2. revising
The focus is on:
•Organising your ideas and research into wel-
developed paragraphs
•Rounding off a paragraph with a concluding
sentence
•Linking your paragraphs with transition
sentences showing the relationship between
topics
Do tasks 11, 12 on p. 169
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3. Linking paragraphs
• Use a transition sentence that briefly links
back to the previous paragraph, then
introduces the next topic
• Use signalling language showing a
complementary or contrasting relationship
(similar to…., whereas …, etc.)
• Or use correlative conjunctions (not only …,
but also …; both … and …; either … or…;
neither … nor …)
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4. Not only …, but also …
• Grammatical construction: inversion.
He was a painter, but he was also an arts dealer.
Not only was he a painter, but also an arts dealer.
He broke his arm and his collar bone.
Not only did he break his arm, but also his collar
bone.
Do task 15, p. 173
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5. Task 15, p. 173
• 1. Our Logistics Department needs to receive both
relevant and timely information.
• 2. Our Marketing Department offers not only
advertising material but also sales presentations on
new products to key clients. (parallel structure)
• 2. Not only does our Marketing Department produce
advertising material, but it also gives sales
presentations on new products to key clients.
• Our Marketing Department not only produces
advertising material but also gives sales presentations
on new products to key clients.
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6. Task 15, p. 173
• 3. We should ignore neither the fact that we have
new competitors nor the fact that we are losing
customers.
• 4. Sales have gone down again. Either we are
underestimating the competition, or we are
misunderstanding the needs of our customers.
Or:
• 4. Sales have gone down again. We are either
underestimating the competition or
misunderstanding the needs of our customers.
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7. Revising
Special attention should be paid to:
• word choice (vocabulary)
•sentence structure (grammar),
•paragraph structure.
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8. Tentative language,
or the need to be cautious
In academic texts we often need to moderate or
qualify our claims and generalisations.
Use modal verbs (expressing probability):
Sleeping 7 – 9 hours a day will result in better
academic performance.
Sleeping 7 – 9 hours a day may result in better
academic performance.
Sleeping 7 – 9 hours a day might / could result in
better academic performance.
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9. Tentative language:
Create distance:
The factory has benefitted from the recent technology
upgrade.
The factory seems to have benefitted from the recent
technology upgrade.
The factory appears to have benefitted from the recent
technology upgrade.
It seems that the factory has benefitted from the recent
technology upgrade.
It has been said that the factory seems to have
benefitted from the recent technology upgrade.
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10. Tentative language:
Distance yourself from the data:
Based on the limited data available, …
In the view of some experts, ….
According to this preliminary study, …
Based on an informal survey of nine department
managers, …
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11. Tentative language:
Qualify a generalisation:
Children living in poverty have a history of health
problems.
Children living in poverty tend to have a history of health
problems.
Many children living in poverty have a history of health
problems.
The majority of children living in poverty have a history of
health problems.
In most parts of the world children living in poverty have
a history of health problems.
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12. Tentative language:
Choose a weaker verb:
Unsound policies of the IMF led to the financial
crisis.
Unsound policies of the IMF contributed to the
financial crisis.
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13. Tentative language:
Combine several types of qualifications, but
do not overdo it:
It could be concluded that the majority of
studies seem to suggest that some of the
unsound policies of the IMF might have led to
the financial crisis.
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