Improve your writing skills

Adding information 1. In addition -to introduce new argument/new information positionbeginning: In addition, we asked inside: each year and, in addition, to choose 2. Other, Another, Further, Next other, anotherintroduce an additional item e.g. Other types of skin cancer Another point for them collocations with other & another aspect, example, feature, issue, point, question e.g. Other aspects to consider further collocations: difficulty, evidence, example, factor, explanation, problem, reason e.g. A further reason is that next has a temporal dimension e.g. Once coins have been classified into groups, the next stage is to determine 3. In addition to, Besides in addition to+noun, V-ing e.g. In addition to imitation, there are.. In addition to imposing its own besides -less frequent than in addition to in academic writing e.g. Besides its political distribution, Besides being paid less,

Adding and amplifying

1. Moreover, Furthermore positionbeginning(typically) inside e.g. Moreover, the reforms had to be It was likely, moreover, that candidates Furthermore, it is often overlooked
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Exemplification
1. For example, For instance, E.g. for example is more frequently used in academic writing for examplebeginning inside e.g. For example, there are Social security, for example, is the 2. Example, Illustration e.g. This development is an example of collocations with example: classic, clear, fine, good, striking, typical, perfect to show, to include illustration-is less frequent e.g. This case provides a very good illustration of 3. Such as, Like e.g. ,issues such as the color and social studying 4. to illustrate, to exemplify e.g. This programme illustrates the part that in academic writing, the verb to illustrate is mostly used in the active structure with a non-human subject or in the passive. e.g. The complex relationship between law and social work is well illustrated in child protection. 5) Notably e.g. Garlic sausages are made in many countries, notably France, Germany and Poland.

Expressing personal opinions

1. Giving your opinion explicitly a) In my opinion, in my view, as far as I am concerned in my opinion-academic writing b) I think, I believe I think-more in speech c) it is+adjective+to e.g. It is reasonable to assume that such changes have significant social and economic effect. adjective=appropriate, easy, difficult, convenient, hard etc. d) it is+adjective+that e.g. It is important that those concerned with education are informed. adjective=apparent, appropriate, arguable, clear, interesting etc. e) it is worth+V-ing e.g. It is worth noting that f) it seems/would seem that e.g. It seems that education is not even It would seem that the date of g) Interestingly, Significantly, Surprisingly e.g. Interestingly, all published studies

Expressing possibility and certainty

1. Might, May, Could, Should e.g. Advances in medical knowledge might lead to 2. Seem, Prove, Appear, Tend, Suggest e.g. The rapid spread of UNIX-based systems seems to 3. Probably, Obviously e.g. The truth of the matter probably lies somewhere in between. 4. Possible, Certain 5. Assumption, Belief, Chance, Likelihood, Tendency e.g. are based on the assumption that This book is guided by our belief that

Introducing a concession
1. However, Nevertheless, Nonetheless e.g. In Britain, however, they have matter which is nevertheless the subject of However, the case was passed Nonetheless, it is an however=much more frequently than nevertheless and nonetheless in academic writing 2. Though much more typical of speech e.g. The majority of people agree that lying is immoral, though. 3. Yet for introducing a surprising idea positionbeginning: Yet television paid inside:a neutral style, yet the total 4. Although e.g. Lacan has been very influential, although he is an almost obscure writer. less frequently, at the beginning of the sentence 5. Even though e.g. Even though I agree that even ifintroduces a condition, not a concession. 6. Albeit e.g. A new view of war, albeit one which had close lines with past ideas, was gradually emerging. 7. Despite, In spite of, Notwithstanding e.g. the outcome was not published, despite considerably Spending on education remained high in spite of the earlier crisis. of modern employment law, notwithstanding the detailed legislation of recent years.

Introducing topics and related ideas

I. Introducing the main topic 1. To consider, to discuss, to examine e.g. The article examines some of the issues on autobiographical memories is discussed. verbs frequently used in the passive with the topic: to address, to consider, to deal with, to discuss, to examine, to explore, to introduce, to present. 2. Subject, Aim, Issue, Theme, Topic e.g. The subject is discussed at length in chapter 5. This theme will be further explored in section Topics addressed will include adjectives used with subject, theme, topic: general, key, main, major, particular, principal issue+question to present the topic as an important subject that people discuss and have opposing views about e.g. This chapter also addresses the issue of consent. The question of capitol punishment is examined Issue vs. Problem issue=is a subject-often one of social or political importance-that people discuss and have opposing views about problem=is something that causes trouble or difficulty Aim,Object,Purpose -used to place emphasis on the object of your essay, report. e.g. The main aim of this article The specific objective of this paper It is the purpose of this book to

Concern, Emphasis, Focus -used to show that your topic is treated as an object of special attention or importance. e.g. The main concern of the chapters In the rest of this book, the emphasis will be on In the final part of the chapter, the focus of attention is upon II. Mentioning minor related topics and ideas 1. As for, With regard to, As regards, With respect to e.g. As for carbon dioxide As to the discounts With regard to theft As regards the possibility of With respect to the distinction as far as x is concerned=rare in academic writing 2. Incidentally used for adding related but less important information to what you have just said. e.g. Heron shows in his article a deep sympathy for Braques work, which, incidentally, was a sort of painting he himself was seeking to practice at the same. III. Changing topic 1. Another, Further, Last, Next e.g. Exercise is another subject which should A further question which crises The last issue

Listing items
1. First, Firstly, First of all first-more frequent in academic writing than firstly and first of all. 2. Second, Secondly, Third, Thirdly, Fourth, Fourthly etc. the simple adverbs are much more frequent in academic writing e.g. second, third, fourth etc. 3. Finally, Lastly used to introduce the last item lastly=much less frequent

Reformulation
1. i.e., that is, that is to say e.g. The police now have up to ninety-six hours, i.e. four days and nights, to Descartes was, that is, questions i.e.very often in academic writing. that isoften in academic writing 2. in other words used to restate what you have just written e.g. In other words, the dimension of 3. Namely used to identify and specify something you have just referred to. e.g. This was particularly so in the areas with larger farms, namely, Derbyshire, Leicestershire and South Wales. 4. Precisely, More accurately used to give more precise information about something. e.g. The most serious enemy of the mountain goat is snow, or more precisely, avalanches. The winner under examination were American, or more accurately, Californian.

Quoting and Reporting

1. Direct quotation= ( );( ) in which you repeat a writers exact words. single quotation ( )=less frequent 2. Direct quotation more than three lines in this case we generally place the words in a new line and indented as a separate paragraph; quotation marks are not used. 3. Direct quotation using reporting verbs such as: argue, note, point out, state e.g. In the Communist Manifesto, Marx and Engels stated that the history ofclass struggle. 4. Direct quotation to quote x; in the words of x e.g. To quote Daniel, Rightly or wrongly Number 10 Downing Street, in the words of a former

Reporting in your own words what someone has said

1. Writers name+year of publication e.g. is in need of housing (Hurtado 1986) 2. See+writers name+year of publication e.g. (see Hebdige 1979) 3 Find, Suggest, Write e.g. The authors found that 40% of social Sanford suggests that the traumatic frequent reporting verbs-assert, claim, admit, state, believe 4) Comment, Conclude, Remark, Report, Say, Write e.g. Thus, she concludes that being Ernest reports that about the verb to say is not very typical of academic writing.
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