Academic phrasal verbs are essential for understanding and producing sophisticated English in academic contexts. Unlike everyday phrasal verbs, these are frequently encountered in scholarly articles, lectures, and academic discussions.
Mastering them enhances comprehension of complex texts and facilitates clear, precise communication in academic settings. This guide is designed for students, researchers, and academics seeking to improve their English proficiency and navigate the nuances of academic language.
Table of Contents
- Introduction
- Definition of Academic Phrasal Verbs
- Structural Breakdown
- Types and Categories
- Examples of Academic Phrasal Verbs
- Usage Rules
- Common Mistakes
- Practice Exercises
- Advanced Topics
- FAQ
- Conclusion
Definition of Academic Phrasal Verbs
Academic phrasal verbs are multi-word units consisting of a verb and one or more particles (prepositions or adverbs) that function as a single verb. These verbs carry specific meanings relevant to academic discourse and are frequently used in formal writing and speech.
Their meaning is often non-literal and can’t be easily deduced from the individual words. Understanding them is crucial for interpreting academic texts and participating effectively in academic discussions.
Phrasal verbs are classified based on their transitivity (whether they take an object) and separability (whether the verb and particle can be separated by the object). Recognizing these characteristics helps in using them correctly. The context of academic phrasal verbs is usually formal and related to research, analysis, argumentation, or presentation of ideas. This contrasts with the more informal contexts in which everyday phrasal verbs are typically used.
Structural Breakdown
Phrasal verbs consist of a base verb and one or more particles. The particle is usually a preposition (e.g., on, in, at, to, for) or an adverb (e.g., up, down, out, away). The combination of the verb and particle creates a new meaning that is often different from the meaning of the individual words. For example, “carry out” (to conduct) is different from “carry” (to hold) and “out” (direction). The structure can also influence the grammar of the sentence.
The basic structure is: Verb + Particle(s). The particle modifies the meaning of the verb. Some phrasal verbs have two particles, such as “look down on” which means to despise or consider someone inferior. In academic writing it is important to use the correct form of the phrasal verb, paying attention to tense, subject-verb agreement, and the placement of any objects.
Types and Categories
Separable Phrasal Verbs
Separable phrasal verbs are those where the object can be placed either between the verb and the particle or after the particle. However, if the object is a pronoun, it must go between the verb and the particle.
Understanding this rule is essential for correct usage. Separability often depends on the specific phrasal verb and its grammatical context.
Example: “Carry out the research” or “Carry the research out” are both correct when the object is a noun phrase. However, “Carry it out” is correct, while “Carry out it” is incorrect when the object is a pronoun.
Inseparable Phrasal Verbs
Inseparable phrasal verbs are those where the object must always follow the particle. The verb and particle cannot be separated by the object.
This is a key distinction from separable phrasal verbs. Inseparability simplifies sentence construction, as there is only one correct word order.
Example: “Look into the problem” is correct. “Look the problem into” is incorrect. The object “the problem” must follow the particle “into.” This rule applies regardless of whether the object is a noun phrase or a pronoun.
Transitive Phrasal Verbs
Transitive phrasal verbs require a direct object. They express an action that is done to someone or something.
Identifying transitive phrasal verbs is important for constructing grammatically complete sentences. Without an object, the sentence would be incomplete.
Example: “Set forth the arguments” is correct because “the arguments” is the direct object. “Set forth” by itself is incomplete in this context. The object provides essential information about what is being set forth.
Intransitive Phrasal Verbs
Intransitive phrasal verbs do not require a direct object. They express a complete action without acting on anything.
Recognizing intransitive phrasal verbs prevents the addition of unnecessary objects. These verbs often describe a state or occurrence.
Example: “The results came out.” is correct. There is no object because “came out” describes the action of the results appearing. Adding an object would make the sentence grammatically incorrect.
Examples of Academic Phrasal Verbs
Research and Analysis
These phrasal verbs are commonly used when discussing research methodologies, data analysis, and experimental procedures. They help to describe the processes and outcomes of research activities.
Understanding these verbs is crucial for comprehending research papers and conducting your own research effectively.
The following table provides examples of academic phrasal verbs used in the context of research and analysis. Each example demonstrates how the phrasal verb is used in a sentence, followed by a brief explanation of its meaning.
| Phrasal Verb | Example Sentence | Meaning |
|---|---|---|
| Carry out | The researchers carried out a series of experiments. | Conduct, perform |
| Look into | We need to look into the causes of this phenomenon. | Investigate, examine |
| Find out | The study found out that there is a correlation between the two variables. | Discover, learn |
| Point out | The author pointed out the limitations of the study. | Indicate, highlight |
| Set up | They set up a new experiment to test their hypothesis. | Establish, arrange |
| Figure out | The students need to figure out how to solve the problem. | Understand, solve |
| Break down | The data was broken down into several categories for analysis. | Divide, analyze |
| Draw on | The researcher drew on previous studies for their theoretical framework. | Use, utilize |
| Go through | The committee will go through the proposals carefully. | Examine, review |
| Rule out | The evidence ruled out the possibility of fraud. | Eliminate, exclude |
| Test out | They decided to test out a new method. | Experiment, try |
| Follow up | The researchers will follow up on these findings in future studies. | Investigate further, continue |
| Work out | We need to work out a solution to this problem. | Solve, resolve |
| Focus on | The paper focuses on the impact of climate change. | Concentrate on, emphasize |
| Come up with | They came up with a new theory. | Invent, create |
| Put forward | The scientist put forward a new hypothesis. | Propose, suggest |
| Look for | The researchers are looking for a new approach. | Search for, seek |
| Turn out | It turned out that the initial results were incorrect. | Result, prove |
| Back up | The data backs up the claim. | Support, confirm |
| Tie in | The findings tie in with previous research. | Relate, connect |
| Zero in on | The study zeroed in on the key factors. | Focus intensely on |
| Weigh up | The committee weighed up the pros and cons. | Consider, evaluate |
| Fall through | The experiment fell through due to lack of funding. | Fail, not happen |
| Bear out | The results bear out the original hypothesis. | Confirm, support |
| Go into | The chapter goes into detail about the methodology. | Discuss in detail |
| Pinpoint | The study pinpointed the exact cause of the problem. | Identify precisely |
| Read up on | The students need to read up on the topic before the lecture. | Study, research |
Discussion and Argumentation
These phrasal verbs are essential for engaging in academic discussions, debates, and argumentation. They help to express opinions, present arguments, and respond to opposing viewpoints.
Mastering these verbs allows for more effective and persuasive communication. They are common in seminars, conferences, and academic publications where ideas are exchanged and debated.
The following table provides examples of academic phrasal verbs used in the context of discussion and argumentation. Each example demonstrates how the phrasal verb is used in a sentence, followed by a brief explanation of its meaning.
| Phrasal Verb | Example Sentence | Meaning |
|---|---|---|
| Bring up | The speaker brought up several important points. | Introduce, mention |
| Argue for | The author argued for a new approach. | Support, advocate |
| Talk about | The lecture will talk about the latest research findings. | Discuss, speak about |
| Speak to | The data speaks to the need for further investigation. | Indicate, suggest |
| Go against | The evidence goes against the prevailing theory. | Contradict, oppose |
| Stand for | The professor stands for academic integrity. | Represent, support |
| Push for | The students are pushing for changes in the curriculum. | Advocate strongly for |
| Fall back on | If the experiment fails, we can fall back on the original method. | Rely on, resort to |
| Get across | The speaker struggled to get their ideas across. | Communicate, convey |
| Delve into | The seminar will delve into the complexities of the subject. | Explore in detail |
| Reason with | It’s difficult to reason with someone who is unwilling to listen. | Persuade through logic |
| Hold up | The theory holds up under scrutiny. | Remain valid |
| Shoot down | The committee shot down the proposal. | Reject, dismiss |
| Play down | The politician played down the significance of the scandal. | Minimize, downplay |
| Take on | The researcher decided to take on the challenge. | Accept, undertake |
| Iron out | We need to iron out the details before the presentation. | Resolve, settle |
| Rely on | The argument relies on several key assumptions. | Depend on |
| Tie down | It’s difficult to tie down the exact meaning of the term. | Define precisely |
| Open up | The discussion opened up new avenues for research. | Reveal, create |
| Get around | We need to get around this obstacle. | Overcome, bypass |
| Stand out | The key argument stood out. | Be prominent or noticeable |
| Back down | The politician refused to back down on the issue. | Withdraw from a position |
| Take back | The author had to take back the incorrect statement. | Withdraw or retract |
| Come down to | The issue comes down to a question of funding. | Boil down to |
| Side with | The professor sided with the student on the issue. | Support, agree with |
| Abide by | The researchers must abide by ethical guidelines. | Comply with |
Academic Writing
These phrasal verbs are commonly used in academic writing to present information clearly and concisely. They are particularly useful for structuring arguments, describing findings, and making connections between ideas.
Effective use of these verbs enhances the clarity and sophistication of academic papers and reports. They are integral to conveying complex ideas in a comprehensible manner.
The following table provides examples of academic phrasal verbs used in academic writing. Each example demonstrates how the phrasal verb is used in a sentence, followed by a brief explanation of its meaning.
| Phrasal Verb | Example Sentence | Meaning |
|---|---|---|
| Set out | This chapter sets out the main arguments. | Present, explain |
| Spell out | The author spells out the implications of the study. | Explain clearly |
| Set down | The rules are set down in the document. | Record, write down |
| Go on to | The paper goes on to discuss the methodology. | Continue to, proceed to |
| Lead to | The research led to several new discoveries. | Result in, cause |
| Add to | This evidence adds to our understanding of the phenomenon. | Contribute to, increase |
| Back up | The data backs up the claim made in the introduction. | Support, confirm |
| Boil down to | The argument boils down to a question of ethics. | Reduce to, be essentially |
| Call for | The study calls for further research. | Demand, require |
| Center on | The essay centers on the role of technology in education. | Focus on, concentrate on |
| Follow from | The conclusion follows from the evidence presented. | Result from, logically derive from |
| Hinge on | The success of the project hinges on adequate funding. | Depend on, rely on |
| Lay out | The author lays out the theoretical framework. | Present, explain |
| Sign up for | Students can sign up for the course online. | Register for |
| Map out | The report maps out the future direction of the industry. | Plan in detail |
| Tie in | The findings tie in with previous research. | Relate, connect |
| Bear with | Please bear with me while I explain the procedure. | Be patient with |
| Take up | The issue will be taken up in the next meeting. | Address, discuss |
| Sound out | We need to sound out the experts before making a decision. | Seek opinions from |
| Round up | The chapter rounds up the key findings. | Summarize, conclude |
| Break down | The budget breaks down into several categories. | Divide into parts |
| Factor in | You need to factor in the cost of living. | Consider, include |
| Bank on | You can bank on the results. | Rely on with certainty |
| Fall under | This case falls under the jurisdiction of the court. | Be classified under |
| Keep up with | The students need to keep up with the latest research. | Stay current with |
| Measure up | The evidence does not measure up to the required standard. | Meet the required standard |
| Taper off | The demand for the product tapered off over time. | Gradually decrease |
Presentations and Lectures
These phrasal verbs are commonly used in presentations and lectures to engage the audience, explain concepts, and transition between topics. They help to create a clear and dynamic delivery.
Mastering these verbs enables speakers to communicate effectively and maintain audience interest. They are essential for delivering compelling and informative presentations.
The following table provides examples of academic phrasal verbs used in presentations and lectures. Each example demonstrates how the phrasal verb is used in a sentence, followed by a brief explanation of its meaning.
| Phrasal Verb | Example Sentence | Meaning |
|---|---|---|
| Go over | Let’s go over the main points again. | Review, repeat |
| Run through | I’ll run through the presentation quickly. | Summarize, rehearse |
| Talk through | Let’s talk through the process step by step. | Explain in detail |
| Elaborate on | Could you elaborate on that point? | Explain further, expand on |
| Touch on | I’ll just touch on this topic briefly. | Mention briefly |
| Move on to | Now, let’s move on to the next topic. | Proceed to, continue to |
| Wrap up | Let’s wrap up the presentation. | Conclude, finish |
| Start off | I’d like to start off by thanking everyone for coming. | Begin, commence |
| Break down | Let’s break down the problem into smaller parts. | Divide, analyze |
| Look at | We will look at the different approaches. | Examine, consider |
| Dive into | Let’s dive into the details of the project. | Explore deeply |
| Zoom in on | Now, let’s zoom in on the critical aspect. | Focus closely |
| Bring out | The presentation brought out the key differences. | Highlight, emphasize |
| Fall back on | We can fall back on this approach if necessary. | Rely on as a backup |
| Harp on | I don’t want to harp on the negative aspects. | Dwell on tediously |
| Open up | This discussion opens up new possibilities. | Create new opportunities |
| Play down | I don’t want to play down the importance of this topic. | Minimize |
| Riff on | Let me riff on that idea for a moment. | Expound freely on |
| Sign off | I’d like to sign off with a quote. | Conclude, end |
| Take away | The key take away is that more research is needed. | Main point to remember |
| Think through | Let’s think through the implications of this plan. | Consider thoroughly |
| Walk through | I will walk through the process step by step. | Explain in detail |
| Zero in on | Let’s zero in on the core issue. | Focus intensely on |
| Look ahead | Let’s look ahead to the future implications. | Consider future possibilities |
| Lead off | The professor lead off with a captivating story. | Begin, start |
Usage Rules
The correct usage of academic phrasal verbs involves several key rules. First, understand the specific meaning of the phrasal verb in its academic context.
Many phrasal verbs have multiple meanings, so context is crucial. Second, pay attention to transitivity and separability.
Use the correct word order based on whether the verb is separable or inseparable. Third, ensure correct tense and subject-verb agreement.
Use the appropriate tense to convey the timing of the action and ensure the verb agrees with the subject.
For separable phrasal verbs, remember that pronouns must go between the verb and the particle. For example, “Carry it out” is correct, but “Carry out it” is incorrect.
Use the active or passive voice appropriately. The active voice is generally preferred for clarity and conciseness, but the passive voice may be used when the action is more important than the actor.
Avoid overuse of phrasal verbs in formal writing. While they are useful for conveying specific meanings, overuse can make your writing sound informal or repetitive.
Choose the most precise and appropriate verb for the context.
Common Mistakes
One common mistake is incorrect word order with separable phrasal verbs. For example, saying “Look the problem into” instead of “Look into the problem.” Another mistake is using the wrong particle, which can completely change the meaning of the verb.
For example, using “carry on” (continue) instead of “carry out” (conduct). Also, assuming a literal meaning from the individual words can lead to misunderstandings.
Another common mistake is inconsistency in tense or subject-verb agreement. Ensure that the verb tense is consistent throughout the sentence and that the verb agrees with the subject.
Overusing phrasal verbs is also a mistake, as it can make academic writing sound less formal and less precise. Choose the clearest and most appropriate verb for the context.
Here are some examples of common mistakes and their corrections:
| Incorrect | Correct | Explanation |
|---|---|---|
| The study found out it. | The study found it out. | Incorrect word order with a separable phrasal verb and a pronoun. |
| We must look the problem. | We must look into the problem. | Missing particle with an inseparable phrasal verb. |
| The research carries on new insights. | The research carries out new insights. | Using the wrong particle, changing the meaning. |
| They set up the experiment last week, and it finds out new results. | They set up the experiment last week, and it found out new results. | Incorrect tense in the second clause. |
| The data back up the claim, which are important. | The data backs up the claim, which is important. | Incorrect subject-verb agreement. |
Practice Exercises
Test your knowledge of academic phrasal verbs with these exercises. Fill in the blanks with the correct phrasal verb from the list provided.
Pay attention to the context and grammatical structure of the sentences.
Phrasal Verb List: carry out, look into, find out, point out, set up, figure out, break down, draw on, go through, rule out
| Question | Answer |
|---|---|
| 1. The researchers will ______ a series of experiments to test their hypothesis. | carry out |
| 2. We need to ______ the causes of this phenomenon. | look into |
| 3. The study ______ that there is a correlation between the two variables. | found out |
| 4. The author ______ the limitations of the study. | pointed out |
| 5. They ______ a new experiment to test their hypothesis. | set up |
| 6. The students need to ______ how to solve the problem. | figure out |
| 7. The data was ______ into several categories for analysis. | break down |
| 8. The researcher ______ previous studies for their theoretical framework. | draw on |
| 9. The committee will ______ the proposals carefully. | go through |
| 10. The evidence ______ the possibility of fraud. | rule out |
Rewrite the following sentences using the academic phrasal verbs provided. Ensure the sentences are grammatically correct and the meaning is preserved.
Phrasal Verb List: bring up, argue for, talk about, speak to, go against, stand for, push for, fall back on, get across, delve into
| Question | Answer |
|---|---|
| 1. The speaker mentioned several important points. (bring up) | The speaker brought up several important points. |
| 2. The author advocated for a new approach. (argue for) | The author argued for a new approach. |
| 3. The lecture will discuss the latest research findings. (talk about) | The lecture will talk about the latest research findings. |
| 4. The data suggests the need for further investigation. (speak to) | The data speaks to the need for further investigation. |
| 5. The evidence contradicts the prevailing theory. (go against) | The evidence goes against the prevailing theory. |
| 6. The professor represents academic integrity. (stand for) | The professor stands for academic integrity. |
| 7. The students are strongly advocating for changes in the curriculum. (push for) | The students are pushing for changes in the curriculum. |
| 8. If the experiment fails, we can rely on the original method. (fall back on) | If the experiment fails, we can fall back on the original method. |
| 9. The speaker struggled to communicate their ideas. (get across) | The speaker struggled to get their ideas across. |
| 10. The seminar will explore in detail the complexities of the subject. (delve into) | The seminar will delve into the complexities of the subject. |
Choose the correct phrasal verb to complete each sentence.
| Question | Answer |
|---|---|
| 1. This chapter ______ (sets out/sets off) the main arguments. | sets out |
| 2. The author ______ (spells out/spells on) the implications of the study. | spells out |
| 3. The rules are ______ (set down/set up) in the document. | set down |
| 4. The paper ______ (goes on to/goes into) discuss the methodology. | goes on to |
| 5. The research ______ (led to/led on) several new discoveries. | led to |
| 6. This evidence ______ (adds to/adds on) our understanding of the phenomenon. | adds to |
| 7. The data ______ (backs up/backs on) the claim made in the introduction. | backs up |
| 8. The argument ______ (boils down to/boils on to) a question of ethics. | boils down to |
| 9. The study ______ (calls for/calls on) further research. | calls for |
| 10. The essay ______ (centers on/centers in) the role of technology in education. | centers on |
Advanced Topics
For advanced learners, understanding the nuances of academic phrasal verbs involves recognizing subtle differences in meaning and usage. Some phrasal verbs have multiple meanings depending on the context, requiring a deep understanding of the subject matter.
Additionally, the choice between a phrasal verb and a single-word verb can impact the formality and clarity of writing. While phrasal verbs can add a conversational tone, single-word verbs often provide more precision in academic writing.
Furthermore, mastering the use of phrasal verbs in different academic disciplines requires familiarity with the specific vocabulary and conventions of each field. For example, phrasal verbs used in scientific research may differ from those used in humanities or social sciences.
Advanced learners should also focus on developing a wide range of phrasal verbs and practicing their usage in various academic contexts to enhance their fluency and precision.
FAQ
Q1: What are academic phrasal verbs and why are they important?
Academic phrasal verbs are multi-word verbs commonly used in formal academic writing and
speech. They are important because they help convey complex ideas concisely and are frequently used in scholarly articles, lectures, and academic discussions.
Q2: How do I identify if a phrasal verb is separable or inseparable?
A separable phrasal verb allows the object to be placed between the verb and the particle, while an inseparable phrasal verb requires the object to follow the particle. If you’re unsure, consult a dictionary or grammar guide.
Q3: Can I use phrasal verbs in formal academic writing?
Yes, but use them judiciously. While they can add a conversational tone, overuse can make your writing sound informal.
Choose the most precise and appropriate verb for the context.
Q4: How can I improve my understanding of academic phrasal verbs?
Read widely in your field, paying attention to how phrasal verbs are used. Practice using them in your own writing and speaking.
Consult dictionaries and grammar guides for clarification.
Q5: Are there specific phrasal verbs that are more common in certain academic disciplines?
Yes, different disciplines may have their own preferred phrasal verbs. Familiarize yourself with the vocabulary and conventions of your specific field.
Q6: What is the difference between transitive and intransitive phrasal verbs?
Transitive phrasal verbs require a direct object, while intransitive phrasal verbs do not. For example, “set out the arguments” (transitive) vs.
“the results came out” (intransitive).
Q7: How do I avoid common mistakes when using academic phrasal verbs?
Pay attention to word order, use the correct particle, and ensure consistency in tense and subject-verb agreement. Avoid overusing phrasal verbs and choose the clearest and most appropriate verb for the context.
Conclusion
Mastering academic phrasal verbs is crucial for success in academic environments. By understanding their structure, types, and usage rules, you can improve your comprehension of academic texts and enhance your ability to communicate effectively in both writing and speech.
Regular practice and attention to detail will help you avoid common mistakes and use these verbs with confidence and precision. This guide provides a solid foundation for building your knowledge of academic phrasal verbs and integrating them into your academic toolkit.
Continue to expand your vocabulary and refine your usage to achieve fluency and sophistication in academic English.