| Introduction |
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1 | (1) |
| How to use this book |
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2 | (2) |
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4 | (2) |
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Explanation of grammar terms |
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Verbs: tense, auxiliary, modal, participle, infinitive, gerund |
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Linking words and phrases |
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6 | (2) |
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Rules for forming sentences: o subject, verb and object o clauses |
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3 Singular or plural subjects and verbs |
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8 | (2) |
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Singular verbs with singular subjects (One member of the panel was opposed to the proposal) |
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Plural verbs with plural subjects (Most members of the panel were in favour of the proposal) |
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Group nouns (police, government, etc.) + singular / plural verbs |
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The number of / a number of / half of / 50 per cent of / the majority of / the average + singular / plural verbs |
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4 Correct tense formation |
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10 | (2) |
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Present continuous (it is happening) and present simple (it happens) past simple (it happened) and present perfect (it has happened) |
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Past continuous (it was happening) and present perfect continuous (it has been happening) |
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Past perfect simple (it had happened) and past perfect continuous (it had been happening) |
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Special use of tenses in academic writing (as Godfrey explains) |
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5 Using more than one verb tense |
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12 | (2) |
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Using the correct combination of verb tenses (The groups went into separate rooms so that they couldn't hear each other) |
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Reporting information (They reported that the results would have important effects) |
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14 | (2) |
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Should have done (not should of done) |
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Could do and managed to do/was able to do/succeeded in doing |
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Did not need to and need not have |
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Must not have done and cannot have done |
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16 | (2) |
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Active and passive verbs (The voters of Merthyr Tydfil elected Keir Hardie/Keir Hardie was elected by the voters of Merthyr Tydfil) |
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Passives with reporting verbs (Winston Churchill was known to suffer from short periods of depression) |
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8 Direct and indirect questions |
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18 | (2) |
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Direct questions (Why did it happen?) |
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Indirect questions (Nobody is sure why it happened) |
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20 | (2) |
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`Real' conditionals (If you are self-employed, submitting a tax return is a legal requirement) |
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`Speculative' conditionals (If fast broadband access were available, it would help local businesses) |
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Had (Had the company spent more on research, it might have remained competitive) |
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If it had not been for/Had it not been for/But for/Without (If it had not been for/But for the oil leak, BP would have made record profits) |
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If were to/If it were not for (If the company were to relocate /If it were not for its increased export sales) |
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22 | (2) |
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Using an adverb (change rapidly/change extremely rapidly) |
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Adverbs for commenting (Clearly, this situation could not continue) |
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24 | (2) |
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Only by (Only by encouraging drivers to scale down the size of their cars will America succeed in reducing its dependence on oil) |
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What (What the UK needs is a Minister of Transport with real vision) |
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It was that/who (It was the tour operator who had to take responsibility) |
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Emphatic adverbs (undoubtedly, entirely, indeed, quite, whatsoever) |
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Reflexive pronouns (The hotel can only improve if the management itself recognises the problem) |
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12 Negative words and phrases |
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26 | (2) |
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No sooner than/hardly when (No sooner had one crisis passed than another arose) |
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On no account/under no circumstances/at no time/in no way (At no time did anyone consider the repercussions of this action) |
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Not since/not until/only when (Not until/Only when the economy improved did their popularity begin to rise) |
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No matter how/what/who, etc. (No matter how hard they tried, they could not improve the economy) |
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No, no one, nothing + positive verb (The policy pleased no one) |
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Any, anyone, anything + negative verb (The policy did not please anyone) |
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13 Gerunds and infinitives |
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28 | (2) |
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Verb + `-ing' (avoid spending, suggest changing, etc.) |
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Verbs + infinitive (refuse to accept, fail to improve, etc.) |
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Verb + object + infinitive (Militant union officials warned/advised their colleagues not to accept the terms.) |
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To + `-ing' (Managers were not accustomed to listening) |
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30 | (2) |
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Using a/an (He gave an opinion) |
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Using and not using the (The opinion he gave was controversial./Opinions on this issue vary) |
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15 Relative clauses: who, which, that, etc. |
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32 | (2) |
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Defining relative clauses (A patent is a legal document that grants a monopoly) |
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Non-defining relative clauses (Grace Hopper, who was born in 1906 in New York, developed machine-independent programming languages) |
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Who and whom (Stephen Hawking is the physicist with whom the general public is most familiar) |
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Whose (The Anti-Vivisection League is an organisation whose opposition to experiments on animals is well known) |
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Of which, to which, in which (A European conference on embryo research, whose details/the details of which have not yet been announced, is likely to be held in Milan next year) |
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Where (The treatment of anorexia nervosa and bulimia is an area in which/where there is a great deal of disagreement) |
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16 Comparing and contrasting |
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34 | (2) |
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Comparative adjectives (better) and superlative adjectives (best) |
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Comparative adverbs (more efficiently) and superlative adverbs (most efficiently) |
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Than (better than/more efficiently than) |
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(Not) as as (nor as quickly as) |
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17 Describing similarities and differences |
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36 | (2) |
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Modifying adjectives and adverbs (much greater than, slightly less powerful than, just as effective as) |
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Numerical comparisons (twice as many as, six times greater than) |
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Alike/like/similar, resemble |
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In the same way/similarly, similarity, in common |
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Dissimilar/different/unlike, differ |
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In contrast to/contrary to |
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38 | (2) |
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Nouns instead of verbs, adjectives or phrases (coverage, sustainability, implementation) |
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Nouns using `-ing' forms (the cleaning of) |
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Nouns with compound adjectives (state-run organisations) |
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Nouns with `that' clauses (discuss the view that the plan was not feasible) |
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19 Commas (1): correct uses |
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40 | (2) |
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Commas between parts of a sentence |
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Other correct uses of commas (He was born in Turku, the third largest city in Finland) |
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20 Commas (2): incorrect uses |
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42 | (2) |
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When not to use a comma in a sentence (The Department of Education announced, that there would be reforms) |
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Comma `splicing' - incorrectly using a comma between two complete sentences (Graphic design can be seen in many places in modern life, it extends well beyond the world of advertising) |
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44 | (2) |
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Colons before lists, quotations and explanations |
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The only uses of semicolons |
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Colons and semicolons for lists |
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22 Hyphens, dashes and brackets |
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46 | (2) |
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Hyphens for words that have more than one part (semi-detached, state-of-the-art) |
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Using dashes in sentences and lists |
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Using brackets for extra information |
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When either dashes or brackets may be used |
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48 | (4) |
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Correct and incorrect uses of apostrophes with nouns, numbers, capital letters, verbs, etc. |
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Common mistakes with apostrophes |
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Use and position of inverted commas for quotations |
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Other uses, e.g. for terms and titles |
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52 | (2) |
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For people, places, job titles, places of study, courses, events, organisations, etc. |
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As abbreviations for names of organisations, documents, qualifications, etc. (CNN, CV, BA) |
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Connections within sentences |
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54 | (2) |
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Even though/whilst/nevertheless |
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56 | (2) |
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In addition to/as well as |
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Moreover/furthermore/in addition |
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With (The company had a very successful year, with profits of £3.2m.) |
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58 | (2) |
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Cause/bring about/be responsible for |
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Because/because of/as/since/due to/owing to/on account of |
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60 | (2) |
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Result from/stem from/lead to/result in |
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62 | (2) |
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Referring to other parts of an essay |
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Respectively/the former/the latter |
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In the following/as we shall see... |
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31 Using pronouns correctly |
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64 | (2) |
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Using pronouns carefully to avoid confusion |
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Making clear what they, them, it, she, him, etc. refer to |
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Uses of this, these, that and those |
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Using such to refer to something already mentioned (Green business methods can be expensive, but such methods can enhance a company's image) |
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32 Avoiding repetition of words |
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66 | (2) |
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Using one(s), the one or the ones instead of repeating nouns |
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Using do so instead of repeating verbs |
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Leaving out words rather than repeating them |
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Using synonyms to avoid repetition |
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68 | (2) |
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Correctly repeating the same grammatical structure within a sentence (Television was originally designed to educate, (to) inform and (to) entertain the masses) |
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70 | (2) |
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Using present participles in sentences (Facing the effects of a recession in the early 1990s, the country's car industry was obliged to restructure) |
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Using past participles in sentences (Exports, driven by an international marketing campaign, grew over the next few years) |
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72 | (2) |
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Incorrectly writing sentences that are not complete (Unlike most of the research that has been done into this issue) |
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What a complete sentence requires |
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36 Avoiding long and disorganised sentences |
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74 | (2) |
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Including too much in a single sentence |
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Using appropriate linking |
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Using parallel structures and appropriate punctuation |
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Presenting points in separate sentences rather than one long sentence |
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37 Avoiding too many short sentences |
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76 | (2) |
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Linking points and information in a longer sentence rather than producing a series of short sentences |
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38 Building successful long sentences |
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78 | (2) |
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A step-by-step guide to linking points and information in order to create clear and effective long sentences |
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39 Hedging (1): with verbs and adverbs |
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80 | (2) |
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Using verbs (appear, seem / can, could / indicate I contribute to, etc.) |
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Using adverbs (perhaps, sometimes, seldom, etc.) |
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40 Hedging (2): with adjectives and phrases |
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82 | (2) |
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Using adjectives (/'(Is possible / is/are unlikely to, etc.) |
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`It' + passive verb phrases (It is generally accepted that etc.) |
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Phrases used to hedge (in some respects, on balance, etc.) |
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Qualifying a statement (insofar as, in the sense that, etc.) |
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84 | (2) |
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Defining a term used (An optical fibre is a thin strand of glass that is designed to transmit light) |
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Nouns used for categorising (process, device, etc.) |
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Verbs used for giving definitions (refers to, describes, etc.) |
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42 Introducing an example |
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86 | (2) |
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An example of /for example/for instance/such as |
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Other phrases for giving examples |
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88 | (2) |
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Referring to sources of information |
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Ways of referring to authors, scientists, researchers, etc. |
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Appropriate verb tenses for referring to sources |
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90 | (2) |
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Presenting information in your own words: o using synonyms of the original words |
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Changing the form of the original words o changing the grammar of the original words |
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92 | (2) |
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Appropriate words and phrases for |
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Describing how research was carried out o presenting the results of research: comparing data |
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Giving conclusions drawn from data |
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94 | (2) |
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Avoiding inappropriately colloquial/informal language |
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Correctly using it and there for objective/impersonal language (It could be argued that / There are several reasons for) |
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When to use l/we appropriately |
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96 | (2) |
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Writing in an academic style using |
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48 The language of argument |
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98 | (2) |
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Describing what your essay will contain |
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Summarising your point of view |
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Supporting your views and claims |
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Commenting on opposing views |
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Drawing conclusions and making recommendations |
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49 The language of critique |
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100 | (2) |
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Using positive and negative adjectives (excellent, flawed, etc.) |
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Using positive and negative verbs to comment (praise, validate, question, etc.) |
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Structures for presenting personal negative views (the drawback with, the analysis overlooks, etc.) |
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50 Using prepositions (1) |
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102 | (2) |
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Using prepositions in academic work |
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With relative pronouns (on which, for whom) |
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51 Using prepositions (2) |
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104 | (2) |
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How to avoid common mistakes with prepositions |
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Prepositional phrases with similar meanings but different prepositions (in line with / in keeping with, etc.) |
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106 | (2) |
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Forming longer words using prefixes (irrelevant) and suffixes (relevance) |
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Using longer words instead of simple ones |
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Using suffixes and prefixes to enhance vocabulary use |
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53 Using single words for impact |
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108 | (2) |
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Using an effective single word: o instead of a phrase o for precision |
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110 | (2) |
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Definition and examples (bring about, put up with) |
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Inappropriate use because of being too informal |
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Appropriate phrasal verbs for academic writing |
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112 | (2) |
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Adjective + noun (brief account, primary concern, etc.) |
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Adverb + adjective/past participle (highly significant, widely adopted, etc.) |
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Verb + adverb (analyse closely, examine critically, etc.) |
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114 | (2) |
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Verb + noun (give feedback, provide evidence, etc.) |
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Noun + noun (business opportunity, research findings, etc.) |
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57 Commonly misused words |
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116 | (2) |
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Mistakes caused by confusing nouns and verbs (effect/affect) |
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Words that are similar in form but different in meaning (insure/ensure/assure) |
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Other words often incorrectly used (infer/imply) |
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58 Commonly confused words - homonyms |
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118 | (2) |
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Words that sound the same but have different meanings and spellings (bear/bare) |
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Its/it's, there/they're/their, your/you're, who's/whose |
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120 | (2) |
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Changing the ends of words to form other words (reliable → reliably, opportunity → opportunities, deter → deterrent) |
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Spelling when a prefix is used (unnecessary) |
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60 Common spelling mistakes |
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122 | (2) |
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Avoiding spelling mistakes that involve |
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Words that are not spelt as they sound |
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Double and single letters in one word |
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Examples of differences between British and American spelling |
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61 Writing an email to your tutor |
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124 | (2) |
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Including a clear and useful subject line |
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Using correct punctuation |
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Writing clear sentences with clear connections in them |
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Using appropriate words and correct spelling |
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62 Covering letters and CVs |
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126 | (3) |
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| Key |
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129 | (20) |
| Index |
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149 | |
