Fifty cards, each with the word, its part of speech, a precise C1 definition, an example sentence, and up to three typical collocations on the back — analyze the data, meet the criteria, gain insight, quantitative analysis. Rate each card “I knew it” or “Still learning” and your ratings are saved automatically.

Eight gap sentences that ask for a different form of a word you have just met: analyze becomes analysis, assess becomes assessment, critical becomes critically, interpret becomes interpretation, justify becomes justification.

Ten pairs from academic life as it is actually described: form a hypothesis, flaws in the research methodology, a core curriculum, required texts on the syllabus, lead a seminar, win a scholarship, an area of expertise.

A mix of multiple choice and fill-in-the-blank, with an explanation after every answer, right or wrong. Your best score is saved automatically.

Comprehend, analyze, evaluate and justify are four different levels of thinking, and a question that asks you to evaluate is not asking you to describe. Reading the instruction verb correctly is often worth more than the vocabulary in the answer that follows it.

Quantitative research counts things. Qualitative research describes them. The two words differ by three letters and by everything else, and they appear in every methodology section you will ever read.

One criterion, several criteria; one hypothesis, several hypotheses. These irregular plurals are a marker of academic writing, and getting one wrong is noticed immediately in a formal text.

After you finish the flashcard deck, it automatically rebuilds itself from just the words marked “still learning.” A short second pass on the hard ones is worth more than repeating the whole deck.

Take the last thing you studied and describe how you studied it, in four sentences, using this deck — concentrate, revise, recall, evaluate. Describing your own method is the fastest way to find the words you are missing.