using a p o w e r f u l n e w m a c h i n e t o recreate t h e conditions t h a t existed a t t h e b i r t h o f t h e universe. The m a c h i n e generates a massive n u m b e r o i h o t , dense, bursts o f m a t t e r and energy, s i m u l a t i n g w h a t happened in t h e first f e w microseconds o f t h e beginning o f t h e universe. A f t e r no m o r e t h a n t e n microseconds, t h e particles o f m a t t e r joined t o g e t h e r , like w a t e r freezing i n t o ice, f o r m i n g t h e origin o f m o r e or less everything w c see In t h e universe today. 1 W h i c h e x p r e s s i o n e x p l a i n s h o w l o n g scientists have been u s i n g this m a c h i n e ? 2 W h i c h e x p r e s s i o n tells us h o w m a n y b u r s t s o f m a t t e r a n d energy the m a c h i n e generates? 3 W h i c h t i m e p e r i o d does the m a c h i n e s i m u l a t e ? 4 "Which e x p r e s s i o n states h o w l o n g i t w a s b e f o r e t h e p a r t i c l e s o f m a t t e r j o i n e d t o g e t h e r ? 5 W h i c h e x p r e s s i o n i n t h e last sentence means R e w r i t e the p a r a g r a p h u s i n g the opposites

approximately . 3

of the underlined w o r d s or expressions.

There have been a small number of studies investing tiny The i m p a r t o f email o n interpersonal m m m u n i r a t k i n s . None o f the studios has been large-scale but they suggest some interesting trends in patterns of email use. From one of t h e older studies it seems t h a t m o r e a n d more people send in excess e i BO emails daily. Moreover, it appears t h a t a substantial number o f senior citizens use email a lot more frequently t h a n younger people do.

E^H

Find five quantifying expressions from one o l your textbooks and write your own senronce? using them.


22

T o

W o r d s w i t h several m e a n i n g s Set M a n y w o r d s in English, have m o r e t h a n one m e a n i n g . T h e w o r d set, f o r e x a m p l e , is one w o r d w i t h a p a r t i c u l a r l y large n u m b e r o f d i s t i n c t l y d i f f e r e n t m e a n i n g s . As o u r f o c u s is a c a d e m i c E n g l i s h , some key uses o f set are i l l u s t r a t e d b y these e x a m p l e s . a) Set t h e i n s t r u m e n t s t o z e r o , [get s o m e t h i n g ready so iL c a n be o p e r a t e d ] b) 1 w o u l d l i k e t o set some g r o u n d rules f o r the c o u r s e , [ e s t a b l i s h ] -) T h e d e c i s i o n set a n u m b e r o f changes in m o t i o n , [caused no be i n a stated c o n d i t i o n ' d) W e m u s t set a t i m e f o r o u r n e x t m e e t i n g , [ a r r a n g d s) C o n c r e t e sets as it c o o l s , [becomes s o l i d ] f) T h e students e n t e r e d the r o o m a n d i m m e d i a t e l y set t o w o r k , [started w o r k g) T h e c o n d i t i o n is associated w i t h a p a r t i c u l a r set o f s y m p t o m s , I g r o u p l h} W e have a n u m b e r o f set h o o k s t o s t u d y i n o u r l i t e r a t u r e class, [ t h a t m u s t be s t u d i e d l

M o r e academic meanings f o r f a m i l i a r words E Tere are some m o r e w o r d s w h i c h in a n a c a d e m i c c o n t e x t m a y have a d i f f e r e n t m e a n i n g f r o m those y o u are f a m i l i a r w i t h f r o m y o u r k n o w l e d g e o f general Englishexamp/e

word

academic

accommodate (verb)

change to allow something to ftt In

meonmg(s)

He had to adapt his theory to a c c o m m o d a t e new information.

contract (verb)

shorten, become smaller

As the metal cools It c o n t r a c t s .

occur (verb)

exist

Some valuable minerals o c c u r naturally in these rocks.

reference (noun)

revolution (noun)

author or book mentioned in a piece of writing to show where information was found

You must provide a list of references at the end of your assignment.

complete turn (e.g. of a wheel)

Time is measured by the r e v o l u t i o n of the earth around the sun

structure (noun)

way In which parts o l a system or object are organised or arranged

r

The s t r u c t u r e of this clement is particularly complex.

W o r d s w i t h several different academic meanings M a n y a c a d e m i c w o r d s have specific m e a n i n g s a c c o r d i n g t o t h e i r d i s c i p l i n e . C h a n n e l , f o r e x a m p l e , has specific m e a n i n g s i n e l e c t r o n i c s , l i n g u i s t i c s , b i o l o g y , physics a n d g e o g r a p h y . So y o u w i l l , o f c o u r s e , need a specialist d i c t i o n a r y f o r y o u r o w n subject. O t h e r w o r d s , e.g. issue a n d p o i n t have several generally i m p o r t a n t a c a d e m i c m e a n i n g s T h e w r i t e r takes issue w i t h K i v a m c ' s i n t e r p r e t a t i o n . |raiscs a r g u m e n t s a g a i n s t ] I n y o u r essay y o u s h o u l d address a n u m b e r o f key issues, [ t o p i c s ] H a v e y o u seen the latest issue o f the Maloysian

Medicol

Jonrtidl?

[edition]

J a c k s o n raises Some i n t e r e s t i n g p o i n t s i n his a r t i c l e , | o p i n i o n s , ideas, i n f o r m a t i o n ! T h e w r i t e r takes a l o n g t i m e to get to the p o i n t , [ m o s t s i g n i f i c a n t p a r t i If yoji come across a w o r d that pou think you know but It does not seem t o make sense in that conte>it. check to see whether it has another distinct meaning. If so, write it down with both (or all) its meanings in your vocabulary notebook.

¿4

Academic Vocabulary in L/se

Exercises 8. J

W h i c h m e a n i n g given i n A Joes set h q v c i n these e x a m p l e s : 1 I f y o n d o n ' t set t o w o r k i m m e d i a t e l y y o u w o n ' t f i n i s h the t a s k b y the end o f t e r m . 2 B e f o r e w e s t a r t I ' d l i k e e v e r y o n e t o set t h e i r w a t c h e s t o precisely t h e same t i m e . 3 Professors w i l l set a date f o r t h e Submission o f assignments r e l a t i n g t o t h e i r o w n courses. 4 "We e x p e c t e d the m i x t u r e t o set q u i c k l y b u t i t h a d n o t h a r d e n e d b y the m o r n i n g . 5 b e f o r e l e a v i n g the area, t h e r e t r e a t i n g a r m y set the f a r m b u i l d i n g s o n fire. 6 T h e engine's p e r f o r m a n c e has set a n e w f u e l c o n s u m p t i o n r e c o r d , 7 D u r i n g t h e first semester, m u s i c s t u d e n t s have t o s t u d y a n u m b e r o f set pieces, li T h e r e are a w h o l e set o f issues t h a t need t o be discussed.

8.2

C h o o s e a w o r d f r o m l i t o c o m p l e t e each sentence. C h a n g e t h e f o r m i f necessary. I "When y o u are d o i n g research i t is sensible t o keep g o o d r e c o r d s o f a l l y o u r

._

_

as it c a n he d i f f i c u l t to l o c a t e sources later Z T h i s m e d i c a l c o n d i t i o n is m o s t l i k e l y t o

_

_

3 I n first gear the engine m a k e s t e n 4- Weahh

y

_

_ in fair-skinned people,

f o r every

of the wheels.

t h e t h e m e o f the a n t h o l o g y , is general e n o u g h to

a w i d e variety of

approaches, 5 The

o f society i n A n c i e n t R o m e c a n be said t o resemble t h a t o f the m o d e r n USA.

fi T h e y c a r r i e d o u t a n e x p e r i m e n t t o check w h e t h e r t h e g o l d

or expanded

ander a r a n g e o f d i f f e r e n t c o n d i t i o n s . 8.3

W h i c h w o r d c o u l d £ t i n each o f these sets o f phrases? 1 discuss t h e f o l l o w i n g underline the key

3 take _

make some t h o u g h t f u l 2 to

8.4

with

t h e latest _

o f the New

a controversial

a precedent

4 a

Scientist

_ of communication

a

o f exercises

the English

a

hook

to

one's energies i n t o

R e a d t i n s t e s t a b o u t some n e w m e d i c a l s o f t w a r e . F o r each u n d e r l i n e d w o r d g i v e the m e a n i n g i n t h e t e x t a n d o n e o t h e r meaning- U s e a d i c t i o n a r y t o h e l p y o u i f necessary, A simulator s h o w i n g h o w outbreaks of i n f e c t i o n m i g h t s p r e a d a r o u n d t h e w o r l d w o u l d be of g r e a t assistance i n t h e s t r u g g l e to c o n t a i n such diseases. Researchers at t h e W o r l d H e a l t h O r g a n i z a t i o n m a i n t a i n t h a t to e f f e c t i v e l y c o n f r o n t e m e r g i n g i n f e c t i o u s diseases, t h e y n e e d a s i g n i f i c a n t a m o u n t of c o m p u t i n g p o w e r . A g l o b a l e p i d e m i c simulator w o u l d m i m i c c l i m a t e simulators w h i c h m o n i t o r t h e m o v e m e n t of w e a t h e r systems. It w o u l d r e c o r d w h e r e disease o u t b r e a k s occur, w h e r e t h e y are h e a d i n g a n d , c r u c i a l l y , w o u l d a l l o w scientists to test o u t v i r t u a l m i t i g a t i o n measures to see w h i c h m i g h t w o r k best o n t h e g r o u n d .

8,5

J o k e s are o f t e n hased o n w o r d s h a v i n g several m e a n i n g s . E x p l a i n this j o k e . A neutron The

barman

goes

into a bar, orders

replies:

' f w you,

a drink

sir, no

and asks

charge.

hoiv

much

it will

be.

7

Look at a textbook on an academic subject of special interest to you. Lock l o r some of the words in cliis unir and decide which meaning they have in your text.

AcatfemicVocobulofy

in Use

25

9

Metaphors and idioms A m e t a p h o r 15 a w a y o f u s i n g language w h i c h describes s o m e t h i n g b y i n d i r e c t l y c o m p a r i n g it t o s o m e t h i n g else w i t h s i m i l a r c h a r a c t e r i s t i c s . F o r e x a m p l e , y o u m i g h t say a n a c a d e m i c 'aiAacks' o r ' d e m o l i s h e s ' someone's t h e o r y or a r g u m e n t , j u s t as a n a r m y can a Hack a n e n e m y ;)L" w o r k e r s can d e m o l i s h a b u i l d i n g . I f a m e r a p h o r is used so o f t e n t h a t the o r i g i n a l force o f the c o m p a r i s o n is l o s t t h e n it m a y be c a l l e d an i d i o m . F o r e x a m p l e , people o f t e n use t h e i d i o m ' I ' m s n o w e d u n d e r w i t h w o r k at the m o m e n t * . O r i g i n a l l y this w a s a m e t a p h o r based o n t h e idea o f a great deal o f w o r k h a v i n g t h e c h a r a c t e r i s t i c s o f ' s n o w ' (deep, o v e r w h e l m i n g e v e r y t h i n g else a n d m a k i n g m o v e m e n t d i f f i c u l t ) . H o w e v e r , this e x p r e s s i o n has been used sc f r e q u e n t l y t h a t h n o l o n g e r gives people a m e n t a l p i c t u r e o f s n o w .

Metaphors and idioms r e f e r r i n g t o light and darkness T h e present e x p e r i m e n t a l d a t a m a y shed ( n e w ) l i g h t o n V i e w s o n depression have c h a n g e d i n (the) f i g h t of

1

the f o r m a t i o n o f t h e planets.

recent studies o f the b r a i n .

N o v e l i s t s , poets a n d essayists o f t e n use h i s i o r v to i l l u m i n a t e * t h e i r u n d e r s t a n d i n g o f h u m a n b e h a v i o u r . T h e b o o k p r o v i d e s a n i l l u m i n a t i n g discussion o f h o w languages change. A n i m a l m o d e l s c a n he used t o e l u c i d a t e basic p r i n c i p l e s o f t h e d e v e l o p m e n t a l o r i g i n s o f 4

a d u l t diseases, I'he r e p o r t revealed the g l a r i n g discrepancy b e t w e e n p a t i c m s ' needs a n d w h a t the h e a l t h 4

service can o f f e r Lhem, a n d h i g h l i g h t e d lire need f o r a n e w a p p r o a c h . 6

T h e r e p o r t shines a l i g h t o n the q u e s t i o n s s u r r o u n d i n g c h i l d care a n d p r o v i d e s c r u c i a l data 7

Substance abuse c o n t i n u e s t o d e s t r o y i n d i v i d u a l s a n d c o m m u n i t i e s , a n d researchers r e m a i n i n the d a r k a b o u t w h a L can ensure successful r e c o v e r y f r o m a d d i c t i o n . 0

T h e b o o k dealt w i t h e c o n o m i c p o l i c y i n the s h a d o w o f t h e C i v i l W a r o f 1 9 9 4 - 1 9 9 9 9

p r o v i d e an e x p l a n a t i o n f o r i t w h i c h makes it easier to understand. We t a n also say i j s i or throw 4

l i g h t (in

1

because o f

1

s h o w more clearly s o m e t h i n g t h a t is d i f f i c u l t to understand

e x p l a i n o r make clear ( f r o m [he L a t i n hicidus

o b v i o u s {to gitire on

means to shine t o o b r i g h t l y )

m e a n i n g 'clear'} £

s o m e t h i n g had t h a t is very

emphasised s o m e t h i n g i m p o r t a n t

c o n t i n u e i n a state o f n o t k n o w i n g s o m e t h i n g

a

s

?

7

focuses

i n a s i t u a t i o n where s o m e t h i n g bad h j ^

happened or Is happening

B

Metaphors and i d i o m s r e f e r r i n g t o w a r and c o n f l i c t L o o k a t these e x t r a c t s f r o m lectures w h e r e t h e speakers use such metaphors, a n d i d i o m s . 'Critics opposed to D.H. Lawrence attacked bis novels on various grounds, both trivial and Important • Bui despite the apparent diversity of opinion, Lawrence's critics were united on what they SJW JS several 1 serious problems.'

'[[ s 11 si-fill at the present timP. h

to l o o k at Japan's expirriLucc in the battle

u i s t air

p o l l u t i o n , a n d it's a b a t t l e no nation t a n a f f o r d to lose.'

* foreed to experience, subjected t i : 26

Academic Vocobu/ary in Lfst

I n the last t w o poems we see the poet becoming \ increasingly detached f r o m the material w o r l d , ] r e t r e a t i n g m o r e i n t o his J o w n m i n d t h a n before.' t

'Parents and teachers

'Lawsuits c a n certainly f a f f e c t t h e value of a company, and f i r m s need | strategies to c o m b a t the I o n s l a u g h t of lawsuits.' \

' I n the fast t e n years or s o , c h i l d r e n have i>ccn bombarded with*

J

1

3

need to m a i n t a i n a united front

3

on the

question of bad conduct at school.

1

increasing a m o u n t s o f violence In the media/

Exercises C h o o s e a w o r d f r o m the b o x t o c o m p l e t e each sentence. elucidate

glaring

highlight

remained

shadow

shed

illuminate thine

1 T h e results o f the i n v e s t i g a t i o n

light

a lighL o n the pressures o f t h e g l o b a l

economy o n farmers in developing countries, 2 U n t i l recently, scientists have

_

_

a recent b r e a k t h r o u g h p r o m i s e s to

_

i n the d a r k as no the causes o f t h e disease, hut _

_

_.. n e w l i g h t o n the p r o b l e m .

3 O u r w h o l e n o t i o n o f t i m e a n d space has c h a n g e d i n the ._

o f recenl

developments in physics. 4 These c o m m u n i t i e s have l i v e d f o r decades i n the

_

_.

_

_ o f p o v e r t y a n d social

deprivation. 5 T h e collapse o f the b r i d g e

t h e need f o r a m o m r i g o r o u s analysis o f the

effects o f c o n s t a n t t r a f f i c m o v e m e n t s . f> T h e t e a m c a r r i e d o u t a series o f e x p e r i m e n t s i n a n a t t e m p t to

the m y s t e r i o u s

processes a t w o r k i n the o r g a n i s m . 7 T h e a r t i c l e h e l p s to

_

f o r the o r d i n a r y r e a d e r s o m e o f t h e m o r e d i f f i c u l t

references i n Shakespeare's plays. 3 T h e p r o f e s s o r f o u n d some

_

e r r o r s i n one student's c a l c u l a t i o n s .

R e w r i t e these sentences u s i n g m e t a p h o r s o f c o n f l i c t i n s t e a d o f the u n d e r l i n e d w o r d s . 1 Scientists w h o d o n ' t agree w i t h this t h e o r y have r e c e n t l y a t t a c k e d i t s basic a s s u m p t i o n s . 2 G o v e r n m e n t s need to r e m a i n i n c o m p l e t e a g r e e m e n t o n the issue o f e c o n o m i c m i g r a n t s . 3 N o w a d a y s , we eel a h u g e n u m b e r o f a d v e r t i s e m e n t s e v e r y t i m e w e w a t c h T V or o p e n n magazine. 4 G . J. F r a n k i n has r e c e n t l y m o v e d a w a y f r o m the v i e w t h a t e c o n o m i c processes c a n n o t be a l t e r e d , a n d is n o w m o v i n g t o w a r d s a d i f f e r e n t a p p r o a c h . 5 T h e e f f o r t s against c r i m e w i l l f a i l w i t h o u t p o l i c e a n d c o m m u n i t y c o o p e r a t i o n . S T h e p r o t e s t s were a response t o the d e v a s t a t i n g su.ddcn.large n u m b e r o f t r a d e r e s t r i c t i o n s on small produccrs. L o o k a i this t c * t and u n d e r l i n e k e y w o r d s a n d phrases w h i c h c o n s t r u c t the m a i n

metaphor:

t h e h u m a n b r a i n is a c o m p u t e r ' .

S h u t t i n g dotun A l z h e i m e r ' s The human brain İa a remarkably complex organic computer, taking in a wide variety of sensory ex periences, processing and storing this information, and recalling and integrating selected biis at the right moments. The destruction caused by Alzheimer's disease has been likened to the erasure of a hard drive, beginning with the most recent files and working backward. As the Illness progresses, aid as well as new memories gradually disappear until even loved ones are no longer recognised. Unfortunately, the computer analogy breaks down: one cannot simply reboot the human brain and reload the files and programs. The problem is thai Alzheimer's does not only erase information; it destroys the very hardware of the brain, which is composed of more than 100 billion nerve cells [neurons], with 100 trillion connections a m o n g ! h em.

Look at some o l the textbooks you use. Can yau find any examples of metaphors or idioms there rclaiing to light and darkness Or war and conflict?

Academic

Vocabulary in Use

27

Nouns and t h e words they combine with N o u n s o f t e n c o m b i n e w i t h specific v e r b s , f o r e x a m p l e entry w i t h specific adjectives, f o r e x a m p l e medical

research,

out research,

undivided

pay attention,

or

attention.

Adjective + noun noun

adjectives that often combine wilh it

example

contact

useful, valuable, personal, constant, close, frequent, intermittent'

conference.

considerable, heated^, intense, public,

After die lecture diere was a heated

animated

debate.

debate element

1

crucial, decisive, fundamental

Timing is a c r u c i a l e l e m e n t of the experiment-

[= factor] elements

1 made some useful contacts at the

Conflicting, contrasting, constituent

There are c o n f l i c t i n g e l e m e n t s in the

4

E= parts]

artist's work.

energy

excess, sufficient nuclear

Wind turbines create sufficient e n e r g y for the town s needs.

phenomenon

common, isolated, natural, recent, universa

Such anti-social behaviour is a r e c e n t phenomenon.

results

conflicting, (inconclusive, unforeseen .

Our p r e l i m i n a r y results were

preliminary , encouraging, interim

encouraging.

5

6

role

7

decisive, challenging, conflicting, influential,

Student activists played a p i v o t a l role in

key, pivotal

the riot.

8

sample

random, representative

A r e p r e s e n t a t i v e s a m p l e of the

in ... t e r m s

absolute, broad, relative, general, practical,

People arc better off in e c o n o m i c

economic

terms.

population was surveyed.

way

alternative, efficient fair, practical. convenient, proper, acceptable

' f r o m time to t i m e E

n o t expected

6

z

firs:

s t r o n g , often angry 7

remporary

3

3

lively

. It is important to treat pour research • subjects In a f a i r way. 4

t h a t c o m b i n e t o m a k e something

important

N o u n + verb M o s t o f the n o u n s in the tabic above are also s t r o n g l y associated w i t h specific verbs. Y o u can c o m e i n t o c o n t a c t w i t h s o m e o n e o r s o m e t h i n g o r y o u t a n e s t a b l i s h , m a i n t a i n , b r e a k o f f o r lose c o n t a c t . Academics m a y engage i n debate o r c o n t r i b u t e t o a d e b a t e . Y o u t a l k a b o u t the debate s u r r o u n d i n g a n issue. Y o u c a n c o m b i n e , d i f f e r e n t i a t e o r d i s c e r n ¡ recognise] the elements o f a c h e m i c a l

compound.

Y o u c o n s u m e |useh c o n s e r v e , generate | create"!, save o r w a s t e energy. P h e n o m e n a emerge o r o c c u r a n d students w i l l t r y to observe, i n v e s t i g a t e a n d then e x p l a i n those p h e n o m e n a . Academies collect, c o l l a t e [ o r g a n i s e ] a n d p u b l i s h t h e i r r e s u l t s . Sometimes results are questioned or i n v a l i d a t e d [ s h o w n t o be w r o n g ] . O c c a s i o n a l l y they are even f a l s i f i e d ! lióles m a y be d e f i n e d or s t r e n g t h e n e d . People or f a c t o r s t a n p l a y a r o l e o r t a k e o n a role. Y o u can t a k e o r p r o v i d e o r analyse a sample. Y o u c a n d i s c o v e r , devise [ t h i n k u p ] , w o r k o u t o r d e v e l o p a w a y to d o s o m e t h i n g .

1 28

Whenever you notice a noun that seems to be key as far as pour own studies are concerned, write it down with the adjectives and Verbs it is typically associated with.


Exercises 10.1

A n s w e r these q u e s t i o n s a b o u t the a d j e c t i v e + n o u n c o m b i n a t i o n s i n the t a b l e i n A , 1 Put these types o f c o n t a c t i n o r d e r o f f r e q u e n c y - frequent, 1 W h i c h o f these is a representative

sample

constant,

a n d w h i c h is a random

intermittent.

sample;

a s a m p l e chosen

b y ehanee, a s a m p l e c h o s e n as t y p i c a l o f the p o p u l a t i o n as a w h o l e : 3 W h i c h a d j e c t i v e describes the o p p o s i t e o f a common

phenomenon';

4 W o u l d y o u he pleased i f y o u d i d some research a n d g o t inconclusive 5 W h a t adjective o t h e r t h a n key c a n be u s e d w i t h role E> W h i c h suggests t h a t [here is m o r e e n e r g y - excess 7

o r sufficient

C a n y o u n a m e three p e o p l e w h o p l a y a n influential

S I f t w o o f the f o u r constituent

elements

results:

t o give a s i m i l a r m e a n i n g ? role

energy?

i n a child's d e v e l o p m e n t ?

o f m o s t language exams arc r e a d i n g a n d s p e a k i n g ,

w h a t are rhe o l f i e r t w o ? 10.2

F i l l i n the gaps i n these sentences w i t h a v e r b f r o m B . C h a n g e the f o r m w h e r e necessary, 1 I first

i n t o c o n t a c t w i t h A b d u l w h e n I s t a r t e d m y d o c t o r a l research i n 1 9 8 7 .

1 The country

so m u c h e n e r g y t h a t we d o n r

_

e n o u g h t o meet all

m i r needs. 3 T h e space race

an i m p o r t a n t role i n post-war politics.

4 I n her research p r o j e c t D i a n a

the p h e n o m e n o n o f extra-sensory p e r c e p t i o n

b u t she w a s n o t able t o c o m e t o a n y s i g n i f i c a n t c o n c l u s i o n s . 5 A l t h o u g h Hans's rivals attempted t o

his r e s u l t s , they m e t w i t h n o success.

li Cireen's p o e t r y successfully 10.3

10.-1

.... elements f r o m a n u m b e r o f d i f f e r e n t t r a d i t i o n s .

M a t c h the b e g i n n i n g o f each sentence w i t h the m o s t a p p r o p r i a t e e n d i n g . 1 I t t o o k t h e t e a m a l o n g t i m e t o devise

s u r r o u n d i n g the issue o f g l o b a l w a r m i n g .

2 D u r i n g the w a r w e h a d to b r e a k

a b l o o d sample f o r analysis.

3 T h e r e has been a l o t o f heated debate

the r o l e o f p r o j e c t leader.

4 f a n H a r t m a n n w a s i n v i t e d t o take o n

t o t h e debate o n c l o n i n g .

5 P a r t o f m y role w a s t o c o l l a t e

o f f c o n t a c t w i t h colleagues a b r o a d .

6 T h e d o c t o r w a n t e d me t o p r o v i d e

seems to he e m e r g i n g .

7 Scientists a l l o v e r the w o r l d c o n t r i b u t e d

the key elements i n a g r a p h .

S A new and unexpected phenomenon

a w a y ro solve t h e i r p r o b l e m .

9 U s i n g s h a d i n g helps t o d i f f e r e n t i a t e

the r e s u l t s o f o u r e x p e r i m e n t s .

C h o o s e the best w o r d f r o m the b o x t o f i l l each o f t h e gaps. conflicting h cared

crucial Interim

define

discern

engaging

maintaining

practical

proper

publish

random

taking

1 She o b t a i n e d her results b y

a

s a m p l e o f the p o p u l a t i o n ,

2 Before w e go any further w e must 3 W e m u s t decide w h a t is t h e

_

4 T h e g r o u p succeeded i n 5 M y t r i p t o A f r i c a w a s the

e a c h o f o u r roles m o r e precisely. _

w a y t o p r o c e e d , i n .._

terms.

c o n t a c t l o n g a f t e r they h a d a l l left c o l l e g e , element i n m y d e c i s i o n t o w o r k i n c o n s e r v a t i o n .

&" Specialists i n the field o f b i o - e n g i n e e r i n g have been

_ in

debate

o n this issue f o r some t i m e . 7 E a m t o l d t h a t S m y t h e is a b o u t t o

_

iS Professor P o w e l l w a s able t o

some

some

results. elements i n d i f f e r e n t

accounts o f the i n c i d e n t .

Academic VocubuJary in Use

29

Adjective and noun combinations i his unit focuses (in a n u m b e r o f adjective t- n o u n tí im bin a rions w h i c h are p a r t i c u l a r l y f r e q u e n t İn academic c o n t e x t s .

Adjectives suggesting i m p o r t a n c e •o)eci/ve

comment

some of the nouns fl frrguenity jjoes with

Important

significant can convey the aim* meaning and

aspect, contribution, diltervnct, implications,

born adjectives often go with these nouns

point, question, reason, elcmrnc

can also mean large in ilze and as such goes

increase, reduction, number, proportion

(ígnificant

with these nouns major enormous' considerable

.ir T i c u 1 ar

the opposite, m i n o r also often goes with these nouns

role, changes, problem, factor, issue, concern,

e n o r m o u s can mean very large or very important; considerable means, large or of noticeable I m p o r t a n t {i.e. sNghdy less strong than enormous)

amount, expansion, number, range, diversity, difference, variation, extent, degree, impact, power influence, significance, inures t

means special

interest, attention, significan»» •nporonce, concern

difference, theme, contribution, point

N o t e t h a t a f e a t u r e o f a c a d e m i c w r i t i n g JS t h a t İt o f t e n uses an a d j e c t i v e + n o u n phrase tc suggest i m p o r t a n c e o f some k i n d i n s t e a d o f just using a n a d j e c t i v e , e.g. Marx's is of particular

significance

i n s t e a d o f Marx's

contribution

is very

contribution

significant.

Adjectives suggesting frequency W i d e s p r e a d means t h a t s o m e t h i n g h a p p e n s i n m a n y places o r a m o n g m a n y p e o p l e . It o f t e n : o m h i n e s w i t h such n o u n s as belief, acceptance, j x a m p l c . There

is widespread

support

support,

for government

opposition, policy

assumption,

in urban

use. F o r

areas.

C o m m o n c a n m e a n f r e q u e n t , W i t h this m e a n i n g i t o f t e n c o m b i n e s w i t h such n o u n s as experience,

practice,

teenagers

use, concern,

to take a gap year

N o t E t h a t common feature,

interest.

f o r e ' , i m p l c , It is increasingly

before

entvttwg

umt

common

practice

for

c a n a l s o m e a n "shaied* a n d as such i t c o m b i n e s w i t h knowledge, F o r e x a m p l e . There

i s much

UK.

ersiiy.

common

ground

between

the two

ground, writers.

Specific means r e l a t i n g to one t h i n g a n d n o t t o t h i n g s İn g e n e r a l , i t o f t e n c o m b i n e s w i t h context,

information,

cüse, type, form,

e x a m p l e . The reaction

occurs

purpose,

only under

specific

characteristics,

conditions,

example.

For

conditions

O t h e r useful adjective and noun combinations i n e v i t a b l e is o f t e n used w i t h w o r d s r e l a t i n g to results or changes such as outcome,

collapse,

decline,

conflict,

effect,

developments,

consequence,

[unavoidable]

E x p l i c i t corn bines w i d i w o r d s r e l a t i n g t o h o w t h i n g s are p r e s e n t e d , e.g. reference, comparison,

account,

mention,

[clear a n d e x a c t , c o m m u n i c a t e d

R e l e v a n t c o m b i n e s w i t h w o r d s r e l a t i n g t o evidence o f d i f f e r e n t t y p e s , e ^ , data, information, details, factors, [ c o n n e c t e d w i l h w h a t j b e i n g discussed] s

30

doOdamJcWxnbtj/oFy in Use

statement,

directly] documents,

Exercises 11,1

L o o k at t h e s e statements a b o u t some a c a d e m i c s C o m p l e t e each sentence w i t h an a p p r o p r i a t e a d j e c t i v e o r n o u n . T h e r e m a y he m o r e t h a n o n e answer. 1 Davison d i d a considerable 2 Rawlinson drew

_ o f research i n t o e a r t h q u a k e p r e d i c t i o n . a t t e n t i o n t o the p r o b l e m o f e n e r g y c o n s u m p t i o n .

3 Werner's w o r k had an enormous 4 A

o n rhe w a y we design bridges t o d a y .

p r o p o r t i o n o f T h o m a / ' s w o r k w a s d e v o t e d t o i n t e r n a t i o n a l law. Three

n f her live b o o k s were o n t h e s u b j e c t , 5 Prestyn made only a

c o n t r i b u t i o n to m o d e r n p s y c h o l o g y , b u t i t w a s an

i n t e r e s t i n g o n e , noncthclcsSft B a k k i v ' s w o r k has some e x t r e m e l y I I *2

i m p l i c a t i o n s f o r o u r work

today.

R e w r i t e t h e sentences u s i n g adjectives f r o m t h e o p p o s i t e page i n s t e a d o f the w o r d s i n b o k L 1 T h e r e is o p p o s i t i o n a m o n g students i n m a n y places t o the idea o f l o n g e r semesters, 2 T h e d e s t r u c t i o n o f t h e r i v e r b a n k w i l l cause a d e c l i n e w h i c h is b o u n d t o h a p p e n i n the numbers of small m a m m a l s . 3 S c h o o l s t a n d a r d s are a c o n c e r n w h i c h o c c u r s f r e q u e n t l y a m o n g p a r e n t s n o w a d a y s . 4 N o w h e r e i n the a r t i c l e does the a u t h o r m a k e m e n t i o n i n a d i r e c t c l e a t a n d e x a c t w a y 1

o f t h e 2 0 cases w h i c h w e r e never r e s o l v e d . 5 T h e r e Is very l i t t l e g r o u n d w h i c h is s h a r e d b e t w e e n the t w o w a y s o f a d d r e s s i n g the problem. j T h e paper is t o o general a n d hicks e x a m p l e s w h i c h r e l a t e o n l y t o i n d i v i d u a l t h i n g s . I 1.3

M a k e sure y o u k n o w the n o u n f o r m s o f these adjectives. W r i t e t h e m i n the t a b l e . Use a d i c t i o n a r y i f necessary. odjectrre

I 1.4

noun

adjective

significant

important

relevant

valuable

interesting

useful

frequeriT

bnjad

noun

T h e sentences b e l o w came f r o m lectures. A d a p t t h e m f o r use i n a n a c a d e m i c a r t i c l e b y r e p l a c i n g the phrases i n b o l d . Tn each case use a n a d j e c t i v e f r o m the b o x c o m b i n e d w i t h a n o u n f r o m 1 1 . 3 t o m a k e a phrase l i k e of great huge

high

enormous

great

interest.

considerable

1 J o h n s o n ' s w o r k is v e r y r e l e v a n t f o r a n y s t u d e n t o f m e d i c a l e n g i n e e r i n g . 2 T h e research w i l l be v e r y v a l u a b l e to a n y o n e i n t e r e s t e d i n e c o n o m i c p l a n n i n g . 3 I t w a s a n event w h i c h w a s t e r r i b l y i m p o r t a n t i n t h e h i s t o r y o f L a t i n A m e r i c a n p o l i t i c s . 4 Partich's b o o k is a n e x t r e m e l y b r o a d w o r k . 5 Sorlan's b o o k w a s a v e r y s i g n i f i c a n t w o r k i n the d e v e l o p m e n t o f p o l i t i c a l t h e o r y . T T h i s s o f t w a r e w i l l be q u i t e u s e f u l i n t h e analysis o f l a r g e a m o u n t s o f n u m e r i c a l d a t a . 7 T h e m e t h o d she o u t l i n e s is v e r v i n t e r e s t i n g t o a n y o n e i n v e s t i g a t i n g sleeplessness, S ' Y o u k n o w ' is a n e x p r e s s i o n w h i c h is very f r e q u e n t i n i n f o r m a l s p o k e n E n g l i s h .


3I

Verbs and t h e words they combine with H o w verbs c o m b i n e w i t h o t h e r w o r d s Y o u s h o u l d n o t e a n u m b e r o f t h i n g s a b o u t verbs i n a n a c a d e m i c c o n t e x t , i n p a r t i c u l a r •

a n y n o u n s o f t e n used w i t h t h e v e r b a n d w h e t h e r the n o u n goes b e f o r e o r a f t e r the v e r b , f o r e x a m p l e , the r e s e a r c h / t h e o r y is based o n , t o pose a p r o b l c m / q u e s t i o n / t h r e a t

•

a n y a d v e r b s o f t e n used w i t h the v e r b , f o r e x a m p l e , m a i n l y / p a r t l y / l o o s e l y based

•

a n y p r e p o s i t i o n s f o l l o w i n g the v e r b , f o r e x a m p l e , to base s o m e t h i n g o n s o m e t h i n g else

> i f the v e r b is o f t e n u s e d i n the passive, f o r e x a m p l e , be based o n , b e associated w i t h verb

nouns

adverts

base (on)

research, theory,

mainly, partly

The s t o r y w a s loosely based o n a true event

story, hypothesis

loosely

which occurred in IS92,The t h e o r y is m a i n l y

word, idea,

generally,

A decrease in consumer spending is generally

theory, term

commonly.

associated w i t h fears of instability.The w o r d is

invariably

c o m m o n l y associated w i t h youth culture.

idea, problem, issue, question, topic, theme

at length, briefly,

Wilson and Crick (I96B) discuss t h e p r o b l e m a t l e n g t h . Sim 5 article discusses t h e issue thoroughly.

relationship,

firmly, dearly.

Geologists have been unable 1 0 f i r m l y establish

connection

Conclusively

a c o n n e c t i o n between the two types of fossils.

eXflmpfes

based o n The writer's initial study. associate (with) discuss

establish

thoroughly

Lopei conclusively establishes a relationship between the two phenomena. examine

facts, evidence,

briefly, critically,

VVe shall now briefly e x a m i n e t h e evidence

effects, aspects

thoroughly

for the existence o l dark matter. Our aim is to

existence, need, effects, importance

clearly,

causes, factors, issues, properties, needs, approach, origin

correctly, clearly,

t h o r o u g h l y e x a m i n e t h e effects of stress. demonstrate

identify [with) [often used in passive)

The study clearly d e m o n s t r a t e s t h e i m p o r t a n c e of support for dementia sufferers. Harvey's work convincingly d e m o n s t r a t e s t h e need for a new approach to the problem.

convincingly

This a p p r o a c h is closely i d e n t i f i e d w i t h the work of H, Crowley during the 1950s.The article clearly identifies t h e f a c t o r s influencing the decision to go to war.

closely

M o r e verbs in c o m b i n a t i o n w i t h nouns adverbs and prepositions t

•

pose - T h i s i n e v i t a b l y poses a q u e s t i o n c o n c e r n i n g the s t a b i l i t y o f society. P a r k s poses a challenge t o K a h n ' s t h e o r y .

•

suggest - T h e m o s t recent results s t r o n g l y suggest a d i f f e r e n t i n t e r p r e t a t i o n o f the s i t u a t i o n . T h e a r t i c l e suggests a n e w a p p r o a c h t o t h e p r o b l e m ,

•

l i s t - H e r e I s i m p l y l i s t t h e m a i n h y p o t h e s e s / c a u s e s / f e a t u r e s / c h a r a c t e r i s t i c s ; rhcy w i l l be e x a m i n e d in detail below.

• r e f e r - T h e b o o k refers f r c q u c n t l y / s p e c i f i c a l l y / i n p a s s i n g t o the 1 9 5 6 e c o n o m i c crisis. •

o b s e r v e - T h i s is d u e t o the c h a n g e s / t r e n d s / d i f f e r e n c e s w e o b s e r v e d e a r l i e r . Remember, we say fursed an. N O T based in.We discus • profi/em i on isue, N O T discuss about a problem / on issue. Note any verb + preposition combinations that differ from those of your first language.

32


Exercises I 2.1

C h o o s e the m o s t a p p r o p r i a t e a d v e r b f o r i h e v e r b i n b o l d , a n d a d d i t t o the sentence- N o t u the w o r d o r d e r used o n the o p p o s i t e page, 1 Paulson's research d e m o n s t r a t e d t h e need f o r a n e w a p p r o a c h to the s t u d y o f stress, invariably

convincingly

closely

2 A s w a s o b s e r v e d , t h e r e is a s t r o n g c o r r e l a t i o n b e t w e e n house prices a n d i n f l a t i o n , closely

critically

earlier

3 I n t h e s t u d y o f l a n g u a g e , 'tense refers t o the c o d i n g o f t i m e i n t h e f o r m o f the v e r b , 1

specifically

strongly

briefly

4 Classical l i b e r a l e c o n o m i c s is i d e n t i f i e d w i t h the t h e o r i e s o f M i l t o n F r i e d m a n , thoroughly

closely

conclusively

5 C h a p t e r 1 discusses t h e m a i n issues, b u t t h e y are d e a l t w i t h i n g r e a t e r d e t a i l i n C h a p t e r 2. closely

simply

briefly

6 T o d a t e , n o research exists t h a t establishes a c o n n e c t i o n b e t w e e n b e h a v i o u r , p e r s o n a l i t y traits, and leadership traits.

firmly

thoroughly

critically

7 S E N T A is a c o m p u t e r p r o g r a m m i n g language based o n L o g o , strongly

slightly

loosely

8 Social research t e c h n i q u e s w e r e a p p l i e d t o e x a m i n e the effects o f the p o l i c y o n t h e p o o r , strongly I 2.2

mainly

critically

C o m p l e t e each sentence w i t h a s u i t a b l e n o u n . T h e r e m a y be m o r e t h a n one a n s w e r . 1 H e r e w e l i s t a g a i n the m a i n

o f the present s t u d y a n d s h o w w h i c h have been

p r o v e n a n d w h i c h have been rejected, 2 T h e g r a p h enables us t o o b s e r v e recent b r o a d

_

_

i n m o r t a l i t y tates.

3 T h e researchers c o n c l u d e d t h a t it is s t i l l d i f f i c u l t t o i d e n t i f y the

_

_

o f the time-

r e l a t e d changes i n h u m a n beings t h a t w e c a l l a g e i n g . 4 A s e m i n a r w a s h e l d to discuss t h e _

_

_

_

_ o f c h i l d r e n ' s r i g h t s i n the l i g h t o f the

C o n v e n t i o n o n the R i g h t s o f the C h i l d . 5 W u d e m o n s t r a t e d the _ 12.3

_

_

_

_ for a comprehensive plan in preparation for a pandemic.

C o m p l e t e e a c h sentence w i t h t h r e e possible nouns- Use a d i c t i o n a r y i f necessary. 1 These figures lead m e t o suggest a n a l t e r n a t i v e £1}

_

2 I t is c l e a r t h a t these d e v e l o p m e n t s pose a n e w { 1 ) _

_

{2)

_

(2)

(3) _ (3}

3 B e f o r e w e reach a n y c o n c l u s i o n , i t is i m p o r t a n t t o e x a m i n e the (1) _ .. ._ (3) I 2.4

_

_

.

_.

_ (2)

,

U n d e r l i n e useful v e r b + adverb c o m b i n a t i o n s in this text. The world is lacing Q looming water crisis. Disputes over allocation have steadily increased in ihe lost decade, and demand has grown rapidly. Woter is- likely to generate ihe same degree of controversy in the 2 1

&1

century QS oil did in Ihe 2 0 * . U we take no action now, new contlicis are likely

to occur periodically around Ihe world. At ihe momenl, instead of seeking solulions which directly address multiple' needs, countries Focus o little too narrowly an local issues ond typically op! for expensive and inferior solutions. What is needed are decisions which can be quickly implemented and a debate which will seriously consider more than the short term needs of individual stales. ^

12,5

-

i

—

•

•

•

W

• •

-

• -

-

—

1

Use o n e o f the c o m b i n a t i o n s y o u u n d e r l i n e d i n 12-4 t o c o m p l e t e each sentence. 1 V a r i o u s measures w e r e i n t r o d u c e d last year t o 2 T h e j u s t i c e system needs t o

_

_

_

3 T h e n u m b e r o f u n i v e r s i t y a p p l i c a t i o n s has been 4 T h e article

_

_

_

_

_

the issue o f i d e n t i t y t h e f t .

the i m p a c t o f a p r i s o n sentence o n o f f e n d e r s . _

_

o v e r the last 5 0 years.

..... o n o n e angle o f the p r o b l e m r a t h e r t h a n t a k i n g a b r o a d view.

5 T h e suggested measures s h o u l d be

_

_

to avoid further problems. Academic Vbcobu/iiry in Use

33

Prepositional phrases

I 3

N o t i c e t h e p r e p o s i t i o n a l phrases in the texts b e l o w .

A book review

T h e Guide ro the Semi-Colon with

1

in English

w a s w r i t t e n by Keith Pedant i n c o n j u n c t i o n

a t e a m of researchers at B o a r d h a m University. I n c o m p a r i s o n w i t h

previous

2

w o r k s o n t h e semi-colon, t h i s is a v e r y s u b s t a n t i a l v o l u m e . I n a d d i t i o n to t h e m a i n text t h e r e are a n u m b e r of a p p e n d i c e s . These are t o s o m e e x t e n t t h e most 3

u s e f u l parts of t h e b o o k as, i n l i n e w i t h

f l

modern linguistic practice, they provide

a w e a l t h o f r e a l data. I n s p i t e o f * i t s p o t e n t i a l l y d r y t o p i c , t h e b o o k contains m a n y f a s c i n a t i n g examples, i n The sections d e a l i n g w i t h t h e h i s t o r y of t h e semi-colon in particular. W i t h the exception o i

f i

t h e f i n a l chapter, this b o o k m a y be of some

i n t e r e s t to t h e g e n e r a l reader as w e l l as The specialist b u t o n t h e w h o l e is m a i n l y 7

for t h o s e w h o h a v e a p r o f e s s i o n a l interest i n p u n c t u a t i o n m a r k s .

w o r k i n g together w i t h same meaning as in contrast to notice also to a greater/] esser/ certain extent f o l l o w i n g , same meaning as in accordance w i t h despite, n o t prevented b y n o t i n c l u d i n g ( N K N O T c. rpt] generally i

1

4

5

6

1

A

talk

7

t o a genealogy club

C h a i r p e r s o n : N o w , at t h i s stage i n the p r o c e e d i n g s it's m y pleasure t o i n t r o d u c e o u r speaker 1

t o n i g h t , D r A n n a K l e i n , the c o u n t r y ^ l e a d i n g f a m i l y h i s t o r y specialist. A n n a

:

I*d l i k e t o w e l c o m e y o u o n b e h a l f o f a l l o u r m e m b e r s . 1

Anna Klein:

T h a n k y o u . M y o w n interest in the subject came a b o u t as a result o f d i s c o v e r i n g some o l d letters in the a t t i c at h o m e . 1 f o u n d t h e m b y chance . 3

T h e y ' d been w r i t t e n b y s o m e relatives w h o d e m i g r a t e d to C a n a d a a h u n d r e d :

years o r so b e f o r e a n d f o r m e , as a ten-year-old t h e n , t h e y w e r e b y f a r

4

the

most e x c i t i n g t h i n g s 1 h a d ever r e a d . T h e y w e r e , f o r the m o s t p a r t * , e x t r e m e l y

w e l l - w r i t t e n a n d , f r o m t h e n o n , I was d e t e r m i n e d t o learn as m u c h as 1 c o u l d a b o u t m y f a m i l y . I n o t h e r w o r d s , 1 h a d s t a r t e d o u t o n m y genealogical 6

journey. I n some w a y s , T w a s very l u c k y . 1 w a s able to collect q u i t e a b i t o f k e y f a m i l y i n f o r m a t i o n o n the basis o f the o l d letters a n d t h i s e n a b l e d me to track d o w n some r e l a t i o n s l i v i n g i n M o n t r e a l . T h e y , in t u r n , p r o v i d e d some contacts w i t h A u s t r a l i a n cousins a n d so i t c o n t i n u e d . I n t h e process, I've l e a r n t a great d e a l , n o t o n l y a b o u t m y o w n f a m i l y , b u t also in t t T m s o f h o w TO a p p r o a c h 7

t r a c i n g one's f a m i l y . I n m o s t respects it's been a t h o r o u g h l y enjoyable 9

a d v e n t u r e t h o u g h there have been some d i f f i c u l t m o m e n t s 1

L

n o w . also at this p o i n t generally

6

2

representing ( N b N O T o n the p a r t of)

to express something differently, often more simply

was concerned

B

7

s

...

accidentally

4

very much

as far as [ h o w to a p p r o a c h .,.!

considering most aspects o f the experience

Note that o n t h e o n e h a n d and o n t h e o t h e r h a n d are used to contrast two different ways of looking at an Issue. O n the one hand flying is much more convenient than going by train, but on the o t h e r hand.

34

Académie Vocabulary in Ike

trrriVi trovJ

Is often much more Interesting.

Exercises I 3.1

C o m p l è t e t h e p r e p o s i t i o n a l phrases as used i n these press

Professor Soltero said that, _

announcements.

the exception

line

_

one study in

1986, no major research had fawn carried out

government guidelines, the researchers

till

now, Dr Peters stated.

had consulted local people. J

A spokesperson for ihe drug company said t h a t , _ stage, i t is too early to make strong âim;. about the drug.

• r Leirnan said I hat while _ _

_

the

hand me g o v e r n m e n t w a n t e d t o encourage research,

_ the

h a n d they ware reducing funding for universities.

addition a new building on the campus, the team Will receive a very generous grant To conduct their research.

13 2

13.3

Professor Karpal said that,

the basis

_ her studies s o far, she w a s optimistic that a c u r e ior the disease w o u l d be found.

Lauren Charles said thai, whole, social conditions had improved since the report, especially terms and housing ior the poorer sectors.

jobs

The Professor said that he was delighted to accept the award

behalf

_ the whole

university.

M a r c h the b e g i n n i n g o f each sentence w i t h the m o s t a p p r o p r i a t e e n d i n g 1 T h e c o n c l u s i o n s are f a i r i n

s o m e w a y s i t w a s sheer l u c k ,

2 D r C a n ' s r e a m g o t t h e g r a n t , in

c o n j u n c t i o n w i t h a n A m e r i c a n project-

3 W e h a d l i t t l e m o n e y t o s p a r e ; in

c o m p a r i s o n w i t h o t h e i articles in the series,

4 W c need people's p e r s o n a l d a t a , in

spite o f b e i n g the smallest t e a m to apply-

J

m o s t respects, t h o u g h s o m e are q u e s t i o n a b l e ,

made an i m p o r t a n t discovery; i n

6 T h i s latesL paper is q u i t e s h o r t i n

o t h e r w o r d s , w e were u n d e r f u n d e d .

7 T h e I n d i a n s t u d y w a s c a r r i e d o u t in

p a r t i c u l a r t h e i r p a r e n t s h i s t o r y o f illnesses. 1

Rcad t h i s p a r a g r a p h a b o u t the d i s c o v e r y o f d i n o s a u r s . I n each sentence there is one e r r o r u i the use o f a p r e p o s i t i o n a l p h r a s e . C o r r e c t each e r r o r . A b o n e discovered o n chance in the 17th c e n t u r y was the b e g i n n i n g of the search for dinosaurs. From then i n . scientists and The public have b e e n fascinated b y these c r e a t u r e s . In a c c o r d a n c e t o beliefs at t h a t t i m e , the inil>al d i s c o v e r y w a s t h o u g h t t o b e t h e b o n e of a h u m a n giant. H o w e v e r , lu 13Z4, a scientist, W i l l i a m Buckland, calculated t h a t t h e b o n e b e l o n g e d to a 12-m el re, flesh-eating reptile and named it/WeseJosatrrus, o n the process g i v i n g us the first of the w o n d e r f u l list of e r o t i c names f o r dinosaurs. The 17th century d i s c o v e r y had, o n t u r n , led to a series of f u r t h e r finds a r o u n d t h a t t i m e . A l l these ût a greater or lesser extent c o n f i r m e d Buckland's t h e o r i e s . For far the biggest dinosaur discovered to date vvas p r o b a b l y over 40 metres l o n g . To the most part, dinosaurs r a n g e d from the size of s chicken to that of a giraffe. At most respects, w h a t vve knovv about t h e i r habits Is still very limited. W h a t w e d o k n o w Is at least o n some extent based o n pure speculation.

U H a dictionary co find an example semen using each of these phrased on the Oi* b u n i o n the o i h « hand, on behalf of. with the exception of, tucefit W r i t e them a m and (hen add one more sentence for each one relating to jour own academic discipline, Academic Vocabulary in Use

35

I 4

Verbs and prepositions Verbs w i t h on - sentences f r o m academic articles C h a p t e r 1 o f H u a n g ' s b o o k focuses o n v i o l e n t h u m a n b e h a v i o u r . Surahs article d r a w s o n data gathered over a p e r i o d o f ten years, [uses i n s u p p o r t o f his/her case T h e i n t r o d u c t i o n t o t h e b o o k c o m m e n t s b r i e f l y o n a case s t u d y c a r r i e d o u t in B r a z i l . Tn this section I c o n c e n t r a t e o n the e c o n o m i c aspects o f i m m i g r a t i o n , I h e h o o k is based o n a n u m b e r o f studies c a r r i e d o u t d u r i n g the 1 9 9 0 s , [ o f t e n used i n passive The m e t h o d used by Scanlon relies o n / rests o n

5

t w o basic p r i n c i p l e s , [ " ( f o r m a l ) is based o n |

Verbs w i t h to - teachers t a l k t o students We assigned

1

the tasks r a n d o m l y

M a l a r i a poses a m a j o r h e a l t h r i s k to

to t h e e x p e r i m e n t a l g r o u p a n d t h e

people w h o are exposed to i n f e c t i o n

c o n t r o l g r o u p t o see h o w the subjects

w h e r e m a l a r i a is c o m m o n . I n 1 9 9 7 , 1 3 %

w o u l d react to the d i f f e r e n t p r o b l e m s .

o f deaths a m o n g c h i l d r e n w e r e a t t r i b u t e d i m a l a r i a in o n e area m Z a i r e , J

O K , let's t u r n to the m o r e W e can't r e a l l y say t h a t a n

d i f f i c u l t cases t h a t I m e n t i o n e d earlier. H o w s h o u l d a d o c t o r

Increase in i n f l a t i o n o f t w o

r e s p o n d t o a patient w h o

p e r cent a m o u n t s t o

d o e s n ' t consent t o t r e a t m e n t

e c o n o m i c c r i s i s , a n d 1 refer

w h e n it seems to be essential?

here t o some recent stones

fl

an

i n t h e m e d i a w h i c h are h i g h l y exaggerated a n d W h e n you're planning a questionnaire, y o u should

w h i c h can be t r a c e d t o a

a l w a y s a t t e n d t o design Issues such as the n u m b e r

deep m i s u n d e r s t a n d i n g o f

of. questions a n d h o w d e a r they are.

h o w i n f l a t i o n operates.

3

5

give a p a r t i c u l a r j o b o r piece o f w o r k t o someone say o r t h i n k t h a t s o m e t h i n g is the result o f s o m e t h i n g (often used i n passive) deal w i t h , give one's a t t e n t i o n t o be the same 35 s o m e t h i n g , or have the same effect as s o m e t h i n g discover the o r i g i n o f something by e x a m i n i n g h o w i t lias developed (often used in passive) 1

s

A

5

O t h e r prepositions

with

verbs

excimpfes

associate, provide, couple, equip

pattern verb + object + preposition + complement. Note also that these verbs

Note: In the active voice, as in rhe first example, this group of verbs follows die are often used in the passive, as in the second example. We try to e q u i p our laboratories w i t h the latest teciinolOEy , 1

Heart disease is often associated w i t h unhealthy life styles. froir

depart, benefit, emerge, exclude

of for

write, speak, convince, dispose

Abulia writes/speaks o f the early years of industrial development |boUi are

account, search, call, argue

Lung cancer a c c o u n t e d f o r 20% of deaths in men. [formed the total of] Hopper (1987) argues f o r a new approach to English grammar [opposite; a r g u e against]

%_r Jrh f? 36

In this book. Heme d e p a r t s f r o m his earlier theory, [takes a different view] Some of the dara w e r e e x c l u d e d f r o m the final analysis.


rather formal] W e must convince people o f the need for water conservation.

The verbs emphasise and stress are used without any preposition ( N O T on) The study emphasfser/strerse? the need for marc corttrc/fecJ experiments to back up the condusjons. Divide Is followed by into (NOT divide in). Trie subjects were divided i n t o three groups. r

Exercises 14.1

P u t t h e w o r d s i n the right o r d e r t o m a k e sentences. Use i h e p u n c t u a t i o n t o h e l p y o n . 1 p e r i o d , / focuses / the changes / T h e a r t i c l e / o n / the / the post-war / e c o n o m y / US / in / i n 2 c o m m e n t e d / student's / inconsistencies / a / T h e professor / o f / in the / essay. / o n / n u m b e r 3 c o n d u c t e d / T h e / is / last / based / a series / t h e o r y / o f / five / o n / years, / over the / experiments 4 o n / assistants. / T h e / research / relies / w o r k / c o n d u c t e d b y / professor's / e x p e r i m e n t s / h i : 5 is / are / v e r y / y o u r / y o u r / studies / i m p o r t a n t / c o n c e n t r a t e / t o / over. / o n / u n t i l / I t / exams 6 w a s / T h e / d r a w / some / t o / p r i m a r y i o n / o n l y r e c e n t l y / b e c o m e / h a v e / a v a i l a b l e . / w r i t e r / sources / w h i c h / able

14.2

Put these v e r b s i n t h e r i g h t b o x . account

argue

assign

associate

depart

dispose

equip

exclude

_

14.3

_

_.for

attribute

benefit

provide

react

from

of

call refer

_

_

consent search

convince write

to

_ with

N o w choose o n e o f t h e w o r d + p r e p o s i t i o n c o m b i n a t i o n s f r o m 14-2 t o c o m p l e t e each sentence. C h a n g e t h e f o r m o f the v e r b i f necessary. 1 T h e lecturer

us

a n u m b e r o f very g o o d w r i t e r s o n the subject.

2 T r a f f i c accidents

m o s t h o s p i t a l a d m i s s i o n s at the w e e k e n d .

3 T h e poets J o h n K e a t s a n d I-urd B y r o n are c l o s e l y

._

_

_.. the English

Romantic Movement. 4 Remember to

carefully

_ a l l waste material.

5 M o s t p e o p l e believe t h a t they w o u l d j o b security. 6

M y parents tried t o

_

me

having more

the advantages o f s t u d y i n g a b r o a d

7 I have been S O u r experiments

enormously

a n a r t i c l e o n this t o p i c f o r ages. us

_

the d a t a w e needed t o p r o v e o u r

hypothesis. 9 T h e head o f department absence. 10 M a r y R a s k o v a 14.4

_ t h e lecturer's r e q u e s t f o r leave o f very movingly

_

her e x p e r i e n c e s i n R w a n d a .

C o r r e c t the sentences- A l l o f t h e m have e r r o r s c o n n e c t e d w i t h p r e p o s i t i o n s , 1 T h e Course leader d i v i d e d h e r s t u d e n t s i n five g r o u p s , 2 T h e y h a d t o t r a c e e v e r y o n e w h o h a d been e x p o s e d f o r the i n f e c t i o n . 3 A t the m o m e n t w e h a v e t o o f e w nurses a t t e n d i n g at t o o m a n y p a t i e n t s . 4 E x c e l l e n t t e a c h i n g c o u p l e d f o r Eirst-tlass research have m a d e t h i s a successful college. 5 T h e c o u n t r y emerged o f f t h e crisis as a m u c h s t r o n g e r p o w e r . (5 Joe g o t an i n t e r e s t i n p o l i t i c s f r o m his u n c l e w h o o f t e n spoke over his days as a senator. 7 T h e g o v e r n m e n t c a l l e d t o a n i n v e s t i g a t i o n i n t o t h e e x p l o s i o n at the n u c l e a r reactor, § I n y o u r speech d o n ' t f o r g e t t o emphasise o n the a d v a n t a g e s o f s t u d y i n g here.


37

I 5 A

Nouns and prepositions Groups of related nouns sharing prepositions Sometimes g r o u p s o f n o u n s w i t h r e l a t e d m e a n i n g s share the same p r c p o s i l i o n s . nouns

pmposrriortfs)

example

book, article, essay, lecture, dissertation, project, assignment

about, on

In 1973, Da Silva published a b o o k a b o u t the history of emigration. She wrote a d i s s e r t a t i o n o n ' teenage slang in New York.

research (see also B),

intc

Kelly (1969) conducted an investigation i n t o the origins of

1

investigation. Inquiry

international terrorism.

analysis, examination,

of

! The article offers an analysis o f the potential Impact of the H5N1 Avian Flu virus.

exploration (see also B), study problem, difficulty

of, with

He gave a lecture on the p r o b l e m o f global warming. One difficulty w i t h this approach Is chat a set of results may allow different interpretations..

reason, motivation, rationale (see also B} and

3

about

for

Economists have recently questioned the i a t i o n a l e f o r government spending.

tends to be used f o r more general subjects; o» is f r e q u e n t l y used for more specific,

detailed w o r k s , a l t h o u g h b o t h may be f o u n d in b o t h uses See a l s o t h e n o t e s o n p r e p o s i t i o n s a f t e r n o u n s i n U n i t 4 4 ,

Nouns c o m m o n l y associated w i t h p a r t i c u l a r prepositions Y o u c a n also l e a r n the n o u n s w h i c h m o s t f r e q u e n t l y c o m e b e f o r e a p a r t i c u l a r p r e p o s i t i o n . Some o f these are i n A a b o v e . T h e f o l l o w i n g e x a m p l e s are all titles o f academic articles. nouns

preposjtjor

example

look, attempt, point, age

at

An a t t e m p t a t integration of economic and psychological

changes, differences,

in

Gender differences in risk-taking in financial decisionmaking

Insight, inquiry research, investigation

Into

An investigation i n t o sleep characteristics of children with

work, research, influence

on

Genetic influence o n smoking - a study of male twins

basis, idea, part, lack, exploration, means

of

A computerised clinical decision support system as a means,

need, reason, basis, case,

for

theories of consumption increase, decrease

autism h

emphasis, effect o f implementing depression guidelines

preference relation, approach,

methods to

Communicating with strangers; an a p p r o a c h t o intercultural communication

toftowards

Progress towards; sustainable regional development

behind

Questioning the assumptions, behind art criticism

between

The r e l a t i o n s h i p b e t w e e n educational technology and

response, attention attitude, tendency, move,

Assessing organisational culture! the case far multiple

progress principle, rationale, assumptions, logic relationship, difference, distinction

3B


student achievement in mathematics

Exercises I5. I

F i l l i n the m i s s i n g p r e p o s i t i o n s . I n q u e s t i o n s 4 a n d 5, m o r e t h a n o n e a n s w e r is possible, 1 One difficulty

_

_

_

the class q u e s t i o n n a i r e w a s t h a t s o m e s t u d e n t s h a d a l r e a d y

l e f t the course a n d c o u l d n o t be c o n t a c t e d . 2 She w r o t e a d i s s e r t a t i o n

w i l d f l o w e r conservation i n F i n l a n d i n the 1990s.

3 T h e b o o k is a n e x p l o r a t i o n 4 The rationale

_

_

_

_. the o r i g i n s o f t h e e c o n o m i c crisis o f 1 9 9 7 .

the present research is the need t o better u n d e r s t a n d the

process o f a g r e e m e n t i n i n t e r n a t i o n a l law. 5 Research

_

_

s p o k e n l a n g u a g e has been c o n s i d e r a b l y assisted in recent years by

the a v a i l a b i l i t y o f c o m p u t e r i s e d databases o r ' c o r p o r a * . ft Prippen's [ 1 9 8 4 ) h o o k w a s a n i n q u i r y 7 W h a t is K a z u o Matsuis- b o o k 8 He did a study I 5.2

_

_

the f o u n d a t i o n s o f n a t i o n a l i s m .

_

? H a v e y o u r e a d it?

the p r o b l e m

_

_

side-impact a u t o m o b i l e c o l l i s i o n s .

C o r r e c t the m i s t a k e s m the use o f p r e p o s i t i o n s m these sentences. T h e r e m a y be m o r e t h a n one m i s t a k e p e r sentence, 1 H e r d i s s e r t a t i o n p r o d u c e d some i n t e r e s t i n g i n s i g h t s to h o w y o u n g c h i l d r e n d e v e l o p a visual sense o f the w o r l d a n d the age m w h i c h d e v e l o p m e n t is m o s t n o t i c e a b l e . 2 T h e reason o f t h e u n w i l l i n g n e s s o f the p e o p l e i n v o l v e d i n the d e m o n s t r a t i o n t o he i n t e r v i e w e d w a s fear o f b e i n g a r r e s t e d later. 3 H i c r s t a t s a p p r o a c h at the analysis o f solar p h e n o m e n a is d i f f e r e n t f r o m t h a t o f D o n e w s k i . H e q u e s t i o n e d the a s s u m p t i o n s u n d e r m u c h o f t h e p r e v i o u s research. 4 C h a n g e s o f the rate o f g r o w t h o f the cells w e r e o b s e r v e d over t i m e . 5 A lack i n f u n d i n g led t o the c a n c e l l a t i o n o f the p r o j e c t , a n d social scientists b l a m e d the negative a t t i t u d e o f the g o v e r n m e n t o n social science research. 6 f a w i l ' s a r t i c l e p u t s g r e a t e m p h a s i s i n t o the need o f m o r e research a n d argues the case o f greater a t t e n t i o n o n t h e causes o f p o v e r t y r a t h e r t h a n the s y m p t o m s .

I 5.3

U s i n g a d i c t i o n a r y i f necessary, m a t c h each n o u n w i t h the p r e p o s i t i o n t h a t u s u a l l y f o l l o w s i t . Nouns: principle

attitude difference rationale reason

sitions; I S.4

behind

between

effect emphasis Insight relationship tendency

for

into

on

preference

to/towards

U n d e r l i n e t y p i c a l academic n o u n + p r e p o s i t i o n c o m b i n a t i o n s l i k e those o n the o p p o s i t e page. The possible ecological effects of climate change are often in the news, as is the matter of whether the potential impact can be predicted. New w o r k on a migratory bird, the pied flycatcher, takes 1

things a stage further by showing how a climate-related population decline was actually caused. Timing is key. Over the past 17 years flycatchers declined strongly In areas where caterpillar

3

numbers (food for the nestlings ) peak early, but in areas with a late food peak there was no 3

i

decline. The young birds arrive l o o late in places where caterpillars have already responded to early w a r m t h . Mistiming like Ibis is probably a c o m m o n consequence of climate change, and may be a major factor In the decline of many long-distance migratory bird species.

1

w h i c h travels t o a d i f f e r e n t place, usually w h e n the season changes

many legs w h i c h develops i n t o a burterfly

3

3

small, long animal w i t h

y o u n g birds

Academic

Vocabulary in Use

39

Fixed expressions [f w e l o o k a t a c o r p u s o f academic t e x t s , w c sec t h a t c e r t a i n c h u n k s o f language o c c u r v e r y f r e q u e n t l y i n s p o k e n a n d w r i t t e n c o n t e x t s . ' I r i i s u n i t l o o k s at some o f the m o s t u i c f u l ones.

N u m b e r , quantity, degree L o o k a t these c o m m e n t s w r i t t e n b y a college teacher o n assignments

S ^ S S i S i S

h a n d e d i n b y her. students. N o t e the expressions i n b o l d ,

c^îf"""

flcu'v;

.>pikv; & g r e a t dt&i o f

\ i*i'£ Act f l i f l ^ t s w h a t 3 u™/r; ciwflvi

'jv.d

fiiCtrtt

':l-2 L t i u i i

f t I T " ^ i c tfl

VCL.V:

fi^tfii^t.

von f n w a wisJi : v^K£r î?rk University Li' r?ry Student Un ion* S p i t s Î T ; une** S c h o o l * -1 t n n n ^ e n n , Arts L e c t i n * T n t a i r t

specially used by student* to meet .socially; the t e r m also refers t o the organisation o f students w h i c h iiTiangns social events a n d Offers Other services p a r t o f a college o r u n i v p r j i r y spCCialMing i n a p a r t i c u l a r subject o r g r o u p o( Subject a large h a l l w i t h rows 01 seats, where lectiLres are held

?

1

6

4

1

People, structures and activities D r W a r d , A d v i s e r r o h i r e m a l i o n al S t u d e n t s , is g i v i n g a n i n t r o d u c t o r y session f o r n e w i n t e r n a t i o n a l p o s t g r a d u a t e students i n the D e p a r t m e n t o f E n g l i s h L a n g u a g e at W a n f i t n w . Dr W a r d :

T i t me tell y o u a b o u t the staff. T h e H e a d o i D e p a r t m e n t is Professor Bradley, 1 Tc 1

w i l l be g i v i n g some o l the p o s t g r a d u a t e s e m i n a r s a* w^H as g i v i n g some o f the fîrsr-iemester 2

lectures . T h e n t h e r e a r e two Senior I j x t u r e i s * , T h e y ' l l be h a n d l i n g lectures a n d t u r o r i ^ 9

T h e n there a r e s i x l e c t u r e r * - t h e y ' r e a l l l i s t e d i n y o u r m l or m o t i o n p a c k . You'll also meet o u r Research A s s i s t a n t A n g e l a G o r s k i , and there are Jour research students doiuy. PhD*, h a c h o f y o u w i l l be given a personal t u t o r , w h o Will be n u t o f us. I f y o n w a n t to t a l k t o any 7

o f us, o u r office h o u r s üre o n the n o t i c e b o a r d and o n the w e b page. A n y q u e s t i o n s ; Student; Dr Ward:

Is the p e r s o n a l t u t o r the same -is o u r d i s s e r t a t i o n s u p e r v i s o r ? 6

N o . Y o u ' l l he g i v e n a s u p e r v i s o r w h e n y o u choose y o u r d i s s e r t a t i o n topic- i I t o r

she'll supervise y o u d u r i n g the s p r i n g semester* a n d Che s u m m e r v a c a t i o n ' . Y o u r p e r s o n a l t u t o r l o o k s a f t e r y o u r general a c a d e m i c w e l f a r e . Y o u etui also t a l k t o a s t u d e n t c o u n s e l l o r " If y o u have a n y p e r s o n a l p r o b l e m s , and there's also 3 p o s t g r a d r e p . l ?

* a n d * professor is t h e most senior academic title; senior lecturers a r e b e l o w professors in academic r a n k , and k n u T t r s are below senior lecturers and seminars consist o f a teacher and a g r o u p o f students meeting t i : study and discuss s o m e t h i n g , lectures are m o r e f o r m a l events where larger groups o f students listen a n d take notes; t u t o r i a l s are usually smaller groups where students discuss their w o r k w i t h a teacher ' teacher w h o w o r k s w i t h one student or a Muall g r o u p teacher w i t h responsilulky f o r a p a r t i c u l a r student k

?1 i

1

6

44

Ajndemic Vocabulary in List

9

the u n i v e r s i t y teaching year is n o r m a l l y divided i n t o t w o a m c s m s ; the w o n l terra is also o f t e n used f o r the periods w h e n STndenrs are i n residence at a university p e r i o d when universities or colleges are closed; the w o r d h o l i d a y is also used by students someone t r a i n e d Hi listen to students 2nd give them advice a b o u t their p r o b l e m s (informal) short f o r m o f postgraduate reprRSfltilatwe (someone w h o acts officially f o r t h a t g r o u p o f students) 11

Exercises 18.1

L o o k at A , W h i c h b u i l d i n g m u s t s t u d e n t s g o to i f t h e y w a n t t o ; 1 speak t o a l e c t u r e r i n the h i s t o r y d e p a r t m e n t ? 2 find i n f o r m a t i o n a b o u t s t u d e n t clubs? 3 v i s i t s o m e o n e w h o is l i v i n g in the s t u d e n t

accommodation:

4 e n q u i r e a b o u t p a y m e n t o f fees: 5 attend a graduation ceremony; 6 listen t o a talk a b o u t English l i t e r a t u r e : 7 see a d o c t o r ? 3 borrow a book; I 8.2

R e a d t h e t e x t i n fJ a n d answer: the q u e s t i o n s . 1 A r e there l i k e l y to be m o r e p e o p l e i n a s e m i n a r o r a t u t o r i a l ? 2 W h o is the a c a d e m i c w h o guides a p o s t g r a d u a t e s t u d e n t t h r o u g h t h e i r d i s s e r t a t i o n : 3 W h a t w o r d is used f o r the h o l i d a y p e r i o d b e t w e e n u n i v e r s i t y t e r m s o r semesters! 4 W h a t is the d i f f e r e n c e b e t w e e n a p e r s o n a l t u t o r a n d a s t u d e n t c o u n s e l l o r ? 5 W h a t is the d i f f e r e n c e b e t w e e n a p o s t g r a d r e p a n d a s t u d e n t c o u n s e l l o r ?

18.3

F i l l i n t h e m i s s i n g w o r d s i n this e m a i l w i t h w o r d s f r o m the o p p o s i t e page, ©

0

6

.... ,

.

......

...

. . ^ c ?

Hi M u m , I've s e t t l e d i n w e l l here a t Wanstaw. I Like my room i n t h i s h a l l o f t o my f i r s t _

_

_

_

I went

t h i s m o r n i n g - i t was o n research metharioLugy - and t h e r e were

hundreds o f s t u d e n t s t h e r e . The our head o f

_

_

was very good - i t was Professor Jones,

T o m o r r o w I'LL have my f i r s t

- t h a f LL be j u s t me

and one o t h e r s t u d e n t . We'LL he discussing w h a t we have t o g e t d o n e by t h e end o f t h e . 1 need t o t r y t o t h i n k some more a b o u t the t o p i c for my When t h a t is f i n a l i s e d I I I be assigned a a t Least once a week d u r i n g t h e i r o f f i c e

_

,

, I'LL he e x p e c t e d t o see h i m or her _

I hope I ' l l Like h i m or her. You hear

some a w f u l s t o r i e s ! Daisy

J

I 18.4

Put the w o r d s i n Lhc b o x i n t o t h e c o r r e c t c a t e g o r y . cafeteria librarian

counsellor library

research ass Is rani sports grounds

research student tutor

peop/e

pfoce

lecture postgrad rep seminar tutorial

lecturer professor sports centre tre lecture meat aire

erent

Are universities/colleges in your country roughly based on a similar system to the UK one, or are there important differences? Make sure you can describe the main features in English, ff your country^ universities/colleges arc more similar no the US system, study Unit 19. Academic Vocabulary m Use

45

I 9

Systems compared: the US and t h e U K Tn US u n i v e r s i t i e s , m a n y o f t h e w o r d s f o r people a n d places are the same as those used i n the U K (see U n i t 1 8 ) , h u t there are some differences.

Terms w i t h different meanings in US and U K university systems meaning/comment

UK

Are you faculty or student?

If you are fbcufry, you are a member of the academic staff.

The f a c u l t y will have to come to a decision on this.

Fbcufty refers co a group of departments (see Unit 18) with similar Interests.

The grading r i i h r i c (or term papers has been revised.

A, rubric ¡5 a set of criteria or guidelines which tells how an assignment will be graded or scored.

Some students misread the exam r u b r i c and didn't answer enough questions.

Instructions on an exam paper or in a textbook as to now a task must be done.

1 went to college in St Louis. 1 attended Washington University. 1 took some fascinating courses at college

The word co/Jege in American English refers broadly to the jndergraduate experience, whether it is at a two-year community college. a fouryear college, or a large state university In the US. A specific institution can be a college (granting undergraduate degrees only) or a university (granting undergraduate and graduate degrees).

She went to u n i v e r s i t y in Scotland. She graduated from university in 1996.

n British English, university -efers to the undergraduate experience. In both American and British English, no article is used before cortege or university in these examples.

Her brother went to school at Harvard.

School is often used to mean university, A common question Is 'Where did you go to school f meaning'Where did you go to college?'

1 went to school In London, then 1 went to university in Bristol.

Refers to primary or secondary education; school can also refer to a university department which covers several different teaching areas (e.g. School of English and Journalism).

US

example

meaning/comment

example

Different US t e r m s I w o n d e r w h o s h o u l d be o n m y P h D c o m m i t t e e ' . M y a d v i s o r suggested D r F r y a n d D r Roe. 1

I have a l o t o f s t u d y i n g t o d o . I have m y c o m p s Let s meet i n H a r l e y C o m m o n s n

J

i n t w o weeks.

at 7.30 p m , a n d w e can s t u d y for t o m o r r o w ' s q u i z , O K ?

4

s

It w a s t o u g h b e i n g a f r e s h m a n because I w a s n ' t used t o such d i f f i c u l t f i n a l s , b u t life g o t a 6

7

b i t easier w h e n 1 became a s o p h o m o r e . I t w a s easv e n o u g h as a j u n i o r * , h u t t h e n i t g o t t o u g h 6

again w h e n I w a s a s e n i o r . 10

A\s a g r a d u a t e s t u d e n t " , 1 get t o a t t e n d seminars w i t h some o f the t o p p e o p l e i n m y field. The fraternity

1 2

a n d s o r o r i t y * houses are ah r o u n d t h e edge o f the c a m p u s . 1

a g r o u p o f teachers w h o advise a 1'hD student ' equivalent o f the U K supervisor (see U n i t 18) short f o r comprehensive examinations, subject-area tests required o f graduate students i n some areas o f studies area where students can meet socially and eat i n d i n i n g halls short test on areas w h i c h have been taught new, first-year undergraduate (also used i n the U K ) final examinations at the end o f the semester second-year student, f r o m the Greek sopbos, wise anc wroros, d u l l third-year student fourth-year student " student w i t h a bachelor's degree (e.g. EA, BS) w h o ts enrolled in a master's degree p r o g r a m m e , equivalent o f postgraduate student i n the UK a social organisation f o r male students a social organisation f o r female students !

J

fl

5

6

7

3

>

5

1 3

46


10

I J

Exercises 19.1

L o o k at A- W h o is m o r e l i k e l y t o be s p e a k i n g - a B r i t i s h p e r s o n o r a n A m e r i c a n ?

Why:

O n l y f a c i l i t y c a n eat h e r e .

V A l l p r o f e s s o r s use t h e same r u b r i c f o r g r a d i n g t e r m p a p e r s .

^ I T w e n t to s c h o o l a t M i l l i n t o w n , w h e r e I g o t m y masters a n d P h D .

IS 4 f^ M y d e p a r t m e n t is w i t h i n the F a c u l t y o f E n g i n e e r i n g .

T h e r u b r i c r e q u i r e d students to a n s w e r a l l three q u e s t i o n s o n the e x a m paper.

19.2

Put these levels o f s t u d e n t i n an A m e r i c a n u n i v e r s i t y i n o r d e r o f s e n i o r i t y , s t a r t i n g w i t h the first-year

s t u d e n t . "Explain w h a t k i n d o f s t u d e n t each t e r m refers t o ,

graduate student

19.3

junior

freshman

senior

sophomore

A r e the f o l l o w i n g statements true o r false? If f a l s e , e x p l a i n w h y t h e y are i n c o r r e c t , 1 A n a d v i s o r is s o m e o n e w h o helps A m e r i c a n s t u d e n t s w i t h t h e i r e m o t i o n a l p r o b l e m s .

2 W o m e n usually | O i n a f r a t e r n i t y .

3 F i n a l s means a student's last semester at u n i v e r s i t y or college. 4 A P h D c o m m i t t e e is a g r o u p o f g r a d u a t e s t u d e n t s . 19.4

Use t h e clues to c o m p l e t e the c r o s s w o r d . Across 1 S o m e t i m e s used to refer to college o r u n i v e r s i t y i n the US 2 A short, test o f m a t e r i a l t h a t has been t a u g h t 3 Test t o assess w h e t h e r a s t u d e n t k n o w s s u b j e c t m a t e r i a l r e q u i r e d f o r a g r a d u a t e degree 4 A s o c i a l o r g a n i s a t i o n f o r f e m a l e students 5

A f o u r t h - v e a r s t u d e n t i n the US

Down ii A second-year s t u d e n t 7 A general w o r d m e a n i n g a c a d e m i c s t a f f i n t h e US

flcndemJc Vocabulary in

47

20

A c a d e m i c courses Course descriptions L o o k at this e x t r a c t f r o m a U K university's w e b pages. A m e r i c a n websites m a y use d i f f e r e n t t e r m s . D i p l o m a / M A in E n g l i s h L a n g u a g e a n d C u l t u r e *

Qu$Sific$tion: D i p l o m a or M A . D u r a t i o n : One year full-time or t w o years part-time. The course Is a ISO-credit course, consisting of 120 credits of c o r e and e l e c t i v e m o d u l e s ^ plus a 60-credit dissertation module. Core modules are o b l i g a t o r y . C a n d i d a t e s not wishing to p r o c e e d to the M A may o p t f o r the Diploma (120 credits without dissertation). * Course description: Ttie course covers all the major aspects of present-day English language and culture. Topics include grammar, vocabulary, language in society, literature in English (for 5 iull list, s e e t h e list of modules). Élective modules only run if a minimum of ten students e n r o l . The m o d u l e s consist of a mixture of l e c t u r e s , s e m i n a r s , w o r k s h o p s and t u t o r i a l s . * - A s s e s s m e n t : A 3,000-word a s s i g n m e n t must be s u b m i t t e d for e a c h core module. Elective modules are assessed t h r o u g h e s s a y s , p r o j e c t s a n d p o r t f o l i o s " . The w o r d l i m i t for the dissertation is 12,000 to 15,000 w o r d s . Candidates m u s t achieve a pass g r a d e in all four core m o d u l e s (20 credits each}, plus 40 c r e d i t s in elective modules (minimum of 30 c r e d i t s in the English department plus 10 o p t i o n a l credits f r o m m o d u l e s offered by other d e p a r t m e n t s ] , and, for MA, m u s t pass the dissertation m o d u l e (60 credits). Candidates w h o achieve a g r a d e average of 7 0 % or more over all module? may be e l i g i b l e for a d i s t i n c t i o n . 1

2

3

4

6

7

6

1 0

1 7

1 3

a q u a l i f i c a t i o n between a bachelor's decree and a master's degree u n i t w h i c h represents a successfully c o m p l e t e d p a r t o f a course m o s t i m p o r t a n t parts o f a course o f study, t h a t all students must do w h i c h arc chosen one o f the units w h i c h together m a k e a complete course: t a u g h t especially at a college or u n i v e r s i t y choose p u t one's n a m e o n an o f f i c i a l list o f course members see U n i t 3

3

4

E

6

7

8

IS for the m e a n i n g o f these; a w o r k s h o p i : a meeting to discuss a n d f o r p e r f o r m practical w o r k i n a subject judgements o f the q u a l i t y o f students' w o r k a piece o f w r i t t e n w o r k " a collection o f documents t h a t represent a person's w o r k h a v i n g the necessary qualities o r f u l f i l l i n g the necessary c o n d i t i o n s a special m a r k given to students w h o p r o d u c e w o r k o f an excellent s t a n d a r d 9

1 0

1 2

13

O t h e r aspects of courses D r W a r d is h o l d i n g a question-and-answer session f o r n e w M A Ei.eza:

students.

C a n we d e f e r the d i s s e r t a t i o n i f we can't stay here d u r i n g the s u m m e r ? 1

D r W a r d : Yes, y o u can defer f o r a year, b u t d o n ' t f o r g e t , i f y o u d o go h o m e , y o u w o n ' t be able t o have face-to-face s u p e r v i s i o n s . 1

Simon:

A r e the in-sessional

Dr Ward: N o

r

3

language courses c o m p u l s o r y *

M o s t o f y o u d i d the pre-sessionaf, w h i c h is the m o s t i m p o r t a n t . B u t there are

g o o d in-sessional courses y o u c a n sign u p f o r , especially t h e EAF^ Angela:

I f we get the M A , can we go o n to d o a P h D

w r i t i n g course

immediately?

D r W a r d : N o t a u t o m a t i c a l l y . Y o u have t o s h o w y o u c a n d o P h D s t a n d a r d w o r k first a n y w a y , and then upgrade

5

to the P h D p r o g r a m m e after a year o r so.

delay u n t i l a fater time individual meetings w i t h the teacher w h o is responsible for the student's dissertation courses held d u r i n g the m a i n teaching semesters; prc-scssional courses are held before the m a i n reaching semesters begin English f o r Academic Purposes become officially registered for the higher degree 3

3

A

s

When addressing someone with a PhD, always use their family name, e.g. Excuse me,Dr Lopez. Only medical doctors can be addressed simply as Doctor, wlthour using their family name.

48

Academic Vocabulary m Use

Exercises 20.1

A n s w e r the q u e s t i o n s a b o u t t h e t e x t i n A J H o w l o n g does the D i p l o m a o r M A c o u r s e t a k e i f y o u s t u d y f u l l - t i m e i Z H o w m a n y c r e d i t s is a d i s s e r t a t i o n w o r t h i 3 W h a t is special a b o u t c o r e m o d u l e s ? 4 W h a t is t h e d i f f e r e n c e b e t w e e n d o i n g a D i p l o m a a n d a n

MA?

5 H o w m a n y s t u d e n t s arc r e q u i r e d f o r an elective m o d u l e t o r u n ; 6 H o w l o n g d o assignments have t o be? 7 W h a t k i n d s o f classes d o the s t u d e n t s get? 3 O n w h a t k i n d s o f w o r k are they assessed? 9 W h a t is t h e m a x i m u m n u m b e r o f w o r d s a l l o w e d i n a d i s s e r t a t i o n ; 10 W h a t d o s t u d e n t s h a v e t o d o to get a d i s t i n c t i o n : 20.2

C o m p l e t e the m i s s i n g w o r d s i n t h i s e m a i l f r o m a s t u d e n t to a f r i e n d . Diploma

dissertation

in-sessional

MA

module

PhD

pro|ect

sign

Hi Eriks, Mow are things going w i t h you? I'm s o r r y not to have w r i t t e n to y o u sooner b u t I've been desperately busy w i t h the linguistics ( 1 ) _ I have to do f o r the elective [2) _ I'm taking this t e r m . It's really interesting and T Chink T m i g h t decide to do m y final ( 3 ) _ _ on a similar topic. A t first I was only planning to do t h e I (4) _ _ _ _. but now I've decided to have a go at an ( 5 ) _ _ _ _ , I m i g h t oven I (6) up for a ( 7 ) if they'll have m e ' PhD students are usually I offered some language teaching on the (8) _ _ EAP courses they run for foreigr s t u d e n t s , so it would he useful for m y CV for the f u t u r e . Shoshana

20.3

C h o o s e the c o r r e c t w o r d to c o m p l e t e each sentence. 1 I s t a r t e d o u t d o i n g a n M A b u t t h e n decided t o upgrade

I defer

to a PhD.

2 S t u d e n t s w h o s e f i r s t l a n g u a g e is n o t E n g l i s h u s u a l l y have t o a t t e n d a ( n ) in-sessional

/ pre-

5'.'5siona! l a n g u a g e c o u r s e b e f o r e t h e i r m a i n classes s t a r t , 3 O n l y s i x s t u d e n t s have enrolled

i opted,

4 M o s t s t u d e n t s decide to sign / proceed 5 C o r e m o d u l e s are obligatory

/

so t h e M E d p r o g r a m m e w i l l n o t r u n t h i s year t o the M A a f t e r c o m p l e t i n g t h e i r D i p l o m a course.

optional.

5 W h e n 1 w a s d o i n g m y P h D I h a d m o n t h l y one-to-one seminars

i

supervisions.

7 I w o n ' t be able to f i n i s h the d i s s e r t a t i o n t h i s year, so E l l have t o opt / defer 3 Assessment

20.4

§

I Assignment

t i l l n e x t year.

consists o f a three-hour end-or-module e x a m .

C o m p l e t e t h e t a b l e b e l o w . U s e a d i c t i o n a r y t o help y o u i f necessary vnrb

noun

fldjeetrve

opt obligatory supervision + assessment +•

-

eligible

Compare your own course, or one you hope to do, with the course described in A in terms of duration, modules and assessment

Academic Vocabulary In Use

49

2, I

2

S t u d y h a b i t s a n d skills T i m e management

a

West Preston U n i v e r s i t y has a wcb-bascd self-assessment q u e s t i o n n a i r e o n t i m e m a n a g e m e n t .

T J & C Z Time management:

Rate y o u r ability t o organise y o u r t i m e . often

sometimes

never

1 Do y o u b e g i n w o r k i n g o n e n d - o l - s e m e s t e r a s s i g n m e n t ; e a r l y i n Lhe semester? 2 Do y o u m e e t d e a d l i n e s ' for s u b m i t t i n g w o r k ?

~>

3 Do y o u ever have to r e q u e s t a n e x t e n s i o n for y o u r w o r k ? 1

4 Do y o u s p e n d h o u r s c r a m m i n g ^ j u s l b e f o r e a n c x a m 7

4

5 Do y o u m a k e a t o - d o l i s t e a c h w e e k ? 4

6 Do y o u i n c l u d e e x t r a - c u r r i c u l a r a c t i v i t i e s w h e n y o u 5

é

p l a n your s t u d y t i m e ?

complete your w o r k b y the official final dav or t i m e ask [ o r m o r e t i m e b e y o n d the deadline try to learn a l o t very q u i c k l y before an e x a m make a list o f t i l i n g y o u s h o u l d d o outside :>f the subjects one is s t u d y i n g 1

7

1

4

1

Study habits and p r o b l e m s studying H e r e are some students 'J t r y t o p r i o r i t i s e

1

11

c o m m e n t s a b o u t s t u d y h a b i t s a n d p r o b l e m s associated w i t h s t u d y i n g .

the m o s t d i f f i c u l t o r u r g e n t task f i r s t , w h e n I feel m o r e m o t i v a t e d , "

"Fm a s l o w reader, I ueed t o i m p r o v e m y r e a d i n g speed. 1 f i n d r e v i s i o n b e f o r e e x a m s r e a l l y d i f f i c u l t . I can o n l y revise f o r a b o u t t w o h o u r s at a l i m e . M y m i n d starts t o w a n d e r . ' 2

[ a l w a y s t r y t o r c v i e w m y l e c t u r e notes w i t h i n 2 4 h o u r s o f the t i m e I t o o k t h e m . I d o need

l

]

to i m p r o v e m y n o t e - t a k i n g . ' 1 use t r i c k s to m e m o r i s e t h i n g s , l i k e m n e m o n i c s * a n d v i s u a l i s i n g * . I t r y t o b r a i n s t o r m the 6

topic and d r a w m i n d maps

7

b e f o r e I w r i t e a first d r a f t o f a n essay.' 6

I k n o w r o t e l e a r n i n g i s n ' t v e r y f a s h i o n a b l e n o w a d a y s , b u t I find it useful to l e a r n some 9

t h i n g s b y h e a r t , especially liars o f t h i n g s . ' 1 0

T t r y t o m a k e a s t u d y p l a n e a c h semester - h u t 1 never m a n a g e t o keep t o i r !

:

I a l w a y s r r y to get the h o o k s I need i r o m the l i b r a r y o n l o n g - t e r m l o a n . S h o r t - t e r m l o a n It never l o n g e n o u g h , even t h o u g h y o u c a n s o m e t i m e s e x t e n d i t f o r 2 4 h o u r s . ' Tn a n e x a m I m a k e r o u g h '

1

notes f o r each q u e s t i o n , o t h e r w i s e m y m i n d just goes b l a n k / 1 2

decide w h i c h things are the m o s t i m p o r t a n t so t h a t y o u can deal w i t h t h e m first I start Ltuiikiiig o f t h i n g s n o t connected to m y studict read or s t u d y again * e.g. a very s h o r t poem ur a special w o r d used to help y o u remember something f o r m i n g an image i n y o u r m i n d t h i n k o f a l o t o f ideas very q u i c k l y beforc considering some o f t h e m m o r e carefully diagram o r drawing showing h o w different 2

J

5

s

7

50

Academic

Vocabulary

ii> Use

ideas o n a t o p i c are related t e x t c o n t a i n i n g i l l the m a i n ideas bur n o t i n a f u l l y developed Form [often used w i t h a negative association^ learning Something so y o u Can repeat i t f r o m m e m o r y , rather than u n d e r s t a n d h i n such i w a y t h a t y o u can say it f r o m m e m o r y not Lâct or d e t a i l e d ; a p p r o x i m a t e you cannot remember a p a r t i c u l a r t h i n g , o r y o u c a n n o t remember a n y t h i n g fl

9

1 0

11

1 2

Exercises 21.1

M a t c h t h e first p a r t o i the w o r d c o m b i n a t i o n o n t h e left w i t h t h e second p a r t o n t h e r i g h t m pet time request

2 I Jl

10-do

extra-curricular

stu another person's rdea, o p i n i o n , or t h e o r y ; -> a n y facts, statistics, g r a p h s , d r a w i n g s - a n y pieces of i n f o r m a t i o n - thai a r e no! c o m m o n knowledge; -> quotations o l another person's ncfunl spoken or written w o r d * ; or -> a p a r a p h r a s e oF another person's spoken or w r i h e n w o r d * . Academic

Vocabulary

jn Use

55

24

Facts, evidence a n d d a t a Being able t o use [he v o c a b u l a r y i n this u n i t w e l l w i l l help y o u a v o i d r e p e t i t i o n i n y o u r w r i t i n g .

Countable o r uncountable nouns f a c t is a c o u n t a b l e n o u n a n d evidence is u n c o u n t a b l e - y o u c a n refer t o one piece o f evidence o r t o the b o d y o f evidence [large a m o u n t o f e v i d e n c e ] . Some p e o p l e c o n s i d e r d a t a as a p l u r a l n o u n - these

data show

o t h e r s c o n s i d e r it as u n c o u n t a b l e - this data

from

interesting

piece/item

of data.

differs

an unexpected

last year's.

This

trend - w b i l t

is a

particularly

T h e t e n d e n c y is i n c r e a s i n g l y to use d a t a as a n u n c o u n t a b l e

n o u n b u t v o u w i l l see b o t h f o r m s a n d m a y use i t w h i c h e v e r w a y y o u p r e f e r y o u r s e l f .

W o r d s o f t e n used

facts, evidence and data

with

Researchers try t o establish t h e f a c i s . T h e y h o p e that t h e facts n i U beat o u t

1

o t support then

h y p o t h e s i s M o s t c a r e f u l l y check t h e i r facts b e f o r e p r e s e n t i n g t h e m t o others a l t h o u g h there m e , o f c o u r s e , dishonest p e o p l e p r e p a r e d t o d i s t o r t the facts i n o r d e r t o c l a i m t h a t t h e i r facts 2

Fire i n t e r e s t i n g , r e l e v a n t , u n d e n i a b l e o r l i t t l e - k n o w n . 1

confirm

2

change

3

connected t o the t o p i c being discussed

N o t i c e h o w fad is also o f t e n used i n sentences l i k e t h e f o l l o w i n g : Tt is h a r d t o a c c o u n t f o r the fact t h a t * filiare prices rose over t h i s p e r i o d . T h e p r o b l e m stems f r o m t h e f a c t t h a t there is a basic c o n f l i c t o f interests. 5

T h e l e c t u r a d r e w a t t e n t i o n t o t h e fact t h a t the e c o n o m y w a s s t a r t i n g t o i m p r o v e 6

explain w h y

4

s

has arisen because * emphasised t h a t

Researchers may l o o k f o r ,

rolled., e x a m i n e

a n d c o n s i d e r evidence. T h e evidence t h e y c o l l e c t

m a y p o i n t t o o r suggest a c o n c l u s i o n . I f the e v i d e n c e is g r o w i n g o r w i d e s p r e a d i t m a y serve t o s u p p o r t a t h e o r y . I n w r i t i n g u p t h e i r research t h e v a i m t o p r o v i d e o r u f t e r s u f f i c i e n t evidence t o s u p p o r t t h e i r t h e o r i e s . T h e y are h a p p y i f the evidence t h e y f m d is c o n v i n c i n g o r p o w e r f u l a n d are less h a p p y i f the evidence is f l i m s y o r c o n f l i c t i n g . T h e y a t e pleased i f n e w 7

3

evidence comes t o l i g h t o r emerges a n d i f t h e y f i n d a b u n d a n t 5

1 0

evidence. T h e y m a y t a l k

a b o u t finding h a r d e v i d e n c e " , UOt Strong

7

B

c o n t r a d i etc i r y

9

becomes k n o w n , see U n i t 9

|D

plenty o f " evidence w h i c h is

reliable a n d can he p r o v e n , used m a i n l y In spoken i n English reli a h I e .

obtain

1 2

comprehensive ^, T h e d a t a is a c c u r a t e .

Y o u analyse

empirical . 1 4

3

can be t r u s t e d " f u l l , complete

suggcsls

organise

1

1 4

reflects data.

Data

indicates

interpret

shows

record

demonstrates

something.

based o n observation r a t h e r t h a n t h e o r y

Giving examples Y o u o f t e n need t o give o r p r o v i d e a n e x a m p l e t o i l l u s t r a t e the facts y o u ' r e p r e s e n t i n g , A g o o d e x a m p l e c a n be described as s t r i k i n g , clear, v i v i d , i l l u m i n a t i n g o r t e l l i n g . Sometimes, p a r t i c u l a r l y i n w r i t t e n E n g l i s h , the w o r d instance is used as a n a l t e r n a t i v e t o e x a m p l e .

There

is a striking

analyse

one specific

1 example.

instance

of the- author's

instance

of this problem.

Try and finish

writing

ttstt of metaphor

in the final

pvwn.

We shall

now

Say can be used i n i n f o r m a l E n g l i s h i n s t e a d o f for

the report

by, say, next

Friday.

There are many verbs In English which can be spelt either -Bd-yss or -izct-fie depending on whether cha w r i t e r B using British English or American English spelliig. See Reference 4.

56

flcadfmit

Vocabulary m Usr.

Exercises 24.1

F i l l (he gaps i n this e x t r a c t f r o m a u n i v e r s i t y s e m i n a r o n f o r e s t c o n s e r v a t i o n . Some s t u d e n t ! are q u e s t i o n i n g aspects o f a p r e s e n t a t i o n g i v e n h y S a n d r a , one o f t h e g r o u p . T h e first l e t t e r o f each m i s s i n g w o r d is g i v e n 1 0 help y o u . 1 e n j o y e d y o u r p r e s e n t a t i o n , a n d y o u ' v e e.

Aidan:

some i n t e r e s t i n g facts a b o u t

[he loss o f forests year o n year, a n d it's u

t h a i t r o p i c a l forests are in

danger. B u t I t h i n k t h e evidence y o u o.

_

forest e x p l o i t a t i o n is f a i l i n g is v e r y f. W e need t o c

_. f o r y o u r c l a i m t h a t sustainable a n d n o t very c .

...

at all.

a l o t m o r e d a t a . R i g h t n o w there's a l o t o f c._

evidence, so w e c a n ' t say f o r c e r t a i n t h a t it's n o t w o r k i n g . Sandra;

If you want h

e v i d e n c e , j u s t l o o k at t h e I n t e r n a t i o n a l T r o p i c a .

T i m b e r O r g a n i s a t i o n , a n d r e a d t h e i r latest r e p o r t . T h e i r evidence d t h a t o n l y t h r e e p e r c e n t o f t r o p i c a l f o r e s t s are b e i n g m a n a g e d p r o p e r l y . Petra:

W e l l , I've r e a d the I T l ' O r e p o r t , a n d a c t u a l l y i t d

a t t e n t i o n t o t h e fact

:hat r h e i r p r e v i o u s r e p o r t h a d f o u n d o n l y one p e r cent o f f o r e s t s w e r e p r o p e r l y n a n a g e d , so y o u m a y he d

the facts a l i t t l e b y j u s t l o o k i n g at o n e

year. A n d a l s o , rhere's a l o t o f 1

-k

_

w o r k being d o n e w i t l "

l o c a l p e o p l e to e n c o u r a g e t h e m t o c o n s e r v e t h e f o r e s t s , so y o u c o u l d say there's g Dr L i :

evidence t h a t t h i n g s are g e t t i n g

H m m , 1 d o n ! t h i n k w e ' r e g o i n g to agree On t h i s . I t h i n k , as u s u a l , it's a q u e s t i o n o f h o w y o u i...

24.2

better.

1

t h e d a t a . T h a n k s , a n y w a y , f o r y o u r p r e s e n t a t i o n , Sandra.

T h e sentences b e l o w are c o r r e c t . V a r y t h e m b y s u b s t i t u t i n g t h e w o r d s i n b o l d f o r w o r d s o i expressions w i t h s i m i l a r m e a n i n g s . 1

T h e d a t a s h o w t h a t i h c d r u g e d u c a t i o n p r o j e c t has been successful.

2

T h e d a t a i n t h e latest s t u d y are m o r e c o m p l e t e t h a n i n the e a r l i e r one.

3 T h i s is the m o s t i n t e r e s t i n g piece o f d a t a in the w h o l e thesis. 4 W h a t a clear e x a m p l e t h i s is o f t h e p o w e r o f the h u m a n m i n d ! 5 U n f o r t u n a t e l y , t h e facts d o n o t bear o u t t h e h y p o t h e s i s . 6

We c a n n o t e x p l a i n t h e f a c t t h a t a t t i t u d e s are m o r e negative n o w t h a n five years a g o .

7 T h e p r o b l e m arises f r o m t h e f a c t t h a t the s o f t w a r e w a s p o o r l y d e s i g n e d . 8 T h e a r t i c l e gives e x a m p l e s o f d i f f e r e n t m e t h o d s w h i c h have been used o v e r t h e years. 9 N e w evidence has emerged t h a t t h e c a b i n e t w a s n o t i n f o r m e d o f t h e M i n i s t e r ^ d e c i s i o n . If) W e need t o e x a m i n e t h e evidence b e f o r e w e c a n r e a c h a c o n c l u s i o n 11 T h e evidence suggesting t h a t s a n c t i o n s d o n o t w o r k is p l e n t i f u l a n d v e r y s t r o n g 12 Â c o n s i d e r a b l e a m o u n t o f evidence n o w e x i s t s , b u t w e a l w a y s t r y t o get m o r e . 13 W e have a l o t o f o b s e r v e d d a t a w h i c h suggest the p r o b l e m is o n the increase 14 T h i s is a clear e x a m p l e o f h o w e o n s e r v a t i o n can benefit l o c a l p e o p l e . 24.3

O n e w o r d m each sentence docs n o t l i t t h e sentence. W h i c h is i t : 1 T h o r s e n ' s a i m w a s t o establish

i check

2 T h e evidence suggests

ta I supports

3 L o p e / collected

/ points

I reflected

I obtained

4 T h e w r i t e r p r o v i d e s s o m e growing

/ hear out / present ! emerges

/ recorded / telling

5 ' I h e evidence M i s t r y presents is convincing

t h e facts.

a different conclusion.

some f a s c i n a t i n g d a t a .

/ striking I flimsy

/ illuminating / vivid

i

examples.

conflicting.

Look at any text from your discipline and sec what words arc used with facts, data and cvideiiCAre they the same as trie ones In this unit? Note any different ones.

Academic

Vocabulary in Use

57

Numbers

25

Types of n u m b e r s N u m b e r s i n a g r o u p Together m a y be t a i l e d a series o r set o f n u m b e r s . I I the o r d e r i n w h i c h 1 6 , 25 is r.

they o c c u r is s i g n i f i c a n t t h e n they m a y he c a l l e d a sequence o f n u m b e r s . 1, 4,9, sequence o f n u m b e r s , f o r e x a m p l e - i t represents the n u m b e r s 1 t o 5 s q u a r e d .

1, 3, 5, 7 ... = o d d n u m b e r s ; 2, 4 , 6, 8 , „ = even n u m b e r s ; 2, 3, 5, 7, 11 ... = p r i m e n u m b e r s The h i g h e s t n u m b e r i n a g r o u p is the m a x i m u m a n d the l o w e s t is the m i n i m u m . The holds

a maximum

of SO and we ivont

run the class

without

a minimum

of 12

room

students.

A n a p p r o x i m a t e n u m b e r is o n e w h i c h is r o u g h l y c o r r e c t b u r is n o t the precise or exact n u m b e r , i.ook likely

at the figures

to be. Then

and work

use a calculator

out İn your

head what

to find the exact

number.

the approximate

answer

u

A n aggregate is a n u m b e r reached b y t o t a l l i n g a set o f n u m b e r s = the t o t a l . The

average

mark

and

achieved

dividing

m the exam

by the number

is calculated

of exam

by taking

the aggregate

of all the marks

entries

A discrete n u m b e r or u n i t is s o m e t h i n g w h i c h is separate a n d c a n n o t he d i v i d e d i n t o smaller [lumbers o r units o f the same t h i n g . T h e o p p o s i t e o f discrete is c o n t i n u o u s . A bag o f a p p l e t tor e x a m p l e , c o u l d be c o n s i d e r e d as c o n s i s t i n g o f discrete i t e m s whereas a p p l e sauce c o u l d be c o n s i d e r e d - b y m a t h e m a t i c i a n s ^ at Jeast - as c o n t i n u o u s . A c o n s t a n t n u m b e r o r q u a n t i t y is one t h a t does n o t change, in the experiment [changed"! the amount

of water

in the beaker

but kept

the amount

we

of salt added

varied constant.

A r a n d o m n u m b e r is one chosen b y chance, i.e. i t is n o t predictable-

W o r k i n g with numbers The w o r d f i g u r e is o f t e n used to refer t o the s y m b o l used f o r a n u m b e r . Write number

in words

and

the total

figures.

Verbs t h a t are f r e q u e n t l y used w i t h the w o r d n u m b e r i n c l u d e c a l c u l a t e |worlt o u t | a n u m b e r , e s t i m a t e ' a n u m b e r , r o u n d a n u m b e r u p / d o w n , t o t a l |add up| a set o f n u m b e r s . N u m b e r s 2

can also t a l i y i . My figures

don't

seem

to tally

with

yours.

Y o u can also d e d u c t [ t a k e away.

Subtract] one n u m b e r f r o m a n o t h e r n u m b e r . 1

m a k e a r o u g h guess at

!

m a t c h , agree

1

U7tf

m a k e a f r a c t i o n , e.g. z or

r

i n t o the nearest w h o l e n u m b e r

Values a n d v a r i a b l e s are also u s e f u l t e r m s w h e n w o r k i n g w i t h n u m b e r s . Values are i n d i v i d u a l n u m b e r s İn a set o f d a t a . The graph

shows

the temperature

values

for different

months

of the

year. V a r i a b l e s are c h a r a c t e r i s t i c s t h a t c a n rake o n d i l f c r e n t values f o r d i f f e r e n t m e m b e r s o f a i j r o u p o r set being s t u d i e d . In investigating

living

-is social

account.

provision

and

cost of living

into

standards

you must

take

The incidence o f s o m e t h i n g refers t o h o w f r e q u e n t l y i t o c c u r s . 'I'he incidence population

is growing.

key variables

of twins

in order

in the

W h e n t a l k i n g a b o u t n u m b e r s , m a g n i t u d e s i m p l y refers t o the size o f

s o m e t h i n g , whereas i n o t h e r c o n t e s t s İt indicates large size or i m p o r t a n c e . Write down numbers

such

of magnitude,

beginning

with

the

the

smallest.

W h e n m a k i n g c a l c u l a t i o n s i n , say, a n e x a m , i t is o f t e n a g o o d idea t o m a k e an e s t i m a t e first 4

:if w h a t d i e a n s w e r is l i k e l y to he. T h e n y o u w i l l see i f y o u r f i n a l a n s w e r is i n t h e r i g h t area '' -

or n o t . E x a m c a n d i d a t e s a r e also o f t e n advised to s h o w t h e i r w o r k i n g s ' ' so t h a t the m a r k e r c a n see h o w t h e y a r r i v e d at t h e i r a n s w e r a n d t h e y m a y get c r e d i t l o r t h e i r m e t h o d even i f the final a n s w e r is i n c o r r e c t . 4

r o u g h guess

Academic Vocabulary

In Use

1

a p p r o x i m a t e l y the same

b

leave a l l their calculations o n the page

Exercises 25.1

A n s w e r these q u e s t i o n s . 1 W h a t is five squared? 2 W h a t is the n e x t p r i m e n u m b e r a f t e r 19? 3 T l o w is this sequence o f n u m b e r s c r e a t e d : 3 , 9, 2 7 , S i 4 W h a t is the aggregate o f t h i s set o f test m a r k s ? 6, 8 9, 5, 6, 7 }

5 i f y o u r o u n d up 6 . 6 6 , w h a t n u m b e r d o y o u have? 6 j> a n d 4 - w h i c h is a w h o l e n u m b e r a n d w h i c h is a f r a c t i o n ? 7 I n y o u r c o u n t r y is t a x a u t o m a t i c a l l y d e d u c t e d f r o m e m p l o y e e s '

earnings?

•i Is an a c c o u n t a n t pleased o r displeased i f figures t h a t he/she is c h e c k i n g t a l l y : 25.2

D r Syal is a d v i s i n g o n e o f his d i s s e r t a t i o n students w h o is i n t e r e s t e d i n p o l l u t i o n i n r o a d t u n n e l s . C o m p l e t e t h e c o n v e r s a t i o n . Y o u are s o m e t i m e s g i v e n the first letter t o h e l p y o u . D r Syal:

You could c

t h e t o t a l n u m b e r o f p r i v a t e cars t h a t ose t h e t u n n e l caer

w e e k j based o n t h e day-to-day figures, a n d get a n a

figure tor h o w

m u c h carbon they're all emitting. Melissa:

H o w p...

Or Syal;

O h , i t d o e s n ' t have t o be e x a e t , y o u just need to e

w o u l d t h a t f i g u r e have t o b e : m o r e o r less w h a t

the t o t a l p o l l u t i o n w i l l be. T h e n y o u c a n c h e c k t o see i f t h o s e figures t. w i t h the figures t h a t have a l r e a d y been p u b l i s h e d f o r s i m i l a r t u n n e l s . A n d the figure

w o n ' t be c.

_

o f course- i t ' l l go u p a n d d o w n d e p e n d i n g o n lots o f

f a c t o r s such as w e a t h e r c o n d i t i o n s , average speed, etc. Melissa: D r Syah

B u t can we say i f the figures w i l l he r r u e f o r the f u t u r e t o o : W e l l , w e d o k n o w t h a t the t r a f f i c g r o w t h has been e

over the past ten

years; i t hasn't ever g o n e d o w n , so 1 t h i n k y o u can m a k e some u s e f u l p r e d i c t i o n s . Melissa:

S h o u l d T p r e s e n t each d a i l y t o t a l as a d

i t e m o r c a n I just p u t t h e m all

t o g e t h e r i n t o one figure f o r each week? D r Syal:

A w e e k l y t o t a l is f i n e , a n d y o u c a n

it u p o r

to the

nearest Í O 0 . Melissa:

25*3

I l i g h t , O K . T h a n k s so m u c h f o r y o u r help.

R e w r i t e these s p o k e n sentences so t h a t t h e y are m o r e a p p r o p r i a t e f o r w r i t i n g , u s i n g the w o r d i n italics i n au a p p r o p r i a t e f o r m , 1

There w e r e f e w e r car accidents last year,

incidence

2 W e m a d e a r o u g h guess a t w h a t t h e f i n a l figure m i g h t be.

estimate

3 T h e g r a p h s h o w s t h e results f r o m t h e l o w e s t t o the highesr.

magnitude

4 A c o m p u r e r p r o g r a m helped us w o r k o u t the significance o f the d i f f e r e n t variables, 5 T a k i n g x a w a y f r o m y w i l l help y o u a r r i v e at the c o r r e c t answer,

adeuíata

subtract

6 T h e results f r o m t h e f i r s t e x p e r i m e n t w e r e n o t t h e same as those w e g o t f r o m the repeat e x p e r i m e n t , tally 25,4

F i l l in t h e gaps in t h i s adviee a m a t h s l e c t u r e r is g i v i n g h e r s t u d e n t s . I n the e x a m , d o n ' t f o r g e t t o s h o w a l l y o u r ( 1 ) \2)

at y o u r results. M a k e y o u r (3J

as we w a n t t o see h o w y o u v e r y c a r e f u l l y - y o u ' d be ama/ee

at h o w m a n y p e o p l e s u b m i t answers t h a t are h a r d l y even in the r i g h t (4) graphs, p l o t y o u r (6) forget t o take a l l s i g n i f i c a n t (7)

....... A n d 1 When doing

please w r i t e legibly - w e m u s t be able t o d i s t i n g u i s h a l l y o u r (5)

c a r e f u l l y a n d if asked t o describe a n e x p e r i m e n t d o n ' t i n t o account. G o o d luck!

Fiad some examples of the use of numbers in your own subject area. Note down some Interesting phrases or son céneos.

Academic

Vocabulary in Use

59

Statistics

26

Basic statistical t e r m s N o t i c e the k e y v o c a b u l a r y i n these three s h o r t t e x t s a b o u t statistics. ren are 7. 8, 8, 8, 11 and 12 yoars o l d . Their average age is 9 years o l d {the s u m of their ages d i v i d e d b y six). The m o d e {the most frequent value) is l\. The m e d i a n is 9.5 (the h a l f w a y p o i n t between the t w o extremes o f the range!.

1 / , J J i.

A n o r m a l d i s t r i b u t i o n of data means t h a t most of the examples i n a set o f data are close to the average, while relatively few examples tend to one extreme or the other. Normally distributed data shown on a chart will typlcaLLy show a bett curve. I t will often be necessary to work out the extent to which individuals deviate f r o m t h e n o r m and to calculate the Figure t h a t represents standard deviation' 1

differ

effect

5

2

the average

7

average difference f r o m the n o r m

* connections, often as cause a n d

the subjects o f the e x p e r i m e n t or g r o u p representing the t o t a l p o p u l a t i o n measured

* the same

B

J

1

6

3

1

Statisticians are oflen concerned with working gut correlations' - the extenuó which, ssu, Icft-hnnderiness correlates with intelligence. They rnusi ensure that any data they collect Is valid, La that it is measuring what it claims to measure-all the subjects In the sample* must be appropriately and accurately assessed as left- or right-handed, .for example. The figures must also be reliable, i.e. they would be consistent if the measurements were repeated. Usually, statisticians hope thai their caleulatfons will show/Indicate a tendency, e.g. that left-handed peopFe will be shown tu be significantly more intelligent than right-handed people.

7

noticeably

A probability' p r o b l e m N o t i c e t h e v o c a b u l a r y i n this p r o b l e m f r o m a srari.stics t e x t b o o k . Sue picks a card a t r a n d o m

2

f r o m an o r d i n a r y pack o f 52 cards, i f the card is a k i n g she

stops, i f n o i , s h e continue.-; i n pick czrds at r a n d o m , w i t h o u t replacing t h e m , u n t i l either i k i n g is p i c k e d or six cards have been picked- 'I"be r a n d o m v a r i a b l e , C, is the total 3

n u m b e r o f cards p i c k e d . Construct a d i a g r a m to illustrate the possible o u t c o m e s '

1

of t i n '

experiment, and use it to calculaie rbc p r o b a b i l i t y d i s t r i b u t i o n ^ o f C. likelihood of something happening change

4

results

6

2

by chance

n u m b e r o r element o f a s i t u a t i o n t h a t can

s

assessment o f p r o b a b i l i t i e s f o r each possible value o f C

O t h e r useful nouns f o r t a l k i n g about statistics h i a class o f 8 w o m e n a n d 4 m e n , w h a t p r o p o r t i o n are male? A n s w e r ; o n e t h i r t : 1

I n t h e same class w h a t is the female t o m a l e r a t i o ? A n s w e r : 2:1 7

' l l i e figures s h o w a trend" t o w a r d s h e a l t h i e r e a t i n g habits. 1

T h e study investigates the increase i n the v o l u m e

4

o f traffic on the roads.

number compared w i t h another number r e l a t i o n s h i p between t w o numbers s h o w i n g h o w m u c h bigget one is change i n a p a r t i c u l a r d i r e c t i o n a m o u n t , q u a n t i t y 2

!

fl

W e say 10 p e r c e n t { N O T the 10 per cent or 10 percentage) of students got an A for their exam but rjie p e r c e n t a g e of students achieving an A has increased.

60

Academic Vocabulary fa Use

Exercises 26.1

C ú m p l e l e t h e sentences. 1 T h e six subjects w h o t o o k t h e test scored 24, 22, 1 6 , 1 6 , 1 6 , a n d 14 p o i n t s o u t o í 3 0 T h e r

score was 19 a n d the

w a s 16. T h e 2 The

_

score w a s 1 8 .

o f a l l d o n a t i o n s to the c h a r i t y i n 2 0 0 3 was 3 3 , 9 3 8 . T h e smallest d o n a t i o r

w a s $ 1 0 a n d the largest w a s $ 1 3 0 . M o s t w e r e a r o u n d t h e

point of $60.

3 Each q u e s t i o n n a i r e i t e m asked respondents to choose one o f a w i t h the t w o 26.2

_

o f six options.

being ' v e r y dissatisfied i n d e e d a n d ' c o m p l e t e l y satisfied'. 1

Use t h e c o r r e c t f o r m o f t h e w o r d s i n t h e b o x t o c o m p l e t e t h i s t e x t . distribute

rrejid

significant

probable

correlation

random

outcome

L i f e I n s u r a n c e c o m p a n i e s base t h e i r c a l c u l a t i o n s o n t h e l a w s of t h e y a s s e s s t h e likely....

_

, given the different

._

_

_

vary

, t h a t is

such as age, se*,

l i f e s t y l e and m e d i c a l h i s t o r y o f t h e i r c l i e n t s . T h e p r e m i u m s a r e t h e r e f o r e not c h o s e n at but are carefully c a l c u l a t e d . T h e

otag.es at w h i c h death o c c u r s

and c a u s e s of d e a t h a r e s t u d i e d t o s e e if t h e y

w i t h o t h e r f a c t o r s t o be

t a k e n i n t o a c c o u n t in s e t t i n g t h e p r e m i u m s . N a t u r a l l y , t h e c o m p a n i e s a l s o m o n i t o r s o c i a l and r e a c t t o any c h a n g e s w h i c h m i g h t

26.3

... a f f e c t m o r t a l i t y r a t e s .

A n swer t h e q u e s t i o n s . 1 1

T h e r e are 12 m a l e students a n d 6 f e m a l e s t u d e n t s i n the class. W h a t is t h e r a t i o o f m a l e s t o females? A n d w h a t p r o p o r t i o n o f the class is male? I f I a m c o l l e c t i n g d a t a o n c o u r s e choices a m o n g second-year u n d e r g r a d u a t e s a n d m y s a m p l e is t o o s m a l l , w h a t e x a c t l y d o [ n e e d t o do?

3 if m y d a t a s h o w t h a t s t u d e n t s h a v e a t e n d e n c y t o c h o o s e t h e t y p e o f c l o t h i n g t h e i r f r i e n d s c h o o s e , does i t m e a n t h a t t h e y a l w a y s , o f t e n o r r a r e l y choose s i m i l a r c l o t h e s : 4 [f 1 repeat the same e x p e r i m e n t three t i m e s a n d d i e results a r c n o t c o n s i s t e n t , is m y m e t h o d reliable? 5 I f 21) o u t o f 2 0 0 s t u d e n t s f a i l a n e x a m , w h a t p r o p o r t i o n , i n percentage t e r m s , f a i l e d : I f the average score i n a rest is 5 6 , a n d B a r b a r a scores 3 8 , by h o w m a n y p o i n t s has she

fi d e v i a t e d f r o m t h e n o r m ? I f the v o l u m e o f c o u r t , cases increases, w h a t changes: the t y p e o f case, the size o f each 7 case o r t h e t o t a l n u m b e r o f eases? W h a t does s t a n d a r d d e v i a t i o n t e l l us? (a) W h a t t h e s t a n d a r d o f s o m e t h i n g is, {b)

what

8 the n o r m is, o r {c) what: the average d i f f e r e n c e f r o m tiie n o r m i s : I f a general survey o f teenage e a t i n g h a b i t s asks q u e s t i o n s a b o u t w h a t teenagers eat f o r 9 b r e a k f a s t a n d l u n c h , is the survey l i k e l y t o be v a l i d ; H e r e is a g r a p h s h o w i n g b o w m a n y K l s t u d e n t s g o t scores w i t h i n each 1 0 - m a r k b a n d h i a b i o l o g y test. A r e the scores n o r m a l l y d i s t r i b u t e d ? W h a t is t h e shape o f the g r a p h called?

What kinds of statistical data are likely to be discussed in your discipline? Find a relevant chart, graph or table and write about it using some terms from ttiis unit.

3n-$H

40 M

n'

hi

su

7ii ' X

suas

mi-iiu

r ' n p - nf " c u r e .

AcodirïiJc /occifeiiJciJ'y m Use

61

Graphs and diagrams

27

Types o f diagrams 1 i

pie c h a r t r.i.rL^.

A'liiiiiiil

bar c h a r t

n u

i

1

\

hn

histogram

D i a g r a m s are v i s u a l w a y s o f p r e s e n t i n g d a t a concisely. T h e y are o f t e n also c u l l e d figures. I n an a c a d e m i c a r t i c l e they are u s u a l l y l a b e l l e d F i g . (Figure) J, FJR. 2 , etc,

£ 1

A. pie c h a r t is a circle d i v i d e d i n t o segments f r o m t h e m i d d l e (like slices o l n cake) t o table

s h o w h o w the t o t a l is d i v i d e d u p , A key o t legend s h o w s w h a t each segment represents, A b a r c h a r t is a d i a g r a m i n w h i c h d i f f e r e n t a m o u n t s arc represented b y t h i n v e r t i c a l or. h o r i z o n t a l bars w h i c h have the same w i d t h h u t vary i n h e i g h t o r l e n g t h . A h i s t o g r a m is a k i n d o f bar c h a r t b u t the bar w i d c h also varies t o i n d i c a t e d i f f e r e n t values, A r a b l e is a g r i d w i t h c o l u m n s a n d r o w s o f n u m b e r s .

cross-section

a-on flowchart

A cross-section is s o m e t h i n g , o r a m o d e l o f somethings CUT across t h e m i d d l e so t h a t y o u can sec t h e i n s i d e A cross-section o f the e a r t h s c r a s t , f o r e x a m p l e , s h o w s t h e d i f f e r e n t layers t h a t m a k e i t u p , A label give* t h e n a m e o f each p a r t o f t h e cross-section- Crosssection c a n a l s o lie used t o m e a n a s m a l l g r o u p t h a t i s representative o f a l l the d i f f e r e n t types w i t h i n t h e t o t a l go-trap ( t . g . the survey looked

at a crtxs-szctxm

of

society).

A f l o w c h a r t is a d i a g r a m w h i c h indicates the stages o f a process.

A graph T h e g r a p h presents data r e l a t i n g t o teenagers a n d p o c k e t

|. ,

money. A r a n d o m sample o f 1,000 teenagers w e r e

i.-.rr-

lnthc UK

surveyed a n d t h e average p o c k e r m o n e y received at each age has been p l o t t e d o n the g r a p h . '1'he > a x i s o r h o r i z o n t a l a.xis i n d i c a t e s age a n d t h e y axis o r v e r t i c a l a x i s s h o w s t h e a m o u n t o f m o n e y received pec w e e k . T h e g r a p h s h o w s t h a t J 5-year-olds receive t w i c e as m u c h p o c k e t m o n e y as I ."5-year-olds. F r o m the g r a p h w e c a n see t h a t t h e a m o u n t received reaches a peak a t t h e age o f 1 H a n d then starts t o d e c l i n e . T h i s decline c a n perhaps b e e x p l a i n e d b y the fact t h a t m a n y teenagers s t a r t c o m i n g a n d scop r e c e i v i n g p o c k e t m o n e y a t t h e age o f 1 8 . (•raphe are d r a w n b y p l o t t i n g p o i n t s o n t h e m a n d i h e n d r a w i n g a l i n e t o j o i n adjacent p o i n t s . Tf t h e r e are t w o lines o n a g r a p h - separate l i n e s , f o r e x a m p l e ^ t o i n d i c a t e b o y s ' a n d g i r l s ' p o c k e t m o n e y - t h e n t h e lines w o u l d p r o b a b l y c r o s s o r intersect at v a r i o u s p o i n t s . L i n e s t h a t r u n p a r a l l e l t o o n e a n o t h e r never, intersect. G r a p h s s h o w h o w n u m b e r s increase o r decrease. T h e n o u n s increase a n d decrease have t h e stress o n t h e f i r s t s y l l a b l e , b u t t h e verbs have t h e stress o n t h e second s y l l a b l e . N u m b e r s c a n also he said r o rise o r g r o w a n d f a l l , d r o p o r decline. T h e n o u n s rise, g r o w t h , f a l l , d r o p a n d decline, like increase a n d decrease are f o l l o w e d b y i n ( t o e x p l a i n w h a t is rising) o r o f ( t o e x p l a i n t h e size o f the c h a n g e ) , e.g, a rise of 10% in the number

of curs.

O t h e r verbs used

a b o u t g r o w t h i n c l u d e d o u b l e , s o a r , m u l t i p l y , a p p r e c i a t e a n d exceed . 1

1

1

g r o w t o t w i c e the size; opposite = halve

= plummet

3

3

1

5

( d r a m a t i c w o r d ) r a p i d m o v e m e n t u p w a r d s ; opposite

g r o w r a p i d l y t o a very large n u m b e r

a p a i n t i n g o r car; opposite = depreciate n u m b e r ; opposite = fall b e l o w

4

* used a b o u t t h e value o f s o m r r h i n j i , t . g ,

go over, expresses a n u m b e r i n relation t o a n o J i e r

N o t e t h a i g r a p h is a n o i l " and g r a p h i c [relating n> drawring: vivid, especially when descriHng something unfJejJAfw] is usually an adjective The economics rexibtfofc conjoint a k&affacha\nig

graphs.

My rxptew

studied graphk.

design,The book lanraVu lame very

graphic descripiHUts of the moiioct. G r a p h i c s can be used as a plural noun t o refer t o pictorial material, e.g. The graphic J in ['iif computer gome ore brilliant &Î


Exercises 27.1

L o o k at t h e c h a r t . C o m p l e t e t h e c o m m e n t a r y w i t h w o r d s f r o m t h e o p p o s i t e page. Can eiiKfing UbAnrihm Vlvst City

The chart the numbor of cars entering the downtown area o i Wést City each day over an night-year period [years 1-3). The totalsare listed on the axis igivç two answers), while the years are listed on the axis {give two answers). To the right ot the graph w e see the _ The number of ears over the period. Tho total rosu in the first few y Ears and a in y e a r S , aftor which the numbers slatted to This can be _ by the _ that a new mass transit railway was opened in year fi, which is a illustration of bow good public transport can dramatically affect car use.

27.2

Answer the questions. 1 D r a w e x a m p l e s o f a p i e c h a r t a n d a bar e h a r L . 2

W h a t w o u l d he the best t y p e o f d i a g r a m t o p r e s e n t the d i f f e r e n t layers o f r o c k i n the Grand Canyon?

3 I n a t a b l e , w h a t is the d i f f e r e n c e b e t w e e n c o l u m n s a n d r o w s ? 4 W h a t w o u l d be the best t y p e o f d i a g r a m t o p r e s e n t the d i f f e r e n t stages i n a research project y o u d i d * 5 H o w m a n y segments are t h e r e i n the pic c h a r t o p p o s i t e ? 6 I f v o u l o o k at t w o a d j a c e n t c o l u m n s i n a t a b l e , a r e t h e y n e x t t o each o t h e r o r s e p a r a t e d : 7 W h a t is a n o t h e r n a m e f o r a legend i n a d i a g r a m ? S W h a t t y p e o f d a t a c o l l e c t i o n are y o u d o i n g i f y o u survey the first 5 0 people y o u c o m e across: 9 W h a t d o t w o lines o n a g r a p h d o i f (a) they intersect a n d (b) they r u n p a r a l l e l t o each o i l i e r ; 27.3

M a k e the r a t h e r i n f o r m a l w o r d s i n b o l d s o u n d m o r e p r e c i s e a n d

academic.

1 T h e d i f f e r e n t b i t s o f the pie c h a r t s h o w t h e n u m b e r s o f p e o p l e i n each age g r o u p . 2

She k e p t a r e c o r d b y m a r k i n g the m i d d a y t e m p e r a t u r e o n a g r a p h f o r a m o n t h .

3 People's salaries u s u a l l y reach t h e i r h i g h e s t p o i n t w h e n they are i n t h e i r l a t e 4 0 s . 3 T h i s f l o w c h a r t s h o w s the d i f f e r e n t b i t s o f o u r p r o j e c t o v e r the n e s t f i v e years. 5 T h e t w o lines o n the g r a p h cross each o t h e r at p o i n t A . 6

D r a w a line c o n n e c t i n g t h e p o i n t s t h a t are n e x t to each o t h e r .

7 T h e g o v e r n m e n t ' s p o p u l a r i t y i n t h e o p i n i o n p o l l s is b e g i n n i n g t o f a l l 3 I f y o u l o o k a l o n g t h e t o p l i n e o f d i e table y o u can see t h e figures f o r the 1 9 5 0 s . 27.4

C h a n g e the sentences u s i n g w o r d s w i t h t h e same m e a n i n g s as the w o r d s i n b o l d . I

P o p u l a t i o n s o f some b i r d species i n S o u t h A s i a h a v e crashed by 9 7 % i n recent

yencs.

T h e n u m b e r o f cases o f d e a t h b y p o i s o n i n g has increased s h a r p l y . Z I n 2 0 0 7 the c h i l d m o r t a l i t y r a t e w a s l o w e r t h a n 60 deaths per 1 , 0 0 0 . 3 T h e average f a m i l y car i n the U K goes d o w n i n v a l u e b y 2 0 % p e r year. T h i s m e a n s its value has f a l l e n b y m o r e t h a n h a l f a f t e r fust three years. 4 A t y p i c a l piece o f l a n d o n t h e edge o f the c i t y w i l l go u p i n value b y 1 5 % per year, a n d house prices h a v e g o n e u p r a p i d l y i n t h e last s i x m o n t h s . 5 Business courses have increased g r e a t l y i n n u m b e r w h i l e science p r o g r a m m e s have gone d o w n . 5

The t e m p e r a t u r e w a s h i g h e r t h a n 4 5 *C i n some p a r t s o f t h e c o u n t r y d u r i n g the h e a t w a v e .

7 B e t w e e n 198JS a n d 2 0 0 6 , the n u m b e r o f this species o f c o n d o r ' w e n t u p f r o m 2 2 pairs t i : 273.

O t h e r b i r d p o p u l a t i o n s h a v e g o n e u p b y t w o t i m e s i n the same p e r i o d .

K T h e n u m b e r s o f o l d s o l d i e r s a t t e n d i n g r e g i m e n t a l r e u n i o n s arc b e c o m i n g s m a l l e r each year. " larê birds f r o m South America Academic

Vacobulary in Use

€2

28

Money and education Financing y o u r studies in the U K Search for funding - a r e you eligible for a scholarship or other award ? Budget planner-work out your yearly expenditure and total cost of your course. 3

Tuition fees'; From 2006/07. no full-time student will have to pay tuition fees before or during their course. Instead, students will he able to defer payment* by taking out a student loan, which they will only stari to repay once they have left college. Grams: From September 2006. new Fulf-time students from lower income households will be abletc apply for a non-repayable maintenance grant of up to £ 2 / 0 0 I approximately US $5,400] a year. Grants 6

are payable in three instalments , one at the start of each term. 7

Bank accounts: Student bank accounts are similar to normal current accounts but they also have additional benefits such as interest-free overdrafts* Student loans: Student loans are available to help you meet your living costs while studying. The loans are fixed at a low interest rate.

per cent of the maximum loan is available to all students regardless of

other income . After your entitlement " has been assessed the information will be passed to the Student 9

1

Loans Company who will make any payments and maintain your account. Managing debt: Since student grants were abolished in 1993, most students struggle to make ends m e e t " . Student debt has s o a r e d

17

and many can now expect to accumufate

debts oE o v e r ! iC,ODD.

13

Cost of living: London is the most expensive place to study in the UK. Although students in London receive bigger loans to compensate far the increased costs, there is no varialicn in the amount at financial support avai la hie for students in other more expensive areas. do y o u meet the requirements money available for students to get (e.g. by d o i n g well m an e x a m o r by f u l f i l l i n g c e r t a i n requirements spending { A m E : expenditures) what students pay for being t a u g h t arrange to pay later * m u n e v t o live o n w h i c h does nor need 1

4

E

to be p a i d back parts a m o u n t t h a t can be b o r r o w e d f r o m the b a n k w i t h o u t paying any interest charges m o n e y y o u receive f r o m w o r k or parents, f o r e x a m p l e how :nuch y o u can be given " manage financially risen d r a m a t i c a l l y build up 7

a

9

I p

2

13

Conference Grants f o r graduate students in t h e US Conference Grants cover up bo 6 0 % of an applicant's a c c o u n t a b l e e x p e n s e s ' . The m a x i m u m Conference Grant per applicant is $ 7 0 0 . A m o u n t s spent In excess of a Grant allocation, even If documented w i t h o r i g i n a l r e c e i p t s , ennnot be r e i m b u r s e d . 1

4

Transportation ( b y the m o s t e c o n o m i c a l * means available), l o d g i n g * (excluding f o o d ) , r e g i s t r a t i o n f e e s , and expenses related to presenting a paper ( p h o t o c o p y i n g , etc.) are al accountable. Restaurant bills and costs related to personal a d v a n c e m e n t , such as copying and distribution of r ë s u m é s , are not accountable expenses. 7

s

spending money t h a t can be claimed back n o t photocopies pieces o f paper p r o v i n g money was p a i d p a i d back (after m o n e y has already been spent) spending as little 1

1

1

4

E

64

Amdemie Vocabulary in Use

m o n e y as possible {cf. e c o n o m i c = r e l a t i n g to the e c o n o m y ) Br£: a c c o m m o d a t i o n money paid t o register for a t u n f e r e n c e pronounced T r e z o m e i / ; ErE: C V , p r o n o u n c e d / . s h ' v u / b

7

B

Exercises 28.1

Use t h e w o r d s f r o m t h e b o x t o f i l l t h e gaps i n t h e t e x t . a grant earning

compensate make ends meet

the cost of living repay

Few students get

tuition fees lake our loans

debt considerable expenditure

to help them study and so ninny

while

they are at university. This is because t r e y rave to pay avoid

. They also cannot

on everyday life. This is particularly hard for students in London

where

is higher than elsewhere in the country. Students living in London arc

allowed to have bigger loans to help to

for this. Students do not need to s t a r t

their loan unLiI ihey are

starting w o r k i n g life with a large ... .

a reasonable salary. But ,

makes iL much harder lor young people to

even once they sLarL earning.

28.2

R e w r i t e these sentences u s i n g the w o r d ID b r a c k e t s , 1 A n s w e r t h e s e q u e s t i o n s t o find o n t w h e t h e r y o u have t h e r i g h t t o a p p i y f o r a s t u d e n t g r a n t , (FLI GUILE) 2

T've o p e n e d a b a n k a c c o u n t t h a t T c a n t a k e m o n e y o u t o f at a n y t i m e , {CURRENT)

3 M o s t p e o p l e seem t o be finding i t h a r d e r t o f i n d e n o u g h m o n e y f o r t h e i r e v e r y d a y l i v i n g COStS. (MEET)

4 I n c r e a s i n g n u m b e r s o f s t u d e n t s leave college o w i n g a l o t o f m o n e y , (ACCUMULATE! 5 Barents o f t e n h e l p t h e i r c h i l d r e n

financially

w h i l e t h e y a r e a t u n i v e r s i t y , {SUPPORT as a

noun) S T h e a m o u n t o f t a x t h a t p e o p l e p a y depends o n h o w m u c h m o n e y t h e y r e c e i v e f r o m earnings o r o t h e r sources, (INCOME) 7 Tt is possible t o p a y back y o u r l o a n l a t e r b u t y o u m a y w e l l e n d u p p a y i n g m o r e t h a n y o u w o u l d have d o n e i f y o u h a d r e p a i d i t sooner, {DEFER) H Y o u p a y f o r y o u r h o t e l Erst a n d w e p a y y o u back later. (tiRl.viHUIiSf.) 28.3

C o r r e c t t h e t w o v o c a b u l a r y e r r o r s i n each o i these sentences, 1 T h e c o s t o f life is so h i g h here t h a t students have t o live i n the m o s t e c o n o m i c w a y t h e y can. 7 A s s t u d e n t debts have s o u r e d o v e r t h e last f e w years, f a r m o r e students n o w leave university w i t h a huge o v e r d r a w n . 3 O u r S t u d e n t L o a n s O f f i c e r w i l l l e t y o u k n o w i f y o u have a n y e n t i t l e t o a l o a n a n d . i f s o . w i l l h e l p y o u t o organise r a k i n g o n e o f f . 4 Y o u m u s t have o r i g i n a l recipes i f y o u w a n t t o c l a i m y o u r expense. 5 I f y o u r u n n u t o f m o n e y b e f o r e t h e n e x t i n s t a l k i i i o n o f y o u r g r a n t i s d u e y o u c a n g e t an interest-less l o a n .

28.4

A n s w e r these q u e s t i o n s a b o u t s t u d e n t 1

finance.

D o s t u d e n t s have t o p a y t u i t i o n f e e s f o r h i g h e r e d u c a t i o n i n y o u r c o u n t r y ?

2 S h o u l d a l l s t u d e n t s get a non-repayable m a i n ten a nee g r a n t t o study? W h y ( n o r ) : 3

W h a t kinds o f scholarships a n d other awards are available i n y o u r country?

4 D o y o n t h i n k a l l students s h o u l d be e l i g i b l e f o r f r e e loans? W h y ( n o r ) : Ijvjfl E^H K^H

Find a website relating to financial arrangements, for students ar a university you know or arc interested In.Whieh of rbe words and expressions from [his unir do you see there? Make a note of any other useful vocabulary you find there.

Academic

Vocabulary in (Jse

65

Time

29

Periods of t i m e A c e n t u r y = 100 years. A decade = 10 years. A n a n n u a l conference is one that happens every year. A q u a r t e r l y j o u r n a l is one t h a t comes o u r f o u r rimes a year. A n era is a p a r t i c u l a r p e r i o d n f t i m e that is m a r k e d b y special events o r d e v e l o p m e n t s , e.g. the post-war era, an era of apid social change. y

A phase is any stage i n a series o f events o r process o f d e v e l o p m e n t . A phase oi stage car he i n i t i a l ( b e g i n n i n g ] , i n t e r m e d i a t e [middleJ o r f i n a l . It m a y also be d e s c r i b e d as preceding .happening before n o w ] , current [happening now|, critical [particularly i m p o r t a n t ] o r t r a n s i t i o n a l [ i n t h e process o f c h a n g e ] .

Adjectives relating t o t i m e adjective

example

meaning

concurrent

There were c o n c u r r e n t riots in several northern towns.

contemporary

1 studied all die c o n t e m p o r a r y accounts of the bsrcfe 1 could find. Jo is researching c o n t e m p o r a r y music.

eventua

The eventual cost of the project is likely to exceed €IOmillion.

forthcoming

My article will be published in the the New Scientist.

forthcoming

: occurring at die same time dating from the same period existing now happening or existing beer, j after effort or problems

issue of

happening soon

ongoing

Helen lias a number ol ongoing projects-

happening now

simultaneou:

There were simultaneous concerts in several cities.

happening at the same time

subsequent

The book examines the war and the subsequent changes in society.

happening after something else

successive

Successive governments would lace slmifar problems.

happening immediately after something else

temporary

Georgia got a t e m p o r a r y position at the university.

not for a long period; not permanent

How t i m e s change In recent tunes - p a r t i c u l a r l y the last 2 0 years - society has g o n e t h r o u g h a p e r i o d o f considerable change. P r i o r t o the 1990? v e r y few people had access to a h o m e c o i n purer. N o w a d a y s the m a j o r i t y n f homes have at least o n e c o m p u t e r . T h i s e x p a n s i o n in h o m e c o m p u t i n g has c o i n c i d e d w i t h the e m e r g e n c e o f i n t e r n e t t e c h n o l o g y . r expressions used i n r e l a t i o n t o a specific Subject clear, often used when referring

t o meaning s m a l l differences meanings e x p l a i n i n g the m e a n i n g o f h a v i n g more than one possible m e a n i n g understand i n the " c a r e f u l l y organised and m a k i n g w r o n g way 5

2

b

7

3

B

9

4

S t n si:

T h e power of w o r d s W r i t e r s m a y use w o r d s t o express >deas o r t o c o n v e y a message' o r t o e v o k e a n a t m o s p h e r e . I n scientific d i s c o u r s e , i f w o r d s are n o t used 2

3

4

precisely, t h e n i t is h a r d f o r the reader to c o m p r e h e n d

5

w h a t the w r i t e r

is t r y i n g t o say. I n l i t e r a t u r e , especially m p o e t r y , the c o n n o t a t i o n s

6

that

w o r d s have m a y be at least as i m p o r t a n t i f n o t m o r e i m p o r t a n t t h a n w h a t those w o r d s d e n o t e . T h e reader has Lo i n f e r the poet's m e a n i n g 7

6

a n d this m a y i n v o l v e a s e n s i t i v i t y t o nuances o f m e a n i n g

9

and the

a b i l i t y t o see t h i n g s f r o m the poet's p e r s p e c t i v e . 10

key idea (e.g. m a h o o k or f i l m ) make someone feel something feeling or m o o d w r i t t e n or spoken text understand 1

J

3

4

B

associations mean f o r m an opinion u n the basis o f i n d i r e c t evidence small differences i n m e a n i n g p o i n t o f view 4

7

e

g

1 3

Use prefixes to he[p you work out the meaning of some words dnat initially look unfamiliar. For example, the prefix mis- carries the idea of wrongly or badly as in m i s i n t e r p r e t ' m i s i n t e r p r e t a t i o n . Other examples include misCran slated m i s t r a n s l a t i o n and m i s p r o n o u n c e / mis p r o n u n c i a t i o n . (See Reference 5.}

76

Academic vbcabufary in Use

Exercises 34.1

O r B a b a y a n is a d v i s i n g T o m o k o , o n e o f his students w h o is a b o u t t o s t a r t w r i t i n g u p h e r d i s s e r t a t i o n . C o m p l e t e t h e i r c o n v e r s a t i o n w i l h w o r d s f r o m i h e o p p o s i i e page. Dr Babayan:

I n t h e first chapter, y o u need a s e c t i o n w h e r e y o u d..._

._

_

your

t ToiTioko:

I ' m s o r r y , w h a t does t h a t i n v o l v e c x a c r i y i

D r Babayan;

Y o u e x p l a i n y o u r t.

.., the special t e c h n i c a l w o r d s o r phrases y o u ' r e

g o i n g t o use a n d w h a t precise m e a n i n g they have so r h a t y o u r t e x t is t.

_

, a n d e v e r y reader k n o w s e x a c t l y w h a t y o u m e a n w h e n y o u use

a w o r d or phrase, Tomoko:

D o e s it have t o be in t h e first c h a p t e r ?

D r Babayan:

W e l l , u s u a l l y , yes, t h o u g h a n a l t e r n a t i v e w a y o f d o i n g it is to p r o v i d e an alphabetical g

ar the hack o f the d i s s e r t a t i o n w h e r e readers can

.ook u p t h e m e a n i n g . A n d r e m e m b e r , i f y o u ' r e u s i n g d i f f e r e n t s

of

t h e same w o r d y o u m u s t e x p l a i n each o n e . T h a t ' s my p r o b l e m . 1 s o m e t i m e s f i n d ir d i f f i c u l t t o d

lbmoko:

J i f f e r e n t m e a n i n g s . T h e r e are so m a n y s._

_

between t h i d.

_

betweer

w o r d s a n d b e t w e e n the d i f f e r e n t m e a n i n g s o f the same w o r d s i n E n g l i s h , Dr B a b a y a n :

Yes, I k n o w , b u t a l l languages are l i k e t h a t ; it's j u s t r h a t y o u d o n ' t n o t i c e i t in y o u r o w n l a n g u a g e . L o o k , a d i s s e r t a t i o n is a l l a b o u t c. in a clear, c y o u r readers m i g h t in c

lbmoko: 34.2

1

.

w h a t y o u i n t e n d t o say,

H m m . O h well, I'll t r y

T h e sign h a d been

.translated, so n o o n e c o u l d u n d e r s t a n d w h a t it m e a n t .

u n d e r s t o o d o n e o f t h e e x a m q u e s t i o n s a n d w r o t e a b o u t t h e w r o n g subject

3 T h e text was quite

a m b i g u o u s , so there w a s o n l y o n e w a y o f i n t e r p r e t i n g ir.

4 Some o f the t o t a l s h a d e v i d e n t l y been 5 T h e essay was q u i t e 6

. c a l c u l a t e d , so t h e results w e r e u n r e l i a b l e ,

c o h e r e n t , so i t w a s a l m o s t i m p o s s i b l e t o f o l l o w t h e a r g u m e n t .

Sandra is g o o d at T r e n c h b u t

pronounces a lot of words.

U s e the w o r d s f r o m t h e b o x in a n a p p r o p r i a t e f o r m to c o m p l e t e the t e x t . denote

-

_

y o u r t e x t . So it's a l w a y s i m p o r t a n t rc

A d d negative prefixes t o the w o r d s in h o l d , u s i n g a d i c t i o n a r y i f necessary.

2 1

34.3

y o u r idca^

m a n n e r . I f y o u use w o r d s w h i c h are a

perspective

express

comprehend

evol<e

nuance

discourse

convey

infer

Connotation

—

'And it's a hard rain's a-gonna fall

1

The; American songwriter Bob Dylan is often considered tc be as m u c h a poet as a musician. He

his political ideas through folk songs in his early

period. His melodies were often simple but his w o r d s messages, often with subtle

complex

İn ons u" his songs, hu specks ol a

'hard rain' w h i c h will fall after a nuclear war. On une lev-el the words real, radioactive rain, but The

of the wards are many: life will be hard,

perhaps impossible. Perhaps the consequences will fall hard on the politicians who starred The war t e c There are many Things we can w o r d s . The scng is part of the political

f r a m these

of t h e Gold War uf the ( 9 6 0 s . It

an atmosphere of fear and hopelessness. Seen f r c m the of the post Cold War era, it may seem difficult to

such fear, b u t at the

time, That fear was very real. Académie Vocabulary in Use

it

35

Research and study aims Expressing aims word

exflrrrp/e

comment

deliberate

We took die d e l i b e r a t e decision to keep our study small.

= i n t e n t i o n a l ; is often used ibr

goal

have s o m e t h i n g as a g o a l , achieve y o u r goal

we don't usually say'reach your goal'

intention

w i t h t h e i n t e n t i o n of-rifg, have no i n t e n t i o n of-r rig

verb = rniend followed by trie infinitive

motive

m o t i v e f o r -ing [reason]

verb = m o t i v a t e ; more general noun motivation

objective

meet'/achieve objectives

= what you plan to do or achieve

priority

t o p p r i o r i t y , t a k e p r i o r i t y oyer

implies a list of important things

purpose

Our p u r p o s e was to test our theory.

o n p u r p o s e means deliberately

strategy

Their s t r a t e g y was to proceed sJowly.

detailed plan for success

target

reach/achieve/attaîn a t a r g e t

= level or situation you hope to achieve

sornethlng negative

we also t a l k a b o u t meeting criteria

A n example of a mission statement L o o k at tin is w e b page f o r the C e n t r e o f Research i n t o C r e a t i o n i n the P e r f o r m i n g A r t s . N o t e h o w the a i m s are expressed t h r o u g h the i n f i n i t i v e a n d in f o r m a l language, ;aoo

M

"

.

;

MISSION STAlliHLXT

~ o

1

ResCen exists t o f u r t h e r the understanding of how artists research and develop n e ^ processes and f o r m s , by w o r k i n g w i t h professional artists and ethers. 2

AIMS To e s t a b l i s h nevo u n d e r s t a n d i n g s ' of creative methods and t h e i r a p p l i c a t i o n in practiceas-re search, extending k n o w l e d g e b a s e s in these areas J

1

5

To explore and c h a l l e n g e ^ traditional h y p o t h e s i s - b a s e d and critical-analytical r e s e a r c h m e t h o d o l o g i e s established within the university To establish a c r i t i c a l m a s s of artist-researchers, meeting regularly, to i n s t i g a t e and i n f o r m * new creative w o r k across d i s c i p l i n e s To provide an I n f r a s t r u c t u r e ' For p r a c t i c e - l e d and artist-informed postgraduate study within the university To f u r t h e r develop c r i t e r i a for the d e f i n i t i o n and e v a l u a t i o n of c r e a t i v e practicc-as.r e s e a r c h , as part of t h e wider n a t i o n a l d e b a t e T o c o n t r i b u t e t o the development of a national infrastructure supporting practice-asresearch, at t h e I n t e r f a c e between academic and other centres of art-making and Its study 7

9

0

1 1

1 3

short w r i t t e n statement o f the aims o f an organisation move f o r w a r d , advance encourage people to accept understanding can be used as a countable n o u n in this c o n t e x t * the basic k n o w l e d g e shared by everyone w o r k i n g in the areas question 1

3

4

b

78

AcodemJcVrcooutary in Use

influential number i n i t i a t e , cause to start p r o v i d e k n o w l e d g e t h a t can influence 7

e

q

0

basic systems and s u p p o r t services

standards; singular = criterion place where t w o things come together and affect each other 1

1 1

Exercises 35.1

R e w r i t e the sentences u s i n g w o r d s a n d expressions f r o m t h e o p p o s i t e page a n d b e g i n n i n g as shown. 1 P r o t e c t i n g the p r i v a c y o f o u r subjects m u s t take p r i o r i t y o v e r a b s o l u t e l y e v e r y t h i n g e k e . '\X'e m u s t give ...! 2 O u r i n t e n t i o n in d e s i g n i n g the q u e s t i o n n a i r e w a s to m a k e i t as s i m p l e as possible to answer. (We d e s i r e d t h e q u e s t i o n n a i r e w i t h - l r r

1 W e a i m e d t o define a n d e v a l u a t e a n e w a p p r o a c h t o u r b a n p l a n n i n g . (We had as o u r «oal the . , . ) 4 I d i d n o t i n t e n d t o b e c o m e a s c i e n t i s t w h e n I began m y s t u d i e s , ( i had n o 5 A m e t h o d o l o g y based o n a h y p o t h e s i s does n o t w o r k i n s o m e cases, ( A hypothesis- . „ ) S O u r p r o j e c t is l o c a t e d i n t h e area w h e r e s o c i o l o g y a n d p s y c h o l o g y meet. [ O u t p r o j e c t h l o c a t e d at . . . ) 35-2

R e a d these d e s c r i p t i o n s o f t h e i r research b y academics a n d t h e n a n s w e r the questions- U s e a dictionary for any u n k n o w n words* D r Jancja ( i n a l e c t u r e ) ; *We w a n t e d to see i f w e c o u l d e x p l a i n , t h e f a c t t h a t t h e axpaaision o f t b c u n i v e r s e is a c c e l e r a t i n g .

1

D r Finstein ( i n a n i n t r o d u c t i o n t o an a r t i c l e ) : ' O u r research questioned the n o t i o n t h a t larger m a m m a l s o n l y appeared l o n g after the dinosaurs hat! d i e d o u i . ' i ' r o L L i ( i n a lecture): 'We carefully restricted o u r sample t o people b o r n w i t h i n t e n kilometres of t h e lake.' P r o f . Simons ( i n a l e c t u r e ) : W e w a n t e d t o b u i l d o n e x i s t i n g r e s e a r c h a n d o f f e r n e w i n s i g h t s c

into the effects of stress.' D r A n d r e a s (En a c o n f e r e n c e p r e s e n t a t i o n ) : ' f t e r e a l l y w a n t e d some o f

the

research

on e - l e a r n i n g

to

improve

our

to put

present

into

system.

practice 1

P r o f , TTov/.a (in a n a r t i c l e ) : ' W e w e r e h o p i n g to instigate a n e w t y p e o f i n v e s t i g a t i o n , ' Dr Tadeus ( i n a c o n f e r e n c e p r e s e n t a t i o n ) ; 'We hat] no rietailed p l n n at the outset things leveloped as we w e n t along.' 1 W h o s e t e a m totil* a d e l i b e r a t e d e c i s i o n to d o

something?

2 W h o s e t e a m w a n t e d to f u r t h e r t h e u n d e r s t a n d i n g o f s o m e t h i n g ? W h o s e t e a m d i d n o t nave a strategy f o r t h e i r research? 4 W h o w a n t e d t o s t a r t s o m e t h i n g t h a t h a d n o t existed b e f o r e : 5 W h o s e t e a m w a s i n t e r e s t e d i n the a p p l i c a t i o n o f s o m e t h i n g ; li W h o s e p u r p o s e w a s it t o establish a reason f o r s o m e t h i n g : 7 W h o s e research c h a l l e n g e d a n e x i s t i n g idea? 35.3

A n s w e r t h e q u e s t i o n s a b o u t the v o c a b u l a r y i n this u n i t 1 W h a L w o r d c a n we use to refer to t h e basic s u p p o r t services a n d systems o r a c o u n t r y : 2 W h a t phrastr ean we use i f e v e r y o n e in a c o u n t r y seems to be discussing a n issuer 3 W h a t is a n o t h e r w o r t ! f o r a c a d e m i c s u b j e c t s ! 4 W h a t phrase m e a n s 'the basic k n o w l e d g e o f a n a c a d e m i c h e l d ' : > H o w c o u l d t h e p h r a s e th& place

where

thcary

6 W h a t verbs are t y p i c a l l y used w i t h (a) objective

meets

practice

he r e w o r d e d r

a n d (b) target";

7 W h a t arc the t w o n o u n l o r m s c o n n e c t e d w i t h the v e r b

motivate:

8 W h a t is t h e o p p o s i t e o f theory-led research? Go to the website for a course or institution that you are interested irt,What does i : state on its Aims, page? N o t e any interesting language there.


79

36

Talking about points o f view C o m m e n t i n g on o t h e r s ' views N o o n e can lie c o m p l e t e l y o b j e c t i v e i n t h e i r p o i n t o f v i e w . I n e v i t a b l y , we all see t h i n g s 1

t o some e x t e n t s u b j e c t i v e l y . I t is i m p o s s i b l e t o be t r u l y i m p a r t i a l . We t e n d t o he b i a s e d 2

3

in favour o f things we're familiar w i t h and prejudiced against 4

things wc have little

5

e x p e r i e n c e o f . O f c o u r s e , everyone believes t h e i r o w n v i e w s are t o t a l l y r a t i o n a l . 6

n o t influenced b y personal beliefs or a t t i t u d e s , based o n l y o n facts influenced by personal beliefs or attitudes uninfluenced b y personal beliefs or attitudes s h o w i n g a n unreasonable l i k i n g f o r s o m e t h i n g based o n personal beliefs or o p i n i o n s ; opposite * biased against showing an unreasonable dislike for, based o n personal beliefs on o p i n i o n s (stronger and m o r e pejorative than biased); opposite = prejudiced i n f a v o u r o f based o n l y o n reason; opposite = i r r a t i o n a l 1

3

4

5

b

People's v i e w s t e n d t o change as t b e y g r o w o l d e r a n d begin l o o k i n g at life f r o m a d i f f e r e n t s t a n d p o i n t . Y o u n g people are m o r e l i k e l y t o be r a d i c a l " b u t t h e n b e c o m e m o r e 7

r e a c t i o n a r y ^ or c o n s e r v a t i v e

10

w i t h age, c o n s i d e r i n g t h e i r y o u n g e r o p i n i o n s

immature . 1 1

set o f principles or beliefs o n the basis o f w h i c h o p i n i o n s are f o r m e d believing t h a t there s h o u l d be extreme p o l i t i c a l or social change (disapproving) opposed to p o l i t i c a l or social change or new ideas n o t inclined to trust change, especially if it is sudden (disapproving) lacking i n experience; opposite = m a t u r e 7

e

9

10

11

A n i d e o l o g y is a t h e o r y o r set o f beliefs o r p r i n c i p l e s , p a r t i c u l a r l y o n e o n w h i c h a p o l i t i c a l system or o r g a n i s a t i o n is based. I t o f t e n has s l i g h t l y negative associations i n l'.nglish, i m p l y i n g s o m e t h i n g t h a t is r i g i d a n d r e s t r i c t i n g . A p h i l o s o p h y , o n the o t h e r h a n d ,

suggests

a set o f beliefs t h a t is m u c h m o r e t h o u g h t f u l a n d .serious.

W o r d c o m b i n a t i o n s r e l a t i n g t o points of view ward

combination

to hold views

example]

meaning

My grandfather holds some surprisingly progressive views.

has opinions take a position

to adopt/rake a

It is imporlant that die university should a d o p t a principled

stance

stance towards research.

to change/shift your position

Lulsa was initially totally opposed to the idea but she has slightly s h i f t e d h e r p o s i t i o n .

changed her point of view a little

have ethica

Increasing numbers of people have e t h i c a l o b j e c t i o n s to

objections to

the war.

dislike for reasons relating to morality

the principles

'Treat others as you would like to be treated' is a p r i n c i p l e

basic idea lying behind

underlying

u n d e r l y i n g much religious teaching.

to encounter prejudiCi

As one of the few female students of the 1920s, my grandmother e n c o u n t e r e d a certain amount of p r e j u d i c e .

experienced unreasonable negative behaviour

deep-rooted

John does not share his father's deep-rooted prejudices

prejudice

against women.

strong, unreasonably negative views

You can say i n m y o p i n i o n but NCR" in my point of view.You can say f r o m (someone's) p a i n t o f v i e w bin it means from that persons- way of leaking at something rather than in Aral pijson's opinion, f r o m the fanguege teacher's paint o f V>BW, it's good thai all children have to learn a foreign language at scJlaaJ.

30

AojdeinJc Vocabulary

in Use

Exercises 36.1

C h a n g e t h e w o r d , i n b o l d TO w o r d s w h i c h m e a n t h e

opposite.

1 T h e v i e w s she expressed w e r e t o t a l l y r a t i o n . ] . 2 T h e c o m m i t t e e seemed t o be biased against a p p l i c a t i o n s f r o m y o u n g e r p e o p l e . 3 T h e b o o k is a n o b j e c t i v e a c c o u n t o f life i n a s m a l l t o w n i n t h e 1 9 2 0 s . 4 T h e c l u b rules w e r e p r e j u d i c e d i n f a v o u r o f c h i l d r e n . > T h e President's d a u g h t e r w a s q u i t e m a t u r e f o r h e r age. £ H e has r a t h e r r a d i c a l v i e w s a b o u t m a r r i a g e . 7 H e r v i e w s o n e d u c a t i o n a r c r a t h e r r a d i c a l , (use a d i f f e r e n t w o r d f r o m 6) 8 S u p r e m e C o u r t judges a l w a y s a c t i n a b i a s e d way. 36-2

U s e t h e w o r d s i n t h e b o x i n a n a p p r o p r i a t e f o r m t o c o m p l e t e t h e sentences. root 1

The

shift

adopt

_

encounter

underlie

philosophy

hold

principles of Asian and European

2 People t e n d

ethical

are v e r y s i m i l a r .

a m o r e c o n s e r v a t i v e stance as t h e y get older.

3 She has a l w a y s

the v i e w t h a t p r i m a r y education should n o t start before the

age o f seven. 4 M a n y p e o p l e have .._

_

objections t o investing i n companies w h i c h support

: o r r u p t regimes. 5 Some e m p l o y e r s s t i l l have a deepand m a n y o l d e r p e o p l e

_

$ T h e g o v e r n m e n t seems t o have 36.3

prejudice against e m p l o y i n g older people,

_.. such p r e j u d i c e w h e n t h e y a p p l y f o r j o b s . Its p o s i t i o n r e c e n t l y .

A n s w e r the questions. 1 W h a t v e r b c o u l d be used i n s t e a d o f shifted 2 W h a t v e r b c o u l d be used i n s t e a d o f adopt

i n exercise 3 6 . 2 ; i n exercise 36.2?

3 W h i c h is i n c o r r e c t : (a) i n m y p o i n t o f v i e w , [ b ] i n m y o p i n i o n , (c) f r o m m y p o i n t o f view? 4 Tn w h a t w a y does c a l l i n g s o m e t h i n g a n i d e o l o g y m a k e i t s o u n d s l i g h t l y m o t e n e g a t i v e than calling i t a philosophy? 5 W h a t single n o u n is f o r m e d f r o m t h e n o u n point 36-4

a n d the verb

standi

V a r y these sentences b y r e w r i t i n g t h e m u s i n g t h e w o r d i n b r a c k e t s . 1 T h e p e o p l e o f the area have some u n u s u a l v i e w s a b o u t n a t u r e . (HOLD) 2 M o s t y o u n g p e o p l e seem n o t t o l i k e t h e p r o p o s a l s o n s t u d e n t fees, [OBJECTIONS] 3 E x a m i n e r s t e n d t u p r e f e r c a n d i d a t e s w i t h clear h a n d w r i t i n g , (BIASED) 4 G i r l s l o o k at t h e i r careers i n a d i f f e r e n t w a y f r o m t h e i r m o t h e r s , [ S T A N D P O I N T ] 5 L e t us n o w discuss t h e p r i n c i p l e s b e h i n d t h i s a p p r o a c h , { U N D E R L Y I N G )

36.5 hrtgfl

R e a d this s h o r t t e s t a n d u n d e r l i n e a n y w o r d s a n d phrases c o n n e c t e d w i t h p o i n t s o f v i e w , o p i n i o n s a n d ideas. L o o k t h e m u p i n a d i c t i o n a r y i f necessary a n d n o t e t h e m i n y o u r vocabulary book. Academics have traditionally taken the view t h a t their discipline is intellectually independent from ail others. However, inter-disciplinary degrees are becoming more and more common, suggesting t h a t preconceptions about what and how one should study may be somewhat misplaced. A more liberal view of education would advocate greater freedom t o expLore the links between different fields o£ learning, thus pushing t h e frontiers of knowledge i n new and exciting directions. Many academics now feel t h a t the future Lies in this blending of ideas and t h e cross-fertiLisation of thought which emerges from i t . Academic Vocabulary in Use 81

37 37

Degrees o f certainty T h i s u n i t l o o k s at the w a y s w r i t e r s express h o w c e r t a i n they are a b o u t the facts o r o p i n i o n s t h e y are p r e s e n t i n g . T h i s u n i t deals w i t h some v o c a b u l a r y w h i c h w i l l help y o u t o handle c e r t a i n t y in a c a d e m i c w r i t i n g a p p r o p r i a t e l y .

Being t e n t a t i v e i t is a c o m m o n m i s t a k e f o r students t o present s o m e t h i n g as a p r o v e n fact w h e n i t is a c t u a l l y an o p i n i o n . I n a serious piece o f a c a d e m i c w r i t i n g y o u s h o u l d n o t , f o r e x a m p l e , w r i t e are better

at learning

to suggest

that girls

girls are better

languages may

than

be better

at learning

languages

hoys;

y o u c o u l d w r i t e , instead, There

at learning than

languages

than

hoys

is some

Girts

evidence

o r It can be argued

that

boys.

I [etc are some o t h e r expressions t h a t arc useful w h e n p r e s e n t i n g ideas t h a t may be t r u e b u t are n o t p r o v e n facts. It m a y n o t be the case t h a t girls are n a t u r a l l y better at f o r e i g n languages. It w o u l d seem/appear t h a t girls are m o r e i n t e r e s t e d in languages t h a n h o y s . We c a n p r e s u m e t h a t a l l h u m a n s have t h e a b i l i t y to learn a second l a n g u a g e , (believe s o m e t h i n g t o he t r u e because it seems v e r y h k e l y | T h e r e appears/secms

t o be some evidence l i n k i n g diet w i t h language a b i l i t y .

T h e r e is some evidence t h a t p r e v i o u s studies are u n r e l i a b l e , We can d r a w the t e n t a t i v e c o n c l u s i o n t h a t early language skills d e t e r m i n e h o w successful a c h i l d w i l l be at s c h o o l . 1 possible, n o t y e t c e r t a i n l

It is t r u e o r almost certainly t r u e It is u n d o u b t e d l y true t h a t language a b i l i t y is n o t s i m p l y a m a t t e r o f i n t e l l i g e n c e , { w i t h o u t doubt, cerfainlyl It is, o f c o u r s e , essential to check d a t a c a r e f u l l y , [ s h o w s t h e w r i t e r sees this as o b v i o u s ] It is e v i d e n t t h a t girls a n d boys d e v e l o p at s l i g h t l y d i f f e r e n t rates, [ o b v i o u s , clear] T h e best age f o r language l e a r n i n g i s , a p p a r e n t l y , the teenage years. P r o n u n c i a t i o n o f u n f a m i l i a r sounds p r e s u m a b l y c o m e s m o r e easily t o y o u n g c h i l d r e n . T h e research is l i k e l y t o lead t o s o m e i n t e r e s t i n g r e s u l t s . = T h e research w i l l p r o b a b l y lead to BO me i n t e r e s t i n g results. Boys t e n d to have better p r a c t i c a l skills t h a n g i r l s . |are l i k e l y t o ] T h e r e is a tendency f o r boys to be m o r e enthusiastic a b o u t t e a m sports t h a n g i r l s , [ i t is o f t e n the ease t h a t ] T h e r e is every l i k e l i h o o d t h a t t h e research w i l l be c o m p l e t e d b y June, [ i t is p r o b a b l e The s i t u a t i o n is liable l o c h a n g e , [ m a y change, is l i k e l y t o change]

T h e w r i t e r is unsure The research has allegedly c o m e t o some v e r y s i g n i f i c a n t c o n c l u s i o n s . |it is c l a i m e d ; the use o f this a d v e r b suggests t h a t the w r i l e r does n o t believe the c l a i m s are true] Boys are c o n s i d e r e d t o be m o t e i n c l i n e d t o take r i s k s t h a n g i r l s , [ p e o p l e t h i n k t h a t - t h e i m p l i c a t i o n is t h a t the w r i t e r m a y n o t agree] T h e p e r c e p t i o n o f boys as p o o r language learners can be s h o w n t o be false, [ c o m m o n v i e w , often one w h i c h the w r i t e r feels is i n a p p r o p r i a t e i n some w a y ] T h e a r t i c l e is r e p o r t e d l y a n excellent piece o f w o r k [ i t is r e p o r t e d t h a t ; t h e use o f the a d v e r b makes i t clear the w r i t e r has n o t seen the a r t i c l e ] I n the absence o f evidence to the c o n t r a r y we c a n assume t h a t L a i n g is c o r r e c t . |as there is no evidence t o suggest the o p p o s i t e ]

S2

Academic

Vocabulary fn Use

Exercises 37.1

M a t c h t h e b e g i n n i n g o f each sentence w i t h the m o s t a p p r o p r i a t e e n d i n g . 1

'I

37.2

We m a y

assume t h a t the exchange r a h : w i l l c o n t i n u e to f l u c t u a t e ,

I t w o u l d seem

n o t to he the case t h a t a l l t h e q u e s t i o n s w e r e a n s w e r e d honestly.

3 O f course i t

to a p p e a r f r o m all the

4 We can c e r t a i n l y

w e l l discover t h a t t h e p r o b l e m w a s caused b y o v e r h e a t i n g .

5 it may well t u r n out

•irgued [ h a t c o n f l i c t w a s i n e v i t a b l e a f t e r the events o f recent years.

6 I t c o u l d be

is t r u e t h a t n o t all f a c t o r i e s cause h u g e a m o u n t s o f p o l l u t i o n .

findings

r h a t the test is r e l i a b l e .

Insert a d v e r b s based o n t h e w o r d s i n i t a l i c s i n t o s u i t a b l e places m the sentences. 1 R u s s o w a s ;i m e m b e r n f a t e r r o r i s t o r g a n i s a t i o n , b u t i t w a s never p r o v e d , 2 A t t h a t t i m e , t h e p o p u l a t i o n o f tigers w a s w i d e s p r e a d i n the r e g i o n , 1 T h e collapse o f the r o o f caused a s p r i n k l e r system p i p e to b u r s t ,

ailagi

report

appear

4 T o get a better j o b is a m a i n m o t i v a t i o n f o r g o i n g o n t o h i g h e r e d u c a t i o n , presume5 We m a y c o n c l u d e t h a t w a t e r shortages are l i k e l y t o increase r a t h e r t h a n decrease tentative J T h e students w e r e guessing some o f t h e a n s w e r s i n s t e a d o f u s i n g t h e i r k n o w l e d g e o f the : nn text, 37.3

evidence

C o m p l e t e the m i s s i n g f o r m s i n the t a b l e . U s e a d i c t i o n a r y i f necessary. D o n o t f i l l the shaded b o x e s . noun

vert

adjective

adverb

tend evidence seem likely perceive

37.4

• t a n g e these sentences. Use d i f f e r e n t f o r m s o f t h e w o r d s i n b o l d , as i n s t r u c t e d . 1 T h e r e is l i t t l e l i k e l i h o o d t h a t e v e r y o n e w i l l f a l l the test, (use the a d j e c t i v e ! 2 Students tend to leave p r e p a r a t i o n f o r e x a m s t i l l the last m i n u t e , (use t h e n o u n ) ^ W e saw evidence t h a t s o m e s t u d e n t s h a d c o p i e d each o t h e r ' s answers, (use the a d j e c t i v e ! 4 People c o m m o n l y p e r c e i v e t h a t o l d e r p e o p l e c a n n o t l e a r n m u s i c a l i n s t r u m e n t s t o a p r o f e s s i o n a l s t a n d a r d , (use the n o u n ! 5 T h e m e l t i n g o f the p o l a r ice caps seems t o be i n e v i t a b l e , (use the a d v e r b !

37.S

M a k e t h e sentences m o r e f o r m a l b y r e p l a c i n g the u n d e r l i n e d w o r d s o r phrases. 1 I'eople g e n e r a l l y t h i n k t h a t rats are c a r r i e r s o f diseases. 2 T h e r e isirT m u c h evidence t o s u p p o r t the o p i n i o n t h a t diesel cars cause m o r e p o l l u t i o n t h a n p e t r o l cars. 3

It is e x t r e m e l y l i k e l y t h a t r a i l passenger n u m b e r s w i l l c o n t i n u e to d e c l i n e .

4 I n the absence o f o t h e r evidence, w e m u s t c o n c l u d e t h a t right-handedness is n o t l i n k e d tc intelligence in a n y w a y

r

5 O f c o u r s e , i t is t r u e t h a t e n g i n e e r i n g g r a d u a t e s are in i n c r e a s i n g d e m a n d . 6 T h e area near the r i v e r o f t e n i l o n d s in w i n t e r . Look at a recent article reporting on some research In your own discipline. Can you find any examples of the land of language discussed in this unit in i t i Note down any example* that you find.

Academic vbcflbiWflry In Use

S3

Presenting an argument Developing an a r g u m e n t : w h a t i t is about Read these e x t r a c t s f r o m rhe o p e n i n g p a r a g r a p h s o f s t u d e n t essays. N o t e the p r e p o s i t i o n s . i'his essay is based o n f i n d i n g s f r o m recent research i n t o c o l d f u s i o n . T h e a r g u m e n t s I s h a l l p u t f o r w a r d are r e l e v a n t t o o u r u n d e r s t a n d i n g o f N e w t o n ' s laws. For t h e purposes o f this essay, t w o o p p o s i n g t h e o r i e s w i l l be s c r u t i n i s e d . I s h a l l refer la AshhderTs a n d L i n n ' s w o r k , respectively. M a n y articles h a v e b e e n p u b l i s h e t l o n the s u b j e c t o f genetic m o d i f i c a t i o n o f crops. I'he p o l i t i c a l a r g u m e n t s c o n c e r n i n g p o p u l a t i o n c o n t r o l are b e y o n d the scope of Lbis essay. T h e first section r e v i e w s recent l i t e r a t u r e , w i t h reference t o the a r g u m e n t s

concerning

economic policy,

S

A d d i n g points t o an a r g u m e n t f>ad d i e t a n d h i g h suress levels, as w e l l as lack o f exercise, arc key f a c i o r s i n c a u s i n g heart disease; o n t o p o f w h i c h there is s m o k i n g , w h i c h is o n e o f t h e m o s t d a m a g i n g f a c t o r s . In a d d i t i o n t o the q u e s t i o n n a i r e , w e also c o n d u c t e d i n t e r v i e w s w i t h some o f the subjects. A f u r t h e r a r g u m e n t m s u p p o r t ( i f r a i s i n g the r e t i r e m e n t age is t h a t l i f e expectancy is increasing. M o t e o v e r / F n r t h e r m o r e ' , m a n y people e n j o y w o r k i n g : f o r e x a m p l e / f o r i n s t a n c e , 1

in a recent survey, 6K%

o f people said they w o u l d l i k e to w o r k t i l l they w e r e at least 70.

moreover is m u c h m o r e f r e q u e n t l y used i n academic style t h a n furthermore m u c h m o r e frequently used i n academic style t h a n for instance

1

for example

is

Qualifying: l i m i t i n g and specifying an a r g u m e n t D r O ' M a l i e y is l e a d i n g a class discussion o n h u m a n r i g h t s . O'Maliey:

O K . ' H u m a n r i g h t s are r i g h t s w h i c h y o u possess s i m p l y because y o u are h u m a n . '

•\nna:

W e l l , I t h i n k it's t o o s i m p l i s t i c , i n the sense t h a t i t ignores t h e r i g h t s o f v i c t i m s

T o w h a t e x t e n t can w e say t h a t ? W h a t a n : Lhe pros a n d c o n s ' o f this view? 2

a n d e v e r y o n e else's r i g h t to l i f e . So, p r o v i d e d t h a t w e r e m e m b e r t h i s , t h e n w e can give p e o p l e basic r i g h t s , a l b e i t w i t h l i m i t a t i o n s . 3

Kirstem

M m , that's all very w e l l , b u t

4

if y o u s a y h u m a n rights depend o n , say, government

decisions a b o u t n a t i o n a l security, then t h e y ' r e no l u n g e r rights^ arc liiey? T h e y become p r i v i l e g e s . H a v i n g said t h a t , it's a c o m p l e x issue w i t h n o simple answer, 5

t v e n so, I s t i l l t h i n k w e m u s t be c a r e f u l n o t to give o u t r i g h t s a w a y . O'Maliey:

O K . Fine. A p a r t f r o m v i c t i m ' s r i g h t s , are there o t h e r a r g u m e n t s f o r r e s t r i c t i n g rights? J m e a n w e c o u l d l o o k a t p r o t e c t i n g p r o p e r t y , e n d i n g a c h r o n i c a l l y sick person's l i f e , a n d so o n / a n d so f o r t h *\ I-CL'S t a l k a b o u t the d e g r e e / e x t e n t tn w h i c h these are r e l e v a n t ,

Ricardo;

E v e r y sick p e r s o n has the r i g h t t o l i f e , b u t at the same t i m e w e s h o u l d be free t c

O'Malley:

W e l l , a l o t o f sick p e o p l e c a n ' t m a k e t h a t d e c i s i o n f o t t h e m s e l v e s , despite t h e fact

LUcardti:

H m m . N e v e r t h e l e s s / N o n e t h e l e s s , T t h i n k it's a key issue.

decide w h e n w e w a n t t o d i e . t h a t w e m a y respect t h e i r r i g h t t o a d i g n i f i e d d e a t h . 7

contrasts w i t h w h a t has just b e e n said

(slightly i n f o r m a l ) advantages and disadvantages used to e x p l a i n precisely w h a t has | u s i been said (formal) although 2

s

4

( i n f o r m a l , t y p i c a l o f spoken contexts)

indicates a p a r t i a l agreement, f o l l o w e d b y a Jisagrceniiml * ( t y p i c a l or" spoken contexts) said w h e n y o u w i s h to add a p o i n t w h i c h 64

Academic vacaturfary in USE

6

{typical o f spoken contexts) can be used separately or together {and so on and su forth);

can also be el cetera

(more c o m m o n in

w r i t i n g - etc.) however; nevertheless is more f r e q u e n t i n academic style t h a n minstbclcss 7

Exerc/ses 38.1

F i l l i n the p r e p o s i t i o n s i n this t e x t a b o u t the first w i f e o f H e n r y V 1 U o f E n g l a n d ( 1 4 9 1 - 1 5 4 7 ) . T h i s essay examines the early life u f Catherine o f A r a g o r i (1485-1536), focusing particularly the period o f her b r i e f marriage (o Prince A r t h u r , his tfeath at the age o f 15 and her Subsequent marriage England.

_

his brother Prince Henry, later lo beconie K i n g Henry V I I I o f

ihe purposes

this essay, T shall pay little aiiention

either the

earlier or ihc later periods o f her life. Her eventual divorce f r o m K i n g Henry is, ihus, ihe scope

_

this essay. M u c h more has at ready been w r i t t e n

ialer period o f her life. The literature . essay is largely based . _

reference

any

these t h r o u g h o u t

W h i c h w o r d comes n e x t i n these phrases? 1 the pros and 2 at the same 3

and so o n a n d so

5 that's all very well _

_..

6 the e x t e n t t o

_

7 in addition

4 h a v i n g said 38.3

this

a couple o f key sources, w h i c h are p a r t i c u l a r l y relevant.

discussion o f this period, and 1 shall refer

38.2

the subject

the p e r i o d is cxlcnsive but m y

_

8 as weH

Use phrases f r o m the b o x t o replace phrases f r o m the p a r a g r a p h w i t h the same m e a n i n g . p r o v i d e d that

nevertheless

t h e degree

as well as

advantages and disadvantages

for Instance

furthermore

There a r e a n u m b e r o f pros and cons t o take i n t o a c c o u n t w h e n considering t h e purchase o f a hybrid (gasoline-el ectrie) car, Such cars are, for example, u n d o u b t e d l y better for t h e e n v i r o n m e n t in t h e sense t h a t t h e y cause less air p o l l u t i o n . Moreover, t h e e x t e n t t o w h i c h they rely o n oil, a n a t u r a l resource w h i c h is rapidly b e c o m i n g depleted, is m u c h less t h a n is t h e case w i t h conventional cars. Nonetheless, hybrid cars are n o t w i t h o u t their problems, Cost m a y be a n issue and also t h e technical complexity o f this relatively n e w t y p e o f engine. As long as y o u t a k e these f a c t o r s i n t o account, t h e r e is no reason n o t t o buy a hybrid car.

38.4

C h o o s e the c o r r e c t w o r d o r phrase t o c o m p l e t e each sentence. 1 She w r o t e a n e x c e l l e n t essay A e v e n so 2 A

w i t h a c e r t a i n a m o u n t o f help. b albeit

C despite the fact

p o i n t m u s t also n o w be m a d e against a c h a n g e i n the l a w .

A furthermore 3 H e is a g r e a t p o e t A i n the sense t h a t

B respective

C further

his w o r k has h a d a g r e a t i n f l u e n c e o n o t h e r w r i t e r s . b on top of which

C provided thai

4 Let us n o w discuss the i n f l u e n c e o f the r e v o l u t i o n o n the r i c h and the p o o r _ A say

B respectively

> T h e r i o t s resulted i n m u c h d a m a g e .

C moreover , w e s h o u l d n o t i g n o r e the f a c t t h a t the

d i s o r d e r b r o u g h t benefits Co some. A A s w e l l as

B W i t h reference t o

6 B u t there is a negative side to n e w t e c h n o l o g y . _.

G H a v i n g said t h a t the advantages w e also need to

consider a n u m b e r o f disadvantages. A be t h a t as i t m a y

B Apart from

C T h a t ' s a l l very w e l l h u t

Academic

Vacabulary in Use

£5

Organising your writing Openings L o o k at these o p e n i n g s f r o m s t u d e n t s w r i t t e n w o r k , a n d n o t e t h e items i n b o l d . 1

T h i s assignment w i l l address t h e p r o b l e m o f s o c i o - e c o n o m i c data i n h e a l t h studies. T h i s d i s s e r t a t i o n is c o n c e r n e d w i t h i n d i v i d u a l d i f f e r e n c e s i n t h e a b i l i t y t o c o n n e c t t h o u g h t s and e m o t i o n s . The a i m o f this paper is t o e x p l o r e c o n s t a n t a c c e l e r a t i o n f o r m u l a e , w i t h a f o c u s o n m o l i o r along a slope. T h e p u r p o s e o f t h i s essay is t o investigate t h e use o f f o c u s g r o u p i n t e r v i e w s . T h i s thesis consists o f f o u r p a r t s . Each p a r t describes a d i f f e r e n t set o f e x p e r i m e n t s w i n d : c o n t r i b u t e t o the final results. T h i s assignment is d i v i d e d i n t o three sections, w i t h each section d e v o t e d t o a d i f f e r e n t aspect of w o r l d trade.

LB

Organising t h e main points useful

when

_.

working through a list of different things

items

examples

• firstly), secondly, thirdly

First(ly), let us. look at the history of the problem.

• next » lastty/finally

[/rraify is more formal than first] N e x t , there Is the issue of air resistance. Finally Jet us consider increased taxation as a possible solution.

changing copies

» we now / let us. turn t o

' bringing in

* at this point

new points

W e n o w turn Co the question of which model provides a better explanation of the phenomenon. A t this p o i n t It is important t o look again at the data.

referring

» below

forward in the

* in the next section

tent

• later » the following

We shall see b e l o w that depopulation has been a major factor, [lower on the page o r later In the essay/article] Later, 1 shall look at other possible reasons for this. The f o l l o w i n g example comes from Hillson (1998),

referring back to something

* above

The above figures indicate a significant decrease.

* in the preceding Section » earlier

Three hypotheses were listed In the p r e c e d i n g section, [the

• (as) we saw / have seen that/in referring t o examples, diagrams, pages, etc.

» see

referring separately to different people or things

* respectively

* consider • take, for example. » as can be seen ir * the former * die latter

section immediately before this one] 1 noted earlier that lack of fresh water was a serious problem. A s w e saw i n section 2. this is a complex topic. For the complete results, see Appendix A, page 94. C o n s i d e r Rgure 1, which shows changes from 1976-8. T a k e , f o r e x a m p l e . Sweden, where industrialisation was rapid, as can be seen in Rgure 2. Groups A and B consisted of 14-year-olds and 1 fi-year-olds, respectively. [i.e.groupA was 14-year-ofds and group B was 16-year-olds] Rostov and Krow both studied the problem,The f o r m e r wrote a book; the l a t t e r published two papers, [the first and then die second person o r thing mentioned]

Don't confuse frstffy) with at first At fmt means 'at the beginning', and refers t o situations which change; At first iheie *as no rncreose in tempe/alure, but /oter, ihe temperature rose by 0.5°C. See Unit 50 for the difference between lastly and at last. Say as can he seen fr> figure J, N O T as ft can be seen in Figure I. Sec U n i t s 16 a n d 5 0 f o r m o r e u s e f u l expressions f o r o r g a n i s i n g y o u r w r i t i n g . Academic Vocabulary j.n Use

Exercises 39.1

C h o o s e a w o r d f r o m A l o fill i n [he m i s s i n g w o r d s i n this i n t r o d u c t i o n r n a oaner. TheO)

..... o f this paper is t o consider t h e nature o f moral education in Soviet

c h i l d r e n ^ literature. It is particularly (2) published w i t h t h e (3} (4)

_

-

w i t h t h e moral values presented in books

o f t e a c h i n g reading a t primary s c h o o l . The thesis

o f f o u r parts. The first part a t t e m p t s \o (5)

a n u m b e r o f general

questions relating t o children's literature f r o m any historical p e r i o d . Parts 2, 3 a n d 4 are (6)

specifically t o t h e Soviet example. Part 2 is (7)

i n t o three main

sections, t h e first o f w h i c h discusses t h e nature o f t h e Soviet value system w i t h a particular (8)

39.2

o n t h e w o r k ethic.

R e a d t h e sentences a n d a n s w e r t h e q u e s t i o n s a b o u t t h e m . 1 Tolstoy's m o s t f a m o u s novels are War and Peace

a n d Anna

Karenina,

t h e t o r m e r b e i n g first

p u b l i s h e d b e t w e e n 1865 a n d 1 8 6 9 a n d t h e l a t t e r b e t w e e n 1875 a n d 1877. W h i c h o f T o l s t o y ' s novels w a s p u b l i s h e d i n t h e 1860s? 2 M o r e precise data c a n b e f o u n d i n Table 3 b e l o w . Does T a b i c 3 a p p e a r b e f o r e o r a f t e r this sentence? 3 Let us n o w t u r n t o t h e q u e s t i o n o f t h e c o u n t r y ' s e c o n o m i c s i t u a t i o n . H a s t h e w r i t e r a l r e a d y b e g u n d i s c u s s i n g t h e c o u n t r y ^ e c o n o m i c s i t u a t i o n o r not? 4 The b r o t h e r s , Qlaf a n d Erik, w o u l d g o o n t o b e c o m e professors o f a r c h a e o l o g y a n d Greek, respectively. W h i c h brother taught archaeology? 5 The p r e c e d i n g e x a m p l e is t a k e n f r o m A t a k a n o ( 1 9 9 1 ) . D o e s t h e e x a m p l e c o m e b e f o r e o r a f t e r this sentence: 39.3

C h o o s e t h e c o r r e c t w o r d i n i t a l i c s t o c o m p l e t e each sentence, 1 Take 2

i Put / L o o t , f o r e x a m p l e , t h e case o f M e g g i n s o n w h i c h w a s d e s c r i b e d i n C h a p t e r 2.

At first

/ Firstly

I w o u l d l i k e t o discuss t h e n a t u r e o f \6 c e n t u r y E n g l i s h a n d t h e n t h e rh

i m p a c t t h a t this h a d o n t h e w o r k s o f Shakespeare. 3 T h e a r t i c l e concerns

I devotes

I addresses

t h e issue o f t h e r e l a t i o n s h i p b e t w e e n r e l i g i o n

and politics in the m o d e r n w o r l d . 4 L o o k a t F i g u r e 3 under 5 I n t h e following

/ below

i preceding

i beneath

f o r m o r e detailed información.

s e c t i o n w e shall deal w i t h this issue i n m o r e d e t a i l .

6 F o r m o r e d e t a i l e d i n f o r m a t i o n s e t / go / turn 7 L e t us n o w deaf / see / consider

A p p e n d i x B.

Figure 2 . 1 .

8 T h i s aspect o f t h e p r o b l e m w i l l be discussed fatter 39.4

I later

! lastly

in this artiele.

R e w r i t e t h e p a r t s i n b o l d u s i n g a phrase w h i c h i n c l u d e s t h e w o r d i n b r a c k e t s . 1 A s T a b l e V s h o w s t h e r e has been a n increase i n t h e n u m b e r s o f s t u d e n t s i n h i g h e r e d u c a t i o n . {SEHNJ 2 I n S e c t i o n 3 w e t a k e u p a g a i n some o f t h e a r g u m e n t s f r o m S e c t i o n 2 . (FREOLD]NG¡ 3 N o w let us t u r n o u r a t t e n t i o n t o d e v e l o p m e n t s i n C o n s t a n t i n o p l e , (POINT} 4 T h e c o u n t r y consists o f s i n p r o v i n c e s . {Div;r>i-:n} 5 L e t us n o w c o n s i d e r t h e issue o f t h e r e u n i f i c a t i o n o f G e r m a n y , (TURN;

Academic Vocabulary

in Use

B7

Making a presentation

40

The language of p r c s t f i M i i o n s often contains less formal vocabulary than that of acaoVmic writing, so rake care not to use the less formal expression in your written work, A

I n t r o d u c i n g t h e presenter Now I'd l i k e to call on Mieko to make/give her presentation. Mieko, thank you.

l-ei's w e l c o m e C a r m e n G r c g o r i , w h o ' s g o i n g t o t a l k t o Jti t o d a y o n the subject o f ' H e a l t h c a r e i n l'aLaguay't

OK, thank you everybody. Now, Dr TJHa ^cnscl is going to present her research (o us.

1

B

rather formül; wi

I'd like to introduce Dr Li Meiju, who's rjoing to a d d r e s s ' the topic of ' P r e x e n r i v e medicine'.

can also say

f o r m a l l y speak

£r> thn Topic of X, or, less f o r m a l l y la/k about X

Getting started ' i n this p r e s e n t a t i o n l d l i k e t o f o c u s o n recent d e v e l o p m e n t s i n hiomass fuels. F i t speak f o r a h o u r 4 5 m i n u t e s , t o allow t i m e for questions a n d comments. Feel free t o i n t e r r u p t , i f y o u have a n y questions Or w a n t t o make a c o m m e n t ' 1

1

'First I ' l l give a b r i e f o v e r v i e w of the c u r r e n t s i t u a t i o n wirh regard t o i n t e l l e c t u a l p r o p e r t y rights, then I'd like ro raise a few issues concerning the internet. Til try to leave time for questions at the end.' T d l i k e ro beyin b y looking at some previous studies of ocean temperatures, Tliere's a handout g o i n g round\ and there are s o m e spare copies here if y o u w a n t t h e m / T n t h i s t a l k I ' l l p r e s e n t the results of a study I d i d f o r my d i s s e r t a t i o n . T'll t r y n o t to go over t u n c a n d keep to 2 0 minutes. 7

4

5

1

an i n f o r m a l w a y oF g i v i n g permission less f o r m a l t h a n allow - act 1 a m o r e f o r m a l version w o u l d be which is being distributed extra ;>r, m o r e f o r m a l , carried out / conducted 1

2

A

3

5

D u r i n g the presentation - and closing i t N o w let's t u r n t o the prattl«m of workplace stress.

begin to e-amine or calV about

M o v i n g o n , Td Rke t o look at the questionnaire results i n m o r e detail.

f o f n f o n t o the next posit; less formal d u n « greater detoi

1 also want ro talk about the supply of clean water, but I'l c o m e back t o thai later.

or, more formal, reJum to

I'd jusr like to go back t o [he graph an the previous slide.

or, more: formal, return to

A n y w a y , g e t t i n g back t o f t o r e t u r n t o the question of inflation, lets, look at the Thai economy.

getting back la Is less formal than in return to

The results were not very clear Having i a i d t h a t 1 feel the experiment was worthwhile.

EL \att formal way of saying neverc/iefeis

I'll skip the next slide a i t i n it: is ( r u n n i n g ) s h o r t . To s u m up,then.urban traffic has reached a crisis. That's a l l 1 have t o say*. T h a n h y o u far l i s t e n i n g .

have no- more time k i t * informal - n o t w a d in writing

Well, I'll stop Uiere as Pw r u n o u t o f lime.Triflnk you.

have no time left

Dr Woichek wllf new take q u e s t i o n s . Are there any questions o r c o m m e n d ?

* rather formal - accepc and Answer questions

3

38

\ skip {informal) = leave out / omit

Àcodcnric Vocabulary in USÎ

Exercises 40.1

F i l l i n the m i s s i n g w o r d s i n these i n t r o d u c t i o n s to p r e s e n t a t i o n s . 1 Dr Anwar Musat will now

_

2 I ' d n o w l i k e to answers)

his research On soil e r o s i o n i n M a l a y s i a n forests.

o n o u r n e x t speaker, Eva K a r i s s o n , t o .._

_

[give

twe

her p r e s e n t a t i o n .

3 Ladies a n d g e n t l e m e n , let's

_

o u r n e x t speaker, P r o f e s s o r P r o d r o m o u f r o m the

University of Athens. 4 T h a n k s , e v e r y b o d y . So, M a s a n o r i is g o i n g t o t a l k t o us n o w subject

"(Mental h e a l t h issues i n J a p a n ' .

5 TM l i k e t o

t o d a y ' s speaker, D r K r i s h n a n G u p t a r , w h o is g o i n g t o

the t o p i c o f m e t a l f a t i g u e i n r a i l t r a c k s . 40.Z

.Rewrite these sentences b y c h a n g i n g t h e w o r d s i n b o l d so t h e y are less f o r m a l - R e m e m b e r t h a t b o t h f o r m a l a n d i n f o r m a l styles m a y be c o r r e c t , b u t t h a t i t m a y n o t a l w a y s be a p p r o p r i a t e t o be i n f o r m a l , 1

We need t o c o n s i d e r f a m i l y i n c o m e t o o , b u r I ' l l r e t u r n t o t h a t l a t e r

Z So, to p r o c e e d t o t h e n e x t p o i n t , I ' l l o m i t i t e m 4 o n the h a n d o u t a n d i n s t e a d t a l k a b o u t n u m b e r 5 i n greater d e r a i l . 3 I ' l l t r y to f i n i s h b y 3 . 3 U , b u t d o n ^ feel y o u need t o ask p e r m i s s i o n t o leave i f y o u have a class Or o t h e r a p p o i n t m e n t t o go t o . 4 T h e r e is a h a n d o u t b e i n g d i s t r i b u t e d a n d I have s o m e f u r t h e r copies t o o i f a n y o n e w a n t s them. 5 F f l f i n i s h t h e r e as m y t i m e has c o m e t o an e n d . 5 W e d i d n ' t w a n r t o m a k e p e o p l e u n c o m f o r t a b l e b y h a v i n g a c a m e r a i n The r o o m . N e v e r t h e l e s s , w e d i d w a n t t o v i d e o as m a n y o f the sessions as possible. 7 F d like t o r e t u r n t o a p o i n t I m a d e earlier a b o u t river management. H So, 1 believe o u r e x p e r i m e n t s have been successful. I s h a l l end t h e r e . T h a n k y o u . 9 T o r e t u r n r o the p r o b l e m o f targe class sizes, I ' d tike to l o o k at a s t u d y c a r r i e d o u t i n Australia in 2 0 0 2 . 1U I ' l l t r y n o t to exceed m y t i m e , so I ' l l speak f o r 3U m i n u t e s , t o a l l o w t i m e f o r q u e s t i o n s at the end, 40.3

F i l l i n the m i s s i n g p r e p o s i t i o n s . 1 I ' d l i k e t o focus

w a t e r h o r n e diseases i n this p r e s e n t a t i o n .

2 The situation

regard

3 I'd n o w like to t u r n

e x p o r t s has been very g o o d i n recent years. a different problem,

4 I a l w a y s find it d i f f i c u l t i n keep

just 3U m i n u t e s , so please t e l l m e w h e n I have

five m i n u t e s left. 5 I ' d l i k e t o begin 40.4

asking y o u all t o do a small task.

W r i t e sis sentences y o u m i g h t hear d u r i n g a p r e s e n t a t i o n u s i n g a p p r o p r i a t e c o m b i n a t i o n s o f t h e w o r d s i n b o x e s A a n d 1J. Y o u m a y use w o r d s i n b o * A m o r e t h a n o n c e . Box A

present

talie

raise

make

give

r Spy B

I

Issue

presentation

results

overview

comment

questions!

College and university libraries and departments often have audio or video recordings of talks, guest lectures and other presentations which can be borrowed. If you are able t o do this, mike a note of any useful words or expressions the speaker uses.


S3

4 I

Describing research m e t h o d s Useful w o r d combinations W e m a y c a r r y o u t a p r o c e d u r e o r a n e x p e r i m e n t ur a p i l o t .study, [ p r e l i m i n a r y study We use or, m o r e f o r m a l l y , e m p l o y a m e t h o d o r a t e c h n i q u e or a n a p p r o a c h o r a n i n s t r u m e n t :ir a device, [an o b j e c t o r m e t h o d used f o r a special p u r p o s e ] Y o u can also use Or e m p l o y any p a r t i c u l a r type o f research m e t h o d o l o g y . A p p a r a t u s [ e q u i p m e n t f o r a lab e x p e r i m e n t ] is assembled a n d c h e c k e d . Apparatus

is an

u n c o u n t a b l e n o u n b u t y o u can t a l k a b o u t a piece o f a p p a r a t u s .

Types of research m e t h o d research meihod

. what the researcher does

e x p e r i m e n t a l study

'imitation o f method

m a n i p u l a t e s a variable [anything that a n vary] under highly c o n t r o l l e d c o n d i t i o n s ro 1

see if this produces [causes] any changes in a second [dependent] variable c o r r e l a t i o n a l study

attempts to d e t e r m i n e die relationship b e t w e e n t w o o r m o r e variables, using m a t h e m a t i c a l t e c h n i q u e s for

done in the highly conirolled s e t t i n g of the l a b o r a t o r y - ihese conditions are a r t i f i c i a l and may not r e f l e c t w h a t happens in the Infinitely more complex real world; other researchers often try to r e p l i c a t e " successful experiments 3

•nly shows that two variables are r e l a t e d in a systematic way, but does not p r o v e d i s p r o v e that me relationship is a cause-and-effect r e l a t i o n s h i p 4

summarising data naturalistic

observes and r e c o r d s some

{empirical)

behaviour or p h e n o m e n o n ^ ,

o b s e r v a t i o n (also

often over a prolonged period,

known as field study)

in its n a t u r a l s e t t i n g without i n t e r f e r i n g w i t h the subjects 6

;an be very time-consuming as researcher may have to wait for some time to observe the behaviour or phenomenon of Interest; difficult to observe behaviour without d i s r u p t i n g ' It

or p h e n o m e n a in any way survey

m a k e s inferences f r o m

data

5

collected via interviews or questionnaires case study

keeps i n - d e p t h ' descriptive records, as an outside observer, of an individual or group

intentional deception, poor memory, or misunderstanding of the question tan all contribute to inaccuracies in t h e d a t a often involves only a single individual as the subject of the study and rliis person may not be r e p r e s e n t a t i v e " o f the general group or p o p u l a t i o n 3

makes changes r o not natural do in exactly the same w a y s h o w s o m e t h i n g is;

seen, felt, tasted, etc. a l t e r i n g m a k i n g it change comes to conclusions o n the basis of

n o t true

* detailed

2

1

fl

5

s o m e t h i n g t h a t exists and can be

b

7

e

f D

typical

Remember that phenomenon is the singular and phenomena Is the plural.Thc same applies to criterion/criteria, [a standard by which you judge, decide about or deal with something] See also Unit 31.

?0

Academic Vocabulary

In Ust

Exercises A I.I

C o m p l e t e t h e sentences i n these t w o t e x t s w i t h w o r d s i r o m t h e o p p o s i t e page. Scientists disagree as t o whether cold fusion, the controlled power of the hydrogen bomb in the laboratory, is possible, i n the past, some believed that e la.._

c

_

_

s....._

_

under

using palladium and platinum electrodes could in fact cause heavy

hydrogen atoms t o fuse into helium and release energy., as the sun does. I n carefully controlled experiments, researchers believed they could niEi._

_

_

the v

_

complexity of the electrodes and other equipment used. In such co..._ they argued, cold fusion was possible. However, attempts t o r. _

_

_

_

_

arising f r o m the co

_

_

,

_ some of the

experiments which claimed to be successful failed, and many now believe Lhat cold fusion Is i r fact theoreticalfy impossible.

Some l i n g u i s t s believe t h a i w e can best d

h o w language 3s processed b y

l a b o r a t o r y e x p e r i m e n t s . H o w e v e r , l a b o r a t o r y e x p e r i m e n t s a r c b y d e f i n i t i o n ar... and may not r

...

that em

w h a t happens i n the real w o r l d . O t h e r linguists believe, t h e r e f o r e ,

o

and c

i s better, a n d p r e f e r t o c a r r y o u t f

studies o f i n d i v i d u a l s i n n a

1

.-d

.... se

data c a n b e c..

studies

......

. i n t h i s way,

b y observers w i t h o u t i

w i t h the process i n any way even t h o u g h this may b e a m o r e t.

...-c.

h

m e t h o d . Ilou'ever, i n d i v i d u a l studies i n real s i t u a t i o n s m a y not. be r. general p

of the

o i ' s e t o n d language learners, h i short, b o t h approaches have t h e i r

ndvacrtJigííK at i d disadvan rages.

41.2

Use t h e w o r d s i n t h e b o x t o c o m p l e t e t h e d i a g r a m s . A d d alan

a n d a n y t h i n g else needed t o

Complete t h e phrasecheck

merhadalogy

pifen study

:airv out

41.3

procedure

assemble

technique

experiment

device

employ/use

piece

apparatu:

N o w c o m p l e t e t h e sentences u s i n g phrases f r o m 4 1 , 2 , 1

I t was a new

_

o f a p p a r a t u s so w e ._

_

it first a r i d t h e n

it

before u s i n g i t , I

T h e team carried o u t a

_

t o see i f the 3 T h e t e a m needed t o e m p l o y a d i f f e r e n t used a n e w _ 41.4

_

_

_

_ _

_

before c o n d u c t i n g the m a i n

they w e r e u s i n g w a s r e l i a b l e _

_

f o r m e a s u r i n g t h e pressure, so they

_ w h i c h they manufactured i n their o w n laboratory,

C o r r e c t t h e eight s p e l l i n g a n d o t h e r v o c a b u l a r y m i s t a k e s i n these sentences, 1 I r w a s verv d i f f i c u l t t o m a k e reliable interferences f r o m [he d a t a as w c h a d so l u d e . 2 A c o r r e l a t i o n a l s t u d y is a g o o d w a y o f seeing i f o n e p h e n o m e n a is r e l a t e d t o a n o t h e r i n a system w a y , 3 T h e e x p e r i m e n t n e i t h e r p r o v e d n o r d e p r o v e d Jcssop's t h e o r y . 4 W e h a d t o e x p l a i n t h e u n u s u a l scores o f five o f t h e subjets i n t h e s a m p l e , w h o a l l h a d totals w e l l b e l o w t h e n o r m . I t w a s possible there w e r e u n a c c u r a c i e s i n t h e data. 5 A n e x t e r i o r observer c a n o f t e n u n i n t e n t i o n a l l y e r u p t t h e b e h a v i o u r o f t h e subjects they are o b s e r v i n g . Academic

Vocabulary in Use *i

Classifying C l a s s i f y i n g means d i v i d i n g t h i n g s i n t o g r o u p s a c c o r d i n g t o their

type.

Useful nouns w h e n classifying word

example

meaning

category

Each of our students falls Into one of three

a group that shares some significant

categories.

characteristics

Milk ¡5 an essential component of any young child's diet

a part which combines with other parts t o create something bigger

The existence of 'dark matter' in the

the fact that something or someone ¡5 o r

universe was first proposed in 1933.

exists

feature

Effective use of metaphor Is a feature of the poet's style.

typical part o r quality

hierarchy

Humans can be described as being at the top of a hierarchy with amoeba* on the bottom level.

system in which people o r things are arranged according to their Importance o r power

nature

The nature of her w o r k means that she is

type o r main characteristic of something

component existence

Under a lot of stress. structure type

the way in which the parts of a system arc

In this unit we shall be looking acthe structure of the heart

arranged

The lion is one type of large cat.

group with similar characteristics, a smaller division of a larger sec

B

One example o f a classification system T h e r e is an e n o r m o u s v a r i e t y / d i v e r s i t y o f l i v i n g t h i n g s [ o r o r g a n i s m s ) . T o h e l p s t u d y t h e m , b i o l o g i s t s have devised w a y s o f n a m i n g a n d c l a s s i f y i n g t h e m a c c o r d i n g t o t h e i r s i m i l a r i t i e s 1

m d d i f f e r e n c e s . T h e system i n o s r scientists use p u t s each l i v i n g t h i n g i n t o seven g r o u p : organised f r o m m o s t general t o m o s t specific. T h e r e f o r e , each species b e l o n g s t o a g e n u s , 1

?

each genus belongs t o a f a m i l y , each f a m i l y b e l o n g s t o a n o r d e r , etc. Species are t h e smallest g r o u p s . A species consists o f a l l t h e a n i m a l s o f t h e same rype w h o are able t o breed a n d 3

p r o d u c e y o u n g o f the same k i n d ; each species is d i s t i n c t f r o m * a l l o t h e r species. B i o l o g i s t s allocate all organisms t o a position i n this system. 5

t h o u g h t o f , invented

2

is p a r t o f

3

includes, is made u p o f

1

significantly d i f f e r e n t f r o m

* place (also assign)

Categorising

people

W h e n c a t e g o r i s i n g p e o p l e , i t is o f t e n necessary t o t a k e age, g e n d e r ' , social class* o c c u p a t i o n , m a r i t a l status a n d e t h n i c b a c k g r o u n d

2

i n t o a c c o u n t . I t m a y also be a p p r o p r i a t e t o c o n s i d e r

the u r b a n - r u r a l d i m e n s i o n . A g e , f o r e x a m p l e , is i m p o r t a n t i n t h a t d i f f e r e n t g e n e r a t i o n s 3

1

t e n d t o have d i f f e r e n t a t t i t u d e s a n d o t h e r c h a r a c t e r i s t i c s . Social class c a n b e described i n d i f f e r e n t w a y s ; the t e r m

blue c o l l a r

m a y be used t o m e a n w o r k i n g class w h i l e w h i t e c o l l a r

denotes^ m i d d l e class. T h e categories o f s t u d e n t , h o m e m a k e r {i.c, and senior c i t i z e n , as w e l l as types o f e m p l o y m e n t

0

are s u b s u m e d

houscwife/househusband). u n d e r the h e a d i n g o f

7

3

occupation or occupational background/status. sex, male o r female racial b a c k g r o u n d city versus countryside aspect, w a y o f considering iomcthing means p a i d w o r k i n c l u d e d as p a r t o f a larger g r o u p title s u m m i n g u p a group 1

5

92

Academic Vocabulary in LT$e

6

]

7

4

a

Exercises 42.1

C h o o s e t h e w o r d s t o c o m p l e t e these e x t r a c t s f r o m ( 1 ) a l e c t u r e a n d { 2 ) a class, '

belong

categories

components

consist

distinct

diversity

fell

feature

siructure

type

'Computer niopramming largi;ages nsuiLly _ _.into orient roar imnerarive, tunctinnal. o n j s r t " oriented and .ogic. These JEinguEigus me ano.hci i n IJOVV they cpeiatc. The

Iiom one

o i imperative languages is ;iased on corrtTR-.nds.

you Know, "do IITLS. do :hal t i l i n g " :,irgi:iigei; such a? Kortrau and l;OB0[, to This . .-motional languages .... cf iQLlliuiiialiiîl fuiLOLLU-ILS. The of oacst-ojicir.ud Languages ai'u soinntands Vv-liLc-lt are combined, w i t h the data tn create 'objects'". H i e inem o: logic languages is that they state facts or relanons between things. \ow, m tl-.e rasa o' hiiTian languages

is eotis'deiec a good

[Ling, h the case uf uiayrLntf.iiig :a::g Lagos, it suggests w e iiLJl haven't found t h e bast oner

blue collar

class

devise

employment

ethnic

gender

generations

homemakers

occupational

senior citizens

your end-ol-year project, yoc musl carry out a survey of consumer pie-Ferences For one d u c t o r a type of product. You'll need to o questionnaire, a n d you'll need ed to ie a lot oí Factors info account. These include... .... _ , that is how many males omnd / o r females are in your sample, sacral _.. , a n d so o n . A n d also different._ will it fust b e adults, or young people loo? A n d what about ? T h e / moy be retired, but Ihey slill buy a let oí things. Also, w h o l about to separate arc not in

goods? A n d in our multicultural sociely, don't

42.2

status? Are you g o i n g

a n d while collar workers? O r are you also interested in people w h o , such as _ _ , but w h o are often the ones w h o buy the forgef

bo ckg r o u n d /

C o m p l e t e t h e t a b l e . Use a d i c t i o n a r y i f necessary. noun

verb

adverb

adjective similar different

allocate

J

: describe 42.3

N o w choose a w o r d f r o m 4 2 . 2 t o c o m p l e t e these sentences. 1

I t is b a r d t o

b e t w e e n these t w o

plants. They hardly._

2 T h e professor persuaded the university t o 3 T h e r e are some m a g n i f i c e n t

_

_

4 I n y o u r essay c o m m e n t o n t h e

A2A

_

at a l l .

m o r e resources t o h i s d e p a r t m e n t .

passages i n t h e w r i t e r ' s later n o v e l s . a n d the

between the t w o poems.

V a r y t h e sentences b y u s i n g w o r d s o f s i m i l a r m e a n i n g i n s t e a d o f t h e w o r d s i n b o l d . 1

I t is d i f f i c u l t t o categorise h u r u a a e m o t i o n s as w c k n o w l i t t l e a b o u t t h e i r hasic characteristics.

2 Sensation a n d a c t i o n c a n b o t h b e i n c l u d e d u n d e r t h e t e r m 3

behaviour.

l i n g u i s t s a l l o c a t e all languages t o a place i n t h e s y s t e m o f l a n g u a g e f a m i l i e S s based o n r b e i r g r a m m a r s a n d o t h e r k e y aspects,

4 '1'he a t m o s p h e r e o f t h e p l a n e t consists o f d i f f e r e n t gases, 5 C i t y a n d c o u n t r y p e o p l e o f t e n d i f f e r m t h e i r p o l i t i c a l a t t i t u d e s . W h e t h e r o n e is m a r r i e d o r single is also a r e l e v a n t f a c t o r . Academic Vocabulary

in U:e

93

43

Making connections C o n n e c t i n g data and evidence R e a d h o w a scientist used 14 cameras t o s t u d y hin b a b y son l e a r n i n g language. In a child's liFe the progression f r u m j u s l making noises In using words meaningfully is still ngf completely understood. So an American scientist has collcclcd 24.000 hours u f video, complemented by i'.i.fjijo hours o f audio, o f his baby son. The scientist hopes computers will reveal l i n k s between the child's activities and his learning o f lannuarie. He has divided each room i n t o sections such as sink, table, fridge and stove. The com purer pirks out r n m b i n a l k m s o f movements hclween these sections which are repeated. Researchers then piece t o g e t h e r how these fragments correlarc w i t h s u m lie action lies, such as making coffee or doing the dishes, Eventually the computer will b r i n g all the information together and provide slalislics on how often the d i i l d observed an activity before finally producing a related w o r d . 1

3

5

4

which has made the video better or more useful s h o w connections n o t seen before try to discover the t r u t h about something by collecting different pieces o f i n f o r m a t i o n and considering t h e m at the same time are connected w i t h , often in a way in which one o f them influences the other 1

3

3

A

Expressing links and connections b e t w e e n people and things N o w a d a y s , t h e t e r m "hacker' is s y n o n y m o u s w i t h

1

a c r i m i n a l w h o attacks computer

systems. O r i g i n a l l y , the w o r d r e f e r r e d t o a s k i l l e d p r o g r a m m e r , a n d o n l y later d i d i t become 1

associated w i t h * m a l i c i o u s a t t a c k s . I n h u m a n s a n d i n ch i m pan/.ces, h a n d m o v e m e n t s a c c o m p a n i e d b y speech o r v o c a l sounds are m a d e m o r e o f t e n w i t h the r i g h t h a n d t h a n t h e left h a n d . T a k e n t o g e t h e r , the d a t a suggest* that this phenomenon

m a y date back as far as 5 m i l l i o n years a g o .

h i the l ^ t t O s , the wages o f less-skilled US w o r k e r s f e l l r e l a t i v e t o * those o f m o r e - s k i l l e d w o r k e r s . T h e m u t u a l * influence o f the i n f l o w o f iess-skllled i m i l l i g r a m s a n d the g r o w t h in US i m p o r t s is also i m p o r t a n t . Scientists have f o u n d evidence o f a n a n i m a l t h a t can s h r i n k a n d t h e n g r o w a g a i n . Galapagos m a r i n e iguanas seem t o c h a n g e size, g r o w i n g s m a l l e r o r larger, possibly r e f l e c t i n g L h anges i r the f o o d s u p p l y . The h o o k e x a m i n e s the d e v e l o p m e n t o f the b o n d

7

b e t w e e n c h i l d r e n a n d t h e i r parents. T h e

r e l a t i o n s h i p b e t w e e n i n d i v i d u a l development, a n d Lhe s t r e n g t h o f the b o n d varies b e t w e e r sons a n d d a u g h t e r s . I n q u e s t i o n n a i r e i\, zero c o r r e s p o n d s t o 'disagree s t r o n g l y ' a n d 5 i n d i c a t e s "agree s t r o n g l y ' . I r q u e s t i o n n a i r e B , the reverse is t r u e , i n t h a t 0

9

5 is e q u i v a l e n t to 'disagree s t r o n g l y * ,

the t w o are so closely connected t h a t one suggests the other related to connected in people*h minds ^ show an Ldea w i t h o u t stating it directly or g i v i n g p r o o f * i f something is relative t o something else, it varies according to the speed o r level o f the other t h i n g influencing each other close connection opposite used before g i v i n g a n explanation f o r something 1

1

3

6

7

e

g

l h e p r e f i x inier- i n d i c a t e s a l i n k o r r e l a t i o n s h i p b e t w e e n t h i n g s {see Reference 5). Interaction

1 0

between learner a n d l e a r n i n g m a t e r i a l is a d e f i n i n g c h a r a c t e r i s t i c o f e d u c a t i o n .

H e s t u d i e d t h e i n t e r r e l a t e d " effects o f f a m i l i e s a n d peers o n A f r i c a n - A m e r i c a n y o u t h s , i h e arricle is c o n c e r n e d w i t h t h e i n t e r p l a y 0

c o m m u n i c a t i o n w-ith or reaction t o

on or depends o n the other

94

Academic Vcccbutory in Use

1 3

1 7

between e m o t i o n s a n d l o g i c a l t h i n k i n g .

' ' connected in such a w a v t h a t each t h i n g has an effect

the effect t w o or m o r e things have o n each other

Exercises 43.1

M a t c h the h e g i m u n g o f each sentence w i t h t h e m o s t a p p r o p r i a t e e n d i n g , a n i l a d d t h e missing prepositions, 1 The study f o u n d links

gentle c u r v e s a n d s h a r p angles,

I

scholars f r o m all over die w o r l d ,

J i l l s t h o r o u g h n e s s is c o m p l e m e n t e d

i n f o r m a t i o n f r o m a r a n g e o f sources,

3 M u s i c a l t a l e n t correlates 4 T h e s c u l p t u r e is a n u n u s u a l

his p r e v i o u s research,

combination

a computer programmer,

5 T h e c o n f e r e n c e has b r o u g h t 5 T h e researcher is t r y i n g to piece

use o f the d r u g a n d h e a r t p r o b l e m s ,

7 P e t e r s s t u d y is closely r e l a t e d

her eo-researcher's o r i g i n a l i t y , mathematical ability.

8 T h e t e r m 'hacker* used t o refer 43-2

C o r r e c t t h e e r r o r s i n these sentences. 1 T h e r e is u s u a l l y a v e r y s t r o n g b i n d b e t w e e n a m o t h e r a m i her c h i l d .

2 Salaries have f a l l e n o v e r the last f e w years n o t i n r e a l t e r m s b u t r e l a t i n g t o i n f l a t i o n . 3 I n t h e U K b l a c k cats are a s s o c i a t i n g w i t h g o o d l u c k . 4 I n the e x p e r i m e n t , g r o u p A p e r f o r m e d best o n the m a n u a l d c M c r i t y lest a n d feast w e l l o n the m e m o r y test w h e r e a s f o r g r o u p f> the reversal w a s r h e ease. 5 ' M a l i c i o u s ' is m o r e o r less s y n o n y m w i t h ' n a s t y ' . ri T h e p r o b l e m s discussed a b o v e are a l l closely i n t e r r e l a t i o n s h i p . 7 T o o k t o g e t h e r , t h e studies b y J o h n s o n a n d M a h e s h p r o v i d e v e r y s t r o n g evidence t h a t p r e v i o u s t h e o r i e s o n the n a t u r e o f t h i s disease w e r e f l a w e d . S T h e research is o r i g i n a l i n this i t a p p r o a c h e s t h e t o p i c f r o m a c o m p l e t e l y fresh a n g l e . 9 43.3

T h e p a i n t e r l o v e d t o e x p l o r e t h e i u l e r p h i y i n g b e t w e e n l i g h t a n d shade.

C h o o s e w o r d s f r o m t h e b o x t o f i l l i n t h e m i s s i n g w o r d s i n this t e x t . associated

corresponds

equivalent

Interaction

mutual

reflects

evidence relationships

suggest reveals

_ w i t h i n a c h i m p a n z e e c o m m u n i t y is t h e t h c i n c o f G a v r o s ' s i u s c i n a L i r i g n e w b o o k . It d e s c t i b e s t h e v a r i o u s d i f f e r e n t

b e t w e e n Lhe a n i m a l s , a n d

h o w an i n d i v i d u a l ' s b e h a v i o u r

h i s o r h e r p o s i t i o n i n Lite

coimtmnily, showing how the older females in particular offer o a t h other s u p p o r t . T h e b o o k ulso p r o v i d e s

to

t h a t c h i n i p c u i z e u s use

s o u n d s i n systematic- w a y s to c o m m u n i c a t e w i t h e a c h o t h e r . O n e p a r t i c u l a r s o u n d , i b r example, (dearly seem t o he the

Lo Lhe h u m a n c r y o f ' W a t c h o u t ! ' w h i l e a n o t h e r w o u l d ...

o f ' H e l p ! ' C e r t a i n gest.ui'es a l s o s e e m t o b e

with

specific m e a j u n g i .

43,4

H e r e are some m o r e e x a m p l e s o f w o r d s b e g i n n i n g w i t h inter-. U s e y o u r k n o w l e d g e o f w h a t this p r e f i x m e a n s To h e l p y o u e x p l a i n w h a t the w o r d s m e a n . 1 A l f w o n a prize i n a n i n t e r - u n i v e r s i t y chess c o m p e t i t i o n , 1 I n t e r s t a t e h i g h w a y s i n t h e U S A arc u s u a l l y w i d e a n d w e l l - m a i n t a i n e d , 3 OUT e c o n o m i c i n t e r d e p e n d e n c e means t h a t recession i n Lhe US also a f f e c t s us. 4 I n t e r m a r r i a g e t h r o u g h o u t the c e n t u r i e s h a d m e a n t t h a t m o s t E u r o p e a n m o n a r c h s at the b e g i n n i n g o f the t w e n t i e t h c e n t u r y w e r e q u i t e c l o s e l y r e l a t e d . 5 T h e i n t e r n e t has e n o r m o u s l y f a c i l i t a t e d the i n t e r c h a n g e o f i n f o r m a t i o n b e t w e e n s c h o l a r s 6

worldwide^ T h e design w a s a c o m p l i c a t e d c o n s t r u c t i o n o f i n t e r c o n n e c t i n g p a r t s . deudefnjc Vocabulary in Use

95

44

Comparing and contrasting Prepositional expressions N o t e the items i n b o l d i n these rides o f j o u r n a l articles a n d also n o t e the p r e p o s i t i o n s . expression

notes

Problems, in pain measurement: a comparison

Between is used when two different things are being

between verbal and visual rating scales

compared. Of is used when different examples of the

A comparison o f different methods and

same thing are being compared.

approaches to homeschooling Mobility in the EU in comparison w i t h the US

With and to are both used nowadays with similar

The effects o l risk on private investment Africa compared with other developing areas

generally prefers compared with.

meanings In these express ions. American English

An exploration of the average drivers speed compared to driver safety and driving skill Reduced rate of disease development after HIV-2

This expression indicates that there is indeed a

Infection as compared to HIV-1

difference between the things which are compared.

Some psycho-physical analogies between

Comparisons between things which have similar

speech and music

features; often used to help explain a principle o r idea.

Differences and similarities between mothers Differences in ethical standards between male and female managers: myth or reality?

fleJween is used with diflererKe when different groups of people o r things are compared, in is used when different aspects of one thing are compared (here 'ethical perceptions*).

Children's understanding of the distinction

A distinction is a difference between rwo similar things.

and teachers as informants on child behaviour

between real and apparent emotion Is globalisation today really different from globalisation a hundred years ago'

Different lo is also used in UK academic usage, but differed from is much more frequent, Different than is often found in US English.

Useful l i n k i n g expressions f o r c o m p a r i s o n and contrast 44%

o f the m a l e subjects responded negatively. S i m i l a r l y , 4 4 % n f t h e f e m a l e subjects said

rhey h a d never v o t e d i n a n y e l e c t i o n , [likewise

c o u l d also be used here|

T h e r e is a c o n t r a s t b e t w e e n f i c t i o n a n d reality. O l d e r teenagers w e r e f o u n d t o be m o r e l i k e l y t h a n y o u n g e r teenagers t o purchase m u s i c C D s . C o n v e r s e l y , y o u n g e r teenagers purchased m o r e v i d e o games, |m an o p p o s i t e w a y U n l i k e S c o t l a n d , I r i s h m o r t a l i t y rates were r e l a t i v e l y l o w f o r such a p o o r c o u n t r y . Verb endings i n some languages can s h o w p r e s e n t , past o r f u t u r e tense, whereas i n E n g l i s h , v e r b endings can o n l y s h o w present o r past, [while

c o u l d also be used here; n o t e t h e c o m m a

A recent s t u d v suggested t h a t b u i l d i n g a n e t w o r k o f g o o d f r i e n d s , r a t h e r t h a n m a i n t a i n i n g close f a m i l y ties, helps people l i v e l o n g e r i n t o o l d age. O n t h e One h a n d , c r i t i c s accuse the p o l i c e o f n o t p r o t e c t i n g t h e p u b l i c f r o m c r i m e . O n the Dther h a n d , p e o p l e also c o m p l a i n e d t h a t t h e p o l i c e were LOO oppressive, [used t o c o m p a r t t w o d i f f e r e n t facts o r t w o o p p o s i t e w a y s o f t h i n k i n g a b o u t a s i t u a t i o n | Tn the n o r t h , the rains are p l e n t i f u l . I n the s o u t h the reverse is True a n d d r o u g h t is c o m m o n . Remember to say t h e same os\NOT the some that c r she sane than- Say similar Co, N O T 5 fffirffiF Sin Don't confuse on the other hand (see above) with in contrast, tn conirost expresses a marked opposition between two ideas; Chon sharp/y condemned the diplomatic moves; in contrast, Ms deputy, Tiong, saw them as on attempt to create political stability. -

9&

Academic Vocabulary tn Use

Exercises 44.1

C o m p l e t e these sentences a b o u t c o m p a r i n g a n d c o n t r a s t i n g , 1 T h e s t u d y l o o k e d at r h e d i f f e r e n t life chances o f w o r k i n g - c l a s s c h i l d r e n _

_ t o those o f middle-class c h i l d r e n .

2 T h e results s h o w e d a m a r k e d

_

_ {three

possible

answers)

between the r w o

groups of planrs being tested. 3 T h e t i t l e o f h e r p a p e r w a s : ' R e t a i l p r i c e d i f f e r e n c e s i n large s u p e r m a r k e t s : o r g a n i c f o o d : _

_

t o non-organic foods'.

4 M y project w a s a

_

o f d i f f e r e n t styles o f i n d u s t r i a l a r c h i t e c t u r e i n t h e late 2 0

t h

century, that o f the

5 T h e result o f the second e x p e r i m e n t w a s very d i f f e r e n t 5 I t w o u l d be i n t e r e s t i n g t o d o a

_

_

_

first.

_.. b e t w e e n t h e m u s i c a l s k i l l s o f teenage girls

and those o f teenage b o y s . 7 T h e physicist drew an

A

._

_.. b e t w e e n t h e b i g b a n g a n d t h r o w i n g a stone i n t o a

301ld. S (¡ronsky believes c o l d f u s i o n w i l l s o o n he a c h i e v e d i n t h e l a b o r a t o r y . , h i s colleague L a d r a s s believes c o l d f u s i o n is s i m p l y t h e o r e t i c a l l y i m p o s s i b l e . 44.2

I t e w r i t e t h e sentences u s i n g an e x p r e s s i o n w h i c h i n c l u d e s t h e w o r d i n b r a c k e t s i n s t e a d o f the u n d e r l i n e d w o r d s . 1 T h e t w o g r o u p s w e r e n o r t h e same as each o t h e r , { D I F F E R E N T ) 2 The t w o groups o f children were different, (CONTRAST noun) 3 T h e three l i q u i d s h a d . m a n y t h i n g s i n c o m m o n w i t h o n e a n o t h e r . (SIMILAR) 4 T h e d a t a revealed t h a t t h e i n f o r m a n t s ' responses w e r e d i f f e r e n t , (DIFFERENCES) 5

The t i t l e o f h e r p a p e r w a s : ' A c o m p a r i s o n o f m a l e a t t i t u d e s t o w a r d s p r i s o n s e n t e n c i n g and female attitudes', ( C O M P A R E D )

6

I n a s i m i l a r w a y t o t h e m a n n e r i n w h i c h t h e e c o n o m y o f t h e n o r t l i is b o o m i n g , t h e s o u t h is also e n j o y i n g an e c o n o m i c u p t u r n , fSIMILARLY)

44.3

U s e l i n k i n g e x p r e s s i o n s based o n t h e w o r d ( s ) i n b r a c k e t s t o r e w r i t e these p a i r s o f sentences as o n e sentence. M a k e a n y o t h e r changes necessary. 1 T h e s o u t h o f the c o u n t r y has l i t t l e i n t h e w a y o f f o r e s t s . T h e n o r t h o f t h e c o u n t r y i : c o v e r e d w i t h t h i c k forests, (UNLIKE)2

A q u e s t i o n n a i r e is g o o d . I n t h i s case, face-to-face i n c e r v i e w s arc better. ( R A T H E R )

3 A s i a n languages such as V i e t n a m e s e are q u i r e d i f f i c u l t f o r learners w h o s e first l a n g u a g e is j E u r o p e a n o n e . T h e o p p o s i t e is also t r u c , (CONVERSELY) 4 O i l is p l e n t i f u l at t h e p r e s e n t t i m e . I t w i l l r u n o u t o n e day. [ H A N D ) 5 Boys t e n d t o p r e f e r aggressive s o l u t i o n s t o p r o b l e m s . G i r l s , o n t h e o t h e r h a n d , p r e f e r m o r e i n d i r e c t a p p r o a c h e s . (WHERKAS) 6 I n t h e p o s t - w a r p e r i o d , p u b l i c transportación e n j o y e d a b o o m . N o w a d a y s , i t is l i t t l e u s e d . [REVERSE)

44.4

A r c these s t a t e m e n t s t r u e o r false? C i r c l e T o r F,

U s e a d i c t i o n a r y i f necessary. I f rhe

s t a t e m e n t is false, e x p l a i n w h y , 1

I f t w o t h i n g s arc m u t u a l l y e x c l u s i v e , one m a k e s t h e o t h e r i m p o s s i b l e ,

T

F

2 I f t w o m e t h o d s o f d o i n g s o m e t h i n g are c o m p a t i b l e , t h e y c a n n o r b o t h be u s e d . 3 I f t w o rhings are e q u a t e d , they a r e s a i d t o be s i m i l a r o r t h e same.

T

F

T F

4 I f there arc parallels b e t w e e n t w o p h e n o m e n a , they are v e r y d i f f e r e n t f r o m each other. 5 I f there is a n o v e r l a p b e t w e e n t w o t h i n g s , t h e y share some p r o p e r t i e s .

Acodctnic

T

T F

F

Vocabulary

in Use

ft

Describing

45

Introducing a

problems

problem

N o t e r o e w a y w o r d s are c o m b i n e d i n these e x t r a c t s f r o m a c a d e m i c articles As t h e m i n i n g o p e r a t i o n s became deeper a n d deeper, t h e p r o b l e m o f H o o d i n g arose . 1

In a recent survey, 3 4 % o f c u s t o m e r s e x p e r i e n c e d d i f f i c u l t i e s w i t h o n l i n e b u y i n g Walsh's paper discusses t h e c o n t r o v e r s y s u r r o u n d i n g p r i v a t i s a t i o n o f h e a l t h services. 1

C o n s e r v a t i o n d r i v e n b y m a r k e i forces seems t o be a c o n t r a d i c t i o n i n t e r m s . 3

The t o p i c is i n a d e q u a t e l y t r e a t e d , a n d several e r r o r s a r e a p p a r e n t ^ i n t h e analysis. I n t e g r a t i n g t h e n e w m e m b e r states poses* a challenge t o t h e E u r o p e a n U n i o n . The research r a i s e s rhe issue o f r a i n f o r e s t s a n d t h e people w h o l i v e i n t h e m . 6

T h e p a t i e n t h a d d i f f i c u l t y i n r e m e m b e r i n g verv recent even is. M o s t t h e o r i e s o f the o r i g i n o f the universe c o n t a i n inconsistencies . 7

T h e results revealed s h o r t c o m i n g s i n t h e design o f t h e q u e s t i o n n a i r e . 3

quesiionlissueldifficuUylccintroversy also often c o m b i n e w i t h arise a l o t o f disagreement o i argument about s o m e t h i n g a c o m b i n a t i o n i f f w o r d s w h i c h LS nonsense bec-ause some o f the w o r d s suggest the opposite o f some o f the others can be seen tbreat/probletn/danger also i r e often used w i t h pose; t h e verb present can also be used w i t h these nouns questinifproblem also are o f t e n used w i t h raise i f a reason, idea, o p i n i o n , etc. has inconsistencies, d i f f e r e n t parts o f i t d o n o t agree faults o r a f a i l u r e t o reach a p a r t i c u l a r standard 1

3

4

5

6

7

fi

B

Responding t o a

problem

verb

noun

example

meaning

read

react/ reaction

It was a study of how small firms react To the problem of over-regulation.

act in a particular way as a direct

respond

response

The Minister's response to the problem of inflation was to impose a price freeze.

his/her reaction t o what has happened or been said or done

How should training courses deal with the

take action in order t o solve a

issue of violence in the healthcare setting?

problem

Governments do not seem t o be able t o

try t o deal with

deal with tackle

result of

tackle the problem of urban congestion. address mediate

mediation

Governments need to address the problem

(formal) give attention to o r deal

of waste from nuclear power plants.

with

The community leaders attempted tc mediate b e t w e e n the police and the people.

talk to the two groups involved to t r y t o help them find a solution t o their problems

_

Solving a

problem

The researchers s o l v e d t h e p r o b l e m b y i n c r e a s i n g t h e t e m p e r a t u r e . The t e a m came u p w i t h / f o u n d a s o l u t i o n t o t h e p r o b l e m o f w a t e r d a m a g e . Ry u s i n g v i d e o , t h e researchers o v e r c a m e t h e p r o b l e m o f i n t e r p r e t i n g a u d i o - o n l y d a t a . Tire t w o g o v e r n m e n t s f i n a l l y r e s o l v e d t h e p r o b l e m o f s h a r i n g w a t e r resources. A succcssfu 1

r e s o l u t i o n t o t h e crisis came i n 1 9 9 f t . 2

T h e a n s w e r t o t h e p r o b l e m l a y i n c h a n g i n g t h e design o f the e x p e r i m e n t . The b o o k w a s e n t i t l e d : ' C o n f l i c t R e s o l u t i o n : t h e M a n a g e m e n t o f I n t e r n a t i o n a l D i s p u t e s . 1

(more f o r m a l ) solved o r ended ' n o u n f o r m o f the vcrr. £

98

Academic Vocabulary ir\ Use

Exercises M a r c h t h e b e g i n n i n g o f each sentence w i t h t h e m o s t a p p r o p r i a t e e n d i n g . 1 Students a l w a y s seem t o have d i f f i c u l t y

s u r r o u n d i n g t h e President,

Z F o r d p o i n t e d o u t t h a t t h e m e t h o d o l o g y had

apparent,

3 T h e need t o f i n d r e p l a c e m e n t fuels poses

some i m p o r t a n t questions f o r the Party.

4 The media c o n t i n u e t o focus o n the controversy

many difficulties,

5 I n the figures he p r e s e n t e d several e r r o r s w e r e

arose f a i r l y r e c e n t l y .

$ O n t h e i r w a y across A n t a r c t i c a t h e y e x p e r i e n c e d

in r e m e m b e r i n g t h i s f o r m u l a .

7 T h e results o f t h e o p i n i o n p o l l raise

a n u m b e r of inconsistencies.

'i P r o b l e m s caused b y p o l l u t i o n i n t h i s area

c o n s i d e r a b l e challenges f o r scientists.

T h e r e is a p r e p o s i t i o n m i s s i n g i n each o f these sentences. A d d i t i n t h e r i g h t place. 1 I t is n o easy t a s k m e d i a t i n g u n i o n s a n d

management.

Z h i this l e c t u r e I p l a n t o deal t h e l a t e r novels o f C h a r l e s D i c k e n s . 3 T h e a n s w e r t o m o s t p r o b l e m s i n a g r i c u l t u r e lies t h e s o i l . 4 H e thought f o r a l o n g time but was unable t o come w i t h a solution. 5 G r e e n t o u r i s m m a y i n i t i a l l y feel l i k e a c o n t r ; j d i c t i o n t e r m s . 5 I w o n d e r w h a r the professor's r e a c t i o n t h e a r t i c l e w i l l be. 7 T h e c o m p a n y has e x p e r i e n c e d a n u m b e r o f d i f f i c u l t i e s the c o m p u t e r o p e r a t i n g system. B H o v e y o u f o u n d a s o l u t i o n the p r o b l e m yet? C o m p l e t e these tables. Use a d i c t i o n a r y t o h e l p y o u i f necessary. noun

verb

noun

solve

resolution

verb

reaction

respond contain

coniradiction

error

mediate

C h o o s e o n e o f the w o r d s f r o m (he t a b l e s i n 4 5 . 3 t o c o m p l e t e each sentence- Y o u m a v need to c h a n g e t h e f o r m o f t h e v e r b s . f T h e p r o f e s s o r w a s v e r y a n g r y w h e n the s t u d e n t publicly. 2 A s t h e s a y i n g goes, t o

_

is h u m a n - w e a l l m a k e m i s t a k e s .

3 1 hope someone w i l l eventually come up w i t h a warming. 4 T h e d i p l o m a t s are h o p i n g t o 5 Tire library 6

_.. h i m so r u d e l y a n d so

_

t o the p r o b l e m o f g l o b a l

I x t f w c c n the t w o sides a n d so prevent a c o n f l i c t .

many rare and beautiful books.

I a m still w a i t i n g f o r the committee's

_

t o m y request f o r a n e x t e n s i o n f o r m y

dissertation. 7 A t the b e g i n n i n g o f t h e n e w a c a d e m i c year M a r i e

to make much more effort

w i t h her a s s i g n m e n t s , 3 T h e lecturer FlJâ I E^H

very a n g r i l y w h e n I q u e s t i o n e d o n e o f her c o n c l u s i o n s ,

Much academic w o r k fs bated on asking questions or raising problems and finding solutions to them. Find an article relating to your own discipline which discusses a problem. Note down any interesting vocabulary that you find there.

Academic Va.ca.bvia.iy fn Use

95

Describing situations Existence and location L o o k at these e x t r a c t s f r o m h i s t o r y lectures. N o t e t h e w o r d s i n b o l d . T h e existence o f a large p o p u l a t i o n o f m i g r a n t

H i s t o r i a n s n o t e d t h e absence o f a clear p o l i t i c a l 1

w o r k e r s p u t pressure o n t h e c o u n t r y ' s i n f r a s t r u c t u r e . 1

ideology i n the actions o f the w o r k e r s .

W e need t o l o o k at a l l t h e

L o o k i n g at events i n their social c o n t e x t

circumstances

means t a k i n g ail t h e f a c t o r s o f a person's

1

surrounding

social e n v i r o n m e n t i n t o a c c o u n t .

the events o f 1 9 2 6 .

The conditions in w h i c h the poorest

T h e s t a t u s o f w o m e n w a s n o r a serious

sector o f the p o p u l a t i o n l i v e d w e r e b a d .

subject o f debate u n t i l t h e 1 9 6 0 s .

H

basic systems a n d services, such as t r a n s p o r t a n d p o w e r supplies facts o r events t h a t make die s i t u a t i o n the w a y it is opposite = p r e s e n c e official p o s i t i o n , especially i n a social g r o u p

1

2

s

1

Factors affecting situations (n) = n o u n

(v) = verb

) also h a d d i f f i c u l t y e x p l a i n i n g the

phenomenon.

I t is w o r t h r e c a l l i n g t h a t three p r e v i o u s studies f a i l e d t o f m i l a l i n k between t h e t w o events. W e s h o u l d r e c o g n i s e / a c k n o w l e d g e h o w d i f f i c u l t i t is t o i n t e r p r e t these d a t a . These results are b o r n e o u t b y

1

t w o o t h e r studies: H e r m a n n {'199BJ a n d W i l s o n ( 2 0 0 1 ) .

I n his s e m i n a l w o r k , A b a k a challenges 2

3

c u r r e n t t e c h n i q u e s , r e v e a l i n g flaws' i n d a t a 1

interpretation. 1

c o n f i r m e d , shown to he true

2

c o n t a i n i n g i m p o r t a n t n e w ideas, very Influential

3

questions

w h e t h e r they arc correct ' f a u l t s , mistakes or weaknesses; we can say a m e t h o d is flawed

flnt*r«t«

a

About 95 million years ago, tectonic forces (movements und pressures o f the earths crust) split Ausi.Nilia from Antarctica and tlie southern supereontinent o i (Sondwanaland. Geologists estimate that the continent is d i i f l i n g n o r t h w a r d at a rate o f approximately İS inehes (28 em) per year. They t h e o r i z e t h a t s o u t h Australia wa* j o i n e d t o Antarctica aL the Antarctic regions o f Wilkes Land, including Commonwealth Ray. Over a period! o f Flo million years, beginning m i l l i o n yearn ago, Australia's crust was s1.rel.ehed hundreds o f miles by tectonics before it finally cleaved f r o m Anta.retica-

A u s t r a l i a has been less affected b y seismic anc orogeiric ( m o u n t a i n building) forces t.lian o i l i e r eonLinenLs. d u r i n g Ibe past 4amp/es

post-

after

post-examination, post-modern

pre-

•efbre

prc-industrial. pre-war

pro-

n favour of

pro-liberal, pro-feminist

pseudo-

false

pseudo-intell ectual, pse udo-science

quasi-

almost, not quite

quasi-academic, quasi-legal

re-

again

rediscover, redefine, rename

retro-

Jack ward 5

retrogressive, retrospective

semi-

partly

semi-organic, semi-precious

sub-

under, lesser

sub-heading, sub-sectior

super-

above, bigger

Superpower, supersonic

trans-

across

transcontinental, transcribe

ultra-

extreme

ukra-sensHive, ultrasound

un-

not

uncertain, unusual, unscrew, unplug

undcr-

insufficient

underemployed, undernourished

well-

useful, successful

wel l-designed, well-written, wel 1established

:

Academic

Vocabulmy

in Use

further examples

!

of you/ own

sufffx

meaning

examples

-able

can be

identifiable, predictable

-ant

having an effect

coolant, accelerant

-basée

forming major

computer-based, oil-based

further examples

o f your own

pare o f .5 o r a T O H r ' L score o f at least 5 t i 0 t o m a k e Sure t h a t t h e Student's level o f "English is g o o d e n o u g h t o Cope w i t h R n g l i s h - u i c d i u i r instruction. I 7.4

T h i s is p r o b a b l y the m o s t l o g i c a l o r d e r : 1 decide o n w h a t career t h e y w o u l d like t o do 2 f i n d an a p p r o p r i a t e course 3 c h e c k t h a t they f u l f i l the necessary e n t r y r e q u i r e m e n t s 4 ask referees i f i t is a l l r i g h t t o p u t t h e i r names o n the a p p l i c a t i o n f o r m 5

f i l l i n an a p p l i c a t i o n f o r m a t t a c h a p e r s o n a l s t a t e m e n t t o the f o r m

7 w a i t f o r t h e a p p l i c a t i o n t o be processec 8 be c a l l e d f o r an i n t e r v i e w '} a t t e n d an i n t e r v i e w 10 be o f f e r e d a place 17,5

H i Miles, I ' d love a career as a n i n t e r n a t i o n a l l a w y e r a n i l a m r e a l l y h o p i n g I can g e l i n to WanstovU n i v e r s i t y t o d o a p o s t g r a d u a t e course i n l a w t h e r e . Pve filled i n all the necessary f o r m s and j u s t h o p e t h a t m y academic p r o f i l e w i l l lie g o o d e n o u g h f o r t h e m . 1 t h i n k 1 f u l f i l a l l their e n t r y r e q u i r e m e n t s b u t w h o k n o w s ! I t t o o k m e ages t o g e t t h e t r a n s c r i p t o f m y college grades, etc, t r a n s l a t e d b u t I m a n a g e d t o get e v e r y t h i n g i n b y the d e a d l i n e . So n o w I j u s t have to w a i t t o see i f they call me f o r a n i n t e r v i e w o r n o t . Fingers c r o s s e d ! Lucia Unit

18.1

18.2

18

1 the A i t s f a c u l t y Building

5 t h e Great H a l l

2 Lhe .Student U n i o n

6 the A r t s l e c t u r e T h e a t r e

3 t h e halls o f residence

7 the U n i v e r s i t y H e a l t h Centre

4 the A d m i n i s t r a t i o n Building

S the U n i v e r s i t y L i b r a r y

Possible

answers

1 M o r e people i n a seminar 2

Supervisor

3

Vaeatior.

4 A p e r s o n a l t u t o r deals w i t h a c a d e m i c m a t t e r s a n d a s t u d e n t c o u n s e l l o r deals w i t h m o r i personal 5

problems

A p o s t g r a d rep is s o m e o n e h o r n the p o s t g r a d u a t e s t u d e n t b o d y { u s u a l l y elected) w h o represents t h e s t u d e n t s ' p o i n t o f v i e w a n d a s t u d e n t c o u n s e l l o r is a m e m b e r o f s t a f f w h o s e j o b i t is t o s u p p o r L the 5 L u d e n t s t h r o u g h any d i f f i c u l t p e r s o n a l s i t u a t i o n s .

18.3

Hi

Mum,

I ' v e settled i n w e l l here at W a n s t o w , 1 l i k e m y r o o m i n t h i s h a l l o f residence, 1 w e n t t o m y first l e c t u r e this m o r n i n g - it w a s o n research m e t h o d o l o g y - a n d I here w e r e h u n d r e d s o f students t h e r e . T h e l e c t u r e r w a s v e r y g o o d - i t w a s Professor Jones, o u r head o f d e p a r t m e n t T o m o r r o w III h a v e m y first t u t o r i a l - t h a t ' l l be j u s t m e a n d one o t h e r s t u d e n t . W e ' l l be discussing w h a t w e h a v e t o gel d o n e by l h e e n d o f t h e semester [ o r t e r m ) , I n e e d to Jry t o t h i n k some m o t e a b o u t the t o p i c f o r m y d i s s e r t a t i o n . W h e n t h a t is f i n a l i s e d I ' l l be assigned a supervisor, I ' l l b e e x p e c t e d t o see h i m o r her at least o n c e a w e e k d u r i n g t h e i r o f f i c e h o u r s . I h o p e I ' l l l i k e h i r n or her. Y o u h e a r some a w f u l stories! Daisy

Academic

Vocabulary in Use

Deopfe

place.

evenl

counsellor

cafeteria

lecturer librarian

library sports centre

lecture seminar

postgrad rep

sports grounds

professor

lecture theatre

tutorial

research assistant research student tutor

U n i t 19 1 9,1

1 A n A m e r i c a n - faculty

o b v i o u s l y refers t o p e o p l e r a t h e r t h a n a c a d e m i c d e p a r t m e n t s .

2 A n A m e r i c a n - the use o f rubric

m a k e s t h i s clear. A l s o a B r i t i s h p e r s o n w o u l d be m o r e

likely t o t a l k a b o u t m a r k i n g a s s i g n m e n t s t h a n g r a d i n g t e r m papers. 3 A n A m e r i c a n - ' G o i n g t o school* i n t h e U K means g o i n g t o p r i m a r y o r s e c o n d a r y s c h o o l , n o t college or u n i v e r s i t y ; 4 A. B r i t i s h p e r s o n - a faculty

here m e a n s a g r o u p o f d e p a r t m e n t s c o n c e r n e d w i t h s i m i l a r

academic d i s c i p l i n e s . 5 A B r i t i s h p e r s o n - a rubric I 9.2

is a set o f i n s t r u c t i o n s as t o h o w a t a s k m u s t be done.

f r e s h m a n - first-year student s o p h o m o r e - second-year s t u d e n t junior student - third-year studem senior s t u d e n t - f o u r t h - y e a r s t u d e n t g r a d u a t e s t u d e n t - s t u d e n t w h o has a l r e a d y c o m p l e t e d a n u n d e r g r a d u a t e degree a n d i i s t u d y i n g f o r a master's degree

I 9.3

N o n e o f t h e statements a r e t r u e 1 A n advisor

2 W o m e n j o i n a sororily; 3 Finals

r

is s o m e o n e w h o helps A m e r i c a n s t u d e n t s w i t h t h e i r a c a d e m i c studies. a f r a t e r n i t y is f o r m e n .

refers t o f i n a l e x a m s a t the end o f a semester a t a u n i v e r s i t y o r college.

4 A P h D c o m m i t t e e is a g r o u p o f u n i v e r s i t y teachers w h o c o a c h a d o c t o r a l s t u d e n t

19.4

U n i t 20 20.1

1 O n e year 2

60

3

A l l s t u d e n t s o n the course have to take t h e m

4 M A students w r i t e a d i s s e r t a t i o n as w e l l as d o i n g t h e t a u g h t courses 5 A t least t e n 6 3,000 w o r d s Key

145

7 Lectures, seminars, w o r k s h o p s and tutorials

.1,1)1)0

H A

w o r d assignment f o r each m o d u l e a n d essays, p r o j e c t a n d p o r t f o l i o w o r k f o r

each elective m o d u l e , p l u s the d i s s e r t a t i o n f o r M A s t u d e n t s . .9 T h e w o r d l i m i t is 1 2 - 1 5 , 0 0 0 w o r d s . 1 0 T h e y have t o get a n average m a r k o f over 7 0 %

20.2 20.3

20.4

f o r all modules.

1 project

3 dissertation

5

MA

7 PhD

2

4

Diploma

6

sign

S in-sessional

1

e n r o l fee

5

obligatory

7 defer

4 proceed

6

supervisions

3

module

1 upgrade 2 prc-scssiona!

Assessment

vert

noun

odjectrve

opr.

option

optional

oblige

obligation

obligatory

supervise

supervision, supervisor

supervisor^

assess

assessment, assessor

-

eligibility

-eligible

U n i t 21 21.1

21.2

meet deadlines

lecture notes

to-do list

note-taking

e x t r a - c u r r i c u l a r activities

request an e x t e n s i o n

study p l a n

hist d r a f t

Lime m a n a g e m e n t

rote l e a r n i n g

ong-tcrm loan

d r a w m i n d maps

L meet d e a d l i n e s , request a n e x t e n s i o n , study p l a r

6 rime management

2 first d r a f t

7 extra-curncular activities

3 l e c t u r e notes

S to-do l i s t

4 d r a w m i n d maps 5 long-term loan

21.3

Author's

) Role learning 10 N o t e - t a k i n g f

answers

1 I a l w a y s r e m e m b e r the o r d e r o f the c o l o u r s o f the r a i n b o w b y s a y i n g a m n e m o n i c a b o u t English m e d i e v a l h i s t o r y - ' R i c h a r d O f Y o r k G a i n e d R a t t l e s Tn V a i n - r e d , o r a n g e , 1

yellow, green, blue, indigo, violet. 2 I m i g h t w r i t e d o w n such t h i n g s as: •

revise r e g u l a r l y

•

o r g a n i s e files s y s t e m a t i c a l l y

t

read r o u n d the subject

•

ask i f I d o n ' t u n d e r s t a n d .

I n o t h e r w o r d s , any r a n d o m ideas t h a t c o m e i n t o m y head t h a t m i g h t be r e l e v a n t . 3 V o c a b u l a r y i n a f o r e i g n l a n g u a g e , p o e t r y , m a t h s t a b l e s , f o r m u l a e , etc. 4 Tt depends o n the s u b j e c t - a w e e k b e f o r e p e r h a p s . 5 Sometimes i t w a n d e r s , o f c o u r s e . 1 p r o b a b l y r h i n k o f h o l i d a y s o r o f a l l t h e o t h e r t h i n g s I'd bite t o be d o i n g , S N o , I d o n ' t t h i n k 1 have. O r i f 1 h a v e , 1 have successfully w i p e d the m e m o r y f r o m m y mind. 7 W h e n T w a s a s t u d e n t I w o u l d a l w a y s p r i o r i t i s e essays t h a t h a d a d e a d l i n e .

5 If y o u h a v e r o u g h notes i n f r o n t o f y o u , y o u c a n p l a n y o u r a n s w e r b e l t e r a n d there is less chance y o u r m i n d w i l l g o b l a n k .

4t(itg$

A c a d e m i c s have t r a d i t i o n a l l y t a k e n j h e v i e w t h a t t h e i r d i s c i p l i n e is i n t e l l e c t u a l l y i n d e p e n d e n t f r o m a l l o t h e r s . H o w e v e r , inter-disci pi i n a r y degrees are b e c o m i n g m o r e a n d m o r e c o m m o n , suggesting t h a t p r e c o n c e p t i o n s a b o u t w h a t a n d h o w o n e s h o u l d s t u d y m a y be s o m e w h a t misplaced., A m o r e l i b e r a l v i e w o f e d u c a t i o n w o u l d a d v o c a t e greater f r e e d o m to e x p l o r e the l i n k s b e t w e e n d i f f e r e n t fields o f [ e a r n i n g , thus p u s h i n g the f r o n t i e t s o f k n o w l e d g e i n n e w a n d e x c i t i n g d i r e c t i o n s . M a n y academics n o w f e c i t h a t t h e f u t u r e lies in t h i s b l e n d i n g o f ideas ant: the cross-fertilisation o f t h o u g h t w h i c l i emerges f r o m i r .

U n i t 37 37.1

1 W e m a y w e l l d i s c o v e r t h a t the p r o b l e m w a s caused by o v e r h e a t i n g . 2 I t w o u l d seem t o a p p e a r f r o m a l l t h e f i n d i n g s t h a t t h e test is r e l i a b l e , 3 O f course i t is t r u e t h a t n o t a l l factories cause huge a m o u n t s o f p o l l u t i o n . 4 W e can c e r t a i n l y assume t h a t the exchange r a t e w i l l c o n t i n u e t o f l u c t u a t e . 5 I t m a y w e l l t u r n o u t n o t t o be the case t h a r a l l the q u e s t i o n s w e r e a n s w e r e d h o n e s t l y 5 I t c o u l d be a r g u e d t h a t c o n f l i c t w a s i n e v i t a b l e a f t e r rhe events o f recent years.

37.2

[

u

ah cases, the adverbs m a y also be the first w o r d in t h e sentence, e x c e p t in t h e case o f

t e n t a t i v e l y ' and ' c o n c l u d e ' , w h i c h u s u a l l y o c c u r n e x t t o each other, 1 R u s s o w a s a l l e g e d l y a m e m b e r o f a t e r r o r i s r o r g a n i s a t i o n , b u t i t w a s never p r o v e d . 2 A t t h a t t i m e , t h e p o p u l a t i o n o f tigers w a s r e p o r t e d l y w i d e s p r e a d in the r e g i o n . 3 T h e collapse o f the r o o f a p p a r e n t l y caused a s p r i n k l e r system pipe t o b u r s t . 4 l b get a better j o b is p r e s u m a b l y a m a i n m o t i v a t i o n f o r g o i n g o n to h i g h e r e d u c a t i o n . 5 W e m a y t e n t a t i v e l y conclude t h a t w a t e r shortages are l i k e l y t o increase r a t h e r t h a n decrease. 6 T h e s t u d e n t s w e r e e v i d e n t l y guessing some o f the a n s w e r s i n s t e a d o f u s i n g t h e i i inowledge of the context. noun

verb

tendency

tend

evidence

adjective

adverb

evident

evidently

reem likelihood perception 37.4

l

seemingly likely

perceive

perceptible

perceptibly

h is n o t v e r y l i k e l y / It is h i g h l y u n l i k e l y t h a t e v e r y o n e w i l l f a i l the test.

2 Students have a t e n d e n c y to leave p r e p a r a t i o n f o r e x a m s t i l l the last m i n u t c . 3 Tt w a s e v i d e n t r h a t some srndents h a d c o p i e d each o t h e r ' s a n s w e r s . 4 T h e r e is a c o m m o n p e r c e p t i o n t h a t o l d e r p e o p l e c a n n o t l e a r n m u s i c a l i n s t r u m e n t s t o £ professional standard. 5 T h e m e l t i n g o f the p o l a r ice caps is seemingly i n e v i t a b l e .

Academic Vocabulary ¡r¡ Use

37.5

Suggested 1

answers

R a t s a r c g e n e r a l l y c o n s i d e r e d t o be c a r r i e r s o f diseases.

2 T h e r e is ( o n l y ] l i m i t e d evidence t o s u p p o r t the o p i n i o n t h a t dieset ears cause m o r e p o l l u t i o n t h a n p e t r o l cars, 3 T h e r e is every l i k e l i h o o d t h a t r a i l passenger n u m b e r s w i l l c o n t i n u e to d e c l i n e . 4 I n the absence o f evidence t o the c o n t r a r y , we m u s t c o n c l u d e t h a t right-handedness is n o t l i n k e d t o i n t e l l i g e n c e i n any w a y . 5 It is n n d o u b r c d l v t r u e t h a t e n g i n e e r i n g graduates are i n i n c r e a s i n g d e m a n d . 6 T h e area near the r i v e r is l i a b l e t o

flood/flooding

in winter.

U n i t 38 38-1

T h i s essay examines the early life o f C a t h e r i n e o f A r a g o n ( 1 4 8 5 - 1 5 3 6 ) , f o c u s i n g p a r t i c u l a r l y on the p e r i o d o f her b r i e f m a r r i a g e t o Prince A r t h u r , his d e a t h at the age o f 15 a n d her subsequent m a r r i a g e t o his b r o t h e r Prince H e n r y , later t o become K i n g H e n r y V I I I o f England". For t h e purposes o f this essay, 1 shall pay l i t t l e a t t e n t i o n to either the earlier o r the later periods o f her life. H e r eventual d i v o r c e f r o m K i n g H e n r y is, t h u s , b e y o n d the scope o f this •ssav. M u c h m o r e has already been w r i t t e n o n the subject o f this later p e r i o d o f her life. T h e l i t e r a t u r e w i t h reference t o the p e r i o d is extensive b u t m y essay is largely based o n a c o u p l e o f <ey sources, w h i c h arc p a r t i c u l a r l y relevant to any discussion o f this p e r i o d , a n d I s h a l l refer to these t h r o u g h o u t .

38.2

1 t h e p r o s a n d cons 2 at t h e same t i m e

5 that's all very w e l l b u t * 6 t h e e x t e n t to w h i c h

3 a n d so o n and so f o r t h '

7 in a d d i t i o n t o

4 h a v i n g said t h a t "

H as w e l l as

1

1

N o t e t h a t these are m o r e c o m m o n i n spoken c o n t e x t s , and are n o t n o r m a l l y used in academic writing.

38.3

T h e r e are a n u m b e r o f advantages a n d disadvantages to take i n t o a c c o u n t w h e n c o n s i d e r i n g the purchase o f a h y b r i d (gasoline-electric) c a r Such cars a r e , f o r instance, u n d o u b t e d l y better f o r t h e e n v i r o n m e n t i n the sense t h a t they cause s i g n i f i c a n t l y less a i r p o l l u t i o n . F u r t h e r m o r e , the degree t o w h i c h i h c y rely o n o i l , a n a t u r a l resource w h i c h is r a p i d l y b e c o m i n g d e p l e t e d , is m u c h less t h a n is the case w i t h c o n v e n t i o n a l cars. N e v e r t h e l e s s , hybric

1

cars are n o t w i t h o u t t h e i r p r o b l e m s . C o s t m a y be a n issue as w e l l as t h e t e c h n i c a l c o m p l e x i t y o f this r e l a t i v e l y n e w t y p e o f e n g i n e . P r o v i d e d t h a t y o u take these f a c t o r s i n t o a c c o u n t , there is n o reason w h y y o u s h o u l d n o t decide t o b u y a h y b r i d Car.

38.4

I B

2 C

Unit 39.1

39.2

39.3

39.4

3 A

4 B

5

C

6 P.

39

i purpose/aim

3 aim/purpose

5 address

7

2 concerned

4 consists

6 devoted

8 focus

1 W a r a n d Peace

3 No

5 Before

2 After

4

1 Take

3 addresses

5 following

7 consider

2 Firstly

4 below

6 see

8 later

j

dividec

Olaf

A s c a n be seen i n T a b i c V t h e r e has been an increase i n the n u m b e r s o f s t u d e n t s i n h i g h e r education.

2 I n Section 3 we t a k e up again s o m e o f t h e a r g u m e n t s f r o m the p r e c e d i n g section. 3 A t this p o i n t l e t us t u r n o u r a t t e n t i o n to d e v e l o p m e n t s i n C o n s t a n t i n o p l e . 4 T h e c o u n t r y is d i v i d e d i n t o s i x p r o v i n c e s . 5

L e t us n o w t u r n t o the issue o f the r e u n i f i c a t i o n o f G e r m a n y .

Key

157

U n i t 40 40.1

40.2

1 present

3 welcome-

2 c a l l o n , make/give

4 on the subject o i

Suggested

5 i n t r o d u c e , addres^

answers

1 W e need t o c o n s i d e r f a m i l y i n c o m e t o o , l i u t I ' l l c o m e b a c k t o t h a t later, 2 So, m o v i n g o n , I ' l l s k i p i t e m 4 o n die h a n d o u t and instead t a l k a b o u t n u m b e r 5 i n m o r e detail. 1 I ' l l t r y t o finish by J . 3 0 , b u t feel free IO leave i f y o u have a class o r o t h e r a p p o i n t m e n t to go t o , 4 T h e r e is a h a n d o u t g o i n g r o u n d a n d I have some extra/spare copies t o o i f anyone wants t h e m . 5 I ' l l f i n i s h t h e r e as m y t i m e has r u n o u t . 5 W e d i d n ' t w a n t t o m a k e p e o p l e u n c o m f o r t a b l e b y h a v i n g a c a m e r a i n the r o o m . H a v i n g said t h a t , w e d i d w a n t t o v i d e o as m a n y o f the sessions as possible. 7 I ' d l i k e t o go back t o a p o i n t I m a d e e a r l i e r a b o u t r i v e r

management.

8 So, I believe o u r e x p e r i m e n t s have been successful. T h a t ' s a l l I have t o say. T h a n k y o u . 1 G o i n g h a c k t o / T o g o b a c k t o / G e t t i n g b a c k t o the p r o b l e m o f large class sizes, F d l i k e to o o k at a s t u d y d o n e i n A u s t r a l i a i n 2 0 U 2 . 10 I ' l l t r y n o t t o go over t i m e , so I ' l l speak f o r 30 minutes, t o leave time f o r questions at the end. 40.3

1 on

40.4

Possible

2 with, to

3 to

4 to

5 by

sentences

1 I s h a l l present t h e r e s u l t s o f some studies d o n e recently. 2 D r honseca w i l l n o w take q u e s t i o n s 3 I w a n t t o raise a n o t h e r issue at t h i s p o i n t . 4 I ' d j u s t l i k e to m a k e a c o m m e n t , i f I may. "} I w i l l begin by g i v i n g a n o v e r v i e w o f t h e t o p i c . j T h i s is the first t i m e I've g i v e n / m a d e a p r e s e n t a t i o n , so I ' m a b i t n e r v o u s

Unit 4 1 41.1

Scientists disagree as t o w h e t h e r c o l d f u s i o n , t h e c o n t r o l l e d p o w e r o f the h y d r o g e n b o m b i r the l a b o r a t o r y , is possible. I n the past, some believed t h a t e x p e r i m e n t a l study u n d e r l a b o r a t o r y c o n d i t i o n s u s i n g p a l l a d i u m a n d p l a t i n u m elecrrodes c o u l d m laet cause heavy h y d r o g e n a t o m : to fuse i n t o h e l i u m a n d release energy, as the s u n does. I n c a r e f u l l y c o n t r o l l e d e x p e r i m e n t s , researchers believed they c o u l d m a n i p u l a t e t h e variables a r i s i n g f r o m i h e c o m p l e x i t y o f the electrodes a n d o t h e r e q u i p m e n t used. I n such c o n t r o l l e d c o n d i t i o n s , they a r g u e d , c o l d f u s i o n was possible. H o w e v e r , a t t e m p t s t o r e p l i c a t e s o m e o f the e x p e r i m e n t s w h i c h c l a i m e d t o be successful f a i l e d , and m a n y n o w believe t h a t c o l d f u s i o n is i n fact t h e o r e t i c a l l y i m p o s s i b l e . Some l i n g u i s t s believe t h a t we c a n best d e t e r m i n e h o w language is processed by l a b o r a t o r y e x p e r i m e n t s . H o w e v e r , l a b o r a t o r y e x p e r i m e n t s are b y d e f i n i t i o n a r t i f i c i a l a n d m a y n o t reflect w h a t h a p p e n s i n the real w o r l d . O r h e r l i n g u i s t s believe, t h e r e f o r e , t h a t e m p i r i c a l o b s e r v a t i o n is better, a n d p r e f e r t o c a r r y o u t h e l d studies a n d case studies o f i n d i v i d u a l s i n n a t u r a l seitings. I r this w a y , in-depth d a t a c a n be c o l l e c t e d by observers w i t h o u t i n t e r f e r i n g w i t h the process i n any way, even t h o u g h this m a y be a m o r e tiine-consurrung m e t h o d .

H o w e v e r , I n d i v i d u a l studies i n

real s i t u a t i o n s m a y n o t be r e p r e s e n t a t i v e o f the general p o p u l a t i o n o f second language learners, hi s h o r t , b o t h a p p r o a c h e s have t h e i r advantages a n d 4 1.2

carry o u t ; a p i l o t study / an experiment / a procedure e m p l o y / u s e : a t e c h n i q u e / a device / (a) m e t h o d o l o g y i piece o f / t o assemble / c h e c k

apparatus

;N13 YOU c a n a l s o e m p l o y / u s e a p r o c e d u r e , ;

Academic

Vocabulary ii> Use

disadvantages.

1 I t w a s a n e w piece o f a p p a r a t u s so w e a s s e m b l e d it first a n d t h e n c h e e k e d i t b e f o r e u s i n g it ( o r w e checked i t first a n d t h e n a s s e m b l e d i t ) . 2 T h e t e a m c a r r i e d o u t a p i l o t s t u d y b e f o r e c o n d u c t i n g t h e m a m e x p e r i m e n t ro see i f the m e t h o d o l o g y / p r o c e d u r e they w e r e u s i n g w a s r e l i a b l e , 3 T h e t e a m needed t o e m p l o y a d i f f e r e n t t e d i n i q u e / p r o c e d u r e f o r m e a s u r i n g the pressure, so t h e y used a n e w device ( o r a p p a r a t u s ) w h i c h they m a n u f a c t u r e d m t h e i r o w n l a b o r a t o r y ( I f apparatus

is u s e d , w e c a n also say 'a n e w piece o f a p p a r a t u s ' . !

1 I t w a s v e r y d i f f i c u l t t o m a k e r e l i a b l e i n f e r e n c e s f r o m d i e d a t a as w e h a d so l i t t l e . 2

A c o r r e l a t i o n a l s t u d y is a g o o d w a y o f seeing i f o n e p h e n o m e n o n

is r e l a t e d t o a n o t h e r in

a systematic way. 3 T h e e x p e r i m e n t n e i t h e r p r o v e d n o r d i s p r o v e d Jessop's t h e o r y . 4 W e h a d t o e x p l a i n the u n u s u a l scores o f l i v e o f the subjects i n t h e s a m p l e , w h o a l l hac t o t a l s w e l l b e l o w t h e n o r m . I t w a s p o s s i b l e t h e r e w e r e i n a c c u r a c i e s i n the d a t a . 5 A n o u t s i d e { o r e x t e r n a l ) o b s e r v e r can o f t e n u n i n t e n t i o n a l l y d i s r u p t the b e h a v i o u r o f the subjects they are o b s e r v i n g .

U n i t 42 1 ' C o m p u t e r p r o g r a m m i n g languages u s u a l l y f a l l i n t o o n e o f f o u r c a t e g o r i e s : i m p e r a t i v e , f u n c t i o n a l , o b j e c t - o r i e n t e d a n d l o g i c . T h e s e languages arc d i s t i n c t f r o m o n e a n o t h e r in h o w d i e y o p e r a t e . T h e s t r u c t u r e o f i m p e r a t i v e l a n g u a g e s is based o n c o m m a n d s , y o u k n o w , " d o t h i s , d o t h a t t h i n g " . L a n g u a g e s such as F o r t r a n a n d C O b O L b e l o n g t o this t y p e . F u n c t i o n a l languages c o n s i s t o f m a t h e m a t i c a l f u n c t i o n s . T h e c o m p o n e n t s o f objectD r i e m e d languages are c o m m a n d s w h i c h a r e c o m b i n e d w i t h t h e d a t a t o c r e a t e " o b j e c t s " . T h e m a i n f e a t u r e o f l o g i c l a n g u a g e s is t h a t they state facts o r r e l a t i o n s b e t w e e n t h i n g s . N o w , i n the case o f h u m a n languages, d i v e r s i t y is c o n s i d e r e d a g o o d t h i n g . I n the case o f p r o g r a m m i n g languages, i t suggests w e s t i l l h a v e n ' t f o u n d the best o n e ! " 2 ' F o r y o u r end-of-year p r o j e c t , y o u m u s t c a r r y o u t a s u r v e y o f c o n s u m e r p r e f e r e n c e s f o r one p r o d u c t o r a t y p e o f p r o d u c t . Y o u ' l l need t o devise a q u e s t i o n n a i r e , a n d y o u ' l l need :o t a k e a l o t o f f a c t o r s i n t o a c c o u n t . T h e s e i n c l u d e g e n d e r , t h a t is h o w m a n y m a l e s a n d / o r females are i n y o u r s a m p l e , s o c i a l class, a n d so o n . A n d a l s o d i f f e r e n t g e n e r a t i o n s ; w i l l it j u s t be a d u l t s , o r y o u n g people too? A n d w h a t a b o u t s e n i o r citizens? T h e y m a y be r e t i r e d , b u t t h e y s t i l l b u y a l o t o f t h i n g s . A l s o , w h a t a b o u t o c c u p a t i o n a l status? A r e y o u g o i n g t o separate b l u e c o l l a r a n d w h i t e c o l l a r w o r k e r s ? O r are y o u also interested m people w h o arc n o t i n e m p l o y m e n t , such as h o m e m a k e r s , b u t w h o are o f t e n the o n e : w h o b u y the goods? A n d i n o u r m u l t i c u l t u r a l society, d o n ' t forget ethnic b a c k g r o u n d . ' noun

verb

similarity difference

dlffcr/dlfferen date*

allocation

allocate

description

describe

* Differ

adjective

adverb

similar

similarly

differonc

differently

descriptive

descriptively

is i n t r a n s i t i v e (it does n o t take an o b j e c t ) ; differentiate

object) o r can be used w i t h between

(differentiate

between

x and

is t r a n s i t i v e {it does t a k e a r y).

1 ît is h a r d t o d i f f e r e n t i a t e berween these t w o s i m i l a r p l a n t s . T h e y h a r d l y d i f f e r at a l l . 2

I he p r o f e s s o r p e r s u a d e d the u n i v e r s i t y t o a l l o c a t e m o r e r e s o u r c e s t o his d e p a r t m e n t ,

3 T h e r e are some m a g n i f i c e n t d e s c r i p t i v e passages i n the w r i t e r ' s l a t e r n o v e l s . 4 I n y o u r essay please c o m m e n t o n the s i m i l a r i t i e s a n d the d i f f e r e n c e s b e t w e e n the t w e rjoems.

Key

155

42.4

N o t e t h a t in this exercise b o t h the o n d i n a I remenees and those i n the Key are equally appropriate i n academic E n g l i s h . T h e purpose o f the ejtetcise is j u s t t o practise u s i n g a range o í language* 1 I t i s d i f f i c u l t t o d a i s i f y h u m a n e m o t i o n * as w e k n o w l i t t l e a b o u t r h e i r n a t u r e * 2 Sensation a n d a c t i o n c a n b o t h b t s u b s u m e d u n d e r t h e t e r m behaviour. 3 L i n g u i s t s assign a l l l a n g u a g e s t o a p l a c e i n t h e system o f l a n g u a g e f a m i l i e s , based o n t h t í r grammars and other key dimensions/features/characterislies, 4 T h e a t m o s p h e r e o f t h e p l a n e t is m a d e u p o f d i f f e r e n t gases. 5 U r b a n a n i l r u r a l p e o p l e o f t e n d i f f e r i n t h e i r p o l i t i c a l a t t i t u d e s . M a r i t a l status is also a relevant f a c t o r .

U n i t 43 43* I

1 T h e study f o u n d l i n k s b e t w e e n use o f t h e d r u g a n d h c a r r p r o b l e m s . 2 Jill's t h o r o u g h n e s s is c o m p l e m e n t e d b y h e r co-researcher's o r i g i n a l i t y 3 M u s i c a l talent correlates w i t h mathematical ability. 4 T h e s c u l p t u r e is an u n u s u a l c o m b i n a t i o n o f g e n t l e c u r v e s ; m d s h a r p angles. Ü T h e c o n f e r e n c e has b r o u g h t

together

scholars f r o m all over the w o r l d ,

f> T h e researcher is t r y i n g t o piece t o g e t h e r i n f o r m a t i o n f r o m a tange o f sources. 7

I'etei's s t u d y i s d o s d y rclaued t o his p r e v i o u s research,

8 T h e t e r m 'hacker used t o refer t v a c o m p u t e r programmer, 1

43i2

1 T h e r e i s u s u a l l y a v e r y s t r o n g b o n d b e t w e e n a m o t h e r a n d her c h i l d . 2 Salaries have fallen over the last f e w yeats n o t i n real t e r m s b u t r e l a t i v e to i u t h i c i o n , 3 h i t h e U K b l a c k cats arc associated wii.h R o o d l u c k . 4 Tn rhe e x p e r i m e n t , g r o u p A p e r f o r m e d best o n the m a n u a l d e x t e r i t y test a n d least w e l l o n t h e m e m o r y test whereas f o r g r o u p rl the reverse w a s t h e case. 5 ' M a l i c i o u s ' is m o r e o r less s y n o n y m o u s w i t h "nasty'. S T h e p r o b l e m s discussed a b o v e are a l l closely i n t e r r e l a t e d . 7 T a k e n t o g e t h e r , t h e studies by .Johnson a n d M a h e s h p r o v i d e very s t r o n g evidence t h a t p r e v i o u s theories o n the n a t u r e o f thin disease were f l a w e d . 8 T h e research is o r i g i n a l i n t h a t i t a p p r o a c h e s the t o p i c f r o m a c o m p l e t e l y fresh angle. 'J T h e p a i n t e r l o v e d t o e x p l o r e thtr i n t e r p l a y b e t w e e n l i g h t a n d shade,

4 3 h3

I n t e r a c t i o n w i t h i n a c h i m p a n z e e c o m m u n i t y is the theme o f Gavros's f a s c i n a t i n g new

hook.

I t describes the v a r i o u s d i f f e r e n t r e l a t i o n s h i p s b e t w e e n t h e a n i m a l s , a n d reveals h o w a n i n d i v i d u a l ' s b e h a v i o u r reflects hig o r her p o s i t i o n i u d i e c o m m u n i t y , s h o w i n g h o w t h e o l d e r fcrnak-s i n p a r t i c u l a r o f f e r e a c h o t h e t m u t u a l s u p p o r t . T h e b o o k also p r o v i d e s evidence t o sugg<st t h a t dumpaTii'.oL-s use s o u n d s i n s y s t e m a t i c w a y s t o c o m m u n i c a t e w i r h each other, ( h i e p a r t i c u l a r s o u n d , f o r e x a m p l e , clearly c o r r e s p o n d s t o t h e h u m a n c r y o l ' W a t c h o u t ! ' w h i l e a n o t h e r w o u l d seem to be the e q u i v a l e n t o f T T e l p T ( l e r t a i u gestures also s e t m to be associated w i t h specific m e a n i n g s . 43,4

Passible

answers

.1 "Different u n i v e r s i t i e s c o m p e t e d w i t h ons a n o t h e r i n t h e chess c o m p e t i t i o n w h i c h A l f w o n . ( N o t e t h a t a h y p h e n is; used here. T h e rules f o r t h e use o f h y p h e n s arc n o t v e r y p r e d i c t a b l e i n H n g h s h - l o o k o u t f o r c.xamplcs a n d m a k e a n o t e o f t h e m . ) 2 H i g h w a y s l i n k i n g d i f f e r e n t L'S states W i t h each o t h e r are u s u a l l y g o o d , fast r o a d s . v I f t w o c o u n t r i e s arc e c o n o m i c a l l y i n t e r d e p e n d e n t , i t means t h a t t h e y are d e p e n d e n t o n each other, r a t h e r t h a n , say, j u s t o n e c o u n t r y being d e p e n d e n t o n the other. 4 I n t e r m a r r i a g e can refer c i t h e r to m a r r i a g e b e t w e e n p e o p l e o f d i f f e r e n t social g r o u p s o r as i n t h e e x a m p l e sentence t o m a r r i a g e b e t w e e n p e o p l e o f t h e same f a m i l y or set o f f a m i l i e s . 5 I n t e r c h a n g e o f i n f o r m a t i o n c o n v e y s t h e idea t h a t i n f o r m a t i o n is g o i n g i n b o t h d i r c e n o n s a n d n o t j u s t o n e I n o t h e r w o r d s , e v e r y o n e is b o t h g i v i n g a n d g a i n i n g n e w i n f o r m a t i o n , (• h i t e r t o n n e c t i n g p a r t s c o n n e c t w i i h a n d r e l a t e t o e a c h o t h e r . I n o t h e r w o r d s , rhey a r c n o t separate f r o m e a c h o t h e r .

AcatíBirMc Vocabulary In Use

U n i t 44 44.1

1 as c o m p a r e d

3 compared

5 from/io

7

2 difference/comrast/distinction

4 comparison

6 comparison

8 In contrast

* O f i the Other hand

w o u l d also be possible here, b u t in contrast

analog)

1

1

b e t t e r expresses i h e sharp

o p p o s i t i o n b e t w e e n the t w o scientists' v i e w s . 44.2

Suggested

answers

1 T h e t w o g r o u p s were d i f f e r e n t f r o m / t o each other. 2 T h e r e was a contrast between ihe i w o groups o f children. 3 T h e three liquids were similar t o one another, 4 T h e d a t a revealed d i f f e r e n c e s i n / a m o n g the i n f o r m a n t s ' responses. 5 T h e t i t l e o f h e r paper w a s : ' M a l e a t t i t u d e s t o w a r d s p r i s o n s e n t e n c i n g c o m p a r e d w i t h / t o female attitudes', 6 T h e e c o n o m y o f the n o r t h is b o o m i n g , the s o u t h is s i m i l a r l y e n j o y i n g a n e c o n o m i c u p t u r n . / T h e e c o n o m y o f the n o r t h is b o o m i n g . S i m i l a r l y , the s o u t h is also e n j o y i n g an economic upturn. 44.3

Suggested

answers

1 U n l i k e t h e s o u t h o f the c o u n t r y , w h i c h has l i t t l e i n the w a y o f f o r e s t s , the n o r t h o f t h e c o u n t r y is c o v e r e d w i t h t h i c k f o r e s t s . / T h e n o r t h o f the c o u n t r y is c o v e r e d w i t h t h i c k forests, u n l i k e t h e s o u t h o f the c o u n t r y , w h i c h has l i t t l e i n the w a y o f forests. 2 R a t h e r t h a n a q u e s t i o n n a i r e , i n this case, face-to-face i n t e r v i e w s are better, 3 A s i a n languages such as V i e t n a m e s e are q u i t e d i f f i c u l t f o r learners w h o s e f i r s t language is a E u r o p e a n o n e . C o n v e r s e l y , E u r o p e a n languages are d i f f i c u l t f o r learners w h o s e first l a n g u a g e is an A s i a n o n e . 4 O n the o n e h a n d , o i l is p l e n t i f u l at t h e present t i m e . O n the o t h e r h a n d , it w i l l r u n our one day. 5

Boys t e n d t o p r e f e r aggressive s o l u t i o n s t o p r o b l e m s , w h e r e a s g i r l s prefer m o r e i n d i r e c t a p p r o a c h e s . / W h e r e a s b o y s t e n d t o p r e f e r aggressive s o l u t i o n s to p r o b l e m s , g i r l s p r e f e r m o r e i n d i r e c t a p p r o a c h e s . {While

c o u l d also be used i n b o t h cases instead o f

whereas.)

5 I n t h e post-war p e r i o d , p u b l i c t r a n s p o r t e n j o y e d a b o o m . N o w a d a y s , t h e reverse is t r u e . 44.4

1 True 2 False; c o m p a t i b l e means t h i n g s can e x i s t t o g e t h e r o r w o r k t o g e t h e r 3 True 4 False; i f t h e r e are p a r a l l e l s t h e n there are s i m i l a r i t i e s b e t w e e n their. 5 True

U n i t 45 45.1

1 Students a l w a y s seem t o have d i f f i c u l t y i n r e m e m b e r i n g this f o r m u l a . 2 F o r d p o i n t e d o u t t h a t the m e t h o d o l o g y h a d a n u m b e r o f inconsistencies, 3 T h e need t o f i n d r e p l a c e m e n t fuels poses c o n s i d e r a b l e challenges f o r scientists. 4 T h e m e d i a c o n t i n u e t o f o c u s o n the c o n t r o v e r s y s u r r o u n d i n g the President, 5 I n the figures he presented several e r r o r s w e r e a p p a r e n t . !J O n t h e i r w a y across A n t a r c t i c a t h e y e x p e r i e n c e d m a n y d i f f i c u l t i e s . 7 T h e results o f t h e o p i n i o n p o l l raise some i m p o r t a n t q u e s t i o n s f o r the Party. S P r o b l e m s caused b y p o l l u t i o n i n t h i s area arose f a i r l y r e c e n t l y

45.2

1 It is n o easy t a s k m e d i a t i n g b e t w e e n u n i o n s a n d m a n a g e m e n t . 2 I n this l e c t u r e 1 p l a n t o d e a l w i t h the later n o v e l s o f C h a r l e s D i c k e n s . 3 T h e a n s w e r t o m o s t p r o b l e m s i n a g r i c u l t u r e lies i n the s o i l , 4 H e t h o u g h t for a l o n g t i m e but was unable t o c o m e up w i t h a solution. 5 G r e e n t o u r i s m m a y i n i t i a l l y feel l i k e a c o n t r a d i c t i o n i n t e r m s , li I w o n d e r w h a t the professor's r e a c t i o n t o the a r t i c l e w i l l be. 7 T h e c o m p a n y has e x p e r i e n c e d a n u m b e r o f d i f f i c u l t i e s w i t h the c o m p u t e r o p e r a t i n g system. 8 H a v e y o u f o u n d a s o l u t i o n t o the p r o b l e m y e t : Key

161

45.3

noun

verb

noun

verb

solution

solve

resolution

resolve

fWCDori

ream

response

respond

content*

contain

contradiction

contradict

err

mediation

mediate

error

45.4

1 c o n c i a diere á 2

3 solution 4

err

5

contains

7 resolved

S

response

K reacted

5

absence

7 context fi c o n d i t i o n *

mediate

U n i t 46 46.1 46.2 46.3

1 tovironment

3 existence

2

4

status

circumsTances

1

unstable

.- _ :iriL". LLc

2

InsıabİIiry

-

1

6 infrastructure 5

maximum

d:C"-C

I n t h e 1 y fi Üs the g o v e r n m e n t i m p o s e d ( D J placed) r e s t r i c t i o n s u n the a m o u n t o f m o n e y y o u c o u l d rake o u t o f the c o u n t r y .

2 T h e p r o b l e m is c o n f i n e d t o rhc c a p i t a l city. 3 AM f o s s i l fuels are f i n i t e resources. 4 İTI the a c c i d e n t t h e r e w a s m i n i m a l d a m a g e t o t h e car. 5 A l l research İs subject to the c o n s t r a i n t s o f f u n d i n g decisions. 6

I h e social i n s t a b i l i t y o f / i n t h e c o u n t r y deters i n v e s t o r s .

7 Tn/CIndtr n o r m a l c i r c u m s t a n c e s w c w o u l d n o t behave in this w a y . / ff the e i r c u m s t a n c e s w e r e n o r m a l w e w o u l d n o t behave in this w a y . o

46.4

M o s t s m a l l c h i l d r e n believe i n i h e existence of f a i r i e s .

1 restrict • uunn^L

3 restrain

S mbumnrn

7

4 integral

t¡ i m p o s e d

8 restraint

circumstances

U n i t 47 47.1 47.2

1

verify

3 supplement

5 step

2

procedure

4

simulatior

6

1 consume

3

display

S insert

2

4 emerged

47.3

47.4

advent

S

design

invent

verb

noun

apply ro

application of

behave

behaviour o f

simulate

sbnutfljon o f

emerge (rom

aragence of

select from

selection of

corı&ujne

consumption of

design

design of

secure

sccurlry of

verification of I ;u

utilisation of

ratify

ratification of

Input Into

input

Insert Into

Insertion

.li'lliy

display

emergence

3 insert

2

consumption

4 ratify

ap p l i c ; i l i o n 6 1i p u t

Follow up l'ossddn n ' p e i a b a l /

2£

1,49

plot/pin!/27

30

p o i n t t o 2 4 , 33

portfolio /,pait'faoliao/ 20 challenge/question/threat

12

outside / . a o t ' s a i d / 4 1

p o s i t i o n /po'/.ifan/ 36

o u t w e i g h / . a o t ' w c i / 33

p o s s i b l y /'pnsabli/ 5

n o r m /naim/ 2 6

o v e r the n e x t f e w years 2 9

n o r m a l d i s t r i b u t i o n 26

post /paost/ 2 2

o v e r a l l . ^ a r i v a r ^ : ! / 50

n o t a b l e /'naolabal/

post a message 2 2

o v e r c o m e / , a o v o ' k Am/ 4 5

postgrad(uate) r e p ( r e s e n t a t i v e ) 18

49

note /naot/ 32

o v e r d r a f t / ' o o v a d r u i f t / 2b

potential /pn'tcnfol/ 4

overdue /.aova'dju:/ 21

p o w e r f u l /'paoafal/ 24

n o t i o n /'uaoj'an/ 3 1

o v e r v i e w / ' a o v o v j i n / 4C

practice / ' p r a i k t i s / 1 1

n o w a d a y s /'naundeiz/ 2 9

parallel / ' p i r a t e ! / 2 7

practicc-as-rcscarch / ' p r , e k l i s az

nuance ( o f m e a n i n g ) / n j u : a n s /

saraphrase / ' p a i r n f r e i ? / 23

note-taking/'noot

leikirj/21

l

objection /ab'd^ckjan/

34

p a r t / p u n / 1.5

n u m b e r /'nAmba/ 7, 2 5 36

particular /pa'tikjola/ 11

objective / a b ' d 3 e k u v / 3 j , 36

particularly /pn'tikjolali/ 5

o b l i g a t o r y / a ' b l i g a t r i / 20

p a r t i c u l a r significance 11

r i ' s ^ t r / 35 practice-fed /'prEcktis l e d / 35 precedent / ' p r e s i d a u l / 3 0 p r e c e d i n g / p r i ' s h d i r j / 2 9 , 39 precis / ' p r e i s k / 50

Indet

173

precise / p n ' s a i s / 4 , 25

p r o v o k e / p r o ' v o o k / 30

recover / n ' k A v a / 48

precisely / p n ' s a r s l i / 5

p u b l i s h results 10

r e f e r / n ' f a : / 1 2 , 43

predict / p n ' d i k l / 33

purpose Z ' p a i p ^ / 3 5 , 39

refer f r e q u e n t l y / s p e c i f i c a l l y / i r

preference / ' p r c f a r a n s / 15

put /pol/ 3

prejudice/'pi-cd3(nlis/ 36

put emphasis 3

refer to

p r e j u d i c e d against 3 6

pur f o r w a r d 6 , 3 2 , 38

referee / , r e f a r ' u / 17

p r e j u d i c e d i n f a v o u r o f 36

put it briefly 50

reference / ' r c f r a n s / 8, 17

p r e l i m i n a r y / p n l i m i n o r i / 10

q u a l i f i c a t i o n ^ k w n l i f i ' k e i j a n / 17

r e f i n e / i V f a m / 48

p r e l i m i n a r y r e s u l t s 10

qualitative/'kıvolıtolıv/ 4

reflect/ri'flekt/

present data 2 7

quantifiable/'kwontifaiabal/

present s t u d y 23

quantifiably /'kwnntifaiobli/ 1

reimburse/.rhim'bsis/

present / p r e ' z a n t / ( v e r b ) 3, 24.

q u a n t i f i c a t i o n / . k w o n l if ı ' k e ı j a n / 1

relate/n'leit/ 41

q u a n t i f y / ' k w o n t ifaı/ 1

r e l a t e d / n ' l e i t i d / 43

27,40

massing 12

J

14,38

24,41,43

r e g i s t r a t i o n fee 28 28

quantitative / ' k w o n l U o t i v / 1, 4

r e l a t i o n / r i ' l e i j a n / 15

pre-session a 1 / p r i i ' s e j a n a l / 20

q u a n t i t a t i v e l y /'kvvnntıtatıvJi/ I

r e l a t i o n s h i p / n ' l e i j a n f i p / 1 2 , 15,

p r e s u m a b l y / p r r ' ^ j m m a b l i / 37

quantity/'k wont it i/ 1

p r i m a r i l y / p r a i ' m e r a l i / 1 , 5, 23

q u a r t e r l y / ' k u o r t a l i / 29

r e l a t i v e (to) / ' r e b t i v / 4, 43

primary /'praimari/ 1

question / ' k w e s l j a n / 1 2 , 32

relatively /'relatrvli/ 5

p r i m a r y source 23

question results 10

relax / n ' b e k s / 4 8

p r i m e n u m b e r 25

quiz / k w i ; / 1 9 , 2 2

relevant / ' r e b v a n t / 4 , 1 1 , 2 4 , 3 3 ,

prime /prann/ 1

q u o t a t i o n / k w a o ' t e i f a n / 23

principal /'pnnsipol/ 4

r a d i c a l / ' r a d i k a l / 36

p r i n c i p l e / ' p n n s i p a l / 2 , 1 5 , 36

raise / r c i i / 4 0 , 45

p r i o r t o 13

raise a p o i n t 33

presentation /.prezan'leijan/

40

38 reliable / n ' l a l o b o l / 2 4 , 2 f reload /,ri:'laod/ 9 rely o n 14

r a n d o m /'rasndam/ 26

prioritise /prai'nntaiz/ 21

remain in the dark 9

r a n d o m n u m b e r 25

priority /prai'Drali/ 35

replicate / ' r e p h k e i t / 4 1

r a n d o m s a m p l e 27

p r o b a b i l i t y / , p r n b o ' b i b l i / 26

reported l y / n ' p ^ : l " d l i / 37

range / r c i n d 3 / 26

probability distribution 26

r e p r e s e n t / , r e p n ' z e i l l / 27

rarely / ' r e a l i / 49

probably /'prnbabli/ 37 problem/'pmbbm/

41,43

1 2 , 1 5 , 45

representative/.reprrzentat iv/ 41

rather t h a n 4 4

representative s a m p l e IC

p r o c e d u r e /pra'shdsa/ 4 1 , 47

r a t i f i c a t i o n /.tECtıfı'keıjbn/

proceed / p r a ' s h d / 20

ratify /'ratıfaı/ 47

r e q u i r e / r r ' k w a r a / 17

process /'prooses/

r a t i o / ' r c i f b o / 26

research /rVsartJ/ 2 , 1 5 , 4 1

17

47

request a n e x t e n s i o n 2 1

process i n f o r m a t i o n 5

r a t i o n a l / ' r ^ / a n o l / 3fj

research assistant 18

professor /pra'fesa/ 18

r a t i o n a l e / . r a i a ' n u : ] / 15

research is based o n 12

p r o f i l e / ' p r o o f a i l / 17

reach a c o n c l u s i o n

research m e t h o d o l o g y

p r o f o u n d / p r a ' f a u i i d / 31

reach /rutJV 35

research s t u d e n t

progress /'praocjres./ 15

teach a p e a k 2 7

r e s o l u t i o n / . r c z o r u ; f a n / 45

p r o j e c t / ' p r o d ^ e k t / 1 5 , 20

react / r i ' E c k i / 45

resolve /II'ZDIV/ 4 5

proof /pruif/ 32

reaction /ri'aikj'an/ 31

resource /n"za:s/ 22

p r o p o r t i o n /pro'pa^lan/ 2d

r e a c t i o n a r y /rr'a?kfanri/ 36

respectively / r i ' s p e k l i v l i / 3 8 , 39

propose /pra'paoz/ 32

react t o 14

r e s p o n d t o 14

p r o s a n d cons 3 8

reading / ' r h d i r j / 22

response / n ' s p o n s / 15, 45

prove /pru:v/ 3 2 , 41

reading speed 21

rest o n

p r o v i d e / p r a ' v a i d / 3 , 24

reason / ' r h z o n / 1 5 , 3 0

restore / n ' s t a : / 4 8

p r o v i d e a ( b r i e f } s u m m a r y o f 50

reasonable / ' r u z a n a b a l /

r

p r o v i d e a s a m p l e 10 provide an example

24

33

7

35

18

14

r e s t r a i n / r i ' s l r c i n / 46

reboot/riî'bu:t/ 9

r e s t r a i n t / n ' s t r e i n l / 46

recapitulate /.rûka'pıt j o l e ı l / 50

restrict / n ' s t r i k t / 4 6

provide an explanation 3

receipt / n ' s i r t / 28

r e s t r i c t i o n / n ' s l n k j a n / 46

p r o v i d e feedback

r e c e n t l y / ' r i : ssn I l i / 5

results/n'zAlts/ 10, 40

22

p r o v i d e w i t h 14

recent p h e n o m e n o n 10

resume / ' r e z i i i r i e i / 2S

p r o v i d e d t h a t 38

recognise / ' r e k a g n a i z / 49

retreat/n'tnil/ 9

record /rrk.o:uV (verb) 2 4 , 4 1

r e t u r n to 4 0

provocation/.prova'keifan/

174


3C

reveal /n'villi 4 3 , 45

setting /'setnj/ 41

stare b r i e f l y 5C

r e v e r s e / r i ' v i i i s / 4 3 , 44

jeverely /si'violi/ 5

jtatement /'stcitmont/

review / n ' v j u i / 2 1

s h e d ( n e w ) l i g h t o n 9, 33

status / ' s l c i l a s / 4 2 , 46

r e v i e w o f t h e l i t e r a t u r e 23

s h i f t / J i t i / 3 6 , 48

s t a t u s q u o / ^ t e i t a s ' k w a u / 48

revise /ri'vnrz/ 21

shine a lighl on 9

stem f r o m

1

32

30

shortcoming / ' f a i t . k A i n i r j / 45

s t e m f r o m t h e f a c t t h a t 24

revolution /.rcvo'lm/on/ 8

jhort-term loan 2 1

*tcp / s t e p / 4 7

rigorous /'riyaros/ 4

s h o w / J o u / 3 , 2 4 , 2 7 , 32

s t i m u l a t e / ' s h m j o l e i l / 3C

rise / r a i z / 2 7

show a tendency 26

stimulation /.stimjo'leifan/

role / r a u l / 1 0

s h o w y o u r w o r k i n g s 25

stimulus /'stmijtihs/ 30

lote l e a r n i n g 21

s i d e ( o f a n a r g u m e n t ) / s a i d / 33

store i n f o r m a t i o n 3

rough / r A f / 4

sign up for 20

j t o r y / ' s t a i r i / 12

significance /siq'nif i k o n s / 2 , 1 1

s t r a t e g y / ' s t r i c t ; n b ; r / 35

significant / s i r j ' m f i k a n t / 4, 7, 1 1 .

s t r e n g t h e n a r o l e 10

revision /n'vi3an/

r o u n d up

21

?

round d o w n

21

25

25

row / r a o / 27

r u n JrAnf

stress /stres/ 1 4 , 32

49

rubric / ' r u ; b r i k /

IS

significantly /siy'nifikantli/ 26, 49

27

similar

similarity ^simi'kcriti/ 42, 44

rural /'rooral/ 42

s i m i l a r l y / ' s i m i t o l i / 5,

s a m p l e / ' s u n u p a l / 1 0 , 2C

simple /'simpaf/

s t r u c t u r e / ' s l r A k t . f a / 8 , 42 smdent counsellor

4

IS

s t u d e n t l o a n 1 7 , 2R

s i m p l y / ' s u n p i i / 5, 12

say / s e t / 2 4 , 38

simulation /,sim.ju'leijan/ 47

scales / s k e d z / 33

simultaneous /îrnal'temios/

i c h o l a r s h i p / ' s k o b j i p / 1 7 , 2S

skip /skip/40

s c h o o l / s k u L l / 1 8 , 19

s m a l l /smouV 1

scope /skatip/ 2

s o a r / s o : / 2 7 , 28

s c r u t i n i s e / ' s k n u i m a i z / 3S

social class 42

s e a r c h f o r 14

solely / ' s a o l b / 1

Secondary source 23

solid / ' s o l i d / 1, 49

secure / s i ' k j o a / 4 7

s o l u t i o n / s o ' l u i j a n / 1 2 , 45

student union 29

Etudy/'stAdi/

If 15,41

study p l a n 2 1 subject / ' s A b d ^ e k t / 2, 41 jubject header 22 s u b j e c t i v e l y / s n b ' d ^ e k d v l i / 36 subject to

46

s u b m i t / s a b ' m i t / 1 7 , 22

security / s i ' k j u a r a t i / 4 7

solve / s o l v /

>cc / s h / 3 , 3 9

s o m e w h a t /'sAmwul/

>eek /siikv" 17

s o p h o m o r e /'sufamo:/

s e e m / s i i m / 37

s o r o r i t y / s a ' r n r a t i / 19

s e g m e n t / ' s e y m a n l / 27

s o u n d l y / ' s a o m l l i / 33

seldom /'seldom/ 49

s o u r c e / s a : s / 2 3 , 3C

select / s i ' l e k t / 4 7

s p a r e / s p e a / 40

s e m e s t e r / s i ' m e s t a / IE

s p e a k o f 14

seminal /'seminal/ 2 3 , 49

specially /'spefli/ 5

seminar/'semmii:/

s p e c i f i c / s p a ' s i f rk/ 4 , 1 1 , 4 2

18,20

s t r o n g l y s u g g e s t 12

44

save e n e r g y 10

19

s t r i k i n g / ' s t r a i k i n / 24 s t r o n g l y /'strorjli/ 12

/'simila/44

run o u t (of time) 40

senior / ' s i m i a /

45

submit assignment

22

s u b s c r i b e t o a m a i l i n g l i s t 22 s u b s e q u e n t / ' s * b s i k w o n l / 23

i

substantial /sab'sta?nfal/ 7 19

subsume /sab'sju:m/ 42 subtle z'sMal/

34

subtract /sab'trfekt/ 25 j i i c c e s s i v e / s a k ' s e s i v / 2% sudden /'sAdon/48 sufficient / s a ' f i j a n t /

specific c o n d i t i o n s

10

suggest /sa'd3cst/ 12, 2 3 , 2 4 , 32,

43

11

senior c i t i z e n 4 2

s p e c i f i c a l l y / s p a ' s i f i k l i / 5, 12

suggest a n e w a p p r o a c h

j e n i o t l e c t u r e r 1 ft

s p o r t s c e n t r e 18

suggestion / s s ^ c s t j o n / 32

sense / s e n s / 34

sports grounds

sequence of n u m b e r s series o f e v e n t s 2 9 series o f n u m b e r s êt/sei/

8,22

set o f d a t a

26

25

25

30

l£

12

sum /sAin/ 26 *um u p 1 , 4 0 , 50

s p r i n g f r o m 30 s q u a r e d / s k w e a d / 25

s u m m a r i s e /•sAmnraiz/ 5 0

stable /'steibal/ 46

s u m m a r i s e the m a i n points

stage /steid3/ 2 7 , 2 9 , 4 7

s u p e r v i s i o n / . s u i p a ' v ^ n / 20

50

s t a n c e / s l u m s / 3 1 , 36

supervisor /'smpovaiza/

s t a n d a r d d e v i a t i o n 2ft

s u p p l e m e n t /'sAphniant/ 4 7

set o u t t o d o 6

s t a n d p o i n t / ' s l E e n p a m l / 36

s u p p o r t / s a ' p r n t / 3 , 1 1 , 2 4 , 28

set o u t 6, 23

start a new thread

surprising /so'pmizin/

sel of n u m b e r s

set u p 6

25

state / s t e i t / 3 2

22

18

7

surround /sa'raond/ 46

hde*

175

s u r r o u n d i n g /üa'raondin/ 45 survey / ' s a i v e i / ( n o u n ) 4}

time-consuming

vacation /va'keifan/ l£

/ ' l a j m k a n s j u : n n n / 41

valid / ' v a l i d / 2 6 , 3 1

(

survey /sa:'vci/ ( v e r b ) 2 7

t i p the scales 3 3

validity /va'lidali/ 49

survey t h e l i t e r a t u r e 2 3

to a c e r t a i n e x t e n t 13

v a l u a b l e resource 23

sustainable / s a ' s t e m a b a l / 4 8

t o a g r e a t e r e x t e n t 13

values / ' v a t l j u : / / 2 5

S y n o n y m o u s A u ' n u m m a s / 43

t o a l e s s e r e x t e n t 13

v a r i a b l e /'vcanabaJ/ 2 5 , 2 6 , 3 3 ,

systematic / . s i s t a ' u u e t i k / 41

to s o m e e x t e n t 1 3 , 16

table / ' t e i l i a l / 2 7

to w h a t e x t e n t 16, 38

v a r i e t y / v a ' r a T o l i / 42

tackle /'cckol/ 45

t o - d o l i s t / t a " d u : l i s t / 21

v a r y / ' v e a r i / 2 5 , 27

t a k e / t e i k / 39

top p r i o r i t y 35

v e r i f y / ' v e r i f a i / 47

t a k e a s a m p l e 10

t o p i c / ' t o p i k / 2 , 4C

vertical axis 2 7

41

take account o f 3 3

t o t a l / ' t a n t a l / 7, 2 5

v i e w /v j u : / 2 , 3 6 , 49

t a k e a w a y 25

t o w a r d s / t a ' w o i d z / 4S

v i e w p o i n t / ' v j m p n i n l / 31

take i n t o a c c o u n t 33

t r a c e t o 14

virtual classroom 22

t a k e issue w i t h

t r a n s c r i p t / ' t r i e n s k r i p i / 17

virtual learning environment 22

t a k e o n a r o l e 10

t r a n s f e r / t r f e n s ' f a : / ( v e r b ) 4S

virtually /'vs:!juoli/ ]

t a k e p a r t in a discussion f o r u m /

t r a n s f o r m /travns'fjun/ 48

visualise / ' v i ^ u a h u z / 2 1

transition /(nen'zifan/ 48

v i v i d / ' v i v i d / 24

g r o u p 22 t a k e p r i o r i t y over 35

t r a n s i t i o n a l / t r a m ' z i j a n a l / 25

VLE 22

t a k e q u e s t i o n s 40

: r a n s p a r e n t / t r i e n ' s p r e r o n t / 34

v o l u m e / ' v n l j u ; m / 26

t a k e n t o g e t h e r 43

treat /tri:t/ 23

waste energy 10

tally / ' t a l i / 2 5

trend / t r e n d / 12, 26

w a y / w c i / 1 0 , 41

t a r g e t /'Ui:uit/ 35

:rigger /'trigs/ 30

w e can p r e s u m e t h a t 37

t a s k / t o i s k / 22

try Arai/1

w e can see 27

technique /tek'rikk/ 4 1

t u i t i o n fees 2£

telling /'[ehrj/ 24

: u r n ( t o ) hr.nl

temporarily /'tempararili/ 5

t u t o r / ' t . i t u t a / 18

t e m p o r a r y /'Jemparari/ 2 9

t u t o r i a l / t j m ' t s : r b l / IS, 20, 22

w e i g h u p 33 1, 1 4 , 3 9 , 4 0

tend /leñé' 37

:ypc / t a i p / 4 2

t e n d e n c y / ' t e u d a n s i / 15, 2 6 , 37

typical / ' t i p i k a l / 1, 4

tentative / ' t c n l a l i v / 3 7 term /(aim/ 18, 34 : e r m i n o l o g y /,t3:mi'uolad3Í/ 34 thank y o u f o r listening 40 that^s a l l 1 have to sav 4 0 that's a l l very w e l l b u t 38 the last 2 0 years 29

welcome /'welkarn/ 40 whereas /wea'riu/7 4 4 w h i t e collar 42 w h o l e n u m b e r 25 w i d e s p r e a d / ' w a i d s p r c d / 11, 24

u l t i m a t e l y /'Altirnatli/ 5 unambiguous /.Anami'biajuas/

w i d e s p r e a d s u p p o r t 11 34

undeniable /.Aiidi'naiabal/ 24 i n d e r n o circumstances 49 u n d e r l i n e / ' A n d a ' l a i n / 1 , 4$ u n d e r l y i n g / ^ n d s ' l a u i ] / 36 inderstii nding /.Anda'shendiij/ 31, 35

the same a s 4 4

w i n d s are b l o w i n g 33 w i t h a focus o n 3 9 w i t h reference t o 38 w i t h r e g a r d to 16, 4 f i w i t h respect t o 1 6 w i t h the e x c e p t i o n o f 1 3 , I f w i t h the i n t e n t i o n o f 35

:heme /fihin/ 2

u n d o u b t e d l y /An'dautidli/ 37

w o r d / w a : d / 12

t h e o r y / ' f i i a r i / 2 , 12

u n e a r t h /An';s:8/ 33

w o r d limit 20

t h e o r y is ( m a i n l y ) based o n 12

u n f o r e s e e n / , A n f a : ' s i i n / 1C

w o r k / w a : k / 15

there is some evidence ( t o suggest)

m i f y /'jumifaL/ 47

work on 6

unique /ju:'ni:k/ 49

w o r k o u t 6 , 25

that 37 there's n o w a y 1 thesis /'Qhsis/ plural

theses

/'üi;si:z/31

u n i v e r s i t y / J m m ' v a i s i t i / 19

w o r k o u t a w a y 10

i n l i k e /An'laik/ 44

w o r k s h o p / ' w 3 : k f n p / 20

unstable M n ' s l e i b a l / 46

t h i n k i n g /'Girjkirj/ 3 1

u n s u b s c r i b e f r o m a m a i l i n g list 22

t h o r o u g h l y /'fiArali/ 12

j p g r a d e / A p ' g r c i d / ( v e r b ) 20

t h o r o u g h l y e x a m i n e 12

u r b a n /'j:ban/ 42

thought /fia:!/ 3 1

use / j u : z / 4 1

t h r e a d / f i r e d / 22

useful c o n t a c t 10

t h r e a t /Oret/ 12

jsername/'juizaueim/

:ime m a n a g e m e n t 2 1

itilise / ' j u i t d a i / / 47

76


w r i t e o f 14 write up 6 x axis 27 v axis 2 7

22

Academic Vocabulary in Use Academic Vocabulary in Use is the perfect study aid for anyone using English far their academic work. Ideal for students of any discipline, from engineers ant! social scientists to business students and lawyers, it covers ail the key vocabulary you will crime across in academic textbooks, articles, lectures and seminars. The book is designed for students at good intermediate level and above as well as those preparing for IFLTS and other university entrance examinations. Academic Vocabulary in Use • 50 easy-to-use two-page units with clear explanations of new vocabulary on the left pat,e and a variety of practice exercises on the right. -

Presents new words and expressions in real-life academic contexts including extracts from lectures, presentations, essays, tables and graphs. Includes an e x t r a 'Reading and vocabulary section with longer texts t r give

p

1

you more practice of key vocabulary. -

Has a comprehensive answer key and a phonemic transcriptiors of keywords in the index to help w i t h pronunciation

-

Contains a handy 'Reference section' with notes on formal and informal usaê, British, Irish and Ni

Academic Vocabulary in Use with Answers

Academic Vocabulary in Use Edition with answers (Vocabulary in Use)

Academic Vocabulary in Use with Answers