The contractions such as “didn’t, isn’t, and haven’t” is _____ in a formal letter.

Once<br/>labor begins in childbirth, contractions increase in intensity and<br/>frequency until delivery. The increasing labor contractions of<br/>childbirth are an example of ( ) A: A<br/>bioinformatic system B: Positive<br/>feedback C: Negative<br/>feedback D: Feedback<br/>inhibition E: Both<br/>C and D

Since academic writing is very formal, we’d better avoid the use of slangs, contractions or incomplete sentences. A: 正确 B: 错误

Generally speaking, which two types can abbreviations be classified into?( ) A: Initials and acronyms B: Contractions and short forms C: Syllabic abbreviations and alphabetic abbreviations

Which of the following is not the feature of formal language? A: Long sentences B: Frequent use of personal pronouns C: Frequent use of professional jargons D: Little use of contractions

1. Which of the following statements is false? A: We should better use affirmative structures. B: We should avoid contractions and colloquial words. C: We should better use impersonal constructions. D: We should avoid the first person pronoun I and the second person pronoun you.

3 Put the words in order. Use contractions, e.g. it’s, they’re. ► dog / foreground / the / in / is / the The dog’s in the foreground. 1 the / it / you / see / in / can / distance ________ 2 bottom / the / corner / he / is / in / lying / left-hand ________ 3 of / right-hand / is / on / the / it / side / the/ painting? ________ 4 they / the / centre / drawing / of / are / in / sitting / the ________ 5 in / left-hand / some / there / corner / are / trees / top / the ________

Financial crises A: are major disruptions in financial markets that are characterized by sharp declines in asset prices and the failures of many financial and nonfinancial firms B: occur when adverse selection and moral hazard problems in financial markets become more significant C: frequently lead to sharp contractions in economic activity D: are all of the above

What is the next best step in management?() A: Recommend cesarean section<br/>for placental abruption remote from delivery B: Continue expectant<br/>management, bleeding is likely from the cervix C: Send a CBC, type and screen,<br/>Kleihauer–Betke test, and place a second IV D: Consent the patient for<br/>transfusion of packed red blood cells (PRBCs) E: Place fetal scalp electrode<br/>(FSE) and intrauterine pressure catheter (IUPC) to better monitor<br/>fetus and contractions

1.For basic requirement Read the following passage and then do the exercises given below: How is academic writing different to other kinds of writing? In some ways, writing at university (i.e. academic writing) is similar to other styles of writing – e.g. business or professional writing. For example, academic writing is generally quite formal and impersonal. It is formal by avoiding casual or ‘conversational’ language, such as contractions or informal vocabulary. It is impersonal and objective by avoiding direct reference to people or feelings, and instead emphasizing objects, facts and ideas. For example: "do not" is more formal than "don’t" "very large" is more formal than "huge" "This study will investigate whether…" is more objective than "I want to prove to you that…" However, even if you already have good skills for writing in a formal and objective style, that might not be enough for good academic writing. This is for three reasons. First, you also have to write technically. This means that you need to develop a large vocabulary for the concepts and objects which are specific to your discipline(s) of study – e.g. linguistics, physics, accounting. Moreover, you will need to keep developing your technical vocabulary for the specialized areas within each discipline. For example, within the discipline of linguistics, there are different technical vocabularies for the fields of phonology, pragmatics and sociolinguistics. Secondly, for each different discipline, there are not only differences in vocabulary, but also in style. For example, some disciplines (e.g. some of the Arts and Humanities disciplines) expect longer paragraphs, which include topic sentences to show how your argument is structured. In contrast, some disciplines (e.g. Sciences) expect short paragraphs, with no topic sentences, which are denser in factual information. As another example, some disciplines will accept more subjectivity (e.g. “My view is that…” ) while other disciplines avoid any use of personal pronouns (e.g. I, my, you, we) Finally, you need to use not only the right style but also the right structure. Some types of text, such as an essay, have the same basic structure in all disciplines. However, there are some genres which have a different structure in each discipline (e.g. a case study, a report). There are also genres which are only used in one specific discipline (e.g. a legal problem answer, a proof). There are many online resources, workshops and books about academic writing, which can help you develop your general skills and knowledge. However, to be a good academic writer, you will also need to keep learning the specific styles and structures for your subject area, as well as for each individual writing task. Some ways to do this are to: ask for more information from your lecturer/supervisor/tutor talk to other students look at the successful writing by other students in your subject area study the writing style of the academic articles in the most prestigious journals in your discipline. http://sydney.edu.au/stuserv/learning_centre/help/styleStructure/st_academicWriting.shtml Now, complete the following sentences by fill in the blanks with appropriate words or phrases that can be found in the text. a)Academic writing is generally quite ______ . It is formal by avoiding casual or ‘conversational’ language, such as contractions or informal vocabulary.