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This page describes the Academic Word List (AWL), giving information on what the AWL is , as well as a complete list of all words in the AWL . The list is rather static. More dynamic tools for understanding and using the AWL words can be found in other sections of the website, namely the AWL highlighter and gapfill maker , AWL tag cloud and gapfill maker , the AWL finder , and a vocabulary profiler . Other pages also contain information on how to use word lists as well as more detailed information on the main different word lists available for academic study .
The Academic Word List (AWL), developed by Averil Coxhead at Victoria University of Wellington, New Zealand, contains 570 word families which frequently appear in academic texts, but which are not contained in the General Service List (GSL) . When compiling the list, the author found that the AWL covers around 10% of words in academic texts; if you are familiar with words in the GSL, which covers around 80% of words in written texts, you would have knowledge of approximately 90% of words in academic texts. The words in the AWL are not connected with any particular subject, meaning they are useful for all students.
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.
The list below contains all 570 headwords in the AWL, along with sublist number, and related word forms. All words contain hyperlinks to the Wordnet dictionary , hosted on this site (definitions open in an alert box on the same page).
There is a downloadable copy of this list , with study guidance, in the vocabulary resources section .
Check out the Quizzes section for exercises to practise using words in the AWL.
Below is a complete copy of the Academic Word List. It shows headwords, sublist, and individual word forms. There are hyperlinks giving definitions. There is an alternative version of the list, with frequency information for individual word forms , on another page.
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Like the website? Try the books. This extract from Unlock the Academic Wordlist: Sublists 1-3 contains all sublist 1 words, plus exercises, answers and more!
Author: Sheldon Smith ‖ Last modified: 05 March 2024.
Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .
The AWL highlighter allows you to highlight words from the AWL (Academic Word List) in any text you choose.
The Academic Word List (AWL) contains 570 word families which frequently appear in academic texts.
The Academic Collocation List (ACL) is a list containing 2,469 of the most frequent and useful collocations which occur in written academic English.
Academic vocabulary consists of general words, non-general academic words, and technical words.
Resources for vocabulary contains additional activities and information (requires users to be logged in).
Learning vocabulary depends on knowing how much to learn, the type of vocabulary to study, and how to study it properly.
By charlesworth author services.
Academic writing is exact writing , and exact writing requires that you use the exact word. Consider the distinction between ‘mass’ and ‘weight’; between a ‘typeface’ and a ‘font’; or a ‘spider’ and an ‘insect’. However, academic writing is not only about technical words or jargon but many other words that help you to convey your thoughts. How do you learn those words? How do you expand your vocabulary? This article provides some practical ways to do so.
One of the most effective ways to learn new words is to read widely so that you are exposed to words used in many different fields. This is effective because you learn words in their context – you see them ‘in action’, being used in the ways they are meant to be used. When you have encountered a word half a dozen times, you soon get a pretty good idea of what it means and how it is used.
More importantly, by assimilating the word, you are making it part of your idiolect , which means a ‘person’s individual way of speaking or writing a language’.
When you do look up a word in a dictionary, don’t just look up the meaning but also find out how the word is derived , because it will help you not only to remember the word better but also to guess the meaning of other as yet unfamiliar words derived from the same source.
For instance, consider the suffix ‘-oid’. Once you know that it means ‘resembling’ or ‘like’, you can guess that a humanoid is something (perhaps a robot or an extra-terrestrial) that is like a human being but not quite one. As another example, learn how ‘e.g.’ and ‘i.e.’ are derived and used in this article .
You should acquire new words as you go along and not hunt for them actively. Research shows that for such active learning, you should know about 95% of the words you encounter on a page. Reading is no longer enjoyable or even worthwhile if more than 10% of the words on the page are unfamiliar to you, and if you know more than 98%, you are unlikely to be expanding your vocabulary.
If English grammar and vocabulary are major obstacles for you, you should explore graded readers, which use deliberately controlled vocabulary and sentence constructions to ensure that the books are at the right level of difficulty for their target readers.
Audiobooks, podcasts and many online resources are a great help because when you encounter new words by hearing them, you also learn how they are pronounced . This can help you to remember them better because you are using yet another part of your brain that deals with language.
Tip : If possible, read the transcript of the talk you are listening to – not while you are listening but either before or after.
Merely memorising lists of difficult or unusual words is unproductive, because you do not really assimilate those words. Instead, try to practise using them in everyday conversation . Or, if the words are too technical or specific to your discipline, and not suitable for casual conversation, practise incorporating those words or terms in your writing .
Finally, check your progress to see whether you are using the new words you have assimilated over time. You can do this by using a concordance tool, a software utility that compiles a list of all the words that occur in a file. A few such tools are Calibre, AntConc and TextSTAT.
Pool all your writings over the past few months into a single file and run the utility. Select the option to sort the words in the document in ascending order of their frequency and to ignore words with three or fewer letters. This way, the less common words will be at the top, and you can see for yourself some evidence of your growing vocabulary.
Improving your vocabulary helps you use the right word , which conveys that you understand and are familiar with the correct and conventional language of a particular discipline. Think of it as a badge.
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When it comes to helping students with academic vocabulary, the range of words and phrases they might encounter in the course of their academic studies is huge and can be somewhat daunting. So when we were putting together the new Oxford Academic Vocabulary Practice books, we decided quite early on that the most useful area to focus on would be productive vocabulary: that is the words and phrases that students are actually likely to use in their own writing.
For all learners, indeed all speakers of a language, their productive vocabulary – the words they actively use regularly – is a subset of their receptive vocabulary – the words they recognize and understand passively. As teachers though, we often forget this distinction and vocabulary lessons can end up a mixed bag of new words and those that are already familiar, words that students are likely to use and those they may only come across occasionally. Concentrating on just the vocabulary that students are most likely to use in their writing can help to tune out some of the ‘noise’ and create more realistic, focused vocabulary-learning goals. In this post, I’ll share just three of the criteria we used to help achieve this aim.
It’s often said that the best way to improve your vocabulary is to read as much as possible. For students of English for Academic Purposes (EAP), it’s true that reading and noticing the vocabulary used by academic writers is important in developing their receptive vocabulary, but published academic texts may not always provide the best model for studying productive vocabulary. Published texts written by professional academics, such as textbooks or academic articles, are a different genre from the type of texts typically produced by university students as part of their coursework. So it’s perhaps not surprising that recent research has shown that even good student writers use a much narrower range of academic vocabulary than ‘expert’ academic writers (Durrant, 2016). That’s not to say that they’re somehow substandard, the requirements of the two genres are just different. So studying a published academic text won’t necessarily provide a realistic, or even a useful, model for the student wanting to improve the vocabulary they use in their own writing. Examples of good student writing will display a much more appropriate range of vocabulary that an EAP student might realistically hope to emulate.
We often tend to think of vocabulary teaching as being all about new words, but actually, much of the lexis that will help learners to improve their academic writing is likely to already be part of their receptive lexicon. As language users, we naturally tend to stick to the words we’re most familiar with when we’re speaking or writing, because we feel confident and comfortable with them. For many learners, encouraging them out of that comfort zone just means pushing them to use words and phrases that are already familiar from their reading. Extending a student writer’s productive vocabulary range isn’t always about introducing ‘difficult’ words, it’s often apparently simple words and expressions (on the whole, by far, in terms of, etc.) that will help improve their writing style and make their texts more readable.
After we’ve identified what vocabulary items to focus on, the next step is to design practice activities. It’s natural to start by checking comprehension, but if we want learners to start using lexis, we soon need to move onto more productive practice. This is where we run into the distinction between controlled productive vocabulary – words which learners can produce when prompted, say within a gap-fill activity – and free productive vocabulary – which they produce spontaneously in their own writing (see Laufer, 1998). If learners are to expand their free productive range, they need plenty of opportunities to get a feel for how to use words and phrases in context; playing around with phrasing, collocation and different forms of a word in a ‘safe’ environment where it doesn’t matter if they make mistakes, not in that high-stakes, assessed essay. Short writing tasks that encourage experimentation can help bridge that gap between the gap-fill and the essay.
References: Durrant, P. (2016) To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes 43 Laufer, B. (1998) The Development of Passive and Active Vocabulary in a Second Language: Same or Different Applied Linguistics 19 (2)
**There are extra practice activities to accompany the Oxford Academic Vocabulary Practice books available online , including a number of short free writing tasks.
Developing global skills in the elt classroom | eltoc 2020, strategies for emi/clil success for primary learners | q&a, why do we need eap word lists | michael mccarthy.
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I loved all this. The exercises for vocabulary are great!!!!
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Oxford University Press - ELT
Vocabulary for the introduction part:.
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The/ the given / the supplied / the presented / the shown / the provided | diagram / table / figure / illustration / graph / chart / flow chart / picture/ presentation/ pie chart / bar graph/ column graph / line graph / table data/ data / information / pictorial/ process diagram/ map/ pie chart and table/ bar graph and pie chart ... | shows / represents / depicts / enumerates / illustrates / presents/ gives / provides / delineates/ outlines/ describes / delineates/ expresses/ denotes/ compares/ shows contrast / indicates / figures / gives data on / gives information on/ presents information about/ shows data about/ demonstrates/ sketch out/ summarises... | the comparison of…
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Vocabulary for the general trend part:, 1. in general... 2. in common... 3. generally speaking... 4. overall... 5. it is obvious... 6. as it is observed... 7. as a general trend... 8. as can be seen... 9. as an overall trend/ as overall trend... 10. as it is presented... 11. it can be clearly seen that... 12. at the first glance... 13. it is clear, 14. at the onset... 15. it is clear that... 16. a glance at the graph(s) reveals that..., the structure of the ielts academic writing task 1 (report writing):, introduction:, reporting details:, conclusion:.
1. as it is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table... 2. as (it is) shown in the illustration... 3. as can be seen in the... 4. as the diagrams suggest... 5. according to the... 6. categorically speaking... 7. getting back to the details... 8. now, turning to the details... 9. the table data clearly shows that... 10. the diagram reveals that... 11. the data suggest that... 12. the graph gives the figure... 13. it is interesting to note that... 14. it is apparently seen that... 15. it is conspicuous that... 16. it is explicitly observed that... 17. it is obvious... 18. it is clear from the data... 19. it is worth noticing that... 20. it is crystal clear/ lucid that... 21. it can be clearly observed that... 22. it could be plainly viewed that... 23. it could be noticed that... 24. we can see that..., vocabulary to show the changes:.
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| rise / increase / go up / uplift / rocket(ed) / climb / upsurge / soar/ shot up/ improve/ jump/ leap/ move upward/ skyrocket/ soar/ surge. | a rise / an increase / an upward trend / a growth / a leap / a jump / an improvement/ a climb. |
| fall / decrease / decline / plummet / plunge / drop / reduce / collapse / deterioriate/ dip / dive / go down / take a nosedive / slum / slide / go into free-fall. | a fall / a decrease / a reduction / a downward trends /a downward tendency / a decline/ a drop / a slide / a collapse / a downfall. |
| unchanged / level out / remain constant / remain steady / plateau / remain the same / remain stable / remain static | a steadiness/ a plateau / a stability/ a static |
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| an upward trend / an upward tendency / a ceiling trend |
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| a downward trend / a downward tendency / a descending trend |
| level(ed) off / remain(ed) constant / remain(ed) unchanged / remain(ed) stable / prevail(ed) consistency / plateaued / reach(ed) a plateau / stay(ed) uniform /immutable / level(ed) out/ stabilise/ remain(ed) the same. | No change, a flat, a plateau. |
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| dramatically / rapidly / sharply / quickly / hurriedly / speedily / swiftly / significantly/ considerably / substantioally / noticably. | dramatic / rapid / sharp / quick / hurried / speedy / swift / significant / considerable / substantial / noticable. |
| moderately / gradually / progressively / sequentially. | moderate / gradual / progressive / sequential. |
| steadily/ ceaselessly. | steady/ ceaseless. |
| slightly / slowly / mildly / tediously. | slight / slow / mild / tedious. |
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| wave / fluctuate / oscillate / vacillate / palpitate | waves / fluctuations / oscillations / vacillations / palpitations |
Dates, months & years related vocabulary and grammar: , percentage, portion and numbers:, words/ phrases of approximation - vocabulary:, what criteria would a band 9 graph response satisfy.
More useful words to use for essay writing to impress your teachers.
Other learning activities, teaching tools, full list of words from this list:.
Whether you’re a teacher or a learner, Vocabulary.com can put you or your class on the path to systematic vocabulary improvement.
Guides to use.
Good word choice is a key ingredient of great essay writing. One should constantly work to expand and improve vocabulary so that ideas are more clearly expressed. Here are the top 40 words and phrases you should know to write great opinion essays:
Find here fresh and original ideas that will definitely work out. Pick one you like and make a good essay!
Don't know the difference between descriptive and narrative types of essay? Look here.
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Join me for a weekly talk-through of IELTS topics to help you learn about the issues, vocabulary, tips and strategies you need to prepare. Find all my tips on my website ieltsetc.com and join the Members Academy for all the downloads, step-by-step online courses, and support to get you a Band 7+ in the #ielts test.
This is a talk-through of a Passage 1 Academic Reading text about tennis rackets (Book 19 Test 1). It covers 2 sets of questions (True, False, Not Given and Gapfill Summary). Full lesson notes and video available on my website and Members Academy.
In this lesson, you'll see why so many model essays are NOT model essays. For each of the points I mention, you'll learn a better alternative so that you can make changes to your own writing. Here's the question: Some people believe that charities should help people in need no matter where those people are in the world. Others feel that these organizations should only serve the people living in the country where they are based. Discuss both sides and give your own view. Find the full lesson on my website: https://ieltsetc.com/2021/03/ielts-band-9-sample-essay-charity/ Watch my YouTube video here: https://youtu.be/c4nMPXwJls4 My tips about Coherence and Cohesion (avoiding mechanical linking words) are here: https://ieltsetc.com/2020/01/ielts-writing-coherence-cohesion/ Find more Band 9 essays and tips on my website. Join the Bronze Membership for full access. https://ieltsetc.com/2019/04/band-9-essay/ https://ieltsetc.com/2021/03/ielts-task-2-band-9-essay-ceos/ https://ieltsetc.com/2019/09/ielts-writing-task-2-topics-and-models-crime/ https://ieltsetc.com/2020/05/ielts-writing-task-2-how-to-write-an-introduction/ https://ieltsetc.com/2020/03/to-what-extent-do-you-agree/ https://ieltsetc.com/2020/11/ielts-formal-writing/ #ielts #ieltswriting #ieltstask2 #ieltsband9 lCGmdgSdFMRaveqtPUv8
A quick look at TFNG and a less common type of Matching Headings. Get the full text here https://www.ieltsetc.com/2019/03/ielts-gt-reading-passports-and-airports/
Quick tips to help you with the Speaking Challenge followed by a Reading Passage 2 about the tool-making abilities of crows (and what we have in common with them). True/False/Not Given. Get the full reading here https://www.ieltsetc.com/2018/11/ielts-reading-two-wings-toolkit/
This is my walkthrough of an Academic Passage 1 about Stonehenge. Keyword before you listen: ‘Winter solstice’ - the shortest day of the year (December 21st) Meaning: to stand still The solstice (combining the Latin words sol for “sun” and ‘sistere’ for “stand still”) is the point where the Sun appears to reach either its highest or lowest point in the sky for the year and thus ancient astronomers came to know the day as one where the sun appeared to stand still. Become a member to get the full tapescript, wordlist and video. ieltsetc.com
This listening about a research project contains several examples of ‘academic’ language (language related to studying at university) that you need to understand Listening Part 3. It's about a volcanic eruption, and is adapted from a Cambridge Past Paper (Book 18). Get the full lesson notes and video in the Bronze Membership on my website ieltsetc.com and the Listening Course in the Members Academy.
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Common Core State Standards The number of ELLs is growing in United States schools and yet, the standards are barely changing to accommodate them. The amount of ELLs increased by 51% between 1997 to 2008, and because of inadequate standards students are being lost in the mix (Colman, 2012). The United States was founded to be a place of freedom and as the country has grown and fixed many of its problems it has become an ideal that many want. People from many other countries have grown up with the idea of the “American dream,” so people come here with their own languages and cultures and the American school system needs to reflect them. In the last few years, there have been many advances in the incorporation of ELLs into schools. Educators and administrators are learning what ELL students need and how to best accommodate them. However, in the area of common core, there are many issues that need to be addressed. The first is that the standards are made with ELLs in mind, the second is the need and lack of academic English. The third is the school guidelines put in place to fix or lessen the first two issues. Academic English …show more content…
Social English is in most cases the first to be grasped. This is not always true of course, people learn differently and some have less trouble learning academic English. However, social English is more common which makes it difficult for ELLs to meet common core standards in the same way their peers do. This idea is summed up well in ten words, “No one is a native speaker of academic English” (Maxwell, 2013, para 1). Every student in the United States has to learn to speak in an academic manner, it is not common sense, it is something that every student will have to spend time learning. ELLs have to learn an entirely new language, while also attempting to understand an entire vocabulary that most Americans never use outside of
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4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
in a specific or general way. Attributing claims with more or less support or certainty. Words that link ideas, helping to create a 'flow' in the writing. Many conjunctions can be used at the start of a sentence and/or. to link two short sentences into one long one. See WriteSIte for examples, exceptions and exercises.
The Oxford Phrasal Academic Lexicon (OPAL) is a set of four word lists that together provide an essential guide to the most important words and phrases to know in the field of English for Academic Purposes (EAP). This list gives around 370 important phrases for academic writing, grouped into 15 functional areas. Written phrases 1.
The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of ...
If you're struggling to choose the right words for your essay, don't worry—you've come to the right place! In this article, we've compiled a list of over 300 words and phrases to use in the introduction, body, and conclusion of your essay. Contents: Words to Use in the Essay Introduction. Words to Use in the Body of the Essay.
Adjectives And Adverbs For Academic Essays. Useful adjectives and adverbs are valuable tools in academic writing as they enhance the description, precision, and depth of arguments and analysis. ... Improving essay writing vocabulary is essential for effectively expressing ideas, demonstrating a strong command of the language, and engaging ...
f English for Academic Purposes (EAP). This list gives the 1200 most important words in academic writing, divided into twelve sublists of 100 words each, with. list 1.Wri. ten sing. e wordsSub. ist 1ac. ivity n.af. ct v.a. alysis n.ap. associate v.
These useful academic expressions, words, vocabulary and phrases will help you to write a top-notch essay. Writing an essay can be a challenging task. However it becomes simpler if it is divided into manageable pieces. There are three main parts in an essay: an introduction, a body, and a conclusion. You can easily overcome your essay writing ...
To do this, use any of the below words or phrases to help keep you on track. 1. Firstly, secondly, thirdly. Even though it sounds obvious, your argument will be clearer if you deliver the ideas in the right order. These words can help you to offer clarity and structure to the way you expose your ideas.
50 linking words to use in academic writing. academic writing. linkers. essay writing. thesis. ESL. English. It's very common for students to use long words they don't understand very well in their essays and theses because they have a certain idea of what academic writing should be.
The Academic Collocation List (ACL) is a list containing 2,469 of the most frequent and useful collocations which occur in written academic English. It can be seen as a collocational companion to the Academic Word List (AWL), consisting of collocations (or word combinations) rather than single words. The ACL was developed by Kirsten Ackermann and Yu-Hua Chen using the Pearson International ...
Highlighting a controversy in the field of study. Highlighting a knowledge gap in the field of study. Focus, aim, argument. etc. For each such task, the phrase banks lists a number of expressions that can be used to perform it. For example, to establish the importance of the topic, we may use an expressions like: (1) X is an increasingly ...
Related Job Interview Tips | Useful English Phrases for a Job Interview. Accepting other points of view. Nevertheless, one should accept that…. However, we also agree that…. Personal opinion. We/I personally believe that…. Our/My own point of view is that…. It is my contention that…. I am convinced that….
The following "Elements of the Academic Essay" provide a possible vocabulary for commenting on student writing. Instructors in the Harvard College Writing Program tend to use some version of this vocabulary when talking about and commenting on student writing, so it's likely that your students will be familiar with some of the terms and concepts below.
This page describes the Academic Word List (AWL), giving information on what the AWL is, as well as a complete list of all words in the AWL.The list is rather static. More dynamic tools for understanding and using the AWL words can be found in other sections of the website, namely the AWL highlighter and gapfill maker, AWL tag cloud and gapfill maker, the AWL finder, and a vocabulary profiler.
Academic Vocabulary List Argumentative Terms Definitions formal Formal writing means that you speak to the reader in an academic way, using the third-person point of view, vocabulary specific to the topic, and a serious tone. hook A hook is an interesting statement about the topic made at the start of an essay in order to grab the reader's ...
6. Practise using your new vocabulary as often as possible. Merely memorising lists of difficult or unusual words is unproductive, because you do not really assimilate those words. Instead, try to practise using them in everyday conversation. Or, if the words are too technical or specific to your discipline, and not suitable for casual ...
So studying a published academic text won't necessarily provide a realistic, or even a useful, model for the student wanting to improve the vocabulary they use in their own writing. Examples of good student writing will display a much more appropriate range of vocabulary that an EAP student might realistically hope to emulate. 2.
This vocabulary section aims to help you learn all the vocabularies, phrases and words you need to know and use in your Academic writing task 1 to achieve a higher band score. The examiner will use four criteria to score your response: task achievement, coherence and cohesion, lexical resource, & grammatical range and accuracy.
a whole formed by a union of two or more elements or parts. conclude. decide by reasoning. conclusion. a position or opinion reached after consideration. conditional. imposing or depending on or containing an assumption. conjunction. something that joins or connects.
a preceding occurrence or cause or event. remonstrate. argue in protest or opposition. unabashed. not embarrassed. acquiescence. agreement with a statement or proposal to do something. predisposition. an inclination to interpret statements in a particular way.
Useful Vocabulary For An Opinion Essay: Top 40 Words And Phrases. Good word choice is a key ingredient of great essay writing. One should constantly work to expand and improve vocabulary so that ideas are more clearly expressed. Here are the top 40 words and phrases you should know to write great opinion essays:
Join me for a weekly talk-through of IELTS topics to help you learn about the issues, vocabulary, tips and strategies you need to prepare. ... IELTS Writing: 9 tips for a Band 9 essay. In this lesson, you'll see why so many model essays are NOT model essays. ... A quick look at TFNG and a less common type of Matching Headings.
However, in the area of common core, there are many issues that need to be addressed. The first is that the standards are made with ELLs in mind, the second is the need and lack of academic English. The third is the school guidelines put in place to fix or lessen the first two issues. Academic English …show more content…