Formal and Informal

instead of: use:
by means of
for the purpose of
having regard to
in spite of the fact that
in the case of something happening
in the course of
in the event of
prior to
shall take steps to 		by, through, with
for
concerning
although
if something happens
during
if
before
shall
   
in order to continue
so as to continue
with a view to continuing
with the object that
we might continue

to continue with the
   

When 'regard to', 'with reference to' etc. is IN THE MIDDLE of the sentence, these expressions should be changed as follows:

We discussed the details...
in relation to the proposal
on the question of development
with reference to
with regard to		 regarding the proposal
concerning the development
about
   

 

Exercises

Students' Frustrations with a Web-Based Distance Education Course

(1) Windschitl (1998) notes, research on the use of the World Wide Web (WWW) lacks disciplined scholarly articles. "The vast majority of published work is description of technology implementation in classrooms" (p. 28) or reflection of what has been done in distance education. (2) is because the WWW is relatively young and is still in a testing stage, not an evaluation stage. (3), the lack of disciplined scholarly articles characterizes the field of Computer-Mediated Communication (CMC) as a whole [2]. Romizowski and Mason (1996: p. 442) claim that "only some 10% to 15%" of the articles published about CMC by 1991 were research studies. (4), they note that little qualitative research based on observation and interviewing in CMC has been conducted. Windschitl (5) suggests that qualitative studies capture unique phenomena about WWW use. (6) the research literature on the use of WWW is short of analytical studies (7) qualitative studies.
(8), he suggests, (9) improve the situation a number of steps need to be put in place. (10), researchers should begin thinking about the WWW as a valid educational platform, and (11) much more emphasis must be placed on the use of corpora and statistical measurements (12) researchers do not need to become mathematicians. (13), as Windschitl stresses this will take time, and the WWW itself is still in an early stage of evolution.


Keys

As Windschitl (1998) notes, research on the use of the World Wide Web (WWW) lacks disciplined scholarly articles. "The vast majority of published work is description of technology implementation in classrooms" (p. 28) or reflection of what has been done in distance education. One reason for this is because the WWW is relatively young and is still in a testing stage, not an evaluation stage. Indeed, the lack of disciplined scholarly articles characterizes the field of Computer-Mediated Communication (CMC) as a whole [2]. Romizowski and Mason (1996: p. 442) claim that "only some 10% to 15%" of the articles published about CMC by 1991 were research studies. Moreover, they note that little qualitative research based on observation and interviewing in CMC has been conducted. Windschitl also suggests that qualitative studies capture unique phenomena about WWW use. Yet the research literature on the use of WWW is short of analytical studies as well as qualitative studies (Burge, 1994; McIssac and Gunawardena, 1996).
Consequently, he suggests, in order to improve the situation a number of steps need to be put in place. Firstly, researchers should begin thinking about the WWW as a valid educational platform, and secondly much more emphasis must be placed on the use of corpora and statistical measurements - although researchers do not need to become mathematicians. Of course, as Windschitl stresses this will take time, and the WWW itself is still in an early stage of evolution.


Add as many linking words (and others) to make this text cohesive.

The butler announced tea.
The day was cool. The sky was cloudy. The garden was nice. The flowers were pretty. Marion complimented Lady Buxley. Ronald talked with Marion.
Tea time was over.
Everyone went to the parlour.
The cook went to the kitchen. Maggie prepared dinner.
Dr. Hume asked Edward to play tennis. Edward agreed. Lord Edward went to the tennis court with Dr. Hume. They played tennis. Dr. Hume was the good player. Edward played tennis well.
The butler announced dinner.
Dr. Bartholemew Hume stopped playing tennis.
Everyone went into the dining room. Everyone set down. The butler served the food. Supper started.
Marion talked with Florence. Florence argued with Marion. Marion said that Florence was idiotic. Florence talked with Lady Buxley.
Supper was over. The men went to the parlour. The men smoked smelly cigars. The men drank sherry. The women went to the drawing room. The women went to the drawing room. The women gossiping drank coffee.
Everyone went to the parlour. Marion talked with Jane.
James went back to the library. James read a good paperback. Edward asked Ronald to play tennis. Ronald agreed. They played tennis.
John suggested a game of bridge. Lady Buxley agreed. Dr. Bartholemey Hume agreed. Jane agreed. They played bridge.
The servants went to bed. Everyone went to bed.