ACADEMIC WRITING Lecture 3 Notes
Academic Writing Lecture 3
This wasn’t covered in the lecture, but it is useful information. Have a look through the words on the left. Tick the ones that you know how to use. Have a look at the column on the right. It shows how the words are often used. Did you know that these words often go together?
USEFUL COLLOCATIONS
(Co = together / location = place words that are often placed together)
access have access tocan access
effect the effect onthe effect ishave an effect on
alternative alternative solutionan alternative to
appropriate appropriate for …attitude have an attitudeauthority have authority toaware be aware of
have an awareness ofmake aware(not … aware the people …)
beneficial a beneficial outcomebeneficial to
challenge give a challengeaccept a challengechallenge someone
comment comment oncomment about
concentrate, concentration concentrate on (= think about)concentrate something (move it to a central area / make it stronger)concentration of (a lot of x in one area)
conflict in conflict withconflict with
consequence a consequence ofconsist consist ofconsistent is consistent
consistent withconsume, consumption consumption ofcontact have contact withcontrast in contrast to
in contrast withto contrast something with
contribute, contribution contribute to / contribution tocreative a creative person
a creative solution
1
ACADEMIC WRITING Lecture 3 Notes
USEFUL COLLOCATIONS (continued)
debate debate somethingdebate withis debatable
decrease a decrease ina sharp / rapid / sudden decrease
define, definition definition ofdiscuss (not discuss about)emphasise, emphasis put emphasis onevidence, evident have evidence for
have evidence againstpiece of evidenceit is evident that …
expert, expertise expert analysishave expertise in
focus, focused focus on somethingclearly focused campaign
function function wellfunction smoothly
increase, increasing an increase inincreasing violence/ poverty/dissatisfaction
investigate, investigation an investigation intoinvolve, involvement involvement oflink link to
linked bylink something to something
option, opt have an option toto opt for
protest protest againstrange it ranges from … to …
a wide range ofreact, reaction a reaction toreduce, reduction a reduction inregulation make a regulationrelevant, relevance the relevance of
relevant torely, reliance rely on
reliance onsecure to secure something
to be secureto feel secure
search search forsearch ofconduct a search
significant, significance the significance ofto have significance
similar similar to(not similar with)
theory a theory abouttransfer transfer something to somewheretransport, transportation forms of transportation
2
ACADEMIC WRITING Lecture 3 Notes
VOCABULARY FOR INTRODUCING SOLUTIONS
Text from: Cox, K., & Hill, D. (2006) English for Academic Purposes. Frenchs Forest, NSW. Pearson Education Australia.
3
ACADEMIC WRITING Lecture 3 Notes
TENSES – PRESENT PERFECT
Look at this information about tenses. Do you use the present perfect tense correctly, or do you use the past perfect or simple past instead? The meanings are slightly different.
PRESENT PERFECT: The Tigers have won the Cup for the last five years. (and they are still the winners)
PAST PERFECT: The Tigers had won the Cup for the last five years. (but now they are no longer winners)
SIMPLE PAST: The Tigers won the Cup for the last five years. (but I’m not sure about the current situation)
Text from: Cox, K., & Hill, D. (2006) English for Academic Purposes. Frenchs Forest, NSW. Pearson Education Australia.
4
ACADEMIC WRITING Lecture 3 Notes
TENSES – PRESENT PERFECT
Match each sentence on the left to its meaning on the right.
Text from: Cox, K., & Hill, D. (2006) English for Academic Purposes. Frenchs Forest, NSW. Pearson Education Australia.
TE
Text from: Cox, K., & Hill, D. (2006) English for Academic Purposes. Frenchs Forest, NSW. Pearson Education Australia.
5
1. Change from past to now
2. Past, but relevant now
3. Past only
4. Continues from past until now
ACADEMIC WRITING Lecture 3 Notes
Text from: Cox, K., & Hill, D. (2006) English for Academic Purposes. Frenchs Forest, NSW. Pearson Education Australia.
6
ACADEMIC WRITING Lecture 3 Notes
CONCLUSIONS
Read through pages 7 – 10. Some of this may be done in class.
Text from: Oshima, A., & Hogue, A. (2006) Writing Academic English. NY. Pearson Longman.
7
ACADEMIC WRITING Lecture 3 Notes
ANSWERS
Text from: Cox, K., & Hill, D. (2006) English for Academic Purposes. Frenchs Forest, NSW. Pearson Education Australia.
8
has increased
have started
have alreadyoccurred
have slowed down
havechangedincreased
have not
(ii) She is still there
(i)She isn’t there now.
not kept pacehas remained
(i) The influence is recent / may continue
(ii)He is no longer influencing Aboriginal art.
(i) It is an experience you had and you are keen to talk about it.
(ii)You are commenting. Your thinking about it it is slightly different.
(i) It is quite recent and maybe I am still busy.
(ii)I am no longer busy.
ACADEMIC WRITING Lecture 3 Notes
9