University Language by Douglas Biber addresses the linguistic challenges students face in university settings. It explores how language is used across various academic registers, including spoken and written, formal and informal, and across disciplines and levels. The book is based on the T2K-SWAL corpus, which includes 2.7 million words from four US universities, with a significant portion from spoken sources. The corpus aims to reflect the language mix in universities, though some language types are underrepresented. The book focuses on language students encounter, excluding independent student productions like term papers. It analyzes linguistic features across different registers, revealing differences between classroom teaching and textbooks. For example, textbooks use more nouns and relative clauses, while classroom language uses more adverbs and modal verbs. The book also examines lexical bundles and multidimensional analysis, highlighting differences between disciplines and registers. It introduces four dimensions for characterizing registers, showing how study groups are near the oral pole. The book is a valuable resource for teachers and linguists, offering insights into academic language use. However, it raises questions about how this knowledge can be applied to student language learning. Future research could explore how student language differs from target registers, providing teachers with evidence to help students improve their language skills. The book is a comprehensive example of corpus research in academic language.University Language by Douglas Biber addresses the linguistic challenges students face in university settings. It explores how language is used across various academic registers, including spoken and written, formal and informal, and across disciplines and levels. The book is based on the T2K-SWAL corpus, which includes 2.7 million words from four US universities, with a significant portion from spoken sources. The corpus aims to reflect the language mix in universities, though some language types are underrepresented. The book focuses on language students encounter, excluding independent student productions like term papers. It analyzes linguistic features across different registers, revealing differences between classroom teaching and textbooks. For example, textbooks use more nouns and relative clauses, while classroom language uses more adverbs and modal verbs. The book also examines lexical bundles and multidimensional analysis, highlighting differences between disciplines and registers. It introduces four dimensions for characterizing registers, showing how study groups are near the oral pole. The book is a valuable resource for teachers and linguists, offering insights into academic language use. However, it raises questions about how this knowledge can be applied to student language learning. Future research could explore how student language differs from target registers, providing teachers with evidence to help students improve their language skills. The book is a comprehensive example of corpus research in academic language.