Academic writing: making sense CAMBRIDGE ENGLISH VOCABULARY IN USE ADVANCED

CAMBRIDGE ENGLISH VOCABULARY IN USE ADVANCED

UNIT 79

Academic writing: making sense

A	Presenting arguments and commenting on others’ work If you advocate something, you argue in favour of it: He advocated capital punishment. If you deduce something, you reach a conclusion by thinking carefully about the known facts: Look  at these sentences and see if you can deduce how the imperfect tense is used.  If you infer something, you reach a conclusion indirectly: From contemporary accounts of his research, we can infer that results were slower to come than he had anticipated. If someone’s work complements someone else’s, it combines well with it so that each piece of work becomes more effective: Elswick’s (2016) research complements that of Johnson (2012). If someone’s work overlaps with someone else’s work, it partially covers the same material. You might call someone’s work: empirical [based on what is observed rather than theory], ambiguous [open to different interpretations], coherent [logically structured], comprehensive [covering all that is relevant], authoritative [thorough and expert].
B	Talking about figures and processes If figures are referred to as arbitrary, they are based on chance or personal choice rather than a system or data that supports them. Figures that deviate from the norm are different from what is typical. If statistics distort the picture, they give a false impression. If you refer to the incidence of something, e.g. a disease, you are talking about how often it occurs. If something, e.g. the incidence of brown eyes, is predominant, it is the largest in number. If things, e.g. stages in a process, happen in sequence, they happen in a particular order. If you want to say that something happens in many places or with many people, you can say that it is widespread, e.g. widespread outbreaks of an illness, widespread alarm.
C	Words typically used in academic contexts academic verb everyday verb append add (at the end) conceive think up contradict go against demonstrate/indicate show denote be a sign of, stand for negate make useless, wipe out perceive see reflect upon think about reside lie, live trigger cause utilise use academic expression everyday expression an instance of something an example of something the converse the opposite crucial very important notwithstanding despite this somewhat rather thereby in this way whereby by which (method)

EXERCISES

79.1	Which of the five verbs in A opposite best fits in each sentence? 1 The French and Swedish teams work in similar areas, but their research, fortunately, does not_____________. However, the French data the Swedish data very well. 2 Look at the complete set of graphs and see if you can _____________ the rules governing the data from them. 3 This article _____________ a different approach to the problem. 4 A great deal can be _____________ about the artist’s state of mind from his later works.
79.2	Which of the five adjectives in A best describes each of these things? 1 a textbook written by the most highly regarded expert in the field 2 research based on a survey of the population 3 a poem which can be understood in two quite different ways 4 an argument which is well-expressed and easy to follow 5 a textbook which gives a broad overview of an entire discipline
79.3	Answer these questions which use vocabulary from B opposite. 1 If the incidence of asthma in children is increasing, what is actually going up: (a) the seriousness of asthma attacks or (b) the number of asthmatic children? 2 What are the next two numbers in this sequence: 1, 4, 9, 16, 25, 36? 3 If the average mark in a maths test was 68% and Ulla’s mark deviated noticeably from that average, what do we know about Ulla’s mark? 4 If facts are distorted, are they presented (a) accurately, (b) clearly or (c) in a misleading fashion? 5 If sociologists choose the subjects of their research in an arbitrary fashion, do they take care to get people from an appropriate balance of backgrounds?
79.4	Use items from C to rewrite the underlined parts of the sentences in a more formal academic style. 1 The information lies in archives that must not be opened until 2050. 2 He thought up his theory while still a young man. 3 Each of the symbols in the phonetic alphabet stands for a sound. 4 This study went against what was previously held to be true, and so started a great deal of discussion amongst specialists in the field. 5 Details of the experiment have been added at the end of the report. 6 Jelowski’s book thinks about the rise and fall of great Empires over two millennia. She sees the Roman Empire as an example of a pattern that has repeated itself in other times and other parts of the world.
79.5	Rewrite this paragraph. Change the bold words and use words from C opposite to make it sound more academic. The present study was initially thought up in order to validate a new method of enquiry by which genetic information could be used to predict disease. The study goes against the findings of Hill (2009); indeed it would appear to show the opposite of what he claimed. It presents a rather different view of the genetic factors which cause disease. Despite this, the study does not wipe out Hill’s, as his studies served the very important purpose of devising symbols to stand for certain tendencies, in this way facilitating further research.

ANSWER KEY

79.1 1 overlap, complement(s) 2 deduce 3 advocates 4 inferred 79.2 1 authoritative 2 empirical 3 ambiguous 4 coherent 5 comprehensive 79.3 1 b 2 49, 64 (they are square numbers: 7 squared and 8 squared) 3 Ulla’s mark was either much higher or lower than 68%. 4 c 5 No, they select their subjects in a random fashion. 79.4 1 The information resides in archives that must not be opened until 2050. 2 He conceived his theory while still a young man. 3 Each of the symbols in the phonetic alphabet denotes a sound. 4 This study contradicted what was previously held to be true, and so triggered a great deal of discussion amongst specialists in the field. 5 Details of the experiment have been appended to the report. 6 Jelowski’s book reflects upon the rise and fall of great Empires over two millennia. She perceives the Roman Empire as an instance of a pattern that has repeated itself in other times and other parts of the world. 79.5 The present study was initially conceived in order to validate a new method of enquiry whereby genetic information could be utilised to predict disease. The study contradicts the findings of Hill (2009); indeed it would appear to demonstrate/indicate the converse of what he claimed. It presents a somewhat different view of the genetic factors which trigger disease. Notwithstanding, the study does not negate Hill’s, as his studies served the crucial purpose of devising symbols to denote certain tendencies, thereby facilitating further research.