HOW TO BUILD A STRONG VOCABULARY FOR ACADEMIC WRITING

Abstract

 A robust academic vocabulary is a cornerstone of effective scholarly communication, enabling writers to articulate complex ideas with precision and clarity. This article explores practical strategies for building a strong vocabulary tailored to academic writing, emphasizing both the acquisition and application of discipline-specific and general academic terms. The study synthesizes current research in applied linguistics and second language acquisition, focusing on active vocabulary learning methods such as reading academic texts, using vocabulary journals, engaging with corpora, and employing spaced repetition systems. Furthermore, the article discusses the role of academic word lists—such as the Academic Word List (AWL) and the New Academic Word List (NAWL)—in guiding learners toward high-utility vocabulary. Emphasis is placed on context-based learning and the importance of collocations, lexical bundles, and semantic accuracy in producing natural and credible academic prose. In addition, the paper highlights common pitfalls, including overuse of jargon, misuse of terms, and lexical redundancy, providing corrective strategies. Empirical findings from vocabulary learning interventions are reviewed to evaluate their effectiveness in improving writing proficiency. Finally, the article presents a pedagogical framework for integrating vocabulary development into academic writing instruction at the secondary and tertiary levels. By combining theoretical insights with actionable techniques, this study offers a comprehensive resource for students, educators, and researchers aiming to enhance academic language proficiency. The findings underscore that strategic vocabulary development is not merely about memorization but involves critical engagement with language in context.