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2006年考研英语text4 精讲 知乎

2006年考研英语text4 精讲 知乎

2006年考研英语text4 精讲知乎As students gear up for their postgraduate entrance exams, the significance of mastering each and every detail of the exam materials cannot be overstated. Among these materials, the English section, particularly Text 4 of the 2006 exam, stands out as a challenging yet rewarding nugget of knowledge. This article aims to delve into the intricacies of this text, drawing insights from the vast wisdom of Zhihu, a popular knowledge-sharing platform in China.The first step in understanding Text 4 is to grasp its overarching theme and tone. The text, written in a clear and concise manner, delves into the complexities of modern life and the challenges it poses to individuals,particularly in terms of managing their time and maintaining a work-life balance. T he author’s tone is both objective and insightful, providing a balanced perspective on the subject matter.To fully appreciate the depth and breadth of the text, it is essential to unpack its key ideas and arguments. One of the main arguments put forward is the importance of timemanagement in today’s fast-paced world. The author highlights how the proliferation of technology and the constant stream of information can often lead toindividuals feeling overwhelmed and stressed. In this context, effective time management becomes crucial for maintaining a healthy work-life balance.Another noteworthy aspect of the text is its exploration of the concept of “quality time.” This refers to the idea that not all time spent is valuable or productive. Instead, it is the quality of the time spent that matters. The author argues that individuals should focus on spending their time on activities that are meaningful and fulfilling, rather than simply being busy. To illustrate these points, the author provides real-life examples and anecdotes that resonate with readers and help them connect with the subject matter. These examples range from professional settings to personal lives, demonstrating the universality of the challenges discussed. In addition to the main arguments, the text also touches on other related topics such as the importance of setting goals, the role of motivation in achieving success,and the benefits of maintaining a positive mindset. These topics are discussed in a nuanced manner, providing a holistic understanding of the subject matter.The discussion on Zhihu further enriches our understanding of Text 4. Users on the platform share their own experiences, insights, and perspectives on the topics discussed in the text. These contributions range from personal anecdotes to professional advice, offering a diverse and comprehensive view of the subject matter.For instance, some users agree with the author’s emphasis on time management and quality time, sharing their own strategies and techniques for managing their time effectively. Others provide insights into the challenges of maintaining a work-life balance, offering practical solutions and tips for coping with stress and overwhelm.Overall, Text 4 of the 2006 Postgraduate Entrance Exam English section is a thought-provoking and insightful text that explores the complexities of modern life and the challenges it poses to individuals. By unpacking its key ideas and arguments and drawing insights from Zhihu, we can gain a deeper understanding of these topics and apply themto our own lives. Whether you are preparing for your examsor simply interested in exploring these ideas, Text 4 is a valuable resource that is worth delving into.**解锁2006年考研英语Text 4的奥秘:知乎上的深度剖析** 随着学生们为研究生入学考试做准备,熟练掌握考试材料的每一个细节的重要性不言而喻。

awaiting reviewer selection与assignment

awaiting reviewer selection与assignment

awaiting reviewer selection与assignment Awaiting reviewer selection and assignment is a crucial phase in the publication process of any research paper or academic article. This stage marks the transition from the initial submission of the manuscript to the formal evaluation by experts in the relevant field. It involves the careful selection of reviewers who possess the necessary expertise and qualifications to provide meaningful and constructive feedback on the work.等待审稿人选择和分配是任何研究论文或学术文章发表过程中的关键阶段。

这一阶段标志着从手稿的初步提交到相关领域专家正式评审的过渡。

它涉及仔细选择具备必要专业知识和资格的审稿人,以便他们能够提供有意义且建设性的反馈。

During this period, the editors of the journal or publishing house assess the manuscript, ensuring it meets the basic criteria for publication, such as its relevance to the journal's scope, the quality of the research, and the adherence to academic standards and ethical guidelines. Once the manuscript is deemed suitable for review, the next step is to identify potential reviewers.在此期间,期刊或出版机构的编辑会评估手稿,确保其满足出版的基本标准,例如与期刊范围的相关性、研究质量以及对学术标准和道德规范的遵守。

Academic Writing(学术英语写作)中国大学mooc课后章节答案期末考试题库2023年

Academic Writing(学术英语写作)中国大学mooc课后章节答案期末考试题库2023年

Academic Writing(学术英语写作)中国大学mooc课后章节答案期末考试题库2023年1.__________ is a very unique genre in academic context for it recalls what youhave learned.答案:Reflective writing2.__________ will contain raw data and other materials not central to the mainwork.答案:Appendix3.__________are a way of combing two sentences which have a close relationshipinto one.答案:Semicolons4.What is problem in the following statement?"Many people like large families."答案:Unspecific language5.What hedgin g language is used here to show the author’s degree ofconfidence?“One of the main functions of the pancreas is to produce hormones.”答案:Adjective6.The words “this”, “which” and “likewise” can be used as __________.答案:reference7.Read the following definition and identify the problem in it."By commercial advertisements, I mean these tricks and traps manufacturers use to advocate their products in all kinds of mass media."答案:Loaded definition with negative emotions8.Which of the following is NOT true about a paragraph developed byclassification?答案:Items from different classes can be discussed here.9.Read the following sentences and decide what kind of causal analysis thesesentences follow?"What has sparked the increasing interest in exercise? Firstly, people have gained a greater awareness of the need for physical fitness. Furthermore, the constantly improving standard of living enables Chinese people to patronize the increasing number of recreational venues. The main thing perhapscenters on the healthcare and psychological benefits exercise provides."答案:One single effect is caused by multiple causes.10.When we are planning to write an essay developed by comparison orcontrast, what should we consider as the first step?答案:Points of comparison11.Which of the following is NOT a function of the Conclusion?答案:It adds some new evidence or ideas to the essay.12.Read the following short paragraph and decide which arguing approach is used here."Autonomous vehicles (AVs) are imperfect, but they are likely to eventually become safer drivers than humans. According to data of automotive fatalities from the World Health Organization in 2018, 1.35 million humans died in car accidents, with tens of millions more injuries and disabilities (World Health Organization, 2018). Few of those deaths were the results of part failure or bad luck; the majority results from intoxication, texting while driving, and other distractions."答案:deductive13.Look at the copyright page of a book. What is the publishing house?答案: Routledge14.Look at the copyright page of a book, who is the author of the book?答案:Stephen Bailey15.In general, titles of science papers have around __________ words.答案:10-1516.When writing the Results section, we should consider the following steps__________:①summarize your findings with the relevant data②determine which results to present③present the data in an appropriate way④organize the data in order答案:②④③①17.From specific to general, a conclusion should contain: ____________,_______________, __________, _______________.①restatement of research purpose②limitation and recommendation③implications and significance④synthesis of main results答案:①④③②18.Which of the following is correct when the same author is cited for twopapers published within the same year?答案:Ellis, 2019a; Ellis, 2019b19._________ can include a general topic in the first part and a specific topic abouta distinctive feature of the study in the second part, which are oftenconnected by a colon.答案:Two-part titles20.__________ is a series of words that will often appear together.答案:Collocation21.“Replacing some of the author’s words in your text with synonyms, butmaintaining the overall structures and the vocabulary of the original” is not considered as plagiarism.答案:错误22.Academic writing is complicated.答案:错误23.In your academic writing, you should try to maximize the number of contentwords. One way to do this is to increase the number of nouns or nounphrases.答案:正确24.Many collocations in English contain function words, such as nouns, verbs,adjectives and adverbs.答案:错误25.Only transitional words, such as “because” and “thus”, can be regarded asgood transition to achieve coherence.答案:错误26.In an essay developed by comparison and contrast, the block pattern ispreferable in long writing in which there are numerous points underdiscussion.答案:错误27.When we write a conclusion for a process essay, we only need to repeat theinformation mentioned in the essay without providing any specific details.答案:正确28.An argumentative essay is an essay in which you agree with an issue andsupport it with evidence.答案:错误29. A thesis statement may state not only the author’s own point of view but a lsothe view from the other side.答案:正确30.An annotated bibliography include the list of all your sources and thesummary of the content of each source.答案:正确31.The following is an acceptable direct quotation:Gould and Brown (1991) explained that Darwin used the metaphor of thetree of life "to express the other form of interconnectedness–genealogicalrather than ecological” (p. 14).Reference:Gould, J. & Brown, A. (1991). The mating mind. Behavior Ecology,22(3),10-19.答案:正确32.Titles need to keep short and concise, and attracts the reader’s attention.答案:正确33.The abstract is the first thing you write.答案:错误34.An abstract should be fully understandable on its own to someone whohasn’t read your full paper or related sources.答案:正确35. A formal review of literature should be in the Introduction section of aresearch paper.答案:错误。

英文论文审稿意见英文版

英文论文审稿意见英文版

英文论文审稿定见汇总之杨若古兰创作1、目标和结果不清晰.It is noted that your manuscript needs careful editing by someone with expertise in technical English editing paying particular attention to English grammar, spelling, and sentence structure so that the goals and results of the study are clear to the reader.2、未解释研讨方法或解释不充分.◆ In general, there is a lack of explanation of replicates and statistical methods used in the study.◆ Furthermore, an explanation of why the authors did these various experimentsshould be provided.3、对于研讨设计的rationale:Also, there are few explanations of the rationale for the study design.4、夸张地陈述结论/夸大成果/不严谨:The conclusions are overstated. For example, the study did not show if the side effects from initial copper burst can be avoid with the polymer formulation.5、对hypothesis的清晰界定:A hypothesis needs to be presented.6、对某个概念或工具使用的rationale/定义概念:What was the rationale for the film/SBF volume ratio?7、对研讨成绩的定义:Try to set the problem discussed in this paper in more clear,write one section to define the problem8、如何凸现原创性和如何充分地写literature review:The topic is novel but the application proposed is not so nove l.9、对claim,如A>B的证实,verification:There is no experimental comparison of the algorithm with previously known work, so it is impossible to judge whether the algorithm is an improvement on previous work.10、严谨度成绩:MNQ is easier than the primitive PNQS, how to prove that.11、格式(看重程度):◆ In addition, the list of references is not in our style. It is close butnot completely correct. I have attached a pdf file with "Instructions for Authors" which shows examples.◆ Before submitting a revision be sure that your material is properly prepared and formatted. If you are unsure, please consult the formatting nstructions to authors that are given under the "Instructions and Forms" button in he upper right-hand corner of the screen.12、说话成绩(出现最多的成绩):有关说话的审稿人定见:◆ It is noted that your manuscript needs careful editing by someone with expertise in technical English editing paying particular attention to English grammar, spelling, and sentence structure so that the goals and results of the study are clear to the reader.◆ The authors must have their work reviewed by a proper translation/reviewing service before submission; only then can a proper review be performed. Most sentences contain grammatical and/or spelling mistakes or are not complete sentences.◆ As presented, the writing is not acceptable for the journal. There are problems with sentence structure, verb tense, and clause construction.◆ The English of your manuscript must be improved before resubmission. We strongly suggest that you obtain assistance from a colleague who is well-versed in English or whose native language is English.◆ Please have someone competent in the English language and the subject matter of your paper go over the paper and correct it. ?◆ the quality of English needs improving.来自编辑的鼓励:Encouragement from reviewers:◆ I would be very glad to re-review the paper in greater depth once it has been edited because the subject is interesting.◆There is continued interest in your manuscript titled "……" which you submitted to the Journal of Biomedical Materials Research: Part B - Applied Biomaterials.◆ The Submission has been greatly improved and is worthy of publication.老外写的英文综述文章的审稿定见Ms. Ref. No.: ******Title: ******Materials Science and EngineeringDear Dr. ******,Reviewers have now commented on your paper. You will see that they are advising that you revise your manuscript. If you are prepared to undertake the work required, I would be pleased to reconsider my decision.For your guidance, reviewers&#39; comments are appended below. Reviewer #1: This work proposes an extensive review on micromulsion-based methods for the synthesis of Ag nanoparticles. As such, the matter is of interest, however the paper suffers for two serious limits:1) the overall quality of the English language is rather poor;2) some Figures must be selected from previous literature to discuss also the synthesis of anisotropically shaped Ag nanoparticles (there are several examples published), which has been largely overlooked throughout the paper. ;Once the above concerns are fully addressed, the manuscript could be accepted for publication in this journal这是一篇全过程我均比较了解的投稿,稿件的内容我认为是相当不错的,中文版投稿于业内有较高影响的某核心期刊,并很快得到发表.其时我作为审稿人之一,除了提出一些点窜建议外,还特建议了5篇应添加的参考文献,该文正式发表时共计有参考文献25篇.作者或许看到审稿定见还不错,是以决意测验考试向美国某学会主办的一份英文刊投稿.几经点窜和弥补后,请一名英文“功底"较好的中国人翻译,投稿后约3周,便返回了三份审稿定见.从英文刊的反馈定见看,这篇稿件中最严重的成绩是文献综述和援用不敷,其次是说话表达方面的欠缺,此外是论证过程和结果展现方式方面的缺乏.感想:一篇好的论文,从内容到方式都须要精雕细琢.附1:中译审稿定见审稿定见—1(1) 英文表达太差,尽管意思大致能表达清楚,但文法错误太多.(2) 文献综述较差,观点或论断应有文献撑持.(3) 论文读起来像是XXX的广告,不晓得作者与XXX是否没有关联.(4) 该模式的创新性并不是如作者所述,目前有很多XX采纳此模式(如美国地球物理学会),作者应详加调查并分析XXX运作模式的创新点.(5) 该模式也不是作者所说的那样成功……(审稿人结合论文中的数据具体分析)审稿定见—2(1) 缺少直接相干的文献援用(如…).(2) 写作质量达不到美国学术期刊的尺度.审稿定见—3(1) 作者应侧重指出指出本人的贡献.(2) 缺少撑持作者发现的方法学分析.(3) 须要采取表格和图件方式展现(数据)材料.Our JPCA paper were peer reviewed by two reviewers, and their comments are as follows:The Comments by the First ReviewerEditor: Michael A. DuncanReviewer: 68Manuscript Number: jp067440iManuscript Title: Restricted Geometry Optimization, a Different Way to Estimate Stabilization Energies for Aromatic Molecules of Various TypesCorresponding Author: YuRecommendation: The paper is probably publishable, but should be reviewed again in revised form before it is accepted.Additional Comments: In the present work the authors introduce a new energy-based aromaticity measure. Referred as restricted geometry optimization, the extra stabilization energy (ESE) is calculated by means of an energy scheme in which the different double bonds are localized. This methodology is applied to different sets of aromaticsystems, and the results are compared to previous already existing schemes. This procedure seems to work better than previous ones, however it must be underlined that with a much greater complexity. It avoids having to choose a reference structure, and it is worth noticing that benzene appears to be the most aromatic system. Thus the method presented might mean a new contribution to the different aromacity criteria, however before acceptance for publication I would recommend important changes to be taken into account in the manuscript.The new method used is not presented in a comprehensible way. In the second paragraph of the Introduction the authors should already describe it, and not first presenting the results for benzene and not going into the method till the second section. The formulas used must be described precisely as well. So I would recommend that before acceptance the manuscript should be rewritten in order to make it more comprehensible not only to physical chemists but also to the experimental chemical community, and at the same time to improve the English used.Other minor points are:- First line of Introduction: aromaticity is one of the most important concepts in organic chemistry, but most of organic compounds are notaromatic.- Introduction, line 4: notice that only energetic ways of evaluating aromaticity are mentioned, however geometry-based (HOMA), magnetic-based (NICS) and electronic-based (SCI, PDI) methods are also important, and this point should be pointed out.- Section 3.1, last line of first paragraph: is B3LYP chosen just because it gives similar results to HF and MP2? This should be pointed out in the manuscript.- Enlarge description in point 3.4.1 by going deeper into the data in Figure 8.Review Sent Date: 18-Dec-2006*****************************************The Comments by the Second ReviewerEditor: Michael A. DuncanReviewer: 67Manuscript Number: jp067440iManuscript Title: Restricted Geometry Optimization, a Different Way to Estimate StabilizationEnergies for Aromatic Molecules of Various Types Corresponding Author: YuRecommendation: The paper is probably publishable, but should be reviewed again in revised form before it is accepted.Additional Comments:Comments on the manuscript "Restricted Geometry Optimization, a Different Way to Estimate Stabilization Energies for Aromatic Molecules of Various Types" by Zhong-Heng Yu, Peng BaoAuthors propose a restricted geometry optimization technique subject to pi orbital interaction constraints as a new measure of aromaticity. The approach is interesting and has certain merits. My main objection is that the manuscript is difficult to read and understand, mainly because of poor English. A substantial revision in this respect would be beneficiary.各位:新的恶战开始了.投往JASA的文章没有被拒,但被批得很凶.尽管如此,审稿人和编辑还是给了我们一个点窜和再被审的机会.我们该当爱护保重这个机会,不急不火.我们首先要有个点窜的指点思想.大家先看看审稿定见吧.-----邮件原件----- Manuscript #07-04147: Editor's Comments:This is my personal addition to the automatically generated email displayedabove. Your manuscript has now been read by three knowledgeable reviewers,each of whom has provided thoughtful and detailed comments on the paper. The main points of the reviews are self-explanatory and mostly consistent acrossthe reviews. Your presentation needs to be reworked substantially, and thereviews give you many suggestions for doing so. Clearly, the introductionneeds to be much more concise and focused on the main questionsyou propose to answer, and why these questions are important. The rationale forselecting this unusual condition must be clear. Your discussion should focuson how the questions have been answered and what they mean. The resultssection is heavily dependent on statistical analyses that did not satisfythe reviewers. The figures and tables could be improved and perhapsconsolidated. The methods could be shortened. For example, I think readers would take your word thatthesewere nonsense sentences, or perhaps you could simply cite some other workwhere they were used. In general, it is unusual to present the first resultsas late as page 17 of a manuscript.Beyond the issues of presentation, some serious questions are raised by thereviewers about the design. The most notable (but not the only problem) is that there are no conditions where young and older listeners can be comparedat nearly the same performance level in the baseline condition, and that atleast floor effects and potentially ceiling effects are likely tosignificantly influence the older/younger comparison. The older listenersare tested at only one signal-to-noise ratio, at which performance was extremely poor. This asymmetric design where data for three signal-to-maskerratios are available for the younger listeners but only one for the older listeners is not ideal, but perhaps the comparison could have been salvagedif you had guessed a little better in selecting the signal-to-masker ratio for the older listeners. That didn't work out and you didn't adjust to it. I'm sorry to say that in my opinion this problem is so serious that it precludes publication of t! heolder versus younger data in JASA, as I see no way of making a valid comparison with things as they are. Further, after reading the manuscriptand the reviews, it seems to me that even the subjective impression comparison is difficult to interpret because of the different sensation levels at which the older and younger groups listened (if the target was fixed at 56 dBA).The Brungart et al. and Rakerd et al. data that you cite where themaskerdelay was manipulated over the 0 to 64 ms range would seem to have been a nice springboard for your study in older listeners. Would it not have beencleaner to have replicated those conditions with younger subjects in yourlab, and then tested older listeners to see whether the patterns of data were different? There, at least, the target stimulus condition itself is not varying and there are archival data out there for comparison. As the reviewspoint out, your conditions present brand new complications because the ITI changes the spatial impression of the target, may change the energetic masking of the target, and distorts the target temporally all at the same time. Although the temporal distortions did not impair performance substantially in quiet, they may well in noise. Further, the spatial impressions created by the target in quiet are likely to be very different than those when the target is at v! erylow sensation levels in masking. Please investigate the literature on the influence of sensation level and noise on the strength of theprecedenceeffect, particularly the perception of "echoes" at the longer delays. YuanChuan Chiang did her dissertation on this and published the results in JASAin 1998, but the first observation that noise can influence the breaking apart of a lead-lag stimulus into two images dates back at least to Thurlowand Parks (1961). To be sure, the sounds that we want to listen to are oftenaccompanied by reflections, and I am not questioning the general validity of your conditions. However, it is important that your experimental designallows you separate out the various contributions to your results.I think there are several options for you to consider: (1) If you think it is very important to publish all the data you have right now, you could withdraw the manuscript and attempt to publish the data in another journal.(2) You could argue that the reviewers and I are wrong about the seriousnessof the floor effect with the older listeners and submit a revision that includes the same data while making a convincing case for the validity ofthe older/younger comparison. Although this option is open to you, I don'tthink this is a promising alternative. (3) You could collect more data on older listeners under more favorable conditions where performance is better.With the added data this could either be a new manuscript, or, if such datawere collected and the paper rewritten in a reasonable amount of time, itcould be considered a revision of the current manuscript. The revision wouldbe sent back to the reviewers. Of course, I cannot promise in advance that amanuscript evenwith these new data would be judged favorably by the reviewers. (4) You could drop the older/younger comparison from the manuscript and submit a much shorter version that includes only the younger data and focuses on the noise masker/speech masker distinction, perhaps analyzing your datato draw inferences about release from energetic versus informational masking fromthe data. Here too, it will be important to provide a clear rationale for what your specific question is about release from masking, why your conditions were chosen, and what new insights your data offer. I still worryabout how spatial effects and the effects of temporal distortions are to bedistinguished. (5) You could simply withdraw the manuscript and consider a more straightforward design for asking the questions you want to ask witholder listeners.Thank your for submitting your manuscript to JASA. I hope the alternativesdescribed will help guide you on how you should proceed from here. Whateveryou decide to do, please consider the reviewers' comments very carefully as they have gone out of their way to provide you with suggestions onimprovingthe presentation. Sincerely yours, Richard L. FreymanReviewer Comments: Reviewer #1 Evaluations:Reviewer #1 (Good Scientific Quality): No. See attached Reviewer #1 (Appropriate Journal): YesReviewer #1 (Satisfactory English/References):No.Reviewer #1 (Tables/Figures Adequate): No.Reviewer #1 (Concise): No.Reviewer #1 (Appropriate Title and Abstract):No, because the term "interval-target interval" in the title required further explanation.MS#: 07-04147 Huang et al. "Effect of changing the inter-target interval on informationalmasking and energetic masking of speech in young adults and older adults."This paper investigates the benefits of release from masking in youngerandolder listeners, as a function of inter-target interval (ITI) in two masker conditions (speech masking and noise masker). The same target speech waspresented from two different locations simultaneously in two different maskers, one from each location (L or R). Results show that release frominformational masking is evident in both younger and older listeners whenthe ITI was reduced from 64 ms to 0 ms.General comments: 1. Introduction needs to be rewritten:&#x2022; The general impression is that the introduction section is unnecessarily lengthy. There is too much unnecessary information, while some important terms and information are left unexplained. &#x2022; The organization is poor and concepts are disjointed, jumping from place to place. For example, the authors spent 1.5 pages onreverberationand the difference between older and younger adults, than spent a full-pageto talk about masking, and then came back to reverberation. &#x2022; In addition, the authors did not clearly present the purpose of the study and the core of the issues under investigation. The authors mentionedthat "the present study investigated whether changing the ITI over the wholeprecedence-operation range...can induce a release of target speech from speech masking or noise masking." However, they did not explain how and why manipulating ITI can address their questions, questions that were not clearly stated anywhere inthe paper. No hypothesis was provided in the paper and no explanation was given regarding how the experimental conditions or contrast of results in different conditions can answer the questions under investigation.2. Report of results and statistical analyses needs to be accurate and precise:&#x2022; Authors failed to provide results of statistical analyses in manyoccasions.&#x2022; At the beginning of the result section for both the younger andolder groups, the authors should clearly present the number of factors included in the analysis and which one was a between-subject factor andwhich ones were within-subject factors. Main effects and interaction (3-wayand 2-way) should also be reported clearly. &#x2022; Bonferroni correction was mentioned in the post-hoc analyses;however, no pvalue was reported. &#x2022; The authors should not use the term "marginally significant". It is either"significant" or "nonsignificant". I don't see p=0.084 is "marginally significant."&#x2022; When you say percent release, do you mean percentage pointdifference betweenthe 64 ms ITI and other ITI values? For example, in the statement "...thereleaseamount was 31.9% under the speech-masking condition,...", do you mean "31.9 percentage points"?3. Baseline condition is questionable:&#x2022; The authors failed to provide clear explanation of the results. Forexample, the authors finally provided the definition of release from masking(on p.19) as "...the release of speech from masking at each ITI is defined as the percentdifference between the speech-identification at the ITI and the speech identification at the ITI of 64 ms (the longest ITI in this study)." &#x2022; It took me a while to understand what this means, and finally came up with the interpretation (if my interpretation is correct) of the data for theauthors. It seems that when ITI was at 0 ms, the perceived spatial locationis between the two maskers (spatial separation). But when the ITI was 32and/or 64 ms, listeners heard two images (one from each side) and there was no spatial separation between the target speech and the masker on eitherside. Therefore, according to the authors, the release from masking is theperformance difference between the ITI conditions when listeners heard only one image in a location different from the maskers', and the ITI conditionswhere two images from the masker locations were heard. However, I have a problem with the baseline condition (64 ms ITI in which two images wereperceived). If the listeners could not fuse the image, did they hear a delay(echo) between the two targets? If so, the poor performance in the 64 mscondition can be partially due to the confusion/disruption induced by theecho in noise conditions inaddition to the lack of spatial separation between the target and themasker.4. Subject recruitment criteria were unclear:&#x2022; The authors recruited both young and older adults in the study and claimed that both groups had "clinically normal hearing." However, readingthe fine details of their hearing thresholds (< 45 dB HL between 125 and 4k Hz), it is hard to accept that the hearing thresholds are within normal limits in the older group. There is at least a mild hearing loss below 4k Hzand mild-to-moderate hearing loss above 4k Hz (see Fig. 1) in these subjects. The authors should explain the differences in the results in relation to the threshold differences between the two groups. &#x2022; The threshold data provided in Fig. 1 is average data. It is necessary to provide individual threshold data (at least for the older group) in a table format.5. Language problem:&#x2022; I understand that English is not the authors' native language. Itis recommended that the authors seek assistance in proof-reading the manuscript before submission.6. Tables and Figures:&#x2022; Table 1 and 2 are not necessary since the information is presentedin Fig. 7 &#x2022; The authors should provide legends in the figures. &#x2022; The authors should provide error bars in the graphs in Fig 1. &#x2022; It is hard to see the short ITI data in Fig. 2 &#x2022; The authors should consider changing the scale on the y-axis in Fig. 4 to provide better visualization of the data. &#x2022; Fig. 6 should be deleted. Results could be clearly described in the text.Specific comments (this is by no means a complete list):p.3 first par: The quote from Knudsen (1929) is not necessary. p.4 first & second par. The authors provided an exhaustive list of references in various place. I recommend they only cite the ones that aremost relevant and representative. p.4 last sentence. "A listener subject to informational masking a target speech feels it difficult to segregate audible components of the target speech from those of masking speech." This sentence is incomprehensible,please rewrite. p.5 first line, first par. "Masking (particularly information masking) of target speech can be reduced if the listener can use certain cues (perceivedspatial location, acoustical features, lexical information, etc) to facilitate his/her selective attention to the target speech." References are needed for each cue listed in this sentence. p.5 line 5. "Age-related deficits...inhibition of goal-irrelevant information..., therefore may cause more speech-recognition difficulties"This sentence is coming out of the blue without further explanation. p. 8-10. Please explain the terms "inter-loudspeaker interval", "inter-masker interval", "inter-target interval" before using them. p.11 line 11 "Moreover, if the recognition of target speech under either thespeech masking condition or noise masking condition is significantly influenced by the ITI in younger adults, the present study further investigated whether there is an age-related deficit in the releasing effectof changing the ITI." This sentence is incomprehensible. p.11 line 2 "The 36 young university students all had normal and balanced...." Change "balance" to "symmetrical." p. 12 line 8 "Direct English translations of the sentences are similar but not identical to the English nonsense sentences that were developed by Helfer (1997) and also used in studies by Freyman et al. (1999, 2001, 2004)and Li et al. (2004)." I thought the sentences were created by the authors.So, are they a direct translation from the English version or created by theauthors?p.13 last par "For the two-source target presentation,...." This came outofthe blue. The experimental conditions should be described clearly in a separate section. Schematic representation of the conditions could be included.p.15 line 8 "During a session, the target-speech sounds were presented at a level such that each loudspeaker, playing alone, would produce a sound pressure of 56 dBA." Is this the rms level of speech? The level at 56 dBAseems a little low to me. It may sound very soft for the older listeners given that they have mild to moderate hearing loss. Can you explain why you chose such a low presentation level? p.15 last line "There were 36 ((17+1)x2) testing condition for younger participants, and there were 32 ((15+1)x2) testing conditions for older participants." The number of conditions for each group is not apparent tome. Could you explain further in the manuscript? p.16 line 9 "...participated in additional speech-recognition experiments under the condition without masker presentation." Where did the targetspeech come from? Front? Right? Or left?p.17-27. See comments on reporting results and statistical analysis under"General comments" point #2. p.23 line 12-13 "A 2 (masker type) by 15 (ITI) within-subject ANOVA confirmsthat the interaction between masker type and ITI was significant..." Sincethe interaction is significant, the authors should not simply interpret themain effects. p.29 line 9 Explain "self-masking" effect. Would the author expect a "self-masking" effect in noise? p.30 last par first line "Specifically, when the SNR was -4 dB, changing theITI (absolute value) from 64 to 0 ms led to only a small improvement intarget-speech intelligibility, and the improvement was similar between thespeech masking condition and the noise masking condition." The amount of release from masking in the speech masker condition at -4 dB SNR may belimited by the ceiling effect. p.31 line 5 "In older participants, the reduction of the ITI also improvedspeech recognition under both the speech masking condition and the noisemasking condition..." It is hard to tell if there is a significant difference among the ITI conditions with the noise masker due to the floor effect. p.31 line 7 from bottom. "The results suggest a faster decay of temporalstorage of the fine details of speech sound in older adults than in youngeradults. Thus at long it is (16 ms or 32 ms), cues induced by the integrationof leading and lagging target signals were weaker and/or not be well used in older participants." First, the author should take into account the hearingloss in the older group. Second, this conclusion seems somewhat contradictory to what the authors reported regarding the perceived image(s)of the target signal under various ITI conditions. All except for oneyounger subject perceived two separate images at 32 ms ITI, but most of the older subjects still perceivedthe target as one image. p.32 2nd par. The discussion on the effect of inter-sound delay on ear channel acoustics came out of nowhere.Reviewer #2 Evaluations: Reviewer #2 (Good Scientific Quality): Generally yes - see general remarks below. Reviewer #2 (Appropriate Journal): YesReviewer #2 (Satisfactory English/References): Clarity and conciseness could be improved - see general remarks.。

【小马过河】课堂笔记 强化班 20小时 Issue

【小马过河】课堂笔记 强化班 20小时 Issue
托福吧官方交流群: 174155755
GRE Revised General Test Analytical Writing 强化班笔记
"Analyze an Issue" task
考点: 1. Critical thinking 2. Persuasive writing
难点 1. 要有独立思考能力 2. 题目学术深度高 3. 涉及题材比较广 4. 语言要求比较高
分类 发散 收敛
PFW: Purposeful Free Writing 1. 不过于注重语言细节 2. 做宏观整体把握, 先不管细节构造 正面 负面 正负不明
DCD(GCP)R(IBN)E
D: Definition of critical terms C: Categories of critical terms and concepts D: Domains that would be affected by the claim
Lawn mowers whining on a summer’s day, vehicles of al kinds, especially large container trucks thundering through quiet village, planes and helicopters flying overhead, large radios carried round in public places and played at maximum volume. (NCE3-47)
Invading personal privacy (Effect )
Making human lives (and the society as a whole) unstable and unsafe (Effect )

同等学力申硕英语作文命题规律

同等学力申硕英语作文命题规律

同等学力申硕英语作文命题规律The Regularities of English Essay Topics in Equivalence Examination.The Equivalence Examination for Master's Degree (EEMD), commonly known as "Tongdeng Xueshi," is a national examination in China that allows individuals with a bachelor's degree and relevant work experience to obtain a master's degree. One of the core components of the EEMD is the English essay writing section, which plays a crucial role in assessing the candidate's English comprehension, critical thinking, and writing abilities.Over the years, the English essay topics in the EEMD have exhibited certain regularities, providing valuable insights into the examination's overall approach and expectations. These regularities can be categorized into several key aspects:1. Relevance to Current Affairs and Social Issues:Many EEMD essay topics are closely tied to contemporary global and domestic affairs, as well as pressing social issues. This reflects the examination's emphasis on candidates' awareness of the wider world and their ability to analyze and articulate their perspectives on important topics. Candidates are expected to demonstrate a comprehensive understanding of current events and theability to connect them to broader social, political, or economic contexts.2. Emphasis on Critical Thinking and Analysis:EEMD essay topics often require candidates to engage in critical thinking and analysis rather than simply summarizing or regurgitating information. Candidates are expected to present well-reasoned arguments, supported by evidence and examples, and to consider multiple perspectives on complex issues. They should demonstrate the ability to identify and analyze different viewpoints, evaluate their strengths and weaknesses, and form their own informed opinions.3. Focus on Academic Writing Conventions:The EEMD English essay section adheres to strict academic writing conventions. Candidates are expected to use formal language, avoid colloquialisms and slang, and follow proper grammar and punctuation rules. The essays should be well-structured, with a clear introduction, body paragraphs that develop and support the thesis statement, and a concise conclusion that summarizes the main points.4. Variation in Essay Types:While the EEMD English essay topics exhibit certain regularities, they also vary in terms of the specific essay types that are required. Candidates may be asked to write persuasive essays, analytical essays, compare-and-contrast essays, or other types of essays that assess their ability to handle different writing tasks. This variety ensuresthat candidates demonstrate a broad range of writing skills and can effectively communicate their ideas in different formats.5. Focus on Language Proficiency:In addition to testing candidates' knowledge and analytical abilities, the EEMD English essay section also assesses their overall language proficiency. Candidates are expected to demonstrate a high level of vocabulary, grammar, and syntax. They should be able to use language effectively to convey complex ideas, support their arguments, and engage with the reader.Understanding the regularities of English essay topicsin the EEMD is essential for candidates who wish to succeed in this challenging examination. By familiarizing themselves with the common themes, types, and expectationsof the essay section, candidates can better prepare themselves to tackle the tasks effectively and demonstrate their English language skills, critical thinking abilities, and overall academic competence.。

review your exam results and analysis -回复

review your exam results and analysis -回复

review your exam results and analysis -回复“Review Your Exam Results and Analysis”Introduction:Examination results play a crucial role in assessing a student’s academic progress and are often vital for their future prospects. In this article, we will walk through a step-by-step process of reviewing and analyzing exam results, aiming to highlight the importance of self-reflection, identify areas of improvement, and develop strategies for enhancing future performance.Step 1: Understand the Grading SystemTo begin the review process, it is essential to understand the grading system used for the exams. Familiarize yourself with the criteria for each grade and the weightage given to different sections or topics. This understanding will provide a baseline for evaluating your performance accurately.Step 2: Reflect on Your ApproachTake some time to reflect on your study methods and exam preparation. Did you establish a consistent study routine? Were you able to manage your time effectively? Did you prioritize yourweaker areas? Assessing your approach will help identify any inefficiencies or areas that need improvement.Step 3: Identify Strengths and WeaknessesAfter understanding your approach, carefully analyze your exam results to identify patterns in your performance. Highlight areas where you performed exceptionally well, indicating your strengths. Similarly, identify topics or sections where you struggled or did not meet your expectations, representing your weaknesses.Step 4: Seek FeedbackIf possible, seek feedback from your teachers or professors regarding your exam performance. Understand why certain answers were marked incorrectly and discuss any specific areas that require improvement. This external insight can offer valuable guidance on addressing knowledge gaps or enhancing your exam technique.Step 5: Set Realistic GoalsBuilding upon your self-reflection and feedback received, set realistic goals for your future exams. These goals should be specific, measurable, achievable, relevant, and time-bound (SMART). Forexample, aim to improve by a certain percentage in specific subject areas or complete practice questions regularly to enhance your problem-solving skills.Step 6: Devise a Study PlanNow that you are aware of your strengths, weaknesses, and goals, devise a comprehensive study plan. Divide your study time effectively, dedicating more hours to areas that need improvement. Incorporate different study techniques such as flashcards, visual aids, or group discussions to engage with the material more effectively.Step 7: Seek Additional ResourcesSometimes, textbooks or lecture notes may not provide sufficient understanding or practice opportunities. Look for additional resources such as online courses, tutorials, or study guides to supplement your learning. Utilizing a variety of resources can enhance your understanding and provide a fresh perspective on challenging topics.Step 8: Monitor ProgressAt regular intervals, monitor your progress through regularassessments or mock exams. Analyze your performance in these practice sessions to identify if your study plan and strategies are effective and if modifications need to be made. Monitoring progress helps you stay on track with your goals and make necessary adjustments.Step 9: Implement Strategies for Exam EfficiencyExam techniques and time management are essential for success. Explore strategies such as skimming through questions before starting, allocating time based on marks assigned, and reviewing answers before submission. Practicing these strategies during mock exams will help you become more efficient during actual exams.Step 10: Prioritize Self-CareLastly, remember to prioritize self-care throughout the exam review and preparation process. Take breaks, maintain a healthy lifestyle, and engage in activities that relax your mind. A healthy and rested mind is more likely to retain information effectively and perform better in exams.Conclusion:Reviewing exam results and conducting a thorough analysis allows students to understand their strengths, weaknesses, and areas for improvement. By reflecting on their approach, seeking feedback, setting realistic goals, and implementing strategies, students can enhance their future exam performance. It is a continual process that requires dedication, perseverance, and self-awareness. Remember, exam results do not define a student's intelligence or potential, but they can serve as valuable tools for growth and development.。

sci中的review综述的求职信

sci中的review综述的求职信

英文回答:Distinguished hiring manager for XXX:I have heard that yourpany has recruited a scientific staff member with experience in general writing, and I offer myself with respect. I have a wealth of scientific and practical experience, published several papers in the SCI journal, and had extensive general writing experience. Served as a team leader who collates research results and provides an overview, is familiar with the process of publishing SCI papers, has excellent writing skills and teamwork. I am convinced that I am fully inline with yourpany ' s demand for the post and that I hope to create value for yourpany.尊敬的XXX公司招聘经理:听闻贵公司招聘一位具有综述写作经验的科研人员,我怀着崇敬之情自荐应聘。

我具备丰富的科研实践经验,在SCI期刊上发表多篇论文,并有着深厚的综述写作经验。

曾担任团队领导职务,负责整理研究成果并进行综述撰写,熟知SCI论文发表程序,具备卓越的写作能力和团队协作精神。

我坚信自身完全符合贵公司对该职位的需求,有望为贵公司创造价值。

I'm an expert in generalizations, and I'm an expert in the integration of scientific information and the accurate analysis and evaluation of research results. I know the structure and format of the synthesis, and there is no pressure to write high—quality overview articles. Teamwork is also my project, and working with colleagues to achieve team goals is more than easy. I know the direction and scope of yourpany, and I have full confidence in its prospects. I am confident that my synthesis writing skills and teamwork will bring new dynamism and opportunities to yourpany.我在写综述方面可是老手啦,对整合各种科研资料可是拿手好戏,而且也能准确地分析评价相关研究成果。

基于成果导向理念、客观结构化临床考试的英文名称

基于成果导向理念、客观结构化临床考试的英文名称

基于成果导向理念、客观结构化临床考试的英文名称全文共6篇示例,供读者参考篇1What's Up with OBE and OSCEs?Hi there! My name is Jamie and I'm here to tell you all about something super important in the world of education and medicine – OBE and OSCEs. Don't worry, I'll explain what those big words mean!OBE stands for Outcome-Based Education. It's a way of teaching that focuses on what students should be able to do by the end of their studies. Instead of just cramming our heads full of facts, OBE wants us to learn skills and knowledge that we can actually use in the real world.For example, in math class, instead of just memorizing times tables, OBE would want us to be able to add, subtract, multiply, and divide numbers to solve real-life problems. That way, we're not just learning stuff by heart, but actually understanding how to use it.In medicine, OBE means that doctors and nurses need to learn how to take care of patients properly, not just remember a bunch of medical terms. They need to know how to diagnose illnesses, give the right treatments, and communicate clearly with patients and their families.Now, let's talk about OSCEs. This stands for Objective Structured Clinical Examinations. They're a type of test used to see if medical students have learned the skills they need to be good doctors or nurses.In an OSCE, students go through different stations where they have to show what they've learned. At one station, they might have to take a patient's medical history. At another, they might have to examine a pretend patient and figure out what's wrong. There could even be stations where they have to explain a condition to a patient or break bad news gently.The cool thing about OSCEs is that they're like a pretend doctor's office or hospital ward. Students get to practice their skills in a safe environment before working with real patients. It's kind of like a dress rehearsal for being a doctor or nurse!And because OSCEs are structured and objective, it means that everyone gets tested on the same things in the same way.The examiners use clear criteria to score the students, so it's fair for everyone.OSCEs are really important for making sure that new doctors and nurses have the right skills to take care of people properly. After all, you wouldn't want someone who's never really practiced examining a patient to be your doctor, would you?Both OBE and OSCEs might sound a bit confusing at first, but they're actually really great ways to make sure that students learn what they need to in a practical, hands-on way. Instead of just reading from textbooks, we get to apply what we've learned to real-life situations.So there you have it! OBE is about learning skills and knowledge we can actually use, while OSCEs test if medical students have learned those crucial skills for taking care of patients. Pretty cool, right?I hope this has helped you understand a bit more about these important concepts in education and medicine. Learning sure is an adventure, isn't it? But now you know a bit more about how we're training the next generation of awesome doctors and nurses!篇2Performance-Based and Objectively Structured Clinical ExaminationDo you know what a doctor has to go through to become a real doctor? It's not as easy as you might think! They have to study for many, many years and take lots of difficult tests. One of the hardest tests they have to take is called the "Performance-Based and Objectively Structured Clinical Examination." That's a really long name, isn't it? Let's just call it the "OSCE" for short.The OSCE is a special kind of test that allows the people training to be doctors (we call them "medical students") to show that they have learned all the practical skills they need to take care of patients. It's different from the other tests they take because instead of just answering questions on paper, they have to actually perform different medical tasks in front of examiners.Imagine you went to a pretend doctor's office, but all the patients there were just actors pretending to be sick or injured. That's kind of what the OSCE is like! The medical students go from room to room, and in each room, there's a new fake patient with a different problem. The student has to interact with the fake patient, ask them questions, examine them, and evensometimes perform procedures, like taking their blood pressure or listening to their heartbeat.But here's the really cool part – the fake patients are actually trained actors who have been given a script to follow! They have to act out their fake illness or injury in a very specific way, just like they would if they were in a movie or a play. And the examiners, who are real doctors and nurses, watch the whole thing and grade the student on how well they handle each situation.The OSCE tests all sorts of different skills that doctors need, like:Communication skills – Can the student explain things clearly to the patient and make them feel comfortable?Clinical skills – Can the student perform medical procedures properly and safely?Professionalism – Does the student behave in a respectful and ethical way?Patient-centered care – Does the student really listen to the patient's concerns and address their needs?It's kind of like a big performance, but instead of acting out a play, the medical students are acting out what it's like to be a real doctor!The best part is that the OSCE is designed to be as objective as possible. That means that it's fair and consistent for everyone who takes it. The examiners have a checklist of things they need to look for, and they grade each student based on the same set of criteria. It doesn't matter if the examiner knows the student or not – they have to judge them based only on their performance during the exam.I think the OSCE is a really cool way to test medical students because it's so practical and hands-on. It's not just about memorizing facts from a book, but about being able to actually apply that knowledge in a real-life situation. After all, that篇3What's in a Name? The Outcome-Oriented Objective Structured Clinical ExaminationHave you ever wondered why some exams have really long names that sound like someone just mashed a bunch of big words together? I sure have! Like the other day, my teacher mentioned something called the "Outcome-Oriented Objective Structured Clinical Examination" and I was like, "Whoa, that's a mouthful!"But you know what? Even though the name is super long, it actually makes a lot of sense once you break it down. Let me explain..."Outcome-Oriented" - This part basically means the exam is focused on what you can actually do at the end, not just memorizing a bunch of facts. It's about showing you've learned important skills."Objective" - This one is pretty straightforward. It means the exam tries to be fair and unbiased by having very clear rules about how it's graded. No favorites or anything like that."Structured" - Instead of just a huge test all at once, this type of exam breaks things down into different stations or sections. It has a organized plan to it."Clinical" - Now this part might sound weird since we're just kids. But "clinical" refers to the medical field and working with patients. So for doctors and nurses, this tests their abilities to take care of people properly."Examination" - Duh, it's an exam! A way to see what you've learned and how well you can apply it.So put it all together, and the Outcome-Oriented Objective Structured Clinical Examination is a special kind of test, usuallyfor future doctors and nurses. It focuses on whether they have mastered important medical skills by having them go through a series of realistic situations and stations. Their performance gets scored objectively based on clear criteria.Instead of just bubbling in answers on a printed test, this exam actually has them demonstrate their knowledge and abilities in practical ways. For example, they might have to show how to properly take a patient's vitals, give an injection, or even just explain a diagnosis clearly.From what I've heard, it's a lot more engaging than just sitting at a desk with a pencil. But it also sounds pretty nervewracking to have someone watching and grading your every move! I'm glad I don't have to take anything that intense...at least not yet!Even though it has a crazy long name, I think it's a really smart way to make sure doctors and nurses are prepared before they start taking care of real people. Just memorizing facts from a textbook isn't enough - they need to prove they can actually apply that knowledge safely in the real world. Anoutcome-oriented objective structured clinical exam seems like the best way to do that.I may only be a kid, but I definitely appreciate havingwell-trained medical professionals when I'm not feeling well. Knowing they had to pass a rigorous test focused on practical skills and objective evaluation makes me feel a lot more confident putting my health in their hands.So sure, the name is a bit of a tongue-twister. But breaking it down piece-by-piece, you can see it makes total sense for an exam with such an important role. I may just start calling it the "OO-OSC Exam" for short!I bet even professional doctors and nurses still have to remind themselves exactly what all those words mean whenever they say the full name out loud. Maybe someday I'll get to experience an outcome-oriented objective structured examination myself when I'm studying to become a doctor or nurse. If that's the case, I'll be sure to remember why the name is worth the mouthful - it represents a way of testing that helps make sure we have skilled, competent medical professionals keeping us healthy and safe.篇4Title: My Experience with the Funny Test at the Doctor's OfficeHi there! My name is Timmy, and I'm 10 years old. I want to tell you about this really weird test I had to do at the doctor's office the other day. It's called the "OSCE," which sounds like some kind of monster from a scary movie, but it's actually just a bunch of little tasks that the doctors use to check篇5Title: The Fun Test for Future DoctorsHave you ever wondered how doctors learn to take care of people? Well, it's not as easy as you might think! They have to go through years and years of studying and practicing before they can become real doctors. And one of the most important things they have to do is take a special test called the "Objective Structured Clinical Examination."Now, I know what you're thinking – "Ugh, another boring test!" But trust me, this one is actually pretty cool! You see, instead of just sitting at a desk and filling out bubbles on a sheet of paper, the Objective Structured Clinical Examination (or OSCE for short) is all about showing what you can do in real-life situations.Imagine this: You're a student doctor, and you have to go from room to room, meeting different pretend patients. In oneroom, there might be someone acting like they have a tummy ache, and you have to figure out what's wrong and how to help them feel better. In another room, there could be a pretend patient who's really scared about getting a shot, and you have to calm them down and explain everything in a way they can understand.It's kind of like playing make-believe, but with a really important purpose – making sure you know how to talk to people, listen to them, and figure out the best way to help them when they're not feeling well.But wait, there's more! The OSCE isn't just about talking to pretend patients. There are also stations where you have to show that you can do things like taking someone's blood pressure, checking their reflexes, or even giving them an injection (don't worry, it's just a pretend injection!).And here's the really cool part: You're not just being watched by your teachers or professors. There are also people called "standardized patients" who are specially trained to act like real patients and give you feedback on how you did. They'll tell you if you were kind and caring, if you explained things in a way they could understand, and if you made them feel comfortable and safe.Now, you might be wondering, "Why do they call it the'Objective Structured Clinical Examination'?" Well, that's because it's designed to be fair and consistent for everyone. Each student has to go through the same stations and meet the same pretend patients, so nobody has an advantage or a disadvantage. And the people watching and grading you have a set篇6My Big Brother's Special TestMy big brother Johnny is in medical school, and he has to take all sorts of tests and exams. Some are written tests where he has to answer questions on paper. But he also has to take these really weird practical tests called OSCEs. OSCE stands for "Objective Structured Clinical Examination." It's a big mouthful, but it's a cool name for a cool kind of test!Johnny told me all about OSCEs, and they sound like a crazy adventure! Basically, an OSCE is a test where you go through different rooms or "stations," and in each room, you have to do something different with a pretend patient or a manikin (that's a fake human body). The teachers watch you through a one-way mirror and grade you on how well you do.In one station, Johnny might have to take a medical history by asking the right questions to a person pretending to be a patient. In another, he might have to do a physical exam like checking someone's heartbeat or reflexes. And in others, he might need to explain a medical condition, show how to do a procedure, counseling, or even break bad news. It's like being a real doctor for a little while!The crazy part is that the "patients" are actors who have been trained to act out different medical cases and scenarios. So it feels totally real, even though it's just a test! Johnny says it can be pretty nerve-wracking having to perform all those tasks while being watched and graded.But here's the really neat part about OSCEs - they are based on something called the "Results-Oriented Philosophy." That means the test is focused on whether the student can actually DO the right thing, not just memorize facts. It's all about showing you have the proper skills and behaviors to be a good doctor in the real world.Instead of just writing down what you would do on paper, you have to demonstrate it for real. Can you communicate clearly with patients? Can you perform exams and procedures correctly?Can you think on your feet and handle different situations? That's what OSCEs aim to test.I think it's a great way to make sure doctors-in-training aren't just book-smart but can walk the walk when they start treating real people. Knowing the textbook stuff is important, sure, but being able to actually apply it is what really matters for keeping people healthy and safe.Johnny says the scoring for OSCEs is really specific too. The teachers have checklists of all the essential steps and behaviors they expect to see for each station. They literally check boxes as you go through each part correctly or make mistakes. It leaves no room for subjective judging - it's all based on objective criteria of what you did right and wrong. That seems super fair to me.From what Johnny describes, doing an OSCE sounds equal parts exciting and terrifying! Having to go from room to room, never knowing what kind of situation you'll face next. Having to stay calm and focused while under that pressure of being evaluated the whole time. But he says it's incredible practice for the real high-stakes situations he'll face as a doctor.I got to watch Johnny do a practice OSCE before his big exam, and it was just like being at a real clinic or hospital! Oneroom was set up as an ER trauma bay. Another looked like a regular doctor's office. They even had a fake operating room and a pediatric ward. The level of detail was awesome.Seeing Johnny quickly shift gears between taking histories, giving exams, and explaining diagnoses really drove home how skilled doctors need to be. Handling each case professionally, following proper protocols, all while making the "patient" feel comfortable and cared for. It's a lot to juggle!Johnny didn't get everything perfect, but that's why it was just practice. The teachers gave him tons of feedback on what he did well and what needs more polish. That's the beauty of OSCEs - you get to make mistakes in a safe environment and learn from them before treating real patients.I know Johnny studies really hard for OSCEs by practicing repeatedly with fake patients and studying checklists until procedures become second nature. It's intense preparation, but that's because OSCEs are all about making sure he has honestly mastered those crucial skills, not just cramming facts.When Johnny takes his real high-stakes OSCE at the end of the year, part of me will be stressed just thinking about all the challenges and pressures he'll face. But an even bigger part of me feels good knowing this crazy test exists to ensure he and hisclassmates are truly ready to be capable, skilled, and compassionate doctors that patients can trust.Objective, structured, clinical exams focused on results - it's the perfect way to see if future doctors have the right stuff when it matters most. Johnny knows his stuff cold, so I'm sure he's going to knock those OSCEs out of the park! I'll be the proudest little brother ever.。

(新)高中英语课程标准-新课标-英文版

(新)高中英语课程标准-新课标-英文版

New Course Syllable for EnglishPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recogni zes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all fiveTable 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ long-term development. In particular, teachers should heed the following:l Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l Integrate students’ English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competence Teachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, accor ding to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l Activities must have clear and achievable aims and objectives.l Activities must be relevant to students’ life experie nces and interests; the content and style should be as true to life as possible.l Activities must benefit the development of students’ language knowledge, language skills and ability to use language for real communication.l Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO’s curriculum adviso r, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Language Learning.” 1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:l Give students chances to establish their own study targets and the means of fulfilling these.l Help students to use inference, research and inquiry style methods to carry out their learning. l Develop students’ practical abilities and creative thinking by designing inquiry based activities.l Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4 Develop students’ aware ness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countriesl Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural communication1.5 Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes.l Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l Create conditions for students to study more independently through sensible use of a varietyof learning resources, such as broadcasts, print media, libraries and the Internet.1.6 Organize lively and active extracurricular activities to promote students’ English learning Teachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:l Recitalsl Songsl Story tellingl Speechesl Performancesl English cornerl English wall displaysl Cclass discussionsl ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7 Continue to develop professionallyTeachers should aim tl Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculuml Select and adjust English teaching and learning strategies according to their students’ psychological characteristicsl Develop their ability to organize and monitor activitiesl Use a variety of teaching skills and methods flexiblyl Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel Consciously deepen their knowledge of Chinese and foreign culturesl Actively and creat ively explore which teaching and learning methods best suit their students’ needs, local conditions and the objectivesl Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8 Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated.2. Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl Let students continuously experience progress and success during the learning processl Let students know their own progress and build confidencel Promote all aspects of students’ comprehensive language competencel Provide the teacher with feedback on the teaching and learning processl Help the teacher reflect on their own teaching practice and adjust it accordinglyl Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculuml Help improve educational managementl Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1 Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.l Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l Teachers should help students carry out self-assessment.l Students should be active participants and collaborators in a variety of assessment activities. l Assessment should be an organic part of teaching and learning activities.l Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2 Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in theassessment process. In order to let formative assessment become an organic part of the study process its important tl Establish an open and relaxed atmosphere for assessmentl Use both tests and other methodsl Use a combination of individual and small group assessmentl Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l Comparison and assessment of classroom learning activitiesl Self assessment of learning outcomesl A learning portfoliol Questionnairesl Interviewsl Feedback from parentsl Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3 Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4 Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:l Does the assessment help promote autonomous learning and self-confidence?l Does the assessment reflect the students’ achievements?l Does the assessment reflect the teachers’ strengths and weaknesses?l Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5 Summative assessment should focus on checking students’ comprehensive language competenceSummative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:l Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.l Listening tests shoul d check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.l Writing exams should avoid testing knowledge of phonetics or grammar in isolation.l There should be an increase in questions that require students to use English in a specific language context.l Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l Exam results should not be publicly displayed nor students ranked in order of their results. 2.6 Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities. l In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7 Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.2.8 The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here. Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as:l I can concentrate during study.l During communication I use gestures and facial expressions to help express myself.l I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.l Examples of the students’ best written homework, a s selected by themselvesl Teachers’ and parents’ observations on the students’ study situationl Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written commentsl Students’ self-assessments and reflections on their own attitude, methods and outcomes Example 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?l Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3. Exploitation and Use of Curricular Resources4. The compilation of teaching materials and guidelines for their useN.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.。

英语学术论文写作考试重点整理

英语学术论文写作考试重点整理

学术文章:Features on the lexical level:词汇上的特征①Terminology ②Nominalization ③Abbreviation ④Use of single verbsFeatures on the syntactical level 句法特征①Long complex sentenceFor accuracy to explain coplicated ideas clearly and precisely②Simple-present tenseDescribes natural phenomena, processes and makes explanation vivid and timeless③Passive voiceconvince the reader of the objectivity of the desciption④Non-finite verbsparticiples, infinitives and gerunds are freqently used in EST1:Why do you engage in scientific research ?Reasons to Engage in Scientific Research:(1)Personal interest to explore the world (2)Solving practical problems(3)Career development (4)Technological development(5)Academic exchanges (6)Academic evaluation (7)Being forced to2:What are the types, the structure and the characteristics of academic paper ?In terms of disciplines, they can be divived intoThree large categories: (1)Philosophy(2)natural science (3)social science.In accordance with a combination of the content, target, methods and other factors.①Argumentative papers ②Descriptive papers③Academic Meeting/Research Reviews ④Book ReviewsCharacteristics of Academic WritingEnglish for science and technology(EST) refers to the style used in scientific and technological activities. Their features are:(1)Objectivity(2)Clarity(3)Coherence(4)Accuracy4:Structure of a DefinitionA definition consists of three elements:(1) the term itself, (2) the category the term belongs to, (3) the features of the term.5. Criteria of a Good Definition1. Follow rules that have traditionally been given for definition.2. State the essential attributes of that which is defined.3. Give examples of usage.4. Avoid circularity.5. Must be neither too broad or too narrow nor leave out any appropriate information, nor include that which does not truly apply.6. Must not be obscure.7. Should not be stated in the negative when it can be stated positively.6:Principles of Title SelectionValue Principle Scientific Principle Innovative Principle Feasibility Principle7:Methods for Choosing a TitleIn general, there are six main methods for choosing a research title.(1) Consult your professor or an expert (2) Participate in academic conferences(3) Select from puzzling problems (4) Read books and newspapers(5) Choose from your own interests (6) Do literature reviews7:Standards for Good Titles(1) Accuracy Word choices should be accurate and reflect the actual situation.(2) Brevity Using the most succinct text possible to summarize the contents.(3) Clarity The title should clearly reflect the subject of the paper.8:Writing Formats for TitlesTitles are usually written in the following three formats:①All the letters of the title are capitalized;②The first letter of each content words of the title is capitalized;③The first letter of the title is capitalized.8:Some widely observed guidelines for the use of tables are:①The table should be self-contained.That is, it can stand alone face to face with the paper.②A table is usually placed in a position near its relevant description.③Provide each table with a number (Table 1, Table 2, etc.) and a title.④The title should be clear, concise, complete and accurate. Try to use descriptive words, not abbreviated forms.⑤The title of a table or diagram most commonly follows the same three methods as given above for the paper title.⑥The format of the column title. The first letter of the first word and proper nouns are capitalized, other words are in lowercase.⑦Notes of table. To explain the column title, abbreviations, symbols and data, add notes or footnotes at the bottom of the table.⑧Do not repeat information in a table only if it presents new information.⑨It is easier to compare numbers by reading down a column rather than across a row.9:Data collection and selection usually follow four principles:(1)Centered around the theme (2)True and verifiable (3)Typical (4)Novel 10:Three Important Steps for Data Collection and Evaluation(1)Understand types of resources. (2)Critically read and evaluate those resources.(3)Take notes effectively.10:Four important dimensions in critical thinking and reading:(1) Structure (2) Purpose (3) Audience (4) Author11:Common criteria used to access the information found on the Internet:(1) Authorship (2) The publishing body (3) Point of view or bias(4) Referral to and/or display of knowledge of the literature(5) Accuracy or verifiability of details (6) Currency12:Criteria for evaluating accuracy:评估确定性的标准(1)For a research document, the data and the research method(s) are included.(2)The methodology is appropriate to the topic and allows the study to be duplicated for purposes of verification. The document relies on other sources or includes links to the documents themselves.(3)The document names individuals and/or sources that provided non-published data used inthe preparation of the study.(4)The background information that was used can be verified for accuracy.13:Criteria for currency:精度的标准(1)The document includes the date(s) at which the information was gathered.(2)The document refers to clearly dated information.(3)Where necessary, the document includes information on the regularity of updates.(4)The document includes a publication date or a “last updated”date.(5)The document includes a date of copyright.(6)If no date is given in an electronic document, you can view the directory in which it resides and read the date of latest modification.14:Functions of an OutlineOutline can be helpful to show the hierarchical relationship or logical ordering of information.15:Reasons for creating an outline:(1)Aids in the writing process.(2)Helps organize ideas.(3)Presents material in a logical form.(4)Shows relationships among ideas in the paper.(5)Constructs an ordered overview of what is written. (6)Defines boundaries and groups. 16:Four Main Components for Effective Outlines(1)Parallelism:Each heading and subheading should preserve parallel structure. If the first heading is a verb phrase, the second heading should also be a verb phrase.(2) Coordination:All informations contained in heading 1 should have the same significance as the information contained in heading 2.(3) Subordination:The information in the headings should be more general, while the information in the subheadings should be more specific.(4) Division:Each heading should be divided into 2 or more parts.17:Types of Outlines and Samples(1)Alphanumeric Outlines:Use alphabetical letters and numerals to outline the content of essays.(2) Full Sentence Outlines:The Full sentence outline format is essentially the same as the alphanumeric outline. The main difference is that full sentences are required at each level of the outline.(3) Decimal Outlines:The decimal outline is similar in format to the alphanumeric outline.the added benefit is a system of decimal notation that clearly shows how every level of the outline related to the large whole.18:Tips for Comparison and Contrast(1) Determine the organizational style.(2) State organization so as to ensure clarity.(3) Make preferences clear in comparison or contrast essay.(4) When organizing the writing, ensure information about the items being compared and contrasted are balanced.19:How many kinds of citation are there?Two types of citation:(1) Citation as note/reference, (2) Citation as material quoted.20:What does a writer usually do with in-text citation ?①Both the name and date enclosed in parentheses.The comma between the author and the year may or may not be included based on the publisher requirements.②To make the last name of the researcher the subject or object of the sentence or clause and follow it immediately with the date of the study in parentheses.③If you wish to emphasize the date of the cited study, you can omit the parentheses。

成人高等教育学士学位英语水平考试复习指导

成人高等教育学士学位英语水平考试复习指导

01
Exam Introduction
目的与意义
重要性
Purpose and significance of the exam
该考试旨在评估成人高等教育本科生的英语水平,以确保他们具备足够的英语能力以适应学术和职业发展的需求。
随着全球化的深入发展,英语作为国际交流的通用语言,在成人高等教育中占据着越来越重要的地位。通过该考试,学生可以证明自己的英语水平,提高就业竞争力。
Guidance on Review of English Proficiency Test for
目 录
CONTENCT
Exam Introduction review strategy Analysis of exam question types Recommended exam preparation materials Exam taking skills frequently asked questions
reading comprehension
考察考生的英文写作表达能力。
写作部分主要测试考生的英文写作表达能力,包括议论文、记叙文、说明文等不同类型的写作。考生需要具备清晰的逻辑思维能力、语言表达能力以及语法和拼写准确性。
writing
考察考生对英语听力材料的理解能力。
听力部分主要测试考生对英语听力材料的理解能力,包括对话、讲座、新闻等不同形式的听力材料。考生需要具备快速捕捉关键信息、理解听力材料中的逻辑关系和细节等能力。
考试通常安排在每年的6月和12月,学生需要在规定时间内到达指定考点参加考试。
Exam format and time
时间安排
考试形式
02
review strategy

English+Review+for+the+College+Entrance+Examinatio

English+Review+for+the+College+Entrance+Examinatio
Neutral nouns can be used in both the nominative and accusative cases when referring to either male or female individuals.
04
The possessive case of nouns
02
The number of nouns
Countable noun
01
Countbe counted, such as "book", "apple", and "car".
02
Countable nouns can be singular or plural, depending on
VS
The possessive case is also used with plural nouns that end in 's' or 'x'. For example, "the boys' bikes" means that the bikes belong to the boys.
Of possessive case
Abstract nouns are not countable and cannot be used with numbers or indefinite articles. For example, "happiness" and "love" are abstract nouns.
Specific Nouns
Abstract Nouns
Abstract nouns are used to describe ideas, qualities, emotions, or other abstract concepts that cannot be seen or touched. They are always capitalized.

通过对相关文献的回顾 英语

通过对相关文献的回顾 英语

通过对相关文献的回顾英语Through a Review of Relevant Literature: EnglishThe English language has become a global phenomenon, permeating various aspects of our lives, from education and business to entertainment and communication. Its widespread use has made it an essential tool for individuals and organizations seeking to navigate the increasingly interconnected world. As a result, the study of the English language and its applications has become a subject of great interest and importance.One of the key aspects of understanding the English language is a review of relevant literature. This approach allows for a comprehensive understanding of the historical development, current trends, and future prospects of the language. By examining the work of linguists, educators, and researchers, we can gain valuable insights into the complexities and nuances of the English language.The origins of the English language can be traced back to the Germanic tribes that settled in Britain during the fifth century AD. These tribes, including the Angles, Saxons, and Jutes, brought with them their own dialects and linguistic traditions, which eventuallyevolved into what we now know as Old English. Over the centuries, English has undergone significant transformations, influenced by various historical events, cultural interactions, and linguistic borrowings.The Norman Conquest of 1066 is considered a pivotal moment in the history of the English language. The influx of French vocabulary and grammatical structures into the existing Anglo-Saxon language led to the development of Middle English, which laid the foundation for the modern English we use today. This period also saw the emergence of influential literary works, such as Geoffrey Chaucer's "The Canterbury Tales," which showcased the richness and versatility of the evolving language.As the British Empire expanded across the globe, the English language spread to new regions, taking on diverse forms and adaptations. The development of colonial varieties of English, such as American English, Australian English, and Indian English, has contributed to the linguistic diversity and dynamism of the language. These regional variations not only reflect the unique cultural and historical influences of their respective contexts but also highlight the remarkable ability of English to adapt and thrive in diverse settings.In the modern era, the importance of English as a global languagehas only continued to grow. The increasing interconnectedness of the world, driven by advancements in technology and communication, has made English a crucial tool for international cooperation, trade, and cultural exchange. The rise of the Internet and social media has further expanded the reach and influence of the English language, as it has become the predominant language of online communication and content creation.Alongside the practical advantages of English, the language has also been the subject of extensive academic study and research. Linguists, educators, and scholars have delved into the intricacies of English grammar, semantics, phonology, and pragmatics, shedding light on the complexities and nuances that make the language both fascinating and challenging to learn and master.One area of particular interest in the study of English is the field of language acquisition and learning. Researchers have explored the cognitive processes involved in learning English as a first or second language, as well as the various pedagogical approaches and methodologies employed in language instruction. This body of research has informed the development of more effective and evidence-based language teaching practices, which are crucial for supporting the ongoing expansion and use of English around the world.Another important aspect of the study of English is its intersection with other disciplines. The language's influence extends beyond the realm of linguistics, as it has become an essential component in fields such as literature, media studies, business, and international relations. The analysis of English literature, the exploration of English-language media and popular culture, and the examination of the role of English in global business and diplomacy have all contributed to a deeper understanding of the language's sociocultural significance and impact.In conclusion, a review of relevant literature on the English language reveals the remarkable complexity, versatility, and significance of this global phenomenon. From its historical origins to its contemporary manifestations, the English language has continuously evolved, adapting to the changing needs and contexts of its users. By engaging in a comprehensive examination of the research, theories, and perspectives surrounding the English language, we can gain a deeper appreciation for its enduring impact and the ongoing challenges and opportunities it presents. As we continue to explore and understand the nuances of this remarkable language, we can better navigate the increasingly interconnected world and harness the power of English to foster greater cross-cultural understanding and collaboration.。

Application+Letter+for+College+Entrance+Examinatio

Application+Letter+for+College+Entrance+Examinatio
Attention
Address the letter to the appropriate person or department, indicating their importance in the selection process
Introduction
Education Background: Discuss your academic achievements, including your grades, honors, and participation in any extracurricular activities or volunteer work Highlight any relevant courses or projects that demonstrate your interest in the field you are applying to
Grammar and spelling skills
Article structure arrangement
Creativity and Imagination
Structure of application letter
02
VS
Begin with a brief introduction about yourself, including your name, age, and current academic status Mention the reason for writing the letter and the program or position you are applying for
Work Review
Invite teachers to review students' works, point out their strengths and weaknesses, provide improvement suggestions, and help students improve their writing skills.

general discussion综合讨论 -回复

general discussion综合讨论 -回复

general discussion综合讨论-回复[general discussion综合讨论],以中括号内的内容为主题,写一篇1500-2000字文章,一步一步回答[general discussion] is a topic that encourages open and diverse conversations on various subjects. This article aims to provide a step-by-step guide on how to approach a general discussion, highlighting the importance of active listening, respecting different viewpoints, and fostering a positive and inclusive environment. By following these steps, participants can ensure a meaningful and enriching discussion experience.Step 1: Choose an Engaging TopicThe first step in any general discussion is to select a topic that is both relevant and interesting to the participants. The topic should be broad enough to allow different perspectives but specific enough to avoid excessive ambiguity. Examples of engaging topics could include climate change, the impact of technology on society, or the merits of a particular form of art. Once a topic is chosen, it is essential to clearly articulate it to the participants.Step 2: Foster a Positive EnvironmentCreating a positive environment is crucial to encourage open and respectful discussions. Begin by setting ground rules that emphasize the importance of respectful communication. Participants should be encouraged to listen actively, allow others to speak without interruption, and avoid personal attacks or insults. It is essential to remind everyone that differing opinions are valued and welcomed in a general discussion.Step 3: Active ListeningActive listening is a fundamental component of any successful discussion. It involves fully engaging with the speaker by giving them your undivided attention. To be an active listener, one should maintain eye contact, nod in agreement or acknowledgment, and avoid interrupting or formulating responses while others are speaking. By practicing active listening, participants are better able to understand different perspectives and contribute constructively to the conversation.Step 4: Respect Different ViewpointsRespecting different viewpoints is a crucial aspect of a general discussion. Everyone has the right to express their opinion, and it is important to acknowledge and appreciate the diversity ofperspectives present. Active listening allows participants to understand the reasoning behind others' viewpoints, even if they may differ from their own. Responding with respect and empathy fosters an environment where everyone feels comfortable sharing their thoughts and ideas.Step 5: Constructive ContributionWhen it comes to contributing to a general discussion, it is important to be constructive in your responses. Avoid personal attacks or dismissive statements, and instead focus on providing relevant arguments or evidence to support your viewpoint. Be open to changing your perspective if presented with convincing counterarguments. A constructive contribution helps to maintain the flow of the conversation and encourages others to engage actively.Step 6: Encourage ParticipationTo ensure a vibrant and inclusive discussion, it is essential to actively encourage participation from all participants. This can be achieved by directly asking individuals for their opinion or inviting quieter participants to share their thoughts. Additionally, avoiding dominating the conversation oneself and allowing others tocontribute their ideas helps maintain balanced discourse. The goal is to include as many perspectives as possible to enrich the conversation.Step 7: Bring Closure and RecapitulationFinally, as the discussion progresses, it is important to bring closure to the conversation by summarizing the main points discussed. This recapitulation ensures that key takeaways are highlighted and allows participants to reflect on how the discussion has influenced their understanding or perspective on the chosen topic. Ending the discussion on a positive note and expressing gratitude for everyone's contributions reinforces the importance of engaging in thoughtful conversations.In conclusion, a general discussion is an opportunity for participants to explore various topics, views, and ideas in a respectful and inclusive environment. By following these steps, participants can engage in meaningful exchanges that encourage active listening, respect for different viewpoints, constructive contributions, and a sense of inclusivity. General discussions provide a valuable platform for learning, growth, and fosteringopen-mindedness that can positively impact both individuals and communities.。

考研英语复查流程

考研英语复查流程

考研英语复查流程As the academic year winds down and the tension of post-exam relief begins to settle, many students find themselvesin a state of anticipation regarding their performance on the Graduate Management Admission Test (GMAT) or the Graduate Record Examination (GRE). For those who feel that their scores do not accurately reflect their abilities, the process of score review can seem like a lifeline. Here's a step-by-step guide on how to approach the score review process for the GMAT and GRE in the United States.For the GMAT:1. Request for Score Review: If you believe there has been an error in the scoring of your Analytical Writing Assessment (AWA), you can request a score review. This service is available for a fee and must be requested within six months of the test date.2. Process and Timeline: The Graduate Management Admission Council (GMAC) will review your AWA by a trained scorer who was not involved in the initial scoring. The process can take up to three weeks, and you will be notified of any changes to your score via email.3. Score Change: If your score changes as a result of the review, your GMAT score report will be updated, and you will receive a revised score report. If there is no change, theoriginal score stands.4. Cost and Reconsideration: Remember that the fee for the score review is non-refundable, even if your score remains the same. Also, you can only request a score review once for each GMAT test date.For the GRE:1. Score Review Policy: The GRE General Test has a different policy. You cannot request a review of your Verbal Reasoning and Quantitative Reasoning scores as they are computer-adaptive and machine-scored. However, for the Analytical Writing section, you can request a score review.2. How to Apply: To request a review, you must do so in writing within three months of your test date. Send your request, including your name, test date, and the issue you believe warrants a review, to the Educational Testing Service (ETS).3. Review Process: ETS will have a specially trained reader who did not score your original response to reevaluate it. The review is limited to the scoring of the issue you raised.4. Outcome: You will be notified of the outcome in approximately four weeks. If your score changes, you will receive a corrected score report. If not, your original scores will stand, and the issue is considered resolved.5. No Fee for Review: Unlike the GMAT, the GRE General Test does not charge a fee for the Analytical Writing score review.In both cases, it's important to approach the score review with a clear understanding of the process andrealistic expectations. While it can be tempting to hope for a significant score increase, the review process is designed to correct scoring errors, not to re-evaluate the content of your responses. It's also worth noting that the majority of reviewed scores do not change.If you find yourself contemplating a score review, take the time to reflect on your performance and the possibility of an error. It's a personal decision that should be made with careful consideration of the potential benefits and the costs involved. Remember, every point counts when it comes to competitive graduate programs, and knowing that you've done everything possible to ensure the accuracy of your scores can provide peace of mind in the highly competitive world of graduate admissions.。

去年四级英语作文题目

去年四级英语作文题目

去年四级英语作文题目Unfortunately, I don't have access to specific exam questions or prompts from past years, including the exact prompt for last year's CET-4 English composition. However, I can provide you with general advice on how to approach an argumentative essay, which is a common type of composition in English exams.When writing an argumentative essay, it's important to follow a clear structure that includes an introduction, body paragraphs, and a conclusion. Here's a general outline to help you organize your thoughts:1. Introduction: Begin by introducing the topic and stating your opinion or position clearly. Hook the reader with an interesting fact, quotation, or anecdote related to the topic. Briefly summarize the main points you will cover in the essay.2. Body Paragraphs: Develop your argument by providingevidence and examples to support your position. Each body paragraph should focus on a different aspect or evidence related to your topic. Remember to use transitional words and phrases to connect your ideas smoothly.3. Conclusion: Summarize your main points and restate your opinion or position. Conclude with a final thought or recommendation that ties back to your introduction.In terms of length, aim for at least 1000 words, but don't sacrifice clarity and coherence for the sake of word count. Make sure your essay is well-structured and easy to follow.To avoid exposing your prompt in the article, simply don't mention the specific details of the prompt or question itself. Focus on developing your argument and providing supporting evidence related to the topic.Remember to proofread your essay for grammar, spelling, and punctuation errors before submitting it. Good luck with your exam preparation!。

学术标准及展望邀请英语作文

学术标准及展望邀请英语作文

学术标准及展望邀请英语作文Academic Standards and Prospects: An Invitation to ExcellenceIn the realm of academia, the pursuit of knowledge is a never-ending journey that requires a steadfast commitment to excellence. Academic standards serve as the bedrock uponwhich the integrity and credibility of scholarly work are built. As we look to the future, it is crucial to not only maintain these standards but also to continuously refine and elevate them to meet the evolving demands of a rapidly changing world.The current landscape of academia is characterized by a rigorous set of standards that ensure the quality of research and education. These standards encompass a wide range of practices, from the peer-review process that filters out subpar research to the ethical guidelines that govern the conduct of scholars. They are designed to promote originality, critical thinking, and a deep understanding of the subject matter.However, the future of academic standards must be dynamic and adaptive. As new fields of study emerge and existing ones evolve, the criteria for evaluating scholarly work must be updated to reflect these changes. For instance, the advent of digital humanities and data science has necessitated new methodologies and tools for research, which in turn requirenew standards of assessment.The prospects for academic standards are promising, with a growing emphasis on interdisciplinary collaboration and the integration of technology into research. The use ofartificial intelligence and machine learning in data analysis can enhance the accuracy and scope of scholarly work. Additionally, open-source platforms and collaborative software are making it easier for researchers to share their findings and engage in collective problem-solving.Moreover, the future of academic standards is also tied to the broader educational goals of fostering critical thinking, creativity, and a lifelong love for learning. As such, the standards must not only be about the end product of research but also about the process of inquiry and the development of intellectual skills.Looking ahead, it is imperative that academic institutions, scholars, and policymakers work together to develop a forward-looking framework for academic standards. This framework should be flexible enough to accommodate new forms of research and robust enough to maintain the highest levels of integrity and quality.In conclusion, academic standards are the cornerstone of scholarly excellence. As we invite the future, we must ensure that these standards are not only preserved but also enhanced to meet the challenges and opportunities that lie ahead. By doing so, we can continue to push the boundaries of human knowledge and contribute to the betterment of society.。

【SSCI语言系列5】Generalliteraturereview

【SSCI语言系列5】Generalliteraturereview

【SSCI语言系列5】GeneralliteraturereviewGeneral literaturereview时会用到的一些句子。

部分小站君做了注释,大部分没有注释。

更多内容敬请关注我们即将推出的SSCI系列课程。

#1SSCI文献回顾对待其他作者应温和,故此需要一些模糊语言。

比如以下句子当中的generally,suggest, tend, seem and appearA numberof/Numerous scholars have…217. conductedresearch on ____218. investigatedwhy ____219. noted that____220. correctlyobserved that ____221. examined therole of ____222. consideredthe implications of ____223. recognizedthe importance of ____224. sought toproblematize ____225. pointed outthat ____226. suggestedthat ____227. attempted toidentify ____228. proposedtheories to explain ____229. foundevidence that ____230. sought tounderstand phenomena such as ____231. offeredexplanations for ____232. argued that____233. contended[44] that ____234. argued infavor of/against ____235. voicedconcern about ____236. taken issuewith ____237. grappled withthe issue of ____238. openlyquestioned whether ____239. raised doubtsregarding ____240. stressed theimportance of ____241. carried outempirical studies on ____242. drawnparallels between ____ and ____243. turned theirattention to ____244. providedempirical evidence supporting ____245. writtenextensively about ____246. made theclaim that ____247. acknowledgedthe fact that ____248. It isgenerally agreed that ____249. Most of theresearch on ____ suggests ____250. Currentresearch seems to indicate that ____251. Currentstudies appear to support the notion that ____252. Recentresearch hastended to show ____253. In theliterature on ____, there seems to be general agreement that____254. It isgenerally accepted wisdom that ____255. Empiricalevidence appears to confirm the notion that ____#2256. Definitionsof ____ emerging from ____ include ____257. Theliterature on ____ has its roots in ____258. Proponents of____ have pointed out that ____259. Despitedifferences in ____, there are areas of agreement.260. Another areaof (dis)agreement among researchers is ____261. Mostresearchers working in the area of ____ agree on/that ____262. Much of thedebate over ____ has revolved around ____263. Much previouswork on ____ has focused on ____264. A recent lineof research has focused on ____265. ___ hasgenerated an impressive amount of research.266. Previousresearch [46] has supported the hypothesis that ____267. There is agrowing body of research on ____268. Previousstudies have demonstrated ____boratory-based studies have clearly shown ____270. Aconsiderable amount [47] of research has focused on ____271. Past studieshave yielded some important insights into ____272. Past studieshave hinted at a link between ____ and ____273. A number ofstudies have explored the relationship between ____ and____274. A recent lineof research has established that ____275. The existingliterature emphasizes ____276. The currentliterature on ____ suggests that ____277. The review ofthe literature shows that ____278. Currenttheories hypothesize that ____279. A widelyaccepted hypothesis [48] is that ____280. Empiricalevidence has supported the claim that ____281. The idea that____ is central to theories of ____282. While thereis wide agreement that ____, views differ on ____283. While there isbroad agreement that ____, it remains controversial whether ____284. While earlystudies suggested that ____, laterresearch seems to indicate that ____285. While it isgenerally agreed that ____, there is less consensus over whether or not ____。

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General Review for End-term Examination Put the following sentences into Chinese.1. Just because you aren’t seeing eye to eye doesn’t mean you’re enemies.2. But there was in her a certain pride and love of labor with which manymembers of the labor force have been blessed.3. The good name my father and mother had earned brought our whole family the respect of our neighbors.4. Well-intentioned though they may be, such explanations usually add to the complainer’s anger because they come across as excuses.5. Our fault lies not so much with our economy or with our politics as within ourselves, our values and our image of a good life.6. It is more than just clothing and hairstyles that are in style one year and out of date the next; it’s a whole way of living.Structure1. I just saw John at the bookstore. I didn’t think he _______ back until tomorrow.A) was to come B) is to comeC) will come D) is coming2. The raincoat is worthy _______.A) buying B) to be boughtC) to buy D) being bought3. It wasn’t so much that I disliked her ____ that I just wasn’t interested in the whole business.A) such B) than C) so D) as4. _____ to speak when the audience interrupted him.A) Not until he began B) No sooner had he begunC) Hardly had he begun D) Scarcely did he begin5. I prefer this diagram _______ that one.A) to B) instead ofC) better than D) more than6. It is because she is too inexperienced _____ she does not know how to deal with the situation.A) so B) that C) so that D) therefore7. ______ you need help, please let me know at once.A) As B) While C) If D) Even if8. They lost their way in the forest, and ______ made matters worse was that night began to fall.A) that B) it C) which D) what9. _______, the boy stood there still.A) Having shocked B) ShockingC) Greatly shocked D) Being shocking10. Clearly the children don’t see the importance of self-control. ____ theproblem is.A) That’s where B) That’s howC) That’s why D) That’s whether11. I believe the time will come ______ there will be no wars in the world.A) when B) which C) where D) that12. Although Nina wrote stories and poems as a child, ______ she wastwenty-three.A) her first real success came not untilB) her first real success did not come untilC) her first real success did come not untilD) her first real success came until not13. Hard ______ he studied, he did not pass the exam.A) while B) since C) as D) although14. As is generally agreed, a home without love is not ______ a home as abody without soul in a man.A) as such B) such C) much of D) so much of15. It was not until she arrived in class ______ realized she had forgotten herbook.A) and she B) when she C) she D) that she16. The great use of school education is not so much to teach you things_____ to teach you the art of learning.A) than B) but C) as D) rather than17. The composition is well written ______ some minor grammatical mistakes.A) except B) except for C) besides D) in addition to18. The size of the audience, ______ we had expected, was well over onethousand.A) as B) who C) that D) whom19. ______ you do it or not is none of mine business.A) Either B) If C) Whether D) That20. Scarcely had they settled themselves in their seats in the theater ___ thecurtain went up.A) than B) as soon as C) while D) when21. There is disagreement as to _______ is more suitable for the job, Jack orBrown.A) who B) which C) whom D) what22. He kept playing video games before the examination. That’s _______ hefailed.A) when B) what C) why D) where23. This is only a part of the story, the next ______ in the next few lessons.A) continues B) is to be continuedC) is continued D) to be continued24. The manager promised to keep me _____ of how our business was goingon.A) inform B) informedC) informing D) to be informed25. It is reported that about 3 percent of the world population are in possessionof over 95 percent of the world’s total wealth, ______ about 15 percent are suffering from food shortage.A) while B) that C) when D) which26. It is agreed that no one _______ until the police arrive on the scene.A) can leave B) leaves C) is to leave D) leave27. By the time he was twenty, he _____ the top pianist in the world.A) became B) was becomingC) has become D) had become28. So deeply _____ that he didn’t hear the shout for help.A) did he sleep B) he sleptC) he was sleeping D) he did sleep29. He ______ have gone to Beijing, for I saw him two minutes ago.A) mustn’t B) can’t C) needn’t D) should30. Five minutes earlier, ______ you could have met him.A) and B) or C) but D) so31. _____ a pity you won’t be back before I leave for Beijing.A) That B) Its C) How D) What32. The Great Wall is known for its beauty ______ its grandeur.A) the same as B) the sameC) as well as D) as well33. The hours _______ the little child spends in front of the television surelyaffects his view of life.A) that B) in which C) when D) of which34. _____, she can operate on a patient with the help of some doctors.A) As she is a nurse B) As nurse she isC) Nurse as she is D) As a nurse she is35. He prefers historical novels to romantic ___.A) one B) ones C) those D) novel36. He goes to work by bus now. He _____ have lost his bike.A) would B) might C) needn’t D) couldn’t37. It _____ at the last minute ______ he told us the truth.A) had been…when B) was…whenC) wa s…which D) was…that38. All things ______, the planned trip will have to be called off.A) be considered B) consideredC) having considered D) considering39. America will never have again as a nation the spirit of adventure as it_______ before the West was settled.A) was B) could C) did D) would40. There is no doubt that if it _______ for your help, we would not have beensuccessful in the project.A) hadn’t been B) had not hadC) hasn’t been D) were not41. The disease is believed to ______ in the country months before.A) spread B) have spreadC) be spread D) been spread42. Linda and Mary talked merrily in the waiting-room, as if they _____ eachother for a long time.A) knew B) had knownC) know D) would have known43. I’d like to see the film again, even if it cost _______.A) as twice much B) as much twiceC) twice as much D) much as twice44. They were the boy Scouts ______ to help elderly people cross the street.A) whose task it was B) who was the taskC) it was whose task D) whose task was it45. The theory is of great importance _____ the hotter a body is, the moreenergy it radiates.A) what B) which C) how D) that46. My brother doesn’t like shopping, nor _____ traveling.A) he likes B) he does likeC) is he like D) does he like47. I _____ you yesterday, but I was busy with my work all day long.A) should have called B) calledC) must have called D) might call48. Attitudes toward divorce are changing ____ attitudes toward marriagehave changed.A) just similar to B) the sameC) as same as D) just as49. Tom and Mike were late this morning, but _____ students were all on time.A) the other B) other C) the others D) others50. Sometimes it is the way people say things, _____ what they actually saythat tells us whether they are serious or not.A) more than B) less thanC) rather than D) other than51. In some countries, _____ is called “equality” does not really mean equalrights for all people .A) which B) that C) what D) one52. There was in her a certain pride and love of labor with ______ may members of the labor force have been blessed.A) this B) it C) that D) which53. You _____ all those calculations! We have a computer to that sort of thing.A) needn’t have done B) must have doneC) can’t have done D) could have done54. He never came to see her. _____ her money.A) Nor he did ever give B) Nor did he ever giveC) Nor ever he did give D) Nor he ever gave55. She _____ at the church door but there was in her a certain pride and loveof labor.A) must have begged B) shouldn’t have beggedC) could have begged D) must not have begged56. Mother uttered a half-choked cry, _____ a corpse had entered the room.A) as though B) unless C) even though D) while57. _____ at the news, we tried to keep ourselves calm.A) As we were excited B) Excited as we wereC) As excited we were D) We were as excited58. If _____ for the accident, she could have been the first woman to travel inspace.A) it had not been B) there had not beenC) it had not had D) there were not59. She flushed _____ she realized that she had asked a silly question.A) at the moment B) the moment whenC) for the moment D) the moment60. In fact, she was _____ sick that someone called a doctor.A) very B) much C) so D) terriblyVocabulary1. They’ve been charged with ______ guns and explosives.A) owing B) proceeding C) owning D) possessing2. Everything in the party _______ the hoste ss’s thoughtfulnessA) heard of B) leaned on C) spoke of D) counted out3. On weekends, their landlady provided dinner ______ breakfast.A) with the help of B) as well asC) because of D) as soon as4. Mary’s voice _______ with anger as she told us about her husband’sshamelessness.A) trembled B) staggered C) uttered D) recovered5. If you undertake this task, you must be ready to ______ hardships.A) fulfill B) endure C) contribute D) inform6. The bridge was built over 100 years ago and was not designed to take the ____ of modern traffic.A) property B) bundle C) load D) pump7. Please write informing the bank _______ your new address.A) at B) for C) in D) of8. The sofa ________ under her extreme weight.A) collapsed B) undertook C) contributed D) muttered9. She began to feel better, and as soon as she was able to stand ______ her feet once more, she resumed her washing.A) with B) on C) to D) by10. Her father died leaving them _______.A) faithful B) wrinkled C) stubborn D) penniless11. She tried aerobics but it was too ____ for her.A) significant B) effective C) energetic D) hostile12. Although Barry was poor he was basically ______ with his life.A) typical B) content C) believable D) satisfactory13. We must make the document absolutely clear to ensuremisunderstandings do not ______.A) arouse B) raise C) rise D) arise14. The tour gave the ____ opportunity of seeing what life was really like in thedesert.A) unique B) hostile C) effective D) alert15. She is a good manager, because she never _____ dealing with theproblems of her staff.A) bothers B) avoids C) packs D) complains16. “Did you apply for that job?” “Well, I was very ______ but in the end Idecided not to.A) mentioned B) attempted C) maintained D) tempted17. His father ____ to interfere too much in other people’s business.A) tends B) refers C) mentions D) bothers18. Local residents have been _______ about the noise from the airport.A) attempting B) avoiding C) launching D) complaining19. Doctors soon realized that the drug was also _______ against a widerange of infections.A) hostile B) alert C) effective D) efficient20. This sort of sweet food is ______ of the food in the south of the country.A) selfish B) typical C) significant D) unique21. A couple of _____ readers wrote to the newspaper to point out the mistake.A) hostile B) typical C) selfish D) alert22. The major problem with his ______ is that he assumes that everyoneagrees with him.A) discipline B) argument C) hostility D) temper23. Maintaining classroom _____ is the first task of every teacher.A) dignity B) difference C) discipline D) direction24. Railways are the most important _______ of transport for the economy.A) model B) site C) mode D) strip25. Why did nobody _____ to tell me something was wrong?A) bother B) stall C) melt D) launch26. His wife _______ seeing you the other day in the street.A) complaining B) mentioned C) completing D) managing27. Mr Lydon was openly ___to our suggestions and refused to discuss themfurther.A) hostile B) typical C) unique D) individual28. He found it hard to keep his _______ with so many things going wrong.A) discipline B) humor C) complaint D) temper29. The new computer software is highly ______ and can do much more thanthe old version.A) typical B) leisurely C) refined D) energetic30. If the ____ of the tumor takes place early enough, the patient will becompletely cured.A) removal B) arrival C) discipline D) tradition。

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