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The effect of increased and varied vocabulary instruction on science content acquisition.

Emmelyn King Follow

Date of Award

Spring 5-13-2022

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Graduate Studies

Committee Chair

Kristen Carlson

science, vocabulary, strategies

This action research investigated the relationship between studying scientific vocabulary and overall success in a given science content area. A mini-unit covering common words and word parts in scientific vocabulary was conducted. Students were then provided with a variety of vocabulary strategies in subsequent units, including an emphasis on reading, language, writing, and visual approaches. The impact on student learning and retention of the material was measured quantitatively using assessments and qualitatively through a student survey. The participants involved were eleventh- and twelfth-grade anatomy students in a rural K-12 school setting.

Recommended Citation

King, Emmelyn, "The Effect of Increased and Varied Vocabulary Instruction on Science Content Acquisition" (2022). Dissertations, Theses, and Projects . 675. https://red.mnstate.edu/thesis/675

Since May 03, 2022

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100+ Research Vocabulary Words & Phrases

The academic community can be conservative when it comes to enforcing academic writing style , but your writing shouldn’t be so boring that people lose interest midway through the first paragraph! Given that competition is at an all-time high for academics looking to publish their papers, we know you must be anxious about what you can do to improve your publishing odds.

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Have you heard of “Wordles”? A Wordle is a visual representation of words, with the size of each word being proportional to the number of times it appears in the text it is based on. The original company website seems to have gone out of business, but there are a number of free word cloud generation sites that allow you to copy and paste your draft manuscript into a text box to quickly discover how repetitive your writing is and which verbs you might want to replace to improve your manuscript.

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As an example, below is a Wordle of our article entitled, “ How to Choose the Best title for Your Journal Manuscript .” You can see how frequently certain terms appear in that post, based on the font size of the text. The keywords, “titles,” “journal,” “research,” and “papers,” were all the intended focus of our blog post.

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Study the language pattern found in the most downloaded and cited articles published by your target journal. Understanding the journal’s editorial preferences will help you write in a style that appeals to the publication’s readership.

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Have you heard of synonyms? Of course you have. But have you looked beyond single-word replacements and rephrased entire clauses with stronger, more vivid ones? You’ll find this task is easier to do if you use the active voice more often than the passive voice . Even if you keep your original sentence structure, you can eliminate weak verbs like “be” from your draft and choose more vivid and precise action verbs. As always, however, be careful about using only a thesaurus to identify synonyms. Make sure the substitutes fit the context in which you need a more interesting or “perfect” word. Online dictionaries such as the Merriam-Webster and the Cambridge Dictionary are good sources to check entire phrases in context in case you are unsure whether a synonym is a good match for a word you want to replace. 

To help you build a strong arsenal of commonly used phrases in academic papers, we’ve compiled a list of synonyms you might want to consider when drafting or editing your research paper . While we do not suggest that the phrases in the “Original Word/Phrase” column should be completely avoided, we do recommend interspersing these with the more dynamic terms found under “Recommended Substitutes.”

A. Describing the scope of a current project or prior research

B. Outlining a topic’s background

C. Describing the analytical elements of a paper

D. Discussing results

E. Discussing methods

F. Explaining the impact of new research

Wordvice Writing Resources

For additional information on how to tighten your sentences (e.g., eliminate wordiness and use active voice to greater effect), you can try Wordvice’s FREE APA Citation Generator and learn more about how to proofread and edit your paper to ensure your work is free of errors.

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Home > CEHS > Teaching, Learning, and Teacher Education > Theses and Other Student Research > 111

Department of Teaching, Learning, and Teacher Education

Department of teaching, learning, and teacher education: theses and other student research, vocabulary instruction: impacts of using a science notebook in a dual language setting to teach science vocabulary and content..

Manuel Andazola , University of Nebraska - Lincoln Follow

First Advisor

Amanda Thomas

Second Advisor

Wendy Smith

Third Advisor

Guy Trainin

Date of this Version

Summer 8-2-2019

Document Type

Andazola, M.(2019). Vocabulary instruction: impacts of using a science notebook in a dual language setting to teach science vocabulary and content . (Master's thesis, University of Nebraska-Lincoln, Lincoln, NE, United States). Retrieved from https://digitalcommons.unl.edu

A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning and Teacher Education, Under the Supervision of Professor Amanda Thomas. Lincoln, Nebraska: August 2019

Copyright © 2019 Manuel Andazola

Language learners and students in general often struggle to close the achievement gap in monolingual schools because they lose academic content due to lack of vocabulary. To combat this issue, programs such as dual language schools have been introduced and have gained popularity due to their ability to help students keep learning academic content in their native language while becoming literate in the second language and also maintaining literacy in the content areas. Although these programs offer different instruction models and teaching techniques that teachers are implementing to improve science literacy, many teachers still struggle to find creative and effective methods of teaching science vocabulary and content. Vocabulary acquisition is of great importance to science literacy because it is major factor in understanding and applying science in context during classroom instruction and assessment. This action research study focused on using a supplemental science vocabulary notebook to teach content vocabulary in an elementary dual language classroom. The results of the study suggest that the use of science vocabulary notebooks may help students attain content vocabulary, as evidenced by students’ notebooks, quiz scores, and performance on chapter tests.

Advisor: Amanda Thomas

Keywords: dual language, reading comprehension, vocabulary development, science literacy, and vocabulary notebook

Since August 20, 2019

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Bilingual, Multilingual, and Multicultural Education Commons , Elementary Education Commons

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Improving vocabulary instruction to increase student comprehension and science literacy

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leslie Moncur

This project was conducted to examine how science vocabulary instructional strategies might increase science literacy and comprehension in science. In the literature review, a combination of direct instruction and vocabulary strategies were suggested to improve understanding. During this project, the students spent a lot of time learning vocabulary words for each unit. The summative assessment indicated the students had shown improvement in comprehension and science literacy. Additionally, the students started to use more of the vocabulary terms in their Science Interactive Notebook.

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In this paper, we report on our efforts to use inquiry-based science instruction as a context for the development of vocabulary knowledge. This paper articulates a model that positions instruction of science as a way to facilitate students’ movement along the continuum of word knowledge. We employ evidence from our curriculum development and research effort that integrates science and literacy with the goal of providing literacy tools to support science learning as well as using science as a context to refine and build literacy skills. Responses from an assessment administered before and after students participated in a unit integrating science and language arts instruction are used to illustrate how students’ use of vocabulary changed as a result of participating in the integrated curriculum.

Reading Horizons: A Journal of Literacy and Language Arts

H. Emily Hayden , Michelle Baird

To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre/post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one seventh-grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership, including the science teacher, a literacy specialist, and a scientist. The resulting model presents an assessment that evaluates receptive knowledge and productive use of science language and reinforces vocabulary theory: learning words is incremental and multidimensional, and assessment should address this specialized skill in principled, disciplined ways. Keywords: disciplinary literacy, vocabulary, science, assessment

Reading Horizons

H. Emily Hayden

To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre/post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one seventh-grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership, including the science teacher, a literacy specialist, and a scientist. The resulting model presents an assessment that evaluates receptive knowledge and productive use of science language and reinforces vocabulary theory: learning words is incremental and multidimensional, and assessment should address this specialized skill...

Mary F Rice , Donald Deshler

As online coursework becomes more popular, students in need of vocabulary support for reading comprehension will be among the increasing number of secondary students participating in these courses. The purpose of this study was to determine if information about strategies for supporting vocabulary was being applied to online learning coursework. A content analysis of types of vocabulary and support strategies was performed on science courses from three online course vendors. The content of the online earth science courses revealed high numbers of words were deemed important words, but most of these words were discipline-specific rather than general academic high-frequency (GHF) words. Further, the dominant strategy for supporting words was direct instruction. The results of this study indicate a need for online course developers to pay more explicit attention to the types of words supported and the strategies used to do so, and for those who support online learners (e.g., teachers, counselors, parents) to be more proactive about vocabulary support deficiencies likely present in the courses.

Hagop Yacoubian

Unlike inquiry-based instruction and hands-on scientific activities, which are generally recommended in teaching science, scientific vocabulary instruction has played a subordinate role in teaching scientific concepts. The reason for this might be that science ...

Literacy Research: Theory, Method, and Practice

Open Access Publishing Group

This study examined the influence of vocabulary development on reading comprehension of secondary school students in Basic Science in Ekiti State, Nigeria. This study adopted a quasi-experimental of pre-test, post-test control group research design on 150 JSS 2 students selected from six secondary schools using purposive sampling technique. The instruments used for this study are: vocabulary test and reading comprehension test and the participants pre-test were used to measure students' prior knowledge. The findings of the study revealed that vocabulary knowledge, reading comprehension and students' prior knowledge are related to students' achievement in Basic Science. The findings also showed that the combined influence of vocabulary knowledge, reading comprehension, students' prior knowledge and students' achievement in Basic Science was found to be statistically significant. The study therefore suggested that teachers should make concerted efforts to embark on rigorous and explicit teaching of vocabulary as it has a potential of supporting students' reading comprehension.

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• What is a Glossary? | Definition, Templates, & Examples

What Is a Glossary? | Definition, Templates, & Examples

Published on May 24, 2022 by Tegan George . Revised on July 18, 2023.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation , it’s a list of all terms you used that may not immediately be obvious to your reader.

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A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, dictionaries are more general collections of words.

A glossary or “glossary of terms” is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and is intended to enhance their understanding of your work.

Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one to your thesis or dissertation. Your educational institution may also require them, so be sure to check their specific guidelines.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, an index is a list of the contents of your work organized by page number.

Definitional terms often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited. This guidance can apply to your thesis or dissertation glossary as well.

However, if you’d prefer to cite your sources , you can follow guidance for citing dictionary entries in MLA or APA style for your glossary.

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The effects of explicit science vocabulary instruction on vocabulary acquisition on the Flathead Indian Reservation

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Dissertations / Theses on the topic 'Science vocabulary'

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Pablo, Alisha Nicole. "Increasing student achievement in science by improving science vocabulary in the elementary grades." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/pablo/PabloA0812.pdf.

Halsey, Shawna Dee. "Time to wiki: a tool to build students' science vocabulary." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/halsey/HalseyS0812.pdf.

Aune, Katherine Pearl. "Improving vocabulary instruction to increase student comprehension and science literacy." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/aune/AuneK0812.pdf.

Bonetto, Sandra. "Hegel and the vocabulary of nationalism." Thesis, Queen's University Belfast, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273297.

Beebe, Caroline. "Bridging the semantic gap : exploring descriptive vocabulary for image structure /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3234479.

Dominowska, Ewa 1977. "A communication aid with context-aware vocabulary prediction." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/87223.

Pierro, Melissa A. "Vocabulary Comprehension in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.

Cardin, Régis. "Improved learning strategies for small vocabulary automatic speech recognition." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41560.

Moran, Renee Rice, N. Wilton, Huili Hong, LaShay Jennings, and Edward J. Dwyer. "Encouraging Sight Vocabulary Among Developing Readers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3442.

Bazzi, Issam. "Modelling out-of-vocabulary words for robust speech recognition." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/29241.

Yao, Huan 1976. "Utterance verification in large vocabulary spoken language understanding system." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/47633.

Tang, Min Ph D. Massachusetts Institute of Technology. "Large vocabulary continuous speech recognition using linguistic features and constraints." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33203.

Chung, Grace Yuet-Chee. "Towards multi-domain speech understanding with flexible and dynamic vocabulary." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8925.

MILLER, ROSEMARY. "THE EFFECTS OF A VOCABULARY LEARNING STRATEGY ON THE COMPREHENSION OF SCIENCE CONCEPTS (LEARNING-DISABLED)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/184200.

Doyle, Sean. "Progressive word hypotheses reduction for very large vocabulary, continuous speech recognition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0015/MQ37123.pdf.

Maynard, Eryn Doris. "Using a structured vocabulary to support machine understanding of student work." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85447.

Bacon, C., E. Barding, E. Lowe, D. Williams, and Kerry Proctor-Williams. "Parents’ Responsiveness and Toddlers’ Early Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1843.

Bacon, C., E. Barding, E. Lowe, D. Williams, and Kerry Proctor-Williams. "Parents’ Responsiveness and Toddlers’ Early Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1841.

Trnovcova, Zuzana. "Chinese Scrabble : a web-based speech-enabled game for Chinese vocabulary building." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62755.

McGraw, Ian C. (Ian Carmichael). "Web-based, speech-enabled games for vocabulary acquisition in a foreign language." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44733.

Moran, Renee Rice. "Building Academic Vocabulary in Middle and High School." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3628.

Yoshimoto, Brandon (Brandon T. ). "Rainbow Rummy : a Web-based game for vocabulary acquisition using computer-directed speech." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53186.

Williams, Caroline Elizabeth. "Enhancing Scientific Comprehension Through Content Acquisition Podcasts." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6552.

Krupp, Kristi L. "What Impact Will Teaching Vocabulary and Comprehension Strategies in Seventh Grade Science Have on High Stakes Test Scores?" Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245694948.

Lam, Jacqueline Kam-mei. "A study of semi-technical vocabulary in computer science texts with special reference to ESP teaching and lexicography." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326882.

Hamburg, Dana Lynette. "A Comparison of the Vocabulary Needs of Speaking and Nonspeaking Twins." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4186.

Manos, Alexandros Sterios. "A study on out-of-vocabulary word modelling for a segment-based keyword spotting system." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/39394.

Leyden, Marisa E. "The Impact of Vocabulary Knowledge on Nonword Judgments in Spanish-English Bilinguals." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7327.

Braxton, Eva. "The Implementation of Interactive Science Notebooks and the Effect It Has on Students Writing." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3768.

Hu, Zhuo. "Vocabulary and document editing systems for integrated textile e-marketplace." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2130126.

Nobel, Michele Nobel. "Effects of classwide peer tutoring on the acquisition, maintenance, and generalization of science vocabulary words for seventh grade students with learning disabilities and/or low achievement." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1124116860.

Nagarajan, Praveen. "Enterprise Architecture Ontology: A Shared Vocabulary for Efficient Decision Making for Software Development Organizations." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274322218.

Zhang, Lijiao, and 張麗嬌. "Identifying core academic vocabulary in IGCSE science textbooks and exploring ways of teaching them in a senior secondary LAC class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211012.

Elchacar, Mireille. "Le traitement lexicographique des noms propres du vocabulaire politique dans les dictionnaires généraux de langue française." Thèse, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5830.

Hetherington, Irvine Lee. "A characterization of the problem of new, out-of-vocabulary words in continuous-speech recognition and understanding." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/36951.

Shotts, Aaron Christopher. "The effects of Latin and Greek-based root word and affix instruction on sixth-grade students' understanding of life science vocabulary." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/shotts/ShottsA0812.pdf.

Almeman, Khalid Abdulrahman. "Reducing out-of-vocabulary in morphology to improve the accuracy in Arabic dialects speech recognition." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5763/.

Bayer, Ali Orkan. "A Study On Language Modeling For Turkish Large Vocabulary Continuous Speech Recognition." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606612/index.pdf.

Chuo, Chun-Huei. "An investigation of incidental vocabulary learning using English online consumer electronics reviews with undergraduates of Computer Science and related disciplines in Taiwan." Thesis, Queen's University Belfast, 2017. https://pure.qub.ac.uk/portal/en/theses/an-investigation-of-incidental-vocabulary-learning-using-english-online-consumer-electronics-review-with-undergraduates-of-computer-science-edd-tesol(47741b0c-1aa6-4838-8fff-8ac44dd2c59b).html.

Mondou, Evelyne. "Analysis of the vocabulary used by a community of practice over time: a case study of scientific knowledge transfer." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104536.

Chen, Hsinchun, Joanne Martinez, Tobun Dorbin Ng, and Bruce R. Schatz. "A Concept Space Approach to Addressing the Vocabulary Problem in Scientific Information Retrieval: An Experiment on the Worm Community System." Wiley Periodicals, Inc, 1997. http://hdl.handle.net/10150/105991.

陳君朋 and Kwan-pang Kenneth Chan. "Reading comprehension and lexical knowledge: a search for the lexical coverage and vocabulary size thresholds inreading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959246.

Wood, Charles Lloyd. "Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123704588.

Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.

Raymond, Stephanie M. "The Effect of Narrative Language Intervention on the Language Skills of Children with Hearing Loss." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7902.

Nobel, Michele McMahon. "Effects of classwide peer tutoring on the acquisition, maintenance, and generalization of science vocabulary words for seventh grade students with learning disabilities and/or low achievement." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124116860.

Olsen, Wendy. "Neuro-correlates of Word Processing among Four-and-Five-Year-Old Children from Homes Varying in Socio-Economic Status." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7879.

Petri, Eric D. C. "Bioinformatics Tools for Finding the Vocabularies of Genomes." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1213730223.

Wamitila, Kyallo Wadi. "Kamusi ya Awali ya Sayansi na Tekinolojia." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98506.

Joseph, Christine M. "Communication and Academic Vocabulary in Mathematics: A Content Analysis of Prompts Eliciting Written Responses in Two Elementary Mathematics Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4344.

Math and Science: Essential Science Vocabulary 

Whether you want to brush up on biology, study space science, or prep for a physics test, this collection of science vocabulary is for you! Our lists cover essential terms and concepts from all major scientific disciplines.

Learn words with Flashcards and other activities

Other learning activities, teaching tools, vocabulary lists in this collection:, the scientific method.

• observation
• quantitative
• qualitative

Life Science: Cell Biology

• chloroplast
• mitochondrion
• photosynthesis
• respiration

Life Science: Organisms and Taxonomy

• cold-blooded
• invertebrate
• warm-blooded

Life Science: Plants

• autotrophic
• chlorophyll
• germination
• phototropism
• transpiration

Life Science: Human Systems

• circulation
• homeostasis
• reproduction
• respiratory
• vaccination

Life Science: Human Anatomy and Physiology

• involuntary

Life Science: Ecosystems

• commensalism
• competition
• heterotrophic
• interdependent

Life Science: Genetics and Evolution

• heterozygous
• natural selection
• probability

Earth Science: Geology

• hydrosphere
• lithosphere
• metamorphic
• paleontology
• petrifaction
• prehistoric
• sedimentary
• sedimentation

Earth Science: Geologic Features and Activity

• continental drift
• plate tectonics
• seismograph

Earth Science: Weather and Climate

• climate change
• condensation
• desertification
• evaporation
• meteorology
• precipitation
• temperature
• thermometer

Earth Science: Natural Resources and the Environment

• biodegradable
• biodiversity
• conservation
• deforestation
• fossil fuel
• global warming
• natural resource
• reclamation
• sustainable

Space Science

• constellation
• observatory
• solar system

Chemistry: Structure and Properties of Matter

Chemistry: chemical reactions.

• concentration
• endothermic
• precipitate

Physical Science: Heat and Energy

• equilibrium

Physical Science: Physical Laws, Work, and Motion

• acceleration
• centripetal
• deceleration
• kinetic energy
• potential energy

Physical Science: Waves, Electricity, and Magnetism

• compression
• diffraction
• electricity
• rarefaction
• ultraviolet

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Useful Phrases and Sentences for Academic & Research Paper Writing

Overview |   Abstract   | Introduction | Literature Review | Materials & Methods | Results & Discussion | Conclusion & Future Work | Acknowledgements & Appendix

1. Abstract

An abstract is a self-contained and short synopsis that describes a larger work. The abstract is the only part of the paper that is published online and in most conference proceedings. Hence abstract constitutes a very important section of your paper.  Also, when you submit your paper to a journal, potential reviewers only see the abstract when invited by an editor to review a manuscript. The abstract should include one or two lines briefly describing the topic, scope, purpose, results, and conclusion of your work. The abstract is indexed by search engines, so make sure that it has all the right words that a fellow researcher in the same field will be using while searching for articles online. Also, make sure it is rich with data and numbers to demonstrate the scientific rigor of your article. Be very clear and confident about your findings. Keep it punchy and straight to the point.

The abstract section of your research paper should include the following:

Click here for the academic phrases and vocabulary for the abstract section of the research paper…

2. Introduction

Introduction section comes after the abstract. Introduction section should provide the reader with a brief overview of your topic and the reasons for conducting research. The introduction is a perfect place to set the scene and make a good first impression. Regarding word count, introduction typically occupies 10-15% of your paper, for example, if the total word count of your paper is 3000, then you should aim for an introduction of around 600 words. It is often recommended that the introduction section of the paper is written after finishing the other sections of the paper. This is because it is difficult to figure out what exactly to put in the introduction section of the paper until you have seen the big picture. Sound very confident about your chosen subject area and back up your arguments with appropriate references. After reading the introduction, the reader must have a clear idea of what to expect from the rest of your research paper.

The introduction section of your research paper should include the following:

• General introduction
• Problem definition
• Gaps in the literature
• Problems solution
• Study motivation
• Aims & objectives
• Significance and advantages of your work

Click here for the academic phrases and vocabulary for the introduction section of the research paper…

3. Literature review

The literature review should clearly demonstrate that the author has a good knowledge of the research area. Literature review typically occupies one or two passages in the introduction section. A well-written literature review should provide a critical appraisal of previous studies related to the current research area rather than a simple summary of prior works. The author shouldn’t shy away from pointing out the shortcomings of previous works. However, criticising other’s work without any basis can weaken your paper. This is a perfect place to coin your research question and justify the need for such a study. It is also worth pointing out towards the end of the review that your study is unique and there is no direct literature addressing this issue. Add a few sentences about the significance of your research and how this will add value to the body of knowledge.

The literature review section of your research paper should include the following:

• Previous literature
• Limitations of previous research
• Research questions
• Research to be explored

Click here for the academic phrases and vocabulary for the literature review section of the research paper…

4. Materials and Methods

The methods section that follows the introduction section should provide a clear description of the experimental procedure, and the reasons behind the choice of specific experimental methods. The methods section should be elaborate enough so that the readers can repeat the experimental procedure and reproduce the results. The scientific rigor of the paper is judged by your materials and methods section, so make sure you elaborate on all the fine details of your experiment. Explain the procedures step-by-step by splitting the main section into multiple sub-sections. Order procedures chronologically with subheadings. Use past tense to describe what you did since you are reporting on a completed experiment. The methods section should describe how the research question was answered and explain how the results were analyzed. Clearly explain various statistical methods used for significance testing and the reasons behind the choice.

The methods section of your research paper should include the following:

• Experimental setup
• Data collection
• Data analysis
• Statistical testing
• Assumptions
• Remit of the experiment

Click here for the academic phrases and vocabulary for the methods section of the research paper…

5. Results and Discussion

The results and discussion sections are one of the challenging sections to write. It is important to plan this section carefully as it may contain a large amount of scientific data that needs to be presented in a clear and concise fashion. The purpose of a Results section is to present the key results of your research. Results and discussions can either be combined into one section or organized as separate sections depending on the requirements of the journal to which you are submitting your research paper. Use subsections and subheadings to improve readability and clarity. Number all tables and figures with descriptive titles. Present your results as figures and tables and point the reader to relevant items while discussing the results. This section should highlight significant or interesting findings along with P values for statistical tests. Be sure to include negative results and highlight potential limitations of the paper. You will be criticized by the reviewers if you don’t discuss the shortcomings of your research. This often makes up for a great discussion section, so do not be afraid to highlight them.

The results and discussion section of your research paper should include the following:

• Comparison with prior studies
• Limitations of your work
• Casual arguments
• Speculations
• Deductive arguments

Click here for the academic phrases and vocabulary for the results and discussion section of the research paper…

6. Conclusion and Future Work

A research paper should end with a well-constructed conclusion. The conclusion is somewhat similar to the introduction. You restate your aims and objectives and summarize your main findings and evidence for the reader. You can usually do this in one paragraph with three main key points, and one strong take-home message. You should not present any new arguments in your conclusion. You can raise some open questions and set the scene for the next study. This is a good place to register your thoughts about possible future work. Try to explain to your readers what more could be done? What do you think are the next steps to take? What other questions warrant further investigation? Remember, the conclusion is the last part of the essay that your reader will see, so spend some time writing the conclusion so that you can end on a high note.

The conclusion section of your research paper should include the following:

• Overall summary
• Further research

Click here for the academic phrases and vocabulary for the conclusions and future work sections of the research paper…

7. Acknowledgements and Appendix

There is no standard way to write acknowledgements. This section allows you to thank all the people who helped you with the project. You can take either formal or informal tone; you won’t be penalized.  You can place supplementary materials in the appendix and refer to them in the main text. There is no limit on what you can place in the appendix section. This can include figures, tables, costs, budget, maps, etc. Anything that is essential for the paper but might potentially interrupt the flow of the paper goes in the appendix.

Click here for the academic phrases and vocabulary for the acknowledgements and appendix sections of the research paper…

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Academic Phrases for Writing Literature Review Section of a Research Paper

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Thanks for your effort. could I have a PDF having all the info included here.

You can control + p and save as pdf

• Pingback: Scholarly Paraphrasing Tool and Essay Rewriter for Rewording Academic Papers - Ref-N-Write: Scientific Research Paper Writing Software Tool - Improve Academic English Writing Skills

thank you so much

if you can also add on verbs used for each section would be good further

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Computer Science > Robotics

Title: empower: embodied multi-role open-vocabulary planning with online grounding and execution.

Abstract: Task planning for robots in real-life settings presents significant challenges. These challenges stem from three primary issues: the difficulty in identifying grounded sequences of steps to achieve a goal; the lack of a standardized mapping between high-level actions and low-level commands; and the challenge of maintaining low computational overhead given the limited resources of robotic hardware. We introduce EMPOWER, a framework designed for open-vocabulary online grounding and planning for embodied agents aimed at addressing these issues. By leveraging efficient pre-trained foundation models and a multi-role mechanism, EMPOWER demonstrates notable improvements in grounded planning and execution. Quantitative results highlight the effectiveness of our approach, achieving an average success rate of 0.73 across six different real-life scenarios using a TIAGo robot.

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