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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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
Academic Vocabulary in Use
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 t^ewSciatht, 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; Kiim^e 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 ^ome 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*-|^IF, 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
Academic Vocabulary in Use
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 .
Academic Vocabulary in Use
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 *
Academic Vocabulary in Use
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
Exercises 3.1
M a t c h each v e r b f r o m A i n t h e b o x o n the left w i t h its s y n o n y m f r o m the b o x o n the r i g h t . affect
attempt
Identify 3.2
calculate
Include
challenge
investigate
demonstrate
compute
provide
involve
distinguish question
give
show
influence study
try
C h o o s e t h e best v e r b f r o m B o r C to c o m p l e t e these sentences. Put the v e r b i n t o t h e c o r r e c t form. 1
A s can
_
_ _ f r o m Table TI p a r t i c i p a t i o n figures have been steadily f a l l i n g since 1 9 7 0 . >
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.
Academic Vocabulary in Use
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.
Academic Vocabulary in Use
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
Academic Vocabulary in Use
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, u^ed 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.
Academic Vocabulary in Use
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.
Academic Vocabulary in Use
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 .
Academic Vocabulary in Use
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
Academic Vocabulary in Use
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 ^aim;. 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.
Academic Vocabulary in Use
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.
Academic Vocabulary in Use
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
Academic Vocabulary in Use
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^^if"""
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£
Generalising and specifying In this class discussion, the students m a k e f a i r l y g e n e r a l s t a t e m e n t s , w h i l e the teacher tries to m a k e t h e discussion m o r e specific, Marsha:
W e l l , 1 d u n k o n t h e w h o l e parents s h o u l d t a k e m o r e r e s p o n s i b i l i t y f o r t h e i r k i d s .
Teacher:
Y c i . w i t h respect t o
1
h o m e l i f e , yes, b u r i n d i e case o f v i o l e n c e , s u r e l y the w i d e r
c o m m u n i t y is i n v o l v e d , i s n ' t it? J m e a n , f o r the p u r p o s e s o f o u r discussions a b o u t social s t a b i l i t y , everyone's i n v o l v e d , aren't they? Marsha:
"Yes, b u t i n general I d o n > t h i n k p e o p l e w a n t t o get i n v o l v e d i n v i o l e n t i n c i d e n t s as >
a r u l e at least. T h e y get scared o f f . Teacher:
T r u e . B u t as far as general d i s c i p l i n e is c o n c e r n e d , d o n t y o u t h i n k it's a c o m m u n i t y - w i d e issued 1 m e a n d i s c i p l i n e as r e g a r d s " everyday a c t i o n s , w i t h the exception o f s c h o o l discipline. W h a t do y o n t h i n k , i n terms o f p u b l i c life, Tanq?
Tanq:
1 t h i n k the c o m m u n i t y as a w h o l e does care a b o u t c r i m e a n d d i s c i p l i n e a n d t h i n g s . b u t f o r t h e m o s t p a r t t h e y see v i o l e n c e as s o m e t h i n g t h a t is o u t s i d e o f t h e m , y o u k n o w , not their direct responsibility.
Teacher:
O K . So, let's c o n s i d e r the t o p i c i n m o r e d e t a i l ^ , I m e a n from d i e p o i n t o f v i e w o f v i o l e n c e a n d aggression specifically i n s c h o o l s , J.ctV l o o k a t some e x t r a c t s f r o m the A m e r i c a n M e d i c a l A s s o c i a t i o n ' s 2fJ02 r e p o r t o n b u l l y i n g . T h e y ' r e o n t h e h a n d o u t ,
1
or i n respect o f , o r { m o r e n e u t r a l ) w i t h regard to
1
another neutral alrcrnative t o 1
3
or (TTHIEL
Formally) i n greater dctai"
Linking points and a r g u m e n t s I h e increase i n house sales is d u e t o t h e fact t h a t i n f l a t i o n f e l l i n 2 0 0 4 , M
t h e same t i m e , t a *
r a t e r e d u c t i o n s w e r e b e g i n n i n g to h a v e a n effect. J o s l a v used a n e i g h t - p o i n t scale i n t h e q u e s t i o n n a i r e , as o p p o s e d t o
1
a four-point one, by
means o f w h i c h he s h o w e d t h a t a t t i t u d e s c o v e r e d a v e r y w i d e r a n g e , i n the sense t h a t the results w e r e s p r e a d v e r y evenly o v e r all e i g h t p o i n t s . It's v e r y d i f f i c u l t t o i n t e r p r e t these d a t a . Be t h a t as i t m a y , t h e r e is some evidence o f a decline 2
i n frequency. For t h i s r e a s o n , w e d e c i d e d t o repeat the e x p e r i m e n t , Tn a d d i t i o n t o s u r v e y i n g t h e l i t e r a t u r e o n p o p u l a t i o n m o v e m e n t s , w e also r e v i e w e d w o r k c a r r i e d o u t o n f a m i l y names i n f i v e r e g i o n s . ' rather t h a n
1
a t y p i c a l academic w a v o f saying ' a l t h o u g h T accept t h a t this is t r u e ' ; m o r i
c o m m o n in speech t h a n i n w r i t i n g 40
Academic Vocabulary in Use
Exercises 16.
C h o o s e o n e o f t h e expressions i n A to f i l l i n t h e m i s s i n g w o r d s i n this feedback TO a s t u d e n t f r o m one o f her teachers.
Yov Jwe- h a J
a /eot| ^od
"fov ha/c- Jone- (2)
-fe-rm ( I )
CsxM
tverfc- ihvJ r W &
*fafss#i psrf" in {3)
S e v r v i - f e rviaj h a / *
i i r h & F f * * * J t v f f f i i^our" ç+Vfitaç (4)
<"h'f/ r V i s i i ^ f ^
h wtttto (5)
.
'5,000
^iwrh&i
V o w ipeWinir. bvt *jov
r v w ^ f o r »pvr t n J - ' c f - f e t f i K
I 6.2
Use d i e w o r d s i n t h e b o x t o f o m i e i g h t d i f f e r e n t phrases t h a t a t e u s e f u l f o r a c a d e m i c H i w j ffcHlf *n« •
16.3
F r o m the p o i n t o f v i e w o f m e a n i n g , w h i c h e x p r e s s i o n i n each set d o e s n ' t b e l o n g , and w h y ? 1
i n g e n e r a l , by m e a n s o f w h i c h , as a r u l e , o f t h e w h o l e
2 as regards X , as f a r as X is e o n c c r n e d , w i t h t h e e x c e p t i o n o f X , w i t h respect, t o X 3 as a w h o l e , i n a d d i r i u n t o , f o r the m o s t p a r t , i n g e n e r a l
16.4
Choose ibe besi expression L
to c o m p l e t e e a c h sentence.
o u r d i s c u s s i o n , F d l i k e t o locus o n t h e US c o n t e x t . A F o r t h e purposes o f
B I n the sense t h a t
C f r o m the p o i n t o f v i e w o f
2 '['here is s o m e evidence o f a n i m p r o v e m e n t i n t h e e c o n o m y h u t ,
_
, there;
is u n l i k e l y t o be m u c h c h a n g e b e f o r e n e x t y e a n A f o r t h i s reason
B as a r u l e
C be t h a t as i t m a y
3 F d like to consider education A i n t h e case o f
_
industry,
B f r o m the point of view of
-4 FITI n o t sure
C w i t h the e x c e p t i o n o f
_ y o u a g n x w i t h Q i a n ^ theory-
A b y means o f w i n c h
B t o w h a t extent
C as regards
.S W c w i l l n o w discuss rtic d e v e l o p m e n t o f t h e S u r r e a l i s t M o v e m e n t A 011 the w h o L 16.5
B to some extent
_ .
C in m u r e derail
C o m p l e t e these sentences i n a n y l o g i c a l way. 1 T enjoy w a t c h i n g most sports w i t h the exception o f
.._
,
2 A p o o r r e l a t i o n s h i p b e t w e e n p a r e n t s a n d c h i l d r e n is o f t e n d u e t o the fact thax 3 T love r e a d i n g E n g l i s h novels as o p p o s e d to
4
I n y o u r first year u f
grjilnare s c h o o l
you
have
. t o r a k e a n end-of-ycar m m
i n a d d i t i o n 10
S i t w a s a v e r y u s e f u l c o u r s e i n the sense t h a i
Academic
Vocabulary in Use
4
I7
Applications and application forms H e r e w e l o o k a t a p p l y i n g f o r a place at a U K college o r u n i v e r s i t y . I n s t i t u t i o n s f o l l o w i n g the US s y s t e m have d i f f e r e n t processes, w h i c h are usually described o n t h e i r w e h pages.
Getting information R e a d this i n f o r m a t i o n a b o u t p r e p a r i n g a n a p p l i c a t i o n f o r p o s t g r a d u a t e study. What should I do first? Do all you can to learn about the careers' that will be open to yon after studying - and what qualifications you will need in order to get the ]ob you want. What qualifications do I need for postgraduate study? A first degree is required to study at postgraduate level. The specific entry requirements for each course of study are listed on the individual course pages, if needed, clarification may be sought from the department you are applying t o Your performance in previous schooling Is very important to your application profile' . 7
5
r
1
What are the requirements for International students? m addition to the general admission requirements. International applicants must submit • A transcript of university courses and grades, translated Into English, and • ftesults of the International English Language lestlng System (1ELTS) or Test of English as a Forelgr Language { T Q F F L ) , unless you have received English-medium education for at least one year Applicants must have a minimum IELT5 score of 6.5 or a TOEFL score of 580. E
6
7
rj
A
Are a n y grants or scholarships available for International students? Visit our Inter national Office pages for details. the j o b o r series o f johs that y o u d o d u r i n g y o u r w o r k i n g life m a k i n g s o m e t h i n g clear b y g i v i n g more details o r a simpler e x p l a n a t i o n past p a r t i c i p l e o f seek: ' t o l o o k f o r ' overall sb a racier o f the a p p l i c a t i o n give s o m e t h i n g for a decision t o he made by others official document listing courses c o m p l e t e d a n d 1
2
i
4
&
6
grades received w h e r e a l l the classes are t a u g h t i n English m o n e y given specially by [he g o v e r n m e n t t o a person t o enable t h e m to s t u d y m u i i e y given by a s c h o o l , college, university, etc. t o p a y f o r the studies o f a person w i t h great a b i l i t y 7
B
5
The application process L o o k at this e m a i l f r o m T a n i a t o L i a m , T a n i a is a p p l y i n g t o s t u d y at V / a n s t o w U n i v e r s i t y . Hi Liam
h
A( last I've filled in my application form and sent it off. It took ages. As well as all my personal details the^ wanted the names of two referees', financial guarantees^, and I had to attach a personal statement saying why I wanted to ga to Wanstow. Anyway, the deadline* is next Friday, then the website said they'd take aboul six weeks to process^ the application after they acknowledge il, then I mighf be called f o r an interview 5
6
By rJiat rime the references have to be in, I'm just hoping (hat because I'mamalure sludent 1 might have a 7
good chance of being offered a piece- Wanstow has a lot of mature students and they have a strong equa' opportunities policy . The fees are pretty high, b u l l can get a student l o a n 8
9
10
if I get i n " .
Love, Tania person w h o k n o w s y o u a n d w h o is w i l l i n g to describe a n d , usually, praise y o u , t o s u p p o r t your application f o r m a l acceptance o f financial responsibility a n d a b i l i t y t o pay {e.g. p r o o f o f a h a n k account) final date b y w h i c h s o m e t h i n g m u s t be done deal w i t h documents officially say t h a t they have received i t N O T accepted i t asked t o attend 1
1
1
4
s
6
3
42
Academic tocQ&uJary ÍJT Use
' a student at a college o r u n i v e r s i t y w h o is older t h a n the usual age p r i n c i p l e o f t r e a t i n g all people t h e same, regardless o f sex, race, r e l i g i o n , etc a m o u n t o f money p a i d f o r a particular service m o n e y w h i c h must hu repaid w h e n one has c o m p l e t e d one's studies ( i n f o r m a l ) i f 1 a m accepted a n d given a plací B
9
r
1 0
1
Exercises I 7.I
R e a d t h e r e x l i n A a n d a n s w e r a p o t e n t i a l student's q u e s t i o n s a b o u t the u n i v e r s i t y . 1 Is i t possible t o d o a p o s t g r a d u a t e degree w i t h o u t h a v i n g been t o u n i v e r s i t y b e f o r e ; 2 W h e r e c a n 1 get m o r e i n f o r m a t i o n a b o u t w h a t q u a l i f i c a t i o n s i need f o r a specific courser 3
W i l l they w a n t to k n o w about my university grades;
4 W h e n is a n I E L T S o r T O E F L score n o t needed? 5 I 7.2
I 7.3
W h a t 1ELTS score s h o u l d a p p l i c a n t s have?
M a t c h the first h a l f o f 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 s e c o n d h a l f o n t h e r i g h t , persona I
financial
seek
student
opportunities
score
student
equal minimum
mature tough
application
first
form statement
competition clarification
guarantee loan
degree
W i r y does t h e u n i v e r s i t y w a n t each o f these things? A n s w e r i n f u l l sentences u s i n g , w h e r e possible, some o f the v o c a b u l a r y f r o m t h e o p p o s i t e page. 1 the n a m e s o f t w o referees
4
a t r a n s c r i p t o f courses t a k e n a n d grades
2 f i n a n c i a l guarantees
5
a m i n i m u m T O F . F I . o r IF.TTS score
3 a personal statement 11A
N u m b e r the actions t o s h o w the o r d e r i n w h i c h t h e y u s u a l l y h a p p e n f o r a p r o s p e c t i v e student, w a i t f o r t h e a p p l i c a t i o n t o be processed f i n d a n a p p r o p r i a t e course attend an i n t e r v i e w a t t a c h a p e r s o n a l s t a t e m e n t to the f o r m decide o n w h a t career t h e y w o u l d l i k e t o do be o f f e r e d a place he c a l l e d f o r a n i n t e r v i e w ask referees i f i t is all 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 check t h a t they f u l f i l the necessary e n t r y requirements. fill i n an a p p l i c a t i o n f o r m
17.5
C o m p l e t e the m i s s i n g w o r d s in t h i s e m a i l 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. T h e f i r s t letter o f each w o r d is g i v e n t o h e l p y o u .
mm Hi Miles, I'd love a c.
as an international lawyer and am really h o p i n g I can
in to W a n s t u w University l o d o a p. g course in g law there . I'vel.. in all t h e necessary forms and just h o p e t h a i my academic P r.
will be g o o d enough for t h e m . I t h i n k I fulfil all their e but w h o k n o w s ! It t o o k mo agos to get the t
_
of my college
9
etc. translated b u t I m a n a g e d to get everything in by t h e d. just have to wait l o see if they c me for an interview or n o t . Fingers So now I crossed! Lucia
Look at the website of any English-speaking university that. Interests you What in Formation do they provide about applying to that university* Make a note of any other useful vocabulary you find then?. r
Academic Vocabulary in Use
43
] 8
College and university: the U K system
G University
Key '
Unrvtrsrty S",u?Tij
F
s t r f l c*r fi^rk ." A d m i n i s t r a t i o n K u i l d i n ^ Arte F a c u l t y * ?oi1 Jina E Great H a i r F University H c i f t h C-ntri_ 1
1
a college b u i l d i n g where students live the m a i n offices o f the university, o f t e n .shortened ro ' a d m i n ' a g r o u p o f departments or \CIHHI1S (see 6 } i n a College w h i c h specialise in a p a r t i c u l a r g r o u p 0l5uh|Cits a l a r g e h a l l w h e r e g r a d u a t i o n ceremonies a n d i i t h e i i m p o r t a n t events are held * a b u i l d i n g r
ksh:p,
C i t a ^ h i and visit* rs'
Halls of residence H i I K L
c>r ^i?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
Academic Vocabulary in Use
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 L^act 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
activities
an extension
loan
draft
long-term
lecture rare
note-
deadlines
plan
management
draw
mind maps
learning llsr
first
taking notes
C o m p l e t e e a c h sentence w i t h a w o r d c o m b i n a t i o n f r o m 2 1 - 1 , 1 1 always try to
_
_
_
_
_
b u t t h i s t i m e I ' m a f r a i d P m g o i n g t o have to
I f only I could stick to the b e g i n n i n g o f e v e r y semester! % Y o u s h o u l d s h o w the
_
_
o f y o u r essay t o y o u r t u t o r b e f o r e y o u d o any
more w o r k on it. 3 H e l e n a missed t h e class b u t she b o r r o w e d the 4 Some p e o p l e f i n d i t m o r e h e l p f u l t o
I m a k e at the
_
_
_
from a friend.
w h e n they are s t u d y i n g t h a n to
lake t r a d i t i o n a l n o t e s . 5 T h i s is a n i n c r e d i b l y useful b o o k . F o r t u n a t e l y , Fve been able t o t a k e i t o u t o f t h e l i b r a r y on _ £ Students w h o are w o r k i n g p a r t - t i m e as w e l l as s t u d y i n g have t o be p a r t i c u l a r l y g o o d at 7 Some s t u d e n t s get d i s t r a c t e d f r o m t h e i r studies b y a l l t h e
w h i c h most
u n i v e r s i t i e s offer. 3 I always make a 9 10 21.3
._
w h e n I ' m getting ready to go o n a t r i p . is o f t e n c o n s i d e r e d a very o l d - f a s h i o n e d w a y o f l e a r n i n g n o w a d a y s . is v e r y i m p o r t a n t d u r i n g lectures; y o u c a n ' t r e m e m b e r e v e r y t h i n g .
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 y h a b i t s , 1 C a n y o u t h i n k o f an e x a m p l e o f a m n e m o n i c ? 2 Tf y o u w e r e b r a i n s t o r m i n g s o m e g o o d s t u d y h a b i t s , w h a t w o u l d y o u w r i t e d o w n : 3 I n y o u r o p i n i o n , w h a t s o r t s o f t h i n g s are u s e f u l t o l e a r n b y h e a r t : 4 W h e n do y o u start c r a m m i n g before an e x a m i 5 Does y o u r m i n d ever w a n d e r w h e n y o u are studying? IE so, w h a t d o y o u start t h i n k i n g a b o u t : 6 H a v e y o u ever e x p e r i e n c e d y o u r m i n d g o i n g b l a n k d u r i n g an e x a m : 7 D o y o u t r y t o p r i o r i t i s e c e r t a i n types o f w o r k ? W h i c h t y p e s : 3 W h y is it a g o o d idea t o m a k e r o u g h notes b e f o r e a n s w e r i n g a n e x a m q u e s t i o n !
21.4
H e r e a r c s o m e m o r e u s e f u l w o r d s r e l a t i n g to s t u d y h a b i t s . Say i n y o u r o w n w o r d s w h a t each e x p r e s s i o n i n b o l d m e a n s . 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.
University Library: Notice to all under graduates U n d e r g r a d u a t e s are r e m i n d e d Lhat. a l l b o o k s o n l o a n m u s t be r e t u r n e d b y n o o n o n June 30th, 200S. O v e r d u e i t e m s w i l l i n c u r a f i n e o f 50 cents p e r day. F a i l u r e to clear fines a n d overdue b o o k s may result i n loss ot b o r r o w i n g r i g h t s . A d d i t i o n a l regulations apply t o i n t e r - l i b r a r y l o a n s (see t h e U n i v e r s i t y L i h r a r v w e b pages). University L i b r a r i a n
Ask some of your fellow smdenrs about their study habits using the questions from the questionnaire on the opposite page.
Academic Vocabulary fi> iAe
51
22
Online learning W h a t is online learning? W h a t m a k e s s t u d y i n g o n l i n e d i f f e r e n t f r o m face-to-face s t u d y is t h a t i t uses t h e i n t e r n e t as the p r i m a r y means o f c o m m u n i c a t i o n . L e a r n i n g is o f t e n o r g a n i s e d t h r o u g h a v i r t u a l l e a r n i n g e n v i r o n m e n t { V L H ) . T h i s p r o v i d e s discussion areas a n d l i n k s t o readings a n d o t h e r resources 1
as w e l l as l e t t i n g students s u b m i t a s s i g n m e n t s
2
e l e c t r o n i c a l l y a n d t a k e quizzes o n l i n e . O n l i n e
courses are o f t e n c o l l a b o r a t i v e w i t h students p o s t i n g messages 3
4
f o r each o t h e r t o r e a d a n d
w o r k i n g t o g e t h e r to c o n s t r u c t k n o w l e d g e . A s a result s t u d e n t s i n v i r t u a l 5
6
classrooms d e v e l o p
a sense o f b e i n g p a r t o f a n o n l i n e c o m m u n i t y and feel m u c h less i s o l a t e d t h a n they m i g h t in t r a d i t i o n a l distance c o u r s e s . T h e teacher's r o l e is to set a p p r o p r i a t e t a s k s , t o m o d e r a t e * 7
discussions a n d to p r o v i d e f e e d b a c k . Teachers m a y also c o n d u c t o n l i n e t u t o r i a l s ' " . 9
s o f t w a r e t h a t allows s t a f f and students t o i n t e r a c t (e.g. W e b C T or B l a c k b o a r d ) hand i n essays o r o t h e r w o r k i n v o l v e students w o r k i n g together m a k i n g a c o n t r i b u t i o n to a n o n h n i discussion b u i l d up u n d e r s t a n d i n g o f the t o p i c online courses where the student studies at home using materials sent by the academic i n s t i t u t i o n gently c o n t r o l , by asking questions and encouraging learners to make connections c o m m e n t o n students' w o r k teaching sessions for i n d i v i d u a l s or small groups o f students 2
3
4
s
6
7
a
9
1 0
Key t e r m s term
meaning
word com b/norions
hybridVblended
a course that combines both online and face-to-
enrol on a hybrid/blended
course
fcice (Of) teaching and learning
course take/do a hybrid/blended course
a ( m a i l i n g ) list
online discussion group managed through a software program - each message or contribution Is sent to a common email, then forwarded to all members
post a message to a list subscribe to a list unsubscribe from a list
area of website orVLE where you can post a message for other participants to read and reply to
participate / take pari In a discussion forum
form of your name the software recognises and
enter your usemame
discussion f o r u m username
1
7
so lets you go farther- it can be case-sensItlve
3
a thread
an ordered row of commends in a discussion
start a new thread
forum on a specific topk
contribute to a thread follow a thread
1
j o i n a list
1
leave a list
3
the nse o f upper and l o w e r case letters must exactly m a t c h w h a t was
entered as the username w h e n setting up the account (upper ease
Netiquette •
[rules f o r effective online
capital letters]
communication]
R e r e a d y o u r message b e f o r e h i t t i n g send.
» Use a n a p p r o p r i a t e s u b j e c t h e a d e r . •
i n a m a i l i n g l i s t ' l u r k b e f o r e y o u leap*, i.e. observe the c o n v e n t i o n s o t h e r s use b e f o r e j o i n i n g a d i s c u s s i o n yourself.
•
O b e y the KISS p r i n c i p l e ( K e e p i t S h o r t a n d S i m p l e ) .
•
D o n ' t ñ a m e o t h e r p o s t e r s . ] be very r u d e t o o t h e r m e m b e r s o f a n o n l i n e g r o u p ! Could you do well as an online student? Read the profile of a virtual student at www.vlnualstadcni_com/html/profile.html. Note any useful vocabulary tliere.
52
Academic
EngftsJr ¡JI Use
Exercises 22.1
L o o k at A a n d fill i n i h t gaps i n t h i s e m a i l f r o m a s t u d e n t o n a n o n l i n e c o u r s e . 8
0
CD
0
Hi Jean, My online course is brilliant. We use Moodlc which is VLE software - t h a t means [ l ]
_
_
I earning environ m e m . You get l o k n o w the other students well even though the web's our only o f communication. I really feel I'm part of an online (31
[2]
_
Its also
great as you dont have to go to the library - all the readings and other [ 4 ) _
and there are [ 5 )
g r o u p s - t h e teacher sets various collaborative f b ) {?]
are online
t o them in Moodle - just click and you've gDt them. We work in and then provides
on our work. We have to lake a [8 ]...._
every week but it's just a set
of easy multiple-choice questions. At the end Df the course we have to [9]
_
_
_...a big
assignment. Anyway, it's really fun. Ellen
22.2
M a t c h the first p a r t o f the expression f r o m the left-hand b o s w i t h t h e second p a r t o n the r i g h t . construct, enrol enter hit modera re
22.3
post st=n subscribe take part unsubscribe
from a mailing HSL in a discussion group rhe send button t o a mailing list discussions
a new thread knowledge messages your usemame on s hybrid course
N o w choose w o r d c o m b i n a t i o n s f r o m 2 2 . 2 to c o m p l e t e these sentences. C h a n g e the verb f o r m w h e r e necessary. 1 W h e n y o u l o g o n y o u w i l l be asked t o 2 A l o n g t i m e ago 1
_
and password
f o r m a r i n e engineers. I d o n ' t w a n t to receive
messages f r o m i t any m o r e b u t n o w T c a n ' t r e m e m b e r h o w to 3 T really e n j o y
._
.
f o r l a n g u a g e teachers a n i l y e s t e r d a y I
a b o u t t e a c h i n g g r a m m a r online4 1 decided t o
_
_
as I t h o u g h t i t w o u l d he g o o d t o e x p e r i e n c e a c o u r s e
w i t h b o t h o n l i n e a n d face-to-face elements-. 5 V o u w i l l save y o u r s e l f a l o t o f e m b a r r a s s m e n t i f y o u get i n t o t h e h a b i t o f always rereading w h a t you've w r i t t e n before 6
22.4
O n l i n e i n s t r u c t o r s m u s t he g o o d at
and _
so s t u d e n t s can w o r k t o g e t h e r to
A n s w e r these q u e s t i o n s . I H o w w o u l d y o u feel i f s o m e o n e f l a m e d y o u ? W h y w o u l d v o u feel l i k e t h a t ? 1 A r e y o u r c o m p u t e r uscrnam.es a n i l p a s s w o r d s case-sensitive? 1
W h y d o y o u t h i n k the K I S S p r i n c i p l e is i m p o r t a n t , f o r o n l i n e p o s t s :
4 Is l u r k i n g o n l i n e a g o o d o r a bad t h i n g ? W h y ? 5 W h y is i t i m p o r t a n t t o choose s u b j e c t headers c a r e f u l l y ? 5 H a v e y o n a n y experience o f b e i n g i n a v i n u a l c l a s s r o o m ? W h a t w a s i t l i k e :
E^H fc^H
Use an online search engine (such as Google or Yahoo!) to do a search on online, courses * the subject you are Interested in. Click on one of the links r: finds. N o t e any interesting vocabulary relating to online study that you find on that site. Madcmlc
Vowbulttty
in eta
53
Sources
23
Referring t o source materials L o o k at these extracts w h e r e the w r i t e r s are t a l k i n g a b o u t their sources. A l t h o u g h these writer? occasionally use T , m a n y academic d e p a r t m e n t s advi.se against d o i n g this in w r i t i n g i f possible. 1 his paper begins with a r e v i e w o f t h e l i t e r a t u r e o n
patient communication. T h e
1
medical
l i t e r a t u r e s u g g e s t s that pau'eriLs wiLh serious illnesses tend to communicate poorly, especially if Ihe disease is no! considered by the patient to be particularly threatening. a s u m m a r y and evaluation o f a l l the i m p o r t a n t w o r k s w r i t t e n o n a p a r t i c u l a r subject ; This essay d r a w s i t s d a t a f r o m t h e most i m p o r t a n t p r i m a r y s o u r c e o f i n f o r m a t i o n o n 2
1 m a n u f a c t u r i n g i n Nigeria: t h e Central Bank of Nigeria. I s h a l l m a k e r e f e r e n c e t o t h i s 1
i source t h r o u g h o u t t h i s essay. Several recent s e c o n d a r y sources' were also c o n s u l t e d . 1
an o r i g i n a l document or set o f d o c u m e n t g i v i n g i n f o r m a t i o n a b o u t a subject
2
f o r m a l alternative to refer to
4
J
s l i g h t l y more
h o o k s or articles a b o u t a subject, n o t o r i g i n a l documents
For t h i s p r o j e c t , T c o n s u l t e d t h e c o u n t y a r c h i v e s ^ In an a t t e m p t to e x p l a i n w h y t h e r e w e r e so m a n y d e a t h s in 1 8 4 6 a n d 1S47. These p r o v e d a v a l u a b l e r e s o u r c e . I also surveyed the literature on
agricultural production during t h e l B 4 0 s . h o w e v e r , I only
6
d i r e c t l y c i t e t h o s e w o r k s w h i c h are p a r t i c u l a r l y r e l e v a n t In t h e p r e s e n t s t u d y . 7
a c o l l e c t i o n o f documents o f h i s t o r i c a l i m p o r t a n c e searched for all the i m p o r t a n t w o r k s , summarised and evaluated t h e m refer t o f o r i l l u s t r a t i o n or p r o o f
a
&
7
An e x t e n s i v e h o r l y o f 11 l e r a l u r e e x i s t s o n t h e effects, o f w i l d f i r e s . W i l d f i r e s h a v e b u r n e d 6
9
across I he w e s t e r n U n i t e d States f o r c e n t u r i e s , b u t t h e i r e f f e c t s arc n o t f u l l y k n o w n or . d o c u m e n t e d . T h e present study d r a w s p r i m a r i l y o n 1 0
1 1
t h e w o r k o f G o r d o n (1996).
also ' b o d y o f k n o w l e d g e ' ; n o t e h o w it combines w i t h extensive a n d exist fires s t a r t i n g i a rurally, n o t caused by h u m a n aetion written about uses i n f o r m a t i o n m a i n l y f r o m
6
9
lf/
As noted
1 2
11
in a r e c e n t r e p o r t , A u s t r a l i a h a s b e e n at, t h u f o r e i r u i U o f d e v e l o p m e n t s in
e-leerning. T h i s s u c c e s s i s o f t e n a t t r i b u t e d t o the factors catalogued 12
given s-peeial m e n t i o n
11
1 , 1
1 1
Australia's •.••graphical position, but
in t h s r e p o r t r e v e a l a m o r e c o m p l e x p i c t u r e .
people often say t h a t this is the cause
M
r e c o r d e d , listed
M o r e ways of r e f e r r i n g t o sources Beeehing's s e m i n a l
1
w o r k l a i d the f o u n d a b o n s ' ' f o r the h e l d o f f u n c t i o n a l analysis. 1
Keynes's ideas w e r e set o u r * i n his b o o k . The General Money,
Theory
of Employment,
fnterrst
and
p u b l i s h e d in 1 9 3 6 . T h i s w o r k changed the w a y w e l o o k at h o w e c o n o m i e s f u n c t i o n .
E l s e w h e r e , Keynes c l a i m e d t o be d e v e l o p i n g classical e c o n o m i c t h e o r y . 4
Design o f c o m p a c t h e n . exchangers is d e a l t w i t h i n A p p e n d i x A o f the r e p o r t , t r e a t e d " separately f r o m t h e m a i n b o d y ^ o f t h e r e p o r t . i m p o r t a n t and o r i g i n a l w o r k f r o m w h i c h other w o r k s g r o w created the first ideas f r o m w h i c h a m a j o r set o f ideas g r e w gave all the details o f his ideas, o r explained t h e m clearly [especially u.sed a b o u t w r i t i n g ) in another w o r k by h i m m o r e f o r m a l version o f den! with the m a i n p a r t 2
J
fl
1
Academic Vocabulary in Use
5
Exercises 23.1
M a t c h the b e g i n n i n g o f each sentence w i t h t h e roost a p p r o p r i a t e e n d i n g . 1 T h e letters p r o v e d t o be a v a l u a b l e
23.2
study, w h i c h focuses o n metals o n l y ,
2 A n extensive body o f l i t e r a t u r i
body o f the b o o k ; they arc in the a p p e n d i x ,
3 N e w s p a p e r s are a g o o d p r i m a r y
the l i t e r a t u r e o n i n t e l l e c t u a l p r o p e r t y r i g h t s ,
4 T h e d a t a are n o t g i v e n i n the m a i n
exists o n h u m a n t o a n i m a l c o m m u n i c a t i o n
5 Plastics are n o r d e a l t w i t h i n the present
source f o r the p e r i o d
6 T h e thesis begins w i t h a r e v i e w o f
resource f o r the s t u d y o f the poet's life
19S0-19S5.
R e w r i t e the sentences u s i n g the w o r d i n b r a c k e t s . 1 T h e a r t i c l e refers t o the w o r k o f H i n d l e r a r i d S w a r t /
{ 1 ( M A K K S )
2 Scrum key's b o o k w a s a useful c r i t i q u e f o r u n d e r s t a n d i n g the pre-war p e r i o d . 1 also consulted o r i g i n a l government papers, ( S E C O N D A R Y ) 3 T a n a k a ' s b o o k uses d a t a f r o m several Japanese articles o n g a l a x y f o r m a t i o n . (nuAws) 4 I n a d i f f e r e n t paper, K a l l e n r e p o r t s o n his research i n t o cancer rates a m o n g f a r m w o r k e r s . ;ELSEWHERE J
5 T Ian c o n s u l t e d the d o c u m e n t s o f h i s t o r i c a l i m p o r t a n c e i n the V i e n n a M u s e u m . fAKCJHlVtS)
23.3
§
C o m p l e t e the table- U s e ai d i c t i o n a r y i f necessary. D o n o t f i l l i n the shaded b o x e s . adjective
noun
adverb
attribute document consult primary catalogue foundarion note suggest extensive cite
23.4
L o o k at this a d v i c e a b o u t p l a g i a r i s m [ p r o n o u n c e d / ' p l c T d ^ r i z ^ m / , the serious o f f e n c e o f using o t h e r people's w o r k w h i l e p r e t e n d i n g i t is y o u r o w n , w i t h o u t d e a r l y a c k n o w l e d g i n g the source o f t h a t i n f o r m a t i o n ! given to s t u d e n t s b y a n A m e r i c a n u n i v e r s i t y . U n d e r l i n e w o r d s a n d phrases w h i c h m e a n : 1 E x p r e s s i n g t h e same message i n d i f f e r e n t w o r d s 2 T h i n g s k n o w n by everyone y S t a t i n g t h a t one has o b t a i n e d one's i n f o r m a t i o n f r o m t h a t s o u r c i 4 D i r e c t r e p e t i t i o n o f w h a t s o m e o n e has w r i t t e n o r said 5 S t a t i n g t h a t y o u have b e n e f i t e d f r o m someone's w o r k
How can students avoid plagiarism? To o v o i d p l a g i a r i s m , y o u must g i v e c r e d i l b y a c k n o w l e d g i n g y o u r source whenever y o u use: -> 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
Academic Vocabulary in Use
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. " lar^e 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 . <\l the m o m e n t we arc at a stage w h e r e the s i t u a t i o n is s t i l l e v o l v i n g . Subsequent g e n e r a t i o n s w i l l live i n a very d i f f e r e n t w o r l d a l t h o u g h w ; Jo n o t k n o w e x a c t l y h o w things w i l l d e v e l o p o v e r the n e x t f e w years, in the near f u t u r e , or, least o f a l l , in the d i s t a n t f u t u r e . 1
7
5
1
5
6
i ' ar die present [ i m p [used to compare w i t h fhe past, p a r t i c u l a r l y i n spoken Knglish or more informal writing) happened at the same time as appearance gradually c h a n g i n g al ; rime w h i c h is n o t far away far away in die f u t u r e 2
3
1
5
fi
Some time words, e^. eariy, l a t e , daily can be both adverbs and adjectives, e.g. a(n) early/ (me/doily meeting we met earlyHalefdally. But nowadays Is only an adverb.We talk about prescKtlpresent-daytcurrcnl
66
Academic Vocabulary fn (Jse
problems
NOT
itowadsys-prehicms.
Exercises 29,1
Read these emails sent o u t t n s t a f f a n d p o s t g r a d u a t e s t u d e n t s f r o m t h e i r u n i v e r s i t y . C o m p l e t e the t i m e expressions- Y o u are given t h e first letters. 3
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r papers and hooks ( w i t h t b t expected date of publication). These are needed
3
Due tn e
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technical problems, ernaih
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29.2
^lease report by 23 July 2Q07 all publications for the c... _ academic year, incJudlnc
C h o o s e the c o r r e c t w o r d s i n i t a l i c s t o c o m p l e t e these sentences. 1
in / At t h e m o m e n t , I ' m w r i t i n g up m y thesis. I h o p e t o f i n i s h i n the nedr / next
1 O u r research is at I in a n intermediate 3 T h e emergency
/ emergence
4 T h e u n i v e r s i t y has gone 5 Tn the far / riistanl / serial
future.
stage - we n o w need to analyse o u r data.
o f i n t e r n e t t e c h n o l o g y has t r a n s f o r m e d the t r a v e l i n d u s t r y .
I got t h r o u g h a p e r i o d o f great change i n the latest t last
f u t u r e , scientists m a y he able to c u r e a l m o s t a l l c o m m o n
6 A n t i - s o c i a l b e h a v i o u r is a noivadays 7 A series
I ongoing
problem
t a problem
nowadays
decade.
diseases.
in m a n y big cities.
o l events o c c u r r e d in 'IJJK6 w h i c h c h a n g e d t h e p o l i t i c a l c l i m a t e i n t h e
c o u n t r y . I n consequent engaged in concurrent
isubsequent I eventual
years, t w o n e w p a r t i e s were l o r m e d w i n c h became a t t e m p t s t o w i n over v o t e r s .
H P r i o r of / to 2 0 0 1 , the i n d u s t r y w a s u n r e g u i a c e d . i n recen!
/ the last y e a r s , h o w e v e r , the
g o v e r n m e n t has i n t r o d u c e d n e w r e g u l a t i o n s . 9 In
a m o n e t a r y crisis c o i n c i d e d with
-.ontetnporary
I temporary
/ to a h u g e b u d g e t d e f i c i t , a n d m o s t
p o l i t i c a l c o m m e n l a tors w a r n e d t h a t the eventual
i
forthcoming
cost t o the n a t i o n w o u l d be e n o r m o u s 29.3
F i l l i n t h e m i s s i n g f o r m s . D o n o t f i l l the shaded b o x e s . Use a d i c t i o n a r y i f necessary. noun
verb
frd/ectfve
adverb
eventual successive evolve emergence coincide period W r i t e five sentences relevant no your discipline using forms from the table.
Academic Vocabulary in Use
67
30 30
Cause a n d effect M u c h a c a d e m i c s t u d y is c o n c e r n e d w i t h e s t a b l i s h i n g cause a n d effect o r t h e r d a t i o n s h i p [ h a t exists between events, o b j e c t s , variables o r states o f a f f a i r s . Cause a n d effect is o f t e n described using c o n j u n c t i o n s l i k e because, adverbs like therefore
a n d consequently*
p r e p o s i t i o n s l i k e due to a n d because
o/and
I n t h i s u n i t , h o w e v e r , w e f o c u s o n n o u n s a n d verbs
r e l a t i n g t o cause a n d effect. Pay p a r t i c u l a r a t t e n t i o n t o t h e p r e p o s i t i o n s they are used w i t h .
Verbs relating t o cause and effect Y o u are p r o b a b l y already f a m i l i a r w i t h these verbs r e l a t i n g t o cause a n d e f f e c t ; make, create,
do, produce,
force.
cause,
H e r e are s o m e o t h e r useful verbs.
H e r g r a n d m o t h e r i n f l u e n c e d / h a d a c o n s i d e r a b l e i n f l u e n c e o n Sarah's c h o i c e o f career. P a r e n t a l a t t i t u d e l a r g e l y d e t e r m i n e s h o w w e l l a c h i l d a d a p t s t o s c h o o l , [is t h e m a i n f a c t o r affecting] The teacher m o t i v a t e d t h e m t o w o r k h a r d , [made t h e m w a n t t o d o s o m e t h i n g p o s i t i v e ] The f l o w o f t r a f f i c t h r o u g h t h e t o w n is f a c i l i t a t e d b y t h e one-way s y s t e m , ( m a d e easier The speech p r o v o k e d an a n g r y response, [caused, u s u a l l y s o m e t h i n g negative] T h e e x p l o s i o n w a s t r i g g e r e d b y t h e heat, [ s t a r t e d , u s u a l l y s o m e t h i n g sudden a n d negative T h e t i l t i n g o f t h e earth o n its a x i s accounts f o r t h e c h a n g e i n t h e seasons, [ e x p l a i n s ] Sid's d e t e r m i n a t i o n springs/stems f r o m his desire t o i m p r o v e t h e w o r l d , [is the r e s u l t o f ] T h e c o u n t r y ' s v i c t o r y gave rise t o a n e w m o o d i n society. The m o b i l e p h o n e c o n t r i b u t e d t o t h e i n f o r m a t i o n r e v o l u t i o n , [ w a s o n e f a c t o r i n f l u e n c i n g ) T h e c h i l d w a s g i v e n drugs t o s t i m u l a t e g r o w t h , [cause s o m e t h i n g t o d e v e l o p o r f u n c t i o n ] The e x h i b i t i o n generated a l o t o f interest, [ a r o u s e d , caused t o e x i s t ] The drugs m a y i n d u c e nausea, [cause, o f t e n used i n a m e d i c a l c o n t e x t ) T h e teacher's presence i n h i b i t e d t h e teenagers' d i s c u s s i o n , [ p r e v e n t e d i t f r o m being as free as i t m i g h t o t h e r w i s e have been] A n u m b e r o f benefits c a n be d e r i v e d f r o m this s i t u a t i o n , [ g a i n e d as a resultj
Nouns relating t o cause and effect meaning/comment
noun
example
chain reaction
The incident sei off a chain r e a c t i o n which affected
set of related events in which
us all.
each one causes the ne*t one
consequence
The war had major consequences.
res ufts
effecr, jmpacE
The e f f e c t / i m p a c t of the film o n the audience was.
Influence
very powerful. end
Does the e n d justify the mean si
note how end here means aim
origin/source
The accident was the origin/source o f her later problems.
beginning o r cause
outcome
W e hope for a positive o u t c o m e t o die discussions.
result o r effect of an action
precedent
There are several p r e c e d e n t s f o r taking such a decision.
something thai already happened and provides a reason for doing the same
reason
What was the reason f o r his success / why he succeeded?
note how reason is often followed by for or why
While cause can be both a noun and a verb, e f f e c t is usually a noun.The equivalent verb Is. a f f e c t . Her father's problems, affected
her deepy Her fathers- problems
had a
profound
effect on her. Note the formal and infrequent verb e f f e c t [= achieve], mainly used in the phrase t o e f f e c t a change. (See also Unit 3.) S3
AœdemicVocabulQry in Use
Exercises 30.1
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 w i t h a m o r e precise v e r b o f cause o r effect. N o t e t h a t all t h e sentences b e l o w are a p p r o p r i a t e f o r essays a p a r t p e r h a p s f r o m 6 w i t h its use o f ' g o t ' . 1 Researchers arc i n v e s t i g a t i n g w h y c h o c o l a t e causes headaches in. c e r t a i n p e o p i e . 2 W i l s o n ' s m o s t recent p a p e r has earned, a g r e a t d e a l o f i n t e r e s t a m o n g s o c i o l o g i s t s . 3 T h e d r u g c a u s e d headaches a n d dizziness a m o n g a n u m b e r o f subjects i n the test. 4 H a v i n g a n end-of-term p r i ' C helps students t o d o w e l l i n t h e i r class tests. 5 I n t e n s i v e f a r m i n g has been a s i g n i f i c a n t . f a c t o r i n t h e decline o f b i r d p o p u l a t i o n s . 6 T h e missile rest g o t a n i m m e d i a t e a n d v e r y s t r o n g response f r o m a d j a c e n t g o v e r n m e n t s a n d f r o m the U n i t e d N a t i o n s . 7 A s t r o l o g i & t s believe t h a t people's lives are l a r g e l y a f f e c t e d b y the planets a n d stars. S T h e b a r r i e r affects the H o w o f w a t e r i n t o the area t o p r e v e n t f l o o d i n g i n the r a i n y season. 5* A leak i n the t a n k e x p l a i n e d 4 0 % o f the fuel loss, a n d e v a p o r a t i o n t o o k a w a y a n o t h c t 5 % . 10 T h e r e n o v a t e d college b u i l d i n g s have w i d e r d o o r s a n d c o r r i d o r s t o m a k e the use o f w h e e l c h a i r s easier. 11 T h e M i n i s t e r c u t taxes i n a n a t t e m p t t o affecit the e c o n o m y , w h i c h w a s p e r f o r m i n g p o o r l y . 12 B r i t a i n has r e c e i v e d m a n y e c o n o m i c benefits f r o m m e m b e r s h i p o f t h e E u r o p e a n
30.2
30-3
Union.
M a t c h the 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 T h e a r t i c l e e x p l o r e s the o r i g i n s
m a j o r consequences f o r l a r g e r f a m i l i e s
2 O n e s m a l l e x p l o s i o n set o f f a c h a i n
precedents f o r his d e c i s i o n .
3 The confusion probably stemmed
rise t o a w i d e s p r e a d sense o f d i s i l l u s i o n m e n t .
4 T h e p r o p o s e d n e w t a x c o u l d have
o f the concept of democracy.
5 T h e d i s a s t r o u s events o f 2 0 0 3 gave
r e a c t i o n , c a u s i n g massive d a m a g e .
£ T h e judge explained t h a t there were
f r o m a lack o f c o m m u n i c a t i o n .
C h r i i i 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 these sentences. 1 D c R o m a ' s w o r k i n the 1 9 7 0 s i n f l u e n c e d on 1to / - t h e d e v e l o p m e n t o f c o m p u t e r science. 2 T h e a c i d seemed t o have n o affect
/ effect
w h a t s o e v e r o n the p l a s t i c .
3 E v e r y o n e h o p e d f o r a p o s i t i v e o u t c o m e upon
I off / to the m e e t i n g b e t w e e n the t w o
governments, 4- The r e a s o n for I to f o f the f a i l u r e o f t h e p r o j e c t w a s a l a c k o f f u n d i n g . 5 T h e i m p a c t o f g l o b a l w a r m i n g for /on/to
the p o l a r ice caps is n o w u n d e r s t o o d m o r e clearly.
6 T h e j o u r n a l i s t w o n d e r e d w h a t p a r t i c u l a r ending
I end t h e g o v e r n m e n t h a d i n m i n d w h e n
i t d e c i d e d to b u i l d a n a t i o n a l t e n n i s academy. 30.4
jjjj 30.5
W h a t are t h e n o r m s f r o m t h e same r o o t as these verbs? Use a d i c t i o n a r y i f necessary, motivate
facilitate
influence
provoke
trigger
contribute
stimulate
induce
derive
N o w r e w r i t e these sentences u s i n g a n o u n i n s t e a d o f the v e r b . 1 B y r o n ' s p o e t r y i n f l u e n c e d R o m a n t i c poets i n a n u m b e r o f Other E u r o p e a n c o u n t r i e s . 2 T r e e p o l l e n c a n t r i g g e r hay fever a t t a c k s i n v u l n e r a b l e p e o p l e . 3 I n o b s t e t r i c s the d r u g c a n be used t o help i n d u c e l a b o u r . 4 T h e n e w e c o n o m i c measures w e r e i n t r o d u c e d to s t i m u l a t e t h e f a l t e r i n g e c o n o m y . 5 T o m o k o is s t u d y i n g w h a t m o t i v a t e s w o r l d - c l a s s athletes. Find • text describing a major event or series of events, (e.g. an accident, a war, a social change) and note all the verbs and nouns in it relating to causes and effects or results. W r i t e your o w n example sentences using these words.
Academic Vocabulary
rn Use
69
T a l k i n g a b o u t ideas A
Postmodernism L o o k at t h e useful language f o r t a l k i n g a b o u t ideas i n the d e s c r i p t i o n o f one idea b e l o w .
Postmodernism describes a m o v e m e n t of Intellectual t h o u g h t whlcb has had a ma|or impact • n a number of academic d i s c i p l i n e s since the late 20th century. Perihaps the best way to understand postmodernism is as a r e a c t i o n * to modernism. Modernism e m p h a s i s e s purity, honesty and total truth; lor example, when an artist attempts t o express the e s s e n c e of a whole subject with a single line, in contrast, postmodernism asserts that experience is personal anc cannot be g e n e r a l i s e d and that meaning is only for (he individual to experience, not for someone e l s e l o dictate. Thus, postmodernists maintain that the person who, for example, admires a painting or reads a poem Is free to Interpret its meaning, and that different people will come t o very different, but equally v a l i d , conclusions as t o what that meaning is. 1
2
3
3
6
7
' g r o u p o f people sharing aims o r beliefs i h i n k i n g i n general subjects process o i change stimulated by something else, often 2
3
A
Tioving in the opposite direction
3
the most
i m p o r t a n t quality o r characteristics as something t h a t is always true
7
6
presentee
appropriate
A number of words that are useful (or calking about ideas nave Irregular plurals - c r i t e r i o n / c r i t e r i a , p h e n o m e n o n / p h e n o m e n a , hypothesis/hypotheses, analysis'analyses, thesisftheses. Tney all originate ti^om Ancient Greek. Perhaps this sentence will help you remember them. There are several
different
hypotheses which claim Jo explain ihese p h e n o m e n a and In his doctoral
Kohl offers on analysis
B
of each hypothesis in oaordorKe
thesis
v/hh a rigorous set o f criteria.
Some useful nouns r e l a t i n g t o ideas word
meaning
sxampfa
concept
principle, idea
The c o n c e p t of honesty is understood
framework
system of rules, beliefs o r Ideas used as the basis for something
diffeiently in different cultures. Mary is working on an anahtical f r a m e w o r k t o help people design and evaluate training courses. model
simple description useful for discussing ideas
The writer uses a Marxist m o d e l as the basis for his discussion of the economy.
notion
belief, idea
She doesn't agree with the n o t i o n ihai boys and girls should be taught separately.
perception
belief, opinion, held by many people
The novel bid a powerful impact on people's p e r c e p t i o n of the war.
stance
way of thinking, often publicly stated
The government has. made their stance on
viewpoint
•pinion, way of looking at an issue
the boycott issue clear. The article provides a different v i e w p o i n t on this difficult topic.
fn academic writing it is best t o avoid in nry opinion and t D use a less personal expression like I t can b e a r g u e d t h a t . . . o r M o s t ( p e o p l e ) w o u l d agree t h a t ...
f
YDU discuss an idea or lalklwi'ar: oboai on idea but N O T disaiss
Acadent'KVocobnlory
in USE
about en idea.
Exercises 3 I. I
R e p l a c e the w o r d s i n b o l d w i t h w o r d s f r o m A w i t h s i m i l a r
meanings.
1 M a n y e d u c a t o r s believe t h a t d i f f e r e n t l e a r n i n g styles a r e e q u a l l y acceptable. 2 I n i.he U K a u n i v e r s i t y f a c u l t y is a u n i t w h e r e s i m i l a r subjects are g r o u p e d t o g e t h e r 3 T h e F r e n c h i m p r e s s i o n i s t s w e r e a key g r o u p w i t h shared a i m s i n E u r o p e a n a r t . 4- 'The m o s t i m p o r t a n t q u a l i t v o f i n t e r n a t i o n a l [ a w is the a p p l i c a t i o n o f a single s t a n d a r d f o r strong and weak nations alike, 5
Researchers spend m u c h o f t h e i r t i m e I r v i n g to u n d e r s t a n d the m e a n i n g o f t h e i r d a t a .
u
c e n t u r y a r t i s t i c styles w e r e a d i r e c t response t o the ugliness o f i n d u s t r i a l i s a t i o n .
7 H a r v e y ( 2 0 0 3 ) stresses t h a t t h e f i n d i n g s o f t h e s t u d y c a n n o t be said t o be a l w a y s t r u e , a; o n l y a s m a l l a m o u n t o f d a t a w a s used, ft i n t h e l a t e 2 0 ' e e n t u r y , i n t e l l e c t u a l w a y s o f t h i n k i n g w e r e g r e a t l y i n f l u e n c e d b y ideas o f 1
1
gender a n d race. 3 1.2
C h a n g e the w o r d s i n h o l d f r o m s i n g u l a r t o p l u r a l o r v i c e versa, as i n s t r u c t e d . M a k e any o t h e r necessary changes to e a t h
sentence.
1 There's an i n t e r e s t i n g P h D thesis o n w a t e r resources i n the l i b r a r y , ( m a k e p l u r a l ] 2 W h a t w e r e v o u r m a i n c r i t e r i a i n d e s i g n i n g y o u r survey? ( m a k e singular^ .She w a s i n u : r c s t c d i n strange p h e n o m e n a c o n n e c t e d w i t h c o m e t s , ( m a k e s i n g u l a r )
i
4 T h e h y p o t h e s i s w a s never p r o v e d , as t h e d a t a w e r e i n c o m p l e t e , ( m a k e p l u r a l ) 3 1.3
3 I .A
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 We m u s t never accept the n o t i o n
o n the r u l e u f the U n i t e d N a t i o n s i n times o f w a r
2 T h e task of choosing a n analytical
o n gender and l a n g u a g e use very clear.
3 T h e b o o k expresses his v i e w p o i n t
of d a r k matter t o explain certain observations.
4- T a n n e n has a l w a y s m a d e her stance
t h a t intelligence is c o n n e c t e d t o race.
5 Consumers have different perceptions
of f a m i l y healthcare w h i c h changed e v e r y t h i n g
6 The report laid o u t a new model
o f w h a t l o w price and high q u a l i t y mean.
7 Physicists d e v e l o p e d t h e c o n c e p t
f r a m e w o r k is a n i m p o r t a n t stage i n a n y research.
R e a d t h e t e x t a n d t h e n a n s w e r t h e q u e s t i o n s . Use a d i c t i o n a r y i f necessary.
I
A u t o n o m y and creativity are two key concepts in the humanities which are often t h o u g h t to he not part of scientific t h i n k i n g . However, recent projects in the sciences suggest this rs not t r u e . For example, t h e a t t e m p t to load the components o f h u m a n consciousness into a computer is a fu n da men tally creative activity which has profound implications for our understanding of w h a t a human being is. Such science may make us change our way o f . t h i n k i n g about moral and philosophical questions and may make it possible for those in the humanities to Find a new g r o u n d i n g for their o w n w o r k .
'[ W h i c h n o u n m e a n s ' i n d e p e n d e n c e / the r i g h t i.o f h i n k i n one's o w n 2 W h i c h n o u n means the opposite o f the L
3
way'?
sciences'?
W h i c h adjective m e a n s "felt o r e x p e r i e n c e d v e r v s t r o n g l y o r i n a n e x t r e m e w a y ' :
4 W h a t are the n o u n f o r m s o f think
a n d understand
used i n t h i s t e x t ?
5 W h i c h a d j e c t i v e i n the t e s t m e a n s ' r e l a t i n g t o s t a n d a r d s o f g o o d o r b a d b e h a v i o u r ; w h a t is r i g h t a n d w r o n g , etc.'? S W h i e h n o u n i n the t e x t means the same as
'foundation/basis'?
Choose five words that you particularly w a n t to learn from this unit and write sentences using them in relation to your o w n discipline.
Academic
Vocabulary in Use
71
32
R e p o r t i n g w h a t o t h e r s say Reporting verbs R e p o r t i n g w h a t others say is a key aspect o f a c a d e m i c E n g l i s h a n d y o u need a r a n g e o f v e r b E to d o t h i s i n an a p p r o p r i a t e and v a r i e d w a y . N o t e t h e s t r u c t u r e s used w i t h eaeli v e r b . In her latest a r t i c l e M o r t o n e x p l a i n s h o w i n f o r m a t i o n t e c h n o l o g y is c h a n g i n g society. S c h m i d t describes the process o f language changc. K o n suggests r h a t a l l poets arc s t r o n g l y i n f l u e n c e d b y t h e i r c h i l d h o o d , [says i n d i r e c t l y or tentatively! Lee states t h a t p r o b l e m s arose e a r l i e r t h a n w a s p r e v i o u s l y t h o u g h t , [says d i r e c t l y ] • v a r o v claims/asserts/contends/maintains/declares traced back t o the
I8
lh
t h a i the causes o f Lhe r e v o l u t i o n can be
c e n t u r y , [says s o m e t h i n g is true d i r e c t l y and f i r m l y , o f t e n used w h e n
others disagree] Van Kk i m p l i e s t h a t o t h e r h i s t o r i a n s have m i s i n t e r p r e t e d the p e r i o d , [suggests i n d i r e c t l y Patcl argues t h a t g o v e r n m e n t s s h o u l d c o n t i n u e t o f u n d space research, [use o f this v e r b suggests he gives reasons f o r his v i e w l i i r c e n b e r g emphasises/lug Wights/stresses the i m p o r t a n c e o f t a k i n g a l i b e r a l a p p r o a c h . [gives particular importance to] Levack observes/notcs/commcnts/points
o u t t h a t t h e r e are c o n t r a d i c t i o n s in Day's
i n t e r p r e t a t i o n o f the p o e m , [states b u t does n o t d e v e l o p at l e n g t h ] K i m d e m o n s t r a t e s / s h o w s h o w Bach's m u s i c d r a w s c o n s i d e r a b l y o n e a r l i e r c o m p o s e r s
:
work.
L">tay p r o v e s there is a l i n k between o b e s i t y a n d genes, [ s h o w s t h a t s o m e t h i n g m u s t be true" In t h e b o o k D e a n m e n t i o n s some n e w research in the f i e l d . |rcfers t o b r i e f l y ] M c i n t o s h p i n p o i n t s t h e k e y features o f the p e r i o d i n q u e s t i o n , [focuses in o n ] V a / advances/pots f o r w a r d / p r o p o s e s a n e w t h e o r y , [used w i t h idea, t h e o r y , h y p o t h e s i s ! D a v i d s o n casts d o u b t o n p r e v i o u s research in t h e f i e l d , [suggests i t is i n a c c u r a t e ] G e r h a r d q u e s t i o n s p r e v i o u s i n t e r p r e t a t i o n s o f the p l a y , [expresses d o u b t s a b o u t ]
Reporting nouns Academic w r i t i n g aiso f r e q u e n t l y uses n o u n s r a t h e r t h a n verbs t o r e p o r t others* ideas (see U n i t 1). N o t i c e the c o r r e s p o n d i n g n o u n s f o r some verbs i n A . N o t e h o w these n o u n s o f t e n head l o n g phrases ( u n d e r l i n e d b e l o w ) w h i c h c a n be e i t h e r the subject o r the o b j e c t o f t h e verb. M o r t o n p r o v i d e s a n e x p l a n a t i o n as to h o w i n f o r m a t i o n t e c h n o l o g y is c h a n g i n g society. Schmidt gives a d e s c r i p t i o n o f t h e process o f l a n g u a g e change. Kon's suggestion t h a t poets are i n f l u e n c e d b y t h e i r c h i l d h o o d is u n c o n t r o v c r s i a l . I.cc's s t a t e m e n t t h a t p r o b l e m s arose e a r l i e r t h a n p r e v i o u s l y t h o u g h t has been c h a l l e n g e d . U v a r o v ' s c l a i m / a s s c r t i o n / c o n t c n t i o n t h a t the causes o f the r e v o l u t i o n can tie t r a c e d back to the 1 S
lh
c c n t t i r y is w o r t h c o n s i d e r i n g in some d e p t h .
V a n Ek's i m p l i c a t i o n t h a t o t h e r h i s t o r i a n s have m i s i n t e r p r e t e d the p e r i o d has caused some c o n t r o v e r s y , [suggests i n d i r e c t l y ] Patel's a r g y m e r t t t h a t g o v e r n m e n t s s h o u l d c o n t i n u e t o f u n d space research is c o n v i n c i n g . Greenberg^s emphasis/sires?, o n t h e i m p o r t a n c e . o f r a k i n g a l i b e r a l a p p r o a c h is n o t n e w . Levack's o b s e r v a t i o n t h a t there are c o n t r a diet! oils i n Day's i n t e r p r e t a t i o n o f t h e p o e m has been s u p p o r t e d b y a n u m b e r o f o t h e r scholars. K i m ' s d e m o n s t r a t i o n o f t h e w a y rn w h i c h Bach's m u s i c d r a w s o n the w o r k o f earlier c o m p o s e r s is f a s c i n a t i n g . Gray's p r o o f o f the l i n k b e t w e e n o b e s i t y a n d genes is o f c o n s i d e r a b l e interest. A c c o r d i n g t o is used when reporting others' viewpoints rather than one's own. For example, according to Greene and Willis ... but in my opinion ... N O T according to inc. 72
Academic Vocabulary in Use
Exercises 32.1
F i l l i n the m i s s i n g verbs a n d n o u n s . verb
noun
verb
noun
implication
describe observe
statement
argument
emphasise
assertior
explain contend
32.2
demonstration
R e w r i t e the sentences u s i n g n o u n s i n s t e a d o f the verbs i n b o l d a n d b e g i n n i n g as s h o w n . 1
H a r k o v c o n t e n d s t h a t c o n t i n u e d p o p u l a t i o n g r o w t h w i l l be a m o r e serious p r o b l e m t h a n g l o b a l w a r m i n g , b u t this is n o t accepted b y m a n y scientists, ( f i a r k o v ' s
2 ' G l o b a l s y m m e t r y states t h a t the l a w s o f physics take the same f o r m w h e n expressed it: 1
t e r m s o f d i s t i n c t v a r i a b l e s . { ' G l o b a l s y m m e t r y ' is . . . } 3 "1'he r e p o r t i m p l i e s t h a t n o i n d i v i d u a l g o v e r n m e n t w i l l ever he able to c o n t r o l the i n t e r n e t . ( T h e r e p o r t makes
„,}
4 D u d a s d e m o n s t r a t e s h o w d a n g e r o u s genetic m o d i f i c a t i o n m i g h t be. ( D u d a s p r o v i d e s . . . [ 5 Ciroot emphasises the role o f schools i n p r e v e n t i n g teenage d r u g a b u s e . ( G r o o t p u t s S L e n a r d observes t h a t w o m e n use expressions such as ' y o u k n o w ' i n E n g l i s h m o r e t h a n m e n b u t this w a s later p r o v e d t o he i n a c c u r a t e . (Lenard's ...) 7 Plana e x p l a i n e d t h e possible o r i g i n s o f the p y r a m i d s i n Gueleoga b u t t h i s has been disputed by Ruiz.
(Plana\ ...)
8 W i l s o n describes the a n c i e n t a l p h a b e t o f the Gueleoga p e o p l e ( W i l s o n gives --.) 9 W u argues t h a t daylight-saving t i m e s h o u l d be extended t h r o u g h o u t the year. <Wu puts 10 T h e President asserts t h a t he cares a b o u t f i g h t i n g p o v e r t y . ( T h e P r e s i d e n t m a k e s 32.3
I n each sentence t w o o f t h e o p t i o n s i n i t a l i c s are possible a n d one is n o t . W h i c h is n o t : 1 T h e a u t h o r notes
/ observes
I pinpoints
t h a t c o m m o d i t y prices c h a n g e d e p e n d i n g o n the
/ proves
/ advances
a c o n t r o v e r s i a l t h e o r y to e x p l a i n c l i m a t e c h a n g e
season. 1 G r e y puts forward 3 P h i l i p s o n claims 4 T r a k o v stresses
I questions
/ challenges
I emphasises
/ asserts
the a c c u r a c y o f M a [war's
figures.
the i m p o r t a n c e o f p i l o t t e s t i n g b e f o r e c a r r y i n g o u t a
survey. 5 R i p o l l advances
I demonstrates
S T h o m p s o n ' s assertion
I shows
i contention
h o w large-scale u r b a n p l a n n i n g can go w r o n g .
/ description
t h a t n o m e m b e r o f the c o m m i t t e e w a s
i n f o r m e d o f the d i r e c t o r ' s p l a n is i n c o r r e c t . 7 Evans declared 32.4
/ cast doubt
/ maintained
there w a s n o causal l i n k b e t w e e n the events.
'J'here is o n e m i s t a k e i n each o f these sentences. F i n d a n d c o r r e c t i t . 1 A c c o r d i n g t o m e , courses i n a c a d e m i c w r i t i n g s h o u l d be c o m p u l s o r y f o r a l l n e w students. 2 I t has n o t y e t been p r o o f t h a t the v i r u s can j u m p f r o m species to species. 3 R i c h a r d s o n emphasises o n a n u m b e r o f weaknesses i n the t h e o r y . 4 T a y l o r m e n t i o n s t o several studies w h i c h have l o o k e d at t h e p r o b l e m i n t h e past. 5 Pratt's suggest t h a t the p o e t m a y have s u f f e r e d f r o m d e p r e s s i o n is a n i n t e r e s t i n g one. S O u r latest results cast d o u b t to o u r o r i g i n a l h y p o t h e s i s . E E ] E f l l
Find some examples of reporting what others say In an academic article or textbook In your own Held. Do they use language from this unit? Copy out any interesting examples.
Academic Vocabulary m Use
73
Analysis o f results Analysis in academic t e x t s A c a d e m i c t e x t s o f t e n i n c l u d e sections w h i c h d e a l w i t h t h e a nlalysis o f d a t a . I n a n a l y s i n g a social o r p o l i t i c a l issue, iJap- w r i t e r m a y u p e d to c o m e t o / reea c h a c o n c l u s i o n a b o u t the advantages and disadvantages of a p a r t i c u l a r course o f a c t i o n ' , The w r i t e r may, for instance, conclude that tlie benefits o u t w e i g h tha d r a w b a c k s 2
o r vice v e r s a . A n a n a l y s i s
3
m a y he a m a l t e r o f w e i g h i n g up' h o t h s i d e s o f a n a r g u m e n t , t a k i n g i n t o a c c o u n t a l l 1
(he r e l e v a n t a s p e c t s o f the issue a n d d i s c u s s i n g a l l t h e p o i n t s * r a i d e d b y the r e s e a r c h . 5
W h e n a n a l y s i n g the r e s u l t s uPa seienlific e x p e r i m e n t , the w r i t e r i s l i k e l y to n e e d to l a k e a c c o u n t oP a r a n g e o f v a r i a b l e s , f n [ h e i r a n a l y s i s scientists t r y to d e d u c e 7
Lhuy c a n f r o m I h e i r dnla., d r a w i n g c o n c l u s i o n s Hutt a r e ftOnudry
q
9
as m u c h
based on tlieir rasutts.
' way o l d o i n g s o m e t h i n g are o f m o r e i m p o r t a n c e t h a n disadvantages think carefully about (of a p r o b l e m or s i t u a t i o n ) p a r t s , features idea, o p i n i o n or piece o f i n f o r m a t i o n t h a t has heen presented i n relation to ib.c t o p i c number, a m o u n t o r aspect o f a S i t u a t i o n w h i c h can change reach an answer by t l i i n k i n g carefully a b o u t the k n o w n facts completely, ( i r m l y 1
3
5
4
6
a
9
Weighing up results i n the t e x t in A d i d y o u n o t i c e an i n t e r e s t i n g m e t a p h o r i c a l use o f l a n g u a g e - d i e i m a g e o f w e i g h i n g u p ideas a n d o f : o n s i d e r i n g w h e t h e r advantages o u t w e i g h
disadvantages:
A r g u m e n t s are, as i t w e r e , p l a c e d o n each side o f the scales a n d the j u d g e or j u r y t h e n have to c o m e d o w n o n one side o r the other. A p a r t i c u l a r l y s t r o n g a r g u m e n t
may
l i p the scnles i n f a v o u r o f one side. Noticing how language can be used metaphorically may help you to extend the use of trie words yon know. Make a noie of any examples that you come across and t r y to find other examples of language based round the same metaphor.
Sentences relating t o analyses T h e survey p r o v i d e d some useful insights i n t o the p r o b l e m , [ p o i n t s t h a t help us to understand more clearly] The results p o i n t t o a n i n t e r e s t i n g t r e n d , [ s h o w , i n d i c a t e ] O n t h e basis o f o u r d a t a w e w o u l d p r e d i c t c o n t i n u i n g social u n r e s t . |say s o m e t h i n g w i l l h a p p e n in the f u t u r e ] W e f o u n d t h a t w o m e n c o n s t i t u t e 4 0 % o f the w o r k f o r c e , { a c c o u n t f o r W e began w i t h a c r i t i c a l r e v i e w o f the l i t e r a t u r e i n the h e l d , ( g i v i n g o p i n i o n s ] M o s t o f o u r respondents were c r i t i c a l o f the n e w law. [ n o t pleased w i t h , n e g a t i v e a b o u t We are r e a c h i n g a c r i t i c a l p e r i o d m t e r m s o f g l o b a l c l i m a t e change, [very i m p o r t a n t ] The p a t i e n t is i n a c r i t i c a l c o n d i t i o n , [serious] deeply c r i t i c a l = very negative
B 74
absolutelv critical = extremely i m p o r t a n l
Remember how English words often have several distinct meanings. Note example? as you meet them.
Academic Vocabulary in Use
Exercises C o m p l e t e the expressions w i t h a w o r d w h i c h c a n c o m b i n e w i t h t h e w o r d s g i v e n . 3 — T no
men 1
iXitne t o —
come d o w n o n one —
— renew
draw —
he i n f a v o u r o f one —
— comments
reach —
see b o t h —
(s) o f an argument
N o w c o m p l e t e the sentences w i t h a w o r d f r o m 3 3 . 1 . 1 Y o u s h o u l d w r i t e a ..
r e v i e w o f Lhe l i t e r a t u r e aL the s t a r t o f y o u r d i s s e r t a t i o n .
2 i t is d i f f i c u l t t o reach a
w i t h o u t a lot more data.
3 A g o o d essay presents b o t h
o f a n a r g u m e n t a n d evaluates t h e m p r o p e r l y .
C o m p l e t e these e x t r a c t s using w o r d s f r o m t h e o p p o s i t e page. Y o u are g i v e n the: first letters o f t h e m i s s i n g w o r d s to help y o u . Which is heller lhe rıiynL befure an exam?
When considering energy conserve ion,
In study longer and yet less sleep or lo
we have to t
sludy Itss and sleep longer? After
account various r
w
how do we relale * particular
up the evidence scientists
have cumc tu the c
t h a t the
c
i factors. But
cT acticn lo its ouieorne? For
advantau.es o f getting mure sleep
example, flying from I onden lo Paris instead
o
•Making ihe train is quicker hoi cause ; 1
lhe d
Research has provided i
more pollution. Y<JU <jpl to cycle lo work
into the link between sleep and memory
instead of driving in order to avoid adding to
development, suggesting that sleep is
pollution. Wtiat can we d
essential for memory. But Ihere are many
the evidence? Do OUT individual choices
v
lo t
areount
Trom
make a difference? On the b
o f in sleep and memory research, such ;is
of global data we can p.
dreaming, phases nf sleep and types o f
climate change will inctease, but how much
memories. Dreams c
do personal choices affed the big picture?
about
that
2 5 % uf a typical right-hour sleep, hut
Could my choice to buy a second car tip
resea^eh p.
the s
lu a connectiun
between memory develupmenl and
and cause a global
catastrophe?
non-dnaming sleep lime.
W h a t does critical
- o r one o f its r e l a t e d f o r m s - m e a n i n e a c h sentence?
1 T h e h o s p i t a l a n n o u n c e d t h a t the P r e s i d e n t r e m a i n s c r i t i c a l l y i l l . 1
D i x o n was asked t o w r i t e a c r i t i c a l r e v i e w ( o r c r i t i q u e 1 o f c o n t e m p o r a r y Irish p o e t r y .
3 T h e w r i t e r w a s i m p r i s o n e d f o r his o p e n c r i t i c i s m o f Lhe g o v e r n m e n t . 4 I t is a b s o l u t e l y c r i t i c a l a l l m e a s u r e m e n t s are r e c o r d e d every h o u r . L o o k at these sentences and u n d e r l i n e a n y m e t a p h o r i c a l uses o f l a n g u a g e . E x p l a i n t h e m i n y o u r o w n w o r d s . Use a d i c t i o n a r y i f necessary. 1 A recent survey has u n e a r t h e d some i n t e r e s t i n g facts a b o u t c o m m u t i n g h a b i t s . 2 h i p r e d i c t i n g t r e n d s i n i n f l a t i o n , e c o n o m i s t s o f t e n l o o k at w h i c h direel.ion the poliLical w i n d s are b l o w i n g . 3 M a r t i n s p u b l i s h e d a g r o u n d - b r e a k i n g s t u d y o f t h e f o r m a t i o n o f galaxies. 4- "By d i g g i n g i n t o the a r c h i v e s , .Professor R o b i n s o n w a s able t o shed i m p o r t a n t n e w l i g h t o n the h i s t o r y o f the p e r i o d . Academic Vacainrfary in Use
75
34
Talking about meaning T h e i m p o r t a n c e of m e a n i n g c a r i e n i c study in any s u b j e c t i n e v i t a b l y requires p r e c i s i o n w i t h r e g a r d to t h e m e a n i n g s a: t h e t e r m s usee'. M a n y t e x t b o o k s provide a g l o s s a r y of t i e t e r m i n o l o g y o i t h e s u b j e c t and this s h o u l d be refer-ed t o "re.que.ntly, w h e n e v e r t h e m e a n i n g of s o m e n e w t e r m is not t r a n s p a r e n t . O f t e n t h e r e are s u b t l e d i s t i n c t i o n s b e t w e e n t h e way in w h i c h • w o r d is u s e d in a ron-ricariemiic c o n t e x t a r d t h e w a y in w h i c i it is u s e d in a s p e c i f y a c a d e m i c c i s c p : i n e and The s t u d e n t n e e d s t c be able t o d i s t i n g u i s h b e t w e e n t h e s e d i f f e r e n t s e n s e s of t h e s a m e w o r d . W h e n w r i t i n g a n essay o-an a r t i c l e it la o f t e n a p p r o p r i a t e to begin by d e f i n i n g t h e key w o r d s r e l a t i n g t c t h e t o p i c . If t h i s is not d o n e t h e n t h e reader may f i n d the w r h i n g a m b i g u o u s and may m i s i n t e r p r e t t h e text. In l e c t u r e s , t o o t h e 1
2
4
3
5
6
1
3
9
:
„ e will r e q u i r e the l e c t u r e r to c l a r i f y w h a t t h e y are saying by providing a d e f i n i t i o n ^ p.ny unla-ril f a r t e m s . T h i s is e s s e n t i a l if t h e l e c t u r e r is to c o m m u n i c a t e their" m e a n i n g r
|
n a. c l e a ' and c o h e r e n t
wav.
1 0
w o r d s or expressions used i n r e l a t i o n to a specific c o n t e x t list o f w o r d s w i t h explanations o f their meanings special w o r d s :>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.
Academic Vocabulary in Use
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.
Academic Vocabulary in Use
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 iQLlliuiiialii^il 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 FlJ^a 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
(opp} = opposite
word
examples
notes
constrain jv)
Scientists are constrained by the amount of funding they can obtain / are subject to t h e constraints of fending.
being controlled and limited
G r o w t h in car ownership could be restrained by higher taxes.
limiting the growth o r force
constraint (n) restrain (v) restraint (n)
in what they can d o
of something
High land prices are a restraint on the expansion of private housing in the city. minimum jntadj) (opp) maximum
The minimum/maximum temperature was recorded at each stage.
minimal (adj)
Damage t o buildings was minimal.
smallest/largest amount allowed o r possible very small in amount
confine (v)
Major industrial pollution is confined to the big
limited t o
cities in the n o r t h of the region. restrict (v)
The government t o o k measures t o restrict t h e sale o f tobacco products t o young people. To light traffic congestion, the city i m p o s e d a restriction o f one car per household.
limiting something and
intrinsic (adj)
English language is an intrinsic part of the college
(opp) extrinsic
curriculum.
extremely important and basic characteristic of it
Integral (adj)
Users' experiences are integral t o the way
necessary and important as a
libraries measure their performance.
part of a whole
Oil is a finite resource; it will run o u t one day. There is evidence to suggest the universe is
having a limit o r end / ' f a i t i a i t /
infinite.
/'infinat/
It takes decades t o create a stable democracy. Political instability is a threat t o the whole region.
firmly fixed o r n o t likely t o
restriction (n)
finite (adj) (opp) infinite stable (adj) (opp) unstable stability (n) (opp) instability 100
Academic Vocabulary in Use
reducing Its size or preventing it f r o m increasing
having no limit o r end if something is stable, it is move o r change
Exercises 46.1
C h o o s e o n e o f t h e w o r d s i n b o l d i n A t o c o m p l e t e e a c h sentence, 1 T o u n d e r s t a n d the p r o b l e m , w e need t o l o o k a t a l l t h e m a n y f a c t o r s w h i c h m a y influence d e v e l o p m e n t i n t h e c h i l d ' s social a n d p h y s i c a l 2 I t has been c l a i m e d t h a t t h e
_
_..
o f t e a c h i n g as a p r o f e s s i o n is n o t as h i g h as it
used t o he o r -as i t s h o u l d be 3 T h e i n f r a r e d a e r i a l p h o t o g r a p h seems t o s h o w t h e
o f a large village a r o u n d
1,000 years a g o , 4 T h e c o m p a n y s p r e s i d e n t d i e d i n r a t h e r suspicious _
a n d his s o n t o o k over.
:
5 I n the
._
o f a n v clear i n s t r u c t i o n s f r o m a b o v e , I t h i n k w e s h o u l d decide
ourselves h o w t o p r o c e e d , 6 T h e c o u n t r y c a n never become a m a j o r e c o n o m i c player unless i t i m p r o v e s its
_
7 1 c a n ' t t e l l y o u w h a t the w o r d means unless y o u t e l l m e i t i n S Students t o d a y l i v e i n v e r y l u x u r i o u s 46.2
C h a n g e t h e w o r d s i n b o l d t o r h e opposite
_ _
c o m p a r e d w i t h s t u d e n t s i n t h e past.
meaning.
1 T h e e c o n o m y has been stable f o r several years. 2 S t a b i l i t y has b e e n a f e a t u r e o f g o v e r n m e n t i n the c o u n t r y f o r t h e last decade. 3 T h e n o r t h e r n r e g i o n possesses a n a p p a r e n t l y finite s u p p l y o f u r a n i u m . 4 T h e ptesence o f c h o l e r a i n t h e area w a s n o t e d b y scientists i n 1 9 7 8 . 5 A m i n i m u m t e m p e r a t u r e o f 2 0 degrees m u s t b e m a i n t a i n e d a t a l l times. 46.3
R e w r i t e the sentences w i t h o u t c h a n g i n g t h e m e a n i n g , u s i n g t h e w o r d i n b r a c k e t s . 1 I n t h e 1960s t h e g o v e r n m e n t r e s t r i c t e d t h e a m o u n t o f m o n e y y o u c o u l d t a k e o u t o f t h i c o u n t r y . (RESTRICTION) 2 T h e p r o b l e m exists o n l y i n the c a p i t a l c i t y . ( C O N F I N E D ' 3 A l l f o s s i l fuels w i l l r u n o u t o n e day. (RRSOORCRS) 4 I n the a c c i d e n t t h e r e w a s v e r y l i t t l e d a m a g e t o t h e car. (MIN'IMAI.) 5 A l l research is c o n s t r a i n e d by f u n d i n g decisions. (SUBJECT) 6 T h e fact t h a t t h e c o u n t r y is s o c i a l l y u n s t a b l e deters i n v e s t o r s , (SOCIAL; 7 N o r m a l l y w e w o u l d n o t behave i n t h i s w a y . ( C I R C U M S T A N C E S ) 5 M o s t s m a l l c h i l d r e n believe t h a t f a i r i e s e x i s t . ( O F FAIRIES |
46.4
C h o o s e the best 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
I'he g o v e r n m e n t has i n t r o d u c e d l e g i s l a t i o n t o restrict
2 T e a m i n g f r o m y o u r m i s t a k e s is a n infinite 3 H e r a t t e m p t t o confine
I restrain
! intrinsic
/ constrain
s m o k i n g i n p u b l i c places.
part o f m a k i n g progress,
t h e c h i l d r e n f r o m m a k i n g a noise i n the l i b r a r y m e t w i t h
l i t t l e success. 4 T h e p r o f e s s o r a l w a y s insists t h a t even t h e m o s t j u n i o r research associate is a n unstable integral
/
p a r t o f the Team.
5 W h a t arc t h e minimum
! minimal
r e q u i r e m e n t s f o r g e t t i n g a place o n t h e c o u r s e r
6 D u r i n g t h e e x a m p e r i o d r e s t r i c t i o n s are posed
/ imposed
7 T h e r e w e r e s o m e r a t h e r c u r i o u s circumstances
/ contexts
H T h e level o f t a x a t i o n i n the c o u n t r y is a m a j o r constraint
o n v i s i t o r s t o t h e college s u r r o u n d i n g the case. I restraint
o n foreign investment
there, E f t l Ejflfl
Find a news Article about a scientific development and read the description of tile situation which led t o i t (often t o be found in the Introduction), Note any useful general nouns used there.
Academic
Vocabulary
in Lfse
101
Processes a n d p r o c e d u r e s General nouns and verbs More rhr prepositions w h i c h f o l l o w t h r noons in hold. T h e neKt s r a g c / s l e p i n t h e process o f d i t i c o l l e c t i o n w a s t o s e n d o u t 1(X» q u e s t i o n n a i r e * . T h e p r o c e d u r e ' f o r E x p e r i m e n t B WJS d i f f e r e n t f r o m t h a t o f E x p e r i m e n t A
H
T h e a p p l i c a t i o n * o f T h o r e n ' s m e t h o d p r o d u c e d tame, i n t e r e s t i n g results. They s t u d i e d t h e b e h a v i o u r o f large c o r p o r a t i o n * d u r i n g p e r i o d s o f e c o n o m i c c r i s i t , T h e t e a m c a r r i e d o u t a c o m p u t e r s i m u l a t i o n o f c l i m a t e change o v e r t h e n e x t 3 0 years. 3
T w e n t y - f i v e subjects w e r e selected f r o m t h e first g r o u p t o t a k e p a r t i n t h e second analysis. She designed a c o u r s e t o t r a i n students t o utili&e s e l f - m o t i v a t i o n strategies. 4
T h t a r t i c l e sets o u t t o u n i f y s o m e c o n c e p t s i n t h e t h e o r y o f e c o n o m i c g r o w t h 5
Persona! i n t e r v i e w s w e r e c o n d u c t e d t o s u p p l e m e n t
6
t h e s t a t i s t i c a l data-
I h e e x p e r i m e n t s w e r e r e p e a t e d , i n o r d e r r u v e r i f y t h e results o b s e r v e d in r h t o r i g i n a l d a t a . 7
c a r e f u l l y c o n t r o l l e d set o f actions usm--, i t f o r a p r a c t i c a l purpose a model of a problem or course o f events * ( f o r m a l ) use s o m e t h i n g [n a n effective w a y b r i n g together/combine * add Something t o s o m e t h i n g t o m a k e i t larger o i better m a k e c e r t a i n t h a t they a r r c o r r e c t 1
3
5
1
Social/political/economic processes exemple wrtfi
noun
equivo/fnt verb
The emergence of nation states changed Europe in the 19th century.
meaning
Nation state? emerged in the
process of appearing o r
19th century.
starting t o exist
Tho paper is a study of water
Millions of litres of botded water
consumption In Brazil during 2001.
ara now consumed.
process oF Using fuel, energy, food, ate.
Ratification of the trade agreement
The agreement was ratified in
process of making an
took place in 2004.
2004,
agreement official
Security of supply is the most important priority in the gas industry.
Tin' m w pipeline will secure gas supplies far the region.
(formal) prot*3s of getting something
Before the advent of computers,
Before computet? were
arrival at an invention [che
scientific analysis was a slow procès.
developed; invented* analysis
raun hni no *erb form)
took a kmg tune.
Toc h no logical processes and procedures T o o k a t these q u e s t i o n s o n a college w e b s i t e d e a l i n g w i t h c o m p u t e r p r o b l e m s .
+
* * Q Q Q I
™
. . . .
r n * c
^
=
• * Is there any way t o automate the process at converting a large number or text files Co PDF format? 1
1
m HDW nan I display^ different values an the GBms bar in e bar graph? * How nan I export data From my REFS software t i a list of references in my dissertation? 3
»
Is there a fast way Lu input questionnaire result* into, a database? 4
» Now can I i n i e r t * e footnote into my paper? » How can I save the nunencal « 1 p a i from [he BlGSTATS program an a text f i e ? s
' make a process be o p e r a t e d by machines o r c o m p u t e r s , instead o f b y h u m a n s
arrange
1
SCilDethinfi o r a c o l l e c t i o n o f t h i n g s so that they cart be seen c o p y A large • m o u r n o f i t either to a d i f f e r e n t p a r t o f the c o m p u t e r ' s storage Space o r t o a n o t h e r f o r m o f storage p u t them i n t o the computer's system a d d results p r o d u c e d by the p r o g r a m m e ]
4
s
¡\aidemk. VaVJbulary
in Use
6
Exerc/ses 47.1
Choo&e t h e best w o r d in i t a l i c s to c o m p l e t e each sentence. 1 I t is sensible t o unify
I select
I verify
y o u r results b e f o r e p u b l i s h i n g t h e m .
2 H i p r e p l a c e m e n t is u s u a l l y a s i m p l e m e d i c a l application 3 M a n y student* supplement
/ utilise / verify
4 A c o m p u t e r stage I procedure
I simulation
I procedure
!
behaviour.
their scholarships b y d o i n g some part-time w o r k . s h o w s w h . i t w i l l h a p p e n i f the ocean c u r r e n t
docs i n d e e d change d i r e c t i o n a n d s t a r t f l o w i n g f r o m the A r c t i c t o the West Indies. 5 As the n e x t step
! behaviour
fj H e r a i m is t o form
47.2
/ design
/ application / function
i n o u r s t u d y we p l a n t o c a r r y o u t i n t e r v i e w s
a r a d i c a l l y d i f f e r e n t type o f e l e c t r i c engine.
R e w r i t e each sentence, r e p l a c i n g the u n d e r l i n e d w o r d w i t h a w o r d f r o m B o r CT o p p o s i t e . B o t h the u n d e r l i n e d w o r d s a n d t h e r e p l a c e m e n t w o r d s are c o r r e c t i n a c a d e m i c E n g l i s h ; the difference is t h a t t h e r e p l a c e m e n t w o r d s are m o r e f o r m a l . 1 I t is h a r d l y s u r p r i s i n g t h a t p e o p l e use f a r m o r e e l e c t r i c i t y t h a n t h e y d i d t e n years ago. 2 T h e a r r i v a l o f the m o b i l e p h o n e has t r a n s f o r m e d the w a y y o u n g p e o p l e m a n a g e t h e i r social lives. 3 T h e s o f t w a r e a l l o w s v o u to present y o u r d a t a i n a range o f d i f f e r e n t t y p e s o f c h a r t . 4 A n u m b e r o f t a l e n t e d n e w designers have a p p e a r e d t h i s year. 5
Y o u ' v e missed o u t a letrer here - y o u need t o ad.d a p b e t w e e n t h e a a n d the t.
6
H e spent m a n y years t r y i n g t o create a m a c h i n e t h a t w o u l d a u t o m a t i c a l l y s o n large numbers of coins.
7 T h e research assistants h a d t o p u t i n a h u g e a m o u n t o f d a t a t o r u n the e x p e r i m e n t . 3 The political p a r t y managed t o gain m o r e s u p p o r t than was anticipated.
47.3
i
C o m p l e t e these tables a n d a d d t h e p r e p o s i t i o n w h i c h u s u a l l y f o l l o w s t h e v e r b o r n o u n w h e r e y o u see ( + ) . Use a d i c t i o n a r y f o r p r e p o s i t i o n s n o t given o n t h e o p p o s i t e page. noun
^erb apply
{+)
noun
rerb
verification (+)
(+>
utilisation (+)
behave [+)
emerge
selection
(•*•)
consume
design
(+)
secure
simulare
ratify
<+) <J 4
i*J input
<+) (•+)
47.4
{*J
display
insertion
(+)
C h o o s e a w o r d f r o m t h e tables i n 47-3 to c o m p l e t e each sentence. 1 T h e a r t i c l e traces the
...... o f K o r e a as a m a j o r e c o n o m i c f o r c e .
2 Because o f t h e d r o u g h t e v e r y o n e has been asked t o reduce then: w a t e r 3 1 t h i n k i t w o u l d be a g o o d idea t o
_
some tables i n t o the first p a r t o f y o u r article.
4 It t o o k considerable n e g o t i a t i o n s b e f o r e a l l parties were p r e p a r e d to 5 T h i s c o u r s e w i l l focus o n the 6 It t o o k me a long time to
the treaty.
o f t h e o r y to p r a c t i c e . i n t o t h e c o m p u t e r a l l the d a t a f r o m the survey.
7 M o s t p s y c h o l o g y s t u d e n t s c h o o s e t o d o a course o n a n i m a l 3 M y i n s t t u c t o r gave some useful advice o n h o w to ...
a new group o f experiments.
Use a dictionary to find some typical w o r d combinations for these words — process, procedure and &t
AcadçmicVozabuiofy
in Use-
IÛB
Describing change A
Historical changes and t h e i r effects I The t r a n s i t i o n f r o m agriculture t o industry challenged The economic and political status q u o in many 1
3
countries. Millions of people a b a n d o n e d villages and rural areas and moved into cities. The shift* away 3
f r o m self-sufficiency meant most people became dependent on large corporations In one way or another, and had to adapt* to new social environments and adjust* to new ways of doing Things. The m o v e ' t o w a r d s srnaie* nuclear lamilies brought about f u n d a m e n t a l changes in family patterns m many 9
parts o f the world. M a i n t a i n i n g * the old ways became i n c r e a s i n g l y
10
difficult On the nthci band Ihe
e l i m i n a t i o n " of diseases such as smallpox t r a n s f o r m e d ' m i l l i o n s o f p c i ^ s I n l a n d tho e x p a n s i o n 1
o f healthcare in many countries saved countless lives. TechnDlog/ e n h a n c e d way. For many people nonetheless. The negative i m p a c t
15
14
11
mast people's lives in some
o f technology on the environment a l t e r e d * the
way we think of our relationship with nature, and s u s t a i n a b l e
1
17
development, rather than development
for its own sake, became an Important goal for a number of countries. change f r o m one f o r m to a n o t h e r the s i t u a t i o n as i t was at t h a t time left f o r ever change n p o s i t i o n or d i r e c t i o n change to suit d i f f e r e n t c o n d i t i o n s * become m o r e f a m i l i a r w i t h a new s i t u a t i o n a c t i o n taken to achieve s o m e t h i n g i n a very basic w a y * n o ( a l l o w i n g t h e m t o change m o r e and m o r e " r e m o v a l o f changed c o m p l e t e l y so t h a t t b e y ate better increase i n size o r extent i m p r o v e d t h e q u a l i t y o f '* p o w e r f u l effect t h a t s o m e t h i n g , especially s o m e t h i n g new, haï o n a s i t u a t i o n changed (usually s l i g h t l y ) " causing Jhllc or no damage to the e n v i r o n m e n t and therefore able t o c o n t i n u e f o r a l o n g time 1
7
1
4
s
7
s
1 0
I J
J i
1 4
l s
M o r e verbs for describing change T h e exchange rare b e t w e e n the e u r o a n d the d o l l a r h a * f l u c t u a t e d recently, [ c h a n g e d o r v a r i e d , especially c o n t i n u o u s l y a n d between o n e level and a n o t h e r ] T h e technicians m o d i f i e d the f l o w o f o i l t h r o u g h the engine, [ c h a n g e d it s l i g h t l y to i m p r o v e i t ] T h e c o m p a n y ^ l a w y e r s a m e n d e d t h e c o n t r a c t to take a c c o u n t o f the n e w s i t u a t i o n , (changed i h e w o r d s o f a t e x t , t y p i c a l l y a l a w o r a legal d o c u m e m j Seven p o w e r p l a n t s w e r e c o n v e r t e d f r o m o i l t o gas. (caused t o c h a n g e i n f o r m o r c h a r a c t e r ] Ahrer 2 0 years o f t r a d i n g in rhe U S , t h e f i r m t r a n s f e r r e d t h e i r o p e r a t i o n s t o B r a i i l . |moved] T h e e c o n o m y recovered a f t e r three years o f depression
( r e t u r n e d to a s a t i s f a c t o r y c o n d i t i o n ]
O i l supplies are d i m i n i s h i n g r a p i d l y . A c q u i r i n g n e w supplies is v i t a l f o r m a n y c o u n t r i e s , [ b e c o m i n g less; ( f o r m a l ) o b t a i n i n g , g e i t i n g } W e need to r e f i n e o u r analysis t o o b t a i n m o r e accurate results, [ i m p r o v e i t , especially by r e m o v i n g u n w a n t e d m a Ecriai J T h e g o v e r n m e n t r e l a x e d c o n t r o l s o n i m p o r t s i n 1997.
[ m a k e less s t r i c t o r severe]
Plans have been d r a w n u p t o r e s t o r e 5 0 , 0 0 0 acres o f w e t l a n d to t h e i r f o r m e r stare- [ r e t u r n s o m e t h i n g or s o m e o n e CO a n e a r l i e r g o o d c o n d i t i o n or p o s i t i o n ]
Adjectives which often describe change T h e r e w a s a g r a d u a l change i n a t t i t u d e s i n the lPSOs. |staw, o v e r a l o n g p e r i o d o f t i m e ' A s u d d e n c h a n g e i n the t e m p e r a t u r e o f the l i q u i d o c c u r r e d a f t e r some m i n u t e s . T h e r e is a m a r k e d c h a n g e in h o w p e o p l e perceive a n t i s o c i a l b e h a v i o u r , ( v e r y n o t i c e a b l e ! T h e r e w a s n o p e r c e p t i b l e change i n the l e a r n i n g o u t c o m e s between T i m e 1 a n d T i m e 2.
X
( w h i c h c o u l d be p e r c e i v e d , i,e. n o t i c e d o r seen]
Acidtmic
A change in and o dfonge o f are different, cfaflgfl In tArnpefasurefbehowQwIattiiuilttt contpaiHlonfpoliZ'f. etc. suggests a process w h e n something has become different (e.g. smaNer, more radical). A diong* o f cfotMn^gqvemmefl^dpproocfr, &tc, means the compfete 5<J bi ti cu tion of o n * thing l o r another
Vocabulary in Use
Exercises 48.1
pjjjjal
F i l l i n t h e m i s s i n g w o r d s i n each sentence w i t h a w o r d f o r m e d f r o m t h e same r o o t as t h e w o r d i n b r a c k e t s . Y o u m a y need a d i c t i o n a r y t o h e l p y o u w i t h i t e m s 7 t o 1 0 . 1 T h e r e has been a n e n o r m o u s I
_
_.. i n a v i a t i o n i n t e c e n t years, (EXPAND^
_
E c o n o m i s t s are i n c r e a s i n g l y c o n c e r n e d t h a t d e v e l o p m e n t s h o u l d be
_
_
_
(SUSTAIN } .1 T h e r e has been n o
_
_
_
c h a n g e i n t h e p a t i e n t ' s c o n d i t i o n . {ptKCEJVl;)
4 T h e s u r v e y f o u n d t h a t m o s t p e o p l e feel t h a t m o d e r n life is b e c o m i n g d i f f i c u l t , (INCREASE) 5 Industrial._
_
_
has, o f c o u r s e , t r a n s f o r m e d people's w o r k i n g l i v e s , (DHVLLOJ !
_
1
6 T h e group's aims include t h e
_
_
o f f a m i n e a n d p o v e r t y , (ELIMINATE)
7 T h e apparatus w o r k e d well after we h a d made some
_
_
_
_ . t o i t , (MCI^KV)
8 W i t h i n c r e a s i n g u n e m p l o y m e n t m a n y p e o p l e have h a d t o m a k e
_
_
to then
lives, (ADJUST) 5* M a n y l i n g u i s t s have s t u d i e d first language
_
_
, o r h o w people learn their
m o t h e r t o n g u e , (ACQUNit) 10 T h e r e is u n l i k e l y t o be a n y 48.2
_
_ o f c o n t r o l s i n t h e n e a r f u t u r e . (Rr.r.AX)
A n s w e r these q u e s t i o n s a b o u t t h e l a n g u a g e i n this u n i t , 1 i f prices fluctuate w h a t d o t h e y d o ? 2 I f a disease is eliminated
h o w m u c h o f i t remains?
3 I f i n t e r e s t i n s o m e t h i n g is diminishing 4 I f there is a marked
is i t b e c o m i n g less o r m o r e ?
c h a n g e i n someone's b e h a v i o u r is i t a b i g o r a s m a l l change?
5 I f m o s t p e o p l e feel t h a t m o b i l e p h o n e s enhance
t h e i r l i v e s , d o they feel t h a t t h e i r lives
have b e c o m e b e t t e r o r w o r s e ? 6 48.3
I f c o n t r o l s o n i m p o r t s are relaxed
d o t h e y b e c o m e m o r e o r less s t r i c t :
C h o o s e t h e best 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 T h e e c o n o m y n o w seems t o be recovering I
M a n y p e o p l e n o w are converting
I
amending.
/ transforming
t o using solar power.
3 O u r s u r v e y d i d n o t succeed i n g e t t i n g a l l t h e i n f o r m a t i o n w e need a n d so w e s h a l l have t o diminish
i refine
o u r questions a little.
4 W h y d o s o m e p e o p l e abandon 5
/ shift
their families a n d disappear w i t h o u t a word?
I t takes m o s t p e o p l e s o m e t i m e ro alter
I adjust
t o living in a n e w country.
G i n recent years m o s t societies have seen a m a j o r c h a n g e i n t h e transition 7 I t is i n c r e a s i n g l y h a r d t o adapt
I maintain
B T h e r e have been some a t t e m p t s t o restore 48.4
/ status
qua.
t r a d i t i o n s i n t h e face o f p r o g r e s s . I alter
t h e e n v i r o n m e n t t o i t s o r i g i n a l state
W h i c h p r e p o s i t i o n is needed t o c o m p l e t e each p h r a s e : 1 a change
_
._
the climate
2 t o transfer money 3 a shift
_
_
_
.._
_ a Swiss b a n k
4 t o have a n i m p a c t
the cost o f l i v i n g
5 t o relax controls.._ 5 t o adjust
_
7 the transition S t o adapt
_
_. i m m i g r a t i o n
.changes .....
_
account
the eounttyside t o w a r d s the towns
... o n e p e r i o d t o t h e n e x t
a n e w w a y o f life
AcodenticVocabtiiary
fn Use
105
Evaluation and emphasis
49 49
Adjectives f o r evaluating: opening sentences f r o m science articles T h e first c o m p r e h e n s i v e Fundamental
1
survey o f c o r a l reefs is being c a r r i e d o u t i n the I n d i a n
Ocean.
p r o b l e m s exist i n c u r r e n t theories o f the u n i v e r s e , a physicist c l a i m s ,
2
A g r o u n d - b r e a k i n g d i s c o v e r y has been m a d e i n research i n t o ageing a n d d e a t h . 3
I m p o r t a n t n e w i n f o r m a t i o n a b o u t the p l a n e t s has been g a i n e d f r o m the Qibis
space p r o b e .
• W o r k i n g hours have increased a n d pressures a t w o r k have b e c o m e m o r e intense i n t h e U K . A c r u c i a l stage i n g l o b a l w a r m i n g c o u l d be reached w i t h i n t e n years, scientists say. ["he search f o r a u n i f i e d t h e o r y o f the h u m a n m i n d is m i s g u i d e d , sa vs a p s y c h o l o g i s t 11
T h e d i s c o v e r y o f a d i n o s a n r d i k e b o n e f o s s i l i n A f r i c a is u n i q u e , a c c o r d i n g t o scientists. I n 1 9 9 7 , I r k a n p u b l i s h e d a s i g n i f i c a n t piece o f research o n o|ien s t r u c t u r e s i n bridges. C ' u r r c n t responses t o the g l o b a l energy crisis are i n a d e q u a t e , a scientist has w a r n e d . 1
c o m p l e t e , i n c l u d i n g everything t h a i i\ necessary
i
very new and a big change
4
basic, f r o m w h i c h e v e r y t h i n g else originates
1
based o n bad judgement o r o n w r o n g i n f o r m a t i o n o r beliefs
Teachers evaluations o f s t u d e n t assignments 1
*
G o o d f T h e o n l y c r i t i c i s m I have is r h a t t h e r e is a n o t a b l e ' lack o f key references r o w o r k b e f o r e I f 9 0 . Y o u s h o u l d have g i v e n c r e d i t t o e a r l i e r w o r k b y WLISOU a n d TTealev, 3
*
I a m c o n c e r n e d a b o u t the v a l i d i t y o f some o f y o u r a n a l y s i s , a n d as a r e s u l t , some o f y o u r 3
c o n c l u s i o n s m a y be i n v a l i d . S i g n i f i c a n t l y , y o u h a d p r o b l e m s i n Section C. *
[ d o n ' t t h i n k the T w o d i f f e t e n t analyses y o u d i d are compatible''- I t is n o t s u t p r i s i n g t h a t y o u h a d p r o b l e m s m a t c h i n g the t w o results, w h i c h c o u l d be v i e w e d as a l m o s t c o n t r a d i c t o r y .
*
There are some s o l i d a r g u m e n t s m Secnon A . b u t I t h i n k y o u r c o n c l u s i o n m l i LSI m i s t a k e n 5
a n d lacks h a r d evidence. Y o u r data a r e * r a t h e r l i m i t e d , [''may also sometimes be is] 6
i m p o r t a n t and deserving a t t e n t i o n stated the i m p o r t a n c e o f basis i n t r u t h or reason able t o exist successfully together * o f a g o o d standard; g i v i n g confidence or support clear, able to be p r o v e n 1
J
3
4
6
O t h e r evaluative expressions I t is n o t e w o r t h y t h a t H o l i k o v (199i>) 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
Emphasising T h e research u n d e r l i n e d / h i g h l i g h t e d the need f o r a n e w social p o l i c y f o r e h i l d e a r e . * W h e n used a t the b e g i n n i n g o f a sentence f o r e x t r a e m p h a s i s , n e g a t i v e expressions are f o l l o w e d b y i n v e r s i o n o f t h e s u b j e c t a n d verb- A f o r m o f dc is used w h e n there is n o other auxiliary or m o d a l verb, U n d e r / I n n o circumstances / O n n o a c c o u n t is i t r i g h t t o v i d e o people w i t h o u t c o n s e n t . S e l d o m / N e v e r (hefore)ZRarely i n t h e h i s t o r y o f T u r o p c has there been such a crisis. I n n o w a y / l i y n o m e a n s does this n e w _ s t n d ^ i n v a l i d a t e e x i s t i n g studies. O n l y i n 1 9 8 5 d i d the g o v e r n m e n t accept t h a t s o m e t h i n g needed to he d o n e u r g e n t l y .
106
Academic Vocabulary in Use
Exercises 49.1
L o o k at A a n d a n s w e r t h e f o l l o w i n g q u e s t i o n s a b o u t t h e adjectives there, I
W h i c h t w o adjectives h a v e n e g a t i v e associations?
I
W h i c h adjective sounds m o s t positive and exciting?
3 W h i c h t w o w o r d s c a n be q u i t e close s y n o n y m s a n d c o u l d be u s e d , f o r e x a m p l e , i n the phrase to play a(n)
role in the development
off
4 W h i c h w o r d has a s i m i l a r m e a n i n g t o the adjectives: i n 3 b u t is s t r o n g e r o r m o r e e x t r e m e : 5 W h i c h w o r d means the only 49.2
one of its
type}
C h o o s e t h e best w o r d s f r o m the box. t o c o m p l e t e each o f these sentences. acknowledged evidence
borne flawed mistalten
limited 1 N i e r i n c k gave
challenged flaws
credit crucial ground-breaking
seminal
validity
no the i n p u t o f her research associates a n d
[hey had p l a y e d a
_
o u t by o t h e r w o r k i n the field and you
t o c l a i m than there is h a r d
are _
_
that
r o l e i n the p r o j e c t .
2 U n f o r i n n a t e l y , these results are n o t are _
viewed
no s u p p o r t y o u r t h e o r y . T h e r e
i n some o f y o u r c a l c u l a t i o n s , a n d t h e y need r e d o i n g .
3 Herbert data were
_
_ E v e n s s o n o n the
_
_.. and were t o o
_
o f his c o n c l u s i o n s c l a i m i n g t h a t h i : _
4 T h i s s u p e r b a r t i c l e c a n be
t o be r e l i a b l e .
as a
_
_
piece o f w o r k w h i c h has m a d e
discoveries a b o u t the n a t u r e o f c a n c e r o u s cells. 49.3
R e w r i t e these sentences b e g i n n i n g i n t h e w a y i n d i c a t e d . 1 I t is b y n o m e a n s c e r t a i n t h a t a l l t h e s t u d e n t s w i l l pass t h e i r f i n a l e x a m s . By n o means
_
2 N e v e r before h a d he t a u g h t such a n o u t s t a n d i n g s t u d e n t . He
_
_
3 T h e c o u n t r y has r a r e l y w i t n e s s e d such a d i s p l a y o f p u b l i c f e e l i n g . Rarely
_
_
_.
_
4 I n n o w a y w i l l w e be able t o h a l t t h e process o f g l o b a l w a r m i n g . We
_
5 Students w i l l n o t be a l l o w e d t o defer the c o m p l e t i o n o f t h e i r thesis l o n g e r t h a n one m o n t h under any circumstances. Under no circumstances
_
_
_
_
G We w i l l o n l y k n o w the answer w h e n w e gather a lot more data. Only when we 49.4
R e a r r a n g e the l e t t e r s t o m a k e t h e w o r d t h a t fits the sentence. 1 The study
the need f o r m o r e r e s e a r c h . SHHWrjliCC
2 ! don t find y o u r arguments either _
. o r c o n v i n c i n g . DOIL5
T
3 U n f o r t u n a t e l y , the t w o studies came u p w i t h r e s u l t s w h i c h w e r e n o t
. AfcCELIMOl'T 4 She w r o t e the
first
study of this .
, period of
A t h e n i a n h i s t o r y . OIRCPMEENHVfiS f VEK 5 I t is tOO
t h a t his w o r k w a s i n i t i a l l y c r i t i c i s e d f o r b e i n g . TROWII / Ll-ARIGNEC / 1MTT1DE
6 T h e article
the i m p o r t a n c e o f l i t e r a c y a n d n u m e r a c y s k i l l s i r
early e d u c a t i o n . DLS1UENREN
Academic
Vocabulary
m Use
107
S u m m a r y and conclusion Conclusions and summaries: typical paragraph s t a r t e r s S u m m a r i s i n g is c o n c e r n e d w i t h e x p r e s s i n g the m o s t i m p o r t a n t facts o r ideas a b o u t s o m e t h i n g ¡>r someone in a s h o r t a n d clear f o r m . C o n c l u d i n g is c o n c e r n e d w i t h (a) s t a t i n g y o u r p o s i t i o n o r o p i n i o n after c o n s i d e r i n g a l l the i n f o r m a t i o n a b o u t s o m e t h i n g , o r (b) s t a t i n g t h a t you have c o m e to t h e end o f s o m e t h i n g . R e c a p i t u l a t i n g is c o n c e r n e d w i t h b r i e f l y r e p e a t i n g y o u r m a i n p o i n t s . Read these o p e n i n g s o f the f m a i p a r a g r a p h s o f a c a d e m i c a t t i c l e s N o t e the useful expressions. r
As we have seen, the data are consistent across the three separate tests. T o c o n c l u d e / I n c o n c l u s i o n , i t seems t h a t w o m e n ' s greater r i s k o f depression is a consequence o f gender differences i n social roles. T o r e c a p i t u l a t e the f i n d i n g s o f the present e x p e r i m e n t s : m o t h e r s ' speech t o y o u n g c h i l d r e n 1
was s i m p l e r t h a n t h e i r n o r m a l speech. F r o m these c o m p a r i s o n s w e m a y d r a w the f o l l o w i n g c o n c l u s i o n s . A s w a s e x p e c t e d , there are large differences b e t w e e n Russia and the t w o N o r d i c c o u n t r i e s ( F i n l a n d a n d
Sweden).
T o s u m u p / T o s u m m a r i s e / I n s u m m a r y , in the case o f h i g h achievers in all p r o f e s s i o n s , 2
e m o t i o n a l c o m p e t e n c e is t w i c e as i m p o r t a n t as p u r e l y m e n t a l a b i l i t i e s . I n s h o r t , e m o t i o n a . 3
competence is the key. T o b r i n g the paper t o a close , 1 s u m m a r i s e the m a i n p o i n t s here: siblings influence the fl
5
d e v e l o p m e n t o f b e h a v i o u r , a n d p r o b l e m s a m o n g siblings are l i n k e d t o other p r o b l e m s . a less f o r m a l alternative is the short f o r m to recap (more f o r m a l ) can also be in sum used before describing something in as f e w w o r d s and as d i r e c t l y as possible or bring ¡o an end ' ÍJT summarise the key points 1
1
fl
O t h e r useful w o r d s and expressions f o r s u m m a r i s i n g and concluding We m a y s u m m a r i s e the f i n d i n g s i n a f e w w o r d s ; c o n s e r v i n g w e t l a n d s is a n urgent p r i o r i t y . T h e final p o i n t t o stress is t h a t pay is r a r e l y the o n l y f a c t o r i n i n d u s t r i a l disputes. T o p u t i t b r i e f l y / Stated b r i e f l y , c o m p l e x m o t i v e s c o n t r i b u t e t o strikes, [final
is m o r e f o r m a l t h a n last\
Praditstik (1996) ptovides/gives a (brief) summary o f Asian economic cooperation. I n the ahstract o f the a r t i c l e , the a u t h o r s c l a i m t o have m a d e a b r e a k t h r o u g h in cancer research, [ s h o r t e n e d f o r m o f an a r t i c l e , b o o k , etc., g i v i n g o n l y the m o s t i m p o r t a n t facts or a r g u m e n t s , u s u a l l y p r i n t e d at t h e b e g i n n i n g o f the b o o k o r a r t i c l e ] T h e g o v e r n m e n t o n l y p u b l i s h e d a precis o f the r e p o r t , n o t the f u l l r e p o r t , I / p r e i s i / a short 1
f o r m o f a t e x t w h i c h b r i e f l y summarises the i m p o r t a n t p a r t s ] I n this essay, T have a t t e m p t e d t o r e v i e w concisely the a r g u m e n t s in f a v o u r o f i n t e l l e c t u a l p r o p e r t y r i g h t s m r e l a t i o n t o the i n t e r n e t , [ i n a c a d e m i c style i t is c o m m o n t o say t h a t y o n have a t t e m p t e d / t r i e d t o argue o r d e m o n s t r a t e s o m e t h i n g instead o f d i r e c t l y s a y i n g y o u d i d i t ; concisely
means in a s h o r t a n d clear w a y , w i t h o u t unnecessary w o r d s ]
O n b a l a n c e , the o v e r a l l p i c t u i c seems to he t h a t the p o l i t i c a l c l i m a t e influences c o r p o r a t e strategy, {after t h i n k i n g a b o u t the d i f f e r e n t facts or o p i n i o n s ; general r a t h e r t h a n in particular) I n the f i n a l / l a s t analysis, the o n l y safe p r e d i c t i o n is t h a t the f u t u r e is l i k e l y t o be very d i f f e r e n t f r o m the present, (said w h e n t a l k i n g a b o u t w h a t is m o s t i m p o r t a n t o r true in a s i t u a t i o n ]
3f 08
Academic
Don't confuse Jastty and a! tost, tastfy refers to the final point or item in a list or a series of points being discussed, and ¡5 simitar to finally. At /ost refers to something which happens after people have been waiting for it for a long time. Remember, eveniuaty does N O T mean 'perhaps'. It means 'in the end, especially after a long time or a lot o l effort, problems, etc/
Vocabulary in Use
Exercises SO, 1
L o o k at A . "Rewrite each sentence* u s i n g t h e w o r d i n b r a c k e t s , 1 T o c o n c l u d e , t h e rests suggest t h e d r u g has n o d a n g e r o u s side effects, [CONCLUSION) 2 I n s h o r t , l o s i n g t h e w a r w a s a h u m i l i a t i n g defeat f o r t h e c o u n t r y o n a n u m b e r o f d i f f e r e n t levels. (SUMMARISE) 3 T o s u m t i p , i t is i m p o s s i b l e To b l a m e The disaster o n one p e r s o n a l o n e , (SUMMARY) 4 P r o m t h e survey w e can c o n c l u d e t h a t a d v e r t i s i n g has a s t r o n g e r effect o n teenage girls t h a n o n o t h e r g r o u p s o f t h e p o p u l a t i o n , (DRAW / COME give
two
answers)
5 T o r e c a p , t h e r e w e r e a n u m b e r o f d i f f e r e n t reasons w h y t h e e x p e r i m e n t w a s less successful t h a n h a d been h o p e d . (hib-iCAi'irui.A'i't:' 50.2
C h o o s e a w o r d f r o m t h e b o x t o c o m p l e t e e a c h sentence. abstract
analysis
1 On
balance
close
points
eventually
provide
pUE
words
i t w o u l d seem t h a t m o r e p e o p l e are against t h e p r o p o s e d l a w t h a n f o r i t .
2 A u r h o r s s u b m i t t i n g a n a r t i c l e f o r t h e j o u r n a l are r e q u e s t e d t o p r o v i d e a b r i e f o u t l i n i n g the contents o f their article, 3 To own
i t b r i e f l y . G e n e r a l I'achai's a t t e m p t s t o m a n i p u l a t e t h e s i t u a t i o n t o h i s advantage
4 M o s t theses
_
5 I n the f i n a l
led to his o w n d o w n f a l l . _
a s u m m a r y o f t h e l i t e r a t u r e i n t h e h e l d i n t h e i r o p e n i n g chapter. n o o n e c a n be c o m p l e t e l y c e r t a i n as t o w h a t caused t h e c r a s h .
li T o s u m m a r i s e t h e p r o b l e m i n a f e w
: m a n u f a c t u r i n g i n the c o u n t r y has
d e c l i n e d d r a s t i c a l l y i n t h e last t e n years, 7 L e t us n o w r e c a p t h e m a i n 8
Before b r i n g i n g this paper t u a
in the argument. , T s h o u l d l i k e t o suggest some areas
r e q u i r i n g f u r t h e r research. 50.3
C h o o s e e i t h e r lastly
o r at last t o c o m p l e t e each o f these sentences,
1 A f t e r several m o n t h s o f n e g o t i a t i o n s , t h e t w o sides have ...
reached a g r e e m e n t .
2 F i r s t , w e shall c o n s i d e r t h e causes o f t h e w a r , t h e n w e s h a l l l o o k at t h e events o f t h e w a r and, 1
, w e shall discuss t h e consequences o f t h e w a r .
She d e c i d e d n o t t o a p p l y t o M e l b o u r n e U n i v e r s i t y . First a n d f o r e m o s t , her m a r k s were n o t l i k e l y t o be g o o d e n o u g h b u t also her p a r e n t s d i d n o t w a n t her t o a p p l y t h e r e , , none o f her friends were considering going there.
4 M y b r o t h e r w a s very r e l i e v e d w h e n ,
_., he f i n i s h e d w r i t i n g h i s d i s s e r t a t i o n .
5 M a n y c o n g r a t u l a t i o n s o n h a v i n g r e a c h e d t h e f i n a l u n i t o f this b o o k 50.4 ^p j
_
.
W h a t c a n y o u l e a r n a b o u t t h e d i f f e r e n c e b e t w e e n t h e expressions in the end a n d at the end f r o m these t w o sentences? U s e a d i c t i o n a r y i f necessary. 1 I n t h e e n d . t h e g o v e r n m e n t realised t h a t t h e t a x l a w h a d been a m i s t a k e a n d a b o l i s h e d i t , 2 A t t h e e n d o f t h e b o o k , T a o states t h a t p r i v a t i s a t i o n o f p u b l i c services is t h e s o l u t i o n .
50.5
C o r r e c t t h e s i x e r r o r s i n this p a r a g r a p h . T h i s p a r a g r a p h is a p r e c i s e o f Academic
Vocabulary
in Use. 'la s t u n , t h e b o o k p r o v i d e s
y() u n i t s c o v e r i n g k e y aspects o f a c a d e m i c v o c a b u l a r y . Stated b r i e f , e a c h u n i t has t e m p t e d to p r e s e n t a n d p r a c t i s e t h e w o r d s t h a t all s t u d e n t s n e e d . T h e o v e r a l l s a i m o f t h e b o o k is to h e l p s t u d e n t s n o t o n l y t o u n d e r s t a n d b u t also t o use a c a d e m i c v o c a b u l a r y : I n b r i n g i n g t h e b o o k t o a c l o s u r e , w e h o p e w e have h e l p e d y o u a n d w i s h v o u success i n y o u r f u t u r e academic studies.
Academic Vocabulary In LJse
109
Reading and vocabulary I This section will give yon further prauice in ihe kinds of vocabulary you have itudied in [Ins book and will help yon to become more aware of academic vocabulary as you read. The texts will be useful for Y O U whatever discipline yon are studying. Read Lbe t e x t . Use a d i c t i o n a r y i f necessary h u t n o t e t h a t i t is n o t essential t o understand every w o r d T h e n answer the q u e s t i o n s . r
QovdjHenM
Psychologists hove long known that having a set o f cherished c o m p a n i o n s Js crucial 1o mental well-being. In addition, a recant study by Australian Investigators c o n c l u d e d that our friends even help lo prolong our lives. The scientists analyzed dala f r o m a decade-king survey called the Australian Longitudinal Study of Aging, •which w a s initiated in 1992. It concentrated o n the social environment, general health, lifestyle a n d age of death of i .4.77 persons older than 70 years. Study participants were a s k e d h o w m u c h personal an
1 Which w o r d s a n d expressions in the firat p a r a g r a p h could the f o l l o w i n g s u b s t i t u t e tor? I
If tends one loves and tares h?r
3 extend
5 focused
I
e x t r e m e l y important
4 begun
6 subjects
2 f ind i n tin: text a w o r d w h i c h :
3
1 means ' p e o p l e ' ( m o r e f o r m a l )
3 w o u J d be speft d i f f e r e n t l y i n B r i t i s h K n y l i s h . H o w :
2 m e a n s 'is t h e h i d d e n cause o f
4 means a 'serious a c c i d e n t or very b a d event
1
Use w o r d s f r o m t h e t e x t t o c o m p l e t e this Cable. rroun
verb
help
halp
adjective conventional
expect plai&unc
expectant
plane
Once you haw read die Cornent of <• urn. look onr it igan and check that j w know d x dMfercni forms ùf important words in it, J Ï in [he uble above.
110
Academic Vazobulaiy
in Use
Reading and vocabulary 2 R e a d the t e x t . Use a d i c t i o n a r y i f necessary b u t n o t e t h a t i t is n o t essential t o u n d e r s t a n d svery w o r d . T h e n a n s w e r the q u e s t i o n s .
in s o u t h Asia o r the European Alps. Instead Australia's u r o g r a p h y is the end result o f gradual changes over miliions o f years. Australia is not 'he oldest continent, a c o m m o n nriseı inception arising f r o m the continent's Hat, seemingly unchanged expanse. Geologically it is the same age- as tlie Americas, Asia, Afrk:a, Europe and Antarctica. R u t Australia's crust has escaped strong ?arth f o r t e s i n recent geological history, accounting for its relatively u n i f o r m appearance. As a result, tlie continent serves as a w i n d o w to early geological ages
Of i he seven continents, A u s t r a l i a is the flattest smallest, and except f o r Antarctica, the m o s t ;irid I I K l u l l i n g the soul.heaHl.eni island o f Tasmania, trie island c o n t i n e n t is roughly equal i n area to the U n i t e d Slates, e x c l u d i n g Alaska and Hawaii. M i l l i o n s o f years o f geographic: isolation f r o m other lauiliiuLsses aecourits lor Australia's- unique a n i m a l species, notably marsupial mammals l i k e the kangaroo, egg laying m a m m a s l i k e the; platypus., and ihe flightless einu b i r d . Excluding f o l d e d structures (areas w a r p e d by geologic forces') along Australia's east coast, patches o f tlie northern coastline ?ixirl the relatively l u s h island o f Ta.suLania, the c o n t i n e n t i s m o s t l y dry, bleak a i n l inhnspilable.
S p i r i t s f f -r\^tr l' j
J
f v r >
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 4<)0 m i l l i o n years. A l t h o u g h seismic (earlhiiuake) a c t i v i t y persists i n the eastern and w e s t e r n lughlands, Australia is rhe must s t i i b k iff all continents. Tn the recent geological past, i t has experienced none o f tlie massive upheavals responsible for u p l i f t i n g the Andes i n South America, iiie Hijnala.vaH
1 T r u e o r false? W r i t e T o r F a f t e r these s t a t e m e n t s . I f t h e y are false, say w h y 1 A u s t r a l i a is t h e d r i e s t c o n t i n e n t i n the w o r l d . 1
A u s t r a l i a has some a n i m a l s w h i c h n o o t h e r c o n t i n e n t has.
3 T h e s e a n i m a l s c a m e t o A u s t r a l i a w h e n it w a s s t i l l j o i n e d t o o t h e r landmasses. 4- ' i h e r e is n o seismic a c t i v i t y n o w a d a y s i n A u s t r a l i a . 5 T h e g e n e r a l g e o l o g i c a l a p p e a r a n c e o f A u s t r a l i a is v e r y d i f f e r e n t i n its d i f f e r e n t r e g i o n s . 2 U n d e r l i n e i n the text w o r d combinations w h i c h mean: 1 a p p r o x i m a t e l y the same
4
a w r o n g idea w h i c h m a n y p e o p l e believe is t r u e
2
5
w h i c h a p p a r e n t l y has r e m a i n e d the same
h u g e changes
3 r e s u l t o f a series o f events o r a l o n g process 3 W h i c h w o r d i n t h e t e x t means: 1 h a v i n g a l o t o f g r e e n , h e a l t h y p l a n t s , grass a n d trees 2 n o t s u i t a b l e f o r h u m a n s t o live i n 3 a m e t a p h o r t h a t m e a n s ' s o m e t h i n g t h a t enables y o u t o see a n d l e a r n a b o u t a s i t u a t i o n ' 4 d e v e l o p a ser o f ideas t o e x p l a i n s o m e t h i n g Fine a geneial geography text about your own country or region written In English and make a note of any useful word combinations you find there. 1
Reading
and vocabulary
II
Reading and vocabulary 3 R e a d t h e t e x t . Use a d i c t i o n a r y i f necessary b u t n o t e t h a t it is n o t essential t o u n d e r s t a n d every w o r d . T h e n a n s w e r t h e q u e s t i o n s .
The W o r l d Wide Web Until the appearance of the World Wide Web (WWW], the Internet was mainly used by people who had some computer expertise. File transfer protocol (FTP] was the standard method by which data could be stored on or rernovec from a server and if a document that had been transmitted had references to other documents then it was not h
straightforward to access therm In other words, FTP does not link separate documents together n 1992, Tim Bemers-Lee, working at Europe's high-energy physics research centre in Switzerland, wrote the firsi browser program which used a protocol called h y p e r t e x t Transfer protocol (HTTP], This operates as follows When a client requests a Web server to send a document, The request is sent using HTTP [rather than FTP], The Wet server finds the document in its memory and transmits ft along with e«tra information. It is this extra information Thai distinguishes a Web server from an Internet server The extra information Transmitted is composed of two main parts: *
control codes, u s i n g h y p e r t e n t markup language [HTML], by which The client computer screen can display the document, i.e. The layouT, headings, bordering, etc. Images can be transmitted as separate files and fncnrporat.ee an The visible page by HTML code.
*
links To oTher documents. These links are specific words or phrases in the text of the transmitted document lhai will allow related documents 10 be accessed
When the mouse pointer of the client computer is moved over the document on the screen, the arrow changes to a hand with a pointing finger whenever it falls on any hypertext. If the user dicks on This link, The browser will auTomatieally set up the link address and request The appropriate Web server to transmit the new document to the client. When this new document arrives, it is displayed on the screen. A browser, Therefore, is a program, stored in the client's computer, that is able to read hypertext. While the Internet is the huge collection of computer networks and databases connected by backbone cable and optic fibre, the WWW is essentially a browsing and searching system. It allows users with virtually no expertise to access the information stored at certain sites on the Internet,
1 T r o m m e m o r y i f y o u c a n , fill i n the m i s s i n g p r e p o s i t i o n s . 1 u n t i l the a p p e a r a n c e 2 the m e t h o d
the W o r l d W i d e Web
w h i c h d a t a c o u l d be stored
3 t h e d a t a c o u l d be s t o t e d o n o r r e m o v e d
a server
5 the server t r a n s m i t s t h e d o c u m e n t 6
the i n f o r m a t i o n is c o m p o s e d
extra information _. t w o p a r t s
7 the e x t r a i n f o r m a t i o n p r o v i d e s l i n k s . . . . .
other
documents
2 Use w o r d s a n d phrases f r o m t h e t e x t f o r e w r i t e the w o r d s in bold1 Accessing w e b pages is easy a n d s i m p l e , a n d people w i t h a l m o s t n o expertise use the w e b . 2 T h e b r o w s e r c o n t a c t s rhe r i g h t server to t r a n s m i t the 3 The W W W
document.
is i n irs basic c h a r a c t e r a search system,
4 T h e i n f o r m a t i o n a d d e d to d o c u m e n t s m a k e s w e b servers d i f f e r e n t f r o m I n t e r n e r servers. 5 Years a g o , the I n t e r n e t w a s m o s t l y used b y e x p e r t s . E f t ] I fr^H 112
Academic
Search an online encyclopedia for a text on either how the mobile/cell phone, system works, or on how the satellite global positioning system (GPS) works. Read the tent and make a note of any useful noun + preposition or verb +• preposition combinations.
Vocabulary in Use
Reading and vocabulary 4 Read (he t e x t . Use a d i c t i o n a r y i f necessary b u t n o t e t h a t i t is n o t essential t o u n d e r s t a n d every w o r d . T h e n a n s w e r t h e questions-
The human brain The b r a i n is t h e m o s t c o m p l e x organ i n [ h e h u m a n b o d y . l t p r o d u c e s o u r every t h o u g h t , a c t i o n , m e m o r y , feeling a n d experience o f t h e w o r l d . T h i s jelly-like mass o f tissue, w e i g h i n g a r o u n d 1,4 k i l o g r a m s , c o n t a i n * a staggering one h u n d r e d b i l l i o n n e r v e cells, o r n e u r o n s . Each n e u r o n c a n m a k e contact w i t h tens of thousands o f others, via t i n y structures called synapses. O u r b r a i n s f o r m a m i l l i o n n e w c o n n e c t i o n s m i svery second o f o u r lives. T h e p a t t e r n a n d strength o f the c o n n e c t i o n s is c o n s t a n t l y c h a n g i n g a n d n o [wo b r a i n s ate alike. It is i n these c h a n g i n g c o n n e c t i o n s t h a t m e m o r i e s are s t o r e d , habits l e a r n e d and personalities shaped, by r e i n f o r c i n g certain patterns o f b r a i n activity, a n d l o s i n g others. W h i l e people o f t e n speak o f their 'grey m a t t e r ' the b r a i n also contains w h i l e m a t t e r . T h e grey m a t t e r is the cell bodies o f the n e u r o n s , w h i l e i h e w h i l e m a t t e r is the b r a n c h i n g n e t w o r k o f t h r e a d like tendrils - c a l l e d d e n d r i t e s a n d axons - [hat spread o u t f r o m t h e cell bodies t o c o n n e c t to o t h e r n e u r o n s . T h e b r a i n also has another, m o r e n u m e r o u s type o f cell, called glial cells. These o u t n u m b e r n e u r o n s ten t i m e s over. Once t h o u g h t to b e s u p p o r t cells, they ate n o w k n o w n t o a m p l i f y n e u r a l signals a n d t o b e as i m p o r t a n t as neurons i n m e n t a l calculations. There a m m a n y d i f f e r e n t types o f n e u r o n , o n l y o n e o f w h i c h is u n i q u e t o h u m a n s a n d t h e o t h e r great apes, the so-called s p i n d l e cells. B r a i n s t r u c t u r e is f o r m e d p a r t i a l l y b y genes, b u t largely b y experience. O n l y relatively recently i [ w a s discovered t h a t n e w b r a i n cells are b e i n g b o r n t h r o u g h o u t o u r lives - a process called neurogenesis. The b r a i n has bursts o f g r o w t h a n d t h e n p e r i o d s o f c o n s o l i d a t i o n , w h e n excess c o n n e c t i o n s are p r u n e d . T h e most n o t a b l e bursts are i n t h e first t w o o r three years o f life, d u r i n g p u b e r t y , a n d also a final burst i n young a d u l t h o o d . H o w a b r a i n ages also d e p e n d s o n genes a n d lifestyle t o o . Exercising the b r a i n a n d g i v i n g it t h e right diet can b e j u s t as i m p o r t a n t as it is for the rest o f the body. The n e u r o n s i n o u r b r a i n s c o m m u n i c a t e i n a v a r i e t y o f ways. Signals pass b e t w e e n t h e m b y the release and c a p t u r e o f n e u r o t r a n s m i t t e r a n d n e u r o m o d u l a t o r chemicals. Some n e u r o c h e m i c a l s w o r k i n t h e synapse, passing specific messages from release sites t o c o l l e c t i o n sites, called receptors. Others also spread t h e i r i n f l u e n c e m o r e widely, like a r a d i o signal, m a k i n g w h o l e b r a i n regions m o r e o r less sensitive,
1 C h o o s e t h e c o r r e c t w o r d t o c o m p l e t e each sentence. L o o k f o r w o r d s t h a t t h e u n d e r l i n e d w o r d s c o m b i n e w i t h i n the article. 1 T h e s k i n is t h e largest o r g a n i n the _
„.. b o d y .
2 Psychologists disagree as t o h o w e x a c t l y m c m o j j i & j i r g _ _
_ _
_ in the brain.
3 H u m a n s share a l m o s t a l l o f t h e i r genes w i t h t h e o t h e r . . 4 A s c h i l d r e n b e c o m e y o u n g a d u l t s thev have _
_
apes such as g o r i l l a s . _of growth,
5 Et is i m p o r t a n t t h a t a n i m a l s i n c a p t i v i t y are g i v e n tjj£ _ _ ._ 6 People have a p p r o a c h e d t h e p r o b l e m i n a v a r i e t y o f 2 F i n d w o r d s i n t h e t e x t w h i c h have a n opposite 1 s i m p l e (para 1)
4
_
„ diet.
.......
meaning:
are f e w e r t h a n (para 2)
7
i n i t i a l (para 3 )
2 c o n v e r g e ( p a r a 2)
5
diminish (para 2 )
% g e n e r a l (para 4)
3 scarce (para 2)
6
w h o l l y (para 3 ]
9
restrict (para 4 ]
3 These w o r d s f r o m t h e t e x t c a n h e u s e d i n a n u m b e r o f d i f f e r e n t w a y s . W r i t e sentences e x e m p l i f y i n g three d i f f e r e n t uses f o r each o f t h e m , matter
pass
formed
cells
4 H i g h l i g h t s i x w o r d s o r phrases t h a t m i g h t h e used i n y o u r d i s c i p l i n e . W r i t e sentences using t h e m . Re,Qdlr>g ar>a vocabittaiy
H
,_ 1I •
Reading and vocabulary 5 Read the t e x t . Use a d i c t i o n a r y i f necessary b u t n o t e t h a t i t is n o t essential to u n d e r s t a n d every w o r d . T h e n a n s w e r the q u e s t i o n s .
nianatechnology ^ l a n o t e c h n o l a g y is science a n d e n g i n e e r i n g a t t h e scale of a t o m s and m o l e c u l e s , It is t h e m a n i p u l a t i o n and use o f m a t e r i a l s a n d devices s c tiny t h a t n o t h i n g c a n be buiJL any smaller. Ma nornate rials o r e typically b e t w e e n 0 . 1 a n d 1 0 Q n a n o m e t r e s ( n m j in size - w i t h 1 n m being equivalent t o one billionth of a m e t r e ( 1 0
mj.
9
T h i s is t h e scale a t w h i c h t h e basic f u n c t i o n s of t h e biological w o r l d o p e r a t e - and m a t e r i a l s of this size display unusual physical and c h e m i c a l p r o p e r t i e s . T h e s e p r o f o u n d l y d i f f e r e n t p r o p e r t i e s are d u e to an i n c r e a s e in s u r f a c e a r e a c o m p a r e d t o v o l u m e a s p a r t i c l e s g e l s m a l l e r - a n d also t h e g r i p of weird q u a n t u m e f f e c t s a t t h e a t o m i c scale Jowittingly. people have m a d e use of s o m e unusual p r o p e r t i e s of m a t e r i a l s a t the nanoscale f o r c e n t u r i e s . Tiny p a r t i c l e s of gold for e x a m p l e , c a n appear r e d o r g r e e n - a p r o p e r t y t h a t has been usee to colour s t a i n e d glass w i n d o w s f o r over 1
years.
E x p e r i m e n t a l n a n o t e c h n e l e g y did n o t c o m e i n t o its o w n until 1 9 8 1 , w h e n I B M s c i e n t i s t s in Z u r i c h • w i t z e r i a n d , built t h e f i r s t s c a n n i n g tunnelling m i c r o s c o p e [ S T M ) , T h i s allows us to see single a t o m s by s c a n n i n g a tiny p r o b e ever t h e s u r f a c e of a silicon c r y s t a l . In 1 9 9 0 . I B M s c i e n t i s t s d i s c o v e r e d h a w to use a n S T M t o move single x e n o n a t o m s a r o u n d o n a nickel s u r f a c e . Engineering a t t h e n a n o s c a l e is no s i m p l e f e a t , and s c i e n t i s t s a r e having t o c o m e up w i t h completely d i f f e r e n t solutions t o build f r o m t h e 'bottom-up' r a t h e r t h a n using t r a d i t i o n a l 'top-down m a n u f a c t u r i n g t e c h n i q u e s . S o m e n a n o m a i e r i a l s , s u c h as n a n o w i r e s and o t h e r s i m p l e devices have been s h o w n t o a s s e m b l e t h e m s e l v e s given t h e right c o n d i t i o n s , and o t h e r e x p e r i m e n t s a t l a r g e r s c a l e s are s t r i v i n g t o d e m o n s t r a t e t h e p r i n c i p l e s of self-assembly. M i c r o - e l e c t r o n i c devices m i g h t he p e r s u a d e d t o g r o w f r o m t h e g r o u n d up, r a t h e r like t r e e s , fn t h e s h o r t t e r m , t h e g r e a t e s t a d v a n c e s t h r o u g h n e n o t e c h n o l o g y will c o m e i n t h e f o r m af novel medical devices and p r o c e s s e s , n e w c a t a l y s t s f o r i n d u s t r y a n d s m a l l e r c o m p o n e n t s f a r c o m p u t e r s . In m e d i c i n e , f o r e x a m p l e , we a r e already seeing r e s e a r c h on: n e w w a y s t o deliver d r u g s w i t h c o n t a c t l e n s e s ; t h e d i r e c t i o n of d r u g s t o t u m o u r s w i t h tiny ' s m a r t b o m b s ' ; gold nana-bullets' t h a t seek and H
d e s t r o y t u m o u r s ; s t a r v i n g c a n c e r w i t h n a n o p a r t i c l e s ; d i a g n o s i n g d i s e a s e s s u c h as A l z h e i m e r ' s , m o n i t o r i n g health a n d f i g h t i n g s i c k n e s s w i t h tiny p r o b e s ; and g r o w i n g n e w o r g a n s f r o m s c r a t c h .
1 A n s w e r these q u e s t i o n ; a b o u t the w o r d c o m b i n a t i o n s used i n t h e t e x t , 1 I n the first p a r a g r a p h w h i c h a d j e c t i v e is used w i t h
device:
2 Tn the second p a r a g r a p h w h i c h v e r b is used w i t h 3 I n the t h i r d p a r a g r a p h w h i c h n o u n is used w i t h
properties': make}
4 I n the f o u r t h p a r a g r a p h w h i c h a d j e c t i v e is u s e d w i t h 5 Tn the f i f t h p a r a g r a p h w h i c h a d v e r b is used w i t h 6 f n the s i x t h p a r a g r a p h w h i c h a d j e c t i v e is used w i t h
nanotechnolagy'i
different? advances'.
1 W h a t o t h e r w o r d s o f t h e same p a r t o f speech as i n exercise 1 c o u l d be used w i t h properties,
make,
nanotectmofogy,
different,
a n d advances!
device,
Suggest at least t w o others.
3 W h a t d o these a d v e r b i a l expressions used i n the t e x t m e a n : 1
u n w i t t i n g l y (para 3)
2
i n t h e s h o r t t e r m (para 6)
3
f r o m s c r a t c h ( p a r a 6}
Use a search engine on the web 10 find a recent, article relating to nanotechnology + medicine or computing o r industry, depending on which interests you most. Make a note of any new interesting new facts and vocabulary that you find there. I 14
Academic Wwrbu/iiry in Use
Reading and vocabulary 6 Kead the t e x t Use i d i c t i o n a r y i f necessary h u t note t h a t i t is n o t essential To understand e v e n w o r d . Them answer the questions.
International law: an overview International l a w consists o f rules and principles w h i c h govern the relations and dealings o f nations w i t h each jther. Public International L a w concerns i t s e l f o n l y w i t h question* o f rights between .several nations or nation: and the citizens or subjects o f other nations. In contrast, Private International L a w deals w i t h coutioversies between private persons, natural or j u r i d i c a l arising out o f situations- h a v i n g significant relationship to more than one nation. I n recent years the lines between public and private international law have became increasingly uncertain, issues o f private international l a w may also implicate issues o f public international law. and many matters o f private international law have substantial significance for the international c o m m u n i t y o f nations International L a w includes the basic, classic concepts o f l a w in national legal systems - s-mlus, property, obligation, and tort (or d e l i c t ) . It also includes substantive law, procedure, process and remedies. International L a w is rooted in acceptance by the nation states w h i c h constitute the system. Customary law and conventional l a w are p r i m a r y sources o f international law. Customary international l a w results when states f o l l o w certain practices generally ami consistently out o f a sense o f legal o b l i g a t i o n . Recently the customary Law was codified in lhu Vienna Convention o n the L a w o f T r e a t i e s . Conventional international law derives f r o m international ugrccmenls and may take any f o r m that the contracting parties agree u p o n . Agreements may be made in respcel 1 0 any matter except l u the Cxlcnl that the agreement conflicts w i t h the rules o f international l a w i n c o r p o r a t i n g basic standards o f in mutational conduct or the obligations o f a member state under the Charter o f the U n i t e d Nations. International agreements create l a w for the p a r t i e o f i h e agreement. They may also lead to the creation o f customary international l a w when Ihcy arc intended for adherence generally and are in fact w i d e l y nccepted. Customary l a w and l a w made by international agreement hav^ ^qual authority as international law. Parties may assign higher p r i o r i t y to one o f the sources by agreement. However, some rules o f iniernational law are recognized b y international c o m m u n i t y as peremptory, p e r m i t t i n g no derogation. Such rules can he changed or modified o n l y b y a subsequent peremptory n o r m o f international law.
1 F i n d w o r d s Or phrases i n the first p a r a g r a p h w h i c h c o u l d be s u b s t i t u t e d b y t h e f o l l o w i n g : I
is m a d e u p o f
4 contrastingly
7 distinction?
I
regulate
5 disagreements
& more and more
6 stemming from
9 b r i n g in
3 focuses o n
2 Paraphrase these w o r d s o r phrases f r o m the s e c o n d
§
paragraph:
1 basic
4 derives f r o m
7
2 classic
5 i n respect t o
H parties
conduct
3 Is r o o t e d i n
6" c o n f l i c t s w i t h
9 assigr
3 U s e a d i c t i o n a r y i f necessary. F i n d at least five o t h e r w o r d s w i t h the same r o o t as each o f the f o l l o w i n g : 1 nation
3 acceptance
2 significant
4 extent
5 creatot
Find a definition of your own sub|ect area or one specific aspect of it. W r i t e it out. Does it include any of the more general vocabulary from this t e x i i What other Interesting words and explosions does it use?
Reading and vocabulary
I I5
Reference F o r m a l and i n f o r m a l academic w o r d s and expressions T h e r e are m a n y differences between f o r m a l , n e u t r a l a n d i n f o r m a l v o c a b u l a r y in E n g l i s h . H e r e we list a n u m b e r o f w o r d s a n d expressions t h a t are f r e q u e n t i n a c a d e m i c c o n t e x t s and w h i c h m a y present p r o b l e m s i n t e r m s o f c h o o s i n g b e t w e e n f o r m a l , n e u t r a l a n d less f o r m a l alternatives. Yon m a y o f t e n hear some o f rhc i n f o r m a l w o r d s a n d expressions d u r i n g classes, s e m i n a r s , e t c , b u t be c a r e f u l n o t ¿ 0 use t h e m w h e r e they are n o t a p p r o p r i a t e , f o r e x a m p l e i n f o r m a l essays o r d i s s e r t a t i o n s . Use a g o o d d i c t i o n a r y w h i c h gives i n f o r m a t i o n a b o u t f o r m a l i t y i f y o u are in d o u b t . W h e r e w o r d s are i n f o r m a l , w e m a k e a special n o t e here. Space is p r o v i d e d at the e n d f o r y o n to 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 . (n) = n o u n
{v) = v e r b
formal
f a d j ) = adjective
nertiral
(or
informal
example
or comment
where indicated) accord
agreement
an accord/agreement between two countries
acquire
obtain, get (less formal)
See Unit 49
address (v)
give attention to
address i give attention to a topic / an issue
address speak to
speak/talk about
See Unit 40
adjudicate
judge
adjudicate/judge a contest/dispute
administer
give
administer/give a drugimedicine to a patient
advantages and disadvantages
pros and cons (informal)
See Unit 38
advocate iy)
support, encourage
Vve do not advocate/support/ encourage the use of
h
questionnaires with young children. aim
set out (to do X)
In this paper, we aim/set out to challenge some current assumptions.
albeit
although
See Unit 38
appeal for
ask for
The police are appealing/asking for any information the public can offer.
try, have a shot at
See Unit 1
attempt
(informal) attire
clothes
She always wore rather old-fashioned attire/clothes.
be accepted 1 be offered a place
get in (informal)
(for entry into a university or college)
call on
ask (somebody to dc
1 hope to get in / be accepted / be offered a place to study engineering. See UniE 40
something) catalogue (v)
list
See Unit 23
characteristic (adj)
typical
See Unit 4
check
go through
See Unir 6
compose
write
e.g.a poemyietter/symphony
conduct
carry out, do (less formal)
(an experiment / research / a study) See Unit 6
conduct (n)
behaviour
(in the social sense) Such conduct/behaviour is unacceptable.
consist of Academic
Vocabulary ii> Use
be made up of
See Unk 6
formal
neutral
(or
where
informal
example
or
comment
indicated)
constitute
make up
See Unit 6
consult (v)
•cad, look a:
e.g. a document/archive See Unit 23
contest (v)
argue against, disagree with
contest i argue against 1 disagree with a judgement
convention
agreement
N o written convention/agreement existed until 1934.
cordial
friendly
cordial/friendly relations between governments
correct
right
It took hours of calculations to arrive at the correct/ right answer.
deliver
give
deliver/give a talk/lecture
demonstrate
show
See Units 3 and 12
describe
set out
See Unit 6
diminish
decrease, grow smaller
The population has diminished/decreased 1 grown smaller.
discuss
go into
See Unit &
dispose of
get rid of
dispose of / get rid of nuclear waste
document (v)
record, write about
Sec Unit 23
dormitory
dorm
BrE = hall of residence See Unit 1?
dwelling
house, flat, apanrncnt
There were originally SO dwellings/houses/flats/ apartments on the site.
endure
last
The dynasty endured/lasted lor eight centuries.
examination
exam (slightly informal)
(formal test) degree examinations/exams
examine
takdhavc a look at
Sec Unit 12
(informal) cyceed
be more, higher, greater than
See Unit 7
exchange
swap (Informal)
The tube was exchanged/swapped for one of a larger
final
last
See Unit SO
hierarchy
pecking order
e.g. In an Institution
highlight
point up
See Unit 6
improper
Wrong
improper/wrong procedure
in cycess ol
over, higher than
See Unit 7
in greater detail
in more detail
See Unit 40
In respect of, witr respect tc
with regard to, as far as
See Unit 16
calibre.
in sum, in summary
X is concerned, as far as X goes [informal] in short, to sum up.
See Units 1,40 and SO
Summing Up Inappropriate
unsuitable
inappropriate/unsuitable (onm of words
incorrect
wrong (rather more
The totals in column 3 are incorrect/wrong.
direct than incorrect) incur
result in, experience
See Unit 21
instigate
initiate, start something
See Unit 3S
instruct
direct, order
instruct/dircct/ordcr somebody to carry out a task
Reference
I 17
formal
neutrd (or rnformcrJ where
Investigate
example
or comment
indicated)
look into (slightly
Investigate / look into a problem
informal] laboratory
lab
See Unit 41
maintain
keep
See Unit 43
make reference to
refer to
See Unit 23
negotiations;
talks
negotiations/talks between governments
nevertheless;
having said that
See Unit 40
observe
point out
Sec Unit 6
occasion
time
It happened three times / on three occasions.
occupation
|ob, profession
(on a questionnaire) Question 3:What is your
Omit, not attenc something
skip (informal)
skip a lecture, skip/omir a chapter
pledge
promise
as a noun or as a verb
pose
ask
pose/ask a question See Unit 12
postgraduate
postgrad (informal)
See Unit 18
present
put for ware
an idea/view/theory, etc. Sec Unit 6
primarily
mainly
See Unit 5
recapitulate
recap
See Unit 50
recently
lately
Tiiese animals have not been seen recently/lately.
representative
rep (informal)
She's the student representative/rep on the Departmental Committee.
resign
quit (informal]
The President resigned/quit in I9B6-
resolve
solve, end
resolve/solve a problem, resolve/end a conflict
rest on
be based or
See Unit 14
return
come back, go back, get back
See Unit 40
revise
look back overgo over
Sec Unit 6
sanction (v)
permit
The government cannot sanction law breaking.
secure (v)
obtain, get (informal]
e g. secure oil supplies
occupation/profession?
r
See Unit 47 solely)
only
See Unit 1
somewhat
slightly, a little, a bit (informal)
See Unit S
talk of, talk about (Its;
See Unit 14
Speak ol
formal] spouse
husband, wife
The President's spouse/husband/wife attended the ceremony.
substantia
large, big
a substantial number/amount See Unit 7
treat
dealwid
This issue was not treated / dealt with fully in Holstedt s; earlier work.
undergraduate
undergrad (informal)
The undergrads'undergraduatcs mosdy live in halls of residence.
I 18
j^tademfc Vocabulary in Use
forma!
neutral (or where
informal
example
or
comment
indicated)
undertaking (n)
promise
an official Undertaking/promise to do something
utilise
use something effectively
utilise a resource/method
virtually
almost, more or less
See Unit !
write o l
write about
See Unit 14
X is not possible ' not
There's no way X , . , (rather informal)
See Unit 1
correct Yours faithfully
Yours sincerely, best
way of ending a letter or email
wishes (less formal) best (informal)
—
Reference
I 19
Reference 2 N u m b e r s , units o f m e a s u r e m e n t and c o m m o n symbols Y o u k n o w l i o w t o say a l l t h e n u m b e r s i n E n g l i s h , H e r e we l o o k at b o w c o m b i n a t i o n s n u m b e r s are said a l o u d . BrE = British English
A m E = N o r t h A m e r i c a n English
t-or s p e l l i n g differences between RiT. a n d A m E , sec Reference 4.
Fractions F r a c t i o n s are n o r m a l l y spoken as i n these e x a m p l e s : 1
'j (one)
half
i ! i i 4 3 kilometre
a (one) quartet three quarters a [one) fifth two thirds a quarter of a kilometre
2 centimetre
half a
centimetre
C o m p l e x f r a c t i o n s a n d expressions o f d i v i s i o n arc usually said w i t h over. 27
twenty-seven
over
200
twenty-seven
divided
two
hundred by two
hundred
Decimals Decimals are n o r m a l l y s p o k e n as i n these e x a m p l e s 0-36
nought
5,2
five point
point
three six ( B r E )
zero
point
three six
(AmE)
two
Percentages PerccnLages arc s p o k e n as per 163%
sixteen
cent.
point
three per
cent
Calculations C a l c u l a t i o n s are n o r m a l l y said in the f o i l a w i n g ways7 + j? = 10
2 8 - 6 = 22
seven
and
three is/are
seven
plus
three equals
six from
eight
twos
minus
[informal)
six equals
twenty-two
(more f o r m a l !
(informal BrE!
isfaquah
multiplied
twenty-seven
divided
500 * 5
five hundred
plus
>300
greater
three
<200
less than
than two
( i n f o r m a l ) (the m o s t c o m m o n f o r m in A m E )
sixteen
(informal)
by two equals/is
27-r 9 = 3
Academic Vcarbu/ory m Use
twenty-two
two is sixteen
•zighl by two
120
is/leaves
are sixteen
sight times tight
ten ( m o r e f o r m a l )
twenty-eight
twenty-eight % x 2 = 16
ten ( i n f o r m a l )
sixteen
by nine equals
or minus hundred
hundred
five
(more f o r m a l !
three
of
3^
9
three squared
v16 = 4 3
= 27
s
is/equals
the (square)
root
three cubed
islequals
"K'K - 2
the cube root
2
two
4
= 16
nine
of sixteen
of eight
to the power
is four
twenty-seven is two
of 4 is/equals
sixteen
( A m E = two to the fourth
power
...]
Units of measurement A l t h o u g h t h e m e t r i c system] is n o w c o m m o n in the U K a n d outlet E n g l i s h - s p c a k i n g
countries,
non-metric u n i t s are s t i l l used i n m a n y c o n t e x t s , especially i n t h e U S A . U n i t s o f length a n d distance are n o r m a l l y s p o k e n as f o l l o w s : 3 in, 3"
three
2 hi
tu>o feet seven
i n , 2' 7 "
5 0 0 yds
inches
five hundred
3 m (AmE - 3 mi.)
three
500 m m
-five hundred
1.5 e m
one point
inches
(or, v e r y i n f o r m a l l y , two foot seven
inches]
yards
miles millimetres fwe
(or, m o r e i n f o r m a l l y , fwe hundred m-m\
centimetres
Units o f area are n o r m a l l y spoken as f o l l o w s : 11 sq f t
eleven
5 sq m , 5 m 7.25 c m
five
3
square
seven
2
feet
square
metres
point
two fwe square
centimetres
U n i t s o f w e i g h t are n o r m a l l y spoken as f o l l o w s : 3 07.
three
5 lb
five
iruncei pounds
300 g
three hundred
I S . 7 5 kg
eighteen
grams
point
seven
five
kilograms
Units o f v o l u m e , c a p a c i t y and t e m p e r a t u r e arc n o r m a l l y s p o k e n as f o l l o w s : 3 0 0 cc 5 pt
three hundred five
cubic
centimetres
{or, less f o r m a l l y , three hundred
c-c]
pints
3.2 gal
three point
75 ci
seventy-five
200 1
two hundred
20°
twenty
two
gallon;
centilitres litres
degrees
C o m m o n symbols "k. "
' a m p e r s a n d ' - this s y m b o l is read as ' a n d ' asuexisk copyright symbol
™
trademark
ii£
registered t r a d e m a r k
symbol
•
bullet point
/
B r E = t i c k ; A m E = check
$
B r E = cross; A m E = an 'X*
It TCrF- = bash s y m b o l ( N o t e : in A m e r i c a n E n g l i s h , t h i s s y m b o l is used f o r n u m b e r s , e.g. # 2 8 A m E ; n o , 28 B r E ) ttf ™
this s y m b o l is r e a d as a i ' - used i n e m a i l addresses L
infinity symbol this s y m b o l is r e a d as ' d i t t o ' - used i n lists t o a v o i d w r i t i n g a w o r d i f the same w o r d is w r i t t e n i m m e d i a t e l y above i i
Reference
121
Reference 3 British and N o r t h A m e r i c a n academic
vocabulary
There arc n u m e r o u s d i f f e r e n c e s i n v o c a b u l a r y b e t w e e n t h e E n g l i s h o f t h e UK a n d I r e l a n d , and t h e E n g l i s h o f t h e U S A a n d C a n a d a , the t w o d o m i n a n t areas w h i c h have h i s t o r i c a l l y influenced E n g l i s h i n m a n y o t h e r parts o f the w o r l d . H o w e v e r , i h e r e is also a g r e a t a m o u n t o f m i x i n g , a n d A m e r i c a n s and C a n a d i a n s are o f t e n f a m i l i a r w i t h B r i t i s h a n d I r i s h usages, and vice versa. So t h e table b e l o w is f o r general g u i d a n c e o n l y . A l s o , n o w a d a y s , t h a n k s to the m e d i a a n d the i n t e r n e t , A m e r i c a n v o c a b u l a r y is i n f l u e n c i n g a n d b e i n g i m p o r t e d i n t o B r i t i s h . I r i s h and i n t e r n a t i o n a l E n g l i s h m o r e a n d m o r e . I n t h e case o f I r e l a n d , t h i s is m o r e noticeable t h a n i n G r e a t B r i t a i n . O t h e r i m p o r t a n t varieties o f E n g l i s h , such as I n d i a n , A u s t r a l i a n . A f r i c a n , C a r i b b e a n , etc., also have t h e i r o w n w o r d s and phrases, b u t have p r o b a b l y , for historical reasons, h a d less influence o v e r a l l o n i n t e r n a t i o n a l usage o r a c a d e m i c usage i n particular. 1 he first c o l u m n o f t h e table s h o w s w o r d s a n d phrases t h a t are c o m m o n l y used i n N o r t h A m e r i c a n E n g l i s h , b u t w h i c h are n o t used, o r used t o a f a r lesser e x t e n t , i n B r i t i s h a n d I r i s h E n g l i s h , a n d w h i c h are l i k e l y to o c c u r i n a c a d e m i c texts o r i n general college a n d u n i v e r s i t y : o n t e x t s a n d student life. Be p r e p a r e d t o meet o t h e r s i n e v e r y d a y life i n English-speaking -ountries. See also U n i t s I S a n d 19 o f this h o o k . Space is p r o v i d e d at rhe e n d f o r y o u to a d d f u r t h e r examples o f y o u r o w n . For differences b e t w e e n B r i t i s h a n d A m e r i c a n g r a m m a r , see the special c h a p t e r i n the Cambridge
Grammar
of English
( p u b l i s h e d by C a m b r i d g e U n i v e r s i t y Press).
A m E = N o r t h American English North
American
B r E = British/Trish E n g l i s h
Brtosh/Jrish
commenL
airplane
aeroplane
antenna
aerial
apartment
flat
apartment building
block of flat-
attorney
lawyer
ATM (automated tcllci
cashpoint
bank machine from which one can get money Both forms arc used in Irish English.
bill
note
e.g.a 100 dollar bill, a SO euro note
cafeteria
canteen
Both are common in BrE.
candy
sweeps)
cart
trolley
cell p h c i e
mobile phone
checking account
current account
chips
crisps
machine)
coach class
] economy class
Both forms are heard increasingly In BrE.
used In a supermarket 10 carry one's shopping bank account for day-to-day use
cheapest class of air travel
condominium, condo [informal]
block of flats
cookie
biscuit
small, Hat cake
cord
lead
electrical cable joining an appliance to a power connection
12
Azodemk
Vocabulary in Lfse
Worth
American
BrJiiWJrisr)
co> worker
workmate
crosswalk
pedestrian crossing
dirt road
unpaved road.tracV
district attorney
public prosecutor
divided highway
dual carriageway
doctor's office
surgery
downtown
town centre, city centre
(the) draft
conscription
drug store
chemist5, pharmacy
eggplant
aubergine
elementary school
primary school
elevator
lift
eraser
rubber
comment
compulsory military service
vegetable
autumn fall faucet
tap
for water
field
pitch
a sports area, e g. football pitch/field
flashlight
torch
a light powered by batteries
freeway
motorway
(French) fries
chips
r
long, thin pieces of fried potato eaten ho: (see h
chips vs crisps) furnace
central heating boiler
garbage, trash
rubbish, refuse (more formal) petrol
fuel for motor vehicles
grounded
earthed
electrical
high schoo
secondary school
highway
main road
intersection
crossroad?
intermission
interval
Hrgfuwy in BrE is normafly only used in technical and legal/official contexts.
e.g. break in a cinema/theatre performance Both forms are common in Irish English.
interstate (highway)
main/major road,
jack
socket
connection for a telephone landlinc
kindergarten
nursery
In AmE. fctfidergartcfi refers to school for five-yearold children; that is, it is the year before entering First grade. In BrE, nursery refers to a special room for babies, while nursciy sdtoo/ refers to a school for children aged 2-5 (also called pttsdtQof).
legal holiday
bank holiday
license plate, license tag
number place
line
queue
locker room
changing room
motorway
marl
post
mall
shopping centre
mass transir
public transport
on a vehicle
for sports
Mall Is used more and more in BrE.
Reference
123
North
American
&r~rthhltrish
movie
film
movie [heater
cinema
normalcy
normality
operating room
operating rheatre
outlet
socket
:
comment
| hospital place to connect for electrical power - BrE also uses power point
overpass
flyover
parentheses
brackets
in a road system In AmE, the w o r d brockets refers to [ (.In AmE, /jaremneses are ( }.
parking garage
multi-storey car park
parking lot
car park
penitentiary
prison
period
full scop
referring to punctuation
petroleum
crude oil
oil when it comes out of the ground
prenatal
ante-natal
'before birch' - concerning mothers to be
private school
private school, public
A pubffc school in the UK is a privare secondary school; schools run by the government are called sftfJc schools. In the US.pnVaic school only refers ro schools that are privately owned, never co public institutions.
school
railroad
railway
recess, break
break
e.g. gap between activities, for lunch, etc.
restroom. bathroom,
toilet, loo (informal]
Restroom is used for public facilities, whereas
washroom (Canada)
borJiroom refers to facilities in a home.
resume
curriculum vicae (or CV)
round trip
return
running shoes, sneakers
trainers
sales clerk
shop assistant
sales tax
VAT (value added
schedule
timetable
IAX)
ta* added to goods and services at the point of purchase
scotch tape
sellotape
server
warier, waitress
senior
pensioner, senior citizen
sidewalk
pavement, footpath
social security number
national insurance number
slop lights
traffic light:
store
shop
subway
underground (railway!
A SUJnvtly In BrE Is an underground tunnel or passageway for pedestrians to cross a road.
takeout
Takeaway
meals, food
cashier
person who serves customers in a bank
teller Thumbtack tractor-trailer
\ drawing pin articulated lorry ' juggernaut
124
e.g. a round trip / return ticket
Academic Vocabulary in Use
adhesive tape
individual personal number used by officials in connection with tax, social benefits, e t t
e.gr used to fix a notice to a noticeboard
North
1
Amei'KQn
trash
Ëtitj$hltti$h
comment
rubbish, refuse (more formal)
trashcan
(dusijbln
truck
lorr/ truck
two weeks
fortnight
vacation
holiday
tàcnriiifl is used in BrE universities to mean the periods when no teaching takes place. In AmE, holiday refers to a national day o l observance, for example New Year's Day,
h
zee
zed
last letter of the English alphabet
zucchini
courgette
vegetable
zip code (USA)! postal
postcode
code (Canada)
Reference
125
Reference A Spelling variations Some w o r d s arc speir d i f f e r e n t l y i n d i f f e r e n r varieties o f i-nglish. '['he m a i n contrasts are b e t w e e n U K / I r i s h and US E n g l i s h . O t h e r varieties o f E n g l i s h t e n d t o o p t f o r either p r e d o m i n a n t l y U K / I r i s h o r p r e d o m i n a n t l y US spellings. T h e US s p e l l i n g tentls t o be s i m p l r i a n d a clearer reflection o f the w a y the w o r d is p r o n o u n c e d . Y o u c a n , o f c o u r s e , use w h i c h e v e r s p e l l i n g y o u prefer b t i t i t is sensible t o be consistent. T h e m a i n p a t t e r n s o f s p e l l i n g v a r i a t i o n are s h o w n b e l o w . Space is p r o v i d e d in the m i d d l e c o l u m n s for y o u Co 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 . Word-processing a n d o t h e r c o m p u t e r p r o g r a m s o f t e n have spcllehcck features t h a t check the spelling o f w h a t y o u w r i t e f o r y o u . Y o u c a n usually set these t o either U K , US o r Australian
-
i p e l l m g . H o w e v e r , r e m e m b e r i h a t i t is n o t sensible to rely o n the c o m p u t e r t o check and correct your spelling f o r y o u , A spelloheek p r o g r a m w i l l n o t p i c k u p the spelling e r r o r s i n this sentence, f o r e x a m p l e : I don't pattern of
variation
words with -Qurfor
no weather
their are two many
examples o f UK Irish SpdJrng
+
examples
mistakes o f US
inn yore righting spelling
abor, honor, behavior,
or
knot
-amment
In some words U K spelling prefers Che -or Form, e.g. humorous, honorary, glamorous.
about; honour. ueh aviour, en d eavou r,
?ndeavor, favorable,
favourable, rumour
rumor
:entre, theatre, centimetre, litre, lustre
center, cheater, centimeter, liter, luster
U K spelling distinguishes between metre (100 cms) and meter (measuring device}.
add a suffix
cancelling, labelled, counsellor, marvellous, model lec
canceling, labeled, counselor, marvelous, nodelec
Sometimes the double f spelling will also be found in US tents.
other words with single or double.
fulfil, enrol, enrolment, instalment, skilful, wilful
fulfill, enroll, enrollment, installment, skillful, willful
The verb to install can be written with either i or 11 in both UK and US English, although 1/ is more common.
words ending with
analogue, catalogue, dialogue
analog, catalog, dialog
The -gue ending can also
words ending with -erfri
verbs ending ir single I when they
-uguc/og
Academic Vocabulary in USE
be found in US texts.
pattern af
variation
examples
of UK
+
examples
of US
spelling
comment
Jrisfj speJffng verbs ending with -ise/ize and nouns ending with -isationl ization
emphasise, minimise, globalise, colonise, organise, standardise globalisation, colonisation organ isation. standardisation
emphasize, minimize, globalize, colonize, organize, standardize, globalization, co Ion ization, organization, standardization
Some verbs always end in -jse, e.g. advertise, advise, apprise, arise, comprise, compromise, despise, devise, disguise, enfranchise, enterprises excise, exercise, improvise, incise, premise, •evise, supervise, surmise, surprise, Wich other words the -ize/rzoiiorf endings will also sometimes be found in U K tents.
verbs ending wifJi -yse/vze
analyse, catalyse
analyze, catalyze, paralyze
The nouns analysis, catalysis and paralysis are spelt the same in boch UK and US texrs.
some words ending
defence, offence, pretence, practise (verb), licence (noun)
defense, offense, pretense, practice (verb and noun), license (verb and noun)
UK spelling distinguishes between practice and .licence (nouns) and practise and Jicense (verbs).
some words w i t h -ae o r -oe in LJtC English
anaesthetic, gynaecology, haemorrhage, orthopaedic, manoeuvre, oesophagus
anesthetic, gynecology,
Words in this category are all of Greek origin and most occur in medical contexts.
•nlscellaneous
aluminium, cheque, grey, kerb, mould, plough, (TV, researchj programme, pyjamas, storey (of building), (car) tyre
aluminum, check, gi^ay curb, mold, plow, program, pajamas, story, tire
w i m -ce/se
paralyse
hemorrhage, orthopedic, maneuvre, esophagus
In UK spelling note the spelling of computer program. In UK spelling check, curb, story and tfre have distinct meanings from cheque, kerb, store* and tyre.
Reference
127
Reference 5 W o r d formation One a d v a n t a g e o f E n g l i s h v o c a b u l a r y is t h a t m a n y w o r d s arc f o r m e d f r o m the same r o o t . As a r e s u l t , i f y o u k n o w the w o r d friend, same r o o t such as friendly,
friendship,
it is easy t o u n d e r s t a n d o t h e r w o r d s f r o m t h e
unfriendly
a n d befriend.
L e a r n i n g w h a t prefixes (for
e x a m p l e , un-, mis-, extra-) and s u f f i x e s (-ify, -ship, -less) s i g n i f y can help y o u t o e x t e n d your, v o c a b u l a r y in a r e l a t i v e l y effortless w a y . W h e n y o u meet a n e w w o r d , i t is a g o o d idea to w r i t e it d o w n w i t h o t h e r w o r d s u s i n g t h e same r o o t + d i f f e r e n t prefixes a n d s u f f i x e s . T h u s , y o u m i g h t w r i t e d o w n t o g e t h e r , f o r e x a m p l e , amoral, moralist,
morality,
immoral,
morally,
moralise,
moralistic.
V a r i a t i o n s o c c u r i n the use o f h y p h e n s , especially in newspapers a n d p o p u l a r magazines For e x a m p l e , the p r e f i x de- m a y o r m a y n o t be f o l l o w e d b y a h y p h e n { d e c o n t a m i n a t e , dec e n t r a l i s e ) , b u t some p r e f i x e s are a l m o s l a l w a y s used w i t h a h y p h e n (e.g. ex-, semi-). T r a i n yourself to be a w a r e o f any prefixes w h i c h r e g u l a r l y o c c u r in y o u r academic area a n d m a k i a n o t e o f h o w they are u s u a l l y w r i t t e n . N o t e t h a t N o r t h A m e r i c a n E n g l i s h m a k e s m u c h less use o f h y p h e n s a f t e r prefixes t h a n B r i t i s h E n g l i s h . T h e f o l l o w i n g table includes s o m e o f the m a j o r prefixes and suffixes t h a t are useful as f a r as academic v o c a b u l a r y is c o n c e r n e d . F a m i l i a r i s i n g y o u r s e l f w i t h these w i l l n o t o n l y help y o u :o w o r k o u t w h a t u n f a m i l i a r w o r d s m e a n b u t w i l l also h e l p y o u r o r e m e m b e r those w o r d s . Space is p r o v i d e d f o r y o u to 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 . prefix
meaning
examples
a-
without
amoral ^ e i ' m n r s l / , apolitical
farther exampks
/ . e i p o ' l i l i k ! / , atypical / . e i ' t i p i k ' ! / 3
1
ante-
before
antecedent, antedate
anti-
against, opposing
anti-establlsh men t, anti-bacceriaL anti-pollution
areh-
more extreme
arch-capitalist, arch-rebel
auto-
self
auto-diaL auto-rotate
bi-
t w o , twice
bilingual, bisect, bi-monthly
ctrcum-
round
circumnavigate, circumvent
co-
with
co-author, co-edit
col-. com-,
with
collaborate, combine, connect
against, opposing
contra-revolutionary, contraception,
concontra-, eounter-
counter-measure, counter-claim
de-
opposite action
decentralise, declassify
dia-
across
diagonal, diameter
dis-
opposite action
disagree, disprove, distrust, disbelief,
o r state
disproportionate
Academic Vocabulary in Ust
of your
awn
prepx
rneonrng
cxrrmpfcs
dys-
abnormal
dyslexia, dysfunctional
e-
?lecrj-onit
e-literate, e-book
eco-
relating to the environment
eco-tourism, eco-disaster
cquí-
?qua|
equidistant, equilateral
cx-
previously
ex-president, ex-student
extra-
very
extra-bright, extra-strong
ext ra-
outside
extra-curricular, extra-sensory
hy pier-
having t o o much
hyperactive, hypersensitive
-il. -irn, -in,
not
illogical, impossible, indistinct, irrational
movement l o o r towards the inside o f
input, inset, intake, i m p o r t
-irin-
further
exompJes of your
own
something intcr-
between, connected
interrelated, interact
intra-
within
in tra-generational, intramuscular
ki lo-
thousand
kilogram, kilowatt
rn acro-
large in size or
macro-economics, macro-scale
scope mal-
badly
malfunction, malpractice
micro-
small in size or
micro-economics, micro-scale
scope mis-
wrongly
mistranslate, misunderstanding
mono-
one
mono-centric, monoculture
multi-
many
multicultural, multi-level
neo-
based on something older but in a new form
neo-classical, neo-conservativc
ncn-
not
non-believer, non-competitive
more, t o a
outnumber, outlive
out-
greater extent over-
t o o much
over-abundance, overload, overworked Reprice
129
prefix
meaning
e>amp/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
state o r quality
accuracy, literacy, urgency
-es
person affected
Interviewee, trainee, addressee
'
1
by something -free
without
debt-free, pain-free
-hooe
state, condition, period
adulthood, motherhood
-k
connected w i t h
photographic, electric
-ics
study of
genetics, electronics
-ify
give something a
clarify, purify, solidify
quality -J5J11
-ist
belief, behaviour
modernism, heroism
person with
anarchist, optimist
specific beliefs or behaviour -ize,-ise
bring about a state or condition
modernize/modernise, colonize/
-less
withoul
childless, meaningless
-likc
resembling
bird-like, hook-like
-nes=
quality o r state
effectiveness, openness
-ocracy
type o í ruling
meritocracy, bureaucracy
colonist
body -ocrai
person ruling
technocrat, aristocrat
-ology,
study o f
biology biological, geology,
-ological -proof -ship
physiological protected against safe from
waterproof, dustprool
state or experience of having a specific position
irofessorship, leadership
Reference
I3I
Reference 6 Abbreviations A M i r e via. Lions are f r e q u e n t l y f o u n d i n a n a c a d e m i c c o n Lex L. H e r e arc some w h i c h arc c o m m o n i n academic w r i t i n g abbreviation
stands for
eaornp/e or commeni
e.g.
for example (from Latin, e>ercipfr
Many large mammals, e.g. the African elephant, the
gratia)
black rhino and the white rhino
i.e.
that is (from Latin, id est)
Higher earners, i.e, those with a monthly salary in excess of £3,000 ...
etc
and so on (from Latin, et cetera}
Smaller European countries — Slovenia, Slovakia, Estonia, etc, - had different interests.
NB
note carefully (from Laün. nam bene)
et a
and others (from Latin, ei oft)
NBYou must answer all the questions on this page.
ibid.
in the same place as the preceding
1 Lee (1987} History of Too-Drinking in Europe
footnote {from Latin, ibidem}
2 ibid.
compare (from Latin, confer)
cf Lofstedt (2005)
\ used when giving bibliographical reference, e.g. as mentioned in~T Potts et al (1995)
cf
for a different approach to this
topic q.v.
which you can see (from Latin, quoa
used to refer the reader lo another part of a book
vide)
or article for further information
op, cir
see previously quoted work by author (from Latin, opus cfroHJin}
Potts op,ck, 33—54
ed.
editor
used when giving bibliographical reference
vol.
, volume
used when giving bibliographical reference in the article referred to above (p. 43), Smith claims ..
PP
pages
See McKinley 1990 ppJ 1-19
There a r t a l i o m a n y a b b r e v i a t i o n s r e l a t i n g to a c a d e m i c degrees, d e p a r t m e n t s , m o v e m e n t s and o r g a n i s a t i o n s . W e give j u s t a f e w o f these as e x a m p l e s b e l o w h u t m o s t o f those t h a t y o u w i l l need w i l l be specific t o y o u r o w n field o f s t u d y a n d so space is left f o r y o u Lo a d d ihcsc as y o u c o m e across t h e m . abbreviation
stands for
used
about
BA
Bachelor of Arts
a first degree in the humanities
MA
Master of Arts
a postgraduate degree in die humanities
BSc
Bachelor of Science
a first degree In a science subject
MSc
Master of Science
a postgraduate degree in a science subject
MBA
Master of Business Administration
a postgraduate business qualification
PhD
Doctor of Philcsophy
a postgraduate degree, one which entitles the
BEng
Bachelor of Engineering
a first degree in engineering
LLB
Bachelor of Laws
a first degree in law
FRS
Fellow of the Royal Society
member of a high level scientific organisation in die UK
British Medical Jouma'
well-known British medical publication
holder to the title Dr
"BMJ
I 32
Academic VocubLTtcry in Llse
abbre
viafion
stands
for
used about
WHO
World Health Organisation
United Nations organisation to promote health
UNESCO
United Nations Educational, Scientific and Cultural Organisation
United Nations organisation promoting education, science and culture
ÜCL
University College London
one of London's main university coNeges
SOAS
School of Oriental and African Studies
well-known academic Institution, part of London University
CUNY
City University of New York
one of NewYorks higher education institutions
MIT
Massachusetts Institute of Technology
important US research university based in Cambridge Massachusetts
UCLA
University of California Loa Angeles
one of California's higher education institutions
FAAFP
Fellow of the American Academy of
member of American doctors' association
Family Practitioners MRCS
Fellow of the Royal College of Surgeons
member of British association for qualified surgeons
AMA
Australian Medical Association
professional association for Australian medical staff
ACA
Association of Consulting Actuaries
British association for legal finance specialists who w o r k as advisors to insurance companies
FASE
Financial Accounting Standards Board
private sector organisation in the US that establishes financial accounting and reporting standards
AICFA
American Institute of Certified Public Accountants
professional organisation for accountants in the USA
AFANZ
Accounting and Finance Association of Australia and New Zealand
organisation for financial professionals in Australia and New Zealand
IFA*
Institute of Financial Advisors
professional body representing financial advisors in New Zealand
* N o t e t h a t IFÄ - l i k e m a n y a b b r e v i a t i o n s - has d i f f e r e n t associations f o r d i f f e r e n t g r o u p s o f p e o p l e . I t c a n also m e a n , f o r e x a m p l e , I r i s h F o o t b a l l A s s o c i a t i o n , I n s t i t u t e o f Field A r c h a e o l o g i s t s , I n d e p e n d e n t F i n a n c i a l A d v i s o r , I n s t i t u t e o f F i n a n c i a l A c c o u n t a n t s , I n t e r n a t i o n a l F e r t i l i s e r I n d u s t r y A s s o c i a t i o n , a n d the I n s t i t u t e f o r A s t r o n o m y as w e l l as. undoubtedly, a number o f other things.
Reference
13Ü
Key I.I
1.2
Unit I 1 A pose
R
post
2 A focus
R
focus
3 A confirmed
R
confirmed
4- A générales
R
generates
5 A identified
B identifiée
Ğ A nature 7 A character • •\ t u r n
G nature R character R turn
A underlines
D
10 A s o l i d
underlines
R solid
1 primarily 2 VirLually 3 solely 4 I n s u m / ' l b s u m u p ( o r In s u m m a r y ) (See also U n i t 4 0 . ) 5
attempted
6
prime
7 characteristic H I n n o w a y / r e s p e c t can L o n d o n be c o m p a r e d t o Sydney as a place t o l i v e a n d w o r k . ( N o t e the i n v e r s i o n o f t h e s u b j e c t (Landon)
a n d v e r b (can)
w h e n a negative e x p r e s s i o n is used
at the b e g i n n i n g o f the sentence.;
1.3
I
d e p e n d s h e a v i l y , c o n v e r t e d easily, p r o d u c e d
I
r e l a t i v e l y easily
cheaply
3 p r o d u c t i o n , reliance, discovery, claim
Unit 2 2.1 2.2
1
issue:
3 theory
5 .model
2
topics
4
li P r i n c i p l e
theme
I h e s i t i d y s h o w e d t h a t l o c a l p o l i c e can p l a y a n i m p o r t a n t r o l e i n c r i m e p r e v e n t i o n . I t m a k e s a s t r o n g case f o r b o o s t i n g t h e n u m b e r s o f c o m m u n i t y police o f f i c e r s a l t h o u g h i t w a r n s îgainst i n c r e a s i n g p o l i c e presence o n the streets t o a n a l a r m i n g degree. Its meLİiodolo^v' was based o n a range o f i n t e r v i e w s a s k i n g m e m b e r s o f t h e p u b l i c f o t Their v i e w s _ o n h o w best to p r e v e n t c r i m e . U n f o r t u n a t e l y , h o w t o i m p l e m e n r this r e c o m m e n d a t i o n w a s b e y o n d the scope o f t h e s t u d y b u t at leasr. it serves a u s e f u l p u r p o s e i n r a i s i n g awareness o f t h e issue, ' methodological
:
2.3 2A
I t !
is t h e a d j e c t i v e f o r m o f the n o u n
2 D
3 E
4 H
methodology 5 C
R
7 A
1 T h e s t u d v r e v e a l e d a r e g u l a r par.r.ern o f changes i n t e m p e r a t u r e . Z ' I h e research focuses o n o n e p a r t i c u l a r aspect o f m o d e r n society. 3 T h e w r i t e r m a k e s a p o w e r f u l 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 . 4 T h e w r i t e r s t a k e a n o r i g i n a l a p p r o a c h to t h e i r [ h e m e . 5 U n t i l recently t h e r e w a s l i t t l e awareness o f the p r o b l e m , li T t h i n k y o u s h o u l d b r o a d e n t h e scope o f y o u r research. 7 T o date there has been hr.tlc research inr.o the e n v i r o n m e n t a l effects o f n a n o p a c i t i e s . S T h e r e are m a n y i m p o r t a n t issues f a c i n g the w o r l d t o d a y
Unit 3 3.1
Fiffcct - influence
include - i n v o l v e
calculate -
investigate - s t u d y
compute
-hallenme - question demonsr.rar.e - s h o w
I 34
identify - distinguish
attempt - t r y
Academic Vocabulary
in Use
p r o v i d e - give
H r
1 be seen
3 classifying
5 show/shows
7 t o establish
2 accounted
4 t o present
6 t o develop
S to explain
1 Greig's a r t i c l e s u p p o r t s Park's r h e o r y : this means t h a t Greig's w o r k b a c k s u p t b a t o f P a r k ; In o t h e r w o r d s , i t c o m e s t o the same c o n c l u s i o n s . Greig's a r t i c l e challenges Park's t h e o r y ; t h i s m e a n s t b a t Greig's w o r k q u e s t i o n s P a r k : 1
conclusions. 2 D e s c r i b e t h e n e w t a x r e g u l a t i o n s : t h i s requests Someone s i t n p l y t o say w h a t t h e n e w r a x r e g u l a t i o n s are. Discuss the n e w Lax r e g u l a t i o n s : Lhis r e q u i r e s s o m e o n e IO give [ h e i r o p i n i o n w i t h r e g a r d to t h e n e w t a x r e g u l a t i o n s , 3 L o d h i p r o v i d e s n e w d a t a : this m e a n s t h a t Lodhi^s w o r k is the source o f some n e w data. I . o d h i c o n s i d e r s n e w d a t a ; this means t h a t L o d h i discusses n e w d a t a , g i v i n g his o p i n i o n as t o t h e i r i m p l i c a t i o n s a n d significance, 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 : this means t h a t T i t o v a d i d the e x p e r i m e n t s herself. 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 : this means t h a t T i t o v a c o n s i d e r e d some experiments w h i c h others had carried out. 5 Lee e s t a b l i s h e d w h y snch changes o c c u r ; this m e a n s t h a t Lee w a s able t o p r o v e 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 n this means t h a t Lee t r i e d to find o u t w h y such changes o c c u r b u t w e d o n o t k n o w h o w successful she w a s i n t h i s S O k a z assumed t h a t t h e d a t a w e r e r e l i a b l e : this m e a n s O k a z accepted this w i t h o u t p r o o i nr q u e s t i o n i n g . O k a z p r o v e d t h a t the d a t a w e r e r e l i a b l e ; t h i s m e a n s t h a t O k a z d i d s o m e t h i n g t o s h o w :hat i t w a s t r u e . 7 7Hustrate 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 : t h i s means s h o w h o w it w o r k s i n s o m e way. e,g. b y d r a w i n g a g r a p h or a n i l l u s t r a t i o n o f s o m e k i n d . h i n d t h e m a g n i t u d e o f the d e c e l e r a t i o n : t h i s m e a n s d i s c o v e r i t b y d o i n g c a l c u l a t i o n s . 8 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 ; this means the events m a d e e c o n o m i c development happen or brought it about. T h e events affected e c o n o m i c d e v e l o p i n c u r : rbis means the events h a d a n inEluei LCC [perhaps positive o r negative) o n economic
development.
1 E r i k s o n s t h e o r y p r o v i d e s a n e x p l a n a t i o n f o r t h e f l u c t u a t i o n s i n the
figures
f o r this p e r i o d .
1 Bevan c a r r i e d o u r an e x p l o r a t i o n o f / i n t o the r e l a t i o n s h i p between f a r m I v b a c k g r o u n d
and
political ambition. 3 T h e b o o k g i v e s / p r o v i d e s a d e s c r i p t i o n o f the life a n d times o f A b r a h a m L i n c o l n . 4 Clheng^s r h e o r y puts/places emphasis o n t h e 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 in language Requisition,
1 investigation
4 have a n effect o n ( N Ë keep c h a n g e i n first letter!
2 illustration
5 m a k e a n a t t e m p t t o (+ verb) / at (* n o u n ]
3 analysis
6 classification
Unit 4 1 relevant to
.3 a p p r o p r i a t e t o (or f o r )
S R e l a t i v e to
2 typical of
4 characteristic o f
6 common
1 inaccurate
3 precise
5
2 complex
4 a n insignificaTii
to
concrete
These are the m o s t l i k e l y c o m b i n a t i o n s a l t h o u g h s o m e c o m b i n a t i o n s such as 'apparent/ p r i n c i p a l p r o b l e m ' o r ' a p p a r e n t cause' are also possible. 1 apparent discrepancy
.3 p r i n c i p a l cause
2 rigorous methodology
4 p o t e n t i a l proble
I3i
4.4 4.5
1 apparent discrepancy 2 p r i n c i p a l cause
4 potential problem
I
specific
3
potential
rigorous
4
qualitative
3 rigorous methodology
5
complex
Unit 5 5.1
1
Heinrieh's e x p e r i m e n t s w e r e m o s t l y successful: this means rhat H e i n r i c h ' s e H p e r i m e n t s were largely successful o r successful o n the w h o l e . I n o t h e r w o r d s they were n o t t o t a l l y successful. H e i n r i c h ' s e x p e r i m e n t s w e r e m o s t successful: t h i s m e a n s t h a t H e i n r i c h *s e x p e r i m e n t s were e x t r e m e l y / v e r y successful,
2 T h e r e s u l t s w e r e s o m e w h a t 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 ; this means t h a t t h e results were r a t h e r o r f a i r l y s u r p r i s i n g i n v i e w o f the c i r c u m s t a n c e s . T h e 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 : rhis means t h a t the results w e r e p a r t i c u l a r l y s u r p r i s i n g i n v i e w o f the c i r c u m s t a n c e s ; i n o t h e r w o r d s , the results i r Lhc s e c o n d sentence s u r p r i s e d t h e w r i t e r m o r e t h a n those i n the first sentence. 3 F i r s t year s t u d e n t s a r e 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 t o t u i r i o n fees: this means t h a t the n e w rules h a v e a d i r e c t i m p a c t o n first year s t u d e n t s as o p p o s e d to students f r o m o t h e r years, w h o m a y e i t h e r he i n d i r e c t l y a f f e c t e d o r n o t a f f e c t e d a t a l l . First year students are p a r t i c u l a r 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 t o t u i t i o n fees: this means r h a t the n e w rules affecr first year studenrs m o r e t h a n s t u d e n t s f r o m o t h e r years. 4 T h e s t u d y 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 : t h i s means t h a r u r b a n a l i e n a t i o n is the e x p l i c i t focus o f t h e study. T h e s t u d y is u l t i m a r 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 : t h i s m e a n s t h a t u r b a n a l i e n a t i o n was p r o b a b l y n o t the i n i t i a l f o c u s o f the s t u d y b u t i t t u r n e d o u t i n the end t o he irs m o s t significant theme. 5 T h e ream e v e n t u a l l y o b t a i n e d u n p r e d i c r e d r e s u l t s : i h i s means t h a t t h e t e a m
finally,
after a
l o n g t i m e spent t r y i n g , o b t a i n e d some results w h i c h t h e y h a d n o t p r e d i c t e d . T h e ream f r e q u e n t l y o b t a i n e d u u p r e d i c t e d r e s u l t s : this m e a n s t h a t the t e a m o f t e n obtained results w h i c h they had n o t predicted.
5.2
W h a t y o u are s a y i n g is essentially
t r u e . T o p u t i t simply,
there is basically
no significani
difference h e r w e e n the 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 , one o f t h e m w r i t e s i n a d r e a d f u l Style w h i l e the o t h e r has possibly
simply
a m o r e impressive style t h a n a n y o t h e r
c o n t e m p o r a r y scientist.
5.3
1 precisely/exactly
5 implicitly
2 frcquently/oftcn/rcgularly
G generally/typically
3 eventually/finally
7 h a r d l y ever
4 a p p r o x i m a te I ylrough
5.4
Academic
Suggested
l y / a h o u t/a r o u nd
S indirectly
underlining
M a r i n e c o n s e r v a t i o n i s t s arc c u r r e n t l y
Scientists h a v e r e c e n t l y d i s c o v e r e d t h a t ants
a t t e m p t i n g t o save the w o r l d s c o r a l reefs.
can r e m e m b e r h o w m a n y Steps they have
One p l a n is to l i t e r a l l y glue the d a m a g e d reefs
t a k e n . By c a r e f u l l y s h o r t e n i n g o r l e n g t h e n i n g
b a c k together, u s i n g c o r a l a r t i f i c i a l l y , raised i n
t h e legs o f ants, the t e a m o b s e r v e d t h a t
u n d e r w a t e r labs. Reefs are i n c r e a s i n g l y under
short-legged ants aprsarently became l o s t and
attack f r o m h u m a n a c t i v i t y as w e l l as f r o m
c o u l d n o t easily find t h e i r w a y h o m e t o the
events o c c u r r i n g n a t u r a l l y , such as hurricanes
nest. S i m i l a r l y , ants w i t h l o n g e r legs t y p i c a l l y
a n d t s u n a m i s . A recent U N r e p o r t w a r n s t h a t
t r a v e l l e d 5 0 % f u r t h e r t h a n they needed t o ant:
30%
o f the w o r l d ' s c o r a l reefs h a v e been
w e r e also t e m p o r a r i l y u n a b l e to find the nest.
c o m p l e t e l y d e s t r o y e d o r are severely d a m a g e d .
It seems ants can d e f i n i t e l y c o u n t t h e i r steps.
Vocabulary in Use
Answers
to
questions
1 similarly
4
increasingly
2 artificially - naturally, apparently - definitely
5
severely
3 c u r r e n t l y / recently
6
temporarily
Unit 6 1 carried out
3 goes i n t o
5 poinied ant
7 sets o u t
2 g o / l o o k back o v e r
4 puts f o r w a r d
6 go through
S m a k e up
I o n ( A l t h o u g h out is n o : i m p o s s i b l e i t is less l i k e l y here as i t suggests t h a t the w r i t e r is c o m i n g t o a d e f i n i t i v e c o n c l u s i o n o r s o l u t i o n t o a p r o b l e m , w h i c h is n o t a p p r o p r i a t e for such a c o m p l e x issue as the w a y c h i l d r e n learn I
out
3 up
4
our
6
forward
5
up
7
on
language,) 8
out
1 Feudal society w a s m a d e u p o f c l e a r l y d e f i n e d classes o f people. I
C a r l s o n w a s the first 10 p u t 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 q u e s t i o n .
3 H e r results a p p e a r t o g o against w h a t she h a d f o u n d in her e a r l i e r s t u d i e s , 4 T h e i n v e s t i g a t i o n p o i n t e d u p the f l a w s in the school's t e s t i n g m e t h o d s , 5 I t t o o k h i m a l o n g r i m e t o w o r k o u t the s o l u t i o n t o the algebra p r o b l e m . I> T h e g e o g r a p h y b o o k sets o u t a l o t o f basic in f o r m at i o n a b o u t a l l the w o r l d ' s c o u n t r i e s . Suggested
answers
1 A s c i e n t i s t m i g h t c a r r y o u t research o r e x p e r i m e n t s o r a s t u d y o r a n i n v e s t i g a t i o n . 2 I f y o u w a n t to s t u d y s o m e t h i n g in m o r e d e p t h , y o u m i g h t g o o n t o d o a p o s t g r a d u a t e degree a f t e r g e t t i n g y o u r first degree. 3 P o s t g r a d u a t e students t y p i c a l l y h a v e t o w r i t e u p a d i s s e r t a t i o n o r thesis at the e n d o f their studies. 4 G o o d students r e g u l a r l y l o o k back o v e r t h e i r l e c t u r e n o t e s , 5 I n t h e i r lectures o r articles scholars t y p i c a l l y p u t f o r w a r d ideas., v i e w s . O p i n i o n s , t h e o r i e s , hypotheses o r plans, 6 It is 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 t o f a research s t u d y i n ease y o u m a d e a n y careless m i s t a k e s .
Unit 7 1 surprising
4 reasonable
2 excessive
5 substantial
3 Considerable
6 excess
Possible
7 total ft
exceeding
9 fewer 10
significant
answers
;You m a y be able t o suggest o t h e r p o s s i b i l i t i e s t h a t are e q u a l l y g o o d . ; 1 M o s t / T h e m a j o r i t y / T h e l a r g e r p a r t 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 emissions. 2 W e have n o t i c e d t h a t a s t e a d i l y d e c l i n i n g n u m b e r o f 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 s i g n i f i c a n t / s u b s t a n t i a l 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 o c c a s i o n a l / t w o o r t h r e e / a f e w cases, we c o u l d n o t find any r e a s o n f o r the o u t b r e a k . 5 W e spent a c o n s i d e r a b l e a m o u n t o f t i m e o n the p r o j e c t , 6 A s y o u repeat the e x p e r i m e n t , use i n c r e a s i n g l y s m a l l a m o u n t s o f w a t e r each t i m e . 1 For s o m e years ( n o w ) - i n o t h e r w o r d s , we are n o t t o l d h o w m a n y b u t i t m u s t be at least three 2 a massive n u m b e r o f , i e, a n e n o r m o u s n u m b e r o f r
3 the first f e w m i c r o s e c o n d s o f the b e g i n n i n g o f the u n i v e r s e , i,e. t h e v e r y s t a r t i n g p o i n t o l time 4 n o m o r e t h a n ten m i c r o s e c o n d s , i,e. ten m i c r o s e c o n d s or less 5 m o r e o r less
Key
137
7.4
T h e r e have been a large n u m b e r o f studies i n v e s t i g a t i n g the i m p a c t o f e m a i l o n i n t e r p e r s o n a l c o m m u n i c a t i o n s . A H o f the studies haye. been small-scale b u t they suggest some i n t e r e s t i n g [rends i n p a t t e r n s o f e m a i l use. b'rom o n e o f the m o r e recent studies i t seems t h a t f e j v e r _ a n d . fover
p e o p l e send less t h a n SO emails daily. M o r e o v e r , i t appears t h a t a s m a l l n u m b e r o f
senior citizens use email a j i t t l e . l e s s . f r e q u e n t l y / o f t e n t h a n y o u n g e r people do.
Unitfl 8.1
I f - start w o r k 2 a - get s o m e t h i n g ready so it c a n be o p e r a t e d 3 d -
arrange
4 e - b e c o m e solic 5 c - caused t o be i n a stated c o n d i t i o n ri b - e s t a b l i s h e d 7 h - t h a t m u s t be s t u d i e d 8 g - group 8.2
1 references
4
2 occur
S structure
3 revolutions, revolution
6 contracted
8.3
1 points
8.4
Possible
8.5
2 set
accommodate
3 issue
4
channel
answers
ward
meaning in text
ether mecmijigfs.}
contain
control
hold
maintain
say claim
keep at a specific level; preserve; provide for
monitor
watch, observe
screen
record
store information
score sounds or pictures electronically best or most extreme (noun)
occur
happen
exist
measures
methods for dealing with a situation
sizes; amounts: ways of judging something
I h e j o k e is based o n a c o u p l e o f m e a n i n g s o f the w o r d charge.
T h e first m e a n i n g , f a m i l i a l
f r o m general E n g l i s h , is t h a t o f c o s t , as i n T h e r e is a s m a l l charge f o r u s i n g the c a r p a r k / H o w e v e r , i n p h y s i c s , charge,
also k n o w n as e l e c t r i c a l charge a n d s y m b o l i s e d as *q\ is a
c h a r a c t e r i s t i c o f a u n i t o f m a t t e r t h a t expresses the e x t e n t t o w h i c h it has m o r e o r f e w e r electrons t h a n p r o t o n s . I n a t o m s , the e l e c t r o n carries a n e g a t i v e e l e m e n t a r y o r u n i t charge: the p r o t o n carries a p o s i t i v e c h a r g e . A n e u t r o n is said t o have n o c h a r g e .
Unit 9 9-1
9.2
1 shine 2 r e m a i n e d , shed 1 [ w h o are) o p p o s e d to 2
maintain a united f r o n t
3 are b o m b a r d e d w i t h 9.3
3 light 4 shadow
Suggested
5 highlights 6 illuminate
7 elucidate 8 glaring
4 retreatec S batr.le/strugglc/fight/war, w i l l be lost 6
onslaught
itnderlinmgs
1 lie h u m a n b r a i n is a r e m a r k a b l y c o m p l e x o r g a n i c c o m p u t e r , t a k i n g i n a w i d e v a r i e t y o l sensory experiences, processing a n d s t o r i n g this i n f o r m a t i o n , a n d r e c a l l i n g a n d i n t e g r a t i n g selected h i t s * at the r i g h t m o m e n t s . T h e d e s t r u c t i o n caused by A l z h e i m e r ' s disease has been l i k e n e d t o t h e erasure o f a h a r d d r i v e , b e g i n n i n g w i t h t h e mo.st.recent files and w o r k i n g b a c k w a r d . A s t h e illness progresses, o l d as w e l l as n e w m e m o r i e s g r a d u a l l y disappear u n t i l i v e n f o v e d ones arc no longer r e c o g n i z e d . U n f o r t u n a t e l y , the c o m p u t e r a n a l o g y breaks d o w n ;
Academic Vocabulary in cJsc
one c a n n o t s i m p l y r e b o o t the h u m a n b r a i n a n d r e l o a d the files a n d p r o g r a m s . T h e p r o b l c r r is t h a t A l z h e i m e r ' s docs n o r o n l y erase i n f o r m a t i o n ; i t destroys the v e r y h a r d w a r e o f the b r a i n , w h i c h is c o m p o s e d o f m o r e t h a n 1 0 0 b i l l i o n n e r v e cells ( n e u r o n s ) , w i t h 1 0 0 Trillion connections a m o n g t h e m . 4
bit here m e a n s a u n i t o f i n f o r m a t i o n o n a c o m p u t e r t h a t m u s t be e i t h e r 0 o r 3
Unit I 0.1
Id
1 constant,
frequent,
( g o i n g f r o m m o s t f r e q u e n t IO lease f r e q u e n t )
intermittent
2 A s a m p l e chosen by chance is a random
sample
p o p u l a t i o n as a w h o l e is a representative 3 a n isolated
phenomenon
4 Y o u m i g h t p r e f e r y o u r results t o be conclusive, 5 A r o l e c a n also he pivotal 6 Excess
w h e r e a s a sample chosen as t y p i c a l o f the
sample.
energy
or
b u t inconclusive
results
can also be valuable.
decisive.
- t h i s suggests t h a t t h e r e is e x t r a , whereas sufficient
j u s t suggests t h a t there
is e n o u g h , 7 M o t h e r , f a t h e r a n d brothers/sisrers p l a y a n influential
rede i n a c h i l d ' s d e v e l o p m e n t .
U listening and w r i t i n g 10.2
I 0-3
1 came
3 played
5
invalidate
2 c o n s u m e s , generate
4 investigated
6
combines/combined
1 I t t o o k the t e a m a l o n g t i m e t o devise a w a y t o solve t h e i r p r o b l e m . 2 D u r i n g t h e w a r w e h a d t o b r e a k o f f c o n t a c t w i t h colleagues a b r o a d . 3 T h e r e has been a l o t o f heated debate 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 . 4 Ian H a r t m a n n was i n v i t e d t o l a k e o n the r o l e o f p r o j e c t leader 5 P a r t o f m y r o l e w a s t o c o l l a t e t h e results o f o u r e x p e r i m e n t s . 6 T h e d o c t o r w a r n e d m e TO p r o v i d e a b l o o d s a m p l e For a n a l y s i s . 7 Scientists a l l o v e r t h e w o r l d c o n t r i b u t e d t o the d e b a t e o n c l o n i n g . 8 A n e w a n d u n e x p e c t e d p h e n o m e n o n seems to be e m e r g i n g . 9 U s i n g s h a d i n g helps to d i f f e r e n t i a t e the key elements i n a g r a p h .
10-4
1 taking, random
6 e n g a g i n g , heated
3 proper, practical
7 publish, interim
4 maintaining
8 discern, conflicting
Unit I l-l
IK2
5 crucia'
2 define
11
1 amount
4
major/cousiderable/large/significant
2 p a r t i c u l a r {or special)
5
minor/small
3 i m p a c t ( o r influence/effect)
6
important/signiricant/inteiesting
1 T h e r e is w i d e s p r e a d o p p o s i t i o n a m o n g students t o i h e idea o f l o n g e r semesters. 2 "J'he d e s t r u c t i o n o f the r i v e r b a rik w i l l cause a n i n e v i t a b l e decline i n the n u m b e r s o f s m a l mammals. 3 School s t a n d a r d s are a c o m m o n ( o r f r e q u e n t ) c o n c e r n a m o n g parents n o w a d a y s . 4 N o w h e r e i n t h e a r t i c l e d o c s the a u t h o r m a k e e x p l i c i t m e n t i o n o f the 2 0 cases w h i c h were never r e s o l v e d , 5 T h e r e is v e r y l i t t l e c o m m o n g r o u n d b e t w e e n the t w o ways
o f a d d r e s s i n g the p r o b l e m .
S T h e paper is t o o general a n d lacks S p e c i f i c / r e l e v a n t e x a m p l e s . I 1.3
adjective
noun
adjective
noun
significant
significance
Important
Importance
relevant
relevance
valuable
value
Interesting
interest
useful
LI3e
frequent
frequency
broad
breadth Key
139
I IA
Possible
answers
[ o f g r e a t / c o n s i d e r a b l e relevance 2 o f great/considerable value 3 o f huge/enormous importance 4 a w o r k o f great breadth 5 a w o r k o f g r e a t / h u g e / e n o r u i o u s / c o n s i d e r a b l e significance 6 o f c o n s i d e r a b l e use 7 o f g r e a t / c o n s i d e r a b l e interest iS o f h i g h f r e q u e n c y
U n i t 12 12.1
I convincingly demonstrated / demonstrated convincingly 2 observed earlier / earlier observed 3 s p e c i f i c a l l y refers / refers s p e c i f i c a l l y 4 is closely i d e n t i f i e d 5 b r i e f l y discusses T. f i r m l y establishes 7 l o o s e l y basec 3 critically examine
I 2.2
1 2.3
Suggested
answers
J hypotheses
3 causes/origins/nature
2 trends/changes
4
Passible
5 need
issue/question
answers
J i n t e r p r e t a t i o n , a p p r o a c h , s o l u t i o n , m e t h o d o l o g y , t h e o r y , etc. 2 t h r e a t , c h a l l e n g e , p r o b l e m , q u e s t i o n , d i l e m m a , danger, m e n a c e , r i s k , etc. 3 facts, evidence, causes, issues, reasons, etc. I 2.4
Suggested
answers
The w o r l d is f a c i n g a l o o m i n g w ; i r e r crisis. D i s p u t e s over a l l o c a t i o n have s t e a d i l y increased in the last decade, a n d d e m a n d has g r o w n r a p i d l y . W a t e r is l i k e l y t o generate the same degree o f c o n t r o v e r s y i n the 2 I
S C
c e n t u r y as o i l d i d i n t h e 20 \ I f we take n o a c t i o n n o w , n e w rl
c o n f l i c t s are l i k e l y t o o c c u r p e r i o d i c a l l y a r o u n d the w o r l d . A t the m o m e n t , i n s t e a d o f seeking s o l u t i o n s w h i c h diie_clly.address m u l t i p l e needs, c o u n t r i e s focus a l i t t l e t o o n a r r o w l y o n joca issues a n d t y p i c a l l y o p t f o r expensive a n d i n f e r i o r s o l u t i o n s . W h a t is needed are decisions w h i c h c a n he q u i c k I y i m p l e m e n t e d a n d a debate w h i c h w i l l s e r i o u s l y c o n s i d e r m o r e t h a n the j h o r t t e r m needs o f i n d i v i d u a l states. 12.5
1 d i r e c t l y address 2 c o n s i d e r s e r i o u s l y / s e r i o u s l y consider 3 s t e a d i l y i n c r e a s i n g ( A l t h o u g h growing
rapidly
m i g h t also he possible here, i t is less l i k e l y
g i v e n the t i m e p e r i o d i n t h e sentence,) 4 focuses/focused n a r r o w l y / n a r r o w l y focuses/focused 5 quickly implemented / implemented quickly
Unit 13.1
I 3.2
n
1 i n line w i t h
5 W i t h the e x c e p t i o n o f
2 a t t h i s st.;igc
6 o n the basis o f
3 o n the one h a n d , o n the o t h e r h a n d
7 o n the w h o l e , i n t e r m s o f
4 In addition to
8 on behalf of
1 T h e c o n c l u s i o n s a r e f a i r i n m o s t respects, t h o u g h some a r e q u e s t i o n a b l e . I
D r Carres t e a m g o t the g r a n t , i n spite o f i i e i n g the smallest t e a m t o applv.
3 W e h a d l i t t l e m o n e y t o spare; i n o t h e r w o r d s , w e w e r e u n d e r f u n d e d .
Atotfemic Vocabulary m USE
4 W e need people's p e r s o n a l d a t a , in p a r t i c u l a r t h e i r parents* h i s t o r y o f illnesses. 5 W e m a d e a n i m p o r t a n t d i s c o v e r y ; i n some w a y s i t w a s sheer luck. 6
1 his latest paper is q u i t e s h o r t in c o m p a r i s o n w i t h o t h e r a r t i c l e s in the series.
7 T h e I n d i a n study w a s carried o u t i n c o n j u n c t i o n w i t h an A m e r i c a n project. A b o n e discovered b y chance in the 1 7
i1l
c e n t u r y w a s the b e g i n n i n g o f t h e search f o i
d i n o s a u r s . F r o m t h e n o n , scientists and the p u b l i c have been fascinated b y these creatures. [ n a c c o r d a n c e w i t h beliefs at t h a t t i m e , the i n i t i a l d i s c o v e r y w a s t h o u g h t t o be the bone of a h u m a n g i a n t . H o w e v e r , i n 1 8 2 4 , a scientist, W i l l i a m B u c k l a n d , c a l c u l a t e d t h a t the b o n e belonged t o a 12-metrc, flesh-eating r e p t i l e and n a m e d i t Megalosaums, us the first o f the' w o n d e r f u l list o f e x o t i c names f o r d i n o s a u r s . T h e 1 7
in the process g i v i n g l h
century discovery
h a d , i n t u r n , led t o a series o f 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 t o a greater or lesser e x t e n t c o n f i r m e d R u c k l a n d ' s t h e o r i e s . By f a r the biggest d i n o s a u r d i s c o v e r e d t o date w a s p r o b a b l y over 4 0 metres l o n g . F o r the m o s t p a r t , d i n o s a u r s r a n g e d f r o m the size o f a c h i c k e r to t h a t o f a g i r a f f e . I n m o s t respects, w h a t we k n o w a b o u t t h e i r h a b i t s is still very l i m i t e d . W h a t we d o k n o w is at least t o some e x t e n t based o n p u r e s p e c u l a t i o n .
Follow up Possible
sentences
( f r o m Cambridge
Advanced
Learner's
Dictionary)
O n the one h a n d I ' d l i k e a j o b w h i c h pays m o r e , b u t o n the o t h e r h a n d I e n j o y the w o r k I'm d o i n g a t the m o m e n t . O n b e h a l f o f the e n t i r e c o m p a n y , I w o u l d l i k e t o t h a n k y o u f o r a l l y o u r w o r k
r
[ l i k e all k i n d s o f films w i t h the e x c e p t i o n o f h o r r o r f i l m s . T h e g o v e r n m e n t has f e w o p t i o n s except to keep interest rates h i g h . T h e r e is n o t h i n g to i n d i c a t e the b u i l d i n g ' s p a s t , except ( f u r ) the Possible
sentences
relating
to
fireplace
economics
On the one h a n d , the c o u n t r y g a i n e d a c e r t a i n prestige f r o m i t s a c t i o n s ; o n the o t h e r h a n d , it suffered q u i r e s e r i o u s l y f r o m the e c o n o m i c p o i n t o f v i e w . T h e e c o n o m i c s p r o f e s s o r accepted the research a w a r d o n b e h a l f o f her w h o l e d e p a r t m e n t . W i t h the e x c e p t i o n o f F r a n c e , m o s t E u r o p e a n c o u n t r i e s suffered q u i t e serious effects as a result o f the n e w t r a d e r e g u l a t i o n s . The C h a n c e l l o r succeeded in a l l his aims except in k e e p i n g i n f l a t i o n be t o w 5 % .
U n i t 14 1 T h e a r t i c l e focuses o n the changes in the US e c o n o m y in the p o s t - w a r p e r i o d . 2 T h e p r o f e s s o r c o m m e n t e d o n a n u m b e r o f i n c o n s i s t e n c i e s i n the student's essay. 3 T h e t h e o r y is based o n a series o f e x p e r i m e n t s c o n d u c t e d over the last five years. A 1 he professor's w o r k relies o n e x p e r i m e n t s c o n d u c t e d b y his research assistants. 5 It is very i m p o r t a n t to c o n c e n t r a t e o n y o u r studies u n t i l y o u r e x a m s are over. 6 T h e w r i t e r w a s able t o d r a w o n some p r i m a r y sources w h i c h have o n l y r e c e n t l y become available. (or
from
of
account
benefit
convince
assign
associate
argue
depart
dispose
attrlbuti:
equip
call
exclude
Write
consent
provide
search
with
react refer
1 r e f e r r e d us to
6 c o n v i n c e m e of
2 account for
7 s e a r c h i n g for
3 associated w i t h
Ji p r o v i d e d us w i t h
4 dispose c a r e f u l l y o f
9 c o n s e n t e d to
5 benefit e n o r m o u s l y f r o m
10 w r i t e s / w r o t e very m o v i n g l y o f Key
14
14.4
1 T h e c o u r s e l e a d e r d i v i d e d her s t u d e n t s i n t o 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 t o the i n f e c t i o n . 3 A t t h e m o m e n t we have t o o f e w nurses a t t e n d i n g t o 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 w i t h first-class research h a v e m a d e t h i s a successful college. 5 T h e c o u n t r y emerged f r o m the crisis as a m u c h s t r o n g e r power. 6 Joe g o t a n interest i n p o l i t i c ? f r o m his u n c l e w h o o f t e n spoke o f his days as a senator. 7 ' I h e g o v e r n m e n t c a l l e d f o r 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. 1 I n y o u r speech d o n ' t f o r g e t t o emphasise the a d v a n t a g e s o f s t u d y i n g here. | N o p r e p o s i t i o n after
emphasise]
Unit I 5 15.1
1 with 2 o n ( o r possibly
about]
3 o f {exploration
m a y also, o c c a s i o n a l l y , be used w i t h
into,
4 for/behind 5
into/on
6
into
7
about
8 of, of 15.2
1 H e r dissertation produced some interesting insights i n t o h o w y o u n g children develop a visual sense o f the w o r l d a n d t h e age at 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 . I
T h e reason f o r 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 be i n t e r v i e w e d w a s lear o f being a r r e s t e d later.
?' H i e r s t a t ' s a p p r o a c h t o the analysis o f s o l a r 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 b e h i n d 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 i n the rate o f g r o w t h o f t h e cells w e r e o b s e r v e d o v e r t i m e . 5 A l a c k o f f u n d i n g led to 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 t o w a r d s ( t o c a n also be used) social science research. 6 J a w i l ' s a r t i c l e p u t s g r e a t emphasis o n t h e need f o r m o r e research a n d argues t h e case f o t greater a t t e n t i o n t o t h e causes o f p o v e r t y r a t h e r t h a n t h e s y m p t o m s .
I 5.4
nouns
preposition
principle, rationale
behind
difference, relationship
between
preference, reason
for
Insight
into
effect, emphasis
on
attitude, tendency
to/cowards
Suggested
answers
T h e possible e c o l o g i c a l effects o f c l i m a t e c h a n g e arc o f t e n i n the n e w s , as is the m a t t e r o f w h e t h e r the p o t e n t i a l i m p a c t can be p r e d i c t e d . N e w w o r k o n a m i g r a t o r y b i r d , t h e p i e d flycatcher, takes t h i n g s a stage f u r t h e r b y s h o w i n g h o w a climate-related p o p u l a t i o n decline was a c t u a l l y caused, ' l i m i n g is key. O v e r the past 17 years f l y c a t c h e r s d e c l i n e d s t r o n g l y in areas w h e r e c a t e r p i l l a r n u m b e r s ( f o o d f o r the nestlings) peak early, h u t i n areas w i t h a late f o o d p e a k there w a s n o decline. T h e y o u n g b i r d s a r r i v e t o o late in places w h e r e c a t e r p i l l a r : have a l r e a d y r e s p o n d e d t o early w a r m t h . M i s t i m i n g l i k e t h i s is p r o b a b l y a c o m m o n consequence o f c l i m a t e c h a n g e , a n d m a y be a m a j o r f a c t o r in the decline o f m a n y l o n g distance m i g r a t o r y b i r d species.
Academic
Vocabulary in Uss
Unit [Ó. I
I 6.2
I 6.3
16
1 in a variety o f ways
3 a w i d e range o f
2
4 t o some e x t e r n
a g r e a t deal o f
as a r u l e
f o r t h i s reason
at t h e same t i m e
i n general
be t h a t as i t m a y
in terms of
for the m o s t p a r t
o n the w h o l e
5 i n excess o f
1 b y means o f w h i c h - T h e o t h e r s a l l m e a n generally of which
o r for the most
part w h i l e by
means
means using this method.
2 w i t h t h e e x c e p t i o n o f X - T h e o t h e r s a l l focus, o n h o w X is a f f e c t e d b y s o m e t h i n g whereas with
the exception
of X is f o c u s i n g o n o t h e r t h i n g s r a t h e r t h a n X .
3 i n a d d i t i o n t o - T h e o t h e r s are a l l c o n c e r n e d w i t h t r y i n g t o be m o t e specific i n w h a t t h e v are T a l k i n g a b o u t w h i l e in addition 16.4
1 A
F o r t h e purposes o f
2
be t h a t as i t m a y
C
to is a d d i n g s o m e t h i n g e x t r a t o w h a t is b e i n g s a i d .
3 B f r o m the p o i n t o f v i e w o f 4 l i t o w h a t extent 5 C 16.5
i n m o r e detail
Possible 1
answers
I e n j o y w a t c h i n g m o s t s p o r t s w i t h the e x c e p t i o n o f baseball.
2 A p o o r r e l a t i o n s h i p b e t w e e n p a r e n t s a n d c h i l d r e n is o f t e n d u e to the f a c t t h a t t h e y d o n o t spend e n o u g h t i m e t o g e t h e r . 3 I love r e a d i n g E n g l i s h n o v e l s as o p p o s e d t o r e a d i n g E n g l i s h t e x t b o o k s / w r i t i n g E n g l i s h essays / r e a d i n g n o v e l s i n m y o w n l a n g u a g c . 4 I n y o u r first year o f g r a d u a t e s c h o o l y o u have t o t a k e a n end-of-year e x a m i n a d d i t i o n t o w r i t i n g a 4 , 0 0 0 - w o r d essay. 5 I t w a s a very u s e f u l c o u r s e i n the sense t h a t I l e a r n t an e n o r m o u s a m o u n t f r o m i t . Unit I 7.1
I7
1 N o , i t i s n ' t . Y o u have t o have a first degree. 2
F r o m o t h e r pages o n the w e b s i t e or b y a s k i n g t h e r e l e v a n t d e p a r t m e n t .
3 Yes, they need a t r a n s c r i p t , t r a n s l a t e d , o f y o u r u n i v e r s i t y courses a n d grades. 4 I f t h e a p p l i c a n t has s p e n t at least one year i n English-medíurn e d u c a t i o n , t h e n i t is n o t necessary. 5 A r least 6.5. I 7.2
personal statement financial
guarantee
seek clarification student l o a n ^qual o p p o r t u n i t i e s mature student application form first degree m i n i m u m score tough competition 1 7.3
Author's
answers
1 T h e u n i v e r s i t y w a n t s the names o f t w o referees t o m a k e sure t h a t the s t u d e n t is m a k i n g accurate c l a i m s a b o u t h i m / h e r s e l f o n t h e a p p l i c a t i o n f o r m , I
The university wants
financial
g u a r a n t e e s t o m a k e sure t h a t t h e s t u d e n t w i l l be able t c
pay t h e t u i t i o n fees. Key
143
3 The university w a n t s a personal statement t o gain an impression o f w h a t k i n d o f person the s t u d e n t is a n d h o w m o t i v a t e d he/she is w i t h respect t o the course b e i n g a p p l i e d for. 4 T h e u n i v e r s i t y w a n t s a t r a n s c r i p t o f courses l a k c n , w i t h g r a d e s , 10 m a k e s u r e t h a t the student has a n a p p r o p r i a t e a c a d e m i c b a c k g r o u n d f o r the c o u r s e a p p l i e d for, 5 T h e u n i v e r s i t y w a n t s an 1HLTS score o f 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(i
21.4
o n l o a n : w h i c h have been b o r r o w e c r e t u r n e d ; b r o u g h t back overdue; n o t r e t u r n e d o n time incur: a r a t h e r f o r m a l w o r d m e a n i n g ' r e s u l t i n
:
b o r r o w i n g r i g h t s ; p e r m i s s i o n t o t a k e b o o k s o u t o f the l i b r a r y i n t e r - l i b r a r y Joans: b o o k s b o r r o w e d f r o m o t h e r l i b r a r i e s t h r o u g h a special a r r a n g e m e n t w i t h them l i b r a r i a n ; p e r s o n w h o w o r k s i n a l i b r a r y ( i n this c a s e the h e a d o f t h e l i b r a r y ;
U n i t 22 22.1
1 virtual
4 resources
2
5 links
H qui/
i> tasks
9
means
3 community 22.2
22.3
7 feedback submit
construct knowledge
p o s t messages
e n r o l o n a h y b r i d course
s t a r t a n e w thread
• n t e r y o u r user n a m e
subscribe t o a m a i l i n g l i s t
hit the send b u t t o n
t a k e p a r t i n a discussion g r o u p
m o d e r a t e discussions
u n s u b s c r i b e f r o m a m a i l i n g list
1 enter y o u r username 2 s u b s c r i b e d to a m a i l i n g l i s t , u n s u b s c r i b e f r o m iL / the { m a i l i n g ) list 3 t a k i n g p a r t i n a d i s c u s s i o n g r o u p , sLarLed a n e w t h r e a d 4 enrol o n a h y b r i d course 5 h i t t i n g the send b u t t o n / y o u h i t t h e send buLLon, p o s t ( i n g ) a / y o u r message(s) li m o d e r a t i n g discussions, c o n s t r u c t k n o w l e d g e
22.4
Author's 1
ansivers
T d feel a n g r y a n d upset because it's e m b a r r a s s i n g i f s o m e o n e is r u d e a b o u t v o u i n a public forum.
2 Yes, t h e y a r e . L's i m p o r t a n t t h a t I w r i t e s o m e letters i n u p p e r case a n d o t h e r s i n l o w e r case. 3 1 he K I S S p r i n c i p l e is i m p o r t a n t f o r o n l i n e posts because f o r m a n y p e o p l e it is h a r d e r to read o n l i n e a n d they m a y j u s t give up i f w h a t y o u w r i t e l o o k s t o o l o n g o r dense, 4 I t can be a g o o d t h i n g i f a p e r s o n is l u r k i n g b e f o r e t h e y m a k e a c o n t r i b u t i o n th c m selves - so t h e y see w h a L t h e c o n v e n t i o n s o f t h e p a r t i c u l a r o n l i n e g r o u p a r e . L u r k i n g o n l i n e generalfy docs n o t have t h e n e g a t i v e a s s o c i a t i o n s t h a t the w o r d l u r k i n g has i n i t s p r i m a r y m e a n i n g o f w a i t i n g o r m o v i n g secretly w i t h t h e i n t e n t i o n o f a t t a c k i n g s o m e o n e o r d o i n g s o m e t h i n g else t h a i is w r o n g , 5 T h e subiecr header s h o u l d m a k e i t clear i f the message is r e l e v a n t t o the r e c i p i e n t o r n o t because p e o p l e s o m e t i m e s d i s c a r d messages b e f o r e r e a d i n g t h e m . A l s o i t makes i t easier to f i n d messages farer i f y o u w a n t t o r e r e a d t h e m . 6
Yes, T have, as b o t h i n s t r u c t o r a n d s t u d e n t . T rcatly e n j o y e d i t a n d f o u n d i t a s u r p r i s i n g l y positive e x p e r i e n c e .
U n i t 23 23.1
1 I'he IcLters p r o v e d t o be a v a l u a b l e resource f o r the s t u d y o f t h e poet's life. 2 A n extensive b o d y o f l i t e r a t u r e exists o n h u m a n t o a n i m a l c o m m u n i c a t i o n . 3 N e w s p a p e r s a r e a g o o d p r i m a r y source f o r rhe p e r i o d 1iJKO-l JH5. l
4 '[ he da La are n o t g i v e n i n t h e m a i n b o d v o f t h e b o o k ; t h e y are i n t h e a p p e n d i x . 5 Plastics a r e n o t dealr w i t h i n t h e p r e s e n t s t u d y , w h i c h focuses o n m e t a l s o n l y . 6
I h e thesis begins w i t h a r e v i e w o f the l i t e r a t u r e o n i t i t e l l L c L u a f p r o p e r t y r i g h t s .
Key
147
23.2
1 T h e a r t i c l e m a k e s reference t o the w o r k o f H i n d l e r and S w a r t z ( 1 2 Sc hunker's, b o o k w a s a u s e f u l s e c o n d a r y s o u r c e f o r u n d e r s t a n d i n g i h e pre-war p e r i o d . I also c o n s u l t e d o r i g i n a l g o v e r n m e n t p a p e r s , 3 T a n a k a ' s b o o k d r a w s o n d a t a f r o m several Japanese articles o n galaxy
formation.
4 E l s e w h e r e , K a l l e n r e p o r t s o n his research i n t o cancer rates a m o n g f a r m w o r k e r s . 5 H a n c o n s u l t e d the a r c h i v e s i n t h e V i e n n a
Museum, odjective
noun
verb
attribute*, attribution
attribute*
document
document
consultation, consultant
consult
adverb
consultative
(person) primary
primarily
catalogue
catalogue:
foundation
found
note
note
notable
notably
suggestion
suggest
suggestive
suggestively
extension
extend
extensive
extensively
citation
cite
" T h e n o u n is p r o n o u n c e d / ' i e l r i b j u i L / ; the v e r b is t o / a ' l n b j o E / , 23.4
1 E x p r e s s i n g the same message i n d i f f e r e n t w o r d s : p a r a p h r a s e 2 Things k n o w n by everyone; c o m m o n
knowledge
3 S t a t i n g t h a t o n e has o b t a i n e d one's i n f o r m a t i o n f r o m t h a t s o u r c e ; a c k n o w l e d g i n g 4 D i r e c t r e p e t i t i o n o f w h a t s o m e o n e has w r i t t e n o r s a i d : q u o t a t i o n s 5 S t a t i n g t h a t y o u have b e n e f i t e d f r o m someone's w o r k ; g i v e c r e d i t
U n i t 24 24.1
A i d a n : established, u n d e n i a b l e , offer, f l i m s y , c o n v i n c i n g , c o l l e c t , c o n f l i c t i n g Sandra: h a r d , demonstrates Petra: d r a w s , d i s t o r t i n g , l i t t l e - k n o w n , g r o w i n g Dr L i : i n t e r p r e t
24.2
I T h e d a t a i n d i c a t e / s u g g e s t / d e m o n s t r a t e t h a t the 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 the latest s t u d y are m o r e c o m p r e h e n s i v 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 i t e m o f d a t a in the w h o l e thesis. 4 W h a t a/an s t r i k i n g / i l l u m i n a t i n g e x a m p l e t h i s is o f t h e p o w e r o f t h e h u m a n m i n d ! 5 U n f o r t u n a t e l y , the facts d o n o t s u p p o r t the h y p o t h e s i s . 5 W e c a n n o t a c c o u n t f o r the fact t h a t a t t i t u d e s are m o r e n e g a t i v e n o w t h a n five years ago. 7 T h e p r o b l e m stems f r o m the f a c t t h a t t h e 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 , S T h e a r t i c l e p r o v i d e s 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 over the years. 9 N e w evidence has c o m e to l i g h t 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 the M i n i s t e r ' s decision, 1 0 W e need t o c o n s i d e r t h e evidence b e f o r e w e can reach 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 a b u n d a n t a n d p o w e r f u l . 12
A c o n s i d e r a b l e b o d y 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 o b t a i n m o r e .
1.1 W e have a l o t o f e m p i r i c a l d a t a w h i c h suggest the p r o b l e m is o n the increase. 1 4 T h i s is a clear instance o f h o w c o n s e r v a t i o n c a n benefit l o c a l people. 24.3
T h e w o r d s t h a t d o n o t f i t the sentences are: 1
bear o u t
2 emerges 3 reflected
Academic
Vocabulary in Use
4 growing 5
vivid
U n i t 25 25.1
I
25
2
23
3 E a c h n u m b e r is m u l t i p l i e d by 3 t o p r o d u c e the n e x t n u m b e r 4 41 5
7
ii 9 is a f r a c t i o n (a v u l g a r f r a c t i o n w h e r e a s 2 , 4 is a d e c i m a l f r a c t i o n ) a n d 4 is a w h o l e number, 7 I n m y c o u n t r y (the U K ) i t d e p e n d s - i n m o s t s a l a r i e d j o b s t a x is a u t o m a t i c a l l y d e d u c t e d . Iiut f o r o t h e r w o r k , s u c h as freelance o r s e l f - e m p l o y e d w o r k , the w o r k e r has t o declare l i s / h e r earnings a n d pay t a x later o n . S He/She is pleased because it suggests t h a t the f i g u r e s are a c c u r a t e . I f the f i g u r e s d o n ' t tally t h e n t h e r e m u s t be a n e r r o r o r a n o m i s s i o n s o m e w h e r e . 25.2
L>r Syah c a l c u l a t e , a p p r o x i m a t e M e l i s s a : precise D r Syah e s t i m a t e , t a l l y , c o n s t a n t D r Syah c o n t i n u o u s M e l i s s a : discrete D r Syah r o u n d , d o w n
25.3
1 T h e i n c i d e n c e o f c a r a c c i d e n t s d e c l i n e d / f e l I / d r o p p e d last year 2 W e e s t i m a t e d the f i n a l f i g u r e . 3 T h e g r a p h shows the results i n order o f magnitude. 4 A c o m p u t e r p r o g r a m h e l p e d us c a l c u l a t e the s i g n i f i c a n c e o f the d i f f e r e n t v a r i a b l e s . 5 S u b t r a c t i n g x f r o m y w i l l help y o n a r r i v e a t the c o r r e c t a n s w e r . ( D o n o t i n c l u d e ' a w a y ' , | 6 T h e r e s u l t s f r o m t h e f i r s t e x p e r i m e n t d i d n o t t a l l y w i t h those f r o m the r e p e a t e x p e r i m e n t .
25.4
1 workings
3 calculations
5 figures
2 arrived
4 area
6 values
7 variables
U n i t 26 26.1
1 m o d e , m e d i a n , average
2 sum. halfway
3 r a n g e , extremes
26.2
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 the l a w s o f p r o b a b i l i t y , t h a t is they assess the likely o u t e o m c ( s ) . g i v e n the d i f f e r e n t v a r i a b l e s such as age, sex,, lifestyle a n d m e d i c a l a 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 are t h e r e f o r e n o t c h o s e n at r a n d o m b u t are c a r e f u l l y c a l c u l a t e d . The d i s t r i b u t i o n o f ages at w h i c h d e a t h occurs a n d causes o f d e a t h arc s t u d i e d .o see i f t h e y c o r r e l a t e w i t h o t h e r f a c t o r s t o he t a k e n i n t o a c c o u n t in s e t t i n g the p r e m i u m s . N a t u r a l l y , the c o m p a n i e s also m o n i t o r social trends a n d react t o a n y changes w h i c h m i g h t s i g n i f i c a n t l y a f f e c t m o r t a l i t y rates,
26.3
1 2;1 ( t w o t o o n e ) , t w o Thirds 2 F i n d m o r e second-year u n d e r g r a d u a t e s t o t a k e p a n i n m y study 3 Often 4 N o , T o be r e l i a b l e , m y r e s u l t s m u s t be s i m i l a r each t i m e 1 use t h e same m e t h o d . 5 1 0 % ( o r t e n per cent) h
1H
7 T h e t o t a l n u m b e r o f cases !
c
9 P r o b a b l y n o t T o be v a l i d i t m u s t measure w h a r i t c l a i m s t o measure. B r e a k f a s t and r
l u n c h a l o n e w i l l n o t tell us e v e r y t h i n g a b o u t e a t i n g h a b i t s . JO
The scores are n o r m a l l y d i s t r i b u t e d a n d the g r a p h is a h e l l curve.
Key
145
U n i t 27 27.1
The. c h a r t s h o w s / i n d i c a t e s / p l o i s the n u m b e r o l cars e n t e r i n g [he d o w n t o w n area o f West C i t y each day o v e r a n eight-year p e r i o d [years 1-8), T h e t o t a l s arc listed o n the y / v c r t i c a l a x i s , w h i l e t h e years are l i s t e d o n t h e x / h o r i z o n r a l a x i s , l o the r i g h t o f the g r a p h w e see the k e y / l e g e n d . T h e n u m b e r o f Cars v a r i e d o v e r the p e r i o d . T h e t o t a l rose in the first f e w years and reached a peak i n year 5, a f t e r w h i c h the n u m b e r s s t a r t e d t o d e e l i n c / f a I l / d r o p . T h i s can he e x p l a i n e d by the f a c i t h a i a n e w mass t r a n s i t r a i l w a y w a s opened i n year £j, w h i c h is a g r a p h i c i l l u s t r a t i o n o f h o w g o o d p u b l i c t r a n s p o r t can d r a m a t i c a l l y a f f e c t car use.
21.2
1
pie chart I
Ijfli chart
A cross-section
3 C o l u m n s r u n vertically, r o w s r u n horizontally 4 A flowchart 5 Tout 6 N e x t t o each other
7 A key 8 A r a n d o m sample 9 a) t h e y cross each o t h e r ; b) t h e y r u n alongside each o t h e r w i t h a n e q u a l i n t e r v a l between them
27.3
1
segments
2 plotting 3
peak
4
stages
.5 intersect 6 adjacent ( W i t h ' a d j a c e n t ' t h i s sentence does n o t r e a l l y need ' t o each o t h e r ' a n d w o u l d he best w o r d e d as ' D r a w a line c o n n e c t i n g the adjacent p o i n t s ' , ; 7 decline
3 row
27.4
1 p l u m m e t e d , incidence, riser
j
2 lell b e l o w
i> exceeded
m u l t i p l i e d , fallen/decreased
3 depreciates, m o r e t h a n h a l v e d
7 grew/rose, doublet!
4 a p p r e c i a t e , soared
$ declining/falling
U n i t 28 28.1
Few students get a g r a n t t o help t h e m study a n d so m a n y take o u t loans w h i l e they are at university. T h i s is because t h e y have to pay t u i t i o n fees. T h e y also c a n n o t a v o i d considerable e x p e n d i t u r e o n e v e r y d a y life. T h i s is p a r t i c u l a r l y h a r d f o r studenLs in L o n d o n w h e r e t h e cost o f l i v i n g is higher t h a n elsewhere i n the c o u n t r y . Students l i v i n g in L o n d o n are a l l o w e d to have b i g g e r l o a n s t o h e l p c o m p e n s a t e f o r t h i s . Students d o n o t need t o s t a r t t o r e p a y t h e i r l o a n u n t i l they are e a r n i n g a reasonable salary. B u t s t a r l i n g w o r k i n g life w i t h a large d e b t m a k e s i t m u c h h a r d e r f o r y o u n g people t o m a k e ends meet even once t h e y s t a r t e a r n i n g .
Academic Vocabulary in Usi
28.2
1 A n s w e r these q u e s t i o n s to f i n d o u l w h e t h e r v o n are e l i g i b l e ( t o a p p l y ) f o r a s t u d e n t g r a n t . 2 I've o p e n e d a c u r r e n t a c c o u n t .
3 M o s t p e o p l e seem t o be f i n d i n g i t h a r d e r t o m a k e ends m e e t .
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 c o l l e g e h a v i n g a c c u m u l a t e d l a r g e d e b t s . 5 Parenrs o f t e n give t h e i r c h i l d r e n afren p r o v i d e t h e i r c h i l d r e n w i t h
financial financial
s u p p o r t w h i l e t h e y are a t u n i v e r s i t y , / Parents s u p p o r t w h i l e they are a t u n i v e r s i t y .
fi 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 d e p e n d s o n t h e i r i n c o m e . 7 f t is possible t o defer ( r e ) p a y m e n t o f y o u r l o a n b u t y o u m a y w e l l end up 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 it sooner 3 Y o u p a y f o r y o u r h o t e l first a n d w c r e i m b u r s e y o u l a t c r 28.3
r
1 T h e c o s t o f l i v i n g is so h i g h here t h a t s t u d e n t s h a v e t o l i v e i n the m o s t e c o n o m i c a l w a y the/
can.
2 A s s t u d e n t debts have soared o v e r t h e last few years, far m o r e students n o w leave u n i v e r s i t y w i t h a h u g e o v e r d r a f t ( o r leave u n i v e r s i t y h u g e l y o v e r d r a w n ) , O u r Student T.oans O f f i c e r w i l l let y o u k n o w i f y o u have any e n t i t l e m e n t to a l o a n a n d , i i
i
so, w i l l h e l p y o u t o o r g a n i s e t a k i n g o n e o u t . 4 Y o n m u s t have o r i g i n a l receipts i f y o u w a n t t o c l a i m y o u r expenses. 5 I f y o u r u n o u t o f m o n e v b e f o r e t h e n e x t i n s t a l m e n t o f y o u r g r a n t is d u e y o u can g e t ar interest-free l o a n . 28.4
Possible
answers
(for the
UK',
1 Yes, they a l m o s t a l w a y s d o these d a y s . 2 Yes, I t h i n k they s h o u l d . Because o t h e r w i s e i t is o n l y possible f o r c h i l d r e n f r o m w e l l - o f f f a m i l i e s t o g o to u n i v e r s i t y . 3 T h e r e arc lots o f s c h o l a r s h i p s a n d o t h e r f i n a n c i a l a w a r d s f o r srudents. Some are f o r people w i t h special a c a d e m i c , m u s i c a l o r a t h l e t i c t a l e n t s . O t h e r s are f o r p e o p l e
from
special places o r w i t h special f a m i l y c i r c u m s t a n c e s . 4 Yes, T t h i n k they s h o u l d b u t 1 t h i n k t h a t the l o a n s s h o u l d r e a l l y be free a n i l s h o u l d n o t A t t r a c t any interest even i f they are n o t p a i d o f f f o r a l o n g t i m e . 1 t h i n k this because o t h e r w i s e i t becomes m u c h h a r d e r f o r y o u n g p e o p l e f r o m p o o r e r f a m i l i e s to go to university. I also believe t h a t society as w e l l as the i n d i v i d u a l benefits f r o m a h i g h e r general level o f e d u c a t i o n .
U n i t 29 29.1
I i n i t i a l phase, t e m p o r a r y , p e r m a n e n t ,
final
2 ongoing, transitional, critical 3
c u r r e n t , f o r t h c o m i n g , a n n u a l , p r e c e d i n g (or p r e v i o u s )
4 c e n t u r y , decade, era, n e x t f e w 29.2
I A t the m o m e n t , I ' m w r i t i n g u p m y thesis. 1 h o p e t o f i n i s h i n the near f u t u r e .
Z O u r research is at an i n t e r m e d i a t e stage - w e n o w need to analyse o u r data. 3 T h e emergence o f i n t e r n e t t e c h n o l o g y has t r a n s f o r m e d the t r a v e l i n d u s t r y . 4 T h e u n i v e r s i t y has g o n e t h r o u g h a p e r i o d o f g r e a t c h a n g e in the last decade. 5 in the d i s t a n t f u t u r e , scientists m a v be able t o c u r e a l m o s t all c o m m o n
diseases.
6 A n t i - s o c i a l b e h a v i o u r is a p r o b l e m n o w a d a y s i n m a n y b i g cities. 7 A series o f evenrs o c c u r r e d in 1
w h i c h c h a n g e d the p o l i t i c a l c l i m a t e in the c o u n t r y .
In subsequent years, t w o n e w p a r t i e s w e r e f o r m e d w h i c h b e c a m e engaged in e o n c u r r e n l a t t e m p t s t o w i n over v o t e r s . •I P r i o r t o 2 0 0 1 , rhc i n d u s t r y was u n r e g u l a t e d . Tn recent years, h o w e v e r , the g o v e r n m e n t has i n t r o d u c e d n e w r e g u l a t i o n s , (the last f e w years is also c o r r e c t ! 'i i n
a m o n e t a r y cr.isis c o i n c i d e d w i t h a huge b u d g e t d e f i c i t , a n d m o s t c o n t e m p o r a r y
p o l i t i c a l c o m m e n t a t o r s w a r n e d t h a t t h e e v e n t u a l cost t o the n a t i o n w o u l d he e n o r m o u s .
Key
151
noun
verb
eventuality
adverb
eventual
eventually
succession
succeed
successive
successively
evolution
evolve
evolving/evol utlonary
emergence
emerge
emergent/ emerging
coincidence
coincide
coincidental
coincidental!?
periodic
periodically
period 29A
adjective
Author's
sentences
P e r i o d i c a l l y , there are m a j o r changes i n a p p r o a c h e s t o language t e a c h i n g , [ f r o m t i m e t o t i m e l L a n g u a g e r e a c h i n g has e v o l v e d f r o m f o c u s i n g o n g r a m m a r a n d t r a n s l a t i o n to d e v e l o p i n g communication skills. The emergence o f c o m m u n i c a t i v e language t e a c h i n g c o i n c i d e d w i t h f a r m o r e f r e q u e n t inte m a t i o n a l t r a v e l f o r b o t h w o r k a n d l e i s u r e . There has been a succession o f i n t e r e s t i n g articles r e c e n t l y f o c u s i n g o n e x p l o i t i n g m o d e r n t e c h n o l o g y i n language t e a c h i n g .
U n i t 30 30.1
Possible
answers
1 Researchers are i n v e s t i g a t i n g w h y c h o c o l a t e triggers/induces headaches in c e r t a i n people. 2 W i l s o n ' s m o s t recent paper has generated a g r e a t deal o f interest a m o n g s o c i o l o g i s t s . 3
The d r u g i n d u c e d / t r i g g e r e d headaches a n d dizziness a m o n g a n u m b e r o f subjects i n rhc test.
4 H a v i n g a n end-of-term prize m o t i v a t e s students t o d o w e l l in t h e i r class tests. 5 Intensive f a r m i n g has c o n t r i b u t e d s i g n i f i c a n t l y t o t h e d e c l i n e o f b i r d p o p u l a t i o n s . S T h e missile test p r o v o k e d a n i m m e d i a t e a n d v e r y s t r o n g response f r o m a d j a c e n t g o v e r n m e n t s a n d f r o m the U n i t e d N a t i o n s . 7 A s t r o l o g i s t s believe t h a t people's lives are ( l a r g e l y ) d e t e r m i n e d b y t h e p l a n e t s a n d stars. 8 T h e b a r r i e r i n h i b i t s the flow o f w a t e r i n t o the area t o p r e v e n t f l o o d i n g in the r a i n y season. 9 A l e a k in the t a n k a c c o u n t e d f o r 4 0 % o f t h e fuel loss, a n d e v a p o r a t i o n t o o k a w a y another
5%,
10 T h e r e n o v a t e d college b u i l d i n g s have w i d e r d o o r s a n d c o r r i d o r s to f a c i l i t a t e the use o f wheelchairs. 11 T h e M i n i s t e r c u t taxes i n an a t t e m p t t o s t i m u l a t e the e c o n o m y , w h i c h w a s p e r f o r m i n g poorly. 12 B r i t a i n has d e r i v e d m a n y e c o n o m i c benefits f r o m m e m b e r s h i p o f the E u r o p e a n 30.2
Union.
1 T h e a r t i c l e e x p l o r e s the o r i g i n s o f the c o n c e p t o f d e m o c r a c y . 2 O n e s m a l l e x p l o s i o n set o f f a c h a i n r e a c t i o n , c a u s i n g massive d a m a g e . 3 T h e confusion probably stemmed f r o m a lack o f c o m m u n i c a t i o n , 4 T h e p r o p o s e d n e w t a x c o u l d have m a j o r consequences f o r larger f a m i l i e s . 5 T h e d i s a s t r o u s events o f 2 0 0 3 gave rise t o a w i d e s p r e a d sense o f d i s i l l u s i o n m e n t . 6 T h e j u d g e e x p l a i n e d t h a t there w e r e precedents f o r his decision.
30.3
1 D e R o u t a ' s w o r k i n t h e '1970s i n f l u e n c e d t h e d e v e l o p m e n t o f c o m p u t e r science, { n c ^ r e p o s i t i o n a f t e r the v e r b )
Academic
2 effect
4 for
3 to
5
Vocabulary in JJsf
on
6 end
30.4
T h e n o u n s are: motivation
facilitation
s t i m u l u s [or s t i m u l a t i o n ) 30.5
influence induction
provocation
trigger
contributor
derivation
1 Byron's p o e r r y had an influence o n R o m a n t i c poets in a n u m b e r o f o r h e t E u r o p e a n countries. 2 Tree p o l l e n c a n b e / p r o v i d e a t r i g g e r f o r hay fever a t t a c k s i n v u l n e r a b l e p e o p l e , 3 I n obstetrics the d r u g c a n be used r o h e l p i n / w i t h t h e i n d u c t i o n o f l a b o u r . 4 T h e n e w e c o n o m i c measures w e r e i n t r o d u c e d as a s t i m u l u s t o t h e f a l t e r i n g e c o n o m y . 5 T o m o k o is s t u d y i n g t h e m o t i v a t i o n o f w o r l d - c l a s s athletes.
U n i t 31 31.1
1 M a n y e d u c a t o r s believe r h a t d i f f e r e n t l e a r n i n g styles are e q u a l l y v a l i d . 2 ID the U K a u n i v e r s i t y f a c u l t y is a u n i t w h e r e s i m i l a r disciplines are g r o u p e d together. 3 T h e F r e n c h i m p r e s s i o n i s t s w e r e a k e y m o v e m e n t i n E u r o p e a n art. 4 T h e essence o f i n r e m a t i o n a l l a w is t h e a p p l i c a r i o n o f a single s t a n d a r d f o r s r r o n g anc weak nations alike. 5 Researchers spend m u c h o f t h e i r r i m e r r y i n g ro i n t e r p r e t r h e i r dara. li Some 1 c e n r u r y a r t i s t i c styles w e r e a r e a c t i o n t o the ugliness o f i n d u s t r i a l i s a t i o n . 7 H a r v e y ( 2 0 0 3 ) emphasises t h a t t h e f i n d i n g s o f the s t u d y c a n n o t be g e n e r a l i s e d , as o n l y a small a m o u n t o f d a t a w a s used. S i n the late 2 0
l h
c e n t u r y , i n t e l l e c t u a l t h o u g h t w a s g r e a t l y i n f l u e n c e d b y ideas o f gender a n d
race. 3 1.2
1 T h e r e are some i n t e r e s t i n g f h D theses o n w a t e r resources in t h e l i b r a r y . 2 W h a t w a s y o u r m a i n c r i t e r i o n in d e s i g n i n g y o u r survey? 3 She w a s i n t e r e s t e d i n a strange p h e n o m e n o n c o n n e c t e d w i t h comets. 4 T h e h y p o t h e s e s w e r e never p r o v e d , as t h e dara w e r e i n c o m p l e t e .
3 1.3
1 W e m u s t never accept t h e n o t i o n t h a t i n t e l l i g e n c e is c o n n e c t e d t o race. 2 T h e t a s k o f c h o o s i n g a n a n a l y t i c a l f r a m e w o r k is a n i m p o r t a n t stage i n any research. 3 T h e b o o k expresses his v i e w p o i n t o n t h e r o l e o f the U n i t e d N a t i o n s in times o f war. 4 T a n n c n has a l w a y s m a d e her stance o n gender a n d l a n g u a g e use v e r y clear. 5
C o n s u m e r s have d i f f e r e n t p e r c e p t i o n s o f w h a t l o w p r i c e a n d h i g h q u a l i r y m e a n .
S T h e r e p o r t l a i d o u t a n e w m o d e l o f f a m i l y h e a l t h c a r e w h i c h changed e v e r y t h i n g . 7 Physicists d e v e l o p e d t h e c o n c e p t o f d a r k m a t t e r t o e x p l a i n c e r t a i n o b s e r v a t i o n s . 31.4
3 autonomy
3 profound
5
moral
2
4 thinking, understanding
6
grounding
the h u m a n i t i e s
U n i t 32
32.2
noun
verb
implication observation
noun
verb
Imply
description
describe
observe
statement
state
argument
argue
emphasis
emphasise
assertion
assert
explanation
explain
contention
contend
demonstration
demonstrate
I H a r k o v ' s c o n t e n t i o n t h a t c o n t i n u e d p o p u l a t i o n g r o w t h w i l l be a m o r e serious p r o b l e m t h a n g l o b a l w a r m i n g is n o t accepted b y m a n y scientists. 2 ' G l o b a l s y m m e t r y * is a s t a t e m e n t t h a t the l a w s o f physics t a k e t h e same f o r m w h e n expressed m t e r m s o f d i s t i n c t v a r i a b l e s . 3 T h e r e p o r t m a k e s the i m p l i c a t i o n t h a t n o i n d i v i d u a l g o v e r n m e n t w i l l ever be able to C o n t r o l the i n t e r n e t . 4 D u d a s p r o v i d e s a d e m o n s t r a t i o n o f / as t o h o w d a n g e r o u s genetic m o d i f i c a t i o n m i g h t be.
Key
153
5 G r o o t p u t s an e m p h a s i s o n the r o l e o f schools in p r e v e n t i n g teenage d r u g abuse. 6 L e n a r d ' s o b s e r v a t i o n t h a t w o m e n use expressions such as " y o u k n o w ' in E n g l i s h m o r e t h a n m e n w a s l a t e r p r o v e d t o be i n a c c u r a t e . 7 Plana's e x p l a n a t i o n o f the possible o r i g i n s o f the p y r a m i d s i n G u e l e o g a has beer disputed by Ruiz. :S W i l s o n gives a d e s c r i p t i o n o f the a n c i e n t a l p h a b e t o f the Clucleoga
people.
9 W u puts ( f o r w a r d ) the a r g u m e n t t h a t d a y l i g h t - s a v i n g t i m e s h o u l d be c x t e n d c c t h r o u g h o u t the year. 10 T h e President m a k e s the assertion t h a t he cares a b o u t 32.3
fighting
poverty.
T h e w o r d s t h a t d o n o t f i t are: 1 p i n p o i n t s - p i n p o i n t w o u l d he used to f o c u s o n s o m e t h i n g m u c h m o r e u n e x p e c t e d
ane
w o r t h y o f note, rather than on generally k n o w n b a c k g r o u n d i n f o r m a t i o r 2 proves (if it's h i g h l y c o m r o v e r s ia I he/she c a n ' t have p r o v e d i t ) 3 c l a i m s - the s t r u c t u r e w o u l d need to he ' c l a i m s t h a t M a l w a r ' s figures are i n a c c u r a t e ' 4 asserts - the s t r u c t u r e w o u l d need t o be 'asserts t h a t p i l o t t e s t i n g is i m p o r t a n t
1
5 advances - the s t r u c t u r e w o u l d need to he 'advances the t h e o r y t h a t 5 d e s c r i p t i o n - this w o u l d he used a b o u t s o m e t h i n g t h a t is far m o r e detailed t h a n the c o n t e x t suggested here 7 cast d o u b t - the s t r u c t u r e w o u l d need to be 'cast d o u b t o n t h e r e b e i n g a causal l i n k 32.4
I h> my o p i n i o n / v i e w , courses in academic w r i t i n g s h o u l d be c o m p u l s o r y f o r all n e w students 'I
It has n o t y e t been p r o v e d t h a t the v i r u s c a n j u m p f r o m species to species. / T h e r e is n o t yet any p r o o f t h a t the v i r u s can j u m p f r o m species to species.
3 R i c h a r d s o n emphasises a n u m b e r o f weaknesses i n the t h e o r y , (no p r e p o s i t i o n after emphasise 4
- t h o u g h w e d o say ' p u t s ' or 'lays emphasis o n s o m e t h i n g ' '
l a y l o r refers to / m e n t i o n s several studies w h i c h have l o o k e d at t h e p r o b l e m in the past, (no p r e p o s i t i o n a f t e r
mention)
5 Pratt's suggestion t h a t the poet m a y have suffered f r o m depression is ;in i n t e r e s t i n g one. S O u r latest results cast d o u b t o n o u r o r i g i n a l hypothesis.
U n i t 33 33.1
1 critical
2 conclusion
3 side(s]
33.2
1 critical
2 conclusion
3
33.3
1 weighing, conclusion, o u t w e i g h , disadvantages/drawbacks,
sides insights, variables, take,
constitute, points 2 take i n t o , r e l e v a n t , c o u r s e , d e d u c e , basis, p r e d i c t , scales 33.4
1 T h e h o s p i t a l a n n o u n c e d t h ; i t the President remains s e r i o u s l y ill. 2 D i x o n w a s asked t o w r i t e a r e v i e w g i v i n g his/her o p i n i o n s o n c o n t e m p o r a r y I r i s h p o e t r y 3 T h e w r i t e r w a s i m p r i s o n e d f o r his o p e n l y n e g a t i v e v i e w s o n the g o v e r n m e n t . 4 I t is e x t r e m e l y i m p o r t a n t t h a t a l l m e a s u r e m e n t s are r e c o r d e d e v e r y h o u r .
33.5
1 A recent survey has unea.rthe_d some i n t e r e s t i n g facts a b o u t c o m m u t i n g h a b i t s , (it is as if the researchers w e r e d i g g i n g i n t o the e a r t h l i k e archaeologists) 2 I n p r e d i c t i n g t r e n d s in i n f l a t i o n , e c o n o m i s t s o f t e n l o o k at w h i c h d i r e c t i o n the p o l i t i c a l wino^.ace^bJiHving. (this sees change as s i m i l a r t o changes in the w e a t h e r ' 3 M a r t i n s p u b l i s h e d a g r o u n d - b r e a k i n g study o f t h e f o r m a t i o n o f g a l a x i e s , (as i f one is d i g g i n g a n e w piece o f g r o u n d t o c o n s t r u c t a b u i l d i n g ) 4 By clinging i n t o the a r c h i v e s , Professor R o b i n s o n
w a s able to shed i m p o r t a n t n e w l i g h t o r
the h i s t o r y o f the p e r i o d , ( a g a i n , as i f one is d i g g i n g i n t o t h e g r o u n d l i k e a n a r c h a e o l o g i s t ; n e w k n o w l e d g e is seen as a l i g h t )
154
Academic
Vocabulary in list
U n i t 34 34.1
D r B a b a y a n ; d e f i n e , terms D r Babayan: terminology, transparent D r Babavan; glossary, senses T o m o k o ; d i s t i n g u i s h , subtle d is Line Lion ^ d i f f e r e n c e 5 L>r B a b a y a n : c o m m u n i c a t i n g ( c o u l d also be c o n v e y i n g ) , coherenL ( c o u l d also be concise), a m b i g u o u s , m i s i n t e r p r e t ( c o u l d also bu m i s u n d e r s t a n d ) , c l a r i f y
34.2
34.3
1 mistranslated 2 misunderstood
4 5
miscalculated incoherent
3 unambiguous
6
mispronounces
T h e A m e r i c a n s o n g w r i t e r b o b D y l a n is o f t e n considered t o be as m u c h a poet as a m u s i c i a n . H e expressed his p o l i t i c a l ideas t h r o u g h f o l k songs in his early p e r i o d . H i s melodies were i f t e n s i m p l e b u t his w o r d s conveyed c o m p l e x messages, o f t e n w i t h subtle nuances. I n one j f his songs, he speaks o f a ' h a r d r a i n w h i c h w i l l f a l l a f t e r a n u c l e a r w a r . O n one level the w o r d s d e n o t e r e a l , r a d i o a c t i v e r a i n , b u r t h e c o n n o t a t i o n s o f Lhe w o r d s arc m a n y : life w i l l he h a r d , perhaps i m p o s s i b l e . Perhaps the c o n s c i e n c e s w i l l f a l l h a r d o n the p o l i t i c i a n s w h e started t h e w a r t o o . T h e r e arc m a n y t h i n g s w e c a n i n f e r f r o m these w o r d s . T h e song is p a r i n f the p o l i t i c a l discourse of t h e C o l d W a t o f the 1360s. Tr evokes an a t m o s p h e r e o f fear and hopelessness. Seen f r o m the perspective o f the post-Cold-War era, i t m a y seem d i f f i c u l t to c o m p r e h e n d such fe;ir, b u t at the t i m e , t h a t fear w a s very real. 1
U n i t 35 35.1
35.2
35.3
I
W e m u s t give t o p p r i o r i t y t o p r o t e c t i n g Lhc p r i v a c y o f o u r subjects.
I
W e designed t h e q u e s t i o n n a i r e w i t h t h e i n t e n t i o n o f m a k i n g i t as s i m p l e as possible te i n s w e r.
3 1 5 S
W e h a d as o u r g o a l the d e f i n i t i o n a n d e v a l u a t i o n o f a n e w a p p r o a c h t o u r b a n I h a d n o i n t e n t i o n o f b e c o m i n g a scientist w h e n 1 began m y studies A hypothesis-based m e t h o d o l o g y does noL w o r k in some cases, O u r p r o j e c t is l o c a t e d at the i n t e r f a c e b e t w e e n s o c i o l o g y a n d p s y c h o l o g y .
1 Prof, L i 2 Prof. Simons
3 D r Tadcus 4 Prof. Horza
5 D r Andreas (* D r fancja
planning
7 D i Tinstcir
1 infrastructure 2 a n a t i o n a l dehaLe ~3 (academic) d i s c i p l i n e : 4 the k n o w l e d g e base 5 the i n t e r f a c e b e t w e e n t h e o r y a n d p r a c t i c f li (a) meer/achicvc an o b j e c t i v e 7 motive, motivation Ü practice-led rt: scare I"
(h) reaeh/aelueve/i t r a i n a target
U n i t 36 36.1
1 T h e views she expressed w e r e t o t a l ! v i r r a t i o n a l . 2 T h e c o m m i t t e e seemed t o be biased i n f a v o u r o f (or t o w a r d s ) a p p l i c a t i o n s f r o m y o u n g e r :ieopk:. 3 T h e b o o k is a subjective a c c o u n r o f life in a s m a l l t o w n i n t h e i y 2 0 s . 1 t h e c l u b rules were p r e j u d i c e d against c h i l d r e n . 5 6 7 H
T h e President's d a u g h t e r w a s q u i t e i m m a t u r e f o r her age, H e has r a t h e r c o n s e r v a t i v e / r e a c t i o n a r y views a b o u t m a r r i a g e . H e r v i e w s o n education, are r a t h e r c o n s e r v a t i v e / r e a c t i o n a r y . S u p r e m e C o u r t judges a l w a y s act in an i m p a r t i a l way.
Key
155
36.2
36.3
1 underlying, philosophy/philosophies
4 ethical
2 to a d o p t / t o s h i f t to
5 deep-rooted, encounter
3 held
6 shifted
'
1 c h a n g e (changed)
4 A n i d e o l o g y suggests the beliefs are r i g i d a n d m o r e r e s t r i c t i n g .
2 take
5
standpoint
3 (a) i n m y p o i n t o f v i e w 36.4
1 T h e p e o p l e o f t h e area h o l d s o m e u n u s u a l v i e w s a b o u t n a t u r e . 2 M o s t y o u n g p e o p l e seem ro have o b j e c t i o n s t o the p r o p o s a l s o n s t u d e n r fees. 3 E x a m i n e r s t e n d to he biased i n f a v o u r o f c a n d i d a t e s w i t h d e a r h a n d w r i t i n g . 4 G i r l s l o o k at t h e i r careers f r o m a d i f f e r e n r s r a n d p o i n t r h a n t h e i r m o t h e r s , 5 L e t us n o w discuss t h e p r i n c i p l e s u n d e r l y i n g this a p p r o a c h .
36.5
Suggested
under!im>tg$
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'ossdd<- word
combinations
p a i n f n l , d i f f i c u l t , l e a r n i n g , a g e i n g , p r o d u c n ' o n process correct, standard, special, o f f i c i a l , technical, e x p e r i m e n t a l procedure first, n e x t , final, d i f f i c u l t , c r u c i a l , e a r l y * u g e A
list
input
S SCCurc
noun
vtrb
1
7
7
behaviour
H design
U n i t 46 48.1
1 expansion
6 elimination
Z sustainable
7 modifications
3 perceptible
8
4 increasingly 5 development 48-2
adjustments
9 acquisition 10 relaxation
1 I f p r i c e s fluctuate they g o up a n d d o w n ; t h e y c h a n g e a l o t . 2 I f a disease is e l i m i n a t e d n o n e o f i t r e m a i n s , i t disappears c o m p l e t e l y . 3 I f i n t e r e s t i n s o m e t h i n g is d i m i n i s h i n g i t is b e c o m i n g less. 4 I f there is a m a r k e d c h a n g e i n someone's b e h a v i o u r i t is p r o b a b l y a b i g change. I t is a n o t i c e a b l e change, 5 I f m o s t p e o p l e feel t h a t m o b i l e p h o n e s e n h a n c e t h e i r fives, they feel t h a t t h e i r lives have become better, -- I f c o n t r o l s o n i m p o r t s a r e r e l a x e d they b e c o m e less s t r i c t . r
48.3
48.4
1 recovering
3 refine
5 adjust
7 maintain
1 converting
4 abandon
6 status q u o
8 restore
1 in
3 away from
5 on
7
2 t o (or f r o m o r o u t of)
4 on
6 t o a d j u s t t o changes
8 to
from
Unit 49 49.1
49.2
49.3
1 misguided, inadequate
3 i m p o r t a n t , significant
2 ground-breaking
4 crucial
5
unique
1 credit, acknowledged, crucial
3 challenged, validity, flawed, limited
1 borne, m i s t a k e n , evidence, flaws
4 viewed, seminal/ground-breaking, ground-breaking
1 b y n o m e a n s is i t c e r t a i n t h a t a l l the s t u d e n t s w i l l pass their final exams. 2
Me h a d never b e f o r e t a u g h t such a n o u t s t a n d i n g s t u d e n t ,
3 R a r e l y has t h e c o u n t r y w i t n e s s e d such a d i s p l a y o f p u b l i c f e e l i n g , 4 We w i l l i n n o w a y / W e w i l l n o t i n any w a y be able to h a l t the process o f g l o b a l w a n n i n g . / W e w i l l n o t he able t o h a l t the process o f g l o b a l w a r m i n i ? i n any w a y 5 U n d e r n o c i r c u m s t a n c e s w i l l students be a l l o w e d t o d e f e r the c o m p l e t i o n o f t h e i r thesis longer t h a n one m o n t h . 6 O n l y w h e n we g a t h e r a l o t m o r e d a t a w i l l w e k n o w t h e a n s w e r . 49.4
I
highlights
Z solid
3 compatible
5 w o r t h recalling, limited
4 c o m p r e h e n s i v e , key
6 underlines
U n i t 50 50.1
1 I n c o n c l u s i o n , the tests suggest the d r u g has n o dangerous side effects, Z T o s u m m a r i s e , l o s i n g the w a r was a h u m i l i a t i n g d e f e a t f o r the c o u n t r y o n a n u m b e r of d i f f e r e n t levels. 3 i n s u m m a r y , i t is i m p o s s i b l e t o b l a m e the disaster o n o n e p e r s o n a l o n e , 4 F r o m the s u r v e y w e c a n d r a w t h e c o n c l u s i o n / c o m e t o [he c o n c l u s i o n t h a t a d v e r t i s i n g has a s t r o n g e r effect o n teenage g i r l s t h a n o n o t h e r g r o u p s o f the p o p u l a t i o n . 5 T o r e c a p i t u l a t e , there w e r e a n u m b e r o f d i f f e r e n t reasons w h y the e x p e r i m e n t w a s less successful t h a n h a d been h o p e d .
50.2
50.3
1 balance
3 put, eventually
5 analysis
7 points
2 abstract
4 provide
fi w o r d s
S close
1 at last
3 Lastly
2 lastly
4 at lasl
5 at last
Key
163
50.4
in the end means ' f i n a l l y , a f t e r s o m e t h i n g has been t h o u g h t a b o u t o r discussed a lot\ At the end
is u s u a l l y f o l l o w e d b y o f ( s o m e t h i n g ) * , a n d refers to the f i n a l p o i n t o f a t h i n g o r t i m e o r l
p l a c e , e.g. at the end of the film, at the end of the month, 50.5
T h i s p a r a g r a p h is a p r e c i s o f Academic
Vocabulary
as she end of she
street.
in Use. I n s u m / T o s u m u p , the b o o k
p r o v i d e s 5 0 units, c o v e r i n g key aspects o f a c a d e m i c v o c a b u l a r y . Stated b r i e f l y , each u n i t iias a t t e m p t e d t o present a n d practise t h e w o r d s t h a t all s t u d e n t s n e e d . T h e o v e r a l l a i m o f the b o o k is t o help s t u d e n t s n o t o n l y t o u n d e r s t a n d b u t also t o use a c a d e m i c v o c a b u l a r y . In b r i n g i n g the b o o k t o a close, w e h o p e w e have h e l p e d y o u a n d w i s h y o u success i n y o u r f u t u r e a c a d e m i c studies.
Reading and vocabulary 1 1
2
1 cherished companions
3 prolong
5 concentrated
I
4 initiated
& Study p a r t i c i p a n t s
crucial
1 persons
2
underlies
3
behaviours
4
calamiry
verb
noun
adjective
convention
conventional
help
help
helpful
expectancy
expeer
expect? nt
pleasure
please
pleasurable
Reading and vocabulary 2 1
1 False: A u s t r a l i a is indeed ' a n d ' , i.e. i t has l i t t l e o r n o r a i n f a l l t o s u p p o r t p l a n t s , b u t A n t a r c t i c a is even m o r e a r i d 2 True 3 False; the species d e v e l o p e d because o f A u s t r a l i a ' s i s o l a t i o n f r o m o t h e r landmasscs 4 False; seismic ( e a r t h q u a k e ) a c t i v i t y persists ( c o n t i n u e s to o c c u r ) in t h e eastern and western highlands 5 False: the general g e o l o g i c a l a p p e a r a n c e is ' r e l a t i v e l y u n i f o r m ' , i.e. a l l o f the same type
2
3
1 roughly equal
3 t h e end r e s u l t
2 massive upheavals
4 common
1 lush
2
inhospitable
3
5 seemingly
unchanged
misconception a window
4
theorize
Reading and vocabulary 3 1
1 of
2 by
3 from
4 to
5 along w i t h
6 of
7 to
2
1 Accessing w e b pages is q u i t e s t r a i g h t f o r w a r d , a n d p e o p l e w i t h v i r t u a l l y n o e x p e r t i s e can use the w e b . 1 T h e b r o w s e r c o n t a c t s the a p p r o p r i a t e server r o t r a n s m i t t h e d o c u m e n t . 3 The W W W
is essentially a search s y s t e m .
4 T h e i n f o r m a t i o n a d d e d t o d o c u m e n t s d i s t i n g u i s h e s w e b servers f r o m i n t e r n e t servers. 5 "Years a g o , the I n t e r n e t w a s m a i n l y used by e x p e r t s .
Reading and vocabulary 4 I
1 The s k i n is the largest o r g a n i n t h e . h u m a n
body,
2 Psychologists disagree as t o h o w e x a c t l y m e m o r i e s arc s t o r e d in the b r a i n , 3 H u m a n s share a l m o s t a l l o f t h e i r genes w i t h t h e o t h e r g r e a t apes s u c h as g o r i l l a s . 4 A s c h i l d r e n become y o u n g a d u l t s t h e y have bursts o f g r o w t h . 5 It is i m p o r t a n t t h a t a n i m a l s i n c a p t i v i t y are g i v e n the r i g h t diet. $ People have a p p r o a c h e d t h e p r o b l e m i n . a v a r i e t y o f w a y s .
Academic
Vocabutery in Use
1 complex
4
outnumber
7
filial
2 spread o u t
5
amplify
S
sped fit
3 numerous
6
partially
9
spread
Possible
answers
Scientists disagree as t o h o w m u c h m a t t e r there is in the universe, (substance; O b s e r v i n g safety p r o c e d u r e s is a m a t t e r o f some i m p o r t a n c e , ( s i t u a t i o n ; W h a t ' s the m a t t e r w i t h the baby? W h y ' s she c r y i n g ? ( p r o b l e m ) W a x and ice pass f r o m s o l i d t o l i q u i d as y o u heat t h e m , {change) T h e m a i n s y m p t o m s usually pass a f t e r a c o u p l e o f days, (go a w a y ; Pass m e the test t u b e , please, (give) T h e ice caps were f o r m e d m i l l i o n s o f years a g o . (created^ T h e survey f o r m e d the basis o f t h e r e p o r t , ( p r o v i d e d ) The c h i l d f o r m a l the m u d i n t o t h e f i g u r e o f a d o g . (shaped^ The m o n k s sleep i n s m a l l , hare cells, { l i t t l e r o o m s ) W h e n c r e a t i n g a table i n W o r d , i t is possible t o m e r g e cells, ( i n d i v i d u a l sections o f a table) W h e n cells s p l i t , the D N A goes t h r o u g h a process c a l l e d r e p l i c a t i o n , (smallest parts o f an organism^
Reading and vocabulary 5 1 t i n y devices - n o t i c e also simple
devices
in the f i f t h p a r a g r a p h a n d novel
medical
devices
in the f i n a l p a r a g r a p h 2 display properties 3 m a k e use 4 experimental nanotechnology 5 c o m p l e t e l y d i f f e r e n t - a n d n o t i c e also profoundly
different
in the second
paragraph
fs greatest advances Possible
answers
1 c o m p l e x , intricate, strange, special, electronic {and many more) Z have, e x h i b i t , show, lack, require 3 a s u g g e s t i o n , a n o f f e r , an a p o l o g y , p r o g r e s s , a m i s t a k e , m o n e y 4 a d v a n c e d j a p p l i e d , t h e o r e t i c a l , cutting-edge, m e d i c a l 5 p r o f o u n d l y , totally, absolutely, partly, slightly, somewhat 6 significant, considerable, major, i m p o r t a n t i
without knowing
2 i n the near f u t u r e
3
f r o m the b e g i n n i n g
Reading and vocabulary 6 1 consists o f
4
In contrast
7
lines
2 govern
5
controversies
8
increasingly
3 c o n c e r n s itself ( o n l y ) w i t h
6
arising out of
9
implicate
Possible
answers
1 fundamental
4
has its o r i g i n s in
7
2 traditional 3 is based o n
5 6
w i t h r e g a r d to goes against
B 9
Possible
behaviour s i g n a t o r i e s , c o u n t r i e s w h i c h signed give
answers
I n a t i o n : n a t i o n a l , n a t i o n a l i t y , n a t i o n a l i s t , i n t e r n a t i o n a l , i n t e r n a t i o n a l l y , nationalise Z significant: signify, insignificant, significance, insignificance, significantly 3 acceptance: a c c e p t , a c c e p t a b l e , u n a c c e p t a b l e , a c c e p t a b l y , accepting 4 extent: extend, extension, extensive, extensively, inextensive 5 c r e a t o r ; create, c r e a t i v e , c r e a t i o n , c r e a t i v e l y , c r e a t i v i t y
Key
165
Phonemic symbols Consonant sounds
Yowel sounds Symbol fi:/
Example*
fV
happv piD
dinner
fot
fpat
tumid
hit id
Jo
foi
arrive
ht!
[urn sort
red
r.\
sun
ktf
got
W
part
-•i
name
book
hi
take
puJ]
kV
dog
hnjugh
fkf
ear
kick guarantee
'gf
go
/tJ7
earth
/d$f
age
louilge.
/U
for
cougb
Nf
loye
!W
thick
sock
'57
ihis
laugh
's/
since
said
father Und
:okjur. work
thought
tuat
heart late
boy
n^isr
pair
where
hear
hecr
m tout
eiitiij^'
idea
1
fed
Academic
hejd
our pure
Vocabulary fir Use
hums cow
1
Examples nut
rbf
walk
Hack
f/J
/Lli.
'pi
:;-eipi
j
(mi
I £6
Symbol me
wonder
ami lime bear show
church
vehicle paih m oilier rififi
fzJ
zoo
houiCi
ff/
shop
su£AL
rj/
pleasure
/h/
hear
/in/
make
rhV
name
Jn7
bring
IV rr/
look road
l\i
yonn^
/w,'
wear
usual hotd now whijfi
machine vision
Index The n u m b e r s i n che index; are U n i t n u m b e r s n o t page n u m b e r s . T h e p r o n u n c i a t i o n p r o v i d e d '.s 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 , a few 7
almost / ' a d m o o s t / 1
as t i m e is ( r u n n i n g ) s h o r t 40
a great deal o f 16
alter/'o;lto/4S
as w e have seen 5 0
a little 7
a l t e r n a t i v e / o : l ' l 3 : n o l L V / 12
as w e saw i n 39
a w i d e range o f 16
a m b i g u o u s / i e m ' b i u j u o s / 34
as w e l l as 3tt
a b a n d o n / o ' b a m i b n / 4c
a m e n d /a'mend/ 4 8
aspect /'EcspeM/ 2, 32
above / o ' b . w / 39
amount /a'maurii/ 7
assemble /u'sembsl/ 4 1
absence / ' a h sans/ 46
a m o u n t t o 14
assert /a'sait/ 3 2
a b s o l u t e l y e r i t i e a l 33
analogy /a'uiclndji/ 44
assertion /a's3;fsTi/ 3 2
abstract / tebstra?kt/ 4 , 5C
analyse /'ienolaiz/ 3 , 24
assessment /a'sesmsnt/ 2 , 20
a b u n d a n t / a ' b A n d o n l / 24
analyse a s a m p l e 1(1
accident / ' i e k s i d a n t / 1
analysis /a'nailssis/ plural
r
accidental / teksi'dental/ 1 p
/;i'n;ebshz/15, 3 1
a c c i d e n t a l l y /,a;ks]'deni;>li/ I
a n d so f o r t l i 3fr
accommodate /a'knmadeit/ 8
a n d so o n 38
a c c o m m o d a ti o n fa, k orn a ' d c i/n m
animated /'Eemmeitid/ 1 0
28
assign /a'sarn/ 4 2 analyse;
assign t o 14 assignment /a'sa i n m a i l t / 15, 2 0 , 22 associate ( w i t h ) / a ' s a o s i e i l / 12. 1 4 , 43
annual /'ienjual/ 29
assume / a ' s j u i i i i /
a c c o m p a n i e d b y 43
answer /'a:nsa/ 4 5
a s s u m p t i o n /a'sAUtJon/ 15
according to 3 2 , 42
anyway /'cnbvei/ 40
at a stage 2 9
account f o r 3, 14, 3 0
a p a r t f r o m 38
at first 3?
a c c o u n t f o r the fact t h a t 2 4
a p p a r a t u s /.Etpar'ejl as7 41
at last 5C
a c c o u n t a b l e expenses 2 3
a p p a r e n t /a'pserant/ 4 , 4 5
at r a n d o m
a c c u m u l a t e / a ' k j m m j s l e i t / 2$
a p p a r e n t l y /a'pazrantll/ 5, 37
at the end 5 0
accurate /'a?kjurat/ 4 , 2 4
appear /a'pia/ 3 7
at the m o m e n t 29
achieve /a'ljl:*-/ 35
appendix /a'pcndiks/ 23
at the same t i m e 16, 38
achieve objectives 3 5
a p p l i c a t i o n / . a p l i ' k e i f o u / 3 5 , 47
at t h i s p o i n t 13, 39
a c k n o w l e d g e / a k ' n n h d 3 / 1 7 , 23.
appreciate /o'pri:JIei(/ 2 7
at this stage 13
a p p r o a c h /a'prantJV 2 , 1 2 , 1 5 , 41
a t m o s p h e r e / ' i e l m a s f i ^ / 34
acquire / a ' k w a i a / 4 8
a p p r o p r i a t e / o ' p r o o p r b l / 4 , 22
attack / s ' t * k / 9
adapt /a'da?pl/ 48
a p p r o x i m a t e / a ' p r n k s i m a t / 25
attain
add up 25
approximately /,Vpmksim:tt]i/ j
a t t e m p t / i t ' t e m t / 1 , 3 , 1 5 , 50
49
address /a'dres/ 3 9 , 4 0 , 4 5 adjacent / s ' d 3 c i s o n l / 2 7 adjust /s'd^Ast/ 4 3 administration /nd.mmr'slrcijon; IS
H
fo'lcial
35
archives / ' t n k a i v z / 23
a t t e n d to /a'tend/ 14
argue / ' u : g j u : / 32
attention /a'tenjan/15
argue against 14
attitude / ' i e t i t j t n d / 1 5
argue f o r 14
a t t r i b u t e t o / • ' t r i h j u . ' t / 1 4 , 2^
argument /'o:gjumnm7 32
a d o p t /a'dnpt/ 36
arise / o ' r a i / 7 4 5
advance /ad'voms/ 3 2
a r r i v e a t a n a n s w e r 25
a d v a n t a g e /ad'venntidg/ 33
article / ' a j t i k a l / 15
a d v e n t /'œdveruV 4 7
artificial / , 0 : t r i i J o ] / 4 1
a d v i s o r / o d ' v a i ? . o / 19
artificially / . a r t i ' f i j s l i / 5
affect / o ' f c k l / 3 , 30
as a result o f 13
age / e i d j / 1 5 , 4 2
as a r u l e 16
aggregate /'icgncjat/ 25
as a w h o l e 7 , 16
a i m /eim/ 3 5 , 39
as can be seen i n 3%
a l b e i t / m l ' b h i t / 3S
as f a r as x is c o n c e r n e d I f
allegedly / a ' l e d ^ d l i / 37
as n o t e d 23
allocate /'œlakeit/ 4 2
as o p p o s e d t o 16
a l l o w (time) /o'lao/4C
as r e g a r d s 1 6
automate /'oUameit/ 47 autonomy /oi'tonami/ 3 1 average / ' s v a r i t l ; / 2 5 , 26 a w a r d /a'wam / 2 8 1
awareness /a'weanas/ 2 b a c k g r o u n d /'ba?kgraond/ 4 2 bank account 28 bar c h a r t 2 7 base o n 1 2 , 38 base / b c i s / 1 2 based /heist/ 33 MSically / ' b c i s i k l i / 1 , 5 b a s i s / ' b e i s i s / 15, 33 b a t t l e /'bfctal/ 9 fade*
I
c o m p a r i s o n / k p m ' p i e r j s a n / 44
b a l l l c against %
cause/k;xz/ 12, 3 0
be ( c o m m o n l y ) associated w i t h 12
cause-and-effect /km? ,-HUI f f e k i /
be based o n 1 2 . 14
41
c o o i p a u h l e / k ^ m ' p f e i rbol/ AS c o m p l e m e n t / ' k n m p l i m a n t / 43
be b o m b a r d e d w i t h S
century /'sentfari/ 29
complex /'komplcks/ 4
be b o r n e o u r 4 9
chain r e a c t i o n 3 0
component /kam'psonflnt/ 42
be c o n c e r n e d ( w i t h ) .IS
c h a l l e n g e / ' i j i t l i n d s / 3. 12, 35,
c o m p r e h e n d / . k n m p r i ' h c n d / 34
be m a d e o p o f 6, 42
comprehensive / ^ n r n p r r ' h e n s r v /
45, 49 12,
be t h a t as i t m a y 16 be u n i t e d 9
change ft$cu\i\y
channel / ' t f i t t i s l / S
comps /knmps/ 1 ^
bear o u t 24
character/'ka-Tiktci/ 1
c o n c e n t r a t e o n 14
begin / b i ' o i n / 4C
characteristic / . k i t r i k t o ' i i s t i k / 1.
concept .•"knnsepT 31
behaviour / b i ' h c i v p / 47
4
;
15,48
24,49
concisely ,'ksn'saisli/ 5C
12,42
b e l l c u r v e 2b"
charge / t f u i d ^ / fi
conclude/kon'khud/ 50
b e l o n g /bi'lnn./ 42
check A j e k / 2 4 , 4 1
c o n c l u s i o n / k a n ' k l u i ^ n / 33
hefow/bi'too/39
c i r c u m s t a n c e s /'s^kamstaínlsi?./
c o n c l u s i v e l y ;"k n' k [ LI : M v I i ; 12
b e n e f i t / ' b e m i ' i t / 33
c o n c l u s i v e l y establish 12
46'
benefit f r o m 14
c i t e / s i i i t / 23
concrete / ' k n r j k r i : t / 4
b e y o n d the scope (of) 2, 3£
claim 'kleim/ 32
c o n c u r r e n t / k o n ' k A r n n f / 2S
biased / ' b u i a s t / 3 i
c l a r i f i c a t i o n / . l l j c r i f i ' k e i j a n / 17
c o n d i t i o n s / k a n ' d i j ' ^ n z / 1 1 , 4 1 , 46
biased against 3£
c l a r i f y / ' k U r i i a i / 34
conduct/kaii'd,\kt/ 3
biased i n f a v o u r o f 3 i
classify/'kkesifai/
c o n fill c /kon'l'iirn/ 4 t
bit ( c o m p u t e r ) / h i t / 9
clear / k l i o / 2 4
confirm/k^n'fa:m/ ]
ilended/'hlcndid/ 22
clearly .•"kh^li/ 12
conflict /'knni'likt/ 45
ijliit collar 42
clearly d e m o n s t r a t e 12
b o d y o f evidence 24
clearly j d c n t i f y 1 2
b o d y o f l i t e r a t u r e 23
closely :"kIausli/ 1 2
3,42
c o n f l i c t i n g elements 10 c o n n o t a t i o n / k n n o ' t e r f : > n / 34 p
b o n d / b o n d / 43
c o h e r e n t / k o o ' l i r n r a n t / 34
book/buk/
c o i n c i d e w i t h 29
15
e o n flic t i n g /kon'I'Jikl i r j / 24
consent ( t o j / k o n ' s e n t / 14 consequence / ' k o n s i k w a n s / 30 c o n s e r v a t i v e / k o n ' j j : v o l j v / 3£
b o r r o w i n g r i g h t s 21
c o l l a b o r a t i v e / k s ' l t c b s r n t i v / 22
b r a i n s t o r m / ' b r e m s t o u u / 21
collate results 10
break o f f c o n t a c t 10
collect/ks'lekt/ 24, 41
brief / b r i : f / 4 0
c o l l e c t results 10
b r i e f l y / ' b r i : r l i / 1 . 12
college nnUdtf
b r i n g to a close 5 0
column /'krbm/ 27
b r i n g t o g e t h e r 43
c o m b i n a t i o n / . k n m b j ' n c j j ' n u / 43
bulk/bAlk/7
combine dements
by chance 1 3
come back 40
by f a r 13
c o m e d o w n o n o n e side 33
by heart 21
c o m e i n t o c o n t a c t w i t h 10
by means o f w h i c h 16
come t o a c o n c l u s i o n 33
by n o m e a n s 4 9
eorric to l i g h t 24
cafeteria / . k L c f o ' l i o r b / 18
c o m e up w i t h 4 5
c o n s t r u c t / ' k o n ' s t r . \ k t / 22
conserve energy 10 consider/kau'si d a / 3 , 24, 39 c o n s i d e r a b l e / k o n ' s u l o r t i b o l / 7, 11 considerable influence 3 0
IS
10
considerably / k i i r s i d o r n b l i / 5 considered t o be 3 " consist ( o f ) / k a n ' s i s i / 3 9 , 4 2 consistent / L i n ' s isL-rut/ 2£ c o n s t a n t / ' k o n si o n l / 25 constituent/kan'stitiuaur/ constrain /kon'strem/ 4 i c o n s t r a i n t / k a i v s t r e i n t / 46
c a l c u l a t e / ' k i c l k j o l e r t / 3 , 25
c o m m e n t / ' k o m e n t / 3 2 , 4C.
construct knowledge 22
call f o r 14, 17
c o m m e n t o n 14
c o n s u l t a source 23
:aii
c o m m o n / ' k n m a n / 4, 11
c o n s u m e energy 10
o n 40
If.
c o n s t i t u t e / ' k u n s l i i j u : t / 33
La n d i d a t e /' k a m d u l i l / 20
c o m m o n g r o u n d 11
career / k s ' r i i / 17
c o m m o n k n o w l e d g e 23
c a r r y o u t 3, 6 41
c o m m o n p r a c t i c e 11
case / k e i s / 2, 15
commonly /'kmunnli/ 1 2
contain /kan'tcui/
case s t u d y 41
c o m m o n s / ' k o m s n z / 19
c o n t e m p o r a r y / k o n ' i c m p o r t i r i / 29
cast d o u b t o n 3 2
c o m m u n i c a t e / k s ' m j u n u k e i t / 34
contend /kan'lend/ 32
catalogue / ' k i e t a l n q / 23
c o m p a r a t i v e l y / k n m ' p i e r o l I vli/ 5
contention /kan'tcuj'rm/ 32
category /'kavtagri/ 4 2
c o m p a r e d ( w i t h / t o ) / k a m ' p e s d / 44
;
168
Academic
Vacabulaiy m Use
consume/ksn'sjumi/
47
C o n s u m p t i o n /knn'.s.MiiJ'an/ 4 7 c o n t a c t / ' k n n t L t k t / 10 45
context /'knntekst/ 46
debate s u r r o u n d i n g 10
discern elements 10
c o n t i n u o u s / k d n ' d n j u s s / 25
debt /det/ 28
discipline / ' d i s s p h n / 1 , 3 1 , 35
c o n t r a c t /kan'trankt/ 8
decade / ' d e k c i d / 2 9
discourse /'daskors/ 34
c o n t r a d i c t i o n ( i n terras)
declare / d i ' k l e a / 3 2
discover a w a y 10
/.konlro'dikJsnJ 45
decline/d.'klam/ 27
discrete / d i ' s k r m / 25
contradictory y,knntro'dikttsri/49
decrease / ' d h k r h s / ( n o u n ) 15
discuss/di'skAs/3,
contrary/'knnlrari/ 37
decrease / d i ' k r i i s / (verb) 27
discuss t h e issue t h o r o u g h l y 12
c o n t r a s t / ' k o m r a : s i / ( n o u n ) 44
deduce / d i ' d j m s / 3 3
discuss the p r o b l e m a t l e n g t h 12
c o n t r i b u t e t o a debate 10
deduct/di'dAkt/2.5
discussion f o r u m 22
contribute /kan'lribjuit/ 30, 35
deeply c r i t i c a l 33
d i s p l a y /di'sptea/ 47
contribution ^ k n n l n ' b j m / a r i / 30
deep-rooted / , d i : p ' r u : l ] d / 3 6
dispose o f 14
controlled /kan'trookl/ 4 1
defer p a y m e n t 2K
disprove /dr'spru:v/ 4 1
controversy /'krmtravsisi/
defer/d.'fd:/20
disrupt /dis'rApt/ 4 1
define/diTam/34
d i s s e r t a t i o n / . d i s a ' I d / c m / 15
conversely / k n n ' v ^ i s l i / 4 4
define a r o l e 10
distance c o u r s e 22
c o n v e r t / k a n ' w s i t / ( v e r b ) 48
definitely / ' d e f m n t l i / 5
d i s t a n t f u t u r e 25
convey /kan'vci/ 3 4
d e f i n i t i o n / . d e f i ' n i f a n / 3 4 , 35
distinct f r o m 4 2
c o n v i n c e o f 14
degree / d i ' g r i : / 2 , 38
c o n v i n c i n g / k a n ' v m s i n / 24
deliberate M i ' I i b a r M / 3 5
c o n v i n c i n g l y / k n n ' v i n s i r j l i / 12
d e m o n s t r a t e / ' d e m o n s t r e i t / 3, 12.
/ksnt'trnvasi/ 45
c o n v i n c i n g l y d e m o n s t r a t e 12 c o p y /'knpL' 40
24, 32
32
correlate / ' k o r ^ h i t / 43
distinction /di'siirifon/ 15, 20, 34. 44 d i s t i n g u i s h b e t w e e n 34 distort /di'sto;t/ 24
demonstration /.dernan'stieijaii/
core / k n / 2 0
12,31
d i s t r i b u t i o n ^ d i s t n ' b j m j a n / 26 diversity / d a i ' v j : s a i i / 4 2
denote / d i ' n o u t / 3 4 , 4 2
d i v i d e / d i ' v a i d / .39
correlate w i t h 26
depart f r o m 14
d i v i d e i n t o 14
correlation /.koro'leijan/ 26
depreciate / d i ' p r i i j i c i t / 2 7
d o c u m e n t / ' d n k j o m o n t / 23
correlational ^knra'leijanal/ 41
d e r i v a t i o n / . d c n ' v c i / a n / 30
d o u b l e /'dAbal/ 2 7
correspond /.kon'spnnd/ 43
derive / d i ' r a i v / 3 0
draft/dra:ft/ 21
cost o f l i v i n g 2S
describe / d i ' s k r a . b / 3 , 3 2 , 4 2
couple w i t h 14
draw a conclusion 33
d e s c r i p t i o n / d i ' s k n p f o n / 32
couple /'k,\pol/ 7
d r a w a t t e n t i o n to the fact t h a t 24
design / d i ' z a m / 4 7
course o f a c t i o n 3 3
draw conclusions 50
despite t h e f a c t t h a t 33
c r a m /kraem/ 2 1
d r a w d a t a f r o m 23
determine / d i ' l a i m i n / 3 0 , 41
creative / k r i ' e i U v / 35
d r a w m m d maps 2"
develop / d i ' v e l a p / 3 , 4 7
credit / ' k r e d i l / 2 0
d r a w o n 1 4 , 23
develop a w a y 10
criteria / k r a i ' t m i a / 4 1
d r a w b a c k /'draibaek/ 33
d e v e l o p m e n t / t l i ' v e lap m a i l t / 4£
c r i t e r i o n / k i a i ' l u r U i t ' 3 1 , 3 5 , 41
d r o p /drop/ 2 7
deviate f r o m t h e n o r m 26
critical / ' k r t t i k a l / 2 9 , 33
due t o t h e fact t h a t 16
device / d i ' v a i s / 4 1
critical mass 3 5
d u r a t i o n / d j u a ' r e i . f a n / 20
devise / d i ' v a r z / 4 2
criticism /'krihsrzani/ 49
R A P 20
devise a w a y 10
cross / k r n s / 2 7
devote / d i ' v ^ o t / 39
cross-section / . k r n s ' s e k f o n / 27 crucial /'kruifal/ 49 c r u c i a l element 1C
d i a g r a m / ' d a i a i j r a m i / 26 difference /'drfamns/ 12, 1 5 , 42. 44
earlier / ' ^ i i o / 1 2 , 39 early / ' 3 : l i / 29 economic /.hkri'nnunk/ 28 e c o n o m i c a l / . h k a ' n o m i k a l / 2£ effect Zi'fekt/ 3, 1 5 , 3 0
current / ' k A r o n t / 1 3
d i f f e r e n t ( f r o m / t o ) / ' d i f o r d n t / 44
effect a change 3 0
c u r r e n t a c c o u n t 28
d i f f e r e n t i a t e / . d i f n ' r e n l ' i e i t / 1C
e f f e c t s / t ' f e k t s / 12
:.]V 28
difficulty /'difikahi/ 15, 45
elective .VIckiLV/ 20
daily / ' d e i l i / 25
d i g i n t o 33
e l e c t r o n i c a l l y ^ e l e k ' t i u m k l i / 22
data / ' d e l t a / 2 4 , 4 1
d i m e n s i o n / . d a i ' m e n f s n / 42
element / ' e h m a m / 10
deadline / ' d c d l a m / 1 7 , 21
diminish /df'irunif/ 43
elements / ' c h r n n n i s / 10
deal / d i d / 7
diploma /di'pborno/ 20
eligible / ' e l u f t a b a l / 2 0 , 2H
directly /di'rektli/ /dai'rekli/ 5
elimination /ijuiu'itcijan/ 48
d i s a d v a n t a g e / d i s : i d ' v u : n t i d 3 / 33
elsewhere / . e l s ' w c r i / 2 3
deal w i t h 2 3 , 4 5 debate / d i ' b c j t /
K
p
rjrde*
1
elucidate /r'Juısıdeu"/ 9
evolve Zi'vnlv/ 29
final / ' l a m j l / 2 9 , 50
Emergí; / r m & d y 1 4 , 2 4 , 4 7
exact / l u ' z s k l ' 25
finally f'l&ivriaf
emerge ( o í phenomena) 1 0
examination /ig.zaani'neil'an'
emergence / ı ' m a i d j a n s / 2 9 , 4 7
e x a m i n e /ig'&cmirr
emphasis / ' e m f » u t f 3, 1 5 , 32
exceed A k ' s i T d / 2 7
financial guarantee 17
emphasise /'cmfstfiLz/ 3. 14, 31,
li
3, 1 2 . 2 4
39,50
finals /Tainalz/ 19 financial
/ F a i W u j W 2S
exceeding/rk'shdirj/ 7
find /famd/ 3 , 4 5
excess /ik'ses/ 7
finite/'faiiiait/
empirical frm'pifikatf 2 4 , 4 1
excessive /ik'sesiv/ 7
i i r m l y / ' f ^ m l i / 12
employ /ıiıi'ptaı/ 4 1
exclude from .14
firmly establish 1 2
employment / i m ' p b i r m n i / 4 2
exist /IU/ZISL/ 23
first/'fa:st/ 39
encounter /iıi'kauni ^
existence / i g ' z i s t a n s / 4 2 , 4 6
firsc draft 21
¿ n e o u i a R i n y / i n ' k A í l d g j r j / 1C
expansion / l k ' s p x a j a n / 4 K
firstly /"faistli/ 39
end /end/ 3 0
expenditure/ik'spcndit/o/
LTuí-of-seniWfcr fend av si'mcKHiJ
experience /rk'sprori ans/ 4 5
flaw/fly./49
experiment / i k ' s peri mom/ 4.1
flimsy /'flrm/i/ 2 4
32
36
21 energy /'enad3İ/ 10
experimenial / i k , s p c n 'menial/ 41
engage İn debate .10
explain A k ' s p l e W 3, 3 2
English-medium /'rijghj" 'mbdiamj
explain a phenomenon 10
17
24
explain by the f a c t t h a t 2 7
46
flaroi:/fu:iin7 2 2
flowchart /'flautfart/ 2 7 fluctuate / ' f U k t f a c i t / 48 focus / ' f o n k s s / 1 , 4 0 focus on 14
enhance /in"hums/ 4 8
explanation /.ekspla'neijan/ 32
following /"fntamrj/ .39, 5 0
enormous .-Vnaîinss/ 7 , 11
explicit /rk'sphsit/11
for example 2 4 , 3H, 39
enrol /m'raul/ 2 0
explicitly / i k ' s p l r s a l i / 5
fur instance 2 4 , 38
enrol oil 22
e x p l o r a t i o n /.eksnta'reifan/ 15
for the most p a r t 1 3 , 1 6
eiuer your userTjamc 2 2
explore /lk'spta:/ 3
for the purposes of 1 6 , 38
entitlement /m'taiioTmant/ 2fi
export /tks'pa:t/ (verb) 47
for this reason 1 ft
entry requirement 1 7
expose to 1 4
former / T r u n i n / 39
e n v i r o n m e n t / ı n'vairoumant/ 4 6
express ideas 34
forthcoming / .lo :0'kArti i IJ/ 29
equal opportunities policy 17
extension /rk'sien.fon/ 21
fraction / ' t i i c k j a n / 2 5
equip with 14
extensive / i k ' s l e n s i v / 2 3
f r a m e w o r k / ' f r e i m w o i k / 31
equivalent /i'kwi vatani/ 43
extent / r k ' s t e n t / 3 8
fraternity / f r j ' t a i n s t i / 1 9
ura Z'ıar?/ 29
extra-curriculac activities 21
frequenlly
erase information 9
cxfrcnfcc /ik'striim/ 2 6
freshman /'frejinati/ 19
erasure/i" re (jo; 9
face-to-Eace / . f c i s t o T e i V 22
f r o m the poini of view of 16
error /'cm/ 4 5
facilitate / f a ' s i h t e i t / 3 0
from then on 13
especially /ı'spejali/ 5
fne titration / f s . s i l r t e i JbnV 3C
fundamental /.fAnda'mental/ 4 8 .
essay /'esei/ 15, 2 0
fact rfaskt/ 2 4
/'friikwantlL" 5 , 1 2
49
essence /'esans/ 31
factor/'toklcV
essentially / i sen t/a 11/ 5
faculty / ' f a i k a l t i / 1 S , .19
furthermore /.foirVrrifli/ 38
establish /i'sHubli.[7 3, 1 2 , 2 4 , 3 5
fair /tea/ 7
gender /'d3cnd:i/ 4 2
establish con caer 10
fair way 10
general /'d^cnaral/ 4 2
estimare / " e í i i m a t / t n o ü n } 2 5
fall/fcu/27
generalise /'d^eniralaiW
esri mate /"c^iunerr/ ( v e r b ) 2 5
bill I w W
generally /"trjennrali/ 5 , 12
ethical /'«Hito!/ 3 6
f a l s i f y results 10
generally associated with 12
ethnic/'eOmk/42
feature / ' f i : t j V 2 , 12, 42
generate /'d^ensreit/ 1, 3C
evaluation / ^ v i e l j u ' e i j a n / 35
feedback /'fhdbiek/ 22
generate energy 1 0
even number 2 5
feel free 4 0
generation /.dgena'reijon/ 42
even so 3 Si
fees IH\tJ 17
gee in 1 7
eventual / I ' v u n l j u a ] / 2 9
few /fjui/ 7
getting back to 4 0
eventually Zl'voiitfuoli/ 5 , 5 0
fewer and fewer 7
give AJIV/ 3
evidence / " c v r d o n s / 1 2 , 2 4 , 3 7 ,
field u j d y 4 1
gn-e a (brier) s u m m a r y of 5 0
fp^iifi/'riyo/ 2 5 , 2 7
give a description 3
evident ("evrdant/ 3 7
file (computer) /fail/ 9
give an example 24
evoke Zi'vaok/ 3 4
fill in 17
give credit 2 3 , 4 ?
1
43,49
170
Academic tocflinj/ajy ijı USÍ
12
27
further /'faifto/ 3 5 , 3 «
31
^ive rise t o 30
h o u s e h u s b a n d /'haosliAzband/
glaring /'glearirj/ 9
housewife /'haoswaif/ 4 2
glossary / ' g l n s a r i / 34
h u m a n i t i e s / h j u r ' n i a m i t i w 31
in s u m m a r y 5C
so against 6
hybrid /'hiubnd/ 22
in t e r m s o f 1 3 , I f
go b a c k 4 0
l y p o t h e s i s /hai'pnOasis/
42
in s u m 1 1
plural
go b a c k o v e r &
h y p o t h e s e s / h a i pnflosiiz/ 12.
go b l a n k 2 1
24, 31
1
go i n t o 6
in t h a t 4 3 in t h e absence o f evidence t o the contrary 37
hypothesis-based / h a i ' p n i t o s i *
go o n to f
in spite o f 13
h e i s t / 35
in the case o f 16 in the end 5 0
go o v o t ( t i m e ) 40
idca/ai'dra/
go r o u n d 40
identiheation ./a^dcntifrkctfan/ 2
in the n e a r / d i s t a n t f u t u r e 29
go t h r o u g h a p e r i o d 29
identify Au'denlitai/ 1 , 3 ,
in the process 13
go t h r o u g h 6
ideology /.aidi'nlad^r/ 3 6
in die r i g h t area 25
g o a l /gaol/ 3 5
illuminate /i'lurmmcil/ 9
in the sense t h a t 1ft, 3S
g r a d u a l / ' c j r i e d j u a ] / 43
ilEuminating / I ' l u i n n n e i t i i ) / 9 , 2 4
in the s h a d o w o f 5
g r a d u a t e s r u d e n t 19
i l l u s t r a t e A b s t r e i t / 3, 2 4
in t o t a l 7
g r a n : / g r u : n l / 17, 28
i m m a t u r e /.imu'Ljuo/ 3 6
in t u r n 13
graph /cjru:f/ 2 7
i m p a c t / ' i m p t e k t / 3 0 , 48
inaccuracy / i n ' i e k j o r u s i / 4 1
g r a p h i c / g ra;f • k/ 27
i m p a r t i a l / m i ' p a : J a 1/ 3 f
inaccurate/m'ffkjorat/ 4
graphics / ' g r i e f i k s / 27
i m p l i c a t i o n / . i m p l i ' k e i f a n / 32
inadequate/i'ria?drkwnl/
great / g r e i t / 7
i m p l i c i t l y / i m ' p i is i t f i / 5
incidence / ' m s i d o n ^ / 25
Great H a l l I S
i m p l y /irn'plai/ 3 2
include / i n ' k h u d / 3
g r o u n d /cjraond/ 1 1
i m p o r t a n c e / i m ' p o l l uns/ 12
incoherent /.iTiks'hinront/ 34
g r o u n d - b r e a k i n g / g ra< >nd, b r c i k i ny
important /im'psitant/ 1 1 , 49
income/'inkAm/
impose /rrn'pao^/ 4ft
inconsistency / ^ n k a n ' s r s t a n s i / 45
g r o u n d i n g / ' g r a u n d i r j / 31
in ( m o r e ) d e t a i l 4 0
increase / ' m k r i i s y { n o u n ) 15
g r o w /grati/ 2 7
in (the) l i g h t o f 9
increase A n ' k r i i s / ( v e r b ) 2 7
g r o w i n g / ' u r o u i r j / 24
in . . . t e r m s 10
i n c r e a s i n g l y / m ' k r i i s i r j l i / 5, 4S
g r o w t h /qraouV 2 7
1
1
33,49
15
in the final/last analysis 50 12
49
28
in a f e w w o r d s 5 0
i n c u r hu'k-jif
h a l f w a y p o i n t 2ft
in a v a r i e t y o f w a y s I i i
in-depth Z.in'depO/ 4 1
h a l l o f residence 18
in a c c o r d a n c e w i t h 13
i n d i c a t e / ' m d i k e i t / 2 4 , 27
naive / h a i v / 2 7
.n a d d i t i o n t o 1 3 , 1 6 , 3S
i n d i c a t e a t e n d e n c y 26
handout /'hamdiiui/ 40
in c o m p a r i s o n w i t h 13, 44
indirectly /,indi'rekli/ /.indai'rekli/
h a p p e n /'hiepan/ 4 1
in c o n c l u s i o n 50
h a r d / h a : d / 2 4 , 43
i n c o n j u n c t i o n w i t h 13
induce /ín'djuis/ 3 0
h a r d l y ever 5
i n c o n t r a s t to 13
i n d u c t i o n /rn'd.\kJon/ 3C
in c o n t r a s t 44
inevitable / i ' n c v i l o b o l / ' 11
h a r d w a r e /'ha i d we a/ 9 have (sth) as a g o a l 35 h a t e a shor a t have a n i n f l u e n c e o n 30 h a v i n g said t h a i 3 S , 4 0 heading /'hedin/ 4 2 heated / ' h i : r i d / 10 heated debate 1C hierarchy /'haiarcnki/ 4 2 h i s t o g r a m /'hislacjrtem/ 2 7 h i t send 2 2 h i t the send h u t t o n
22
i o l d / h o o l d / 36 holiday/'hnlidci/ IS homemaker /'huum.meika/ l o r i / o n t a l axis 27
42
5
in e c o n o m i c t e r m s 10
i n e v i t a b l y / i ' n e v i t a b l i / 12
in excess o f 7, 16
i n f e r Im'f'nl
in general 16
inference / ' i n l o r a n s / 4 1
in l i n e w i t h 13
i n f i n i t e A n f i n a t / 4ft
in m o r e / g r e a t e r d e t a i l 16
influenceAnfluonv
in m o s t respects 13
inform /in'foitn/ 35
in m y o p i n i o n 3 1 , 3 2 , 36
infrastructure /'infra, sir Aktfs/ 35.
:n n o circumstances 49
highlight /'hailait/ 9 , 3 2 , 4 5
21
34
1
15, 3 0
46
in n o w a y 43
inhibit /in'hibil/3C
i t o t h e r w o r d * 13
i n i t i a l /I'LIIJal/ 2 9
.n p a r t i c u l a r 13
input/'input/ 47
in passing 12
i n q u i r y / i n ' k w a i a r i / 1Í
n recent t i m e * 29
insert / m ' s a i t / 4 7
.n respect o f 16
in-sessional / i n 'sefonol/ 2C
in s h o r t 1 , 5C
i n s i g h t / ' i n s a i i / 1 5 , 33
:it some w a y s 13
i n s i g n i f i c a n t /.msTghirfikant./ 4
index
I7i
instability ^ i n s t o ' b i b t i / 46
key , ' k i i / 2 7 , 4 9
m a i l i n g list 22
instalment /m'stoilmant/ 28
KISS/hs/22
main body 23
instance / ' i n s t a l l s / 2 4
knowledge /'nohd^/ 22
m a i n l y /'meinhV
instigate / ' i n s l i g c i l / 35
k n o w l e d g e base 35
m a i n l y based 12
instrument /'instramant/ 41
label / ' I d b a l / 2 7
m a i n t a i n /incin'tein/
integral /'intigral/ 4 6
.aboratory /la'bnratri/ 4 1
maintain a united f r o n t 9
intense / m ' t e n s / 4 9
lack /laik/ 15
maintain contact 10
i n t e n t i o n / i n ' t e n fan/ 35
.arge / k u d ^ / 7
m a i n t e n a n c e g r a n t 28
i n t e n t i o n a l / m ' t c n j o n ^ l / 35
largely /'Jaid^li/ 5
m a j o r /'meidga/ 1 1
i n t e r a c t i o n /,into'rEekJ'an/ 43
largely d e t e r m i n e 30
m a k e a c a l c u l a t i o n 25
interchange / ' i n t a t j e m c ^ / 4 3
lastly / ' I t n s t l i / 50
m a k e a to-do list 2 1
interconnecting /.rutnks'nektm/
late / l e i t / 2 9
m a k e ends meet 2%
later / ' I c i t a / 3.9
m a k e reference to 23
latter/'lieta/39
m a k e up 6
43 i n t e r d e p e n dence /, T u t a d i ' pc n dan 3/
lay f o u n d a t i o n s 23
43 interest-free / ' i n t r a s t ici:;
2S
layer /lei a/ 2 7
1,12 32
;
48
manipulate /ma'mpjuleil/ 41 m a r i t a l status 4 2
i n t e r e s t i n g / ' i n t r a s t i r j / 24
leave ( t i m e ) / l i ; v / 40
interface / ' m i o s i s / 35
leave o u t 4 0
interfere / . m t a ' f i a / 4 1
lecture / ' l e k l f a / 15, 1 8 , 2C
interim /'intarrm/ I L
lecture notes 2 1
m a t u t e s t u d e n t 17
inter-library loan 21
lecture t h e a t r e 1S
m a x i m u m /'nijcksiriiam/ 2 5 , 46
i n t e r m a r r i a g e /,inta'mcer]d3/ 4 3
lecturer /'Jektjara/ 18
means o f c o m m u n i c a t i o n 2 2
intermediate /,ml:i'medial/ 29
legend / ' l e d j s n r l ' 2 7
means / m i m z / 15
i n t e r m i i i e n t / ^ n l o ' t n i t a n t / 10
less a n d less 7
measures / ' [ r i C 3 0 i / S
interplay /'mtaplei/ 43
liable/'laiabal/37
median /'miidian/ 26
i n t e r p r e t / m ' t 3 : p n t / 2 4 , 31
l i b r a r i a n / l a i ' b r c a r i o n / I K , 21
mediate / ' i n i i d i c i t / 4 5
i n t e r p r e t a t i o n / i n . t s i p n ' t e i f a n / 12
l i b r a r y / ' l a i b r a r i / 18
meet / m i : t / 2 1
i n t e r r e l a t e d / . i t i t a r i ' l c i l i d / 43
lie ,'lm/ 45
meet deadlines 2 1
likelihood /'laiklihud/ 37
meet objectives 3 5
likely /'laikli/ 37
memorise /'memaraiz/ 21
intersect/.inlo'sekt/ 27 interstate / . i n t a ' s t e r t / 4 3 ntcr-university /in'tn Ju:ni'v:j:soti/43 intrinsic / i n ' t r i nsik/ 4 6
m a t h e m a t i c a l /.rriEcOnm'ielikál/ 4" m a t u r e / m a ' t j o o / 3ft
limited / ' l i m i t id/ 4 9
m e n t i o n /'me u f a n / 32
Jink/link/ 22, 43
merely /'mroli/ 5
f i s t / l i s t / 12
n t r o d u c e /, 1 n t r n ' d j u : s/ 4 0
marked /maikt/ 48
list the m a i n causes/
invalid /în'vielid/ 49
ch a r a c t e r i sti es/features/
i n v a l i d a t e results 1C
hypotheses 12
message / ' m e s i d ^ / 2 2 , 34 method/'meOad/
41
m e t h o d o l o g y /.metb'doladsi/ 2, 41
invent /in'vent/ 47
l i t e r a t u r e / ' l i i r o t j a / 23
mind map 21
investigate / r n ' v e s t i i j e i t / 3
l i t e r a t u r e suggests 23
m i n d starts t o w a n d e r 2 1
little,''lit]/ 7
minimal /'minimal/ 46
i n v e s t i g a t i o n /in.vesEi'uei.fan/ 13
l i t t l e - k n o w n /' I • 11 noon/ 24
m i n i m u m /'uiinimam/ 2 5
involve /m'volv/ 3
l o a n /Ison/ 2 8
m i n o r /'maino/ 11
r r a t i o n a l /i'ra?.Jan^l/ 3 6
lodging/'Ind3uj/2H
i s s u e / T T : / 2 , 8, 4 0 , 4 5
miscalculate /[riis'kEclkjolcLt/ 34
l o g i c / ' I n d ^ i k / 15
misguided /mis'qaidid/ 49
investigate a p h e n o m e n o n
10
;
46
L
L
u
it can be a r g u e d t h a t 3 1 , 37 t is n o t s u r p r i s i n g t h a i 4 9 it is n o t e w o r t h y t h a t 4 9 t is w o r t h r e c a l l i n g t h a t 4 9 it m a y n o t be the case t h a t 3 7 i t w o u l d appear t h a t 3 7 it w o u l d seem t h a t 37 item o f data 2 4 j u n i o r / ' d ^ u m i a / 19 keep t o (time) 4 0
172
^ctiderrric Vocabulary m Use
long-term loan 21
m i s i n t e r p r e t / . m i s i n ' t s i p r i t / 34
l o o k / l u k / 15
misinterpretation
l o o k hack over 6
/.irusin.t^pri'leijan/ 34
look for 24
mispronounce /.mispm'naons/
l o o s e l y / ' I u i s l i / 12
mispronunciation
loosely based 12
/ . m i s p r o . n A n s i ' e i . f a n / 34
lose a b a t t l e *?
m i s s i o n s t a t e m e n t 35
lose c o n t a c t 1C
mistaken /nu'sterkon/ 49
lurk / b ; f
m i s t r a n s l a t e /, m i s t r a i n ' s i c i t / 3*1
22
magnitude /'[iia:gnUju:d/ 25
34
m i stra nsf a t i o n /, m i s t TECII 'sic i Jai 1/ 34
o b s e r v a t i o n /.obza'veij'an/ 3 2 , 4 1
p a r t l y based 12
o b s e r v e /ab'z3:v/ 1 2 , 3 2 , 4 1
p a t t e r n /'pailan/ 2
misunderstand ^misAnda'stiend/ 34
observe a p h e n o m e n o n 10
per cent /pa'sent/ 2 6
mnemonics /ni'rnnniks/ 2 1
observer . b b ' z a i v a / 4 1
percentage / p a ' s e n t L d ^ 2 6
m o d e /matid/ 2 6
o b t a i n / a b ' t e i 11/ 2 4
p e r c e p t i b l e / p a ' s e p l a b a l / 4&
m o d e l /'mods]/ 2, 3 1
occupation /.okjo'pcijou/ 42
p e r c e p t i o n / p a ' s e p j a n / 3 1 . 37
m o d e r a t e /'mndare.it/ ( v e r b ) 22
occupational /^kjo'peifanaL' 42
perhaps /po'hicps/ 5
m o d e r a t e discussions 2 2
o c c u r / a ' k a i / S, 1 0
p e r i o d o f t i m e 29
m o d i f y / ' m o d 1 f a 1/ 48
o d d n u m b e r 25
permanent /'pamisnant/
module /'mndjurl/ 20
of course 3 7
personal s t a t e m e n t
m o n i t o r /'momLa/ 8
offer /'nfn/ 2 4
perspective / p a ' s p e k t i v / 2 , 3 4
moral /'mrral/ 31
o f f e r a place 17
phase / f c i z / 2 9
more and more 7
office hours IS
P h D c o m m i t t e e 19
n o r e o r less 1, 7
o m i t /a'rn.it/ / a o ' u n l / 40
phenomena /fa'nnnuna/ 41
m o r e o v e r / n i i i ' r a o v n / 38
o n balance 5 0
phenomenon /fo'nnmmon/
m o s t (people) w o u l d agree t h a i
10, 3 1 ,
41
o n b e h a l f o f 13
31
29
17
o n l o a n 21
philosophy /fi'lnsafi/ 3f
mostly / ' m a u s t l i / 1 , 5
o n n o a c c o u n t AS
pie c h a r t 2 7
motivate /'maoljveu/ 30, 35
o n the basis o f 13, 33
piece o f da La 24
m o t i v a t i o n . ^ m a o l i ' v e i j a n / 1 5 , 30.
o n the o n e h a n d 1 3 , 44
piece o f evidence 24
o n the o t h e r h a n d 1 3 , 44
piece t o g e t h e r 43
motive /'maoiiv/ 35
o n the s u b j e c t o f 3 8 , 4C
pilot study 4 1
move /muiv/ 15, 48
o n the w h o l e 5, 1 3 , 16
p i n p o i n t / ' p i n p o i n t / 32
movement /'inuivmant/ 31
o n t o p o f w h i c h 38
p i v o t a l / ' p i v o t a l / 10
moving on 40
one o f 7
p i v o t a l r o l e 10
multiply /'nuHiplai/ 27
o n g o i n g /'Dn,c|3cur|/ 2 9
p l a g i a r i s m / ' p l c u l ^ o n / o m / 23
mutual /'mjuafuol/ 43
online community
p l a y a r o l e 10
35
22
national debate 3 5
only/'aonli/
i i a r u r a f /'iia?tfnra]/ 41
onslaught /'nnsbit/ 9
p l u m m e t / ' p l A r n n / 27
n a t u r a l i s t i c /.met f o r a l ' i s l i k / 4 1
o p i n i o n / a ' p m j o r i / 36
p o i n t / p o i n t / S, 1 5 , 33
n a t u r a l l y /'licet f a t a l i / 5
opposed to 9
p o i n t o f v i e w 36
n a t u r e / ' n c i t j n / 1, 2 , 4 2
opt f o r 20
p o i n t o u t 6 , 32
near f u t u r e 2 9
optional /'npjonal/ 20
n e e d / n i : d / 1 2 , 15
order o f magnitude
25
point: up ft
n e t i q u e t t e /'nc| i k e l / 2 2
organise / ^ c p n a i z /
24
population /.popjo'leijan/ 41
never (before) /'neva/ 4 9
origin /'ondsm/
nevertheless .^nevarki'lcs/ 38
o r i g i n a l / a ' n d ^ a n a l / 28
pose /pnuz/ 1, 1 2 . 4 5
n e x t /ncfcst/ 3 9
o u t c o m e /'aotk.\m/ 2 f t , 30
pose a
no f e w e r t h a n 7
output /'aotpol/ 47
nonetheless /.nAnfrn'Ics/ 3S non-repayable /,nt>n 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
Academic Vocabulary in Use
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 /^irnal'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 ^et/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
Academic Vocabulary in Use
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 usa^e, British, Irish and Ni
-
Gives you the most useful and frequently-used academic vocabulary based on the Cambridge International Corpus and established academic wcrdists.
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