Language learning for academic and techniical Books
HarperCollins Publishers Writing for IELTS With Answers
Book SynopsisIf your writing is preventing you from getting the score you need in IELTS, Collins Writing for IELTS can help. Don't let one skill hold you back.
£13.49
Cambridge University Press Professional English in Use Engineering with
Book SynopsisProfessional English in Use Engineering is another addition to the Professional English in Use series.
£32.59
Cambridge University Press Professional English in Use Management with
Book SynopsisA must have for MBA students and professional managers who need to use English at work.
£32.59
Cambridge University Press Cambridge English for Nursing Preintermediate
Book Synopsis
£35.07
HarperCollins Publishers Key Words for Electrical Engineering B1 Collins COBUILD Key Words
Book SynopsisCollins COBUILD Key Words for Electrical Engineering is a brand-new vocabulary book aimed at anyone who wants to study or work in the field of electrical engineering. The title contains the 500 most important words and phrases you will need to succeed and includes practice material to make sure you really learn them.
£9.49
HarperCollins Publishers Cambridge IGCSETM English as a Second Language
Book SynopsisCollins Cambridge IGCSE English as a Second Language Third Edition has been fully updated to support the revised Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Exam Board: Cambridge Assessment International EducationFor examination from 2024Written and edited by experienced English as a Second Language authors and examinersIn-depth coverage of the Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Equal coverage of each of the four skills of listening, reading, speaking and writingFun and creative projects at the end of each chapterTopic-based chapters provide engaging content so that language is developed through real-world contextsRich variety of texts and audio to help students develop their reading and listening skillsProvides extensive support and advice to help students prepare for assessmentThis resource is endorsed by Cambridge Assessment ITrade Review‘The Collins resources develop the skills that our students need. The content is authentic, the information relevant, and all four skills (reading, writing, listening and speaking) are covered equally. Our students become more fluent readers and better writers.’ – Rula Qandalaft , English teacher, Jerusalem
£26.99
Oxford University Press Teachers Book Tech Talk Intermediate
Book SynopsisA course for adult learners in the technical, industrial, and scientific sectors, who need English for everyday workplace communication.
£29.74
Cambridge University Press Be My Guest Students Book
Book SynopsisThis fifteen-unit course deals with the many situations in which hotel employees meet guests, including reception, restaurant and bar work, answering the phone, giving directions, dealing with guests' problems, writing short e-mails and letters, suggesting places to visit and explaining how things work. A Teacher's Book and Audio CD are also available.Table of Contents1 Introductions 2 The Check-in 3 The hotel bedroom 4 The bathroom, the porter 5 Services in the hotel 6 Location of facilities 7 Room services 8 Problems and solutions 9 Taking bar orders 10 In the restaurant (1) 11 In the restaurant (2) 12 Interesting places to visit 13 Enquiries 14 Using the phone 15 The check-out Personal job files Speaking practice Tapescripts Verb list
£26.95
Bloomsbury Publishing PLC Check Your English Vocabulary for Medicine All You Need to Improve Your Vocabulary
Book SynopsisDesigned to help learners of English improve their knowledge and understanding of core medical terminology, this workbook includes crosswords, puzzles and word games to test and build specialist English vocabulary. Combining self-study exercises and practical speaking activities, it is useful for both home and class-based study.Trade Review"Part of a series designed to help students whose first language is not English...this will help them with medical terminology and general language proficiency." Publishing News (3 Feb 2006)
£15.73
Edinburgh University Press How to Write in Arabic
Book SynopsisIntermediate and advanced learners will discover how to use the Arabic linguistic features that are key to achieving written fluency. Each unit contains carefully selected exercises where students practise their vocabulary and grammar in a range of registers and contexts: writing a CV, a short story, a love letter, an essay and many more.
£90.00
Edinburgh University Press How to Write in Arabic
Book SynopsisIntermediate and advanced learners will discover how to use the Arabic linguistic features that are key to achieving written fluency. Each unit contains carefully selected exercises where students practise their vocabulary and grammar in a range of registers and contexts: writing a CV, a short story, a love letter, an essay and many more.
£25.19
£29.78
American Pharmacists Association Essential Spanish for Pharmacy
Book SynopsisEssential Spanish for Pharmacy, Fourth Edition is intended to be a supplemental quick reference to assist pharmacy professionals in interacting with Spanish-speaking patients. This book includes phrases, keywords, questionnaires, and pictograms to guide a Spanish-based conversation with a patient. It is best used by someone who has a basic understanding of the language and needs more guidance for pharmacy and medical-specific vocabulary. This book also includes basic phases for anyone to make a patient feel welcome with the additional use of a trained interpreter and other resources available.
£19.90
Garnet Publishing English for Environmental Science Course Book +
Book Synopsis
£24.00
Springer Nature Switzerland AG Giving an Academic Presentation in English:
Book SynopsisThis book is for university students, with at least a mid-intermediate level of English. It can be used as part of an English for Academic Purposes (EAP) course, either alone or with the companion volume Writing an Academic Paper in English. The chapters are independent so that EAP teachers and students can choose those sections that best fit their needs. This means that a course could range from a minimum of 20 hours, up to 60 hours or more. There is an introductory chapter that includes what role academics play in today’s world, where success is not just measured in terms of paper output and presentations at conferences, but also in involvement interdisciplinary projects and supporting society at large. Each chapter covers either a particular skill (e.g. preparing a script, pronunciation, visuals, how to begin and end a presentation) or the particular purpose of a specific moment in a presentation. For example, the final slide is designed not just to conclude and thank the audience, but is an opportunity to reach out for collaborations and assistance. The aims of each part of a presentation are also highlighted by comparisons with non-academic situations where similar skills are required. The course is highly practical with screenshots from real presentations given by PhD students. It is also designed to be fun to use. Other books in the series: Writing an Academic Paper in English Essential English Grammar and Communication Strategies Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.Table of ContentsChapter 1 The key aims of a presentation Chapter 2 Resources: Presentations on TED and YouTube Chapter 3 Preparing a script before you create the slides Chapter 4 Pronunciation, intonation, and speed of voice Chapter 5 Titles Chapter 6 Starting your presentation: giving the big picture Chapter 7 Agenda Chapter 8 Explaining technical slides Chapter 9 The visual aspect of slides Chapter 10 The conclusions and final slide Chapter 11 Q&A session Chapter 12 Doing presentations online Chapter 13 Practising, improving, and getting feedback Aim of this book Other books in this series Use of icons Teachers notes About the author Acknowledgements Full table of contents Index
£23.74
Springer Nature Switzerland AG Essential English Grammar and Communication
Book SynopsisThis book is for university students, with at least a mid-intermediate level of English. It is designed both for self-study and also as a support for a course on academic communication. It can thus be used alongside the companion volumes: Writing an Academic Paper in English and Giving an Academic Presentation in English. The book focuses only on those areas that are either the most commonly found in academic communication and/or cause the most problems. It is thus considerably more accessible than a traditional grammar or style guide. Grammar coverage includes: articles (a/an, the), countable vs uncountable nouns, modal verbs (can, may, could, might), comparisons, present and past tenses, link words, prepositions, and verbs that cause grammatical difficulties. There is a strong focus on those elements that make a paper more readable, and a presentation more accessible and memorable: clarity and empathy, sentence length, word order, and punctuation. There are chapters on two key areas of communication in academia: writing emails to editors, drafting a CV/resume. The book is laid out simply, with short explanations, and lots of example sentences (plus typical mistakes). Other books in the series: Writing an Academic Paper in English Giving an Academic Presentation in English Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.Table of Contents1. Articles and nouns 2. Abbreviations, Acronyms, False friends, Spelling 3. Can, May, Could, Might 4. Clarity and Empathy 5. Comparisons, Dates, Measurements, Numbers 6. CVs / Resumes 7. Emails 8. Link words 9. Paragraphs, Sentence length, Paraphrasing 10. Prepositions and Adverbs 11. Present and Past Tenses 12. Punctuation, Genitive 13. Verbs and Forms 14. Word order
£22.49
Springer Nature Switzerland AG Writing an Academic Paper in English:
Book SynopsisThis book is for university students, with at least a mid-intermediate level of English. It can be used as part of an English for Academic Purposes (EAP) course, either alone or with the companion volume Giving an Academic Presentation in English. The chapters are independent so that EAP teachers and students can choose those sections that best fit their needs. This means that a course can range from a minimum of 20 hours, up to 60 hours or more. There is an introductory chapter that includes what role academics play in today’s world, where success is not just measured in terms of paper output but also involvement in interdisciplinary projects and supporting society at large. Each chapter covers a particular section of a paper (Abstract, Introduction, Methods etc) and begins with a discussion exercise on what the exact purpose of each section is. This purpose is also highlighted by comparisons with non-academic situations where similar skills are required. There are many examples and templates – none of which are lengthy or complex - but which are designed to highlight key points. Students learn what style to adopt (we vs impersonal), the correct tenses to use in each section, typical mistakes, and useful phrases. The course is highly practical and is also designed to be fun to use. Other books in the series: Giving an Academic Presentation in English Essential English Grammar and Communication Strategies Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.Table of ContentsIntroduction Chapter 1 Getting started Chapter 2 Introduction and Review of the Literature Chapter 3 Introduction: Part 2 Chapter 4 Methods Chapter 5 Results Chapter 6 Discussion Part 1 Chapter 7 Discussion Part 2 Chapter 8 Conclusions Chapter 9 Abstracts Part 1 Chapter 10 Abstracts 2 and Titles Chapter 11 How to write and structure a paper: a very brief summary Aim of this book Other books in this series Use of icons A note for teachers About the author Acknowledgements Full table of contents Index
£23.74
Springer International Publishing AG Writing to Learn Academic Words: Assessment,
Book SynopsisThis book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the learning of academic words. Then, it reports on three empirical studies conducted in the Polish context. The first study develops a reliable tool to assess the knowledge of academic vocabulary of undergraduate learners. The second and third studies investigate the learning of academic words after the writing of sentences and argumentative essays, and discuss the role of cognition as a mediator of such learning. The book also provides an accessible introduction to linear mixed-effect models, a powerful, reliable, and flexible statistical technique that has been gaining popularity among SLA and psycholinguistics researchers.Table of ContentsIntroduction 1: The Importance of General and Academic Vocabulary 2: Incidental Lexical Learning3: The Writing Cycle and Cognitive Processes that May Affect Learning 4: An Overview of the Research Project5: Inferential statistics and linear mixed models 6: Study 1 The Assessment of Academic Vocabulary: Developing a Reliable Academic Placement Tool 7: Discussion of findings for Study 18: Study 2 Lexical Learning through Writing Sentences and Timed essays 9: Study 3 Lexical Learning through Writing Sentences, Timed and Untimed essays 10: Discussion for Studies 2 and 3
£80.99
Springer International Publishing AG English for Writing Research Papers
Book SynopsisPublishing your research in an international journal is key to your success in academia. This guide is based on a study of over 1000 manuscripts and reviewers' reports revealing why papers written by non-native researchers are often rejected due to problems with English usage and poor structure and content. With easy-to-follow rules and tips, and examples taken from published and unpublished papers, you will learn how to: prepare and structure a manuscript increase readability and reduce the number of mistakes you make in English by writing concisely, with no redundancy and no ambiguity write a title and an abstract that will attract attention and be read decide what to include in the various parts of the paper (Introduction, Methodology, Discussion etc) highlight your claims and contribution avoid plagiarism discuss the limitations of your research choose the correct tenses and style satisfy the requirements of editors and reviewers This edition has two completely new chapters covering machine translation and using AI tools (e.g. chatbots, paraphrasers, editing tools) to improve and correct the English of a text. Other titles in this series: Grammar, Usage and Style Grammar, Vocabulary, and Writing Exercises (three volumes) 100 Tips to Avoid Mistakes in Academic Writing and Presenting English for Presentations at International Conferences English for Academic Correspondence English for Interacting on Campus English for Academic CVs, Resumes, and Online Profiles English for Academic Research: A Guide for TeachersAdrian Wallwork is the author of more than 40 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 50 countries to write papers. He edits research manuscripts through his own proofreading and editing agency. Table of ContentsChapter 1 Planning and Preparation 1.1 Why should I publish? How do I know whether my research is worth publishing? 1.2 Should I write the initial draft in my own language rather than writing it directly in English? 1.3 Which journal should I choose? 1.4 How do I know what style and structure to use? 1.5 What preparation do I need to do? 1.6 How can I create a template? 1.7 Writing style: how do I keep the referees happy? 1.7 In what order should I write the various sections? 1.8 How can I highlight my key findings? 1.9 How can I improve the chances of my paper not only being published, but also being read, understood and cited? 1.10 I know that the recommendations in this book about writing simply and clearly will improve the readability of my paper, but my professor ... 1.11 Summary Chapter 2 Word order and sentence length 2.1 Basic word order in English: subject + verb + object + indirect object 2.2 Place the subject before the verb 2.3 Keep the subject and verb close to each other 2.4 Avoid inserting parenthetical information between the subject and the verb 2.5 Don’t separate the verb from its direct object 2.6 Put the direct object before the indirect object 2.7 Don’t use a pronoun (it, they) before you introduce the noun that the pronoun refers to 2.8 Locate not before the main verb, but after auxiliary and modal verbs 2.9 Locate negations near the beginning of the sentence 2.10 Deciding where to locate an adverb 2.11 Put adjectives before the noun they describe 2.12 Deciding where to put new and old information within a sentence 2.13 Analyse why and how long sentences are created 2.14 Learn how to break up a long sentence 2.14 Summary Chapter 3 Structuring Paragraphs 3.1 Elegance vs Effectiveness 3.2 Choose the most relevant subject to put it at the beginning of a sentence that opens a new paragraph 3.3 First paragraph of a new section - begin with a mini summary plus an indication of the structure 3.4 Deciding where to put new and old information within a paragraph 3.5 Link each sentence by moving from general concepts to increasingly more specific concepts 3.6 Present and explain ideas in the same (logical) sequence 3.7 Break up long paragraphs 3.8 How to structure a paragraph: an example 3.9 Summary Chapter 4 Being Concise and Removing Redundancy 4.1 Being concise is not just an option 4.2 Write less and you will make fewer mistakes in English, and your key points will be clearer 4.3 Cut any unnecessary generic words 4.4 Consider deleting abstract words and phrases 4.5 Prefer verbs to nouns 4.6 Choose the shortest expressions 4.7 Cut redundant adjectives 4.8 Cut pointless introductory phrases and unnecessary link words 4.9 Be concise when referring to figures and tables 4.10 Consider reducing the length of your paper 4.11 Summary Chapter 5 Avoiding ambiguity, repetition, and vague language 5.1 Use a simple and accessible style 5.3 Beware that pronouns are probably the greatest source of ambiguity 5.4 Avoid replacing key words with synonyms and clarify ambiguity introduced by generic words 5.5 Restrict the use of synonyms to non-key words 5.6 Be as precise as possible 5.7 Choose the least generic word 5.8 Use punctuation to show how words and concepts are related to each other 5.9 Defining vs non defining clauses: that vs which / who 5.10 Clarifying which noun you are referring to when which, that, who and the -ing form 5.11 - ing form vs. subject + verb 5.12 Avoiding ambiguity with the - ing form: use by and thus 5.13 Uncountable nouns 5.14 Definite and indefinite articles 5.15 Referring backwards: the dangers of the former, the latter 5.16 Referring backwards and forwards: the dangers of above, below, previously, earlier, later 5.17 Use of respectively to disambiguate 5.18 Distinguishing between both … and, and either … or 5.19 Talking about similarities: as, like, unlike 5.20 Differentiating between from and by 5.21 Be careful with Latin words 5.22 False friends 5.23 Be careful of typos 5.24 Summary Chapter 6 Clarifying and Highlighting 6.1 Why is it so important highlight and differentiate my findings in relation to the findings of other research groups? 6.2 Check your journal’s style - first person or passive 6.3 How to form the passive and when to use it 6.4 Use the active form when the passive might be ambiguous 6.5 Consider starting a new paragraph to distinguish between your work and the literature 6.6 Ensure you use the right tenses to differentiate your work from others, particularly when your journal prohibits the use of we 6.7 For journals that allow personal forms, use we to distinguish yourself from other authors 6.8 Make good use of references 6.9 Avoid long blocks of text 6.10 When you have something really important to say, make your sentences shorter than normal 6.11 Other means of attracting the reader’s eye and keeping their attention 6.12 Show your paper to a non-expert and get them to underline your key findings 6.13 Summary Chapter 7 Discussing your limitations 7.1 What are my limitations? Should I mention them? 7.2 Recognize the importance of 'bad data' 7.3 How to avoid losing credibility 7.4 Be constructive in how you present your limitations 7.5 Clarify exactly what your limitations are 7.6 Anticipate alternative interpretations of your data 7.7 Refer to other authors who experienced similar problems 7.8 Tell the reader that with the current state-of-the-art this problem is not solvable 7.9 Explain why you did not study certain data 7.10 Don't end your paper by talking about your limitations 7.11 Summary Chapter 8 Readability 8.1 You are responsible for enabling your readers to understand what you have written 8.2 Basic rules of readability 8.3 Place the various elements in your sentence in the most logical order possible: don’t force the reader to have to change their perspective 8.4 Don't force readers to hold a lot of preliminary information in their head before giving them the main information 8.5 Try to be as concrete as possible as soon as possible 8.6 When drawing the reader's attention to something use the least number of words possible 8.7 State your aim before giving the reasons for it 8.8 Be as specific as possible 8.9 Avoid creating strings of nouns that describe other nouns 8.10 Be careful how you use personal pronouns and avoid stereotyping 8.11 Summary Chapter 9 Chatbots 9.1 What are the key things I need to know about chatbots? 9.2 What prompts (instructions) can I use to get a chatbot to fulfill my request? 9.3 How can I see the changes that the bot has made? What can I learn from the list of changes generated? 9.4 What good corrections do chatbots make? 9.5 What can’t GPT do? Is it a good idea to pre-edit my original text that I wrote in English? 9.6 What kinds of grammar mistakes does a bot currently fail to correct? 9.7 What kinds of errors will a bot probably never be able to correct? 9.8 What the most dangerous errors that chatbots make when revising a text in English? 9.9 What are the dangers of modifying the chatbot’s version? Is there a solution? 9.10 What decisions do I need to make before rejecting a change made by GPT? 9.11 Will a chatbot negatively affect my writing style? 9.12 How can I assess whether the bot’s version is actually better than my original version? 9.13 Using AI to generate a rebuttal letter 9.14 When not to use a bot to generate / correct an email 9.15 How easy is it to tell that a text has been generated by artificial intelligence? 9.16 Is using a chatbot an act of plagiarism? 9.17 Summary Chapter 10 Automatic translation 10.1 How does this chapter differ from the chapter on translation (Chapter 16) in the companion volume on Grammar, Usage and Style? 10.2 Should I use machine translation? Which application? 10.3 Pre-editing: how to improve the chances of getting an accurate automatic translation 10.4 Grammar and vocabulary areas where MT may be more accurate than you 10.5 Typical areas where automatic translators may make mistakes in English if your language is not a major language 10.6 Areas where machine translation will not help you even if your language is a major language 10.7 The dangers of using machine translation 10.8 How can I combine my use of machine translation with a chatbot? 10.9 Will I still improve my level of English if I use machine translators and chatbots? 10.10 Do NOT use an automatic translator to check your English 10.11 A note for EAP teachers 10.12 Summary Chapter 11 Titles 11.1 How important is my title? 11.2 How can I generate a title? 11.3 Should I try to include some verbs in my title? 11.4 How will prepositions help to make my title clearer? 11.5 Are articles (a / an, the) necessary? 11.6 Will adjectives such as innovative and novel attract attention? 11.7 What other criteria should I use to decide whether to include certain words or not? 11.8 How should I punctuate my title? What words should I capitalize? 11.9 How can I make my title shorter? 11.10 How can I make my title sound more dynamic? 11.11 Can I use my title to make a claim? 11.12 Are questions in titles a good way to attract attention? 11.13 When is a two-part title a good idea? 11.14 How should I write a title for a conference? 11.15 What is a running title? 11.16 Is using an automatic spell check enough? 11.17 Using a chatbot to generate or improve your title 11.18 Summary: How can I assess the quality of my title? Chapter 12 Abstracts: Standard types 12.1 What is an abstract? When should I write it? 12.2 How important is the Abstract? 12.3 Where is the Abstract located? What are ‘highlights’? 12.4 How should I select my key words? 12.5 What is a structured abstract? 12.6 What style should I use: personal or impersonal? 12.7 How should I begin my Abstract? 12.8 How much background information should I give? 12.9 What tenses should I use? 12.10 Why and how should I be concise? 12.11 What should I not mention in my Abstract? 12.12 How can I ensure that my Abstract has maximum impact? 12.13 How can chatbots help me improve my Abstract? 12.14 Summary: How can I assess the quality of my Abstract? Chapter 13 Abstracts: Particular types 13.1 I have never written an Abstract before. I don’t know where to start. Could I chatbot help me? 13.2 Social and behavioral sciences. How should I structure my abstract? How much background information? 13.3 I am a historian. We don't necessarily get 'results' or follow a specific methodology. What should I do? 13.4 I am writing an abstract for a presentation at a conference. What do I need to be aware of? 13.5 How do I write an abstract for a work in progress that will be presented at a conference? 13.6 What is an Extended Abstract? 13.7 What is a video abstract? How can I make one? 13.8 My aim is to have my paper published in Nature. Is a Nature abstract different from abstracts in other journals? 13.9 I know I need to end my Abstract with a view of the big picture. How can I use a chatbot to suggest to me what the implications of my research are? 13.10 How do journal editors and conference review committees assess the abstracts that they receive? 13.11 Summary Chapter 14 Introduction 14.1 What is an Introduction? 14.2 How should I structure it? How long should it be? 14.3 How does an Introduction differ from an Abstract? 14.4 How should I begin my Introduction? 14.5 How should I structure the rest of the Introduction? 14.6 What tenses should I use? 14.7 How long should the paragraphs be? 14.8 How should I outline the structure of the rest of my paper? 14.9 My research area is not a ‘hard’ science. Are there any other ways of beginning an Introduction? 14.10 Can a chatbot help me to write my Introduction? 14.11 Summary: How can I assess the quality of my Introduction? Chapter 15 Writing a Review of the Literature 15.1 I need to write a Review Paper. How should I structure my Abstract? What are my aims and conclusions? 15.2 How should I structure my review of the literature in my Introduction to my paper? 15.3 How should I begin my literature review? How can I structure it to show the progress through the years? 15.4 What is the clearest way to refer to other authors? Should I focus on the authors or their ideas? 15.5 How can I talk about the limitations of previous work and the novelty of my work in a constructive and diplomatic way? 15.6 How can I reduce the amount I write when reporting the literature? 15.7 In my review I need mention what other authors have written. How should I do this? 15.8 How can I quote directly from other papers? 15.9 How can I use a bot to help me paraphrase? 15.10 How to quote from another paper by paraphrasing 15.11 Paraphrasing: a simple example 15.12 Paraphrasing: how it can help you write correct English 15.13 What are some more quick tips for writing a review paper? 15.14 How should I conclude a Review Paper? 15.15 Summary: How can I assess the quality of my Literature Review? Chapter 16 Methods 16.1 What is a Method’s section? 16.2 Are there any ways that a chatbot could help me with my Methods section? 16.3 How should I structure the Methods? 16.4 What style: should I use the active or passive? What tenses should I use? 16.5 How should I begin the Methods? 16.6 My methods use a standard / previous procedure. Do I need to describe the methods in detail? 16.7 Should I describe everything in chronological order? 16.8 How many actions / steps can I refer to in a single sentence? 16.9 How can I reduce the number of words but avoid my Methods appearing like a series of lists? 16.10 What potential errors of grammar and syntax do I need to be careful of? 16.11 What other points should I include in the Methods? How should I end the Methods? 16.12 Summary: How can I assess the quality of my Methods section? Chapter 17 Results 17.1 What is a Results section? 17.2 How should I structure the Results? 17.3 How should I begin the Results? 17.4 What tenses and style should I use when reporting my Results? 17.5 Should I report any negative results? 17.6 How can I show my readers the value of my data, rather than just telling them? 17.7 How should I comment on my tables and figures? 17.8 What more do I need to know about commenting on tables? 17.9 How can I use a chatbot to help me write the Results section? 17.10 What about legends and captions? 17.11 My research was based on various surveys and interviews. How should I report quotations from the people we interviewed? 17.12 Summary: How can I assess the quality of my Results section? Chapter 18 Discussion 18.1 What is a Discussion? 18.2 How should I structure the Discussion? 18.3 Active or passive? What kind of writing style should I use? 18.4 How should I begin the Discussion? 18.5 Why and how should I compare my work with that of others? 18.6 How can I give my interpretation of my data while taking into account other possible interpretations that I do not agree with? 18.7 How can I use seems and appears to admit that I have not investigated all possible cases? 18.8 What about the literature that does not support my findings - should I mention it? 18.9 How can I show the pitfalls of other works in the literature? 18.10 Should I discuss the limitations of my research? 18.11 How can I be more concise? 18.12 How can I use a chatbot to help me with my Discussion? 18.13 What are the dangers of using a chatbot to help me write my Discussion? 18.14 How long should the paragraphs be? 18.15 How should I end the Discussion if I have a Conclusions section? 18.16 How should I end the Discussion if I do not have a Conclusions section? 18.17 Summary: How can I assess the quality of my Discussion? Chapter 19 Conclusions 19.1 What is the purpose of the Conclusions section? 19.2 What tenses should I use? 19.3 I have no idea how to write a Conclusions section. Is there a quick way that a chatbot could help me? 19.4 How should I structure the Conclusions? 19.5 How can I differentiate my Conclusions from my Abstract? 19.6 How can I differentiate my Conclusions from my Introduction and from the last paragraph of my Discussion? 19.7 How can I increase the impact of the first sentence of my Conclusions? 19.8 I don’t have any clear Conclusions, what can I do? Should I mention my limitations? 19.9 How can I end my Conclusions? 19.10 To be honest, I don’t really know what the implications of my research are or what possible avenues for future research there are. How could a chatbot help me? 19.11 How should I write the Acknowledgements? 19.12 Summary: How can I assess the quality of my Conclusions? Chapter 20 The Final Check 20.1 How good is my paper? 20.2 Use AI to check your paper, then print it out 20.3 Check your paper for readability 20.4 Always have the referee in mind 20.5 What to do if your paper is subject to a 'blind' review 20.6 Be careful with cut and pastes 20.7 Make sure everything is consistent 20.8 Check that your English is suitably formal 20.9 Don’t underestimate the importance of spelling mistakes 20.10 Write a good letter / email to accompany your manuscript 20.11 Keep an open mind and deal with rejections in a positive way 20.12 Take the editor's and reviewers' comments seriously 20.13 A final word from the author: Let's put a bit of fun into scientific writing! 20.14 Summary of this chapter 20.15 Summary of the entire book: 10 key concepts
£26.59
Orient Blackswan Pvt Ltd English for Engineers and Technologists: v. 1 & 2
Book Synopsis
£9.74
Hong Kong University Press Academic English
Book Synopsis
£19.95
