Acknowledgements		5
To the student and the teacher		6
0	Before you start	8
Getting started:
General academic vocabulary
1	What is special about	10
	academic English?
2	Key nouns	12
3	Key verbs	14
4	Key adjectives	16
5	Key adverbs	18
6	Phrasal verbs in academic English	20
7	Key quantifying expressions	22
8	Words with several meanings	24
9	Metaphors and idioms	26
Word combinations
10	Nouns and the words they
	combine with	28
11	Adjective and noun combinations	30
12	Verbs and the words they
	combine with	32
13	Prepositional phrases	34
14	Verbs and prepositions	36
15	Nouns and prepositions	38
16	Chunks: useful phrases	40
17	Abbreviations and afixes	42
Academic life
18	Applications and application forms	44
19	The social and academic environment	46
20	Academic courses	48
21	E-learning	50
22	Study habits and skills	52
23	Money and education	54

Planning and starting work

24	Identifying goals	56
25	Planning a piece of work	58
26	Describing methods	60
27	Using sources	62
Thinking and interacting
28	Analysing data	64
29	Talking about ideas	66
30	Reporting what others say	68
31	Talking about meaning	70
32	Talking about points of view	72
Ways of talking about …
33	Numbers	74
34	Statistics	76
35	Graphs and diagrams	78
36	Time	80
37	Cause and efect	82
38	Classifying	84
Organising and presenting ideas
39	Structuring an argument	86
40	Organising your writing	88
41	Processes and procedures	90
42	Facts, evidence and data	92
43	Making connections	94
44	Describing problems	96
45	Describing situations	98
46	Comparing and contrasting	100
47	Evaluation and emphasis	102
48	Describing change	104
49	Summarising and concluding	106
50	Making a presentation	108

Academic Vocabulary in Use

Reading and vocabulary

1	Nutrition for elite athletes	110
2	The solar system	111
3	Graphology	112
4	Measuring time	113
5	Archaeology and medicine	114
6	Seeing things diferently	115

Reference

1	Formal and informal academic
	words and expressions	116
2	Numbers, units of measurement
	and common symbols	120
3	British and North American
	academic vocabulary	122
4	Spelling variations	126
5	Word formation	128
Answer key		132
Phonemic symbols		162
Index		163

4Academic Vocabulary in Use

Acknowledgements

The authors wish to thank Helen Freeman, Chris Capper and Sheila Dignen for their invaluable intellectual and editorial support during the course of the preparation of this new edition.

We must also thank the lexicography and computational team at Cambridge University Press whose work with the Cambridge International Corpus, the Cambridge Learner Corpus and the CANCODE corpus of spoken English (developed at the University of Nottingham in association with Cambridge University Press), enabled us to make a fully corpus-informed selection of the academic vocabulary we focus on in these materials.

We acknowledge with gratitude the pioneering work on academic word lists done by Averil Coxhead. In planning this book we made considerable use of her lists at http://www. victoria.ac.nz/lals/resources/academicwordlist/

We also acknowledge the work of Annette Capel and the English Vocabulary Profile. The EVP enabled us to select vocabulary appropriate to the level.

Michael McCarthy and Felicity O’Dell

Development of this publication has made use of the Cambridge English Corpus, a multi-billion word collection of spoken and written English. It includes the Cambridge Learner Corpus, a unique collection of candidate exam answers. Cambridge University Press has built up the Cambridge English Corpus to provide evidence about language use that helps to produce better language teaching materials.

The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every efort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice,

we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable.

New Scientist for the text on p. 25 adapted from ‘Simulator could predict where epidemics will strike next’, New Scientist, 30.03.2006. Copyright © 2006 Reed Business Information UK. All rights reserved. Distributed by Tribune Media Services; Scientific American for the text on p. 27 adapted from ‘Shutting Down Alzheimers’ by

Publishing Group for the text on p. 39 adapted from ‘Abridged Extract timing is life and death’, Nature, Vol 441, no. 7089, 04.05.2006. Copyright © 2006 Nature Publishing Group. Reproduced with permission; Text on p. 110 adapted from J. Anderson, Colorado State University Extension foods and nutrition specialist and professor; S. Perryman, CSU Extension foods and nutrition specialist; L. Young, former foods and nutrition graduate student; and S. Prior, former graduate intern, food science and human nutrition. Reviewed and revised, July, 2015 by Colorado State University Jessica Cliford, Research Associate and Extension Specialist and K. Maloney, graduate student in the Dept. of Food Science Human Nutrition; Dunedin Academic Press Ltd for the text on p. 111 adapted from ‘Introducing the planets and their moons’ by Peter Cattermole. Reproduced with permission from Cattermole Introducing the Planets and their Moons (Dunedin, Edinburgh, 2014); Text on p. 112 adapted from David Crystal, The Cambridge Encyclopedia of Language 2nd Edition, 1997, © David Crystal 1997, published by Cambridge University Press, adapted and reproduced with permission of the author and publisher; Scientific American for the text on p. 113 adapted from

‘A Chronicle of timekeeping’ by William J. H. Andrews, Scientific American, Vol 23. Reproduced with permission. Copyright © (2014) Scientific American, Inc. All rights reserved; Text on p. 114 adapted from Patricia A. Baker, The Archaeology of Medicine in the Greco-Roman World, 2013, © Patricia A. Baker 2013, published by Cambridge University Press, adapted and reproduced with permission of the author and publisher; Text on p. 115 adapted from ‘Seeing Things Diferently’ by Shaaron Ainsworth, RSA Journal, Issue 2. Copyright © 2014 RSA Journal. Reproduced with permission of Shaaron Ainsworth.

Photographs

p. 20: © Lars Wallin/Etsa Images/Corbis; p. 21: Plume Creative/Getty Images; p. 35: kikujungboy/ Shutterstock; p. 36: © Radius Images/Corbis;

p. 54 (photo 1): picamaniac/Shutterstock; p. 54 (photo 2): payaercan/Getty Images; p. 54 (photo 3): © YAY Media AS/Alamy; p. 64: © Ken Welsh/ Alamy; p. 70: © Radius Images/Alamy; p. 71: © Michael Ochs/Corbis; p. 80: © Wavebreak Media Ltd/Alamy; p. 108: © moodboard/Corbis.

Illustrations

Kamae Design pp. 40, 41, 46, 52, 76, 77, 78, 79.

Academic Vocabulary in Use

To the student and the teacher

Who is this book for?

This book is for anyone who wants or needs to learn the kind of English which is used in academic contexts. It deals with the language used in written works such as textbooks and journal articles as well as with the spoken language of lectures and seminars. It also presents vocabulary relating to being a student at a university or college in that it covers topics relating to university life. It will be particularly useful for students preparing for IELTS, the Pearson Academic English Test or any other examination aimed at assessing whether candidates’ English is at a high enough level to study in an institution where English is the medium of instruction. It will be helpful for people who need to attend – or indeed give – lectures or presentations in English or to participate in international conferences. It will enable students who have to prepare assignments or write up a dissertation in English to do so in a much more natural and appropriate way.

What kind of vocabulary does the book deal with?

The book presents and practises the kind of vocabulary that is used in academic contexts regardless of which discipline you are specialising in. So it considers words and expressions like concept, put forward a theory and come to a conclusion. It does not deal with the specialist vocabulary of any particular subject such as anatomy or physics. Specialist terms are oten

relatively easy to master – they will be explained and taught as you study the subject and indeed these words may sometimes be similar in English and your own language. However, it is the more general vocabulary used for discussing ideas and research and for talking and writing about academic work that you need to be familiar with in order to feel comfortable in an academic environment. Despite the fact that such vocabulary items are much more frequent than specialist vocabulary, they are oten felt to be more dificult to learn. It is, therefore, useful to approach them in the systematic way suggested by this book.

One positive aspect of academic vocabulary is that there are relatively few diferences, depending on whether you are studying in London or New York, Delhi or Sydney, Johannesburg, Dublin, Wellington, Toronto or Singapore or indeed any other place where you may be using English for academic purposes. Academic English tends to be a truly international language and the units of the book focus on vocabulary that will be essential for you regardless of where you are studying now or where you may be likely to study in the future. There are some diferences between words used to describe people and places and these are highlighted in Unit 19. Reference sections 3 and 4 also focus on some vocabulary and spelling variations. In the units of the book we use British English spelling conventions, except when quoting texts which originally used American spellings.

Much of the vocabulary used in the book is neutral in that it is equally appropriate in both written and spoken contexts. We indicate those instances where a word is too formal to be used in speech or too informal to use in academic writing.

How was the vocabulary for the book selected?

The academic vocabulary focused on in this book was all selected from language identified as significant by the Cambridge International Corpus of written and spoken English and also the CANCODE corpus of spoken English developed at the University of Nottingham in association with Cambridge University Press. These enormous corpora include large collections of written and spoken academic text and so it was possible to identify language that is distinctive for academic contexts. We also made considerable use of the Cambridge Learner Corpus, a corpus of more than 60 million words of text taken from hundreds of thousands of learner scripts from students taking Cambridge English exams all over the world. From this corpus we were able to learn what kinds of errors students taking, for example, IELTS, were typically making.

In planning this book we made considerable use of Averil Coxhead’s work on developing academic wordlists. Her lists can be found at, for example, http://www.uefap.com/vocab/select/ awl.htm

6Academic Vocabulary in Use

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Contents

Acknowledgements

To the student and the teacher