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CAE Essay Writing: Useful Phrases

This document provides language for writing introductions, supporting ideas, and conclusions in essays. It introduces phrases to use for topic sentences in each paragraph. Examples are given for introducing and supporting ideas through examples, illustrations, and case studies. Phrases are also presented for drawing conclusions based on considerations. Advanced grammar structures and formal vocabulary are outlined for sophisticated academic writing.

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100% found this document useful (3 votes)
4K views3 pages

CAE Essay Writing: Useful Phrases

This document provides language for writing introductions, supporting ideas, and conclusions in essays. It introduces phrases to use for topic sentences in each paragraph. Examples are given for introducing and supporting ideas through examples, illustrations, and case studies. Phrases are also presented for drawing conclusions based on considerations. Advanced grammar structures and formal vocabulary are outlined for sophisticated academic writing.

Uploaded by

Andrea
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

ESSAY WRITING Language for supporting ideas

Useful language
Introduction Phrases  For example,

 It is often said that ...  For instance,


 ….is a hotly-debated topic that often divides
opinion.  An obvious example of this is…
 ….is a topic that is often discussed but rarely
solved.  A clear example of this is…
 Many people feel that ...
 We live in an age when many of us are…  This is illustrated by…
 More and more families/people are choosing
to …  As a case in point…
 The trend nowadays is towards +ing
 Over the past/last ten years or so, …
 Recent research indicates that the number of Language for conclusions
…is increasing.
 Statistics indicate that---  In light of the above,
 Hardly a week goes by without another
report of .. appearing in the media. This  Taking all this into consideration/account,…
raises the issue of whether ……………..
 Although most people would generally agree  As far as I am concerned, / in my opinion, /
that …………… few as I see it, etc.
 … is the most effective way to… due to the
Language for topic sentences fact that…
 Despite the fact that… undoubtedly plays a
First Paragraph role in… I firmly believe that… is more
effective due to the fact that… its
 …. clearly/undoubtedly has an impact on… advantages outnumber/ outweigh those

 It is common knowledge that… plays a ADVANCED GRAMMAR


crucial role in…  Inversions: Not only is/do…..but also…
Rarely/seldom do people….
 It is undoubtedly the case that…
 Conditionals: Were these recommendations
 There is little doubt that… to be implemented/ Had they known about/
if they happen to…/ If he should have any…
 … is widely believed to contribute to…
 Double comparatives: The cheaper the….,
 It is generally considered that… the more popular…

 Recent research suggests that…  Participle clauses: Being a keen shopper


myself,… Having bought many products
 Studies have shown that… has an online,….
impact/influence on…
 Subjunctive: It is vital that should be / I
 Few people would contest/dispute the fact recommend that  should be done…/
that… would rather/ sooner

Second Paragraph  Advanced linkers: Despite the fact that….,


….. due to the fact that, with a view to/ in
 Another factor to consider is… the light of …./ given….

 On the other hand/In contrast…  Relative clauses: reason for which…./


students whose work ought to be
 It is often claimed that… assessed/ ,which would be paramount to….
FORMAL VOCABULARY
 All the evidence suggests that…
 Longer words with origins in Latin
eg: is because (+ informal) VS is attributable  No idiomatic expressions or phrasal verbs
to (+ formal) / ask for(+ informal) VS go up (informal) VS increase ( + formal)
enquire about (+ formal) VS choose(+ take part in (+ informal) VS participate in (+
informal) VS opt for (+ formal) formal)
Bear in mind (+ informal) / be taken into
 Replace emotive language
consideration (+ formal)
Adore/ be elated be satisfied with
 Abstract nouns rather than verbs Be great be satisfactory
Make a reservation (instead of book) Feel overwhelmed appear unable to cope/
Offer assistance (instead of help) Handle/ manage/
Make a complaint (instead of complain) Fantastic valuable/ profitable/ positive/
Express your dissatisfaction (instead of be beneficial
unhappy)

Common questions

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Relative clauses ('students whose work ought to be assessed') specify details that clarify relationships between ideas and entities . They add precision by limiting or identifying nouns, which enhances the clarity and detail of the information presented, making arguments more accurate and comprehensive.

Using abstract nouns instead of verbs (e.g., 'make a reservation' instead of 'book') is advised because it increases formality and precision . This lexical strategy provides clarity and creates a distance that aligns with the tone of formal writing, which can help the reader focus more on the conceptual content rather than the actions, enhancing the intellectual engagement with the material.

Inversion in sentences places emphasis on the ideas or facts being presented by altering the typical subject-verb order. For example, 'Rarely does research show such conclusive results’ emphasizes the rarity and significance of the findings . This technique draws attention to key points, enhancing their impact in an argument.

Participle clauses add depth by succinctly providing additional information or context without creating complex sentences. For example, 'Being a keen shopper myself, I noticed the trend in online purchasing' succinctly provides a context that enriches the main clause . This compact structuring can make writing more fluid and informative.

The formal alternative to 'ask for' is 'enquire about' . Adjusting the formality in an academic essay can significantly affect the tone by making it sound more professional and precise, which is often a requirement in scholarly writing. This shift can influence the reader's perception of the author's credibility and the seriousness of the content.

Avoiding emotive language ('be elated' vs. 'be satisfied with') is important because it maintains an objective tone, which is essential for scholarly arguments . Emotional language can introduce bias and undermine the logical structure of arguments, reducing their effectiveness and making them less convincing to a critical audience.

Advanced linkers such as 'despite the fact that' and 'in the light of' provide clear connections between ideas and arguments, allowing for the smooth transition and logical flow . They help in highlighting contrasts, causes, and consequences, thereby enhancing the overall coherence and cohesion of an argument, which is crucial for reader comprehension.

Advanced grammar principles like inversions can add emphasis, making statements more persuasive (e.g., 'Not only do scholars agree...'). Conditionals introduce hypothetical situations that can explore outcomes and ideas thoroughly, engaging the reader in critical thinking . This syntactic variety can enhance the sophistication and persuasiveness of an essay by presenting arguments in a dynamic way.

The subjunctive mood (e.g., 'It is vital that she attend the meeting') supports hypothetical reasoning by expressing suggestions, demands, or conditions as non-factual, allowing authors to explore possibilities and implications . This adds depth to analysis and argumentation, helping to consider potential outcomes or recommendations.

Formal language enhances credibility by conveying professionalism and authority. Longer words with Latin origins ('opt for' instead of 'choose') and the avoidance of idiomatic expressions contribute to a precise and sophisticated tone . This can make arguments appear more researched and reliable, thus persuading the reader of their validity.

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