How to Write Good
*يرجى احترام الأمانة العلمية وعدم نشر الموضوع بدون الإشارة الى المصدر الأساس*
ملاحظات , جمل ,امثلة ومواقع مفيدة جدا للكتابة الاكاديمية
شكرا دكتور خالد الأحمد ودكتور محمد العبيدي
Dr Mohammed Al-Obaidi & Dr Khalid Al-Ahmed
على المعلومات القيمة جدا
يمكن استخدام هذه الجمل والعبارات لتغيير وإعادة صياغة الجمل في البحوث والتقارير الاكاديمية وبهذه الطريقة يتجنب الباحث الوقوع في الاستلال
ملاحظة أخرى تجنب استخدام البرامج التي تفحص نسب الاستلال لانه بعضها يتم خزن ماتم تحميله وعند اجراء فحص اخر في أي برنامج اخر سوف تزداد نسبة الاستلال
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Academic Phrasebank
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 organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work.The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used.The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used.The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.
Click to download
Academic Phrasebank by Dr John Morley
Academic Phrasebank (2015 enhanced version)
Academic Phrasebank 2015b enhanced edition
Academic Phrasebank (2015 enhanced version)
Academic Phrasebank 2015b enhanced edition
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Signposting sentences
What are
signposting sentences?
Signposting
sentences explain the logic of your argument. They tell the reader what you are
going to do at key points in your assignment. They are most useful when used in
the following places:
In the introduction
At the beginning
of a paragraph which develops a new idea
At the beginning
of a paragraph which expands on a previous idea
At the beginning
of a paragraph which offers a contrasting viewpoint
At the end of a
paragraph to sum up an idea
In the conclusion
A table of
signposting stems: These should be used as a guide and as a way to get you
thinking about how you present the thread of your argument. You may need to
adapt certain words and phrases for your own purposes. You may also wish to add
your own sentence stems to the list below:
Signposting stems
for an introduction
To understand the
role of ... (your topic*) this essay aims to provide a discussion of ... (the
ideas you will develop)
This essay seeks
to investigate/evaluate/illustrate/discuss the impact of ... (your topic) in
relation to ... (the ideas you will develop)
Firstly, this
assignment examines ... (your topic) and its links with ... (your first idea)
Next, it closely examines ... in relation to ... (your next idea) Finally, it
focuses on ... and how this affects ...(your next idea)
Signposting stems
for a paragraph which introduces or develops a new idea
One aspect which
illustrates ... (your topic) can be identified as ... (the idea you want to
develop)
The current debate
about ... (your topic) identifies an interesting viewpoint on ...(the idea you
want to develop)
This first/next/
final section provides a general discussion of ...(the idea you want to
develop)
Signposting stems
for a paragraph which expands upon a previous idea
Building on from
the idea that ... (mention previous idea), this section illustrates that ...
(introduce your new idea).
To further
understand the role of ...(your topic or your previous idea) this section
explores the idea that ... (introduce your new idea)
Another line of
thought on ... (your topic or your previous idea) demonstrates that ...
(introduce your new idea)
Signposting stems
for a paragraph which offers a contrasting view
However, another
angle on this debate suggests that ... (introduce your contrasting idea)
In contrast to
evidence which presents the view that ... (mention your previous idea) an
alternative perspective illustrates that ... (introduce your contrasting idea)
However, not all
research shows that ... (mention your previous idea). Some evidence agrees that
... (introduce your contrasting idea)
Signposting stems
to sum up an idea in a paragraph
This evidence
highlights that ... (sum up your idea)
There is general
agreement that ... (sum up your idea)
The strength of
such an approach is that ...(sum up your idea)
Signposting stems
for a conclusion
Clearly, this
essay has shown that the main factors which impact upon ... (your topic) are
...(summarise your main ideas)
The evidence
presented in this assignment has shown that ... (mention the conclusions you
have drawn)
To conclude, this
assignment has addressed a number of significant issues which show that ...
(mention the conclusions you have drawn)
The word 'topic'
refers to the subject area you are being asked to discuss and is usually
referred to in an assignment title or brief.
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Conjunctive
adverbs are used at the beginning of a sentence to connect sentences together.
They are an alternative to using subordinating conjunctions such as 'because'
or 'even though' in complex sentences, or coordinating conjunctions (FANBOYS)
in compound sentences. These various written forms add variety to your writing.
Learn these equivalencies (structures used to express the same idea) to avoid
repetition in writing.
These conjunctive
adverbs are arranged into categories with a short explanation and an example of
connected sentences for each.
Result
Conjunctive
adverbs introducing a result introduces what effects the previous sentence(s)
will have.
Accordingly
We need a new
director. Accordingly, we have engaged a headhunter.
Hence
The students had
reviewed everything carefully. Hence, they got very high marks on the exam.
Therefore
The production
costs were very high in this country. Therefore, we decided to manufacture our
products abroad.
Consequently
She was very much
in love with him. Consequently, when he proposed, she immediately said,
"Yes, I will!"
Thus
The company felt
it needed some help with the marketing of their new product. Thus, they hired
an advertising consultant.
Subsequently
We tried to
contact the client a number of times without success. Subsequently, the
client's contact information was dropped from the list.
Providing More
Information
These conjunctive
adverbs are used to provide more information related to the previous
sentence(s).
Additionally
We need to invest
in a new strategy. Additionally, we'll hire a number of new employees.
Also
The man considered
his career choices. Also, he took his wife's advice into consideration.
Further
I reviewed the
grammar section for this test. Further, I studied together with my classmate to
prepare.
Furthermore
The boss felt the
employees needed to change their work habits. Furthermore, he insisted they
begin work one half an hour earlier in order to avoid traffic jams.
In addition
I would like to
purchase a new computer. In addition, I think I should get a printer.
Besides
I'd prefer not to
travel this weekend. Besides, the weather won't be nice.
Being Specific
Sometimes you'll
need to add specific detail as a means of emphasis. Use these two conjunctive
adverbs to introduce the specifics.
Indeed
The economy has
been rough for everyone. Indeed, almost 60% of the population is earning less
now than they did in 2007.
Namely
Portland was
famous for natural products. Namely, Portland was the center of logging
operations during the late 1800s.
Comparing
These conjunctive
adverbs are used to point out similarities and differences between people,
products or data.
Comparatively
Peters and Co.
offer an excellent product. Comparatively, Thomas Inc. products are very
expensive indeed!
In comparison
Our package is all
inclusive. In comparison, you'll find other companies offer only the flight and
accommodations.
Likewise
The students are
enthused about the new history course. Likewise, our teachers can't wait to
begin teaching the new materials.
Similarly
Learning a
language requires a keep grasp of the underlying grammar. Similarly, learning a
new programming language requires an understanding of basic code.
Contrasting
If differences are
significant, use these conjunctive adverbs to contrast information.
Conversely
Alan decided not
to continue on the project. Conversely, Harry is very enthusiastic and would
like to keep on working on this.
However
The teacher felt the
test was rather easy. However, the students felt the test was very difficult.
In contrast
The end of the
year tends to be a time to reflect. In contrast, January encourages us to look
forward to the future.
Yet
Alan was enthused
about the new project. Yet, he wondered if John was capable of managing the
team.
Stating an
Unexpected Result
At times a result
is unexpected. In this case, these conjunctive adverbs bring out a surprising
turn.
Nevertheless
The company
invested millions in developing the product. Nevertheless, it was a complete
failure in the market.
Nonetheless
You might think
that his lack of preparation for the test was a problem. Nonetheless, he passed
the test with some of the best marks in the class.
Instead
Anna first wanted
to become a nurse. Instead, she became a truck driver.
Otherwise
Make sure to
review the grammar for the test. Otherwise, you'll have problems with verb
conjugation.
Sequencing
Use these linking
words to express the beginning, next steps and end of a topic.
To begin with
Today's meeting
concerned the construction of the new gym. To begin with, Mr. Meyers reported
on the last week's survey results.
Initially
We plan to build a
new facility in Hillsboro. Initially, we will hire 200 employees.
Next
Tighten each nut
snuggly. Next, place the cover over the tank and close.
After that
We spent a
wonderful weekend in Canon Beach. After that, we drove to Mt. Hood for a few
days of skiing.
Finally
Once you've
prepared the sauce you can cook the pasta. Finally, garnish with parsley and
sprinkle parmesan cheese to taste.
Eventually
Each step should
be completed on schedule. Eventually, we will finish this project.
Henceforth
The decision has
been made. Henceforth, the company will require employees to wear a uniform.
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Linking words and phrases
Although some of these words have already
been mentioned as sentence connectors, they can also be used to develop
coherence within a paragraph, that is linking one idea / argument to another.
Print off this page to keep as a reference of useful linking words and phrases.
Sequence Result Emphasis
• First
/ firstly, second / secondly, third / thirdly etc
• Next,
last, finally
• In
addition, moreover
• Further
/ furthermore
• Another
• Also
• In
conclusion
• To
summarise • So
• As
a result
• As
a consequence (of)
• Therefore
• Thus
• Consequently
• Hence
• Due
to • Undoubtedly
• Indeed
• Obviously
• Generally
• Admittedly
• In
fact
• Particularly
/ in particular
• Especially
• Clearly
• Importantly
Addition Reason Example
• And
• In
addition / additionally / an additional
• Furthermore
• Also
• Too
• As
well as • For
• Because
• Since
• As
• Because
of • For example
• For
instance
• That
is (ie)
• Such
as
• Including
• Namely
Contrast Comparison
• However
• Nevertheless
• Nonetheless
• Still
• Although
/ even though
• Though
• But
• Yet
• Despite
/ in spite of
• In
contrast (to) / in comparison
• While
• Whereas
• On
the other hand
• On
the contrary • Similarly
• Likewise
• Also
• Like
• Just
as
• Similar
to
• Same
as
• Compare
• compare(d)
to / with
• Not
only...but also
Sentence connectors
Sentence connectors are used to link ideas
from one sentence to the next and to give paragraphs coherence. Sentence
connectors perform different functions and are placed at the beginning of a
sentence. They are used to introduce, order, contrast, sequence ideas, theory,
data etc. The following table lists useful connectors.
Useful sentence connectors
Logical / sequential order
• Firstly,
secondly, thirdly etc
• Next,
last, finally
• In
addition
• Furthermore
• Also
• At
present / presently Order of importance
• Most
/ more importantly
• Most
significantly
• Above
all
• Primarily
• It
is essential / essentially
Contrast
• However
• On
the other hand
• On
the contrary
• By
(in) comparison
• In
contrast Result
• As
a result
• As
a consequence
• Therefore
• Thus
• Consequently
• Hence
Comparison
• Similarily
• Likewise
• Also Reason
• The
cause of
• The
reason for
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learning guide reporting verbs
In academic writing, you will often need to refer to the research of others, also called secondary sources. A reporting verb is a word which is used to talk about or report on other people's work. Reporting verbs can be used to great effect, but the difficulty with using them is that there are many, and each of them has a slightly different and often subtle meaning.
Introduction
In academic writing, it is important to present an argument logically and cohesively. You may be required to:
comment on someone’s work
agree or disagree with someone else’s study
evaluate someone’s ideas
Often you will be assessed on your ability to demonstrate these skills.
It is repetitive and boring to write ‘Smith says...’ over and over again. Fortunately, there is a wide choice of reporting verbs in English. Reporting verbs can indicate either (a) the author’s personal viewpoint, (b) your viewpoint regarding what the author says, and/or (c) the author’s viewpoint regarding other literature.
To interpret the writer’s ideas accurately, however, you will need to use a verb with the correct nuance (sense of meaning). Use an English learner's dictionary to check that you have the right verb for the right context.
Function and strength of reporting verbs
Some verbs are weaker in their function, while others are strong. Some verbs are followed by a preposition (e.g. as, to, for, with, of), while others are followed by a noun or ‘that’ (see page 3). In addition, some verbs can fit more than one category e.g. warns can be used to disagree with, emphasise or examine an idea.
Weaker position, Neutral position, Stronger position
It is important you understand and know how to use the verb correctly before placing it in a sentence, and that you use past or present tense as appropriate.
Weaker position
|
Neutral position
|
stronger position
| |
Addition
|
Adds
| ||
Advice
|
Advices
| ||
Agreement
|
Admits, concedes
|
accepts, acknowledges, agrees, concurs, confirms, recognises
|
applauds, congratulates, extols, praises, supports
|
Argument and persuasion
|
apologises
|
assures, encourages, interprets, justifies, reasons
|
alerts, argues, boasts, contends, convinces, emphasises, exhorts,
forbids, insists, proves, promises, persuades, threatens, warns
|
Believing
|
guesses, hopes, imagines
|
believes, claims, declares, expresses, feels, holds, knows,
maintains, professes, subscribes to, thinks
|
asserts, guarantees, insists, upholds
|
Conclusion
|
concludes, discovers, finds, infers, realises
| ||
Disagreement and questioning
|
doubts, questions
|
challenges, debates, disagrees, questions, requests, wonders
|
accuses, attacks, complains, contradicts, criticises, denies,
discards, disclaims, discounts, dismisses, disputes, disregards, negates,
objects to, opposes, refutes, rejects
|
Discussion
|
comments
|
discusses, explores
|
reasons
|
Emphasis
|
accentuates, emphasises, highlights, stresses, underscores, warns
| ||
Evaluation and Examination
|
analyses, appraises, assesses, compares considers, contrasts,
critiques, evaluates, examines, investigates, understands
|
blames, complains, ignores, scrutinises, warns
| |
Explanation
|
articulates, clarifies, explains
| ||
Presentation
|
confuses
|
comments, defines, describes, estimates, forgets, identifies,
illustrates, implies, informs, instructs, lists, mentions, notes, observes,
outlines, points out, presents, remarks, reminds, reports, restates, reveals,
shows, states, studies, tells, uses
|
announces, promises
|
Suggestion
|
alleges, intimates, speculates
|
advises, advocates, hypothesises, posits, postulates, proposes,
suggests, theorises
|
asserts, recommends, urges
|
alerts x to y
compares x to y
objects to x
subscribes to x
challenges x to do y
exhorts x to do y
forbids x to do y
warns x to do y
|
apologises for x
blames x for y
criticises x for y
|
confuses x with y
contrasts x with y
disagrees with x
concurs with x
|
accuses x of y
warns x of y
|
Verbs followed by a noun or-ing:
Analyses, applauds, appraises, assesses, attacks, considers, contradicts, critiques, debates, describes, discards, disclaims, discounts, discusses, dismisses, disregards, evaluates, examines, explores, expresses, extols, forbids, highlights, identifies, ignores, illustrates, investigates, justifies, lists, opposes, outlines, praises, presents, questions, refutes, rejects, restates, scrutinises, studies, supports, underscores, uses, validates, verifies
| |||
Verbs followed by that:
accepts, acknowledges, adds, admits, advises, advocates, agrees, alerts, alleges, announces, argues, articulates, asserts, assures, believes, boasts, claims, clarifies, comments, complains, concedes, concludes, confirms, feels, finds, forgets, guarantees, guesses, hopes, hypothesises, imagines, implies, indicates, infers informs, insists, justifies, knows, maintains, notes, observes, persuades, points out, posits, postulates, promises, proposes, proves, questions, realises, reasons, reasons, recognises, recommends, remarks, reminds, reports, reveals, shows, speculates, states, stresses, suggests, suspects, tells, theorises, thinks, understands, urges, warns
Boynton (1982, p. 79) warns the reader that ordinary chocolate is ‘too frail to withstand heat, moisture and proximity to baked beans’.
Hanks (2004, p. 257) defines an idiom as an expression whose ‘meaning . . . is distinct from the sum of its parts’.
Smith (2005) disagrees with Fry (2003) when she maintains that many students have trouble with reporting verbs.
Some people subscribe to the idea that chocolate is unhealthy, but Boynton’s (1982) book refutes this claim.
This paper investigates the effects of alcohol on memory and stresses that further research be done as a matter of urgency.
| |||
TENTATIVE: verbs used to say what the writer suggests or speculates on (without being absolutely certain). suggest, speculate, intimate, hypothesise, moot, imply, propose, recommend, posit the view that, question the view that, postulate, etc.
NEUTRAL: verbs used to say what the writer describes in factual terms, demonstrates, refers to, and discusses, and verbs used to explain his/her methodology.
describe, show, reveal, study, demonstate, note, point out, indicate, report, observe, assume, take into consideration, examine, go on to say that, state, believe (unless this is a strong belief), mention, etc.
STRONG: verbs used to say what the writer makes strong arguments and claims for.
argue, claim, emphasise, contend, maintain, assert, theorize, support the view that, deny, negate, refute, reject, challenge, strongly believe that, counter the view/argument that, etc.
NEUTRAL: verbs used to say what the writer describes in factual terms, demonstrates, refers to, and discusses, and verbs used to explain his/her methodology.
describe, show, reveal, study, demonstate, note, point out, indicate, report, observe, assume, take into consideration, examine, go on to say that, state, believe (unless this is a strong belief), mention, etc.
TENTATIVE: verbs used to say what the writer suggests or speculates on (without being absolutely certain).
suggest, speculate, intimate, hypothesise, moot, imply, propose, recommend, posit the view that, question the view that, postulate, etc.
STRONG: verbs used to say what the writer makes strong arguments and claims for.
argue, claim, emphasise, contend, maintain, assert, theorize, support the view that, deny, negate, refute, reject, challenge, strongly believe that, counter the view/argument that, etc.
Useful resources
Websites
http://academicenglishcafe.com/ReportedandQuotedSpeechVerbs.aspx
http://tls.vu.edu.au/SLS/slu/ReadingWriting/Referencing/ReportingVerbs/ReportingVerbs.htm
http://www.edufind.com/english/grammar/rep7.cfm
http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/grammar/reportingverbs
Printables
http://www.awc.metu.edu.tr/handouts/Verbs_to_Introduce_Paraphrases_and_Quotations.pdf
http://www.latrobe.edu.au/lasesl/assets/downloads/verbs-message.pdf
http://www.latrobe.edu.au/learning/assets/downloads/Referencing-phrases.doc
http://www.york.ac.uk/k-roy/pdfs/Reporting%20Verbs%20functions.pdf
Websites
http://academicenglishcafe.com/ReportedandQuotedSpeechVerbs.aspx
http://tls.vu.edu.au/SLS/slu/ReadingWriting/Referencing/ReportingVerbs/ReportingVerbs.htm
http://www.edufind.com/english/grammar/rep7.cfm
http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/grammar/reportingverbs
Printables
http://www.awc.metu.edu.tr/handouts/Verbs_to_Introduce_Paraphrases_and_Quotations.pdf
http://www.latrobe.edu.au/lasesl/assets/downloads/verbs-message.pdf
http://www.latrobe.edu.au/learning/assets/downloads/Referencing-phrases.doc
http://www.york.ac.uk/k-roy/pdfs/Reporting%20Verbs%20functions.pdf
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