Academic language poses a lot of challenges for both native and non-native speakers. Trust me, I’ve been there!
If you’re struggling to write your term papers, reports or dissertations because you think your writing style is too informal, you’re not alone. A lot of college students find it hard to express themselves using the right words and phrases, whether or not English is their first language. In other words, you probably know exactly what to say, but can’t figure out how.
I can help you use academic language more effectively in two different ways:
a. Click here for a post containing 70 examples of academic language organized by key word.
b. If you feel you need something more comprehensive, you might want to check out my new e-book. It’s called The Only Academic Phrasebook You’ll Ever Need, and it contains 600 (!) sentence frames organized around 8 thematic areas such as “establishing a research territory”, “stating the aim of your paper” and “data analysis.” At the end of each chapter, you’ll also find lots of useful grammar and vocabulary tips as well as a short quiz to help you keep track of your progress.
Thanks for reading and good luck with your academic writing!
Here’s the link to the interview in which I talk about my experience breaking into the ELT publishing world:
Identities by Paul Seligson and Luiz Otávio Barros
Published by Richmond
B2 available now
C1 available late 2016.
This is a video-based lesson for intermediate students, suitable for both teens and adults. It focuses on skill development and introduces / reviews quite a lot of functional language students might find useful. These are the three key principles underlying the activities:
1. The first viewing task should allow students to actually watch (and enjoy) the video without too many distractions.
2. Subsequent viewing tasks should enable students to “squeeze the video dry” and understand as much as realistically possible without necessarily having to watch the whole thing again. In this day and age, when video is so ubiquitous, class time should be devoted to helping students do things they’re not naturally inclined / able to do on their own. So, in that sense, settling for general comprehension is clearly not enough.
3. Important as skill development is, it’s not tangible enough for most students to perceive as “real learning.” This is why skills development should, as a rule, be accompanied by some sort of language input: lexis, functional language, grammar or pronunciation.
The actual lesson starts here. Continue reading James Bond rents a car!