1.1: Preview
- Page ID
- 62385
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Vocabulary: Academic Word List
Below are two lists of words from the Academic Word List. These words are important to know because they are frequently used in academic settings (university textbooks, lectures, etc.).
You need to know the parts of speech, word forms, and definition of all of the words. Additionally, you need to know how to use the bolded words in the right-hand list in sentences. Study these words carefully. Your teacher will introduce different ways to study vocabulary. Try each one until you find your preferred method or methods.
Receptive Knowledge of Vocabulary: This means you understand these words when you read them and hear them. *These words are italicized in the story.
Productive Knowledge of Vocabulary: This means you correctly use these words in your own writing and speaking. *These words are bolded and underlined in the story
| Receptive Knowledge | Productive Knowledge |
| academic | affect |
| acknowledge | final / finally |
| assignment | focus |
| attitude | item |
| definite | misinterpret |
| expand | occur |
| find | previous |
| grading | processing |
| ignore | redistribute |
| job | require |
| lecturing | respond |
| pose | |
| randomly | |
| unappreciated |
Exercise \(\PageIndex{1}\):
Create Your Own Glossary
With your teacher, fill in as much information about the words as you can. Preview the story, and look at how the words are used in “Stephanie’s Story.” Use a dictionary to find the correct definition. Try The Longman Dictionary of Contemporary English:
http://www.ldoceonline.com/ or another online English-English dictionary to help you.
Receptive Knowledge
| AWL Vocabulary | Part of Speech | Synonym or Short Definition | Additional Knowledge (other word forms, suffixes, prefixes, roots, collocations, context) |
| academic | |||
| acknowledge | |||
| assignment | |||
| attitude | |||
| definite | |||
| expand | |||
| find | |||
| grading | |||
| ignore | |||
| job | |||
| lecturing | |||
| pose | |||
| randomly | |||
| unappreciated |
You need to recognize and understand these words when you see them. As you read textbooks for your other classes, highlight these words. Ask yourself these things:
- What part of speech is the word, and how is it used in the sentence?
- Is this word used multiple times? Is it important?
- What other words often occur near this word?
- Can I replace this word with a synonym and still understand the sentence?
- Can I recognize other word forms of this word?
Exercise \(\PageIndex{2}\):
Productive Knowledge
| AWL Vocabulary | Part of Speech | Synonym or Short Definition | Additional Knowledge (other word forms, suffixes, prefixes, roots, collocations, context) |
| affect | |||
| final / finally | |||
| focus | |||
| item | |||
| misinterpret | |||
| occur | |||
| previous | |||
| processing | |||
| redistribute | |||
| require | |||
| respond |
You need to know and understand the words above when you find them in a reading. You should also begin to use these words in your conversations and writing. Study these words, look for them, listen for them, and ask yourself these things:
- What part of speech is the word, and how is it used in the sentence?
- How can I use this word in speaking? In writing?
- What other words often occur near this word?
- Can I replace a synonym with this word?
- Can I recognize and use other word forms of this word?
Exercise \(\PageIndex{3}\):
Pre-reading Questions
- Think back to your first ESL class in the US.
- What expectations (hopes) did you have about your classes?
- What expectations did you have about homework?
- What expectations did you have about your teachers?
- What expectations do you think teachers have about their classes or students?
- Do you think teacher and student expectations are similar or different?