Academic style and register: learn

In this lesson you will

Recognise informal features that weaken an academic essay and replace them with precise alternatives
Use nominalisation and impersonal structures to make writing more concise and objective
Hedge claims accurately with modal verbs, adverbs and introductory verbs, without over-hedging
Adjust register to the task: formal for IELTS, semi-formal for the TOEFL Academic Discussion

Before you start

Think about these questions, or answer them aloud.

→Compare “Loads of kids are glued to their phones these days” with “Many children now spend a considerable amount of time on their phones.” What exactly makes the second sentence more academic?
→Is it acceptable to use “I” in an IELTS essay? What do you think, and why?

What register means in an exam essay

Register is the level of formality you choose for a particular reader and purpose. An IELTS Task 2 essay is written for an educated reader who does not know you, so the expected register is formal and objective, but not old-fashioned or over-complicated. Under Lexical Resource, the public band descriptors describe a band 7 script as showing an awareness of style and collocation, although inappropriacies occur. One chatty phrase will not ruin an essay, but a pattern of informal language makes the writing sound less precise and less authoritative.

Academic style is not about long words. It rests on four habits:

Precision: exact verbs and nouns instead of vague ones (get, thing, stuff, a lot).
Objectivity: claims are supported and focused on ideas, not on the writer's feelings.
Concision: information is packed into noun phrases and complex sentences rather than spread across many short ones.
Caution: claims are hedged to match the strength of the evidence.

Informal features and academic alternatives
Informal feature	Example	Academic alternative
Contractions	It doesn't work, and most families can't afford it.	It does not work, and most families cannot afford it.
Vague words	Pollution is a big thing and causes lots of bad stuff.	Pollution is a serious problem with wide-ranging consequences.
Phrasal verbs, where a precise single verb exists	Scientists are looking into the problem.	Scientists are investigating the problem.
Direct address (you)	If you live in a city, you breathe dirty air.	City residents are exposed to high levels of air pollution.
Direct and rhetorical questions	So what can we do about it?	Several measures could address this problem.
Exaggeration and emotional language	This is a totally disastrous policy!	This policy is likely to have serious negative consequences.
Conversational openers	Well, obviously, everyone knows that…	It is widely recognised that…
Sweeping generalisations	Young people never read.	Many young people read less for pleasure than previous generations did.

Nominalisation and impersonal structures

Earlier in this course you used nominalisation to link sentences. It also shifts the focus from people to ideas, which is typical of academic writing:

Because people are using their cars more, cities are becoming more congested. → Increased car use has led to greater congestion in cities.
When governments invested in vaccination, fewer children died. → Government investment in vaccination contributed to a fall in child mortality.

Impersonal structures present ideas without naming who holds them, which is useful when the source is general:

Anticipatory it: It is often argued that… / It is essential that… / It seems likely that…
There is / There are: There is growing concern about…
Passive: Several measures have been introduced to…
Reporting passive: Remote work is thought to improve well-being.

Use these tools selectively. A paragraph made entirely of nominalised, passive sentences is hard to read (The implementation of the reduction of emissions was undertaken…), so clear subjects and verbs are still needed. Not every phrasal verb is informal either: carry out, set out and point out are normal in academic writing. And remember that I is acceptable in IELTS Task 2 when the question asks for your opinion: I believe… or In my view… is better than an awkward impersonal phrase. What you should avoid is you meaning people in general.

Hedging: matching your claim to your evidence
Device	Examples	In a sentence
Modal verbs	may, might, could, can	Remote work may reduce stress for some employees.
Adverbs	arguably, possibly, probably, largely, generally	This is arguably the most serious consequence.
Introductory verbs	seem, appear, tend, suggest	Older employees tend to change jobs less often.
Quantifiers and frequency	many, some, often, in most cases	In many cases, the cost falls on local councils.
Phrases	to some extent, there is some evidence that	To some extent, the problem is a result of poor planning.

Too strong, too weak, about right

Too strong: Social media destroys teenagers' mental health.
Too weak: It could perhaps possibly be argued that social media might sometimes have some effect on some teenagers.
About right: Heavy use of social media appears to be linked to poorer mental health among some teenagers.
A booster used well: This is clearly not a problem that schools can solve alone. (Boosters such as clearly and undoubtedly are fine when a point is genuinely obvious; use them sparingly.)

The original paragraph (informal)

Nowadays, you see kids on their phones all the time, and it's a really bad thing. Lots of schools have got rid of phones in class, and teachers say kids pay attention way more now. Also, kids who use their phones loads at night don't sleep enough, so they're tired at school. But phones can be handy for learning too, like looking stuff up. So maybe schools should just let kids use them sometimes.

The same ideas in academic style

Children's heavy use of mobile phones has become a cause of growing concern. Many schools have restricted phone use in lessons, and teachers frequently report improved concentration as a result. Excessive use at night also appears to reduce the amount of sleep that children get, which may in turn affect their performance at school. Nevertheless, phones can be valuable learning tools, giving pupils instant access to information and educational applications. It would therefore seem sensible for schools to permit their use for specific classroom tasks while limiting it at other times.

How a strong writer does it

Nominalisation: you see kids on their phones all the time → Children's heavy use of mobile phones; pay attention way more → improved concentration.
Precise vocabulary: got rid of → restricted; handy → valuable; looking stuff up → instant access to information.
Objectivity: it's a really bad thing (the writer's feeling) → a cause of growing concern, which reports a widely shared view.
Hedging: frequently report, appears to reduce, may in turn affect, would therefore seem sensible. The writer does not claim more than the evidence supports.
No you, no contractions, no direct speech style: Also and But at the start of sentences become also inside the sentence and Nevertheless.
A more precise conclusion: permit their use for specific classroom tasks while limiting it at other times says exactly what let kids use them sometimes only suggests.

Matching

Precise verbs for phrasal verbs

Match each phrasal verb (in the context given) with the single verb that has the same meaning. One verb is not used.

Aestablish
Bpostpone
Cinvestigate
Dtolerate
Erise
Fabolish
Greduce
Hcontinue
Idevise

1.look into (the causes of a problem)
2.cut down on (sugar)
3.get rid of (a tax)
4.come up with (a solution)
5.carry on (working)
6.put off (a decision)
7.go up (prices)
8.set up (a company)

Gap fill

Nominalisation

Complete the second sentence so that it means the same as the first. Write ONE noun formed from the word in brackets.

1. The council decided to close the library, which surprised residents. → The council's to close the library surprised residents. (decide) 2. Cities are expanding rapidly, and this puts pressure on water supplies. → The rapid of cities puts pressure on water supplies. (expand) 3. If schools are more flexible, students can learn at their own pace. → Greater allows students to learn at their own pace. (flexible) 4. Employees who are unhappy at work are often absent. → Unhappiness at work often leads to higher rates of . (absent) 5. It is difficult to predict how markets will behave. → Market is difficult to predict. (behave) 6. More and more people realise that plastic harms the oceans. → There is a growing that plastic harms the oceans. (realise) 7. Farmers depend heavily on the weather, so they are vulnerable to climate change. → Farmers' heavy on the weather makes them vulnerable to climate change. (depend) 8. The company failed to respond quickly, and customers were frustrated. → The company's to respond quickly frustrated customers. (fail)

Writing task

Rewrite in academic style

Keep every idea, but change the register. When you finish, check your version for contractions, you, slang and direct questions.

The paragraph below is a body paragraph from an IELTS Task 2 essay on the question Should governments tax unhealthy food? The ideas are good, but the register is far too informal. Rewrite it in at least 120 words in an appropriate academic style. Use at least two nominalisations, two hedging devices and one impersonal structure.

So, should the government make junk food more expensive? I reckon it's a really good idea. Loads of people eat tons of sugar and fat, and you just know that's gonna make them ill. When stuff costs more, people buy less of it, right? Plus, the government gets heaps of cash from the tax, and they can spend it on hospitals, which are totally struggling at the moment. Some people moan that it's unfair on poor families, because they spend more of their money on food. But honestly, poor families get ill the most, so they'd actually get the most out of eating better. Basically, it's a win-win.

Write at least 120 words · about 12 minutes

12:000 / 120 words

Save words to review them later with flashcards.

register
the level of formality of language, chosen to suit the reader and situation
“The TOEFL discussion uses a semi-formal register.”
hedge
to make a claim less absolute, for example with may or tend to
“Hedge your claims when the evidence is limited.”
booster
a word that makes a claim stronger, such as clearly or undoubtedly
“Use boosters sparingly in academic writing.”
objective
based on facts and evidence rather than personal feelings
“A Task 1 report should be objective.”
concise
giving a lot of information in few words
“Nominalisation can make a sentence more concise.”
impersonal
not referring to a particular person
““It is often argued that” is an impersonal structure.”
excessive
more than is reasonable or necessary
“Excessive sugar consumption is linked to tooth decay.”
disproportionately
to a degree that is too large compared with something else
“Rising food prices disproportionately affect low-income families.”
revenue
income, especially the money a government receives from taxes
“The tax raised significant revenue for health services.”
be associated with
to be connected with something
“Poor sleep is associated with lower concentration.”
under strain
under too much pressure or demand
“Many hospitals are under strain in winter.”

Key points

Academic register is precise, objective, concise and cautious; it does not depend on long or rare words.
In IELTS essays, replace contractions, slang, vague words, you, direct questions and exaggeration.
Use nominalisation and impersonal structures selectively; clear subjects and verbs are still needed.
Hedge to match your evidence: avoid both sweeping claims and over-hedging.
I is acceptable for your opinion in IELTS Task 2, and the TOEFL Academic Discussion is semi-formal.

Check your answers in the practice exercises to record a score.

Up next · Writing C1 Advanced

Coherence and paragraphing for band 7+

Go to lesson

Warm-up

In this lesson you will

Before you start

What register means in an exam essay

Quick check: choose the academic version

Nominalisation and impersonal structures

The original paragraph (informal)

The same ideas in academic style

How a strong writer does it

Precise verbs for phrasal verbs

Nominalisation

Hedging to the right degree

Rewrite in academic style

Key points

Warm-up

In this lesson you will

Before you start

What register means in an exam essay

Quick check: choose the academic version

Nominalisation and impersonal structures

The original paragraph (informal)

The same ideas in academic style

How a strong writer does it

Precise verbs for phrasal verbs

Nominalisation

Hedging to the right degree

Rewrite in academic style

Key points