[71] Key word: undertake
The verb undertake is frequently used in academic writing. You can undertake an analysis, a task, a project, research, an investigation into something, an initiative to do something.
[72] Key word: weight
The verb weight (NOT weigh) is commonly used in academic writing. Study these examples:
a. The sample was weighted to match the national average.
b. The results were weighted to allow for variations in the sample.
c. The data were weighted to represent the target population.
[73] Tricky pair: infer/imply
Infer and imply are opposites, like go and come, take and bring, speak and hear. Imply is to hint at something, while infer means to make an educated guess:
a. From these facts we can infer that inflation has dropped.
b. The report implies that one million jobs might be lost.
Remember: The speaker does the implying, while the listener does the inferring.
[74] Linking ideas: while/as opposed to/unlike
While, as opposed to and unlike are used to express contrast:
a. While the data might be limited in scope, the rate of success is significant.
b. Whereas previous research has focused on EFL, this study is mostly concerned with ESL.
c. Unlike recent studies on acupuncture, ours focuses on its mainstream appeal.
d. To eliminate outliers, we used median, as opposed to mean values.
[75] Style: regardless of/irrespective of
Besides regardless of, you can also use irrespective of to say that X is not affected by Y. Irrespective of is slightly more formal. Remember: “Irregardless” is considered nonstandard.
[76] Relative clauses: reduced relative clauses with –ing (II)
The use of the -ing form in emerging replaces a that/which relative clause. You can use reduced relative clauses with -ing to make your writing less wordy. Compare sentences A and B:
a. The general picture emerging from the analysis is that…
b. The general picture that/which emerges from the analysis is that…
[77] Style: as to
As to is a more formal way of saying about, and it is often followed by a wh- word:
a. There is no consensus as to why this might be the case.
b. Decisions as to what constitutes risky behavior were made at the outset of the study.
c. Participants gave a number of suggestions as to how the issue could be addressed.
[78] Punctuation: therefore
Notice the use of periods, commas and semi-colons with therefore to express cause and consequence:
a. Our findings may be biased. Therefore, further research is necessary.
b. Our findings may be biased; therefore, further research is necessary.
c. Our findings may be biased. Further research is, therefore, necessary.
A comma can’t precede therefore if it’s followed by an independent clause:
WRONG: “Our findings may be biased, therefore, further research is necessary.”
[79] Key word: further
In examples a-c below, notice that the first further is an adverb that means beyond what has already been done, while the second one is a verb that means to promote. Further can also be used as an adjective, as shown in example C:
a. The subject's health problems were further complicated by a previously-undetected heart condition. (adverb)
b. Subjects were asked how they intended to further their personal and professional development. (verb)
c. For further details, refer to page 22. (adjective)
[80] Key phrase: take into account
When you take something into account (or take into account something), you consider it when judging a situation:
a. We recommend that practitioners take recent research into account.
b. It is important to take into account the fact that participants might have misunderstood the question.
Take [x] into account generally works better when [x] is a short word or phrase. Take into account [x] is preferable when [x] is a longer phrase.