Advanced English 10 Academic Phrasal Verbs to SOUND SUPER SMART (You Can Use Them Every Day!)

Welcome back to JForrest English.

I'm Jennifer.

And today you're going to learn how to sound  

super smart in English by learning  these 10 academic phrasal verbs.

You can use these phrasal verbs  in more academic purposes,  

business purposes, or even everyday purposes.

And at the end, I'm going to quiz you to make  sure you really understand these phrasal verbs.

Let's get started to put forth.

This is used when you present or propose an  idea, argument, or theory for consideration.

For example, the scholar put forth an intriguing  hypothesis regarding cultural evolution.

In this case, when you say she put forth  this hypothesis, it means she presented it,  

she proposed it, and it suggests  there's going to be consideration.

Is this a good hypothesis?

Is this a bad hypothesis?

And why?

So they'll discuss it and decide.

Let's talk about the verb  conjugation of the verb to put forth.

So the phrasal verb is to put forth.

But with phrasal verbs, you  only conjugate the verb.

Here the verb is PUT, the base form  is put, the past simple is yesterday.

She put forth a hypothesis,  and the past participle is put.

She's already put forth, she has put forth.

So notice those 3 conjugations are put.

It's the time reference or the context of  the sentence that will make it obvious if  

it is the base verb, the past simple  or the present perfect to bring about.

This is used to say that something causes or  initiates a change, a result or an outcome.

For example, this study aims to bring about a  

shift in public perception  of environmental issues.

So in this case, they want to bring  about a shift in public perception,  

so they want to initiate a  change in the public perception.

To draw on this is when you use or  refer to existing knowledge or sources.

For example, the author drew on on previous  studies to support the proposed hypothesis.

So if the author drew on the previous  studies, it means the author used the  

information in those previous studies or refer  to the information in those previous studies.

So simply use the information and  notice here it's an irregular verb.

The author drew on.

That's the past simple.

So the author draws on.

That's the present simple.

The author drew on, that's the past simple.

And the author has drawn on.

That's the present perfect.

So draw, drew, drawn.

To flesh out this is to fully develop an idea.

And you do that by providing more  information, details or explanations.

For example, the next chapter of the thesis  will flesh out the theoretical framework.

If I read this, then I know know  that the next chapter will provide  

more information about the theoretical framework.

I'll know that right now I don't really  know what the theoretical framework is,  

but that's OK, because the  next chapter will flesh it out.

In the next chapter I'll  have a lot more information.

Perhaps they'll be some examples,  they'll be better descriptions.

So in the next chapter, all my  questions about the theoretical  

framework network will be answered,  because the author is going to flesh  

it out to bear on this means to be relevant  or applicable to a situation or an argument.

For example, these findings bear on the  ongoing debate on educational policies.

So if these findings bear on the ongoing debate,  it means that the findings are relevant to the  

ongoing debate, or that you can apply  these findings to the ongoing debate.

So basically they're useful.

It's useful information to have to bear on.

This is also an irregular  verb, so the base verb is bare.

The past simple is bore, the findings bore on the  ongoing debate, and the past participle is born.

The findings have born on the  ongoing debate to back up.

This is when you provide evidence, support  or validation for a claim or argument.

For example, the statistical data backs up the  researchers assertions about demographic trends.

So here, if the data backs up  the researchers assertions,  

it means the data supports what  the researcher said or thought.

It supports it.

And generally, if you're making a claim,  it's always useful to have the data,  

the evidence or the information to back  that claim up to support that claim.

To build on this is when you develop or expand  on existing theories, ideas or concepts.

For example, the new theory builds on  previous research in cognitive psychology.

So if this new theory builds on previous  research, it means that the new theory  

expands this previous research  so it provides more information,  

or perhaps new information, but  on the same topic as before.

Cognitive psychology to carry out.

This simply means to do or to complete something.

For example, the research team carried  out a study involving 100 participants.

This sounds more advanced than simply  saying the research team completed a study.

They carried out a study.

It means the same thing, but by saying  carried out, you sound more advanced.

To touch on this means to briefly mention a  topic or an idea without going into the details.

For example, my presentation will touch  on the key findings of our recent study.

So you can expect that this presentation  will briefly discuss the findings of the  

recent study, but it will not go into the details.

So it won't flesh it out.

It won't flesh out the recent findings.

It will only touch on them.

So it will mention them briefly, or  it will mention what the finding is,  

but it won't explain how that finding  was developed, or the implications of  

that finding, or what they're going  to do next because of that finding.

It will only touch on it.

To dwell on this is to focus extensively  on a specific topic or idea or aspect.

For example, the author does not dwell on  the importance of environmental regulation.

So this means that the author doesn't  focus extensively on environmental  

regulation or the importance  of environmental regulation.

So it's possible that the author touches on  the importance of environmental regulation,  

mentions it briefly, but it's not  something that is discussed in detail.

Now you have 10 academic phrasal verbs that  will help you sound very advanced, very  

fluent when you're communicating  in an academic environment or a  

business environment or even in  an everyday social environment.

So how about we quiz you to see how  well you know these phrasal verbs?

Here are the questions.

Hit, pause.

Take as much time as you need, and when  you're ready, hit play to see the answers.

So how did you do with that quiz?

Well, let's find out.

Here are the answers.

Hit pause, compare your answers to  mine, and when you're ready, hit play.

So how did you do on that quiz?

Make sure you share your score  in the comments and leave an  

example sentence with your favorite phrasal verb.

And you can get this free speaking  guide where I share 6 tips on how  

to speak English fluently and confidently.

You can click here to download it or  look for the link in the description.

And why don't you get started  with your next lesson right now?