Unlock The Academic Word List Sublists 4-6-9781912579686

Unlock the
Academic
Word List:
Sublists 4-6
Sheldon Smith
Unlock the Academic Word List: Sublists 4-6
Copyright © 2020 Sheldon C.H. Smith
All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted, in any form or in any means – by electronic,
mechanical, photocopying, recording or otherwise – without prior written
permission.
ISBN 978-1-912579-68-6
First Edition
This book is published by Evident Press in conjunction with EAPFoundation.com

and EAPCourses.com websites. For more information on titles by Evident Press,
visit www.evidentpress.com.
Acknowledgements
Academic collocations are derived from the Academic Collocation List (ACL),
developed by Kirsten Ackermann and Yu-Hua Chen using the Pearson
International Corpus of Academic English (PICAE). The lists were generated using
the online ACL highlighter of EAPFoundation.com. See:
https://www.eapfoundation.com/vocab/academic/acl/highlighter/.
The texts used in the Exercises sections are taken from the OpenStax resources
provided by Rice University. Acknowledgements are given where those texts
occur.
Definitions taken from WordNet 3.0 Copyright 2006 by Princeton University. All
rights reserved. THIS SOFTWARE AND DATABASE IS PROVIDED 'AS IS' AND
PRINCETON UNIVERSITY MAKES NO REPRESENTATIONS OR WARRANTIES,
EXPRESS OR IMPLIED. BY WAY OF EXAMPLE, BUT NOT LIMITATION, PRINCETON
UNIVERSITY MAKES NO REPRESENTATIONS OR WARRANTIES OF MERCHANT-
ABILITY OR FITNESS FOR ANY PARTICULAR PURPOSE OR THAT THE USE OF THE
LICENSED SOFTWARE, DATABASE OR DOCUMENTATION WILL NOT INFRINGE
ANY THIRD PARTY PATENTS, COPYRIGHTS, TRADEMARKS OR OTHER RIGHTS.
Pronunciation of words is adapted from The Carnegie Mellon University

Pronouncing Dictionary.
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Sheldon Smith
Contents
Introduction .................................................................................................................. 5
About the Academic Word List ................................................................................ 5
About this book.......................................................................................................... 5
Guidance for study .................................................................................................... 6
Academic Word List: Sublist 4 ................................................. 7
Exercises (Sublist 4) ................................................................................................. 42
Task 1: Focus on Meaning #1.................................................................................. 42
Task 4: Collocations #1 ............................................................................................ 45
Task 7: Word form ................................................................................................... 46
Academic Word List: Sublist 5 ............................................... 47
Exercises (Sublist 5) ................................................................................................. 79
Task 6: Word form #1 .............................................................................................. 84
Task 7: Word form #2 .............................................................................................. 86
Academic Word List: Sublist 6 ............................................... 87
Exercises (Sublist 6) ...............................................................................................119
Task 1: Focus on Meaning #1................................................................................ 119
Task 4: Collocations #1 .......................................................................................... 123
Task 5: Collocations #2 .......................................................................................... 123
Task 6: Word form #1 ............................................................................................ 124
Task 7: Word form #2 ............................................................................................ 125
Answers to exercises ...........................................................................................126
Sublist 4 .................................................................................................................. 126
Sublist 5 .................................................................................................................. 130
Sublist 6 .................................................................................................................. 136
Index of words .......................................................................................................141
About the author ..................................................................................................146
Accessing Online Resources...............................................................................147
3
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Sheldon Smith
Introduction
About the Academic Word List
The Academic Word List (AWL) was developed by Averil Coxhead at Victoria
University of Wellington, New Zealand. The list contains 570 word families which
frequently appear in academic texts, but which are not contained in the General
Service List (GSL). The 570 word families of the AWL are divided into 10 lists
(called sublists) according to how frequent they are. Sublist 1 has the most
frequent word families, sublist 2 the next most frequent word families, up to
sublist 10, which has the least frequent. Each sublist contains 60 word families,
except for sublist 10, which only has 30.
About this book

The book has the following features.
1) All words in each AWL sublist are given.
2) Pronunciation of each headword is shown.
3) Definitions are given for each headword. These are the most common
definitions of these words as used in academic contexts, rather than all
possible meanings (many meanings of the words do not relate to how they
are used in academic contexts).
4) The word family of each word is also given (adj, noun, verb, etc.). These are
categorised by type, so you can easily tell which word has which word form.
5) Common academic collocations using each AWL word are also given. These
are taken from the ACL (Academic Collocations List) developed by Pearson
Education.
6) There are exercises at the end of each sublist to help you practise each of
the words. The exercises cover all 60 words in each sublist (often
multiple times). More exercises can be found by accessing the online
resources. See the end of the book for access details.
7) There is a study guide (below) to help you understand how to use the AWL,
and this book, to improve your academic vocabulary.
5
Guidance for study

When studying vocabulary, the first step is to understand the meaning. Looking up
words in a dictionary to find the meaning can be difficult, and so to help you with
this, all headwords in the book have definitions, which are limited to how the
words are used in academic contexts.
Many students simply never get past the first step, which means they may be able
to understand the word when reading, but will not be able to use it productively in
writing or speaking. A second step is to understand different word forms of the
word, i.e. the word family. This will enable you to use the word more flexibly in
your speaking or writing, and is an especially useful skill if you want to
paraphrase material. For example, the word contrast, in AWL sublist 4, can be a
verb or noun. The adjective form is contrasting or contrastive.
A third step is to focus on usage. Here you would need a good dictionary to help,
or you can study the word in context. This book helps by giving example
sentences, though these are only of the headword, and further study may be
needed. Examples of usage for the word contrast are shown below.
Contrast (n)
contrast between [A & B] There is an obvious contrast between China and the UK.
[A] show a contrast with [B] This shows a marked contrast with the expected results.
contrast in [sth] There was a clear contrast in how subjects reacted.
Contrast (v)
contrast [sth] with [sth] The research findings contrast sharply with those expected.
[A & B] contrast The research findings and those expected contrast sharply.
Also related to usage are collocations, or common word combinations. This book
includes all collocations from the ACL (Academic Collocations List) which use
words from each sublist.
A fourth step is to focus on pronunciation. Understanding the pronunciation of a

word is important if you want to use the word correctly in your speaking, or
understand it in a lecture. Pay particular attention to shifting stress as the word
form changes. For example, the noun form CONtrast has the stress on the first
syllable, while the verb form conTRAST has the stress on the second syllable. Note
that only pronunciation of headword is given in this book, so for this extended
pronunciation work you would need to use a dictionary or other resource.
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Sheldon Smith
Academic Word List:
Sublist 4
7
access
[ækses]
verb
1. obtain or retrieve from a storage device; as of information on a computer.
2. reach or gain access to. E.g.: How does one access the attic in this house?
[Syn: get at]
noun
1. the right to obtain or make use of or take advantage of something (as services
or membership).
2. the right to enter. [Syn: entree, accession, admittance]
n (thing) verb adj opposite

access access accessible inaccessible
accessibility
n (person) verb forms adv other

x accessed x x
accesses
accessing
Collocations from the ACL

adj+n: direct access, easy access, electronic access, equal access, free access,
limited access, online access, open access, public access, ready access,
unlimited access.
adv+adj: easily accessible, readily accessible.
v+n: allow access (to), deny access (to), gain access (to), give access (to), have
access (to), provide access (to).
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adequate
[ædəkwət]
adj
1. enough to meet a purpose. E.g.: an adequate income, the food was adequate
[Syn: decent, enough]

adequacy x adequate inadequacy
inadequate
inadequately

x x adequately x
_________________________________________________________________
annual
[ænjuəl]
adj
1. occurring or payable every year. E.g.: an annual trip to Paris, annual (or
yearly) income [Syn: yearly]

x x annual x

x x annually x

adj+n: annual conference, annual meeting, annual rate, annual report, annual
review.
9
apparent
[əperənt]
adj
1. clearly apparent or obvious to the mind or senses. E.g.: the effects of the
drought are apparent to anyone who sees the parched fields [Syn: evident,
manifest, patent, plain]

x x apparent x
x x apparently x

adv+adj: immediately apparent, particularly apparent.
_________________________________________________________________
approximate
[əprɑksəmət]
adj
1. not quite exact or correct. E.g.: the approximate time was 10 o'clock [Syn:
approximative, rough]
verb
1. be close or similar. E.g.: Her results approximate my own [Syn: come close]

approximation approximate approximate x
x approximated approximately x
approximates
approximating
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attitude
[ætətud]
noun
1. a complex mental state involving beliefs and feelings and values and
dispositions to act in certain ways. E.g.: he had the attitude that work was
fun [Syn: mental attitude]

attitude x x x
x x x x

adj+n: negative attitude, positive attitude, changing attitudes, cultural attitudes,
public attitudes, social attitudes.
_________________________________________________________________
attribute
[ətrɪbjut]
verb
1. attribute or credit to. E.g.: We attributed this quotation to Shakespeare [Syn:
impute, ascribe, assign]
2. decide as to where something belongs in a scheme. [Syn: assign]
noun
1. an abstraction belonging to or characteristic of an entity.

attribute attribute attributable x
attribution
x attributed x x
attributes
attributing
11
civil
[sɪvəl]
adj
1. of or relating to or befitting citizens as individuals. E.g.: civil rights, civil
liberty [Syn: civic]

x x civil x
x x x x

adj+n: civil case, civil society.
_________________________________________________________________
code
[koʊd]
verb
1. attach a code to.
2. convert ordinary language into code. E.g.: We should encode the message for
security reasons [Syn: encode, encipher, cipher, cypher, encrypt, inscribe,
write in code]
noun
1. a coding system used for transmitting messages requiring brevity or secrecy.

code code x x
coding
x coded x x
codes
coding
12
Sheldon Smith
commit
[kəmɪt]
verb
1. perform an act, usually with a negative connotation. [Syn: perpetrate, pull]
2. give entirely to a specific person, activity, or cause. E.g.: She committed
herself to the work of God [Syn: give, dedicate, consecrate, devote]
commitment commit committed x
x commits x x
committed
committing
v+n: commit (a) crime, commit (an) offence.
_________________________________________________________________
communicate
[kəmjunəkeɪt]
verb
1. transmit information. E.g.: Please communicate this message to all
employees [Syn: pass on, pass, put across]
2. be in verbal contact; interchange information or ideas. E.g.: He and his sons
haven't communicated for years, Do you communicate with your advisor?
communication communicate communicable uncommunicative
communicative
x communicated communicatively x
communicates
communicating
adj+n: direct communication, effective communication, electronic communication,
personal communication, verbal communication, written communication.
13
concentrate
[kɑnsəntreɪt]
verb
1. draw together or meet in one common center. E.g.: These groups concentrate
in the inner cities
2. direct one's attention on something. [Syn: focus, center, centre, pore, rivet]
noun
1. the desired mineral that is left after impurities have been removed from mined
ore. [Syn: dressed ore]
concentrate concentrate concentrated x
concentration
x concentrated x x
concentrates
concentrating
_________________________________________________________________
confer
[kənfɜr]
adv
1. compare (used to point the reader to another place in the text). [Syn: cf., cf]
verb
1. have a conference in order to talk something over. E.g.: We conferred about a
plan of action [Syn: confabulate, confab, consult]
conference confer x x
x conferred confer x
conferring
confers
adj+n: annual conference, international conference, national conference.
v+n: attend (a) conference, hold (a) conference.
14
Sheldon Smith
contrast
[kɑntræst]
verb
1. put in opposition to show or emphasize differences. E.g.: The middle school
teacher contrasted her best student's work with that of her weakest
student
noun
1. the opposition or dissimilarity of things that are compared. E.g.: in contrast to,
by contrast [Syn: direct contrast]

contrast contrast contrasting x
contrastive

x contrasted x x
contrasting
contrasts

adj+n: marked contrast, sharp contrast, stark contrast, striking contrast.
15
cycle
[saɪkəl]
verb
1. recur in repeating sequences.
noun
1. an interval during which a recurring sequence of events occurs. E.g.: the
neverending cycle of the seasons [Syn: rhythm, round]
cycle cycle cyclic x
cyclical
x cycled x x
cycles
cycling
_________________________________________________________________
debate
[dəbeɪt]
verb
1. have an argument about something. [Syn: argue, contend, fence]
2. discuss the pros and cons of an issue. [Syn: deliberate]
3. think about carefully; weigh. [Syn: consider, moot, turn over, deliberate]
noun
1. a discussion in which reasons are advanced for and against some proposition or
proposal. [Syn: argument, argumentation]
debate debate debatable x
x debated x x
debates
debating
adj+n: academic debate, considerable debate, contemporary debate, heated debate,
ongoing debate, political debate, public debate, theoretical debate.
16
Sheldon Smith
despite
[dɪspaɪt]
adv
1. In spite of; against, or in defiance of.

x x x x

x x despite x
_________________________________________________________________
dimension
[dɪmenʃən]
noun
1. one of three cartesian coordinates that determine a position in space.
2. the magnitude of something in a particular direction (especially length or
width or height).
3. a construct whereby objects or individuals can be distinguished. [Syn: property,
attribute]

dimension x dimensional x

x x x multidimensional

adj+n: cultural dimension, political dimension, social dimension.
17
domestic
[dəmestɪk]
adj
1. converted or adapted to domestic use. E.g.: domestic animals, domesticated
plants like maize [Syn: domesticated]
2. of concern to or concerning the internal affairs of a nation. E.g.: domestic
issues such as tax rate and highway construction
3. of or involving the home or family. E.g.: domestic worries, domestic
happiness, they share the domestic chores, everything sounded very
peaceful and domestic, an author of blood-and-thunder novels yet quite
domestic in his taste
noun
1. a household servant. [Syn: domestic help, house servant]

x domesticate domestic x
domesticated

domestic domesticated domestically x
domesticating

adj+n: domestic market, domestic sphere, domestic violence.
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Sheldon Smith
emerge
[ɪmɜrdʒ]
verb
1. happen or occur as a result of something. [Syn: come forth]
2. become known or apparent. E.g.: Some nice results emerged from the study
3. come out of. [Syn: issue, come out, come forth, go forth, egress]

emergence emerge emergent x
emerging

x emerged x x
emerges
emerging
_________________________________________________________________
error
[erɜr]
noun
1. part of a statement that is not correct. E.g.: the book was full of errors [Syn:
mistake]
2. a misconception resulting from incorrect information. [Syn: erroneous belief]

error x erroneous x

x x erroneously x

adj+n: common error, random error, standard error.
19
ethnic
[eθnɪk]
adj
1. denoting or deriving from or distinctive of the ways of living built up by a
group of people. E.g.: influenced by ethnic and cultural ties- J.F.Kennedy,
ethnic food [Syn: cultural, ethnical]

ethnicity x ethnic x
x x x x

adj+n: ethnic community, ethnic differences, ethnic diversity, ethnic group, ethnic
identity, ethnic minority, ethnic origin.
_________________________________________________________________
goal
[goʊl]
noun
1. the place designated as the end (as of a race or journey). [Syn: finish, destination]
2. the state of affairs that a plan is intended to achieve and that (when achieved)
terminates behavior intended to achieve it. [Syn: end]

goal x x x
x x x x

adj+n: common goal, economic goal, ultimate goal.
v+n: achieve (a) goal, set (a) goal.
20
Sheldon Smith
grant
[grænt]
verb
1. allow to have. E.g.: grant a privilege [Syn: accord, allot]
2. give on the basis of merit. E.g.: Funds are granted to qualified researchers
[Syn: award]
3. bestow, especially officially. E.g.: grant a degree, This bill grants us new
rights [Syn: give]
noun
1. any monetary aid.
2. the act of providing a subsidy. [Syn: subsidization, subsidisation]

grant grant x x

x granted x x
granting
grants
21
hence
[hens]
adv
1. (used to introduce a logical conclusion) from that fact or reason or as a result.
E.g.: the eggs were fresh and hence satisfactory, we were young and
thence optimistic [Syn: therefore, thence, thus]

x x x x

x x hence x
_________________________________________________________________
hypothesis
[haɪpɑθəsəs]
noun
1. a proposal intended to explain certain facts or observations.
2. a tentative theory about the natural world; a concept that is not yet verified but
that if true would explain certain facts or phenomena. E.g.: a scientific
hypothesis that survives experimental testing becomes a scientific theory
[Syn: possibility, theory]

hypothesis hypothesise hypothetical x
hypothesize

x hypothesised / -ized hypothetically hypotheses (pl)
hypothesises / -izes
hypothesising / -izing
22
Sheldon Smith
implement
[ɪmpləmənt]
verb
1. apply in a manner consistent with its purpose or design. E.g.: implement a
procedure
2. pursue to a conclusion or bring to a successful issue. E.g.: He implemented a
new economic plan [Syn: follow through, follow up, follow out, carry out,
put through, go through]
noun
1. instrumentation (a piece of equipment or tool) used to affect an end.

implement implement x x
implementation

x implemented x x
implementing
implements

adj+n: effective implementation, successful implementation.
23
implicate
[ɪmplɪkeɪt]
verb
1. impose, involve, or imply as a necessary accompaniment or result. [Syn: entail]

implication implicate x x

x implicated x x
implicates
implicating
_________________________________________________________________
impose
[ɪmpoʊz]
verb
1. compel to behave in a certain way. E.g.: Social relations impose courtesy [Syn:
enforce]

imposition impose imposing x

x imposed x x
imposes
imposing

v+n: impose constraints, impose limitations, impose restrictions.
24
Sheldon Smith
integrate
[ɪntəgreɪt]
verb
1. make into a whole or make part of a whole. [Syn: incorporate]
2. become one; become integrated. E.g.: The students at this school integrate
immediately, despite their different backgrounds
integration integrate x x
x integrated x x
integrates
integrating
adj+n: integrated approach, integrated system, economic integration, social
integration.
_________________________________________________________________
internal
[ɪntɜrnəl]
adj
1. occurring within an institution or community. [Syn: intragroup]
2. happening or arising or located within some limits or especially surface. E.g.:
internal organs, internal mechanism of a toy, internal party maneuvering
3. inside the country. E.g.: a nation's internal politics [Syn: home, interior, national]
x internalise internal x
internalize
x internalised / -ized internally x
internalises / -izes
internalising / -izing
adj+n: internal affairs, internal conflict, internal control, internal market, internal
organ, internal structure.
25
investigate
[ɪnvestəgeɪt]
verb
1. conduct an inquiry or investigation of. E.g.: The district attorney's office
investigated reports of possible irregularities [Syn: inquire, enquire]

investigation investigate investigative x

investigator investigated x x
investigates
investigating

adj+n: empirical investigation, further investigation, scientific investigation.
_________________________________________________________________
job
[dʒɑb]
noun
1. the principal activity in your life that you do to earn money. [Syn: occupation,
business, line of work, line]
2. the responsibility to do something. E.g.: it is their job to print the truth

job x x x

x x x x
26
Sheldon Smith
label
[leɪbəl]
verb
1. assign a label to; designate with a label. E.g.: These students were labelled
`learning disabled'
noun
1. a brief description given for purposes of identification. E.g.: the label Modern
is applied to many different kinds of architecture
2. an identifying or descriptive marker that is attached to an object.

label label x x
x labeled / -lled x x
labeling / -lling
labels
_________________________________________________________________
mechanism
[mekənɪzəm]
noun
1. a natural object resembling a machine in structure or function. E.g.: the
mechanism of the ear, the mechanism of infection
2. device consisting of a piece of machinery; has moving parts that perform some
function.
3. the technical aspects of doing something. E.g.: a mechanism of social control,
mechanisms of communication [Syn: mechanics]

mechanism x x x
x x x x
27
obvious
[ɑbviəs]
adj
1. easily perceived or understood. E.g.: obvious errors

x x obvious x
x x obviously x

adj+n: obvious difference, obvious example, obvious point, obvious reason.
adv+adj: fairly obvious, immediately obvious.
v+adj: become obvious, seem obvious.
_________________________________________________________________
occupy
[ɑkjəpaɪ]
verb
1. be present in; be inside of. [Syn: inhabit]
2. march aggressively into another's territory by military force for the purposes
of conquest and occupation. [Syn: invade]
3. engage or engross wholly. [Syn: absorb, engross, engage]

occupancy occupy occupational x
occupation occupied
occupant occupied x x
occupier occupies
occupying
28
Sheldon Smith
option
[ɑpʃən]
noun
1. one of a number of things from which only one can be chosen. E.g.: what
option did I have? [Syn: alternative, choice]

option x optional x

x x x x
_________________________________________________________________
output
[aʊtpʊt]
noun
1. the quantity of something (as a commodity) that is created (usually within a
given period of time). [Syn: yield, production]
2. final product; the things produced. [Syn: end product]

output x x x

x x x x
29
overall
[oʊvɜrɔl]
adj
1. including everything. E.g.: the overall cost [Syn: total]
2. involving only main features. E.g.: the overall pattern of his life

x x overall x

x x x x

adj+n: overall aim, overall effect, overall level, overall performance, overall
picture, overall rate, overall structure.
30
Sheldon Smith
parallel
[perəlel]
adj
1. of or relating to the simultaneous performance of multiple operations. E.g.:
parallel processing
2. being everywhere equidistant and not intersecting. E.g.: parallel lines never
converge, concentric circles are parallel, dancers in two parallel rows
verb
1. be parallel to. E.g.: Their roles are paralleled by ours
2. duplicate or match. [Syn: twin, duplicate]
noun
1. something having the property of being analogous to something else. [Syn:
analogue, analog]

parallel parallel parallel unparalleled

x paralleled x x
parallelled
parallelling
parallels
31
parameter
[pɜræmətɜr]
noun
1. any factor that defines a system and determines (or limits) its performance.

parameter x x x

x x x x
_________________________________________________________________
phase
[feɪz]
verb
1. arrange in phases or stages. E.g.: phase a withdrawal
noun
1. any distinct time period in a sequence of events. [Syn: stage]

phase phase x x

x phased x x
phases
phasing

adj+n: final phase, first phase, initial phase, next phase.
32
Sheldon Smith
predict
[prɪdɪkt]
verb
1. make a prediction about; tell in advance. [Syn: foretell, prognosticate, call,
forebode, anticipate, promise]

predictability predict predictable unpredictability
prediction unpredictable

x predicted predictably x
predicting
predicts
_________________________________________________________________
principal
[prɪnsəpəl]
adj
1. most important element. E.g.: the principal rivers of America, the principal
example [Syn: chief, main, primary]

x x principal x

x x principally x
33
prior
[praɪɜr]
adj
1. earlier in time. [Syn: anterior]
x x prior x
x x x x

adj+n: prior experience, prior knowledge.
_________________________________________________________________
professional
[prəfeʃənəl]
adj
1. of or relating to a profession. E.g.: we need professional advice, professional
training, professional equipment for his new office
2. characteristic of or befitting a profession or one engaged in a profession. E.g.:
professional conduct, professional ethics, a thoroughly professional
performance
noun
1. a person engaged in one of the learned professions. [Syn: professional person]
professionalism x professional x
professional x professionally x

adj+n: professional activity, professional body, professional colleague, professional
development, professional experience, professional knowledge, professional
practice, professional qualification, professional staff, professional standard,
professional status, professional support, professional training, professional
work.
34
Sheldon Smith
project
[prɑdʒekt]
verb
1. project on a screen. E.g.: The images are projected onto the screen
2. cause to be heard. E.g.: His voice projects well
3. extend out or project in space. [Syn: stick out, protrude, jut out, jut]
noun
1. a planned undertaking. [Syn: projection]
project project x x
projection
x projected x x
projecting
projects
_________________________________________________________________
promote
[prəmoʊt]
verb
1. contribute to the progress or growth of. [Syn: advance, boost, further, encourage]
2. make publicity for; try to sell (a product). [Syn: advertise, advertize, push]
promotion promote x x
promoter promoted x x
promotes
promoting
v+n: promote (the) development (of), promote equality.
35
regime
[rəʒim]
noun
1. the organization that is the governing authority of a political unit. [Syn:
government, authorities]

regime x x x

x x x x
_________________________________________________________________
resolve
[rizɑlv]
verb
1. bring to an end; settle conclusively. [Syn: decide, settle, adjudicate]
2. reach a decision. E.g.: he resolved never to drink again [Syn: purpose]
3. reach a conclusion after a discussion or deliberation. [Syn: conclude]

resolution resolve x unresolved

x resolved x x
resolves
resolving

v+n: resolve (a) conflict, resolve (a) dispute.
36
Sheldon Smith
retain
[rɪteɪn]
verb
1. secure and keep for possible future use or application. E.g.: The landlord
retained the security deposit [Syn: hold, keep back, hold back]
2. hold within. E.g.: This soil retains water, I retain this drug for a long time
3. keep in one's mind. E.g.: I cannot retain so much information

retainer retain retentive x
retention

x retained x x
retaining
retains
_________________________________________________________________
series
[sɪriz]
noun
1. similar things placed in order or happening one after another. E.g.: they were
investigating a series of bank robberies

series x x x

x x x x
37
statistic
[stətɪstɪk]
noun
1. a datum that can be represented numerically.
statistic x statistical x
statistics
statistician x statistically x
adj+n: statistical analysis, statistical data, statistical information, statistical
method, statistical significance, statistical technique, statistical test,
descriptive statistics, official statistics.
_________________________________________________________________
status
[stætəs]
noun
1. a state at a particular time. E.g.: the current status of the arms negotiations
[Syn: condition]
2. the relative position or standing of things or especially persons in a society. E.g.:
he had the status of a minor, the novel attained the status of a classic [Syn:
position]
status x x x
x x x x
adj+n: current status, economic status, equal status, high status, legal status, low
status, political status, professional status, relative status, social status,
socioeconomic status, special status.
38
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stress
[stres]
verb
1. to stress, single out as important. [Syn: emphasize, emphasise, punctuate, accent,
accentuate]
noun
1. difficulty that causes worry or emotional tension. E.g.: she endured the
stresses and strains of life, he presided over the economy during the
period of the greatest stress and danger- R.J.Samuelson [Syn: strain]
2. special emphasis attached to something. E.g.: the stress was more on
accuracy than on speed [Syn: focus]
3. the relative prominence of a syllable or musical note (especially with regard to
stress or pitch). E.g.: he put the stress on the wrong syllable [Syn: emphasis,
accent]

stress stress stressed unstressed
stressful

x stressed x x
stresses
stressing

v+n: cause stress, reduce stress.
39
subsequent
[sʌbsəkwənt]
adj
1. following in time or order. E.g.: subsequent developments

x x subsequent x
x x subsequently x
adj+n: subsequent analysis, subsequent chapter, subsequent development,
subsequent study, subsequent work.
_________________________________________________________________
sum
[sʌm]
verb
1. be a summary of. E.g.: The abstract sums up the main ideas in the paper
[Syn: summarize, summarise, sum up]
2. determine the sum of. [Syn: total, tot, tot up, sum up, summate, tote up, add,
add together, tally, add up]
noun
1. a quantity obtained by addition. [Syn: amount, total]
2. the whole amount. [Syn: total, totality, aggregate]

sum sum x x
summation
x summed x x
summing
sums
40
Sheldon Smith
summary
[sʌmɜri]
noun
1. a brief statement that presents the main points in a concise form. E.g.: he gave
a summary of the conclusions
summarisation summarise x x
summarization summarize
summary
x summarised / -ized x x
summarises / -izes
summarising / -izing

adj+n: brief summary, useful summary.
v+n: present (a) summary, provide (a) summary.
_________________________________________________________________
undertake
[ʌndɜrteɪk]
verb
1. enter upon an activity or enterprise. [Syn: set about, attempt]
undertaking undertake x x
x undertaken x x
undertakes
undertaking
undertook

v+n: undertake (an) activity, undertake research, undertake work.
41
Exercises (Sublist 4)
Task 1: Focus on Meaning #1
Study the following text on The History of Plague. Fill in the gaps using
words from the box. All are words from AWL sublist 4. [Note: words from
sublist 5 (italics) and sublist 6 (bold) are also shown, for preview purposes.]
adequate approximately attributed concentrated
conference cycle despite emerged
hence imposed mechanism overall
prior summary
The bacteria that cause plague, Yersinia pestis, continue their existence through a
_________ involving rodents and their fleas. The __________ of plague transmission
is flea bites, contact with contaminated fluid or tissue, or inhalation of air-borne
droplets. There have been three recorded plague pandemics during human history.
The first recorded pandemic, the Justinian plague, occurred in the sixth century CE. It
is thought to have _____________ from central Africa and spread to the
Mediterranean through trade routes. At its peak, more than 5,000 people died per day
in Constantinople, the capital of the Byzantine Empire. The impact of this outbreak
probably contributed to the later fall of Emperor Justinian, and _____________ its
name, the Justinian plague. The plague was not, however, _____________ in
Constantinople; it spread across Europe, Asia, North Africa and Arabia, killing
_____________ 50 million people, up to half of the world’s population at the time.
The second major pandemic, the Black Death, occurred during the 14th century. This
time, the infections are thought to have originated somewhere in Asia before being
transported to Europe by trade, soldiers, and war refugees. It persisted for 300 years
in Europe and Great Britain. This outbreak killed an estimated one-quarter of the
population of Europe (25 million, primarily in major cities). Deaths in Asia and
Africa exceeded 25 million. ___________ lack of scientific understanding of how the
disease was transmitted, it was known that proximity had some connection to
transmission of the plague. Authorities in the Venetian port city of Ragusa
__________ strict regulations on newly arrived sailors, keeping them isolated on their
ships for 40 days, or a quarantino in Venetian law, the origin of the word quarantine.
The most recent pandemic occurred in the 1890s. This outbreak originated in the
Yunnan province of China and spread worldwide through trade. The plague
bacterium was discovered by Alexandre Yersin (1863–1943) during this outbreak,
and it is named after him, Yersinia pestis. During this outbreak, several European
42
Sheldon Smith
cities held an international _____________ (Venice in 1892, Dresden in 1893, Paris
in 1894) to discuss ways to develop _____________ measures to prevent the
introduction and spread of this and other infectious diseases to Europe. The
_____________ number of deaths was lower than in _____________ outbreaks,
perhaps because of improved sanitation and medical support. Most of the deaths
_____________ to this final pandemic occurred in India.
In _____________, the plague, which is spread by rodents and their fleas, has led to
three major pandemics during human history.
Source: Adapted from The History of the Plague, in Microbiology, Chapter 25 | Circulatory and
Lymphatic System Infections © 2018 Rice University. This OpenStax book is available for free
at http://cnx.org/content/col12087/1.5.

Read the second part of the text on Bullying and Cyberbullying: How
Technology Has Changed the Game. Fill in the gaps using words from
the box. All are words from AWL sublist 4. [Note: words from sublist 5
(italics) and sublist 6 (bold) are again shown.]
accessible apparent committed implement
implicated integrate labels occupy
statistics subsequently
Most of us know that the old rhyme “sticks and stones may break my bones, but
words will never hurt me” is inaccurate. Words can hurt, and never is that more
_____________ than in instances of bullying. Bullying has always existed and has
often reached extreme levels of cruelty in children and young adults, who are
especially vulnerable to others’ opinions of them.
Today, technology has ushered in a new era of this dynamic. Cyberbullying is the use
of interactive media by one person to torment another, and it is on the rise.
Cyberbullying can mean sending threatening texts, harassing someone in a public
forum (such as Facebook), and posting embarrassing images online. This form of
bullying is particularly dangerous because it’s widely _____________ and therefore
easier to accomplish. _____________ released in 2013 show that close to 1 in every 3
(27.8 percent) students report being bullied by their school peers, with 17 percent of
students reporting having been the victims of cyberbullying.
Cyberbullying, and bullying in general, made international headlines in 2010 when a
fifteen-year-old girl, Phoebe Prince, in South Hadley, Massachusetts, _____________
suicide after being relentlessly bullied by girls at her school. _____________,
those _____________ in the death were prosecuted in the legal system and the state
passed anti-bullying legislation.
43
Whether legislation will change the behaviour of would-be cyberbullies remains to be
seen. However, it is hoped that communities will work to ___________ anti-bullying
laws and protect victims before they feel they must resort to extreme measures.
Anti-bullying measures should also _____________ an important part of school
regulation. It is important for schools to _____________ bullying prevention into
classroom learning. It is also important to avoid _____________ such as ‘bully’ and
‘victim’, and instead focus on the behaviour.
Source: Adapted from Bullying and Cyberbullying: How Technology Has Changed the Game, in
Introduction to Sociology, Chapter 6 | Groups and Organization © 2017 Rice University. This
OpenStax book is available for free http://cnx.org/content/col11762/1.6.

The following sentences each contain an underlined word, which can be
replaced by a synonym from the box below (synonyms in the box are all
sublist 4 words). Replace each word with the correct synonym. An
example has been done.
civil code debate grant job output
parameter principal project regime series sum
Example: There was a fierce argument about how to run the company. debate
a) The main reason for the decline was a lack of investment. _______________
b) The corrupt and centralized government made many decisions which ultimately
led to a major uprising by the people. _______________
c) An increase in mechanization, coupled with moving production from the home to
the factory, dramatically increased production of goods. _______________
d) Pensioners will be paid a total of $200 per week under new legislation issued this
week. _______________
e) The actions of the government set in motion a sequence of financial reactions that
contributed to a global recession. _______________
f) The government may allow highly-skilled workers the right of citizenship after
they have worked in the country for a number of years. _______________
g) Staff at the hospital insist that a new rule of behaviour is urgently needed to
protect vulnerable patients. _______________
h) National income is one variable which governs the economy, alongside others
such as taxes, imports, exports and government spending. _______________
i) The plan needed months of preparation and planning before on-site work could
begin. _______________
j) In many countries, women have fewer individual rights and liberties than
men. _______________
k) Few major organisations take on the work of protecting the
environment. _______________
44
Sheldon Smith
Task 4: Collocations #1
The following are v + n collocations from the Academic Collocations List,
involving AWL sublist 4 words (underlined). Match each verb to the
corresponding noun. An example has been done for you.
commit a conference
achieve a summary
provide a conflict
reduce the development (of)
attend access (to)
resolve a goal
undertake restrictions
gain research
promote a crime
impose stress
The following adj+n collocations match one noun from the AWL sublist 4.
Identify which one. Choose from the following nouns.
access attitude(s) communication conference contrast
debate dimension investigation phase status
direct/ easy/ electronic/ equal/ free/ limited/ online/ access

open/ public/ ready/ unlimited
[direct access, easy access, etc.]
current/ economic/ equal/ high/ legal/ low/ political/
professional/ relative/ social/ socioeconomic/ special
direct/ effective/ electronic/ personal/ verbal/ written
academic/ considerable/ contemporary/ heated/
ongoing/ political/ public/ theoretical
negative/ positive/ changing/ cultural/ public/ social
empirical/ further/ scientific
final/ first/ initial/ next
marked/ sharp/ stark/ striking
annual/ international/ national
cultural/ political/ social
45
The following adj+n collocations match one adjective from the AWL sublist
4. Identify which one. Choose from the following adjectives.
annual domestic ethnic internal obvious
overall professional subsequent statistical
activity/ body/ colleague/ development/ experience/

practice/ qualification/ staff/ standard/ support/ training
analysis/ data/ information/ method/ significance/
technique/ test
community/ differences/ diversity/ group/ identity/
minority/ origin
aim/ effect/ level/ performance/ picture/ rate/ structure
market/ sphere/ violence
affairs/ conflict/ control/ market/ organ/ structure
difference/ example/ point/ reason
analysis/ chapter/ development/ study/ work
conference/ meeting/ rate/ report/ review
Task 7: Word form

Complete the following sentences by changing the word form of the
word(s) in brackets. An example has been done for you.
Example: There are many economic (economy) benefits of the policy.
a) The large difference between observed and expected results was due to
_______________ (error) measurements during the initial phase of the experiment.
b) The building was designed with various _______________ (hypothesis)
emergencies in mind, such as fire, bombing and flooding.
c) Although some steps in the process are _______________ (option), it is
recommendation that they be carried out.
d) The experiment was an _______________ (parallel) success.
e) Despite climate change, general weather patterns remain _____________ (predict).
f) The _______________ (retain) of skilled staff is important for any business.
g) Students often find final exams to be a very _______________ (stress) experience.
h) It is important to give proper _______________ (attribute) to the work of others in
your writing, for example via the use of in-text citations.
i) The meeting concluded without a satisfactory _______________ (resolve).
j) Race refers to superficial physical differences that a society considers significant,
while _______________ (ethnic) describes shared culture.
46
Sheldon Smith
Academic Word List:
Sublist 5
47
academy
[əkædəmi]
noun
1. a learned establishment for the advancement of knowledge.

academia x academic x
academy
academic x academically x

adj+n: (in) academic circles, academic achievement, academic career, academic
community, academic debate, academic discipline, academic discourse,
academic institution, academic journal, academic life, academic performance,
academic research, academic skills, academic study, academic success,
academic work, academic world, academic writing, academic year.
_________________________________________________________________
adjust
[ədʒʌst]
verb
1. alter or regulate so as to achieve accuracy or conform to a standard. [Syn: set,
correct]
2. adapt or conform oneself to new or different conditions. E.g.: We must adjust
to the bad economic situation [Syn: conform, adapt]

adjustment adjust adjusted x
x adjusted x readjust
adjusting readjustment
adjusts
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Sheldon Smith
alter
[ɔltɜr]
verb
1. cause to change; make different; cause a transformation. E.g.: The advent of
the automobile may have altered the growth pattern of the city [Syn:
change, modify]

alteration alter alterable unalterable
alternate alternate alternating unaltered

x altered x x
altering
alternating
alters
_________________________________________________________________
amend
[əmend]
verb
1. make amendments to. E.g.: amend the document
2. set straight or right. [Syn: rectify, remediate, remedy, repair]

amendment amend x x

x amended x x
amending
amends
49
aware
[əwer]
adj
1. alert and fully informed. E.g.: politically aware, the most...technically aware
of the novelists under thirty- W.S.Graham [Syn: knowing, knowledgeable]
2. (sometimes followed by òf') having or showing realization or perception. E.g.:
was aware of his opponent's hostility, became aware of her surroundings,
aware that he had exceeded the speed limit
3. (usually followed by òf') having knowledge or understanding. E.g.: I am well
aware of his limitations [Syn: cognizant, cognisant, well aware]

awareness x aware unaware

x x x x

adj+n: greater awareness, growing awareness, increased awareness, increasing
awareness, public awareness.
adv+adj: acutely aware, fully aware, increasingly aware, keenly aware, well aware.
v+adj: become aware, make aware.
v+n: increase awareness, raise awareness.
50
Sheldon Smith
capacity
[kəpæsəti]
noun
1. the amount that can be contained. E.g.: the gas tank has a capacity of 12
gallons [Syn: content]
2. the power to learn or retain knowledge; in law, the ability to understand the
facts and significance of your behavior. [Syn: mental ability]
3. a specified function. E.g.: he was employed in the capacity of director, he
should be retained in his present capacity at a higher salary
4. the maximum production possible. E.g.: the plant is working at 80% capacity
capacity x x x
x x x incapacitate
incapacitated
_________________________________________________________________
challenge
[tʃæləndʒ]
verb
1. take exception to. E.g.: She challenged his claims [Syn: dispute, gainsay]
noun
1. a demanding or stimulating situation. E.g.: they reacted irrationally to the
challenge of Russian power
2. questioning a statement and demanding an explanation. E.g.: his challenge of
the assumption that Japan is still our enemy
challenge challenge challenging x
challenger challenged x x
challenges
challenging
adj+n: major challenge, serious challenge.
v+n: face (a) challenge, pose (a) challenge, present (a) challenge.
51
clause
[klɔz]
noun
1. (grammar) an expression including a subject and predicate but not constituting
a complete sentence.
2. a separate section of a legal document (as a statute or contract or will). [Syn:
article]
clause x x x
x x x x
_________________________________________________________________
compound
[kɑmpaʊnd]
adj
1. composed of many distinct individuals united to form a whole or colony. [Syn:
colonial]
2. consisting of two or more substances or ingredients or elements or parts. E.g.:
soap is a compound substance, housetop is a compound word, a
blackberry is a compound fruit
verb
1. put or add together. [Syn: combine]
2. make more intense, stronger, or more marked. [Syn: intensify, heighten, deepen]
noun
1. a whole formed by a union of two or more elements or parts.
compound compound compound x
x compounded x x
compounding
compounds
52
Sheldon Smith
conflict
[kɑnflɪkt]
verb
1. go against, as of rules and laws. E.g.: This behavior conflicts with our rules
[Syn: run afoul, infringe, contravene]
2. be in conflict. E.g.: The two proposals conflict!
noun
1. a state of opposition between persons or ideas or interests. E.g.: his conflict of
interest made him ineligible for the post, a conflict of loyalties
2. a disagreement or argument about something important. E.g.: the familiar
conflict between Republicans and Democrats [Syn: dispute, difference]
3. an incompatibility of dates or events. E.g.: he noticed a conflict in the dates
4. a hostile meeting of opposing military forces in a war. [Syn: battle, fight]
conflict conflict conflicting x
x conflicted x x
conflicting
conflicts
adj+n: armed conflict, internal conflict, political conflict, potential conflict, social
conflict, conflicting interests.
v+n: come into conflict (with), resolve (a) conflict.
_________________________________________________________________
consult
[kənsʌlt]
verb
1. seek information from. E.g.: You should consult the dictionary [Syn: refer]
2. get or ask advice from. E.g.: They had to consult before arriving at a decision
consultancy consult consultative x
consultation
consultant consulted x x
consulting
consults
53
contact
[kɑntækt]
verb
1. be in direct physical contact with; make contact. E.g.: The wire must not
contact the metal cover, The surfaces contact at this point [Syn: touch,
adjoin, meet]
2. be in or establish communication with. E.g.: He never contacted his children
after he emigrated to Australia [Syn: reach, get through, get hold of]
noun
1. the state or condition of touching or of being in immediate proximity. E.g.:
litmus paper turns red on contact with an acid
2. a person who is in a position to give you special assistance. E.g.: he used his
business contacts to get an introduction to the governor [Syn: middleman]
3. a communicative interaction. E.g.: the pilot made contact with the base [Syn:
touch]
4. the physical coming together of two or more things. E.g.: contact with the pier
scraped paint from the hull [Syn: impinging, striking]

contact contact contactable x

x contacted x x
contacting
contacts

adj+n: close contact, direct contact, first contact, personal contact, physical
contact, sexual contact, social contact.
v+n: come into contact (with), maintain contact, make contact.
54
Sheldon Smith
decline
[dɪklaɪn]
verb
1. refuse to accept. [Syn: refuse, reject, pass up, turn down]
2. go down. E.g.: The roof declines here
noun
1. a condition inferior to an earlier condition; a gradual falling off from a better
state. [Syn: declination]
2. a downward slope or bend. [Syn: descent, declivity, fall, declination, declension,
downslope]

decline decline x x
x declined x x
declines
declining
_________________________________________________________________
discrete
[dɪskrit]
adj
1. constituting a separate entity or part. E.g.: a government with three discrete
divisions [Syn: distinct]

discretion x discrete indiscrete
discretionary indiscretion
x x discretely x
55
draft
[dræft]
verb
1. draw up an outline or sketch for something. E.g.: draft a speech [Syn: outline]
noun
1. preliminary version of a written work. [Syn: draft copy]
2. a preliminary sketch of a design or picture. [Syn: rough drawing]

draft draft x x
x drafted x redraft
drafting
drafts
_________________________________________________________________
enable
[eneɪbəl]
verb
1. render capable or able for some task. E.g.: This skill will enable you to find a
job on Wall Street, The rope enables you to secure yourself when you
climb the mountain

x enable enabling x
x enabled x x
enables
enabling
56
Sheldon Smith
energy
[enɜrdʒi]
noun
1. a healthy capacity for vigorous activity. E.g.: jogging works off my excess
energy [Syn: vim, vitality]
2. (physics) the capacity of a physical system to do work; the units of energy are
joules or ergs. E.g.: energy can take a wide variety of forms

energy x energetic x
x x energetically x

adj+n: atomic energy, nuclear energy, renewable energy, solar energy.
_________________________________________________________________
enforce
[enfɔrs]
verb
1. ensure observance of laws and rules. [Syn: implement, apply]
2. compel to behave in a certain way. [Syn: impose]

enforcement enforce enforced x
x enforced x x
enforces
enforcing
57
entity
[entəti]
noun
1. that which is perceived or known or inferred to have its own distinct existence
(living or nonliving).

entity x x x

x x x x

adj+n: separate entity, single entity.
_________________________________________________________________
equivalent
[ɪkwɪvələnt]
adj
1. equal in amount or value. E.g.: equivalent amounts [Syn: like, equal, same]
noun
1. a person or thing equal to another in value or measure or force or effect or
significance etc. E.g.: send two dollars or the equivalent in stamps

equivalence x equivalent x
equivalent

x x x x
58
Sheldon Smith
evolve
[ɪvɑlv]
verb
1. undergo development or evolution. E.g.: Modern man evolved long ago

evolution evolve evolutionary x
evolutionist evolved x x
evolves
evolving

adj+n: biological evolution, evolutionary process, evolutionary theory.
_________________________________________________________________
expand
[ɪkspænd]
verb
1. extend in one or more directions. E.g.: The dough expands [Syn: spread out]
2. add details, as to an account or idea; clarify the meaning of and discourse in a
learned way, usually in writing. [Syn: elaborate, lucubrate, expatiate, exposit,
enlarge, flesh out, expound, dilate]
3. become larger in size, volume or quantity. E.g.: his business expanded rapidly

expansion expand expanded x
expansionism expanding
expansive
x expanded x x
expanding
expands
59
expose
[ɪkspoʊz]
verb
1. to show, make visible or apparent. [Syn: exhibit, display]
2. make known to the public information that was previously known only to a few
people or that was meant to be kept a secret. [Syn: disclose, let on, bring out,
reveal, discover, divulge, impart, break, give away, let out]
3. put in a dangerous, disadvantageous, or difficult position. [Syn: endanger, peril]
exposure expose exposed x
x exposed x x
exposes
exposing
_________________________________________________________________
external
[ɪkstɜrnəl]
adj
1. coming from the outside. [Syn: extraneous, outside]
2. happening or arising or located outside or beyond some limits or especially
surface. E.g.: the external auditory canal, external pressures
externalisation externalise external x
externality externalize
externalization
x externalised / -ized externally x
externalises / -izes
externalizing / -izing
adj+n: external environment, external factors, external forces, external influences,
external source, external threat, external world.
60
Sheldon Smith
facilitate
[fəsɪləteɪt]
verb
1. make easier. E.g.: you could facilitate the process by sharing your
knowledge [Syn: ease, alleviate]
facilitation facilitate facilitated x
facility
facilitator facilitated x x
facilitates
facilitating
_________________________________________________________________
fundamental
[fʌndəmentəl]
adj
1. serving as an essential component. E.g.: an example that was fundamental to
the argument, computers are fundamental to modern industrial structure
[Syn: cardinal, central, key, primal]
2. being or involving basic facts or principles. E.g.: the fundamental laws of the
universe, a fundamental incompatibility [Syn: rudimentary, underlying]
3. far-reaching and thoroughgoing in effect especially on the nature of something.
E.g.: the fundamental revolution in human values that has occurred, the
book underwent fundamental changes, committed the fundamental error
of confusing spending with extravaga [Syn: profound]
x x fundamental x
x x fundamentally x
adj+n: fundamental aspect, fundamental assumption, fundamental change,
fundamental component, fundamental difference, fundamental importance,
fundamental principle, fundamental problem, fundamental question.
61
generate
[dʒenɜreɪt]
verb
1. bring into existence. E.g.: The new manager generated a lot of problems, The
computer bug generated chaos in the office [Syn: bring forth]
2. produce (energy). E.g.: We can't generate enough power for the entire city,
The hydroelectric plant needs to to generate more electricity

x generate x x
x generated x x
generates
generating
_________________________________________________________________
generation
[dʒenɜreɪʃən]
noun
1. a stage of technological development or innovation. E.g.: the third generation
of computers
2. all the people living at the same time or of approximately the same age. [Syn:
coevals, contemporaries]
3. the production of heat or electricity. E.g.: dams were built for the generation
of electricity

generation x x x
x x x x

adj+n: first generation, next generation, previous generation, younger generation.
62
Sheldon Smith
image
[ɪmədʒ]
noun
1. a visual representation (of an object or scene or person or abstraction)
produced on a surface. [Syn: picture, icon, ikon]
image x x x
imagery
x x x x
adj+n: positive image, public image, visual image.
_________________________________________________________________
liberal
[lɪbɜrəl]
adj
1. having political or social views favoring reform and progress.
2. given or giving freely. E.g.: a liberal backer of the arts [Syn: big, bighearted,
bounteous, bountiful, freehanded, handsome, giving, openhanded]
noun
1. a person who favors a political philosophy of progress and reform and the
protection of civil liberties. [Syn: progressive]
2. a person who favors laissez-faire and self-regulating economic markets.
liberalisation/ -ization liberalise/ -ize liberal x
liberalism liberate liberated
liberation
liberal liberalised / -ized liberally x
liberator liberalises / -izes
liberalising / -izing
liberated
liberates
liberating
63
licence
[laɪsəns]
verb
1. authorize officially. [Syn: license, certify]
noun
1. excessive freedom; lack of due restraint. [Syn: license]
2. a legal document giving official permission to do something. [Syn: license, permit]
licence licence licensed unlicensed
license license

x licensed x x
licenses
licensing
_________________________________________________________________
logic
[lɑdʒɪk]
noun
1. reasoned and reasonable judgment. E.g.: it made a certain kind of logic
2. the principles that guide reasoning within a given field or situation. E.g.:
economic logic requires it, by the logic of war
logic x logical illogical
illogically

logician x logically x

adj+n: logical approach, logical argument, logical conclusion.
64
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margin
[mɑrdʒən]
noun
1. the boundary line or the area immediately inside the boundary. [Syn: border,
perimeter]
2. the blank space that surrounds the text on a page.
3. a permissible difference; allowing some freedom to move within limits. [Syn:
allowance, leeway, tolerance]

margin x marginal x
x x marginally x
_________________________________________________________________
medical
[medəkəl]
adj
1. relating to the study or practice of medicine. E.g.: the medical profession, a
medical student, medical school
2. requiring or amenable to treatment by medicine especially as opposed to
surgery. E.g.: medical treatment, pheumonia is a medical disease
noun
1. a thorough physical examination; includes a variety of tests depending on the
age and sex and health of the person. [Syn: checkup, medical checkup,
medical examination, medical exam, health check]

medical x medical x
x x medically x

adj+n: medical assistance, medical treatment.
65
mental
[mentəl]
adj
1. affected by a disorder of the mind. E.g.: a mental patient, mental illness
2. involving the mind or an intellectual process. E.g.: mental images of happy
times, mental calculations, in a terrible mental state, mental suffering,
free from mental defects

mentality x mental x
x x mentally x

adj+n: mental health, mental illness, mental state.
_________________________________________________________________
modify
[mɑdəfaɪ]
verb
1. cause to change; make different; cause a transformation. [Syn: change, alter]
2. make less severe or harsh or extreme. E.g.: please modify this letter to make
it more polite

modification modify modified unmodified
x modified x x
modifies
modifying

adj+n: modified form, modified version.
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Sheldon Smith
monitor
[mɑnətɜr]
verb
1. keep tabs on; keep an eye on; keep under surveillance. [Syn: supervise,
ride herd on]
noun
1. electronic equipment that is used to check the quality or content of electronic
transmissions.
2. display consisting of a device that takes signals from a computer and displays
them on a CRT screen. [Syn: monitoring device]
monitor monitor x unmonitored
x monitored x x
monitoring
monitors
_________________________________________________________________
network
[netwɜrk]
verb
1. communicate with and within a group. E.g.: You have to network if you want
to get a good job
noun
1. an interconnected system of things or people. E.g.: he owned a network of
shops, retirement meant dropping out of a whole network of people who
had been part of my life [Syn: web]
network network x x
x networked x x
networking
networks
67
notion
[noʊʃən]
noun
1. a general inclusive concept.
2. a vague idea in which some confidence is placed. [Syn: impression, feeling, belief,
opinion]

notion x x x
x x x x
_________________________________________________________________
objective
[əbdʒektɪv]
adj
1. undistorted by emotion or personal bias; based on observable phenomena. E.g.:
an objective appraisal, objective evidence [Syn: nonsubjective]
2. belonging to immediate experience of actual things or events. E.g.: there is no
objective evidence of anything of the kind
noun
1. the goal intended to be attained (and which is believed to be attainable). [Syn:
aim, object, target]

objective x objective x
objectivity
x x objectively x

adj+n: objective criteria, objective reality, key objective, primary objective,
strategic objective, scientific objectivity.
v+n: achieve (an) objective, meet (an) objective, set (an) objective.
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orient
[ɔrient]
adj
1. (poetic) eastern. E.g.: the orient sun
verb
1. determine one's position with reference to another point. [Syn: orientate]
noun
1. the countries of Asia. [Syn: East, Orient]
orient orient orient x
orientation orientate
x orientated x reorient
orientates reorientation
orientating
oriented
orienting
orients
_________________________________________________________________
perspective
[pɜrspektɪv]
noun
1. a way of regarding situations or topics etc.. [Syn: position, view]
2. the appearance of things relative to one another as determined by their
distance from the viewer. [Syn: linear perspective]
perspective x x x
x x x x

adj+n: critical perspective, cultural perspective, global perspective, historical
perspective, new perspective, theoretical perspective.
69
precise
[prɪsaɪs]
adj
1. sharply exact or accurate or delimited. E.g.: a precise mind, specified a
precise amount, arrived at the precise moment
2. (of ideas, images, representations, expressions) characterized by perfect
conformity to fact or truth ; strictly correct. E.g.: a precise image, a precise
measurement [Syn: accurate, exact]
precision x precise imprecise
x x precisely x
adj+n: precise definition, precise nature.
_________________________________________________________________
prime
[praɪm]
adj
1. of or relating to or being an integer that cannot be factored into other integers.
E.g.: prime number
2. at the best stage. E.g.: our manhood's prime vigor- Robert Browning
3. first in rank or degree. E.g.: the prime minister [Syn: premier]
noun
1. the period of greatest prosperity or productivity. [Syn: flower, peak, heyday,
bloom, blossom, efflorescence, flush]
2. a number that has no factor but itself and 1. [Syn: prime quantity]
primacy x prime x
prime
x x x x
adj+n: prime example, prime time.
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psychology
[saɪkɑlədʒi]
noun
1. the science of mental life. [Syn: psychological science]

psychology x psychological x

psychologist x psychologically x
_________________________________________________________________
pursue
[pɜrsu]
verb
1. carry out or participate in an activity; be involved in. E.g.: She pursued many
activities [Syn: prosecute, engage]
2. follow in or as if in pursuit. E.g.: The police car pursued the suspected
attacker [Syn: follow]

pursued pursue pursued x
pursuit pursuing

x pursued x x
pursues
pursuing
71
ratio
[reɪʃioʊ]
noun
1. the relative magnitudes of two quantities (usually expressed as a quotient).

ratio x x x
x x x x
_________________________________________________________________
reject
[rɪdʒekt]
verb
1. refuse to accept. [Syn: refuse, pass up, turn down, decline]
2. resist immunologically the introduction of some foreign tissue or organ. E.g.:
His body rejected the liver of the donor [Syn: resist, refuse]
3. dismiss from consideration. [Syn: rule out, eliminate]
4. refuse to accept or acknowledge. E.g.: I reject the idea of starting a war, The
journal rejected the student's paper
noun
1. the person or thing rejected or set aside as inferior in quality. [Syn: cull]

reject reject x x
rejection
x rejected x x
rejecting
rejects
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revenue
[revənu]
noun
1. the entire amount of income before any deductions are made. [Syn: gross,
receipts]
2. government income due to taxation. [Syn: tax income, taxation, tax revenue]

revenue x x x
x x x x
_________________________________________________________________
stable
[steɪbəl]
adj
1. firm and dependable; subject to little fluctuation. E.g.: the economy is stable
2. resistant to change of position or condition. E.g.: a stable ladder, a stable
peace, a stable relationship, stable prices
3. not taking part readily in chemical change.

stabilisation stabilise stable instability
stability stabilize unstable
stabilization
x stabilised / -ized x x
stabilises / -izes
stabilising / -izing

adj+n: political instability, economic stability, political stability.
73
style
[staɪl]
verb
1. make consistent with a certain fashion or style. E.g.: style the dress
2. designate by an identifying term. E.g.: They styled their nation `The
Confederate States' [Syn: title]
noun
1. a way of expressing something (in language or art or music etc.) that is
characteristic of a particular person or group of people or period. E.g.: all the
reporters were expected to adopt the style of the newspaper [Syn:
expressive style]
2. editorial directions to be followed in spelling and punctuation and
capitalization and typographical display.
3. the popular taste at a given time. E.g.: the 1920s had a style of their own [Syn:
vogue, trend]
4. a particular kind (as to appearance). E.g.: this style of shoe is in demand

x style styled x
stylise stylised
stylize stylish
stylized

x styled x x
styles
styling
stylised / -ized
stylises / -izes
stylising / -izing
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substitute
[sʌbstətut]
adj
1. artificial and inferior. E.g.: substitute coffee [Syn: ersatz]
verb
1. put in the place of another; switch seemingly equivalent items. E.g.: substitute
regular milk with fat-free milk [Syn: replace]
noun
1. a person or thing that takes or can take the place of another. [Syn: replacement]
substitute substitute substitute x
substitution
x substituted x x
substitutes
substituting
_________________________________________________________________
sustain
[səsteɪn]
verb
1. lengthen or extend in duration or space. E.g.: We sustained the diplomatic
negotiations as long as possible [Syn: prolong, keep up]
2. supply with necessities and support. E.g.: She alone sustained her family, The
money will sustain our good cause [Syn: keep, maintain]
3. establish or strengthen as with new evidence or facts. [Syn: confirm, corroborate,
substantiate, support, affirm]
sustainability sustain sustainable unsustainable
sustenance sustained
x sustained x x
sustaining
sustains
75
symbol
[sɪmbəl]
noun
1. an arbitrary sign (written or printed) that has acquired a conventional
significance.
2. something visible that by association or convention represents something else
that is invisible. E.g.: the eagle is a symbol of the United States [Syn:
symbolization, symbolisation, symbolic representation]
symbol symbolise symbolic x
symbolism symbolize
symbols
x symbolised / -ized symbolically x
symbolises / izes
symbolising / -izing
_________________________________________________________________
target
[tɑrgət]
verb
1. intend (something) to move towards a certain goal. [Syn: aim, place, direct, point]
noun
1. the goal intended to be attained (and which is believed to be attainable). [Syn:
aim, object, objective]
target target x x
x targeted x x
targeting
targets
v+n: meet (a) target, set (a) target.
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transit
[trænzɪt] verb
1. cause or enable to pass through.
transition transit transitional x
transitory
x transited x x
transiting
transits
_________________________________________________________________
trend
[trend] noun
1. a general direction in which something tends to move. [Syn: tendency]
trend x x x
x x x x
adj+n: current trend, general trend, growing trend, increasing trend, social trend.
_________________________________________________________________
version
[vɜrʒən] noun
1. a mental representation of the meaning or significance of something.
2. something a little different from others of the same type. [Syn: variant, edition]
version x x x
x x x x
adj+n: earlier version, electronic version, final version, modified version, online
version, original version, revised version, simplified version.
77
welfare
[welfer]
noun
1. a contented state of being happy and healthy and prosperous. [Syn: wellbeing,
well-being, upbeat, eudaemonia, eudaimonia]
2. governmental provision of economic assistance to persons in need. [Syn:
social welfare]

welfare x x x

x x x x

adj+n: economic welfare, public welfare, social welfare.
_________________________________________________________________
whereas
[weræz]
adv
1. while (used to introduce a comment which contrasts with the main clause).

x x x x

x x whereas x
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Study the following text on Basic and Applied Science. Fill in the gaps
using words from the box. All are words from AWL sublist 5. [Note: words
from sublist 4 (underlined) and sublist 6 (bold) are also shown, for
review/preview purposes.]
awareness decline enabled energy expand

fundamental generated medical objective precise
prime pursue whereas
The scientific community has been debating for the last few decades about the value
of different types of science, specifically whether it is valuable to _____________
science for the sake of simply gaining knowledge, or whether scientific knowledge
only has worth if we can apply it to solving a specific problem or bettering our lives.
This issue focuses on the differences between two types of science: basic science and
applied science.
Basic science or “pure” science seeks to _____________ knowledge regardless of the

short-term application of that knowledge. It is not focused on developing a product or
a service of immediate public or commercial value. The _____________ of basic
science is knowledge for knowledge’s sake, though this does not mean that in the end
it may not result in an application.
In contrast, the _____________ aim of applied science or “technology” is to use

science to solve real-world problems, making it possible, for example, to improve a
crop yield, find a cure for a particular _____________ illness, to seek alternative
____________ sources, or save animals suffering from species loss or ____________.
In applied science, the problem is usually defined for the researcher.
Some individuals may perceive applied science as “useful” and basic science as
“useless”. A careful look at the history of science, however, reveals that basic
knowledge has resulted in many remarkable applications of great value. Few
solutions would be found without the help of the knowledge _____________ through
basic science.
A _____________ example of how basic and applied science can work together to
solve practical problems occurred after the discovery of DNA structure led to an
79
understanding of the molecular mechanisms governing DNA replication. Strands of
DNA, unique in every human, are found in our cells, where they provide the
instructions necessary for life. During DNA replication, new copies of DNA are
made, shortly before a cell divides to form new cells. Understanding the mechanisms
of DNA replication _____________ scientists to develop laboratory techniques that
are now used to identify genetic diseases, pinpoint individuals who were at a crime
scene, and determine paternity. Without basic science, it is unlikely that applied
science would exist.
Another example of the link between basic and applied research is the Human
Genome Project, a study in which each human chromosome was analyzed and
mapped to determine the _____________ sequence of DNA subunits and the exact
location of each gene. The Human Genome Project relied on basic research carried
out with non-human organisms and, later, with the human genome. An important end
goal eventually became using the data for applied research seeking cures for
genetically related diseases.
In short, basic science seeks knowledge for its own sake, _____________ applied
science uses science to solve real-world problems. Applied scientists need a good
_____________ of the principles of basic science in order to create new solutions to
real-world issues.
Source for Task 1 text: Adapted from Concepts of Biology, Chapter 1 | Introduction to Biology © 2017
Rice University. Download for free at https://openstax.org/details/books/concepts-biology.
____________________________________________________________________________________

Read the second part of the text on The Nature of Science. Fill in the
gaps using words from the box. All are words from AWL sublist 5. [Note:
Words from sublist 4 (underlined) and sublist 6 (bold) are again shown.]
academic alter challenge generations

mental modified perspectives trends
The ultimate judge in science is always what nature itself reveals based on
observations, experiments, models, and testing. Science is not merely a body of
knowledge, but a method by which we attempt to understand nature and how it
behaves. This method begins with many observations over a period of time. From the
_____________ found through observations, scientists can model the particular
phenomena we want to understand. Such models are always approximations of nature,
subject to further testing.
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Sheldon Smith
When you read about experiments, you probably have a _____________ picture of a
scientist in a laboratory conducting tests or taking careful measurements. This is
certainly the case for a biologist or a chemist, but what can astronomers do when our
laboratory is the universe? It’s impossible to put a group of stars into a test tube or to
order another comet from a scientific supply company.
As a result, astronomy is sometimes called an observational science; we often make

our tests by observing many samples of the kind of object we want to study and
noting carefully how different samples vary. New instruments and technology can let
us look at astronomical objects from new _____________ and in greater detail. Our
hypotheses are then judged in the light of this new information, and they pass or fail
in the same way we would evaluate the result of a laboratory experiment.
Much of astronomy is also a historical science—meaning that what we observe has

already happened in the universe and we can do nothing to change it. In the same way,
a geologist cannot _____________ what has happened to our planet, and a
paleontologist cannot bring an ancient animal back to life.
Sometimes new evidence will force the scientist to revise their last hypothesis. This
self-correcting aspect of science sets it apart from most human activities. Scientists
need to question and _____________ one another, which is why applications for
project funding—as well as reports for publication in _____________ journals—go
through an extensive process of peer review, which is a careful examination by other
scientists in the same field. New scientists know that one of the best ways to advance
their careers is to find a weakness in our current understanding of something and to
correct it with a new or _____________ hypothesis.
This is one of the reasons science has made such dramatic progress. An
undergraduate science major today knows more about science and math than did Sir
Isaac Newton, one of the most renowned scientists who ever lived. Even in an
introductory astronomy course, you will learn about objects and processes that no one
a few _____________ ago even dreamed existed.
Source for Task 2 text: Adapted from Astronomy, Chapter 1 Science and the Universe: A Brief Tour 1
© 2017 Rice University. Download for free at https://openstax.org/details/books/astronomy.
81

capacity challenge clause compound draft entity
facilitate fundamental network notion ratio revenue
Example: Several members of the department plan to openly question the authority of
the committee at the next meeting. challenge
a) The productive limit of the factory has increased by 200% in three
years. _______________
b) The final version of the report was completely different from the first
one. _______________
c) A social group can be important not only for business but also to help someone
find work. _______________
d) A bar graph shows relationship via the height of bars, with each bar representing a
certain thing such as a country or group of people. _______________
e) They refused to entertain the idea that the theory could be
incorrect. _______________
f) Banks aid the use of money for transactions in the economy. _______________
g) There is a section in the contract which grants him a percentage of the
profits. _______________
h) Small countries, which have less ability to provide what they want internally, tend
to have a higher level of imports and exports to GDP. _______________
i) Countries which sustain and add together increases in the rate of growth over long
periods of time see significant improvement in the standard of
living. _______________
j) Foreign trade in goods and services usually incurs costs of production in one
currency and income from sales in another currency. _______________
k) A basic principle of economics is that every choice has an opportunity
cost. _______________
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Sheldon Smith
The following are collocations for AWL sublist 5 words, taken from the ACL.
In each case, one collocation is incorrect. Identify and cross out the
incorrect collocation. An example has been done for you.
Example: mental health, mental illness, mental life, mental state.
a) academic achievement, academic career, academic circles, academic

community, academic debate, academic discourse, academic job,
academic journal, academic research, academic success, academic year
b) acutely aware, become aware, cautiously aware, fully aware,
increasingly aware, keenly aware, make aware, well aware
c) meet a target, locate a target, set a target
d) logical approach, logical argument, logical conclusion, logical summary
e) external environment, external factors, external forces, external
influences, external participants, external source, external threat,
external world
f) achieve an objective, meet an objective, reach an objective, set an
objective
g) key objective, necessary objective, objective criteria, objective reality,
primary objective, strategic objective, scientific objectivity
h) fundamental aspect, fundamental change, fundamental component,
fundamental difference, fundamental example, fundamental
importance, fundamental principle, fundamental problem, fundamental
question
i) academic stability, economic stability, political stability, political
instability
j) face a challenge, pose a challenge, present a challenge, solve a
challenge
k) biological evolution, cultural evolution, evolutionary process,
evolutionary theory
l) atomic energy, creative energy, nuclear energy, renewable energy, solar
energy
83
The following adj+n collocations match one word from AWL sublist 5.
Identify which one. An example has been done for you.
awareness conflict contact
generation image perspective
trend version welfare
current/ general/ growing/ increasing/ social trend

earlier/ electronic/ final/ modified/ online/ original/
revised/ simplified
critical/ cultural/ global/ historical/ new/ theoretical
economic/ public/ social
close/ direct/ first/ personal/ physical/ sexual/ social
positive/ public/ visual
first/ next/ previous/ younger
armed/ internal/ political/ potential/ social
greater/ growing/ increased/ increasing/ public
Task 6: Word form #1

Example: There are many economic (economy) benefits of the policy.
a) He negotiated his contract to ensure that it had cost-of-living
_______________ (adjust) so that his wages would keep up with inflation.
b) They insisted on several _______________ (amend) being made to the
contract before they were willing to sign it.
c) A financial _______________ (consult) is usually very highly paid.
d) Many individuals avoid paying tax, which is why tax
_______________ (enforce) is such an important role of the tax office.
e) The equation E=mc2 shows the _______________ (equivalent) between
energy and matter.
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Sheldon Smith
f) Quarantine is one way to reduce _______________ (expose) to the virus.

g) _______________ (liberal) of the slaves was one of the primary
consequences of the American Civil War.
h) Annual revenue rose only _______________ (margin) this year.
i) Many universities have an _______________ (orient) week to help students
adjust to life on campus.
j) Clinical psychology is the branch of psychology that focuses on the
diagnosis and treatment of _______________ (psychology) disorders.
k) Those suffering from social anxiety disorder often fear doing or saying
something that might lead to _______________ (reject).
l) The office was _______________ (style) in the manner of a Japanese office.
m) The high price of crude petroleum led to the _______________ (substitute)
of oil imports for domestic energy sources.
n) Withdrawing the ambassador was a _______________ (symbol) act of
support for the oppressed citizens.
o) Economic effects of the pandemic were initially thought to be
_______________ (transit) rather than long-lasting.
[Exercises for sublist 5 continue on next page]
85
Change the following words to form the opposite. All are adjectives unless
shown otherwise. Collect them together according to the prefix used. An
example has been done for you (resolved->unresolved).
Note: All words are level 5, except those with an asterisk*, which are level 4.
accessible* adequate* alterable aware discrete
discretion licensed logical modified monitored
precise resolved* stable stability sustainable
il in
un im
resolved*
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Sheldon Smith
Academic Word List:
Sublist 6
87
abstract
[æbstrækt]
adj
1. dealing with a subject in the abstract without practical purpose or intention.
E.g.: abstract reasoning, abstract science
2. existing only in the mind; separated from embodiment. E.g.: abstract words
like `truth' and `justice'
noun
1. a sketchy summary of the main points of an argument or theory. [Syn: outline,
synopsis, precis]
2. a concept or idea not associated with any specific instance. E.g.: he loved her
only in the abstract--not in person [Syn: abstraction]
abstract x abstract x
abstraction
x x abstractly x
_________________________________________________________________
accurate
[ækjɜrət]
adj
1. conforming exactly or almost exactly to fact or to a standard or performing
with total accuracy. E.g.: an accurate reproduction, the accounting was
accurate, accurate measurements, an accurate scale
accuracy x accurate inaccuracy
inaccurate
x x accurately x
adj+n: great accuracy, accurate assessment, accurate description, accurate
information, accurate measurement, accurate picture, accurate record.
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Sheldon Smith
acknowledge
[æknɑlɪdʒ]
verb
1. declare to be true or admit the existence or reality or truth of. E.g.: She
acknowledged that she might have forgotten [Syn: admit]
2. express obligation, thanks, or gratitude for. E.g.: We must acknowledge the
kindness she showed towards us [Syn: recognize, recognise]
3. express recognition of the presence or existence of, or acquaintance with. E.g.:
It is important to acknowledge the work of others in [Syn: notice]
acknowledgement acknowledge x x
x acknowledged x x
acknowledges
acknowledging
_________________________________________________________________
aggregate
[ægrəgət]
adj
1. gathered or tending to gather into a mass or whole. E.g.: aggregate expenses
include expenses of all divisions combined for the entire year, the
aggregated amount of indebtedness [Syn: aggregated, aggregative, mass]
verb
1. gather in a mass, sum, or whole. [Syn: combine]
noun
1. the whole amount. [Syn: sum, total, totality]
aggregate aggregate aggregate x
aggregation
x aggregated x x
aggregates
aggregating
89
allocate
[æləkeɪt]
verb
1. distribute according to a plan or set apart for a special purpose. [Syn: apportion]

allocation allocate x x

x allocated x x
allocates
allocating
_________________________________________________________________
assign
[əsaɪn]
verb
1. give an assignment to (a person) to a post, or assign a task to (a person). [Syn:
delegate, designate, depute]
2. select something or someone for a specific purpose. E.g.: The teacher assigned
him to lead his classmates in the exercise [Syn: specify, set apart]

assignment assign assigned unassigned

x assigned x reassign
assigning
assigns
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Sheldon Smith
attach
[ətætʃ]
verb
1. be attached; be in contact with.

attachment attach attached unattached
x attached x x
attaches
attaching
_________________________________________________________________
author
[ɔθɜr]
verb
1. be the author of. E.g.: She authored this play
noun
1. someone who writes (books or stories or articles or the like), especially
professionally (for pay). [Syn: writer]

authorship author x x
author authored x x
authoring
authors

adj+n: first author, original author.
91
bond
[bɑnd]
verb
1. create social or emotional ties. E.g.: The grandparents want to bond with the
child [Syn: bind, tie, attach]
2. stick to firmly. [Syn: adhere, hold fast, bind, stick, stick to]
noun
1. a connection based on kinship or marriage or common interest. E.g.: their
friendship constitutes a powerful bond between them [Syn: alliance]
2. the property of sticking together (as of glue and wood) or the joining of
surfaces of different composition. [Syn: adhesiveness, adhesion, adherence]

bond bond x x

x bonded x x
bonding
bonds
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Sheldon Smith
brief
[brif]
adj
1. of short duration or distance. E.g.: a brief stay in the country [Syn: little]
2. concise and succinct. E.g.: covered the matter in a brief statement
verb
1. give essential information to someone. E.g.: The reporters were briefed about
the President's plan to invade
noun
1. a condensed written summary or abstract.

brevity brief brief x
brief
briefing

x briefed briefly x
briefing
briefs

adj+n: brief account, brief description, brief discussion, brief history, brief
introduction, brief overview, brief period, brief review, brief summary, brief
time.
adv+v: briefly describe, briefly discuss.
93
capable
[keɪpəbəl]
adj
1. (usually followed by òf') having capacity or ability. E.g.: capable of winning,
capable of hard work, capable of walking on two feet
2. have the skills and qualifications to do things well. E.g.: a capable
administrator, children as young as 14 can be extremely capable and
dependable [Syn: able]

capability x capable incapable

x x x x
_________________________________________________________________
cite
[saɪt]
verb
1. refer to. [Syn: reference]
2. repeat a passage from. [Syn: quote]
3. refer to for illustration or proof. [Syn: quote]

citation cite x x

x cited x x
cites
citing
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Sheldon Smith
cooperate
[koʊɑpɜreɪt]
verb
1. work together on a common enterprise of project. [Syn: collaborate, join forces,
get together]
cooperation cooperate cooperative x
x cooperated cooperatively co-operate
cooperates co-operation
cooperating co-operative
_________________________________________________________________
discriminate
[dɪskrɪməneɪt]
adj
1. marked by the ability to see or make fine distinctions. E.g.: discriminate
judgments, discriminate people [Syn: discriminating]
verb
1. distinguish. E.g.: I could not discriminate the different tastes in this
complicated dish
2. treat differently on the basis of sex or race. [Syn: separate, single out]
discrimination discriminate discriminate x
discriminating
x discriminated x x
discriminates
discriminating

adj+n: positive discrimination, racial discrimination.
95
display
[dɪspleɪ]
verb
1. to show, make visible or apparent. E.g.: National leaders will have to display
the highest skills of statesmanship [Syn: expose, exhibit]
noun
1. a visual representation of something. [Syn: presentation]
2. something shown to the public. [Syn: exhibit, showing]
display display x x
x displayed x x
displaying
displays
_________________________________________________________________
diverse
[daɪvɜrs]
adj
1. distinctly dissimilar or unlike. E.g.: diverse parts of the country, celebrities
as diverse as Bob Hope and Bob Dylan [Syn: various]
2. many and different. E.g.: a person of diverse talents [Syn: divers]
diversification diversify diverse x
diversity diversified
x diversified diversely x
diversifies
diversifying
adj+n: (a) diverse range (of), diverse background, diverse group, cultural diversity,
ethnic diversity, great diversity.
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Sheldon Smith
domain
[doʊmeɪn]
noun
1. a particular environment or walk of life. [Syn: sphere, area, orbit, field, arena]
2. a knowledge domain that you are interested in or are communicating about.
E.g.: it was a limited domain of discourse [Syn: region, realm]

domain x x x

x x x x
_________________________________________________________________
edit
[edət]
verb
1. supervise the publication of. E.g.: The same family has been editing the
influential newspaper for almost 100 years
2. prepare for publication or presentation by correcting, revising, or adapting.
E.g.: she edited the letters of the politician so as to omit the most personal
passages [Syn: redact]

edition edit edited x
editorial editorial

editor edited x x
editing
edits
97
enhance
[enhæns]
verb
1. increase. E.g.: This will enhance your enjoyment [Syn: heighten, raise]
2. make better or more attractive. E.g.: This sauce will enhance the flavor of the
meat

enhancement enhance enhanced x
x enhanced x x
enhances
enhancing

v+n: enhance learning, enhance performance.
_________________________________________________________________
estate
[esteɪt]
noun
1. extensive landed property (especially in the country) retained by the owner for
his own use. E.g.: the family owned a large estate on Long Island [Syn: land,
landed estate, acres, demesne]
2. everything you own; all of your assets (whether real property or personal
property) and liabilities.

estate x x x
x x x x
98
Sheldon Smith
exceed
[ɪksid]
verb
1. go beyond. E.g.: She exceeded our expectations [Syn: transcend, overstep, pass,
go past, top]
2. be or do something to a greater degree. E.g.: This exceeds all my expectations
[Syn: surpass, outstrip, outmatch, outgo, outdo, surmount, outperform]

x exceed exceeding x

x exceeded x x
exceeding
exceeds
_________________________________________________________________
expert
[ekspɜrt]
adj
1. having or showing knowledge and skill and aptitude. E.g.: an expert job [Syn:
adept, good, practiced, proficient, skillful, skilful]
noun
1. a person with special knowledge or ability who performs skillfully.

expertise x expert x

expert x expertly x
99
explicit
[ɪksplɪsət]
adj
1. precisely and clearly expressed or readily observable; leaving nothing to
implication. E.g.: explicit instructions, she made her wishes explicit,
explicit sexual scenes [Syn: expressed]

x x explicit x

x x explicitly x
_________________________________________________________________
federal
[fedɜrəl]
adj
1. of or relating to the central government of a federation. E.g.: a federal district
is one set aside as the seat of the national government
2. characterized by or constituting a form of government in which power is
divided between one central and several regional authorities. E.g.: a federal
system like that of the United States, federal governments often evolved
out of confederations

federation x federal x

x x x x

adj+n: federal agency, federal government, federal state.
100
Sheldon Smith
fee
[fi]
noun
1. a fixed charge for a privilege or for professional services.

fee x x x

x x x x
_________________________________________________________________
flexible
[fleksəbəl]
adj
1. bending and snapping back readily without breaking.
2. able to adjust readily to different conditions. E.g.: a flexible personality [Syn:
elastic, pliable, pliant]

flexibility x flexible inflexibility
inflexible

x x x x

adj+n: greater flexibility, flexible approach.
101
furthermore
[fɜrðɜrmɔr]
adv
1. in addition. E.g.: computer chess games are getting cheaper all the time;
furthermore, their quality is improving [Syn: moreover, what is more]

x x x x

x x furthermore x
_________________________________________________________________
gender
[dʒendɜr]
noun
1. the properties that distinguish organisms on the basis of their reproductive
roles. [Syn: sex, sexuality]

gender x x x

x x x x

n+n: gender equality, gender stereotype.
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Sheldon Smith
ignorant
[ɪgnɜrənt]
adj
1. lacking information or knowledge. [Syn: unknowledgeable, unknowing, unwitting]

ignorance ignore ignorant x

x ignored x x
ignores
ignoring
_________________________________________________________________
incentive
[ɪnsentɪv]
noun
1. an additional payment (or other remuneration) to employees as a means of
increasing output. [Syn: bonus]
2. a positive motivational influence. [Syn: inducement, motivator]

incentive x x x

x x x x
103
incidence
[ɪnsədəns]
noun
1. the relative frequency of occurrence of something. [Syn: relative incidence]

incidence x incident x

x x incidentally x
_________________________________________________________________
incorporate
[ɪnkɔrpɜreɪt]
verb
1. include or contain; have as a component. [Syn: contain, comprise]
2. unite or merge with something already in existence. E.g.: incorporate this
document with those pertaining to the same case
3. make into a whole or make part of a whole. E.g.: She incorporated his
suggestions into her proposal [Syn: integrate]

incorporation incorporate incorporated x

x incorporated x x
incorporates
incorporating
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Sheldon Smith
index
[ɪndeks]
verb
1. provide with an index. E.g.: index the book
noun
1. a numerical scale used to compare variables with one another or with some
reference number.
2. an alphabetical listing of names and topics along with page numbers where
they are discussed.

index index x x
x indexed x x
indexes
indexing
_________________________________________________________________
inhibit
[ɪnhɪbət]
verb
1. limit the range or extent of. E.g.: Contact between the young was inhibited
by strict social customs

inhibition inhibit inhibited x
x inhibited x x
inhibiting
inhibits
105
initiate
[ɪnɪʃieɪt]
verb
1. bring into being. E.g.: He initiated a new program [Syn: originate, start]
2. take the lead or initiative in; participate in the development of. [Syn: pioneer]

initiation initiate initiative x
initiative

initiator initiated x x
initiates
initiating
_________________________________________________________________
input
[ɪnpʊt]
noun
1. any stimulating information or event; acts to arouse action. [Syn: stimulation,
stimulus, stimulant]

input x x x
inputs

x x x x
106
Sheldon Smith
instruct
[ɪnstrʌkt]
verb
1. give instructions or directions for some task. E.g.: She instructed the students
to work on their pronunciation

instruction instruct instructive x
instructions

instructor instructed x x
instructing
instructs
_________________________________________________________________
intelligent
[ɪntelədʒənt]
adj
1. having the capacity for thought and reason especially to a high degree. E.g.: is
there intelligent life in the universe?, an intelligent question
2. exercising or showing good judgment. E.g.: an intelligent solution [Syn:
healthy, levelheaded, sound]

intelligence x intelligent unintelligent

x x intelligently x

adj+n: artificial intelligence, emotional intelligence.
107
interval
[ɪntɜrvəl]
noun
1. a definite length of time marked off by two instants. [Syn: time interval]

interval x x x

x x x x
_________________________________________________________________
lecture
[lektʃɜr]
verb
1. deliver a lecture or talk. E.g.: Did you ever lecture at Harvard? [Syn: talk]
noun
1. a speech that is open to the public. E.g.: he attended a lecture on
telecommunications [Syn: public lecture, talk]
2. teaching by giving a discourse on some subject (typically to a class). [Syn:
lecturing]

lecture lecture x x

lecturer lectured x x
lectures
lecturing
108
Sheldon Smith
migrate
[maɪgreɪt]
verb
1. move from one country or region to another and settle there. E.g.: Many
Germans migrated to South America in the mid-19th century, This tribe
transmigrated many times over the centuries [Syn: transmigrate]
2. move periodically or seasonally. E.g.: birds migrate in the Winter, The
worker migrate to where the crops need harvesting

migration migrate migrant x
migratory
migrant migrated x x
migrates
migrating
_________________________________________________________________
minimum
[mɪnəməm]
adj
1. the least possible. E.g.: minimum wage [Syn: minimal]
noun
1. the smallest possible quantity. [Syn: lower limit]

minimum x minimum x
x x x x

adj+n: minimum level, minimum requirement, minimum standard, minimum
value, minimum wage.
109
ministry
[mɪnəstri]
noun
1. a government department under the direction of a minister.
2. building where the business of a government ministry is transacted.

ministry x ministerial x

x x x x
_________________________________________________________________
motive
[moʊtɪv]
noun
1. the psychological feature that arouses an organism to action toward a desired
goal; the reason for the action; that which gives purpose and direction to
behavior. E.g.: he acted with the best of motives [Syn: motivation, need]

motivation motivate motivated unmotivated
motive motivating

x motivated x x
motivates
motivating
110
Sheldon Smith
neutral
[nutrəl]
adj
1. of no distinctive quality or characteristics or type.
2. having no net electric charge; not electrified. [Syn: electroneutral]
3. not supporting or favoring either side in a war, dispute, or contest.
noun
1. one who does not side with any party in a war or dispute.

neutralisation neutralise neutral x
neutrality neutralize
neutralization
neutral neutralised / -ized x x
neutralises / -izes
neutralising / -izing
_________________________________________________________________
nevertheless
[nevɜrðəles]
adv
1. despite anything to the contrary (usually following a concession). E.g.: while we
disliked each other, nevertheless we agreed [Syn: however, withal, still, yet,
all the same, even so, nonetheless, notwithstanding]

x x x x
x x nevertheless x
111
overseas
[oʊvɜrsiz]
adv
1. beyond or across the sea. E.g.: He lived overseas for many years [Syn: oversea]
adj
1. being or passing over or across the sea. E.g.: some overseas trade in grain
arose [Syn: oversea]
2. in a foreign country. E.g.: overseas markets [Syn: abroad]

x x overseas x
x x overseas x
_________________________________________________________________
precede
[prɪsid]
verb
1. come before. E.g.: Most English adjectives precede the noun they modify
[Syn: predate]
2. be earlier in time; go back further. E.g.: Stone tools precede bronze tools [Syn:
predate, forego, antecede, antedate]

precedence precede precedent unprecedented
precedent preceding
x preceded x x
precedes
preceding

adj+n: preceding chapter, preceding discussion, preceding section.
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Sheldon Smith
presume
[prɪzum]
verb
1. take to be the case or to be true; accept without verification or proof. [Syn:
assume, take for granted]

presumption presume presumptuous x

x presumed presumably x
presumes
presuming
_________________________________________________________________
rational
[ræʃənəl]
adj
1. consistent with or based on or using reason. E.g.: rational behavior, a process
of rational inference, rational thought

rationalisation rationalise rational irrational
rationalism rationalize
rationality
rationalization

x rationalised / -ized rationally x
rationalises / -izes
rationalising / -izing
113
recover
[rɪkʌvɜr]
verb
1. get or find back; recover the use of. [Syn: retrieve, find, regain]
2. get over an illness or shock. [Syn: recuperate, convalesce]

recovery recover recoverable x

x recovered x x
recovering
recovers
_________________________________________________________________
reveal
[rɪvil]
verb
1. make clear and visible. E.g.: The article revealed the policies of the
government [Syn: display, show]

revelation reveal x x

x revealed x x
revealing
reveals
114
Sheldon Smith
scope
[skoʊp]
noun
1. the state of the environment in which a situation exists. [Syn: setting,
background]
2. a magnifier of images of distant objects. [Syn: telescope]

scope x x x

x x x x
_________________________________________________________________
subsidy
[sʌbsɪdi]
noun
1. a grant paid by a government to an enterprise that benefits the public. E.g.: a
subsidy for research in artificial intelligence

subsidiary subsidise subsidiary x
subsidy subsidize subsidised
subsidized

x subsidised / -ized x x
subsidises / -izes
subsidising / -izing
115
tape
[teɪp]
verb
1. fasten or attach with tape. E.g.: tape the shipping label to the box
2. record on videotape. [Syn: videotape]
noun
1. a recording made on magnetic tape. E.g.: the several recordings were
combined on a master tape [Syn: tape recording, taping]
tape tape x x
x taped x x
tapes
taping
_________________________________________________________________
trace
[treɪs]
verb
1. copy by following the lines of the original drawing on a transparent sheet
placed upon it; make a tracing of. E.g.: trace a design, trace a pattern
2. follow, discover, or ascertain the course of development of something. E.g.:
trace the student's progress [Syn: follow]
noun
1. a just detectable amount. E.g.: he speaks French with a trace of an accent
[Syn: hint, suggestion]
2. an indication that something has been present. E.g.: there wasn't a trace of
evidence for the claim [Syn: vestige, tincture, shadow]
trace trace traceable x
x traced x x
traces
tracing
116
Sheldon Smith
transform
[trænsfɔrm]
verb
1. change or alter in form, appearance, or nature. E.g.: This experience
transformed her completely, She transformed the clay into a beautiful
sculpture [Syn: transmute, transubstantiate]
transformation transform transformed x
x transformed x x
transforming
transforms

adj+n: radical transformation, social transformation, undergo transformation.
_________________________________________________________________
transport
[trænspɔrt]
verb
1. move something or somebody around; usually over long distances.
noun
1. something that serves as a means of transportation. [Syn: conveyance]
2. the commercial enterprise of transporting goods and materials. [Syn:
transportation, shipping]
transport transport x x
transportation
transporter transported x x
transporting
transports
117
underlie
[ʌndɜrlaɪ]
verb
1. be or form the base for.

x underlie underlying x
x underlay x x
underlies
underlying

adj+n: underlying assumption, underlying cause, underlying principle, underlying
process, underlying reason, underlying structure.
_________________________________________________________________
utilise
verb
1. put into service; make work or employ (something) for a particular purpose or
for its inherent or natural purpose. [Syn: use, utilize, apply, employ]

utilisation utilise x x
utility utilize
utilization
utiliser utilised / -ized x x
utilises / -izes
utilising / -izing
118
Sheldon Smith
Study the following text on How Stress Affects the Immune Response.
Fill in the gaps using words from the box. All are words from AWL sublist 6.
[Note: words from sublist 4 (underlined) and sublist 5 (italics) are also
shown, for review purposes.]
acknowledge display enhance experts furthermore
incidence inhibit motivation nevertheless recover
In the human vertebrate evolutionary past, stress was associated with the fight-or-
flight response. This stress was necessary for survival. The physical action of fighting
or running, whichever the animal decides, usually resolves the problem in one way or
another. On the other hand, there are no physical actions to resolve most modern-day
stresses, including short-term stressors like taking examinations and long-term
stressors such as being unemployed or losing a spouse.
The effect of stress can be felt by nearly every organ system, and the immune system
is no exception. For example, the nervous system may respond with headaches,
depression, anxiety, irritability, loss of appetite, lack of _____________, and reduced
mental performance; the integumentary (skin) system can _____________ acne, skin
rashes, and be affected by irritation; the circulatory system can respond with
increased heart rate, hypertension, and increased probability of heart attacks; the
digestive system with indigestion, heartburn, stomach pain, and weight gain or loss;
and the immune system can respond with depressed ability to fight infections.
At one time, it was assumed that all types of stress reduced all aspects of the immune
response. Following decades of research, however, medical _____________ now
_____________ that this is not the case. First, most short-term stress does not impair
the immune system in healthy individuals enough to lead to a greater _____________
of diseases. However, older individuals and those with suppressed immune responses
due to disease may respond even to short-term stressors by getting sicker more often.
It has been found that short-term stress causes the body to _____________ innate
immune responses, which have the ability to act fast and would seem to help the body
prepare better for possible infections. _____________, the diverting of resources
away from the adaptive immune response causes its own share of problems in
fighting disease.
Chronic stress, unlike short-term stress, may _____________ immune responses even
in otherwise healthy adults. ____________, it is difficult for a person to ___________
119
from chronic stress, which makes the impact of stress-related illness all the more
significant.
The suppression of both innate and adaptive immune responses is clearly associated
with increases in some diseases, as seen when individuals lose a spouse or have other
long-term stresses, such as taking care of a spouse with a fatal disease or dementia.
The new science which deals with the nervous, endocrine, and immune systems,
called psychoneuroimmunology, while still in its relative infancy, has great potential
to make exciting advances in our understanding of how these systems have evolved
together and communicate with each other.
Text adapted from Anatomy and Physiology, Chapter 21 | The Lymphatic and Immune System © 2017
Rice University. Download for free at https://openstax.org/details/books/anatomy-and-physiology.
____________________________________________________________________________________

Read the following text about Work-Scheduling Options. Fill in the gaps
using words from the box. All are words from AWL sublist 6. [Note: words
from sublist 4 (underlined) and sublist 5 (italics) are again shown, for
review purposes.]
assign attach capable cite cooperate
diverse flexibility flexible incentive incorporate
motivated motivation x2 revealed transportation
As companies try to meet the needs of a _____________ workforce and retain quality
employees while remaining competitive and financially prosperous, managers are
challenged to find new ways to keep workers _____________ and satisfied. A recent
survey conducted by the U.S. Department of Commerce (DOC) found that, after
health insurance, employees _____________ the most importance to relatively low-
cost benefits such as alternative work schedules. The main alternatives to traditional
work schedules are flextime, compressed workweek, four-day workweek,
telecommuting, and job sharing.
One option for employees who want an adjustable schedule is flextime, in use at 57
percent of U.S. companies. Flextime allows employees to decide what their work
hours will be. Employees are generally expected to work a certain number of hours
per week but have some discretion as to when they arrive at work and when they
leave for the day. The DOC survey _____________ that almost two thirds of
employees (62%) say the flextime makes them both more productive and engaged
when they are in the office.
120
Sheldon Smith
Another option for employees who want to maximize their leisure hours, indulge in
three-day weekends, and avoid commuting during morning and evening rush hours is
the compressed workweek. Employees work the traditional 40 hours, but fit those
hours into a shorter workweek. Most common is the 4-40 schedule, where employees
work four 10-hour days a week. Organizations that offer this option claim benefits
ranging from increased _____________ and productivity to reduced absenteeism and
turnover.
A third option is the four-day workweek, offered in 13 percent of U.S. companies. In

this option, employees work only four days a week, the same as a compressed
workweek, but work 32 hours or less, though they generally retain the same benefits
as full-time employees. Managers who have implemented this option _____________
the main benefits to be increased staff retention, increased productivity, and reduced
operational costs.
Telecommuting is a work-scheduling option that allows employees to work from

home via a computer that is linked with their office, headquarters, or colleagues. This
option provides the additional _____________ of allowing employees to cut down on
the time and money cost of _____________ to and from the workplace. The lack of
direct on-site supervision means that managers need to find other ways to monitor
employees’ performance, and this option is best suited to employees who are
_____________ of working independently.
A final option is to _____________ a single job to two different employees. This

option, called job sharing, is a scheduling option that requires two individuals to split
the tasks, responsibilities, and work hours of one 40-hour-per-week job. Though used
less frequently than flextime and the compressed workweek, this option can also
provide employees with job _____________. The primary benefit to the company is
that it gets “two for the price of one”—the company can draw on two sets of skills
and abilities to accomplish one set of job objectives. For this option to work
successfully, the two employees will need to be able to work well together and
_____________ closely on the work tasks they need to achieve.
In short, there are many alternative work-scheduling options for companies looking to
provide low cost benefits to increase _____________ of staff. Many organizations
which implement such alternatives _____________ more than one at the same time,
for example combining flextime with telecommuting. Although each of these work-
scheduling options may have some drawbacks for the sponsoring organizations, the
benefits far outweigh the problems. The number of companies offering
_____________ work options has grown, and the trend is expected to continue.
Adapted from Chapter 9 Motivating Employees, Work-Scheduling Options, in Introduction to Business

© 2018 Rice University. Download for free at https://openstax.org/details/books/Introduction-Business.
121
abstract bonds domain estate exceeds
explicit fees index input intervals
minimum ministry overseas scope tape
Example: Employees who are earning the smallest possible wage find it difficult to
meet their basic needs such as cost of food and accommodation. minimum
a) A budget surplus is when government revenue surpasses government
spending. _______________
b) The managers got information from all of the employees before designing the new
office layout. _______________
c) Many companies choose to locate their facilities in another country in order to
reduce tax payments in their own country. _______________
d) Managers in the West tend to be more precise and formal in how they control their
employees compared to those of Asian nations. ______________
e) A full list of sources used can be found in the list at the back of the
book. _______________
f) It is important to get permission from the person being interviewed before you
begin to record the interview session. _______________
g) The auditors increased the range of the audit process to include more items, which
significantly raised the cost of the audit process. _______________
h) Many low-budget airlines add extra costs in order to increase their income and
operate profitably. _______________
i) In order to improve the experiment in future, shorter gaps between measurements
could be used. _______________
j) Molecules comprise atoms which are joined together by chemical
ties. _______________
k) Any work in the public area is no longer protected by copyright and can be copied
freely – but still needs to be acknowledged as a source. _______________
l) The spokesperson for the foreign government department explained the reasons
behind the imposition of sanctions on the neighbouring
country. _______________
m) His property was recently valued at over $250,000. _______________
n) Many reports begin with a very brief summary of around 250
words. _______________
122
Sheldon Smith
Each of the following sentence has two collocations using sublist 6 words,
taken from the ACL. One collocation fits the meaning of the sentence, the
other does not. Cross out the one which is wrong. An example has been
done for you.
Example: The data analysis used sophisticated basic techniques/statistical techniques.
a) The manager plans to hire women for the usually male-dominated role as a form of
positive discrimination/racial discrimination.
b) The computer system uses artificial intelligence/emotional intelligence to predict
customer responses.
c) London is a city with great cultural diversity/ethnic diversity, with some areas
having fewer than 30% White people.
d) The Covid-19 virus has led to a radical transformation/social transformation of
how schools and universities teach their students.
e) The gender equality/gender stereotype of women as peaceful and nurturing has
often limited their participation in the military.
f) Professional athletes who use banned substances in order to enhance
learning/enhance performance face a lengthy ban.
g) The Method section of the report should briefly describe/briefly discuss how you
conducted the experiment.
The following adj+n collocations match one word from the AWL sublist 6.
Identify which one.
accurate brief diverse federal
minimum preceding underlying
chapter/ discussion/ section

account/ description/ discussion/ history/ introduction/
overview/ period/ review/ summary/ time
assumption/ cause/ principle/ process/ reason/
structure
agency/ government/ state
level/ requirement/ standard/ value/ wage
assessment/ description/ information/ measurement/
picture/ record
range of/ background/ group
123
Example: Students working on group projects perform better if there is good

cooperation (cooperate) between group member.
a) The _______________ (lecture) used many signpost phrases, which helped

the students to understand and take notes for his lecture.
b) The government chose to stop _______________ (subsidy) the coal
industry in order to tackle the problem of climate change.
c) The lecture was not very _______________ (instruct) and a large number of
students dropped the course.
d) The _______________ (edit) of the journal has worked there for a very long
time.
e) An increase in the number of _______________ (migrate) to the country
has put a huge strain on the welfare system.
f) They tried to _______________ (rational) the teacher’s behaviour by
considering problems in his personal life.
g) It is important to use in-text _______________ (cite) to acknowledge the
work of other’s, and to avoid plagiarism.
h) Although reasons for poor company performance are not always
_______________ (trace), it is important to try to identify the causes.
i) He handled the problems with the new employee ______________ (expert).
j) Business which are very _______________ (flexible) with regard to work
schedules, such as demanding everyone starts at 9 o’clock, may see
lower levels of employee motivation.
k) The reason people purchase new goods is, _______________ (presume),
because they offer better value for money than existing goods.
l) The lowest point of a recession, before a _______________ (recover) begins,
is called a trough.
m) Although teachers sometimes complain that some students seem
_______________ (capable) of learning rules for citation, this is obviously
not the case. All students can learn, in time.
124
Sheldon Smith
Change the following forms into the noun ‘thing’ form, and add them to
the table in the correct column. Be careful of spelling. An example has
been done.
accurate acknowledge allocate assign attach brief
capable cite diverse enhance expert federal
flexible ignorant inhibit initiate intelligent neutral
precede presume reveal utilise
-ance/
-cy -ise -ity -ive -ment -tion
-ence
allocation
125
Answers to exercises
Sublist 4
The bacteria that cause plague, Yersinia pestis, continue their existence through a
cycle involving rodents and their fleas. The mechanism of plague transmission is flea
bites, contact with contaminated fluid or tissue, or inhalation of air-borne droplets.
There have been three recorded plague pandemics during human history.
The first recorded pandemic, the Justinian plague, occurred in the sixth century CE. It
is thought to have emerged from central Africa and spread to the Mediterranean
through trade routes. At its peak, more than 5,000 people died per day in
Constantinople, the capital of the Byzantine Empire. The impact of this outbreak
probably contributed to the later fall of Emperor Justinian, and hence its name, the
Justinian plague. The plague was not, however, concentrated in Constantinople; it
spread across Europe, Asia, North Africa and Arabia, killing approximately 50
million people, up to half of the world’s population.
The second major pandemic, the Black Death, occurred during the 14th century. This
time, the infections are thought to have originated somewhere in Asia before being
transported to Europe by trade, soldiers, and war refugees. It persisted for 300 years
in Europe and Great Britain. This outbreak killed an estimated one-quarter of the
population of Europe (25 million, primarily in major cities). Deaths in Asia and
Africa exceeded 25 million. Despite lack of scientific understanding of how the
disease was transmitted, it was known that proximity had some connection to
transmission of the plague. Authorities in the Venetian port city of Ragusa imposed
strict regulations on newly arrived sailors, keeping them isolated on their ships for 40
days, or a quarantino in Venetian law, the origin of the word quarantine.
The most recent pandemic occurred in the 1890s. This outbreak originated in the
Yunnan province of China and spread worldwide through trade. The plague
bacterium was discovered by Alexandre Yersin (1863–1943) during this outbreak,
and it is named after him, Yersinia pestis. During this outbreak, several European
cities held an international conference (Venice in 1892, Dresden in 1893, Paris in
1894) to discuss ways to develop adequate measures to prevent the introduction and
spread of this and other infectious diseases to Europe. The overall number of deaths
was lower than in prior outbreaks, perhaps because of improved sanitation and
medical support. Most of the deaths attributed to this final pandemic occurred in
India.
In summary, the plague, which is spread by rodents and their fleas, has led to three
major pandemics during human history.
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Sheldon Smith
Most of us know that the old rhyme “sticks and stones may break my bones, but
words will never hurt me” is inaccurate. Words can hurt, and never is that more
apparent than in instances of bullying. Bullying has always existed and has
often reached extreme levels of cruelty in children and young adults, who are
especially vulnerable to others’ opinions of them.
Today, technology has ushered in a new era of this dynamic. Cyberbullying is the use
of interactive media by one person to torment another, and it is on the rise.
Cyberbullying can mean sending threatening texts, harassing someone in a public
forum (such as Facebook), and posting embarrassing images online. This form of
bullying is particularly dangerous because it’s widely accessible and therefore
easier to accomplish. Statistics released in 2013 show that close to 1 in every 3
(27.8 percent) students report being bullied by their school peers, with 17 percent of
students reporting having been the victims of cyberbullying.
Cyberbullying, and bullying in general, made international headlines in 2010 when a
fifteen-year-old girl, Phoebe Prince, in South Hadley, Massachusetts, committed
suicide after being relentlessly bullied by girls at her school. Subsequently,
those implicated in the death were prosecuted in the legal system and the state
passed anti-bullying legislation.
Whether legislation will change the behaviour of would-be cyberbullies remains to be
seen. However, it is hoped that communities will work to implement anti-bullying
laws and protect victims before they feel they must resort to extreme measures.
Anti-bullying measures should also occupy an important part of school
regulation. It is important for schools to integrate bullying prevention into
classroom learning. It is also important to avoid labels such as ‘bully’ and
‘victim’, and instead focus on the behaviour.
a) The main reason for the decline was a lack of investment. principal
b) The corrupt and centralized government made many decisions which ultimately
led to a major uprising by the people. regime
c) An increase in mechanization, coupled with moving production from the home to
the factory, dramatically increased production of goods. output
d) Pensioners will be paid a total of $200 per week under new legislation issued this
week. sum
e) The actions of the government set in motion a sequence of financial reactions that
contributed to a global recession. series
f) The government may allow highly-skilled workers the right of citizenship after
they have worked in the country for a number of years. grant
g) Staff at the hospital insist that a new rule of behaviour is urgently needed to
protect vulnerable patients. code
127
h) National income is one variable which governs the economy, alongside others
such as taxes, imports, exports and government spending. parameter
i) The plan needed months of preparation and planning before on-site work could
begin. project
j) In many countries, women have fewer individual rights and liberties than
men. civil
k) Few major organisations take on the work of protecting the environment. job
The following are v + n collocations:
commit (a) crime, achieve (a) goal, provide (a) summary, reduce stress, attend (a)
conference, resolve (a) conflict, undertake research, gain access (to), promote (the)
development (of), impose restrictions
commit a conference
achieve a summary
provide a conflict
reduce the development (of)
attend access (to)
resolve a goal
undertake restrictions
gain research
promote a crime
impose stress
direct/ easy/ electronic/ equal/ free/ limited/ online/ open/ public/ access
ready/ unlimited
current/ economic/ equal/ high/ legal/ low/ political/ professional/ status
relative/ social/ socioeconomic/ special
direct/ effective/ electronic/ personal/ verbal/ written communication
academic/ considerable/ contemporary/ heated/ ongoing/ debate
political/ public/ theoretical
negative/ positive/ changing/ cultural/ public/ social attitude
empirical/ further/ scientific investigation
final/ first/ initial/ next phase
marked/ sharp/ stark/ striking contrast
annual/ international/ national conference
cultural/ political/ social dimension
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Sheldon Smith
activity/ body/ colleague/ development/ experience/ knowledge/ professional
practice/ qualification/ staff/ standard/ status/ support/ training/
work
analysis/ data/ information/ method/ significance/ technique/ test statistical
community/ differences/ diversity/ group/ identity/ minority/ ethnic
origin
aim/ effect/ level/ performance/ picture/ rate/ structure overall
market/ sphere/ violence domestic
affairs/ conflict/ control/ market/ organ/ structure internal
difference/ example/ point/ reason obvious
analysis/ chapter/ development/ study/ work subsequent
conference/ meeting/ rate/ report/ review annual
Task 7: Word form

a) The large difference between observed and expected results was due to
erroneous (error) measurements during the initial phase of the experiment.
b) The building was designed with various hypothetical (hypothesis) emergencies in
mind, such as fire, bombing and flooding.
c) Although some steps in the process are optional (option), it is recommendation that
they be carried out.
d) The experiment was an unparalleled (parallel) success.
e) Despite climate change, general weather patterns remain predictable (predict).
f) The retention (retain) of skilled staff is important for any business.
g) Students often find final exams to be a very stressful (stress) experience.
h) It is important to give proper attribution (attribute) to the work of others in your
writing, for example via the use of in-text citations.
i) The meeting concluded without a satisfactory resolution (resolve).
j) Race refers to superficial physical differences that a society considers significant,
while ethnicity (ethnic) describes shared culture.
129
Sublist 5

The scientific community has been debating for the last few decades about the value
of different types of science, specifically whether it is valuable to pursue
science for the sake of simply gaining knowledge, or whether scientific knowledge
only has worth if we can apply it to solving a specific problem or bettering our lives.
This issue focuses on the differences between two types of science: basic science and
applied science.
Basic science or “pure” science seeks to expand knowledge regardless of the

short-term application of that knowledge. It is not focused on developing a product or
a service of immediate public or commercial value. The objective of basic
science is knowledge for knowledge’s sake, though this does not mean that in the end
it may not result in an application.
In contrast, the fundamental aim of applied science or “technology” is to use

science to solve real-world problems, making it possible, for example, to improve a
crop yield, find a cure for a particular medical illness, to seek alternative
energy sources, or save animals suffering from species loss or decline.
In applied science, the problem is usually defined for the researcher.
Some individuals may perceive applied science as “useful” and basic science as
“useless”. A careful look at the history of science, however, reveals that basic
knowledge has resulted in many remarkable applications of great value. Few
solutions would be found without the help of the knowledge generated through
basic science.
A prime example of how basic and applied science can work together
to solve practical problems occurred after the discovery of DNA structure led to an
understanding of the molecular mechanisms governing DNA replication. Strands of
DNA, unique in every human, are found in our cells, where they provide the
instructions necessary for life. During DNA replication, new copies of DNA are
made, shortly before a cell divides to form new cells. Understanding the mechanisms
of DNA replication enabled scientists to develop laboratory techniques that
are now used to identify genetic diseases, pinpoint individuals who were at a crime
scene, and determine paternity. Without basic science, it is unlikely that applied
science would exist.
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Sheldon Smith
Another example of the link between basic and applied research is the Human
Genome Project, a study in which each human chromosome was analyzed and
mapped to determine the precise sequence of DNA subunits and the exact
location of each gene. The Human Genome Project relied on basic research carried
out with non-human organisms and, later, with the human genome. An important end
goal eventually became using the data for applied research seeking cures for
genetically related diseases.
In short, basic science seeks knowledge for its own sake, whereas applied
science uses science to solve real-world problems. Applied scientists need a good
awareness of the principles of basic science in order to create new solutions to
real-world issues.

The ultimate judge in science is always what nature itself reveals based on
observations, experiments, models, and testing. Science is not merely a body of
knowledge, but a method by which we attempt to understand nature and how it
behaves. This method begins with many observations over a period of time. From the
trends found through observations, scientists can model the particular
phenomena we want to understand. Such models are always approximations of nature,
subject to further testing.
When you read about experiments, you probably have a mental picture of a
scientist in a laboratory conducting tests or taking careful measurements. This is
certainly the case for a biologist or a chemist, but what can astronomers do when our
laboratory is the universe? It’s impossible to put a group of stars into a test tube or to
order another comet from a scientific supply company.
As a result, astronomy is sometimes called an observational science; we often make

our tests by observing many samples of the kind of object we want to study and
noting carefully how different samples vary. New instruments and technology can let
us look at astronomical objects from new perspectives and in greater detail. Our
hypotheses are then judged in the light of this new information, and they pass or fail
in the same way we would evaluate the result of a laboratory experiment.
Much of astronomy is also a historical science—meaning that what we observe has

already happened in the universe and we can do nothing to change it. In the same way,
a geologist cannot alter what has happened to our planet, and a
paleontologist cannot bring an ancient animal back to life.
Sometimes new evidence will force the scientist to revise their last hypothesis. This
self-correcting aspect of science sets it apart from most human activities. Scientists
131
need to question and challenge one another, which is why applications for
project funding—as well as reports for publication in academic journals—go
through an extensive process of peer review, which is a careful examination by other
scientists in the same field. New scientists know that one of the best ways to advance
their careers is to find a weakness in our current understanding of something and to
correct it with a new or modified hypothesis.
This is one of the reasons science has made such dramatic progress. An
undergraduate science major today knows more about science and math than did Sir
Isaac Newton, one of the most renowned scientists who ever lived. Even in an
introductory astronomy course, you will learn about objects and processes that no one
a few generations ago even dreamed existed.

a) The productive limit of the factory has increased by 200% in three
years. capacity
b) The final version of the report was completely different from the first one. draft
c) A social group can be important not only for business but also to help someone
find work. network
d) A bar graph shows relationship via the height of bars, with each bar representing a
certain thing such as a country or group of people. entity
e) They refused to entertain the idea that the theory could be incorrect. notion
f) Banks aid the use of money for transactions in the economy. facilitate
g) There is a section in the contract which grants him a percentage of the
profits. clause
h) Small countries, which have less ability to provide what they want internally, tend
to have a higher level of imports and exports to GDP. ratio
i) Countries which sustain and add together increases in the rate of growth over long
periods of time see significant improvement in the standard of living. compound
j) Foreign trade in goods and services usually incurs costs of production in one
currency and income from sales in another currency. revenue
k) A basic principle of economics is that every choice has an opportunity
cost. fundamental
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Sheldon Smith
a) academic achievement, academic career, academic circles, academic
community, academic debate, academic discourse, academic job,
academic journal, academic research, academic success, academic year
b) acutely aware, become aware, cautiously aware, fully aware,
increasingly aware, keenly aware, make aware, well aware
c) meet a target, locate a target, set a target
d) logical approach, logical argument, logical conclusion, logical summary
e) external environment, external factors, external forces, external
influences, external participants, external source, external threat,
external world
f) achieve an objective, meet an objective, reach an objective, set an
objective
g) key objective, necessary objective, objective criteria, objective reality,
primary objective, strategic objective, scientific objectivity
h) fundamental aspect, fundamental change, fundamental component,
fundamental difference, fundamental example, fundamental
importance, fundamental principle, fundamental problem, fundamental
question
i) academic stability, economic stability, political stability, political
instability
j) face a challenge, pose a challenge, present a challenge, solve a
challenge
k) biological evolution, cultural evolution, evolutionary process,
evolutionary theory
l) atomic energy, creative energy, nuclear energy, renewable energy, solar
energy
current/ general/ growing/ increasing/ social trend
earlier/ electronic/ final/ modified/ online/ original/ revised/ simplified version
critical/ cultural/ global/ historical/ new/ theoretical perspective
economic/ public/ social welfare
close/ direct/ first/ personal/ physical/ sexual/ social contact
positive/ public/ visual image
first/ next/ previous/ younger generation
armed/ internal/ political/ potential/ social conflict
greater/ growing/ increased/ increasing/ public awareness
133
a) He negotiated his contract to ensure that it had cost-of-living
adjustments (adjust) so that his wages would keep up with inflation.
b) They insisted on several amendments (amend) being made to the
contract before they were willing to sign it.
c) A financial consultant (consult) is usually very highly paid.
d) Many individuals avoid paying tax, which is why tax
enforcement (enforce) is such an important role of the tax office.
e) The equation E=mc2 shows the equivalence (equivalent) between
energy and matter.
f) Quarantine is one way to reduce exposure (expose) to the virus.
g) Liberation (liberal) of the slaves was one of the primary consequences
of the American Civil War.
h) Annual revenue rose only marginally (margin) this year.
i) Many universities have an orientation (orient) week to help students
adjust to life on campus.
j) Clinical psychology is the branch of psychology that focuses on the
diagnosis and treatment of psychological (psychology) disorders.
k) Those suffering from social anxiety disorder often fear doing or saying
something that might lead to rejection (reject).
l) The office was styled (style) in the manner of a Japanese office.
m) The high price of crude petroleum led to the substitution (substitute)
of oil imports for domestic energy sources.
n) Withdrawing the ambassador was a symbolic (symbol) act of support
for the oppressed citizens.
o) Economic effects of the pandemic were initially thought to be
transitory (transit) rather than long-lasting.
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Sheldon Smith
These are the opposites:
illogical, indiscrete, indiscretion (n), instability, inaccessible,
inadequate, imprecise, unalterable, unaware, unlicensed, unmodified,
unmonitored, unstable, unsustainable, unresolved
These are the opposites on the prefix mind map.
discrete
discretion (n)
il logical
in stability
accessible*
adequate*
alterable
aware
licensed
un modified
monitored
im precise
stable
sustainable
resolved*
135
Sublist 6
In the human vertebrate evolutionary past, stress was associated with the fight-or-
flight response. This stress was necessary for survival. The physical action of fighting
or running, whichever the animal decides, usually resolves the problem in one way or
another. On the other hand, there are no physical actions to resolve most modern-day
stresses, including short-term stressors like taking examinations and long-term
stressors such as being unemployed or losing a spouse.
The effect of stress can be felt by nearly every organ system, and the immune system
is no exception. For example, the nervous system may respond with headaches,
depression, anxiety, irritability, loss of appetite, lack of motivation, and reduced
mental performance; the integumentary (skin) system can display acne, skin
rashes, and be affected by irritation; the circulatory system can respond with
increased heart rate, hypertension, and increased probability of heart attacks; the
digestive system with indigestion, heartburn, stomach pain, and weight gain or loss;
and the immune system can respond with depressed ability to fight infections.
At one time, it was assumed that all types of stress reduced all aspects of the immune
response. Following decades of research, however, medical experts now
acknowledge that this is not the case. First, most short-term stress does not impair
the immune system in healthy individuals enough to lead to a greater incidence
of diseases. However, older individuals and those with suppressed immune responses
due to disease may respond even to short-term stressors by getting sicker more often.
It has been found that short-term stress causes the body to enhance innate
immune responses, which have the ability to act fast and would seem to help the body
prepare better for possible infections. Nevertheless, the diverting of resources
away from the adaptive immune response causes its own share of problems in
fighting disease.
Chronic stress, unlike short-term stress, may inhibit immune responses even
in otherwise healthy adults. Furthermore, it is difficult for a person to recover
from chronic stress, which makes the impact of stress-related illness all the more
significant.
The suppression of both innate and adaptive immune responses is clearly associated
with increases in some diseases, as seen when individuals lose a spouse or have other
long-term stresses, such as taking care of a spouse with a fatal disease or dementia.
The new science which deals with the nervous, endocrine, and immune systems,
called psychoneuroimmunology, while still in its relative infancy, has great potential
to make exciting advances in our understanding of how these systems have evolved
together and communicate with each other.
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Sheldon Smith
As companies try to meet the needs of a diverse workforce and retain quality
employees while remaining competitive and financially prosperous, managers are
challenged to find new ways to keep workers motivated and satisfied. A recent
survey conducted by the U.S. Department of Commerce (DOC) found that, after
health insurance, employees attach the most importance to relatively low-
cost benefits such as alternative work schedules. The main alternatives to traditional
work schedules are flextime, compressed workweek, four-day workweek,
telecommuting, and job sharing.
One option for employees who want an adjustable schedule is flextime, in use at 57
percent of U.S. companies. Flextime allows employees to decide what their work
hours will be. Employees are generally expected to work a certain number of hours
per week but have some discretion as to when they arrive at work and when they
leave for the day. The DOC survey revealed that almost two thirds of
employees (62%) say the flextime makes them both more productive and engaged
when they are in the office.
Another option for employees who want to maximize their leisure hours, indulge in
three-day weekends, and avoid commuting during morning and evening rush hours is
the compressed workweek. Employees work the traditional 40 hours, but fit those
hours into a shorter workweek. Most common is the 4-40 schedule, where employees
work four 10-hour days a week. Organizations that offer this option claim benefits
ranging from increased motivation and productivity to reduced absenteeism and
turnover.
A third option is the four-day workweek, offered in 13 percent of U.S. companies. In
this option, employees work only four days a week, the same as a compressed
workweek, but work 32 hours or less, though they generally retain the same benefits
as full-time employees. Managers who have implemented this option cite
the main benefits to be increased staff retention, increased productivity, and reduced
operational costs.
Telecommuting is a work-scheduling option that allows employees to work from
home via a computer that is linked with their office, headquarters, or colleagues. This
option provides the additional incentive of allowing employees to cut down on
the time and money cost of transportation to and from the workplace. The lack of
direct on-site supervision means that managers need to find other ways to monitor
employees’ performance, and this option is best suited to employees who are
capable of working independently.
A final option is to assign a single job to two different employees. This
option, called job sharing, is a scheduling option that requires two individuals to split
the tasks, responsibilities, and work hours of one 40-hour-per-week job. Though used
137
less frequently than flextime and the compressed workweek, this option can also
provide employees with job flexibility. The primary benefit to the company is
that it gets “two for the price of one”—the company can draw on two sets of skills
and abilities to accomplish one set of job objectives. For this option to work
successfully, the two employees will need to be able to work well together and
cooperate closely on the work tasks they need to achieve.
In short, there are many alternative work-scheduling options for companies looking to
provide low cost benefits to increase motivation of staff. Many organizations
which implement such alternatives incorporate more than one at the same time,
for example combining flextime with telecommuting. Although each of these work-
scheduling options may have some drawbacks for the sponsoring organizations, the
benefits far outweigh the problems. The number of companies offering
flexible work options has grown, and the trend is expected to continue.

a) A budget surplus is when government revenue surpasses government
spending. exceeds
b) The managers got information from all of the employees before designing the new
office layout. input
c) Many companies choose to locate their facilities in another country in order to
reduce tax payments in their own country. overseas
d) Managers in the West tend to be more precise and formal in how they control their
employees compared to those of Asian nations. explicit
e) A full list of sources used can be found in the list at the back of the book. index
f) It is important to get permission from the person being interviewed before you
begin to record the interview session. tape
g) The auditors increased the range of the audit process to include more items, which
significantly raised the cost of the audit process. scope
h) Many low-budget airlines add extra costs in order to increase their income and
operate profitably. fees
i) In order to improve the experiment in future, shorter gaps between measurements
could be used. intervals
j) Molecules comprise atoms which are joined together by chemical ties. bonds
k) Any work in the public area is no longer protected by copyright and can be copied
freely – but still needs to be acknowledged as a source. domain
l) The spokesperson for the foreign government department explained the reasons
behind the imposition of sanctions on the neighbouring country. ministry
m) His property was recently valued at over $250,000. estate
n) Many reports begin with a very brief summary of around 250 words. abstract
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Sheldon Smith
a) The manager plans to hire women for the usually male-dominated role
as a form of positive discrimination/racial discrimination.
b) The computer system uses artificial intelligence/emotional intelligence
to predict customer responses.
c) London is a city with great cultural diversity/ethnic diversity, with some
areas having fewer than 30% White people.
d) The Covid-19 virus has led to a radical transformation/social
transformation of how schools and universities teach their students.
e) The gender equality/gender stereotype of women as peaceful and
nurturing has often limited their participation in the military.
f) Professional athletes who use banned substances in order to enhance
learning/enhance performance face a lengthy ban.
g) The Method section of the report should briefly describe/briefly discuss
how you conducted the experiment.
chapter/ discussion/ section preceding
account/ description/ discussion/ history/ introduction/ brief
overview/ period/ review/ summary/ time
assumption/ cause/ principle/ process/ reason/ underlying
structure
agency/ government/ state federal
level/ requirement/ standard/ value/ wage minimum
assessment/ description/ information/ measurement/ accurate
picture/ record
range of/ background/ group diverse
139
a) The lecturer (lecture) used many signpost phrases, which helped the students to
understand and take notes for his lecture.
b) The government chose to stop subsidising/subsidizing (subsidy) the coal industry
in order to tackle the problem of climate change.
c) The lecture was not very instructive (instruct) and a large number of students
dropped the course.
d) The editor (edit) of the journal has worked there for a very long time.
e) An increase in the number of migrants (migrate) to the country has put a huge
strain on the welfare system.
f) They tried to rationalise/rationalize (rational) the teacher’s behaviour by
considering problems in his personal life.
g) It is important to use in-text citations (cite) to acknowledge the work of other’s,
and to avoid plagiarism.
h) Although reasons for poor company performance are not always traceable (trace),
it is important to try to identify the causes.
i) He handled the problems with the new employee expertly (expert).
j) Business which are very inflexible (flexible) with regard to work schedules, such as
demanding everyone starts at 9 o’clock, may see lower levels of employee
motivation.
k) The reason people purchase new goods is, presumably (presume), because they
offer better value for money than existing goods.
l) The lowest point of a recession, before a recovery (recover) begins, is called a
trough.
m) Although teachers sometimes complain that some students seem
incapable (capable) of learning rules for citation, this is obviously not the case. All
students can learn, in time.
-ance/
-cy -ise -ity -ive -ment -tion
-ence
ignorance accuracy expertise brevity initiative*** acknowledgement allocation
intelligence capability assignment citation
precedence diversity* attachment diversification**
flexibility enhancement federation
neutrality** inhibition
utility initiation***
neutralisation**
presumption
revelation
utilisation
* The word diverse has two forms, diversity and diversification.
** The word neutral has two forms, neutrality and neutralisation/-ization.
***The word initiate has two forms, initiative and initiation.
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Sheldon Smith
Index of words
The following are all the words in sublists 4-6 of the AWL, with page numbers.
Academic Word List: Sublist 4 .............................................................................. 7
access .......................................................................................................................... 8
adequate ..................................................................................................................... 9
annual ......................................................................................................................... 9
apparent ................................................................................................................... 10
approximate ............................................................................................................. 10
attitude ..................................................................................................................... 11
attribute.................................................................................................................... 11
civil ............................................................................................................................ 12
code ........................................................................................................................... 12
commit ...................................................................................................................... 13
communicate ........................................................................................................... 13
concentrate .............................................................................................................. 14
confer ........................................................................................................................ 14
contrast..................................................................................................................... 15
cycle .......................................................................................................................... 16
debate ....................................................................................................................... 16
despite....................................................................................................................... 17
dimension ................................................................................................................. 17
domestic ................................................................................................................... 18
emerge ...................................................................................................................... 19
error .......................................................................................................................... 19
ethnic ........................................................................................................................ 20
goal ............................................................................................................................ 20
grant.......................................................................................................................... 21
hence ......................................................................................................................... 22
hypothesis ................................................................................................................ 22
implement ................................................................................................................ 23
implicate ................................................................................................................... 24
impose....................................................................................................................... 24
integrate ................................................................................................................... 25
internal ..................................................................................................................... 25
investigate ................................................................................................................ 26
job .............................................................................................................................. 26
label ........................................................................................................................... 27
mechanism ............................................................................................................... 27
obvious...................................................................................................................... 28
occupy ....................................................................................................................... 28
141
option ........................................................................................................................29
output........................................................................................................................29
overall .......................................................................................................................30
parallel ......................................................................................................................31
parameter .................................................................................................................32
phase .........................................................................................................................32
predict .......................................................................................................................33
principal....................................................................................................................33
prior ..........................................................................................................................34
professional ..............................................................................................................34
project .......................................................................................................................35
promote ....................................................................................................................35
regime .......................................................................................................................36
resolve .......................................................................................................................36
retain .........................................................................................................................37
series .........................................................................................................................37
statistic......................................................................................................................38
status .........................................................................................................................38
stress .........................................................................................................................39
subsequent................................................................................................................40
sum ............................................................................................................................40
summary ...................................................................................................................41
undertake .................................................................................................................41
Academic Word List: Sublist 5 ........................................................................... 47
academy ....................................................................................................................48
adjust .........................................................................................................................48
alter ...........................................................................................................................49
amend........................................................................................................................49
aware .........................................................................................................................50
capacity .....................................................................................................................51
challenge...................................................................................................................51
clause.........................................................................................................................52
compound .................................................................................................................52
conflict ......................................................................................................................53
consult.......................................................................................................................53
contact ......................................................................................................................54
decline .......................................................................................................................55
discrete .....................................................................................................................55
draft ...........................................................................................................................56
enable ........................................................................................................................56
energy .......................................................................................................................57
enforce ......................................................................................................................57
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Sheldon Smith
entity ......................................................................................................................... 58
equivalent................................................................................................................. 58
evolve ........................................................................................................................ 59
expand ...................................................................................................................... 59
expose ....................................................................................................................... 60
external .................................................................................................................... 60
facilitate .................................................................................................................... 61
fundamental ............................................................................................................. 61
generate .................................................................................................................... 62
generation ................................................................................................................ 62
image......................................................................................................................... 63
liberal ........................................................................................................................ 63
licence ....................................................................................................................... 64
logic ........................................................................................................................... 64
margin....................................................................................................................... 65
medical ..................................................................................................................... 65
mental ....................................................................................................................... 66
modify ....................................................................................................................... 66
monitor ..................................................................................................................... 67
network .................................................................................................................... 67
notion........................................................................................................................ 68
objective ................................................................................................................... 68
orient ........................................................................................................................ 69
perspective ............................................................................................................... 69
precise ....................................................................................................................... 70
prime ......................................................................................................................... 70
psychology ............................................................................................................... 71
pursue ....................................................................................................................... 71
ratio ........................................................................................................................... 72
reject ......................................................................................................................... 72
revenue ..................................................................................................................... 73
stable ......................................................................................................................... 73
style ........................................................................................................................... 74
substitute .................................................................................................................. 75
sustain ....................................................................................................................... 75
symbol....................................................................................................................... 76
target......................................................................................................................... 76
transit ....................................................................................................................... 77
trend ......................................................................................................................... 77
version ...................................................................................................................... 77
welfare ...................................................................................................................... 78
whereas ..................................................................................................................... 78
143
Academic Word List: Sublist 6 ........................................................................... 87
abstract .....................................................................................................................88
accurate ....................................................................................................................88
acknowledge.............................................................................................................89
aggregate ..................................................................................................................89
allocate ......................................................................................................................90
assign.........................................................................................................................90
attach ........................................................................................................................91
author........................................................................................................................91
bond...........................................................................................................................92
brief ...........................................................................................................................93
capable ......................................................................................................................94
cite .............................................................................................................................94
cooperate ..................................................................................................................95
discriminate .............................................................................................................95
display .......................................................................................................................96
diverse .......................................................................................................................96
domain ......................................................................................................................97
edit.............................................................................................................................97
enhance .....................................................................................................................98
estate .........................................................................................................................98
exceed .......................................................................................................................99
expert ........................................................................................................................99
explicit ....................................................................................................................100
federal .....................................................................................................................100
fee ............................................................................................................................101
flexible ....................................................................................................................101
furthermore ...........................................................................................................102
gender .....................................................................................................................102
ignorant ..................................................................................................................103
incentive .................................................................................................................103
incidence.................................................................................................................104
incorporate .............................................................................................................104
index........................................................................................................................105
inhibit......................................................................................................................105
initiate .....................................................................................................................106
input ........................................................................................................................106
instruct ...................................................................................................................107
intelligent ...............................................................................................................107
interval....................................................................................................................108
lecture .....................................................................................................................108
migrate....................................................................................................................109
144
Sheldon Smith
minimum ................................................................................................................ 109
ministry .................................................................................................................. 110
motive ..................................................................................................................... 110
neutral .................................................................................................................... 111
nevertheless ........................................................................................................... 111
overseas .................................................................................................................. 112
precede ................................................................................................................... 112
presume .................................................................................................................. 113
rational ................................................................................................................... 113
recover .................................................................................................................... 114
reveal ...................................................................................................................... 114
scope ....................................................................................................................... 115
subsidy .................................................................................................................... 115
tape.......................................................................................................................... 116
trace ........................................................................................................................ 116
transform ............................................................................................................... 117
transport ................................................................................................................ 117
underlie .................................................................................................................. 118
utilise ...................................................................................................................... 118
145
About the author

Sheldon Smith has been teaching English for Academic Purposes (EAP)
since 2002, working in the UK, Indonesia and China. Since 2005 he has
been working on pathway programmes which prepare EFL students for
university study at Western universities, chiefly in the USA, UK and
Australia. In addition to text books for academic English, he is the author
of several novels and text books for Chinese language learning. He is the
founder and chief developer of the EAPFoundation.com website. He
currently resides in Guangzhou, Guangdong province, China.
About Evident Press

Evident Press is an independent publisher specialising in academic texts.
It currently publishes two series of books for academic English: the EAP
Foundation series, in conjunction with the acclaimed academic English
website EAPFoundation.com; and the Unlock the Academic Word List series.
It also publishes the Chinese Characters for HSK series for learning Chinese.
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This book is published by Evident Press in conjunction with EAPFoundation.com

Pronunciation of words is adapted from The Carnegie Mellon University

About this book

Guidance for study

A fourth step is to focus on pronunciation. Understanding the pronunciation of a

Academic Word List:

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

n (person) verb forms adv other

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

Collocations from the ACL

n (thing) verb adj opposite

n (thing) verb adj opposite

Collocations from the ACL

n (thing) verb adj opposite

n (thing) verb adj opposite

Collocations from the ACL

n (thing) verb adj opposite

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

n (person) verb forms adv other

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

n (person) verb forms adv other

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

Collocations from the ACL

n (thing) verb adj opposite

Collocations from the ACL

n (thing) verb adj opposite

n (person) verb forms adv other

n (thing) verb adj opposite

n (person) verb forms adv other

n (thing) verb adj opposite

n (person) verb forms adv other

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

n (person) verb forms adv other

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite

n (person) verb forms adv other

Collocations from the ACL

n (thing) verb adj opposite