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English Academic Writing - The Academic Word List II

What is the Academic Word List? The AWL is a list of words which appear with high frequency in English-language academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand. The list contains 570 word families and is divided into 10 sublists. Sublist 1 consists of the 60 most common words in the AWL. Sublist 2 contains the next most frequently used words and so on. Each sublist contains 60 word families, except for sublist 10, which contains 30. To find these words, an analysis was done of academic journals, textbooks, course workbooks, lab manuals, and course notes. The list was compiled following an analysis of over 3,500,000 words of text. The words selected for the AWL are words which occur frequently in a range of academic subjects, including the Arts (including history, psychology, sociology, etc.), Commerce (including economics, marketing, management, etc.), Law and the Sciences (including biology, computer science, math
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English Academic Writing - The Academic Word List

The Academic Word List The Academic Word List is a useful English resource for lecturers and students. Averil Coxhead  developed and evaluated  The Academic Word List  (AWL) for her MA thesis. This list is a very useful resource for English for Academic Purposes teachers and learners. http://www.englishvocabularyexercises.com/AWL/ https://www.victoria.ac.nz/lals/resources/academicwordlist/ http://www.uefap.com/vocab/select/awl.htm
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English Academic Writing - Introduction

3 Principles *  Write frequently and fluently. *  Deal with errors efficiently. *  Learn how to transition from every day to academic writing styles. Types of Writing * Writing a self-introduction -  everyday style * Writing book reviews - transitional style * Academic writing - academic style
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English Academic Writing - Summary

Use textbooks 1. Academic Vocabulary in Use 2. Abstracts and the Writing of Abstracts, etc. 3. others Use web resources and tools 1. General web tools: word lists, phrase banks, AWL exercises, etc. 2. Specific tools that enable you to make your own questions, example sentences,  etc.: AWL Highlighter, AWL Gapmaker, Compleat Lexical Tutor. Read a lot 1. Native speakers build their (generally unconscious) knowledge of phrases through leisure reading. 2. Read papers in your field, fiction, magazines, etc. 3. Sometimes shift your focus to form .
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English Academic Writing - Useful Links

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Academic Phrasebank http://www.phrasebank.manchester.ac.uk/ The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organized according to the main sections of a research paper or dissertation  English Vocabulary Exercises http://www.englishvocabularyexercises.com/ This website features over 750 gap-fill exercises to learn and review over 2000 items of  General  vocabulary and  Academic  vocabulary in English. Gap-fill exercis es are an excellent way to practice vocabulary in different contexts and can be used to broaden the student's understanding of the range of meaning of vocabulary. The online format of the exercises allows students to get immediate feedback on their answ ers. Quizlet https://quizlet.com/en-gb Simple tools for learning anything   Citation Machine http://www.citationmachine.net/ Citation Machine™ automatically generates ci
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English Academic Writing - Referring to Sources

  Referring to Sources Reference to another writer’s ideas or position (author as subject) Vyarawalla (1985) concludes that depending on biomass feedstock and producer gas flow in the gasifier, fixed bed gasifier can be categorized as updraft, downdraft, and crossdraft, Reed (1988) argues that downdraft gasifier is more suitable for small-scale applications  Reference to what other writers do in their text: author as subject In his book, Basu (2013) mentions that typically, downdraft gasifiers have a capacity of 10 kW–1 MW Reference :  http://www.phrasebank.manchester.ac.uk/referring-to-sources/ https://doi.org/10.1016/j.rser.2017.03.112
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English Academic Writing - Exercise II

When the tsunami struck the Fukushima nuclear power plant in 2011, the public’s attitude to nuclear power plant changed overnight. People came to realize that it was neither safe nor clean. They also realized that it was not even cheap when the costs of storing used fuel and cleaning up after an accident were taken into consideration. As a result of the disaster, the governments of Germany and France decided to review their policies and scale down their dependence on the nuclear power. In contrast, the Japanese government has not yet started a clear policy on power generation. Following the disaster at Fukushima, all nuclear power plant were shut down, but some were started up again one year later. One thing that is abundantly clear is that many more Japanese people are opposed to nuclear power than ever before.
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