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Part 2 / Elements of writing
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p.101
Argument and discussion
What is an argument?

In academic writing, an argument is usually a main idea,

often called a “claim” or “thesis statement,” backed up with
evidence that supports the idea.
In fact, making an argument—expressing a point of view on a
subject and supporting it with evidence—is often the aim of
academic writing.

1 Discussion vocabulary

An argument, sometimes, requires an evaluation of both the

benefits and disadvantages of the topic, with a section of the
essay, often headed ‘Discussion’, in which a summary of
these is made. The following vocabulary can be used:
benefit advantage a
positive aspect one
major advantage is . . .

drawback
disadvantage a negative
feature a
serious drawback is
2 Organisation
The discussion section can be organised in two ways; either
by grouping the benefits in one paragraph and the
disadvantages in another (vertical), or by examining the
subject from different viewpoints (horizontal).

4 The language of discussion

When discussing common ideas avoid personal phrases such
as in my opinion or personally, I think . . .

Use impersonal phrases instead such as:

*It is generally accepted that ..…
*It is probable that……
*The evidence suggests that……

These phrases suggest a minority viewpoint:

*It can be argued that……
*One view is that……

When you are supporting your opinions with sources use

phrases such as:

According to Emerson (2003)………

Poledna (2007) claims that………

5 Counter-arguments

Counter-arguments are ideas that are opposite to your ideas.

In an academic discussion you must show that you are
familiar with both sides of the argument, and provide reasons
to support your position. It is usual to deal with the
counterarguments first, before giving your view.

Example:
It is claimed that prisons are needed to isolate dangerous
criminals from society, but while this may be true in some
cases, more commonly prisons act as ‘universities of crime’,
which reinforce criminal behaviour.

In the above example the underlined sentence is the counter-

argument.

6 Providing evidence

Normally your conclusions on a topic follow an assessment of

the evidence. You must show that you have studied the
relevant sources since only then can you give a balanced
judgement.

I Study the following text, which discusses the idea that

young
people……………

Examples of Argumentative Language

Below are examples of signposts that are used in

argumentative essays. Signposts enable the reader to follow
our arguments easily.

When pointing out opposing arguments :

* Opponents of this idea claim/maintain that...
* Those who disagree/ are against these ideas may say/ assert
that...
* Some people may disagree with this idea, *Some people
may say that...however...

When stating specifically why they think like

that: * They claim that...since...

Reaching the turning point:

*However,
*But
*On the other hand,

When refuting the opposing idea, we may use the

following strategies:

compromise but prove their argument is not powerful

enough:
*They have a point in thinking like that. *To
a certain extent they are right.

completely disagree:
After seeing this evidence, there is no way we can agree with
this idea.

Below is a selection of words used to link ideas, depending

on the direction of your argument:

Adding more to a point already made:

Moreover, above all, regarding, furthermore, what is more ,in
addition
Writing in list first(Ly);
second(ly); third(ly) To begin with;
in the second place
Next, then , lastly, finally

Introducing examples for example, such as, for instance , as

the following examples, an example of this is

Introducing an alternative view point

By contrast, alternatively, in comparison

Returning to emphasise your earlier viewpoint

However, although, though, after all, at the same time

Showing the results of something

The result is, it can be seen that, as a result

Summing up or concluding
In short, so, in conclusion, to summarise, to sum up briefly

Useful phrases to introduce quotations

*According to ………
*To quote form…………
*X (…) argues that “………………………”
 1.2 ←‫حلول تمارين‬
Argument and discussion
1 Discussion vocabulary
(a) benefits/ advantages

(b) drawbacks/ disadvantages

(c) negative

(d) advantages/ benefits

(e) disadvantages/ drawbacks

(f) benefit/ advantage

2 Organisation
Vertical: a simpler pattern suitable for short essays

Horizontal: this allows a more complex approach in longer essays

3 Practice A
Possible ideas include:
+ -

No time spent commuting to work Employees may feel isolated

Gives employees more flexibility May not suit all employees
Saves expensive office space Home may contain distractions
Requires different management style

Example outline with structure (a):

(a) Introduction: reasons for growth of home-working: development in

communication technology, demand for more flexible work patterns.

(b) Drawbacks: Employees may feel isolated, be distracted by activities at home.

May not suit all employees, some prefer more direct management.

(c) Benefits: Companies need to provide less office space, less time spent on

commuting = more work time, employees have more flexibility.

(d) Discussion: Of benefit to certain employees in some roles, but necessary to

have regular contact with colleagues and managers.

5 Counter-arguments
The writer’s position is essentially critical of the way prisons work

(Example answers)

Counter-argument Your position

but in practice there seems little evidence for this.

It has been claimed that employees may waste time at
home,

Although home-working may save companies money

by reducing the need for office space, employees need to have a well-equipped workspace in
their home.

6 Providing evidence

1 Claims for `digital natives’

2. Arguments against

3. Writer’s viewpoint
7 Practice B
(Example answer)

There has been considerable debate about the value of space exploration, in view of
the high costs involved. Supporters such as Donnet-Kammel (2005) claim that this is
a vital method of collecting data about the structure of the universe, and
additionally point out that there have been many practical benefits arising from the
space programme, such as satellite communication. The example of the space station
is also given as an instance of the value of the research programme in encouraging
international co-operation.

In contrast, critics (e.g. Soroka, 2000) point to the huge costs involved in launching
space probes, claiming that these resources would be better devoted to solving the
serious earthly problems of hunger and disease. Furthermore, they argue that much
of the space programme is effectively a testing ground for new weapons, such as
missiles, and brings little benefit to ordinary people. In the context of the current
economic crisis, a more critical approach is clearly needed in deciding which of
those projects have real value.

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p.109

Cause and effect

Academic work frequently involves demonstrating a link
between a cause, such as a cold winter, and an effect, such as an
increase in illness.

1 The language of cause and effect

A writer may choose to put the emphasis on either the cause or the
effect. In both cases, either a verb or a conjunction can be used to
show the link.

English Cause and Effect Words and Example Sentences

as a result, therefore, consequently, so that, accordingly, as a result

of, due to, because, owing to.

Cause –> Effect

1 she made one big mistake, as a result, she lost her job.
2 mary studied hard for the chemistry exam. Therefore, she
got an A+.
3 It rained heavily, consequently the football game was called
off.
4 It is too late so that we cannot go to cinema.
5 He didn’t complain to the police, accordingly the police took
no action.
Effect –> Cause

▪ She was very tired as a result of working late.

▪ My father hasn’t slept in 4 days due to his illness.
▪ They cannot go to cinema because it is too late.
▪ My success was largely due to luck.
▪ They have had to postpone the meeting, owing to the strike.
▪ Due to the bad weather, the match was cancelled.

Compare the following:

Because children were vaccinated diseases declined (because +

verb)
Because of the vaccination diseases declined (because of + noun)
As/ since children were vaccinated diseases declined (conjunction +
verb)
Owing to/ due to the vaccination diseases declined (conjunction +
noun)

Conjunctions are commonly used with specific situations,

while verbs tend to be used in general cases:

Printing money commonly leads to inflation (general)

Due to July’s hot weather demand for ice cream increased (specific)
2.2 ← ‫حلول تمارين‬

Cause and effect

2 Practice A

(Example answers)
(b) Higher rates of literacy often lead to greater demand for
secondary education.
(c) As a result of constructing a new airport more tourists
arrived. (d) Due to last year’s national election a new government
was formed.
(e) Installing speed cameras on main roads produces a fall in the
number of fatal accidents.
(f) Opening a new hospital in 2006 reduced infant mortality.

3 Practice B

(Example answers)
(a) Increasing use of the internet for shopping has increased the
number of delivery services.
(b) The violent storms last week damaged power lines in the
region.
(c) The new vaccine for TB will result in lower child mortality.
(d) Building a high-speed railway line caused journey times to fall
by 25 per cent.
(e) The serious motorway accident was due to thick fog.
(f) The war of 1856–8 resulted from economic rivalry between
the countries.
(g) Earthquakes are often caused by movements in tectonic
plates.
 (h) The rising prison population was due to a harsher sentencing
policy.

4 Practice C – Why women live longer

Other answers possible)

(a) because of/ due to/ owing to
(b) because/ since/ as
(c) consequently/ therefore/ which is why/ hence
(d) due to/ owing to/ because of
(e) because of/ due to/ owing to
(f) so/ therefore/ thus/ consequently

5 Practice D
(a)
(Example paragraph)
An increase of 25 per cent in the price of oil would have
numerous results. Firstly, it would lead to sharp rises in the cost
of transport and freight, thus affecting the price of most goods.
Clearly, businesses for which fuel was a significant proportion of
their costs, such as airlines, would find it difficult to maintain
profitability. Another consequence would be a reduction in oil
consumption as marginal users switched to alternative fuels, such
as gas, or made economies. There would also be increased
investment in exploration for oil, as the oil companies attempted
to increase supply, and this in turn would stimulate demand for
equipment such as oil rigs. Finally, there would be a number of
more localised effects, for instance a change in demand from
larger to smaller and more economical vehicles.

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p.115

Cohesion
Cohesion means joining a text together with reference
words (e.g. he, theirs, the former) and conjunctions (e.g. but, then)
so that the whole text is clear and readable.

Cohesion concerns the flow of sentences and paragraphs

from one to another. It involves the tying together of old
information and new. When we write academic essays,
particularly in the humanities, we work hard to foster cohesion
structurally, which enhances a reader's understanding of our ideas.

Writing has cohesion when the ideas logically flow from one
to the next. Writing paragraphs that have good sequencing will
help your readers understand your ideas more clearly. Sometimes
you will have a clear order that relates to time. Sometimes the
order is more flexible and there is not one “perfect” way to
sequence the sentences.
Preventing confusion

To avoid confusing the reader it is important to use reference words

only when the reference is clear. For example:

Pablo Picasso moved to Paris in 1904 and worked with George

Braque from 1908 to 1909. He became interested in the analysis of
form, which led to cubism.

In this case it is not clear which person (Picasso or Braque) ‘he’

refers to. So to avoid this write:
Pablo Picasso moved to Paris in 1904 and worked with George
Braque from 1908 to 1909. Picasso became interested in the
analysis of form, which led to cubism.

2.3 ← ‫حلول تمارين‬

Cohesion

2 Practice A

Reference La
Ferrera new
businesses
average life of
only 4.7 years
one economic
one social the
former..... , the
latter......
Reference word/ phrase
She they this the former
the latter these

4 Practice B – Famous for?

(a) he
(b) his
(c) his
(d) it / this (e) his
(f) he (g) they (h) This
5 Practice C – Velcro

Velcro is a fabric fastener used with clothes and shoes. It was

invented by a Swiss engineer called George de Mestral. His idea
was derived from studying the tiny hooks found on some plant
seeds. They cling to animals and help disperse the seeds.
Mestral spent eight years perfecting his invention, which he called
`Velcro’ from the French words `velour’ and `crochet’. It was
patented in 1955 and today over 60 million metres of Velcro are
sold annually.

6 Practice D

(Example answer)
Wallace Carothers, the director of research at the American
DuPont Corporation, invented nylon in 1935. He had previously
studied chemistry, and specialised in polymers. They are
molecules composed of long chains of atoms. Nylon was a strong
but fine synthetic fibre which was first mass produced in 1939. It
was/ is used to make a wide range of products which included/
include stockings, toothbrushes, parachutes, fishing lines, and
surgical thread.

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p.119

Comparison
It is often necessary to make comparisons in academic writing.
The comparison might be the subject of the essay, or might
provide evidence for the argument. In all cases it is important
to explain clearly what is being compared and to make the
.comparison as accurate as possible

An adjective can exist in three forms – positive, comparative

and superlative.
1-The positive form is the base form of the adjective,for example:
I met an old man in a street yesterday.
2- The comparative form expresses a higher degree of some
quality. The comparative is used to compare two persons
or things, for example :
Julie is prettier than her sister.
3- The superlative form expresses the highest degree. It is used
to compare three or more persons or things, for example: It was
the proudest moment of my life.

adjective comparison
Comparative adjectives

Comparative adjectives are used to compare differences between

the two objects. We use than when we want to compare one thing
with another, for example:
She is two years older than me.
New York is much bigger than Boston.
He is a better player than Ronaldo.
France is a bigger country than Britain.

Superlative adjective

Superlative adjective takes the comparison of nouns to the highest

degree. A superlative adjective compares three or more nouns. We
use the with superlative adjectives,for example:

It was the happiest day of my life.

Everest is the highest mountain in the world.
That’s the best film I have seen this year.
I have three sisters: Jan is the oldest and Angela is the youngest.

For most important comparative and superlative adjectives list;

angry angrier than the angriest

attractive
more attractive the most
than attractive

bad worse than the worst

beautiful the most beautiful

more beautiful
than

How to form comparative and superlative adjectives

We usually add –er and –est to one-syllable words to make

comparatives and superlatives:

old older oldest

 long longer longest

If an adjective ends in –e, we add –r or –st:

nice nicer nicest

large larger largest

If an adjective ends in a vowel and a consonant, we double the

consonant:

big bigger biggest

fat fatter fattest

If an adjective ends in a consonant and –y, we change –y to –i and

add –er or –est:

happy happier happiest

silly sillier silliest

We use more and most to make comparatives and superlatives for

most two syllable adjectives and for all adjectives with three or
more syllables:

careful more careful most careful

interesting more interesting most interesting

However, with these common two-syllable adjectives, you can

either add –er/–r and –est/–st or use more and most:
 common narrow
cruel pleasant
gentle polite
handsome simple
likely stupid

She is one of the politest people I have ever met. She

is the most polite person I have ever met.

Note: Some two-syllable adjectives can form their

comparatives and superlatives using either form:
cleverer or more clever, friendliest or most friendly.
In addition to clever and friendly, common examples
are gentle, lively, narrow, quiet, silly, simple.

Irregular comparative and superlative forms

The following table shows common adjectives with irregular
comparative and superlative forms:

good better best

bad worse worst

far farther/further farthest/furthest

2.4 ← ‫حلول‬

Comparisons

2 Practice A

(a) Residential property in London is twice as expensive as in

Rome.
(b) (b) Property in Moscow is slightly cheaper than in New York.
(c) Tokyo property is nearly as expensive as property in Paris.
(d) Singapore has significantly cheaper property than New York.
(e) London is the most expensive of the eight cities, while
Sydney is the cheapest.
(Possible answers)
(f) Parisian property is slightly cheaper than Moscow property.
(g) Property in Sydney is 50 per cent cheaper than in New York.

5 Practice B

(a) Real Madrid was the richest club in world football.

(b) Real Madrid’s income was twice as much as AS Roma’s.
(c) FC Barcelona earned slightly less than Manchester United.
(d) International had less revenue than AC Milan.
(e) Liverpool’s income was slightly higher than AC Milan’s.

6 Practice C
(a) shows/ compares/ contrasts (b) rate
(c) varies/ fluctuates
(d) same
(e) slightly
(f) than
(g) over/ approximately (h) high
7 Practice D

(Example sentences)
(b) America had the highest number of prize winners in both
Medicine and Physics.
(c) Sweden and Switzerland had the same number of prize
winners for Physics.
(d) Russia had twice as many prize winners for Physics as for
Literature.
(e) The UK and Germany had similar numbers of prize winners
for Physics.
(f) Sweden had half as many prize winners for medicine as
Germany.
(g) The USA had as many Medicine prize winners as France,
Britain and Germany combined.

(a) erm meaning unhealthily overweight.

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p.126
Definitions
Definitions are usually found in introductions. They are not
needed in every case, but if the title includes an unfamiliar phrase,
or if the writer wants to use a term in a special way, it is important
to make clear to the reader exactly what is meant in this context.

A definition

is simply the meaning we assign to a word-symbol. That is, when ordinary

speakers of a language use a word there are rules to determine how the
word is used. These 'rules' amount to the definition we assign to a
particular word. Every definition has at least two parts:

1. The thing (i.e., the 'term') being defined

2.The linguistic expression (i.e., the definition itself) of the definition, the
qualities or properties asserted of the term.

Basic definitions are formed by giving a category and the application:

Word
Term. Category Application
A master’s degree:
is an academic award for post-graduate students, given on completion of a
dissertation.
2.5 ← ‫حلول تمارين‬

Definitions

1 Simple definitions
(a) instrument (b) organs
(c) organisation (d) material
(e) behaviour (f) process (g) period
(h)grains

(Example answers)
(i) A lecture is an academic talk used for teaching purposes.
(j) Tuberculosis is a disease mainly affecting the lungs. (k) The
Red Cross is a humanitarian organisation which helps people
affected by disasters.

(l) An idiom is a phrase used in colloquial language.

2 Complex definitions
(a) a failed project (b) development (c) attachment
(d) self-brightening (e) globalisation
(i) c
(ii) a, e
(iii) b, d
(iv) b (process) c ( system) d (effect)

3 Practice (Example definitions)

(a) Capital punishment involves the execution by the state of

convicted criminals.
(b) An entrepreneurial business is set up by somebody who
demonstrates the effective application of a number of
enterprising attributes, such as creativity, initiative, risk
taking, problem solving ability and autonomy, and will often
risk his or her own capital.

(c) E-books are electronic books designed to be read on a

computer or special device.

(d) Urban areas are predominantly built-up areas in which roads,

housing or commercial buildings are found.

(e) Obesity is a medical term meaning unhealthily overweight.

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p.130

Examples
Examples are used in academic writing for different reasons:
1- They can be used to support and illustrate a certain idea or a
point the writer is making.
2- Suitable examples can strengthen the argument.
3- They can also help the reader to understand a point.

Using Examples

Generalisations are commonly used to introduce a topic:

Many plants and animals are threatened by global warming.

But if the reader is given an example for illustration the idea

becomes more concrete:

Many plants and animals are threatened by global warming.

Polar bears, for example, are suffering from the lack of Arctic ice.

Phrases to introduce examples

(a) for instance, for example (with commas)

Some car manufacturers, for instance Hyundai, now offer five-
year guarantees.

(b) such as, e.g.

Many successful businessmen such as Bill Gates have no formal
qualifications.
(c) particularly, especially (to give a focus)
Certain Masters courses, especially American ones, take two
years.

(d) a case in point (for single examples)

A few diseases have been successfully eradicated. A case in
point is smallpox.

Restatement
Another small group of phrases is used when there is only one
‘example’.
(Brackets may also be used for this purpose.) This is a kind of
restatement to clarify the meaning:

The world’s leading gold producer namely South Africa has been
faced with a number of technical difficulties.

( in other words , namely ,that is (to say) , i.e. , viz (very

formal) )

2.6 ← ‫حلول تمارين‬

2 Phrases to introduce examples
(Example answers)
(a) Some twentieth-century inventions, such as TV and the
internet, affected the lives of most people.

(b) Lately many countries, for instance China, have introduced

fees for university courses.

(c) Various companies have built their reputation on the strength

of one product, a case in point is Microsoft Windows.
(d) In recent years more women, e.g. Angela Merkel, have
become political leaders.

(e) Certain countries such as Japan are frequently affected by

earthquakes.

(f) Many musical instruments, for example the guitar, use strings
to make music.

(g) A group of root crops, such as potatoes and carrots, constitute

an important part of our diets.

(h) Politicians have discussed a range of possible alternative

punishments to prison, for instance community work.

3 Practice A

(Example answer)
Widespread use of the internet has led to a major change in
shopping habits. It is no longer necessary to visit shops to make
routine purchases, for example many supermarkets offer delivery
services for online customers. With more specialised items such as
books and music internet retailers can offer a wider range of
products than bricks-and-mortar shops. They can also provide
extra incentives to customers, for instance free delivery or
discounted prices, in addition to the convenience of not having to
visit a real shop. As a result certain types of store e.g. bookshops
are disappearing from the high street. Other products however, for
instance clothing and footwear, appear to require personal
inspection and approval, and in addition many people enjoy the
activity of shopping, so it seems unlikely that the internet will
completely replace the shopping centre.
4 Practice B

(Possible examples)
Customs: holidays and festivals, ways of greeting people
Everyday patterns of life: types of shop, shop opening times
Inevitable differences: language, currency
Rapid changes of mood: depression, elation
Relatively short period: two/ three months
Some aspects of their new surroundings: freedom, independence

5 Restatement

(a) The company’s overheads, in other words the fixed costs,

doubled last year. (b) The Roman empire (27 BC – 476 AD) was a
period of autocratic rule.
(c) The Indian capital, namely New Delhi, has a thriving
commercial centre.
(d) Survival rates from the most common type of cancer, i.e.
breast cancer, are improving.
(e) Participation rates in most democracies are in decline, that is
to say fewer people are voting.

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p.134

Generalisations
Generalisations are often used to introduce a topic. They can be
powerful statements because they are simple and easy to
understand. But they must be used with care, to avoid being
inaccurate or too simplistic.

1 Using generalisations
(a) Generalisations are used to give a simple picture of a topic.
Compare:
The majority of smokers in Britain are women. and
Of all smokers in the UK, 56.2 per cent are women and 43.8 per
cent are men.
Although the second sentence is more accurate, the first is
easier to understand and remember. The writer must decide when
accuracy is necessary, and when a generalisation will be
acceptable.

(b) You must avoid using generalisations that cannot be supported

by evidence or research, e.g. Students tend to be lazy.

2 Structure

Generalisations can be made in two ways:

(a) Most commonly using the plural:
Computers have transformed the way we live.

(b) Using the singular + definite article (more formal): The

computer has transformed the way we live.
Avoid absolute phrases in generalisations such as:
Young children learn second languages easily.

Such statements are dangerous because there may well be

exceptions. Instead, it is better to use cautious phrases such as:
Young children tend to learn second languages easily.

2.7 ← ‫حلول تمارين‬

Generalisations
1 Using generalisations
(a) This may be true in some cases, but is too general to be valid.
(b) A widely accepted fact, supported by evidence.
(c) Similar to (b), this is a well-researched link.
(d) Similar to (a).
(e) Clearly true in some cases, but not valid for every situation,
e.g. Paris- London.

2 Structure
What we look for in choosing a mate seems to vary from place to
place. A recent study (Jones and DeBruine, 2010) explores the
idea that female preferences in a mate might vary according to the
society in which she lives. In their research nearly 5,000 women in
30 countries were shown the same pictures of male faces and
asked to state which they found more attractive. In countries
where disease is common women chose men with more masculine
features, while in countries such as America with more advanced
health care and lower levels of disease, more effeminate-looking
men were preferred.
The researchers conclude that in healthier societies women are
more interested in men who may form long-term relationships and
help with child-rearing, while in places where child mortality rates
are high they choose strongly-featured men who seem more likely
to produce healthy children.
3 Practice A
(Example answers)
(b) Regular rainfall is necessary for good crop yields. (c)
Honest judges are needed to ensure respect for the law. (d)
Adequate sleep is vital for academic success.
(e) Industrial growth tends to cause pollution.
(f) Cold weather is likely to increase demand for gas.
(g) Job satisfaction depends on having interesting work.

4 Practice B
(Example generalisations)
(a) Graduates are more likely than undergraduates to study in the
library.
(b) Female undergraduates generally prefer to work in silence.
(c) Few students choose to study outdoors.
(d) Male graduates prefer to study in the library, while females
prefer their own room.
(e) More undergraduates than graduates work in bed.

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P.139

Numbers

Most students are required to write about statistical data clearly

and accurately.
Figures and numbers are both used to talk about statistical data in
a general sense:

She forgot her phone number.

Digits are individual numbers.

4,539 – a four digit number.

Both fractions (1/2) and decimals (0.975) may be used.

There is no final ‘s’ on hundred/ thousand/ million used with

whole numbers:
Six million people live there.
but: Thousands of people were forced to move from the area.

When writing about currencies write $440 m. (440 million

dollars).
Rates are normally expressed as percentages (e.g. the literacy rate
rose to75%) but may also be per thousand (e.g. the Austrian birth
rate is 8.7).
It is normal to write whole numbers as words from one to ten and
as digits above ten:
Five people normally work in the café, but at peak times this can
rise to 14.
3 Simplification

Although the accurate use of numbers is vital, too many statistics

can make texts difficult to read. If the actual number is not
important, words such as various, dozens or scores may be used
instead:
The snowstorm closed 47 schools.
The snowstorm closed dozens of schools.

few. less than expected

a few. approximately 3–6 depending on
context several. approximately 3–4 various.
approximately 4–6

dozens. approximately 30–60 scores of.

approximately 60–100.

Further numerical phrases

The expressions listed below can also be used to present and

simplify statistical information. For example:
The course fees rose from $1,200 to $2,500 in two years. could
be written:
The course fees doubled in two years.
If appropriate, roughly/ approximately can be added:

The course fees roughly doubled in two years.

2.8 ← ‫حلول تمارين‬
Numbers
2 Percentages
(a) 50 per cent
(b) 100 per cent (c) 400 per cent

3 Simplification
(b) Scores of students applied for the scholarship.
(c) He re-wrote the essay several/ a few times.
(d) Last year dozens of books were published on biogenetics. (e)
Various names were suggested but rejected for the new
chocolate bar.
(f) The students thought of a few/ several good topics for their
project.

4 Further numerical phrases

(Example answers)
(a) The price of petrol has increased tenfold since 1975.
(b) Two thirds of the students in the group were women.
(c) The new high-speed train halved the journey time to Madrid.
(d) The number of students applying for the Psychology course
has risen by 50 per cent.
(e) The number of visitors to the theme park doubled every year
from 2007 to 2009.
(f) More than twice as many British students as Italian students
complete their first degree course.
(g) Tap water is seven hundred times cheaper than bottled water.
(h) The highest rate of unemployment is in Spain and the lowest
in Norway.
(i) 7 per cent of the computers produced had some kind of fault.
(j) A majority of members supported the suggestion, but a large
proportion of these expressed some doubts.

5 Practice
(Example answers)
(a) A small minority spoke European languages.
(b) Maths was the most popular future course.
(c) One fifth of the group planned to study Economics.
(d) Only one student was over 23.
(e) Swimming was the favourite sport of one third of the group.
(f) The least popular sports were cycling and tennis.

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2.9 ← ‫جابتر‬
p.145

Problems and solutions

Writing tasks frequently ask students to examine a problem and
evaluate a range of solutions.

1 Structure of problem and solution

There are many ways in which problem/solution writing can be
organised. They may be organised as the following:

(a) Problem
(b) Solution A
(c) Arguments against solution A
(d) Solutions B
(e) Arguments against solution B
(f) Conclusion in favour of solution A
or
a. Problem
b. Solution A
c. Argument against solution A
d. Solution B
c. Conclusion in favour of B

Note/ There are another ways of organisation.

4 Vocabulary
The following words can be used as synonyms for problem and
solution. three main difficulties have arisen . . . the main
challenge faced by nurses . . .
one of the concerns during the recession . . .
the new process created two questions ... the
team faced six issues . . .
our principal worry/ dilemma was . . .

the best remedy for this may be . . . two

answers have been put forward . . .
another suggestion is . . .
Matheson’s proposal was finally accepted.
this was finally rectified by . . .

2.9 ← ‫حلول تمارين‬

Problems and solutions
3 Practice A
– Managing tourism growth
Problem
Many developing countries have found that the development of
a tourism industry can bring social and environmental drawbacks
... such as water.
Solution A
One possible solution is to target upmarket holidaymakers, in
order to get the maximum profit from minimum numbers.
Argument against solution A
However, there is a limited number of such visitors, and this
market requires considerable investment in infrastructure and
training.
Solution B
Another remedy is to rigorously control the environmental
standards of any development, in order to minimise the impact of
the construction.
Conclusion in favour of B
 This requires effective government agencies, but is likely to
ensure the best outcome for both tourists and locals.

5 Practice B – University expansion

(Example argument)
Currently there is increasing demand for university places, which
frequently leads to overcrowding of student facilities. It has been
argued that fees should be increased to reduce demand for places,
but this would discriminate against students from poorer families.
Another proposal is for the government to pay for the expansion
of universities, but against this is the view that this would unfairly
benefit the minority, who in any case go on to earn higher salaries.
A fairer solution might be for the government to subsidise the fees
of the poorest students.

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2.10 ← ‫جابتر‬
p.150
Style
There is no one correct style of academic writing, and students
should aim to develop their own ‘voice’. In general, it should
attempt to be accurate, impersonal and objective. For example,
personal pronouns like ‘I’ and idioms (i.e. informal language) are
used less often than in other writing.

2 Guidelines
There are no rules for academic style that apply to all situations.
The following are guidelines that should help you develop a style
of your own.
(a) Do not use idiomatic or colloquial vocabulary: kids, boss.
Instead use standard English: children, manager.

(b) Use vocabulary accurately. There is a difference between rule

and law, or weather and climate, which you are expected to
know if you study these subjects.

(c) Be as precise as possible when dealing with facts or figures.

Avoid phrases such as about a hundred or hundreds of years ago.
If it is necessary to estimate numbers use approximately rather
than about.
(d) Conclusions should use tentative language. Avoid absolute
statements such as unemployment causes crime. Instead use
cautious phrases: unemployment may cause crime or tends to
cause crime.
(e) Avoid adverbs that show your personal attitude: luckily,
remarkably, surprisingly.

(f) Do not contract verb forms: don’t, can’t. Use the full form: Do
not, cannot.

(g) Although academic English tends to use the passive more than
standard English, it should not be over-used. Both are needed.
Compare:
Galileo discovered the moons of Jupiter.
The moons of Jupiter were discovered by Galileo.
In the first case, the focus is on Galileo, in the second (passive) on
the moons.

(h) Avoid the following:

• like for introducing examples. Use such as or for instance.

• thing and combinations nothing or something. Use factor, issue

or topic.

• lots of. Use a significant / considerable number.

• little / big. Use small / large.

• ‘get’ phrases such as get better / worse. Use improve and

deteriorate.
• good / bad are simplistic. Use positive / negative, e.g. the
changes had several positive aspects.
• (I) Do not use question forms such as Why did war break out in
1914? Instead use statements: There were three reasons for the
outbreak of war . . .
• (j) Avoid numbering sections of your text, except in reports and
long essays. Use conjunctions and signposting expressions to
 introduce new sections (Turning to the question of detecting
cancer . . .).
• (k) When writing lists, avoid using etc or and so on. Insert and
before the last item:
The main products were pharmaceuticals, electronic goods and
confectionery.
• (l) Avoid using two-word verbs such as go on or bring up if
there is a suitable synonym. Use continue or raise.

4 Avoiding repetition and redundancy

Repetition means repeating a word instead of using a synonym to
provide variety, which makes the text more interesting. So instead
of:
Most family businesses employ less than ten people. These
businesses . . .
Use:
Most family businesses employ less than ten people. These firms
...

Redundancy, i.e. repeating an idea or including an irrelevant

point, suggests that the writer is not fully in control of the
material.
It gives the impression that either he does not properly
understand the language or is trying to ‘pad’ the essay by
repeating the same point. Avoid phrases such as:
Homelessness is a global problem in the whole world.

Good writing aims for economy and precision: Homelessness

is a global problem.
5 Varying sentence length
Short sentences are clear and easy to read:
Car scrappage schemes have been introduced in many countries.

But too many short sentences are monotonous:

Car scrappage schemes have been introduced in many countries.
They offer a subsidy to buyers of new cars. The buyers must scrap
an old vehicle. The schemes are designed to stimulate the
economy. They also increase fuel efficiency.

Long sentences are more interesting but can be difficult to

construct and read:
Car scrappage schemes, which offer a subsidy to buyers of new
cars, who must scrap an old vehicle, have been introduced in
many countries; the schemes are designed to stimulate the
economy and also increase fuel efficiency.

Effective writing normally uses a mixture of long and short

sentences, often using a short sentence to introduce the topic:

Car scrappage schemes have been introduced in many

countries. They offer a subsidy to buyers of new cars, who must
scrap an old vehicle. The schemes are designed to stimulate the
economy and also increase fuel efficiency.

2.10 ← ‫حلول تمارين‬

Style
3 Practice
(Example sentences)
(a) Another factor to consider is the possibility of crime
increasing.
(b) Currently the rate of unemployment is high.
(c) In the near future a vaccine for malaria may be discovered.
(d) After 1989 the price of Japanese property fell sharply.
(e) The numbers in that report are unreliable.
(f) The severe inflation led to poverty and social unrest.
(g) He was delighted to win the prize.
(h) Students should be paid to study.
(i) Women were enfranchised in 1987.
(j) The main causes of the Russian revolution were war and
misgovernment.

4 Avoiding repetition and redundancy

– Fast food
(Example answer)
Currently, fast food is growing in popularity. This is food that
people can buy ready to eat or cook quickly. This essay examines
its advantages and drawbacks. First, it is very convenient. Most
people who work in offices are very busy, so they do not have
time to go home for lunch. But they can eat in restaurants such as
McDonalds. The second benefit is cheapness. As it is produced in
large quantities, this means that the companies can keep costs
down. As a result it is usually less expensive than a meal in a
conventional restaurant.

5 Varying sentence length

(Example answer)
Worldwide, enrolments in higher education are increasing. In
developed countries over half of all young people enter college,
while similar trends are seen in China and South America. This
growth has put financial strain on state university systems, so that
many countries are asking students and parents to contribute. This
leads to a debate about whether students or society benefit from
tertiary education.
 China is one developing country (but not the only one) which
has imposed fees on students since 1997. The results have been
surprising: enrolments, especially in the most expensive
universities, have continued to rise steeply, growing 200 per cent
overall between 1997 and 2001. It seems in this case that higher
fees attract rather than discourage students, who see them as a sign
of a good education. They compete more fiercely for places,
leading to the result that a place at a good college can cost $5000
per year for fees and maintenance.

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2.11 ← ‫جابتر‬

p.158
Visual information

Visual devices such as graphs and tables are a convenient way of

displaying large quantities of information in a form that is easy to
understand.

Types of visual devices

There are many types of visual devices. These are some of the
main types of visual used in academic writing:
1- diagram
2- table
3- map
4- pie chart
5- bar chart
6- line graph

The reasons behind using visual devices

In many assignments it is essential to support your arguments
with statistics. Visual devices such as graphs and tables are a
convenient way of displaying large quantities of information in a

form that is easy to understand.

4 Labelling

• When referring to visual information in the text, the word

‘figure’ is used for almost everything (such as maps, charts
and graphs) except tables .
• Figures and tables should be numbered and given a title. Titles
of tables are written above, while titles of figures are written
below the data.
• As with other data, sources must be given for all visual
information.

• If you are writing a lengthy work such as a dissertation you will

need to provide lists of tables and figures, showing numbers,
titles and page numbers after the contents page.

2.11 ← ‫حلول تمارين‬

Visual information

1 The language of change

(a) rose/ increased
(b) levelled off
(c) steadily
(d) peaked
(e) fell/ decreased/ dropped/ declined

2 Types of visuals

TYPES
1 diagram
2 table 3map
4 pie chart
5 bar chart
6 line graph
USES
d
fa
c
b
e

EXAMPLE
E
B
F
D
C
A

3 Describing visuals

(a)
(i) is better. It comments on the main features of the chart but does
not repeat the statistics.

(b) (Example answers)

(a) density
(b) demonstrates/ illustrates/ shows
(c) between
(d) less-crowded/ less densely populated
(e) role/ part
(f) since/ as/ because
(g) tend
5 Practice A
(a) shows/ illustrates
(b) various/ certain
(c) between
(d) majority
(e) substantially/ significantly
(f) Spain (g) than

6 Practice B

(Example paragraph)
The table illustrates student evaluation of library facilities,
contrasting undergraduate with graduate opinion. Most facilities
are rated highly by both groups, especially the café and staff
helpfulness. Both student groups are least satisfied with the
availability of short loan stock. In most areas graduates seem
slightly more critical of facilities than undergraduates.

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