Academic Phrasebank: An academic writing resource for students and researchers

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Complement complex ideas with simple descriptions by using these sentences. These are excellent academic phrases to improve the continuity of your essay writing. They should be used to explain a point you’ve already made in a slightly different way. Don’t use them to repeat yourself, but rather to elaborate on a certain point that needs further explanation. Or, to succinctly round up what just came before. may contain up to four generic content words (nouns, verbs or adjectives which are not bound to a specific disciplinary domain).

These essay phrases are useful to begin your essay. They help you pose your argument based on what other authors have said or a general concern about your research. They can also both be used when a piece of evidence sheds new light on an argument. Here’s an example:All of the steps outlined above are easily carried out by paraphrasing tools, leaving the user to decide which variant rewrites best captures the original text.

Most of the existing rephrase tools requires access to the internet. On the contrary, the Ref-n-write’s paraphrasing tool can be operated in both online and offline modes. Following images show the rephrased output of the paraphrasing tool when operating in online and offline modes. This essay phrase is meant to articulate how you give reasons to your conclusions. It means that after you considered all the aspects related to your study, you have arrived to the conclusion you are demonstrating.Word and then search through them during the writing process. Since Manchester Phrasebank is available in PDF version, the user using REF-N-WRITE can import the Manchester Phrasebank Yes, it is okay to use a paraphrasing tool. However, there has been much debate about whether or not using a paraphrasing tool is a good practice. Some may argue that it prevents authors and students from improving their ability to express themselves in their own words. As with any invention, these paraphrasing tools can be misused. But that doesn’t mean using them is bad. These tools provide suggestions and ideas to help the user paraphrase, but the final product is still up to the user. Only when authors, students, or users see these paraphrasing tools as a direct substitute for citation does it become a bad practice. In most cases, the phrases have been simplified and where necessary they have been ‘sifted’ from their particularised academic content. Where content words have been included for exemplificatory purposes, these are substitutions of the original words. In selecting a phrase for inclusion into the Academic Phrasebank, the following questions are asked:

Even though we recommend the use of these phrases, DO NOT use them too often. You may think you sound like a real academic but it can be a sign of overwriting! Phrase level intertextuality: The views of tutors from different disciplines’ at the BALEAP (British Association of Lecturers in English for Academic Purposes) Biennial Conference The Janus Moment in EAP: Revisiting the Past and Building the Future (with Mary Davis) The University of Nottingham. 2013 (July). Accomodating diversity: the case of academic reading in German for researchers’ Languages in Higher Education 2010 Conference: Raising the Standards for Languages. LLAS: London (with John Bellamy) 2010 (July) Use your own words: Exploring the boundaries of plagiarism’ (Co-authored with Mary Davis). In EAP within the higher education garden: Cross-pollination between disciplines, departments and research, John Wrigglesworth (Ed.). Proceedings of the BALEAP Conference, Portsmouth 2011. Reading: Garnet, 2013.

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These are helpful academic phrases to introduce an explanation or state your aim. Oftentimes your essay will have to prove how you intend to achieve your goals. By using these sentences you can easily expand on points that will add clarity to the reader. The role of reusable phrases in postgraduate writing: student perspectives’ at the BALEAP (British Association of Lecturers in English for Academic Purposes) Biennial Conference: English for Specific Academic Purposes. Reading University (with Mary Davies). 2009 (April) Finding a seamless method to present an alternative perspective or theory can be hard work, but these terms and phrases can help you introduce the other side of the argument. Let's look at some examples: Creating a space for recycling recurrent word combinations in non-native academic writing’ at the WDHE (Writing Developments in Higher Education) Biennial Conference: Times and Spaces for Writing. Strathclyde, (with Mary Davis).2008 (June)

Pawley, A. and Syder, F.H. (1983). ‘Two puzzles for linguistic theory: nativelike selection and nativelike fluency’. In: Richards, J.C. and Schmidt, R.W. (Eds.), Language and Communication, pp. 191-226. Longman: New York. Phraseological recycling in academic writing’ at the 5th EATAW Conference: The Roles of Writing Development in Higher Education and Beyond. Coventry University (with Mary Davies). 2009 (June) These are phrases for essays that will introduce your concluding paragraph. You can use them at the beginning of a sentence. They will show the reader that your essay is coming to an end:Facilitating learning about academic phraseology: teaching activities for student writers’, (Co-authored with Mary Davis) Journal of Learning Development in Higher Education. Special Edition, pp 1- 17, 2018 The effectiveness of the X technique has been exemplified in a report by Smith et al.(2010) A classic Teaching Writing in a British University: An institutional Case Study’ in Teaching Academic Writing edited by P. Friedrich. New York: Continuum International Publishing Group, 2008.