Unit 10.
Approaches to Vocabulary
Task 1.This paragraph illustrates some of the vocabulary difficulties facing
students when reading and writing academic texts. Read it carefully, paying
particular attention to words in bold.
Going to Extremes?
Muller (2012) maintains that the increased frequency of extreme weather
events islinked to global warming, in particular to rising sea temperatures.
However,McKenzie (2013) insists Muller has a bee in his bonnet on this topic,
caused byusing a dysfunctional model, and that there is no real evidence that
phenomenasuch as flooding and hurricanes are becoming more common. He
considers thatthe key issue is the growing population in areas vulnerable to events
such asfloods. Muller’s principal concern is a rise in the temperature of the north
PacificOcean of 0.5º C since 1968, which McKenzie regards as being within the
normalrange of historical fluctuation. But Javez (2009) and Simmonds (2011),
inter alia,have argued for an international research programme under the auspices
ofUNESCO to monitor these events, given the threefold rise in the cost of
insuranceclaims since 2000.
Task 2.The following words (all nouns) are used to describe common features of
language. Discuss the words in the list with a partner. Try to think of an example
of each.
Ambiguity Where more than one meaning is possible; lack of clarity
Anecdote A story told to illustrate a situation or idea
Cliché An overused idea or phrase; lacking in freshness
Euphemism Word or phrase used to avoid the embarrassment of
namingsomething directly
Exaggeration Making something better or worse than reality
Idiom Common phrase used in colloquial speech; meaning of whichis not
obvious
Metaphor A word used to describe something different from the
originalmeaning
Paradox An idea that seems wrong but yet may be true
Proverb A traditional statement or rhyme containing advice or a moral
Saying An often-repeated comment that seems to contain some truth
Simile A comparison of two things, using ‘like’ or ‘as’
Slogan A frequently repeated phrase used in advertising or politics
Statement A rather formal comment on a situation
Synopsis A summary of something
Understatement Saying less than you feel; the opposite of exaggeration
Task 3.Study the following sentences and decide which of the features listed
above isillustrated by each one.
(a) He argued that allowing students to smoke on campus would destroy
the college’s reputation. ( _exaggeration_)
(b) The President said she regretted the loss of life in the typhoon and
sympathised with the survivors. ( ___________ )
(c) At the beginning of the lecture Professor Chang told them about an
accident she had seen that morning. ( ___________ )
(d) There’s no such thing as a free lunch, he warned them.
(_____________ )
(e) The author of the report passed away on November 21st.
(___________ )
(f) He told the class that their law course was a voyage over an uncharted
ocean. ( __________ )
(g) After his laptop was stolen, with the only copy of his dissertation on
it, he said he felt rather annoyed. ( ___________ )
(h) She said that the older she got, the less she seemed to know.
(____________ )
(i) After the price rise, sales fell like a stone. ( ____________ )
(j) It is said that the early bird catches the worm. ( ____________ )
(k) Their teacher explained that the novel consisted of two parts; the first
historical, the second contemporary. ( ____________ )
(l) He was over the moon when he won the scholarship. (____________ )
(m) ’Finger lickin’ good’ has sold millions of chicken meals. ( ________ )
(n) His feelings towards his old school were a mixture of love and hate.
(______________ )
(o) Paris is the capital of romance; the city for lovers. (______________ )
Confusing pairs - certain common words cause confusion because they
have similar but distinct spellings and meanings:
The drought affected the wheat harvest in Australia
An immediate effect of the price rise was a fall in demand
‘Affect’ and ‘effect’ are two different words. ‘Affect’ is a verb, while ‘effect’ is
commonly usedas a noun.
Task 4.Study the differences between other similar confusing pairs (most common
use in brackets).
accept (verb)/except (prep)
It is difficult to accept their findings
The report is finished except for the conclusion
compliment (noun/verb)/complement (verb)
Her colleagues complimented her on her presentation
His latest book complements his previous research on African politics
economic (adj)/economical (adj)
Inflation was one economic result of the war
Sharing a car to go to work was an economical move
its (pronoun)/it’s (pronoun + verb)
The car’s advanced design was its most distinct feature
It’s widely agreed that carbon emissions are rising
lose (verb)/loose (adj)
No general ever plans to lose a battle
He stressed the loose connection between religion and psychology
principal (adj/noun)/principle (noun)
Zurich is the principal city of Switzerland
All economists recognise the principle of supply and demand
rise (verb – past tense rose)/raise (verb – past tense raised)
The population of Sydney rose by 35 per cent in the century
The university raised its fees by 10 per cent last year
site (noun)/sight (noun)
The site of the battle is now covered by an airport
His sight began to weaken when he was in his eighties
tend to (verb)/trend (noun)
Young children tend to enjoy making a noise
In many countries there is a trend towards smaller families
Task 5.Choose the correct word in each sentence.
(a) The company was founded on the principals/principles of quality and
value.
(b) Millions of people are attempting to lose/loose weight.
(c) Sunspots have been known to affect/effect radio communication.
(d) Professor Poledna received their compliments/complements politely.
(e) The ancient symbol depicted a snake eating it’s/its tail.
(f) Both social and economical/economic criteria need to be examined.
(g) It took many years for some of Einstein’s theories to be
accepted/excepted.
Words and phrases from other languages - when reading academic texts,
you may meet words and phrases from other languages, usuallyLatin, German or
French. They are generally used because there is no exact English equivalent,and
they are often printed in italics:
While the basic tripartite division of the theory into jus ad bellum, jus in
bello and jus postbellum,and the criteria related to each . . .(meaning: reasons for
going to war, laws of warfare and rules for post-war)
You are not expected to use these phrases in your own writing, but it is
useful to understandthem when you read. They can be found in a dictionary, but
some of the more common arelisted below:
