最新研究生学术英语写作教程Unit-7-Concluding-Research
学术英语（社科）Unit7原文及翻译.doc
Introduction: Understanding the Impact of New Media on Journalism 1Journalism is undergoing a fundamental transformation, perhaps the most fundamental since the rise of the penny press of the mid-nineteenth century. In the twilight of the twentieth century and the dawn of the twenty-first, there is emerging a new form of journalism whose distinguishing qualitiesinclude ubiquitous news, global information access, instantaneous reporting, interactivity, multimedia content, and extreme content customization. In many ways this represents a potentially better form of journalism because it can reengage an increasingly distrusting and alienated audience. At the same time, it presents many threats to the most cherished values and standards of journalism. Authenticity of content, source verification, accuracy, and truth are all suspect in a medium where anyone with a computer and a modem can become a global publisher.2Although the easy answer is to point to the Internet, the reasons for the transformation of journalism are neither simple nor one-dimensional. Rather, a set of economic, regulatory, and cultural forces, driven by technological change, are converging to bring about a massive shift in the nature of journalism at the millennium.3The growth of a global economic system, made up of regional economies, all interrelated (witness the volatility in the world‟s financial markets in August 1998, when drops in Asian and Russian markets triggered drops in European and U.S. markets) and increasingly controlled by multinational corporate behemoths, has rewritten the financial basis for journalism and the media in general. Deregulation, as outlined in the U.S. Telecommunications Act of 1996 and简介：了解新媒体对新闻的影响1新闻业正在发生根本性的变革，或许最根本的变革是十九世纪中叶的便士报的崛起。
学术英语-综合-Unit-7.pptx学术英语-综合-Unit-7
Unit 7
Sociology
Text A Supplementary information
1. Life satisfaction
Life satisfaction is the way a person perceives how his or her life has been, how they feel about and where it is going in the future. It is a measure of well-being and may be assessed in terms of mood, satisfaction with relations with others and with achieved goals, self-concepts, and self-perceived ability to cope with daily life. It is having a favorable attitude of one’s life as a whole rather than their current feelings. Life satisfaction has been measured in relation to economic standing, amount of education, experiences, and the people’s residence as well as many other topics.
学术英语 综合
Academic English — An Integrated Course
Unit 7
Sociology
Unit Contents
Unit objectives
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Unit 7BehaviorPreviewCheating or plagiarism is not new to us all. In such an age of information explosion，various new forms of plagiarism occur with the development of the Internet，and we develop corresponding antiplagiarism technology to counter them. The due blame and penalty，of course, lie on the plagiarists. But this seems not the whole story。
Should teachers be tolerant of such behavior? Or is it a right for plagiarists to choose plagiarism？Part I Text ReadingWarm-upI. What is plagiarism？ How to avoid it？College and university students are required to write research papers。
英语学术论文写作PPTunit7
The above example consists of three paragraphs and is made up of 280 words. It includes such information as purpose, method, scope of the paper (problems addressed), and conclusion. Passive voice (It is argued that ...) is used to downplay the author and emphasize the conclusion.
最新研究生英语系列教材上unit7-原文+翻译
Unit SevenON HUMAN NATURE Frank and Lydia Hammer我对人类的了解越多，对他们的期望就越低。
和以前相比，我现在常常以较宽松的标准把一个人叫做好人。
——塞缪尔·约翰逊博士论人性弗兰克，莉迪亚·汉默尔Human nature is the basis of character, the temperament and disposition; it is that indestructible matrix upon which the character is built, and whose shape it must take and keep throughout life. This we call a person's nature.人性是性格、气质和性情的基础，性格正是基于这种牢不可破的基质之上的，它必须以这种基质的形式存在，并将它保留终生，这种基质，我们称之为一个人的本性。
The basic nature of human beings does not and cannot change. It is only the surface that is capable of alteration, improvement and refinement; we can alter only people's customs, manners, dress and habits.A study of history reveals that the people who walked thisearth in antiquity were moved by the same fundamental forces, were swayed by the same passions, and had the same aspirations as the men and women of today. The pursuit of happiness still engrosses mankind the world over.人类的本性不会也不能改变，只有一些表面特征才会变化、改善和进一步提升；我们可以改变人们的风格、举止、衣着和习惯。
研究生学术英语答案Unit-7
Professor Hall: 7) W__i_th__a_ll_d_u_e_r_e_s_p_e_c_t , Mr. Vice President, the cost of doing nothing could be even higher. Our climate is fragile. 8) _A_t_th_e__r_a_te_ we’re burning fossil fuels and polluting the environment, the ice caps will soon disappear.
Arabian Reporter: I’m 2) c_o_n_f_u_s_e_d . I thought you were talking about global warming, not an ice age.
Section A Part 2 Watching & Listening
Professor Hall: Yes, it is a paradox, but, global warming can 3) t_r_ig_g_e_r a cooling trend. Let me explain. The Northern Hemisphere owes its temperate climate to the North Atlantic current. Heat from the sun arrives at the 4) e_q_u_a_t_o_r and is carried north by the ocean. But, global warming is melting the polar ice caps and 5) d_i_s_ru_p_t_in_g_this flow. Eventually it will shut down, and when that occurs, there goes our warm climate.
最新研究生学术英语写作教程Unit-3-Reviewing-Literature
最新研究⽣学术英语写作教程Unit-3-Reviewing-Literature Unit 3 Reviewing LiteratureObjectives:- Learn how to formulate a research problem- learn how to cite other people’s previous work- Try to be critical and related in your reviewing- Avoid plagiarismContents- Reading and discussion: sample introduction and elements in literature review.- Language focus: tense in citation and citing verbs- Writing practice: information prominent citation, author prominent citation, and weak author prominent citation- Literature reviews related to your research- No plagiarism- Classroom extension: literature review of the social effects of tourism on developing countries1.Reading Activity1.1 Pre-reading TaskA literature review is not just a summary of what you have read. It focuses on a specific topic of interest to you and includes a critical analysis of relationship among different opinions and then relates this review to the work of your own. It may be written as a stand-alone paper or to provide a theoretical framework and rationale for a research study to become a part of the introduction section, especially in term papers or journal articles. However, in a thesis or dissertation it will be an entire chapter.Read the sample introduction below and think about the following questions:What is the purpose of writing a literature view?What elements does an introduction include?How do we relate other people’s previous work to our present research?How do we cite other people’s previous work?1.2 Reading PassageIntroductionThe poor have traditionally t aken the brunt of the blame for causing society’s many problems including, more recently, environmental degradation. There is a general consensus that poverty is a major cause of environmental degradation. For example, in one of the conclusions of the Bruntland Commission Report, which incidentally has been accepted as the blue print for environmental conservation, it was explicitly stated that poverty is a major cause of environmental problems and amelioration of poverty is a necessary and central condition of any effective programs addressing the environment. Following similar lines, Jalal (2010), the Asian Development Bank's chief of the environment department says, "It is generally acceptedthat environmental degradation, rapid population growth and stagnant production are closely linked with the fast spread of acute poverty in many countries of Asia". The World Bank joined the consensus when in the 2011 World Development Report, the Bank explicitly stated that, “poor families who have to meet short term needs mine the natural capital by excessive cutting of trees for firewood and failure to replace soil nutrients ” (World Bank 2011).However, there has been a rising trend in the economic literature which disputes the conventional theory and argues that simple generalizations of this multi-dimensional problem are erroneous and that a more complex set of variables are in play (Leach and Mearns, 2012). These studies point to demographic, cultural, and institutional factors as important variables in the poverty-environmental degradation nexus. An intricate web of factors plus the existence of feedback loops from environmental degradation to poverty makes the process of identifying causality links,if any, between environmental degradation and poverty a difficult exercise. However, these studies have been few and isolated and it is interesting to note that until recently, there has been very little in-depth coordinated empirical research in the economics of environmental degradation-poverty causality relationships.This brings to the purpose of this study. Both poverty and environmental degradation have been increasing in many developing countries; hence there is a pressing need first to evaluate and analyze the poverty-environmental degradation nexus, and second, to prescribe policy options to mitigate or eradicate these two problems.The primary objective of the paper is to analyze critically the existing literature on the poverty-environmental degradation nexus and try to make "some order out of the chaos" inherent in this complex and difficult subject. For this paper, our analysis is limited to the following four main natural resources which are under serious threat of degradation in many developing countries: i) forests; ii) land; iii) water; and iv) air. Biodiversity is excluded at this point because the preliminary literature search found only scattered and inconclusive information. However, it should not be inferred that biodiversity is less important than the four resources chosen; indeed it is an area which needs particular attention in the future.Once the natural resource sectors have been identified, a cause, impact and feedback analysis is carried out. In this manner, we hope first to identify the main agents and the degree of their contribution towards the destruction of the environment and second, the incentives or motivating factors encouraging their unsustainable activities. The impact and feedback analysis should highlight the main impacts arising from the degradation activities and the socio-economic effect these impacts have across the various income groups in the economy.1.3 Reading Comprehension1.3.1 List different opinions on poverty and environmental degradation/doc/b6fe811efc0a79563c1ec5da50e2524de518d0b3.html nguage Focus2.1Tense in citationPresent tense - Authors mostly use the present tense verbs to show their opinion on another person's research, relate what other authors say or discuss the literature, theoretical concepts, methods, etc. However, the simple past and present perfect are also possible verb forms in this case. Look at these examples in the present tense: ?Nelson (1995) remarksJones (2005) stressesMorison (2000) advocatesZhang (2007) claimsZhambhi (2008) arguesPast tense - When you use the past tense, the reporting verb often occurs as an integral citation. In other words, citations with past tense verbs and named researchers as subject seem to have the discourse role of providing particulars for recounting events, results found or a preceding generalization or the basis for a claim, etc. In the example below, the citation reports the results of a single study.Carlson and Benton (2007) found that as they increased the participants’stress levels, the results of their performance deteriorated.Common verbs in the past tense are: investigated, studied, compared, analyzed, found, and examined.Present perfect - The present perfect tense can be used to state that the research results are recent, expressing what has been found over an extended period in the past and up to the present to highlight the direct relevance of previous studies to the writer's own research. Look at the following example:Although the results of pervious studies showed that further research was warranted in this area, recent studies have demonstrated that educational methodology is now moving in a new direction (Jones, 2007; Karstal, 2008).2.1.1 Check the sample introduction and complete the following table.2.2Citing verbsIt is important that you learn how to cite information in a correct way. There are certain conventions to follow when citing someone’s work. Words like “say”,“tell”, and “ask” are normally used in oral conversation s but are not appropriate in formal academic writing. The following table illustrates some appropriate words to use for reporting the work of others.Verbs for sayingJalal (1993) claimsbelievesthinksassumesindicatesnotesremarksstatesshowspoints outthat …More Verbs for sayingJalal’s (1993) study suggestsconsidershypothesizesconcludescommentsemphasizesillustratesproposesestablishesmaintainsthat…Verbs responding to others’opinionsThe analysis of the Jalal’s report accepts admitsagreesdoubtsthat …deniesarguescomments Verbs for saying a second time Jalal (1993) further/additionally asserts explainsconfirmsmaintainsadvocatesthat …Poor patterns show that the writer has a mere grasp of the literature:Jalal (1993) says that …The Asian Development Bank (1992) states that … Leach and Mearns (1995) argue that …Better sample shows some critical thinking and sentence variety:Jalal (1993) reports that his study of … shows … The findings are supported by the Asian Development Bank (1992) replication of … Although both these studies focus on …. They have ignored … According to Leach and Mearns (1995), …2.2.2 Read three extracts on the issue of poverty and crime. Use the verbs above to cite opinions on poverty and crime.3. Writing Practice3.1 Using referencesUse citation to develop your own argument.Below are examples of parts of paragraphs using three different citation methods (The references cited have been invented for demonstration purposes only). Thesemethods can be called information prominent, where the focus of the sentence is only on the information being presented; author prominent, where the name of the author of the information is given prominence in the sentence; and weak author prominent, where the ideas of author(s) are given prominence, but authors’ names do not appear in the main part of the sentence. Observe how the different methods contribute to the way in which the writer’s argument is developed.Information prominent citationShrinking markets are also evident in other areas. The wool industry is experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers (Smith, 2000).This is the default style in many areas of science. However, there are two other options, which should also be part of a writer’s repertoire, for use when appropriate. Author prominent citationShrinking markets are also evident in other areas. Smith (2000) argued that the wool industry was experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers. However, Jones et al. (2004) found that industry difficulties were more related to quality of supply than to demand issues. It is clear that considerable disagreement exists about the underlying sources of these problems.Weak author prominent citationShrinking markets are also evident in other areas. As Smith (2000) pointed out, the wool industry is experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers.3.1.1 The following is a chart describing people living on less than 1.25 dollars.Look at the following chart and practice citing these figures by using three different types of citation.Figure: Poverty headcount ratio at $1.25 a day (% of population)Created By Swati Revankar from World Bank, 2012 Information prominent citationAuthor prominent citationWeak author prominent citation3.2 Relating literature to your researchIt is easy to write a bad literature review and difficult to write a good one. The main mistake that a lot of people make is to write a literature review that looks like this:LITERATURE REVIEWUntil recently many researchers have shown interest in the field of coastal erosion and the resulting beach profiles. They have carried out numerous laboratory experiments and field observations to illuminate the darkness of this field. Their findings and suggestions are reviewed here.JACHOWSKI (2008) developed a model investigation conducted on the interlocking precast concrete block seawall. After a result of a survey of damages caused by the severe storm at the coast of USA, a new and specially shaped concrete block was developed for use in shore protection. This block was designed to be used in a revetment type seawall that would be both durable and economical as well as reduce wave run-up and overtopping, and scour at its base or toe. It was proved that effective shore protection could be designed utilizing these units.HOM-MA and HORIKAWA (2008) studied waves forces acting on the seawall which was located inside the surf zone. On the basis of the experimental results conducted to measure waves forces against a vertical wall, the authors proposed an empirical formula of wave pressure distribution on a seawall. The computed results obtained by using the above formula were compared well with the field data of wave pressure on a vertical wall.SELEZOV and ZHELEZNYAK (2009) conducted experiments on scour of sea bottom in front of harbor seawalls, on the basis of the theoretical investigation of solitary wave interaction with a vertical wall using Boussinesque type equation. It showed that the numerical results were in reasonable agreement with laboratory experimental data.3.2.1 Consider again the purposes of writing a literature review. See if you can answer the following questions about the literature review above:1. What questions does this literature review answer?2. What questions doesn't it answer?3. Which method has the writer used to organize the literature review?4. Is it a good literature review? Why?3.3 Avoiding plagiarism3.2.1 Below are two versions of the same information, adapted from the Introduction by McNeill et al. (2007). Decide which version has the problem of plagiarism and identify where the writer has plagiarizedVersion 1:Russell and Fillery (2006), using a stem-feeding technique, have shown that in situ 15N-labelling of lupin plants growing in soil cores enabled total belowground N to be estimated under relatively undisturbed conditions, but they indicated that the technique was not adaptable to all plants, particularly pasture species.Version 2:Russell and Fillery (2006), using a stem-feeding technique, have shown that insitu 15N-labelling of lupin plants growing in soil cores enabled total belowground N to be estimated under relatively undisturbed conditions. However, this technique is not adaptable to all plants, particularly pasture species.4. Writing ProjectWrite a literature review for your research by the following steps:1. Problem formulation—which topic or field is being examined and what are its component issues?2. Literature search—finding materials relevant to the subject being explored3. Data evaluation—determining which literature makes a significant contribution to the understanding of the topic4. Analysis and interpretation—discussing the findings and conclusions of pertinent literature5. Relate the review to your research topicYou are preparing to write an essay entit led “The social effects of tourism on developing countries”. Read the following abstract and then try to write a literature review relating to the topic according to the above mentioned steps:AbstractTourism is the fastest growing industry internationally. Popular areas of study are the economic, environmental and sociocultural impacts of tourism in developing countries. Very few studies have been conducted on the impact of tourism on the hosts’ health status. Nowadays, the emergence of new infectious diseases or there-emergence of diseases are causing concern and travel is a major contributor to their spread. The objectives of this study were: to review literature related to the topic as a background for future research; to explore if findings from a field trip to Easter Island/Chile and Peru support the hypotheses derived from the analysis of publications; to recommend a range of research topics based on the outcome of this study; and to propose elements of a framework for the assessment of health impacts of tourism. The findings suggest that there are considerable gaps in the current knowledge on tourism’s health impacts. Potential indirect and direct health impacts have been identified. Workplace health and safety concerns in relation to local tourism employees have been raised. A wide range of research topics has been suggested based on these findings. Finally, elements of a possible framework for understanding tourism’s health impacts and their interrelationships have been identified.Sources from: Irmgard Bauer, THE JOURNAL OF TOURISM STUDIES Vol. 10, No. 1, MAY ‘99 115. Final ChecklistHere is a final checklist for writing Introduction (including literature review). Use it to check what you have written in the previous task.。
学术英语(人文)Unit 7
Unit Contents
• Lead-in • Text A • Text B • Text C • Academic Language and Discourse • Listening • Speaking • Writing
Unit 7 Truth and Objectivity in Historical Research
Suggested answer:
(To be continued)
Unit 7 Truth and Objectivity in Historical Research
Text A
Classroom activities
The Empirical Approach to Historical Research
Unit 7 Truth and Objectivity in Historical Research
Text A
Supplementary information
The Empirical Approach to Historical Research
Work in pairs to compare your answers to the questions in Task 2 / Critical Reading and Thinking / Text A. P130
Unit 7 Truth and Objectivity in Historical Research
Text A
Supplementary information
The Empirical Approach to Historical Research
Third, the epistemic values and religious beliefs are also swing factors. Even Leopold von Ranke, the founder of history as an academic discipline, was under the influence of his religious belief as he maintained that every state was given a moral character from God. The historian may not be aware of personal bias which could well be rooted in his mythic assumptions.
新时代研究生学术英语教程1第七单元
新时代研究生学术英语教程1第七单元全文共6篇示例，供读者参考篇1A Guide to Academic Writing for Little ScholarsHi there, little friends! Today, we're going to learn all about academic writing. It's a super important skill that will help you become a brilliant writer and researcher when you grow up. Get ready to dive into the exciting world of essays, reports, and research papers!First things first, what exactly is academic writing? It's a special way of writing that follows certain rules and styles. It's used by scholars, professors, and students to share their ideas, findings, and knowledge with others in their field of study. Unlike the stories you read for fun, academic writing has to be clear, organized, and based on facts and evidence.Now, let's talk about the different parts of an academic paper. Every paper needs to have an introduction, body paragraphs, and a conclusion. The introduction is like the doorway to your paper. It's where you tell your readers whatyour paper is all about and why it's important. You can also include your main idea or thesis statement here.The body paragraphs are the meat of your paper. This is where you present your arguments, evidence, and examples to support your main idea. Each paragraph should focus on one main point and include supporting details and examples to back it up. Remember to use transition words like "firstly," "secondly," and "furthermore" to help your readers follow your ideas smoothly.The conclusion is like the grand finale of your paper. Here, you'll summarize your main points and restate your thesis statement. You can also share your final thoughts or suggestions for future research on the topic.But wait, there's more! Academic writing also has its own special language and style. You'll need to use formal and precise language, avoid contractions and slang words, and use technical terms specific to your field of study. Additionally, you'll need to cite your sources properly whenever you use information or ideas from other authors. This helps to give credit where it's due and shows that you've done your research.Now, let's talk about some tips and tricks to make your academic writing shine:Plan ahead: Before you start writing, make an outline or a mind map to organize your thoughts and ideas. This will help your paper flow smoothly and stay on track.Use evidence: Remember to support your arguments and claims with concrete examples, facts, and evidence from reliable sources. This will make your paper more convincing and credible.Stay objective: Academic writing should be objective and unbiased. Avoid using personal opinions or emotional language, and focus on presenting facts and analysis.Edit and revise: Once you've finished your first draft, take a break and come back to it with fresh eyes. Read through your paper carefully and make any necessary corrections or improvements.Get feedback: Ask your teacher, parents, or friends to read your paper and provide feedback. Fresh perspectives can help you identify areas for improvement and make your writing even better.Well, there you have it, little scholars! Academic writing may seem a bit challenging at first, but with practice and determination, you'll become a pro in no time. Remember to follow the guidelines, use clear and precise language, and alwayssupport your ideas with evidence. Who knows, one day you might write a groundbreaking research paper that changes the world!Happy writing, and never stop exploring the wonderful world of knowledge!篇2A Fun Journey Through Unit 7Hey there, kids! Are you ready to embark on an exciting adventure through Unit 7 of our awesome English textbook? Get ready to explore the fascinating world of academic writing and discover some cool tips and tricks along the way!First things first, let's talk about the main topic of this unit: writing a research paper. Now, I know what you're thinking, "Research papers? That sounds super boring!" But trust me, it's way more interesting than you might think.Imagine you're a detective on a mission to solve a big mystery. You have to gather clues, analyze evidence, and present your findings in a clear and organized way. That's exactly what you're doing when you write a research paper! You'reinvestigating a specific topic, collecting information from different sources, and then putting it all together in a report.Now, before you start writing, you need to have a solid plan. This is where the outline comes in handy. An outline is like a roadmap that helps you stay on track and organize your thoughts. It's kind of like planning a fun trip with your family –you decide where you want to go, what you want to see, and how you're going to get there.Once you have your outline ready, it's time to start writing! But hold on, there's more to it than just putting words on paper. You need to make sure your writing is clear, concise, and easy to understand. That's where some cool writing techniques come in.For example, you can use transition words like "first," "next," and "finally" to help your reader follow your ideas smoothly. It's like holding their hand and guiding them through your amazing research adventure!Another important aspect of academic writing is using formal language and avoiding slang or casual expressions. This might sound a bit boring, but think of it like dressing up for a fancy party – you want to look and sound your best!Now, let's talk about something really exciting: referencing! When you use information from other sources in your research paper, you need to give credit to the authors. This is called citing sources, and it's like giving a shout-out to the people who helped you solve the mystery.There are different referencing styles, like APA or MLA, and they might seem a bit confusing at first. But don't worry; it's just like learning a new game – once you get the hang of it, it'll be a piece of cake!Speaking of games, did you know that some research papers include graphs, tables, and figures? These visual elements can help you present your findings in a cool and engaging way. It's like adding some awesome illustrations to your detective report!Last but not least, let's talk about something that might seem a bit scary at first: peer review. This is when you share your research paper with your classmates or teachers, and they provide feedback and suggestions for improvement. It's kind of like showing your detective work to your friends and seeing if they can spot any clues you missed.Remember, the goal of peer review is to help you make your paper even better, so don't be afraid to listen to their comments and make some changes. It's all part of the learning process!Phew, that was a lot of information, but I'm sure you've got this! Writing a research paper might seem like a big challenge at first, but with a little bit of practice and some fun strategies, you'll be a pro in no time.So, what are you waiting for? Grab your detective hat, sharpen your pencils, and get ready to embark on your very own research adventure! Who knows, you might even discover something truly amazing along the way.Happy writing, my friends!篇3My Amazing Adventure in the OceanHi everyone! Today, I want to tell you about my incredible adventure in the ocean. It was an exciting and unforgettable experience that I will cherish forever!One sunny morning, my family and I decided to go on a boat trip. We sailed far out into the deep blue sea. As we floated on the waves, I couldn't help but feel a mix of excitement and curiosity. What would I see beneath the surface of the water?We anchored our boat near a vibrant coral reef. The water was crystal clear, and I eagerly put on my snorkeling gear. Slowly,I dipped my head underwater and, to my amazement, a whole new world opened up before my eyes!Colorful fish of all shapes and sizes were swimming around me. There were tiny clownfish, just like Nemo, with their orange and white stripes. I spotted a majestic sea turtle gracefully gliding through the water. It was incredible to see these beautiful creatures up close!I also saw a school of shimmering silver fish, moving together in perfect harmony. They looked like a silver wave flowing through the ocean. It reminded me of a dance party where everyone knew the same dance moves!But the most breathtaking sight was the coral reef itself. The corals were like underwater gardens, with vibrant colors and unique shapes. They were home to many sea creatures, providing shelter and protection. I learned that corals are living animals, just like you and me!As I explored further, I noticed a dark shadow approaching. It was a huge manta ray gliding effortlessly through the water. It seemed to be flying like a bird, with its wings gracefully flapping.I was in awe of its sheer size and beauty!While swimming, I also encountered some challenges. I accidentally bumped into a spiky sea urchin, and it reminded me to be careful and respect the ocean and its inhabitants. I quickly learned to be mindful of my surroundings and not disturb the delicate balance of nature.After what felt like hours, it was time to say goodbye to the ocean and head back to the boat. As I climbed aboard, I couldn't stop talking about all the incredible things I had seen. The ocean had taught me so much about its wonders and the importance of protecting it.This adventure made me realize how vast and diverse our planet is. It's crucial for us to take care of our oceans and the amazing creatures that call it home. We can all do our part by reducing plastic waste, conserving water, and spreading awareness about the importance of marine life.I will always cherish the memories of my adventure in the ocean. It was a day filled with wonder, discovery, and appreciation for the incredible beauty that lies beneath the waves. I hope one day you can have your own amazing adventure in the ocean too!Remember, let's be kind to our oceans and protect them for future generations. Together, we can make a difference!That's all for now. Thanks for reading, my fellow ocean explorers!Yours truly,[Your Name]篇4Academic English is Tough but Fun!Hi everyone! My name is Lily and I'm a 4th grader. My big sister just started graduate school and she has to take this really hard class called "Academic English for the New Era Postgraduate Course 1". I looked through her textbook and it seems super difficult with all those big words and complicated ideas. But I thought it would be fun to try explaining Unit 7 in my own words!Unit 7 is all about writing a research paper. That sounds so grown-up and fancy, doesn't it? Basically, a research paper is a really long essay where you pick a topic, read a bunch of books and websites about it, and then write down your own thoughts and ideas. The first step is to choose a good topic. My sister is studying environmental science, so maybe she could write about things like pollution, recycling, or endangered animals. Once youpick a topic, you have to do lots and lots of research by reading books from the library, scholarly articles from databases, and websites (but only the good, trustworthy ones - not just anything on the internet!).After you read everything you can find about your topic, it's time to start writing. But first you need an outline which is like a plan that organizes all your ideas into different sections. Usually a research paper has an introduction where you explain your topic, a literature review discussing what other people have already written about it, a methods section describing how you did your research, results sharing what you found out, a discussion analyzing the results, and a conclusion summing everything up. Phew, that's a lot of sections!The introduction is really important because it has to grab the reader's attention right away. Some good ways to start are by telling an interesting story, sharing a surprising fact or statistic, or asking a thought-provoking question. The introduction also needs a clear, one-sentence statement called a thesis that tells what your paper is about.The literature review discusses all the major books, articles, and ideas that already exist on your topic. You have to show that you understand what has been studied before and where yourown research fits in. This section takes a ton of work because you have to read so much and take careful notes!The methods section explains exactly how you did your research, whether it was collecting data through experiments, surveys, observations or looking at sources like books and databases. This proves that your research was done in a proper, systematic way.The results section objectively lists out the main findings from your research, without any opinions or analysis yet. Just the facts!Then the discussion section is where you finally get to analyze the meaning and significance of your results. How do they relate to your original thesis and the research that already exists? What are the implications and potential applications?Finally, the conclusion restates the main purpose of the paper and summarizes the key points made in each section. It might also suggest ideas for future research on the topic.Whew, that's a lot of work! My sister also has to include things like a title page, table of contents, in-text citations, and a references list at the end. Formatting counts for a lot of the grade. And of course, she has to use perfect academic Englishwith no slang or contractions and big fancy words like "elucidate" and "synthesize".I'm just a 4th grader, so writing a real research paper is still many years away for me. But it was fun trying to understand and explain it in simpler terms. Unit 7 of that textbook is crazy difficult with all the rules and guidelines for each section. I have a new respect for my sister and all graduate students after seeing what they have to do. Research seems incredibly hard but also really interesting and important for adding new knowledge to the world. I can't wait until I'm old enough to write my first research paper someday! But I better start practicing my academic writing skills now. Let me conclude by synthesizing the key points I have elucidated...篇5Academic Reading and Writing for Grown-UpsHi there! Are you a grown-up who wants to learn about reading and writing for university? Maybe you're a student or teacher or just someone who loves learning. Well, get ready because I'm going to teach you all about it!First up, let's talk about academic reading. When you read at university, it's not like reading comics or fun stories. The booksare waaay more difficult, with big fancy words and complicated ideas. But don't worry, I'll explain it all simply!The most important thing is being able to understand the main point the author is trying to make. It's like a treasure hunt, except the treasure is knowledge! You have to read carefully and pick out all the key details and evidence the author uses. Along the way, you'll learn new words too which is pretty cool.Sometimes the authors will disagree with each other on a topic. When that happens, you have to think critically about who makes more sense and has better supporting evidence. It's like being a judge in a court case, except way more fun!Once you get good at academic reading, you can level up to academic writing. This is where you get to put all those big ideas into your own words. The hardest part is organizing everything logically, sort of like telling a super long story with a beginning, middle and end.In academic writing, you need to be formal and objective. That means no slang words or contractions like "can't" or "didn't." It has to sound sophisticated and impersonal. You also have to cite your sources, which tells readers where you got your information from. citations are like giving credit to the very smart people who helped you.The key things in academic writing are: a clear introduction that previews your main ideas, body paragraphs that explain those ideas with evidence and examples, and a conclusion that restates everything important. Following that structure makes your writing flow smoothly.Using transition words like "furthermore" and "in addition" is also really handy. They act like flashing arrows guiding the reader through your work. Oh and don't forget referencing at the end! That's a list of all the sources you cited, formatted properly.I know it sounds like a lot of work, but becoming a master at academic reading and writing means you can understand and share knowledge at the highest levels. You'll be like a superhero, but instead of fighting crime your power will be using your incredible brain!So keep practicing and don't get discouraged. Reading is like exercise for your mind, and writing allows you to show off how strong it has become. Hard work plus patience equals success! You got this, grown-up student!篇6Unit 7 - Writing a Research PaperHey there friends! Today we're going to talk about something super important for anyone who wants to be a great researcher when they grow up - writing a research paper! I know it sounds like a big deal, but don't worry, I'll explain it all in a way that's easy to understand.First things first, what is a research paper? It's basically a long essay where you share your findings and ideas about a topic you've studied really hard. You need to do a lot of research, which means reading books, articles, and other sources to learn as much as you can about your topic. Then you put all that information together and write about it in your own words.The first step is picking a good topic. It has to be something you're really interested in, because you'll be spending a lot of time learning about it. Maybe you love dinosaurs, or space, or how plants grow. Whatever it is, make sure it's something you won't get bored with easily!Once you've chosen your topic, it's time to start researching. This is the part where you read all those books and articles to gather information. As you read, take notes on the important details and anything that could help support your ideas about the topic. Don't forget to write down where each piece ofinformation came from, because you'll need to give credit to those sources later.After you've done a ton of research, it's time to start planning out your paper. This part is like making a map before you go on a trip. You'll decide how to organize all your information into an outline with different sections. The main sections are usually:The introduction - This is where you explain what your paper is about and get the reader interested.The literature review - You'll summarize what others have already written about your topic.The methodology - Describe how you did your research and gathered information.The results - Share what you found out and the discoveries you made.The conclusion - Wrap everything up by restating your main points.Once your outline is ready, you can start writing the actual paper. Follow your outline to make sure you include all the important parts. Use clear language that's easy to understand,and back up your ideas with lots of details and examples from your research. Don't forget to properly cite your sources!Writing a good research paper takes a lot of hard work, but it's an important skill. When you're done, you'll have shared your own unique ideas and discoveries with the world! Pretty cool, right?There are a few other things that are important for research papers too. You need a catchy title that grabs the reader's attention. Visuals like charts and graphs are great for explaining data and research findings. And of course, you have to proofread and edit your paper very carefully before it's finished.I know that was a lot of information, but doing research and writing papers will become easier with practice. The most important thing is to pick a topic you love so you'll stay interested. If you work hard and follow all the steps, you'll be a research master in no time! Let me know if anything needs more explanation. Now go forth and research!。
最新研究生学术英语写作教程Unit-8-Writing-Abstract
Unit 8 Writing AbstractObjectives- Learn the purpose of writing an academic abstract- Get to understand different types of abstracts and the abstract elements- Understand features of academic English in writing an abstract- Learn how to write an academic abstract- Learn how to write key wordsContents- Teacher’s introduction- Reading and discussion:What is an academic abstract?What are the elements of an abstract?- Language focus: commonly used verbs and tenses; sentence patterns- Rewriting practice: understand different styles of academic abstracts- Rewriting practice: understand the elements of an academic abstract- Writing practice: write an abstract and key words based on the given material1.Reading Activity1.1 Pre-reading TaskAbstract is an important part of academic assignments, most often, reports and research papers. The abstract is the last item that you write, but the first thing people read when they want to have a quick overview of the whole paper. We suggest that you leave abstract writing to the end, because you will have a clearer picture of all your findings and conclusions.Before you learn the detailed steps to write an abstract, please discuss the following questions:What is the purpose of writing an abstract?What are the basic elements for an academic abstract?What language problems may you have in abstract writing? (For example: the wording problem, the tense problem and the voice problem, etc.)1.2Reading PassageSample Abstract 1This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, the writer clarifies the process by which movements transform social structures and the constraints when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. Two major research strategies were used: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.(Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984″ Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998)1.3 Reading Comprehension1.3.1 What does the abstract talk about?1.3.2Decide how many elements this sample includes and how they function.2Language Focus2.1 Commonly used verbs and tenses in abstractsRead the following sample abstract and pay attention to the verbs used in it. Sample abstract 2Cybercrime –crime on the Internet –is of growing concern in the business community. Despite UK Government initiatives (such as BS7799) and growing sales in software solutions (e.g. anti-virus software), cyber attacks are on the increase. This dissertation focuses on ways to assess the effectiveness of current preventative measures to cybercrime and to understand why organizations continue to be vulnerable to cybercrime. This dissertation met these twin research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through a Case Study with Company XXX using semi-structured interviews with key I.T. security personnel. This research produced a number of key findings: recent surveys confirm a significant increase in the incidences of cybercrime and their impact on the business community but also the types of cybercrime (viruses, hacking, spam, identity theft, fraud, privacy issues, web vandalism, etc.); organizations lacked the security expertise to deal with cybercrime and so depended too much on readily available technical ways to combat cybercrime (and failing); organizations were not aware of Government recommendations on how to address Internet-based security issues; and Governments and law enforcement agencies tended to localize cybercrime, allocating scant resources to contributing to a global solution. The main conclusions drawn from this research were that current approaches to fighting cybercrime are deficient because they fail to embrace a holistic approach, instead opting for a narrow local software-based focus, and that a lack of communication between major stakeholders at local, national and international level has hindered security development. This research argues for a multi-pronged model to reduce incidences of cybercrime. It takes into account Risk-Assessment models, local management of company policies, implementation issues (including proper resourcing and review policies), the need for global support infrastructures, and a means of fostering communication networks.(/Dissertation_Abstract.htm)2.2 More verbs and sentences patterns2.2 Verb tenses in abstractsRead the abstract above again and check the tenses in the abstract.3Writing Practice3.1 Abstract writing practice3.1.1 Why do we care about the problem and the results? If the problem is not obviously "interesting", it might be better to put motivation first; but if your work is incremental progress on a problem that is widely recognized as important, then it is probably better to put the problem statement first to indicate which piece of the larger problem you are breaking off to work on. This section should include the importance of your work, the difficulty of the area, and the impact it might have if successful. Read the following paragraph and write down the Motivation in the blank.A review of groundwater remediation in use today shows that new techniques are required to solve the problems of pump and treat, containment and in-situ treatment. One such technique is the method that involves the use of permeable treatment walls. These methods use a reactive medium such as iron to remediate contaminated groundwater.3.1.2 What problem are you trying to solve? What is the scope of your work (a generalized approach, or for a specific situation)? Be careful not to use too much jargon. In some cases it is appropriate to put the problem statement before the motivation, but usually this only works if most readers already understand why the problem is important. Read the following paragraph and write the problem (aim) in the blank.Several methods of implementing this remediation strategy have been described. These methods include injection and trenching. The use of a funnel and gate system via a trench has been examined in detail using a groundwater modeling option of the FLAC program.3.1.3 How did you go about solving or making progress on the problem? Did you use simulation, analytic models, prototype construction, or analysis of field data for an actual product? What was the extent of your work (did you look at one application program or a hundred programs in twenty different programming languages?) What important variables did you control, ignore, or measure? Read the following paragraph and write the approach in the blank.The use of a funnel and gate system via a trench has been examined in detail using a groundwater modeling option of the FLAC program. The modeling involved an analysis of the effect of changing the lengths of the walls and gate, varying the permeability, and varying the number of gates.3.1.4 What is the answer? Specifically, most good computer architecture papers conclude that something is so many percent faster, cheaper, smaller, or otherwise better than something else. Put the result there, in numbers. Avoid vague, hand-waving results such as "very", "small", or "significant." If you must be vague, you are only given license to do so when you can talk about orders-of-magnitude improvement. There is a tension here in that you should not provide numbers that can be easily misinterpreted, but on the other hand, you do not have room for all the caveats. Read the following paragraph and write the result in the blank.The results showed that increasing the wall length, gate length and permeability increases the size of the plume captured. An important factor in designing the walls is the residence time of the water in the gate or the contact time of the contaminant with the reactive media.3.1.5 What are the implications of your answer? Is it going to change the world (unlikely), be a significant "win", be a nice hack, or simply serve as a road sign indicating that this path is a waste of time (all of the previous results are useful). Are your results general, potentially generalizable, or specific to a particular case? Read the following and write the conclusion in the blank:A sensitivity analysis has been conducted that shows that increasing the size of the capture zone decreases the residence time which will limit the design. The results of the modeling and sensitivity analysis are presented so that they can be used as an aid to the design of permeable treatment walls.3.2 The following is a structured abstract from a report examining the network legitimacy in China telecommunication market (Low, Johnston, and Wang 97). Read it and transfer it into an informative abstract.Abstract structurePurpose – The purpose of this paper is to establish the importance and approaches in securing an organization’s legitimacy from the network community of customers, suppliers and manufacturers, including private investors and state-owned institutions when marketing their products.Design/methodology/approach –The paper presents an inductive interpretative approach complemented by action-based research founded on inquiry and testing.Findings –The paper finds that the key to legitimacy success involves using legitimacy orientations to demonstrate commitment to the interests of constituents, acquiring legitimacy from them, but concurrently considering the central government’s influence on a firm’s legitimacy performance.Research limitations/implications –The multiple interactions proposed in this paper remain untested and might have to be modified pending further empirical testing and analysis.Practical implications –In China’s telecommunication market, a company’s legitimacy emanates first and foremost from the development and commercialization of innovative and creative technological solutions. This requires good, creative management of technological resource and activity links, connecting the company’s technology to network constituents which include local manufacturers, carriers, software developers, investors.Originality/value – This is the first published paper that examines the proposed interactions among legitimacy orientations, alignments, and performances from a “market-as-network” perspective in a dynamic, transitional Chinese telecommunication market.3.3Writing keywordsKeywords often stand alone after the Abstract. In choosing the key words, a wide choice of keywords increases the probability that a paper will be retrieved and read, thereby potentially improving citation counts and journal impacts. To ensure that your paper can be found and cited by as many readers as possible, as suggested by James Hartley, it might be worth considering selecting keywords from a series of categories such as Discipline (e.g. economic, chemistry, biomedical), Methods (e.g. experiment, case study, questionnaire, grounded theory), Data source (e.g. primary, secondary, tertiary students, senior citizens), Location (e.g. country, city, town, institution), Topic (e.g. air pollution, super-virus, earthquake). Such a selection of keywords allows the search engine, such as Google Advanced Scholar, to list your paper in the results no matter which of the above keywords the reader types in.The researchers sometimes have to trade-off between the keywords, particularly when they write for the journals that bound the number of keywords in the limit of 3~5. In this situation, choose the keywords from recent or often-cited titles close to your contribution. If you pick your keywords in this way, the searches that retrieve these articles will also retrieve yours. Consequently, the chances of your paper being read will increase. Read the above sample abstracts and write down the key words:4. Writing project4.1 Get prepared for writing an abstractBefore you write the Abstract section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.1) Identify the major objectives and conclusions.2) Identify phrases with keywords in the methods section.3) Identify the major results from the discussion or results section.4) Assemble the above information into a single paragraph.5) State your hypothesis or method used in the first sentence.6) Omit background information, literature review, and detailed description ofmethods.7) Remove extra words and phrases.8) Revise the paragraph so that the abstract conveys only the essential information.9) Check to see if it meets the guidelines of the targeted journal.10) Give the abstract to a colleague (preferably one who is not familiar with yourwork) and ask him/her whether it makes sense.Work in groups and discuss what other preparations you can make for writing an abstract section of your research paper.4.2 Outline an abstractWhen we outline an abstract, there are usually five major aliments to follow. The following sample paper is finished without the abstract and key words. Read the paper, find the statements concerned and fill in the blank after it.Sample paperGLOBAL MEGACITIES AND LOW CARBON: FROM CONCEPT PLANNING TO INTEGRATED MODELLINGPhil Jones, Simon Lannon, Robbert van Nouhuys, Hendrik RosenthalMega citiesIn 1950, 30% of the world’s population lived in cities. In 2000, it was 47%. By 2010 more than half of the world’s population will be living in cities. The total may even reach 60% by 2030 and possibly 85% by the middle of this century. Such rapidly increasing urbanization, particularly in developing countries, creates many opportunities and challenges.We are living in a globalized and changing world whereby increasingly we require wise use of human and natural resources. At the same time, we need to reduce the risk urbanization poses and enhance the quality of life for all those who live in, or are impacted by Megacities. Megacities are more than just large cities with populations of 10 million inhabitants or more. They are critical to national economies. Their scalecreates new dynamics, new complexity and new simultaneity of events and processes –physical, social and economic. They host highly efficient economic activities utilizing intense and complex interactions between different demographic, social, political, economic and ecological processes.Nations undergoing economic progress often generate rapid urbanization linked with considerable opportunities, as well as strong pressures for change accompanied by environmental degradation. In current times in the developing world, Megacities grow faster than ever before and much faster than their infrastructure can support. Traditionally this results in uncontrolled urban sprawl, high traffic volumes and congested transport systems, high concentrations of industrial production, ecological overload, unregulated and disparate land and property markets, insufficient housing development, excessive waste generation, loss of productivity, general economic constipation, degradation and decline.Over the past decades traditional Megacities have been suffering from inadequate representative governance, inhibiting spatial planning, building control, delivery of services (such as water supply, sewage disposal and energy distribution), and the establishment of general order (including security and disaster prevention). Existing administrations and their organizational structures may have been outgrown by the rapidly expanding city and may simply be unable to cope with the huge scale of their new responsibilities. On the other hand, megacities contain a rich mix of coexisting people and support systems when properly planned and managed. Groups with their own distinctive ethnic, community, cultural roots, lifestyles and social surroundings have opportunity to thrive and develop. Differences in economic development, social polarization, quality of infrastructure and governance are recognized and taken into account. The scale and dynamism of Megacities, coupled with complex interacting processes and the sheer concentration of human capital make them incubators of huge growth and innovation. Megacities are the focal points of globalization as well as the driving forces for development; they harbor a wide spectrum of human skill and potential, creativity, social interaction and cultural diversity.For Hanoi to develop within a rapid urbanization scenario it must look far ahead –not 20 years, not 50 years but 100 years –into the 22nd Century. The use of conventional planning and economic development guidelines have proven to be outdated, resulting in the risk of harboring pronounced poverty, social inequality, and aggravating rapid environmental degradation. Population density, if not managed, increases vulnerability to natural and man-made hazards. Thus, Megacities are both victims and producers of risk, if unmanaged and exposed to the global environmental, socio-economic and political changes to which they contribute.Megacities will be essential and efficient drivers of a nation’s gross domestic product, processes and activities. Megacities will be ideal places to drive activities and innovation to solve social, environmental, medical, socio-economic and political issues. For these reasons, Megacities are necessary and have potential to substantially contribute towards global justice and peace – and thereby prosperity.Low Carbon and Energy ModelingAspects of sustainable master planning that impact carbon and energy implications need to be understood to help inform concepts at the earliest stage of the design process. For example, the full benefits of reducing operating energy demand of buildings can only be realized if the energy supply can respond to the reduced demand, which includes the additional benefits of reducing the energy supply infrastructure, which in turn reduces its embodied energy. Likewise, if a low (or zero) carbon energy supply is to be used, for example, renewable energy, this is easier to achieve if first the energy demand is reduced. Also, as the operating energy performance of buildings is improved the carbon dioxide emissions associated with the operation of the building, for heating, cooling, lighting, etc., becomes of the same order as the embodied energy used in construction and fit-out of the building and its infra-structure. So a balanced approach across energy demand and supply infrastructure, operating energy and embodied energy, is needed to achieve optimum performance.This paper describes how the aspects of low carbon planning and design (i.e. operating energy use, embodied energy associated with buildings, energy supply infrastructures, and other infrastructures such as transport, waste, water, sewage, etc.) can be assessed using urban scale modeling, namely EEP-Urban, at a whole city and building plot level. In particular, it explores how the reduction in energy supply infrastructure together with reduced energy demand can lead to reductions in carbon dioxide emissions associated with both operating and embodied energy. The concept of the Megacity in the context of Hanoi in 2110 is used to illustrate the model.The Concept of Metabolic Super ClustersHanoi in 2110 will feature super tall skyscrapers, elevated connectors and railways, nodal communication networks, as well as electrical and energy corridors. Vertical neighborhoods, where people live, shop, relax and work, are built on and above this surface. Built structures are not just individual towers standing independent from another but instead are interlinked and inter-dependent to form an urban spatial organization that allows for vertical connectivity.The urban model proposes 1 million people on a 1 square kilometer floor plate, hence called a Super Cluster. Under current suburban density standards a similar population would require in the order of 100 square kilometers. Thus, this vision for Hanoi in 2110 saves 99% of land for other uses, most notably conservation of ecological functions and provides food, leisure, material and energy support systems for the city thereby localizing the ecological footprint of the city.Another distinct aspect of Hanoi in 2110 is that it does not have static building functions. Instead, land use layers, building envelopes and orientations change over time – hourly, daily, weekly, monthly, yearly – to optimize performance efficiencies, therefore becoming a Metabolic Super Cluster. It is envisaged that Hanoi by the end of this century will consist of 30 metabolic super clusters in addition to its traditional urban city centre.Concentrated compact development will enhance the quality of life for urban dwellers because all infrastructures, environmentally damaging and other undesirablesurface activities are located underground or integrated into the vertical structure, thereby significantly improving the quality of living space at the ground, open-air level. Underground space may also provide a safer environment for some public and commercial activities as well as providing shelter from inclement weather conditions. This may prove to be essential for infrastructure in particular, given the predicted impacts associated with climate change. Elevated multi-level connectors between building clusters are converted into common corridors with public amenities, farms and open space.Quality of life depends on individual perceptions, attitudes, aspirations and value systems. These differ with age, ethnicity, culture and religion, as well as lifestyles, education and cultural background. An individual’s priorities and attitudes to life depend heavily upon socio-economic background and cultural environment. Historic places, cultural sites or public spaces may give Megacities a certain unique identity, heritage, and authenticity. As a result, such spatial capital contributes to social cohesion and makes people feel at home.Nevertheless, the general opinion may be that the quality of life for many residents in Megacities would be low – for rich and poor alike. Air, water and soil pollution, water and energy supply shortages, traffic congestion, environmental health problems, limited green spaces, poverty and malnutrition, social security and public safety problems place many burdens and restrictions on people.The Megacity of the future has adapted to greater diversity in socio-cultural circumstances by including and enhancing the often widespread and dynamic informal activities that enrich such communities. Further development of new visions and innovative management tools are now urgently needed in order to enhance quality of life and create cohesive communities.Urban governance and management is one of the key success factors of any global Megacity. As society and aspirations evolve over time, the city has to be designed to adapt to change. Utopian cities built around fixed ideologies have never worked. Megacities need to be versatile in order to adapt.The main challenges for a Megacity in terms of urban governance are: dealing with the speed of change with intelligent urban infrastructure systems; eradicating social exclusion; and introducing proper forms of urban governance.Way ForwardWhether or not 1 million people are appropriate for a 1 km2 super cluster remains to be seen. The optimum density for sustainability, land use and quality of life may be less and will vary with global location. The above approach is essential to inform the design of high rise high density Megacities if they are to realize their full potential for providing sustainable healthy zero carbon cities of the future that can co-exist in a sustainable way with their neighboring rural areas.4.3 According to the above table, draft an abstract and keywords for the sample paper. Abstract:Key words:5.Final Checklistbackground, purpose, findings, conclusions, recommendations and follow strictly the chronology of the report/papers.∙Avoid excessive use of jargon, and exaggerative language∙Keep within the specified word limit. Most institutions will have their own "house rules" as to the length of the abstract. The abstract should stand alone and be able to be understood without reference to citations,∙Ensure the abstract contains all your key words (for the searchable databases). ∙Add no new information but simply summarize the report/papers. Be intelligible to a wide audience。
Concluding Research
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Learners better comprehended English idioms sharing the same metaphoric themes as Chinese than those sharing different metaphoric themes. NL (native language) played an important role in the positive transfer in most subjects' understanding of idioms with identical expressions and meanings in NL and TL (target language) and in the negative transfer in their understanding of those with similar expressions and meanings or those with identical expressions but different meanings in NL and TL The negative transfer occurred in the understanding of every kind of English idioms. A cognitive semantic view can facilitate the learning of idioms for non-native speakers.
A summary of major findings
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最新研究生学术英语写作教程Unit-2-Initiating-Research
Unit 2 Initiating ResearchObjectives- Understand what a research is- Become aware of two language features of academic writing- Initiate your researchContents- Reading and discussion: What is a research?- Language focus: personal pronoun and nominalization- Writing practice: topic selection; focus formulating; a working title; outlining- Research practice: start the research1.Reading ActivityThis unit aims to describe what a research is, bring you an awareness of two language features of academic writing, and finally help you initiate a research of your own.1.1 Pre-reading TaskBefore you learn the detailed steps to initiate a research, please discuss the following questions:What is the purpose of initiating a research?How do you select the topic?What kind of topic can be studied?Do you often encounter first personal pronoun in academic writing? And why or why not?1.2 Reading PassageWhat is a research?A research is a systematic investigative process employed to increase or revise current knowledge by discovering new facts. It is divided into two general categories: (1) basic research is inquiry aimed at increasing scientific knowledge, and (2) applied research is effort aimed at using basic research for solving problems or developing new processes, products, or techniques. You may use "PPP" to describe the whole process of researching, which stands for Purpose (questions), Process (a systemic approach) and Product (answers) in the following figure.Purpose Process Product(Questions) (Systemic approach) (Answers)You can initiate a research in the following steps.Step1: Selecting a TopicSelect a topic that interests you.Selecting a topic is possibly the most difficult part of doing research. Is it too big? Is it too narrow? Will you be able to find enough on it? Start by choosing a topic that you like or are curious about. You are going to be working on it for quite a while, so try and find one that is interesting and that you can reasonably cover in the time and space available.Focus on a broad research topic.If you have a topic in mind, you still have to fine-tune your selection and narrow the focus. For example, by selecting the subject "Medical Care," you will discover reports relating to dozens of more narrow subjects, such as "Managed Care," "Medical Malpractice," and "Medical Mistakes." You will have to limit your topic, so that the research questions can be significant, original and answerable.Step 2: Formulating a thesis statementWrite your topic as a thesis statement, which may be the answer to your research question and/or a way to clearly state the purpose of your research. Your thesis statement will usually be one or two sentences that state precisely what is to be answered, proven, or what you will promise to your audience about the scope, purpose, and direction of your paper. It i s generally located near the end of the introduction; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph. And remember, the development of a thesis assumes that there is sufficient evidence to support the thesis statement.A thesis statement is supposed to be specific. Here is an example of a too broad statement:The Catholic Church’s influence on the formation of labor unions in the nineteenth century was extremely significant.Revision:The Catholic Church, by means of the pulpit and the purse, greatly influenced the labor movement in the United States during the final decades of the nineteenth century. Step 3: Writing a titleA good title is defined as the fewest possible words that adequately describe the contents of the paper. All words in the title should be chosen with great care, and their association with one another must be carefully managed.The title of your paper may not be exactly the same as your research question or your thesis statement, but the title should clearly convey the focus, purpose and meaning of your research.In terms of the structure of a title, it is mainly a noun phrase, gerund phrase, or a prepositional phrase. Sometimes, it can be a complete sentence. But for beginners, sentences are not recommended. The followings are some acceptable titles.Juvenile delinquency as the result of televisionDeath penalty – is it beneficial or unfavorable?The TV impact on the modern societyThe controversial character of Napoleon BonaparteFrank Lloyd Wright: Key Principles of Design For the Modern HomeAbnormal muscular tension caused by paspertin: report of 12 casesStep 4: OutliningUsing an outline can help you organize your material and can also help you discover connections between pieces of information.A Working Outline might be only an informal list of topics and subtopics which you are thinking of covering in your paper. Sometimes, however, an instructor might require that a working outline be submitted at the beginning of your work; then your instructor might suggest ways in which the work needs to be further developed or cut back. The working outline can be revised as you discover new material and get new ideas that ought to go into your paper.A Final Outline enhances the organization and coherence of your research paper. The outline organization should suit well to your purposes. Are you attempting to show the chronology of some historical development, cause-and-effect relationship, comparison and contrast between one phenomenon and another, the process by which something is accomplished, or the logic of some position?A final outline can be written as a topic outline, in which you use only short phrases to suggest ideas, or as a sentence outline, in which you use full sentences (even very brief paragraphs) to show the development of ideas more fully. The following is a template outline of research, which may not reflect all of the research you will be including in your final paper, but it should show that you have done enough research that you know the main topics and subtopics that you will be using.∙Title∙Complete the sentence "The Purpose of this Paper is . . ."Introductiono Describe the problemo Why is this analysis appropriate?o Importance of the problemo The scope of the reviewo Gaps in the previous studyo How the results of the review will be applied.o Identify the research questions you hope to answerMethodologyo Identify the method used to identify and locate sources;o Explain the rationale used for selecting the sources to analyze;o Explain the procedures to be used for analyzing the sources;o Identify the criteria for evaluating the information found.Analysis and Discussion (General points to consider)o Evidence and ideas are presented from sourceso Concepts are organized by sub-topicso Sources are grouped by concepts instead of individual entitieso Grouping may be related to research questions.o Validity of sources is stated to support your ultimate answers to yourquestions.o Each of your statements is cited by placing the number(s) identifyingthe reference(s) which support your statement.Conclusions and Recommendationso Identify and synthesize findingso Systematically answer your research questionso Provide recommendations for▪Future research▪Classroom applications▪Educational policies and procedures,▪Program revisions, or▪Other warranted situationsReferenceso L ist each of your references using APA format (or as close to it as youcan get.)o N umber each of your references so you can cite your evidence in theAnalysis and Discussion section1.3 Reading Comprehension1.3.1 Summarize the procedure of initiating a research based on the text in a few key words and fill in the following table.1.3.2 Read the following topics and please decide what the theme is and in what way the topic is limited for each proposal based on Step 1.nguage Focus2.1Person PronounsFirst person pronounsYou can usually strengthen your impersonal tone by removing first person pronouns.Second person pronounsWhen considering an audience, you establish credibility by avoiding secondperson pronouns to decrease closeness and informality.2.1.1 Turn the following sentences into academic ones by avoiding first and second personal pronouns.1. I think that doctors should be required to complete communication skill courses.2. When you read Hamlet, you should notice clear foreshadowing of events to transpire.3. I chose this method because it was less complex.4. My reading has shown that there are several reasons why plants are dispersed by ants.5. The one I have found the most agreement for is that ant nests are nutrient enriched sites and therefore it may be advantageous for seeds to germinate from within ant nests .6. I also found that the results of this study concurred with Berg's (1975) hypothesis that seeds are protected from fire through their burial in ants nests.2.1.2 Check for the appropriate person for the following text. First and second person pronouns are sometimes applicable to the consultative voice, but not in the formal one. Be sure that you are consistent with your usage throughout the paper.For our project we decided to check out the impact of two simple actions aimed at getting more female employees to use the stairs at a five floor worksite. The first thing we did was that we put up a health sign that linked stair use to health and fitness. And the second thing was an E-mail which we asked the worksite doctor to send out. We asked him to point out how regular stair use could be really good for general fitness. We did the research by checking things out in four states: a baseline week, the week after the sign, the week after the E-mail and then 3 weeks after that.We were really pleased that stair use went up a lot in the week after the sign, from a baseline of 69% to 77%, and then up again to 89% after the E-mail. Unfortunately, 4 weeks after the E-mail was sent out, stair use had gone down to 67% and we were very disappointed about that, we had expected these simple actions to lead to more stair use but we didn’t think the positive effect would’ve vanished after amonth. So it’s really difficult to make any recommendations based on our evidence. 2.2 NominalizationIn the text, we read:“A Final Outline enhances the organization and coherence of your research paper. The outline organization should suit well to your purposes.”Do you find anything particular about structural features of these two sentences above? If yes, why do we use the structure?Nominalization: The word nominalization defines itself, since it is itself an example of a nominalization. When you turn a verb into a noun, you nominalize it, creating a nominalization. Nominalization types differ according to the level of organization at which the nominalization takes place Three types of nominalizations can be distinguished: nominalizations at the level of word (e.g. reject, rejection), nominalizations which nominalize a structure that lies in between a verb and a full clause (e.g. Sa m’s rejection of the budget) and, finally, nominalizations consisting of full clauses (e.g. Failure could result in rejection of the budget.)2.2.1 Try to write the nominal forms of the following words.Verb NominalizationDiscoverImpairAllowRefuseStudyProposeIndicateRemoveAssumeIntendLiableNegligentExtensiveLegalCarelessProficient2.2.2 The following sentences do not sound academic. Rewrite them with nominalization.1. We walked for charity. We raised money for the Leukemia Foundation.2. Crime was increasing rapidly and the police were becoming concerned.3. Germany invaded Poland in 1939. This was the immediate cause of the Second World War breaking out.4. We need to know which parts of our library are being used most extensively so that we can project what resources are most needed.5. I know English well. I worked for three years in a factory in Shanghai. I think I am good enough for your job.2.2.3 The following text sounds colloquial. Rewrite it into an academic passage with nominalization.Because only a few people have most of the money and power in Australia, I conclude that it is not an equal society. Society has an Upper, Middle and Lower class and I think that most people, when they are born into one class, end up staying in that class for their whole lives. When all three classes are looked at more closely, other things such as the differences between the sexes and people's racial backgrounds also add to the unequal nature of Australian society. Women earn less than men and own less than men. Why is this so?3. Writing Practice3.1 Topic SelectionThe following is a list of topics that you may be interested in. Choose three topics and discuss their possibilities as subjects for research with your teammates. If you find none of the following interesting, you can propose your own.3.2 Focus FormulationPlease formulate focus for the three topics that you are most interested in chosenfrom 3.1 by limiting them to some aspects, e.g., a certain population, theory, or methodology.1.___________________________________________________________________.2.___________________________________________________________________.3.___________________________________________________________________.3.3 Establishing a Working TitleA working title is a title which you initially think of in order to establish a focus for your research and writing. As you read and become more involved in the subject of your project, your viewpoint may change. This isa partof the process of developing your ideas, and thus a part of fine-tuning your research skills. You may decide to go back and change your plan, and your final title may differ somewhat from your working title.The following are James' working title, and the process of refinement.Please write down three acceptable titles for the three topics that you have narrowed down in the previous task 3.2.1._______________________________________________________________2._______________________________________________________________3._______________________________________________________________3.4 OutliningThe following passage is an abstract of a research paper. Please write an outline and a title for this passage.ABSTRACT: Hunger during school may prevent children in developing countries from benefiting from education. Although many countries have implemented school feeding programs, few programs have been rigorously evaluated. We conducted a randomized, controlled trial of giving breakfast to undernourished and adequately nourished children. The undernourished group comprised 407 children in grades 2–5 in 16 rural Jamaican schools (weights-for-age 21 SD of the National Center for Health Statistics references) and the adequately nourished group comprised 407 children matched for school and class (weights-for-age >21 SD). Both groups were stratified by class and school, and then randomly assigned to breakfast or control groups. After the initial measurements, breakfast was provided every school day for 1 school year. Children in the control group were given one-quarter of an orange and the same amount of attention as children in the breakfast group. All children had their heights and weights measured and were given the Wide Range Achievement Test before and after the intervention. School attendance was taken from the schools’ registers. Compared with the control group, height, weight, and attendance improved significantly in thebreakfast group. Both groups made poor progress in Wide Range Achievement Test scores. Younger children in the breakfast group improved in arithmetic. There was no effect of the nutritional group on the response to breakfast. In conclusion, the provision of a school breakfast produced small benefits in children’s nutri tional status, school attendance, and achievement. Greater improvements may occur in more undernourished populations; however, the massive problem of poor achievement levels requires integrated programs including health and educational inputs as well as school meals. （Am J Clin Nutr 1998;68:873–9.）4. Writing Project4.1 You have decided on a topic for research in this semester. Please write it down.4.2 Please narrow down your topic to one or more research questions.4.3 Please write down your thesis statement and list the key words that best describe your topic.4.4 Please make an outline of your research, and exchange your outlines within your team for peer correction mainly in inner logic and coherence.5. Final ChecklistHere is a checklist for you to initiate a research. Please make sure that your potential project meets the criteria for a good research.。
学术论文写作-Unit7
Unit Seven
II. Sample Reading
2. Answer the following questions based on the sample abstract.
1) How was the study carried out? Using a move structure analysis, four moves were identified to account
purposes of the preface sections.
Unit Seven
II. Sample Reading
2. Answer the following questions based on the sample abstract.
3) What is the use of the findings? These findings could be incorporated into instructional literature for writers wishing to start book projects. These findings may also be helpful for English as a Foreign Language (EFL) teachers in selecting materials for their classrooms based on their external evaluation of academic textbooks.
___e____3) This move structure reflects the textual strategies used by writers to
achieve the rhetorical purposes of the preface sections.
研究生英语综合教程(上)Unit-7-Ex
综合教程（上）
INTEGRATED COURSE
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Unit 7
Exploring Human Nature
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Reading Focus – Global Understanding
13. The _c_r_im__i_n_a_l _ was sent to prison for 10 years.
14. Lisa is deaf in one ear and __p_a_r_ti_a_ll_y_ blind.
15. His modesty is _p_r_o_v_e_r_b_ia_l___.
4. It would be unwise to _d_r_a_w__c_o_n_c_lu_s_i_o_n_s_f_ro_m___th_e__r_e_su_l_t_s_o_f_ _a__si_n_g_l_e_s_u_r_v_e_y__ (仅凭一次调查结果就得出结论).
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Reading Focus – Vocabulary in Action
___H_u__m__a_n__n_a_t_u_r_e__d_o_e_s__n_o__t _a_n_d__c_a_n__n_o_t__c_h_a_n_g__e_;_w__e__c_a_n______ ___o_n_l_y__e_n_d_e_a__v_o_r__to__u__n_d_e_r_s_t_a_n_d__m__a_n__a_s__h_e__i_s_. ______________
1 Introduction (Para. 1)
2 Body (Paras. 2-9)
最新研究生学术英语写作教程Unit-3-Reviewing-Literature
Unit 3 Reviewing LiteratureObjectives:- Learn how to formulate a research problem- learn how to cite other people’s previous work- Try to be critical and related in your reviewing- Avoid plagiarismContents- Reading and discussion: sample introduction and elements in literature review.- Language focus: tense in citation and citing verbs- Writing practice: information prominent citation, author prominent citation, and weak author prominent citation- Literature reviews related to your research- No plagiarism- Classroom extension: literature review of the social effects of tourism on developing countries1.Reading Activity1.1 Pre-reading TaskA literature review is not just a summary of what you have read. It focuses on a specific topic of interest to you and includes a critical analysis of relationship among different opinions and then relates this review to the work of your own. It may be written as a stand-alone paper or to provide a theoretical framework and rationale for a research study to become a part of the introduction section, especially in term papers or journal articles. However, in a thesis or dissertation it will be an entire chapter.Read the sample introduction below and think about the following questions:What is the purpose of writing a literature view?What elements does an introduction include?How do we relate other people’s previous work to our present research?How do we cite other people’s previous work?1.2 Reading PassageIntroductionThe poor have traditionally t aken the brunt of the blame for causing society’s many problems including, more recently, environmental degradation. There is a general consensus that poverty is a major cause of environmental degradation. For example, in one of the conclusions of the Bruntland Commission Report, which incidentally has been accepted as the blue print for environmental conservation, it was explicitly stated that poverty is a major cause of environmental problems and amelioration of poverty is a necessary and central condition of any effective programs addressing the environment. Following similar lines, Jalal (2010), the Asian Development Bank's chief of the environment department says, "It is generally accepted that environmental degradation, rapid population growth and stagnant production are closely linked with the fast spread of acute poverty in many countries of Asia". The World Bank joined the consensus when in the 2011 World Development Report, the Bank explicitly stated that, “poor families who have to meet short term needs mine the natural capital by excessive cutting of trees for firewood and failure to replace soil nutrients ” (World Bank 2011).However, there has been a rising trend in the economic literature which disputes the conventional theory and argues that simple generalizations of this multi-dimensional problem are erroneous and that a more complex set of variables are in play (Leach and Mearns, 2012). These studies point to demographic, cultural, and institutional factors as important variables in the poverty-environmental degradation nexus. An intricate web of factors plus the existence of feedback loops from environmental degradation to poverty makes the process of identifying causality links,if any, between environmental degradation and poverty a difficult exercise. However, these studies have been few and isolated and it is interesting to note that until recently, there has been very little in-depth coordinated empirical research in the economics of environmental degradation-poverty causality relationships.This brings to the purpose of this study. Both poverty and environmental degradation have been increasing in many developing countries; hence there is a pressing need first to evaluate and analyze the poverty-environmental degradation nexus, and second, to prescribe policy options to mitigate or eradicate these two problems.The primary objective of the paper is to analyze critically the existing literature on the poverty-environmental degradation nexus and try to make "some order out of the chaos" inherent in this complex and difficult subject. For this paper, our analysis is limited to the following four main natural resources which are under serious threat of degradation in many developing countries: i) forests; ii) land; iii) water; and iv) air. Biodiversity is excluded at this point because the preliminary literature search found only scattered and inconclusive information. However, it should not be inferred that biodiversity is less important than the four resources chosen; indeed it is an area which needs particular attention in the future.Once the natural resource sectors have been identified, a cause, impact and feedback analysis is carried out. In this manner, we hope first to identify the main agents and the degree of their contribution towards the destruction of the environment and second, the incentives or motivating factors encouraging their unsustainable activities. The impact and feedback analysis should highlight the main impacts arising from the degradation activities and the socio-economic effect these impacts have across the various income groups in the economy.1.3 Reading Comprehension1.3.1 List different opinions on poverty and environmental degradationnguage Focus2.1Tense in citationPresent tense - Authors mostly use the present tense verbs to show their opinion on another person's research, relate what other authors say or discuss the literature, theoretical concepts, methods, etc. However, the simple past and present perfect are also possible verb forms in this case. Look at these examples in the present tense: ∙Nelson (1995) remarks∙Jones (2005) stresses∙Morison (2000) advocates∙Zhang (2007) claims∙Zhambhi (2008) arguesPast tense - When you use the past tense, the reporting verb often occurs as an integral citation. In other words, citations with past tense verbs and named researchers as subject seem to have the discourse role of providing particulars for recounting events, results found or a preceding generalization or the basis for a claim, etc. In the example below, the citation reports the results of a single study.Carlson and Benton (2007) found that as they increased the participants’stress levels, the results of their performance deteriorated.Common verbs in the past tense are: investigated, studied, compared, analyzed, found, and examined.Present perfect - The present perfect tense can be used to state that the research results are recent, expressing what has been found over an extended period in the past and up to the present to highlight the direct relevance of previous studies to the writer's own research. Look at the following example:Although the results of pervious studies showed that further research was warranted in this area, recent studies have demonstrated that educational methodology is now moving in a new direction (Jones, 2007; Karstal, 2008).2.1.1 Check the sample introduction and complete the following table.2.2Citing verbsIt is important that you learn how to cite information in a correct way. There are certain conventions to follow when citing someone’s work. Words like “say”,“tell”, and “ask” are normally used in oral conversation s but are not appropriate in formal academic writing. The following table illustrates some appropriate words to use for reporting the work of others.Verbs for sayingJalal (1993) claimsbelievesthinksassumesindicatesnotesremarksstatesshowspoints outthat …More Verbs for sayingJalal’s (1993) study suggestsconsidershypothesizesconcludescommentsemphasizesillustratesproposesestablishesmaintainsthat…Verbs responding to others’opinionsThe analysis of the Jalal’s report acceptsadmitsagreesdoubtsthat …deniesarguescomments Verbs for saying a second timeJalal (1993) further/additionally assertsexplainsconfirmsmaintainsadvocatesthat …Poor patterns show that the writer has a mere grasp of the literature:Jalal (1993) says that …The Asian Development Bank (1992) states that … Leach and Mearns (1995) argue that …Better sample shows some critical thinking and sentence variety:Jalal (1993) reports that his study of … shows … The findings are supported by the Asian Development Bank (1992) replication of … Although both these studies focus on …. They have ignored … According to Leach and Mearns (1995), …2.2.2 Read three extracts on the issue of poverty and crime. Use the verbs above to cite opinions on poverty and crime.3. Writing Practice3.1 Using referencesUse citation to develop your own argument.Below are examples of parts of paragraphs using three different citation methods (The references cited have been invented for demonstration purposes only). Thesemethods can be called information prominent, where the focus of the sentence is only on the information being presented; author prominent, where the name of the author of the information is given prominence in the sentence; and weak author prominent, where the ideas of author(s) are given prominence, but authors’ names do not appear in the main part of the sentence. Observe how the different methods contribute to the way in which the writer’s argument is developed.Information prominent citationShrinking markets are also evident in other areas. The wool industry is experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers (Smith, 2000).This is the default style in many areas of science. However, there are two other options, which should also be part of a writer’s repertoire, for use when appropriate. Author prominent citationShrinking markets are also evident in other areas. Smith (2000) argued that the wool industry was experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers. However, Jones et al. (2004) found that industry difficulties were more related to quality of supply than to demand issues. It is clear that considerable disagreement exists about the underlying sources of these problems.Weak author prominent citationShrinking markets are also evident in other areas. As Smith (2000) pointed out, the wool industry is experiencing difficulties related to falling demand worldwide since the development of high-quality synthetic fibers.3.1.1 The following is a chart describing people living on less than 1.25 dollars.Look at the following chart and practice citing these figures by using three different types of citation.Figure: Poverty headcount ratio at $1.25 a day (% of population)Created By Swati Revankar from World Bank, 2012 Information prominent citationAuthor prominent citationWeak author prominent citation3.2 Relating literature to your researchIt is easy to write a bad literature review and difficult to write a good one. The main mistake that a lot of people make is to write a literature review that looks like this:LITERATURE REVIEWUntil recently many researchers have shown interest in the field of coastal erosion and the resulting beach profiles. They have carried out numerous laboratory experiments and field observations to illuminate the darkness of this field. Their findings and suggestions are reviewed here.JACHOWSKI (2008) developed a model investigation conducted on the interlocking precast concrete block seawall. After a result of a survey of damages caused by the severe storm at the coast of USA, a new and specially shaped concrete block was developed for use in shore protection. This block was designed to be used in a revetment type seawall that would be both durable and economical as well as reduce wave run-up and overtopping, and scour at its base or toe. It was proved that effective shore protection could be designed utilizing these units.HOM-MA and HORIKAWA (2008) studied waves forces acting on the seawall which was located inside the surf zone. On the basis of the experimental results conducted to measure waves forces against a vertical wall, the authors proposed an empirical formula of wave pressure distribution on a seawall. The computed results obtained by using the above formula were compared well with the field data of wave pressure on a vertical wall.SELEZOV and ZHELEZNYAK (2009) conducted experiments on scour of sea bottom in front of harbor seawalls, on the basis of the theoretical investigation of solitary wave interaction with a vertical wall using Boussinesque type equation. It showed that the numerical results were in reasonable agreement with laboratory experimental data.3.2.1 Consider again the purposes of writing a literature review. See if you can answer the following questions about the literature review above:1. What questions does this literature review answer?2. What questions doesn't it answer?3. Which method has the writer used to organize the literature review?4. Is it a good literature review? Why?3.3 Avoiding plagiarism3.2.1 Below are two versions of the same information, adapted from the Introduction by McNeill et al. (2007). Decide which version has the problem of plagiarism and identify where the writer has plagiarizedVersion 1:Russell and Fillery (2006), using a stem-feeding technique, have shown that in situ 15N-labelling of lupin plants growing in soil cores enabled total belowground N to be estimated under relatively undisturbed conditions, but they indicated that the technique was not adaptable to all plants, particularly pasture species.Version 2:Russell and Fillery (2006), using a stem-feeding technique, have shown that insitu 15N-labelling of lupin plants growing in soil cores enabled total belowground N to be estimated under relatively undisturbed conditions. However, this technique is not adaptable to all plants, particularly pasture species.4. Writing ProjectWrite a literature review for your research by the following steps:1. Problem formulation—which topic or field is being examined and what are its component issues?2. Literature search—finding materials relevant to the subject being explored3. Data evaluation—determining which literature makes a significant contribution to the understanding of the topic4. Analysis and interpretation—discussing the findings and conclusions of pertinent literature5. Relate the review to your research topicYou are preparing to write an essay entit led “The social effects of tourism on developing countries”. Read the following abstract and then try to write a literature review relating to the topic according to the above mentioned steps:AbstractTourism is the fastest growing industry internationally. Popular areas of study are the economic, environmental and sociocultural impacts of tourism in developing countries. Very few studies have been conducted on the impact of tourism on the hosts’ health status. Nowadays, the emergence of new infectious diseases or there-emergence of diseases are causing concern and travel is a major contributor to their spread. The objectives of this study were: to review literature related to the topic as a background for future research; to explore if findings from a field trip to Easter Island/Chile and Peru support the hypotheses derived from the analysis of publications; to recommend a range of research topics based on the outcome of this study; and to propose elements of a framework for the assessment of health impacts of tourism. The findings suggest that there are considerable gaps in the current knowledge on tourism’s health impacts. Potential indirect and direct health impacts have been identified. Workplace health and safety concerns in relation to local tourism employees have been raised. A wide range of research topics has been suggested based on these findings. Finally, elements of a possible framework for understanding tourism’s health impacts and their interrelationships have been identified.Sources from: Irmgard Bauer, THE JOURNAL OF TOURISM STUDIES Vol. 10, No. 1, MAY ‘99 115. Final ChecklistHere is a final checklist for writing Introduction (including literature review). Use it to check what you have written in the previous task.。
研究生学术英语写作教程Unit 7 Concluding Research
Unit Seven Concluding ResearchObjectives:─ Be clear about t he significance of this section─ Try to understand the importance of summarizing in academic writing─ Learn to be skilled in p araphrasing in academic writing─ Learn to restate your thesis statement─ L earn to draw a conclusionContents:─ Brief introduction to this section─ Reading & Discussion: What information elements are usually involved in writing a Conclusion section?─ Language Focus: How to su mmarize and paraphrase─ Writing Practice: How to r estate your research objectives─ Writing Project: How to outline your conclusion1. Reading ActivityThe conclusion of a research paper reaffirms the thesis statement, discusses the issues, and reaches a final judgment. It is a belief based on your reasoning and on the evidence you have accumulated. This is the place for sharing with readers the conclusions you have reached because of your research. A conclusions is usually a shorter section of an academic text. It manifests the value of your research as well as your understanding of the material that you have presented. It should be a strong recapitulation of your major ideas.1.1 Pre-reading TaskThe following is the concluding section of a research article in the field of applied linguistics. Think about the following questions before reading the text and then have a discussion with your classmates:1)What is the function of the concluding section in a research paper?2)What information elements does a concluding section normally include?1.2 Reading PassageOur experiment indicated that learners better comprehended English idioms sharing the same metaphoric themes as Chinese than those sharing different metaphoric themes, conforming to Boers & Demecheleer's (2001) study result with French-speaking subjects. NL (native language) played an important role, in that positive transfer appeared in most subjects' understanding of idioms with identical expressions and meanings in NL and TL (target language), and negative transfer appeared in the understanding of those with similar expressions and meanings or those with identical expressions but different meanings in NL and TL; besides, negative transfer occurred in the understanding of every kind of English idioms. Finally, though the idioms in the experiment were rated as having an intermediate level of semantic transparency and were listed without any contextual clues, 37% of the subjects’ responses were completely or partially correct, giving support to the point that a cognitive semantic view can facilitate the learning of idioms for non-native speakers.This study has several implications for teaching idioms. Firstly, it is important to inform learners of the different metaphoric themes in the target culture. Secondly, more attention should be given to idioms without NL equivalents. Thirdly, overt comparisons can be made to show learners which idioms can be transferred from their NLs and which idioms are likely to cause interference, thus taking advantage of positive transfer while avoiding the occurrence of negative transfer. Fourthly, while helping learners realize the absurdity of the literal meanings of some English idioms, encourage them to tackle the semantics of the idiom as a problem-solving task, andteach them strategies for dealing with figurative language to take advantage of the semantic transparency of some idioms.However, there was an obvious limitation in this study: the number of the idioms selected was too small. We expect more studies to be carried out in more aspects including the strategies used in idiom comprehension and production, EFL learners', EFL teachers' and English-speaking people's attitude towards English idiom learning and the treatment of them in the existing teaching materials.( Liu, 2008 )1.3 Reading Comprehension1. Read the text carefully and decide what information elements a concluding section includes and how they function.2. What are the major findings of the experiment?3. What verb tenses are mainly used in the text? What is the proportion of active voice verbs to passive voice verbs in this conclusion section?nguage Focus2.1 SummarizingThere are three ways to include source material in your research paper writing: summarizing, paraphrasing, and quoting. Each of these strategies capitalizes on different types of information that can be useful. To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out anything that is not essential. Summarizing is more than retelling; it involves analyzing information, distinguishing important elements from unimportant elements and transforming large chunks of information into a few short cohesive sentences.Look at the following example.OriginalThis effort to communicate--first through spoken messages, then throughpictographs, then through the written word, and finally through printed words --- demonstrates people’s innate desire to share information with one another. Storability, portability an d accessibility of information are essential to today’s c oncept of mass communication. (Source: Shirley Biagi, Media Impact: An Introduction to Mass Media, 2nd edition, p. 24 )SummaryIn Media Impact, Shirley Biagi explains that people have always had an inherent need to communicate. The ability to store, carry and have access to information is necessary in modern mass communication.How to Summarize?There are several techniques to be used while summarizing a text and they all stress full understanding of a text and require the reader to spot the main ideas in it. Here are some useful tips about summarizing:∙Start by reading a short text and highlight the main points as you read.∙Reread the text and make notes of the main points, leaving out examples, evidence, etc.∙Restate or repeat the ideas of the source in different words and phrases.∙Do not add your own ideas, opinions or judgment of the arguments.∙Make it shorter than the source.Read the following text and write a summary.Original TextI come from Taiwan, but I have lived in Canada for several years now. I am surprised at how Canadian society respects the rights of women, both at work and home. Personally I believe women in Canada are better off than women in Taiwan. However, some of my female friends in Canada miss the good old days when women were treated in a different way. You see, in the past, gentlemen followed different rules of behavior. They would open the doors for ladies, pull out chairs for ladies to sit down, stand up when a lady left the table, and offer to pay the bill at restaurants. Now, however, most Canadian believe that men and women should be considered equal. For example, women now generally have to pay for their own meals.2.2 ParaphrasingThe Oxford English Dictionar y defines a paraphrase as “an expression in other words, usually fuller and clearer, of the sense of any passage or text; a free rendering or amplification of a passage. . . . [Paraphrasing is] to express the meaning of (a word, phrase, passage) in other words, usually with the object of fuller and clearerexposition so as to bring out the sense” (XI: 204). To paraphrase means to completely reproduce the original meaning in our own words (but never include our own opinion ).Look at the following example.Source materialAggressiveness, present in many male teenagers, has often been characterized as having a biological base. However, social study theorists Bandura and Walters (1959) did a study which indicated that aggressiveness might be a product of environment factors and especially, social reinforcement. In this study, they found that aggressive boys had encouragement from their parents to be aggressive outside their home. Since their fathers experienced indirect pleasure from hearing about their son’s aggressive behavior, this provided reinforcement for the boys.Acceptable paraphrase:Social scientists have often described aggressiveness, which is evident in many adolescent boys, as having a biological component. However, research completed by social study theorists Bandura and Walters (1959) showed that aggressiveness might result from factors in the environment and, in particular, social reinforcement. It was found in the study that young males who were aggressive had been encouraged by their parents to be aggressive away from their home. Their fathers received vicarious gratification from learning of their son’s aggressive behavior. Consequently, the boys’ behavior was reinforced by their fathers’ experience. ( Cong, 2009 )There are basically two ways to paraphrase this: by making word-level transformations (and maintaining the original syntax) or by considering its “deep structure” and making more significant changes. Note how these paraphrases differ: Source sentence:The temperature in many parts of the world is gradually rising.Paraphrase:(1)The temperature in lots of places around the earth is slowly increasing.(2)Most parts of the world are getting hotter steadily.Example (1) represents a word-level paraphrase and example (2) is a deep-level transformation. It is usually believed that making word-level paraphrases is easier than deep-level transformations.Here are some guidelines for paraphrasing:● U se synonyms.● Change word forms.● Make necessary structural adjustments.● Change between the affirmative and the negative.● Include reference to the original source.Read the following text carefully and try to rewrite an acceptable paraphrase. OriginalStarting in the 15th century, the reality and the idea of the family were to change: a slow and profound revolution, scarcely distinguished by either contemporary observers or later historians, and difficult to recognize. And yet the essential event is quite obvious: the extension of school education. We have seen how in the middle ages children’s education was ensured by apprenticeship in adults, and that after the age of seven, children lived in families other than their own. Henceforth, on the contrary, education became increasingly a matter for the school. The school ceased to be confined to clerics and became the normal instrument of social initiation, of progress from childhood to manhood. ( Source: Aries, P. 1962. Contemporary Childhood: A Social History of Family Life )3. Writing Practice3.1 Reorder sentencesRead the following jumbled conclusion from a thesis in computer science and engineering: the topic is: The Steiner Tree Problem. Please rearrange the following sentences so that they make more sense and follow the logical order of a conclusion.A.An advantage of this algorithm is that the computations of the bead's movementcan be done in parallel, provided that there is a synchronization barrier to update their new positions.B.This can take advantage of some parallel computers, for example, mapping eachbead to a (virtual) processor.C.It is possible that these techniques can also be applied to solve the SMT if a goodmapping of the problem to an appropriate network architecture is found.D. The Steiner tree has been shown to be an optimization problem. Neural networkhas been successfully applied to solve many optimization problems, for example, TSP. Some of these techniques have been discussed. This could be an interesting area for research in the future.E. The Steiner minimal tree problem has been studied in the above discussion. Anode-splitting algorithm that finds a good heuristic solution to the problem has been developed. In some cases, it is better, for instance, than Korhonen's algorithm.F. Comparison shows that the node-splitting method is comparable to other heuristicmethods.( adapted from Zhou, 2009: 312)3.2 Restatement of research objectiveLook at your thesis statement again and rework it in a new way. Avoid repeating key words and phrases from the thesis statement because you don't want the summary statement to sound boring or repetitive. Using a thesaurus is a good way to find new, interesting words.This study set out to determine ...The present study was designed to determine the effect of ...In this investigation, the aim was to assess ...The purpose of the current study was to determine ...This project was undertaken to design ... and evaluate …Returning to the hypothesis/question posed at the beginning of this study, it is now possible to state that …Here are some examples of research questions and summary statements:Research question: What is more important, competitive price, fuel economy, or high resale value when Chinese people buy cars.Summary Statement: The research was to determine what factors contribute more to Chinese people purchasing cars, competitive price, fuel economy, and high resale value.Rewrite the following thesis statements:1) What in San Francisco attracts visitors more, its magnificent location, its theaters and art galleries, or its fine restaurants?2) Do employees have to be trained for working in the Australian multicultural workplace? But managers also need to be trained. (It is clear, therefore, that both..)3) What is the 1994 rate of juvenile delinquency in the U.S.?4) Does education play a role in reducing juvenile delinquents' return to crime?5) What marketing strategies does the Coca-Cola company currently apply?6) Do children sent to day care or preschool start kindergarten with more highly developed language skills?7) How might the discovery of a genetic basis for obesity change the way in which we treat obese persons, both medically and socially?3.3 Summarizing the findingsRead the following text and identify major points and write a summary.Global Implications of Patent Law VariationA patent is an exclusive right to use an invention for a certain period of time, which is given to an inventor as compensation for disclosure of an invention.Although it would be beneficial for the world economy to have uniform patent laws, each country has its own laws designed to protect domestic inventions and safeguard technology. Despite widespread variation, patent laws generally fall under one of two principles: the first-to-file and first-to-invent. The first-to-file principle awards a patent to the person or institution that applies for a patent first, while the first-to-invent principle grants the patent to the person or institution that was first to invent –and can prove it. Most countries have adopted the first-to-file system. However, the United States maintains a first-to-invent system, despite obvious shortcomings. Patent ownership is not recognized globally. On the contrary, ownership may change depending on the country. It is not uncommon for an invention to have two patent owners – one in the United States and one in the rest of the world. This unclear ownership often has economic consequences. If a company is interested in using a patented invention, it may be unable to receive permission from both patent owners, which in turn may prevent manufacture of a particular product. Even if permission is received from both owners, pay royalties to both may be quite costly. In this case, if the invention is useful enough, a company may proceed and pass on the added cost to consumers. International economic tension has also been increasing as a result of differing policies. Many foreign individuals and companies believe that they are at a serious disadvantage in the United States with regard to patent ownership because of the logistical difficulties in establishing first-to-invent status. Further, failure of the United States to recognize patent ownership in other countries is in violation of the Paris Conventions on Industrial Properties, which requires all member nations to treat all patents equally. The conflict surrounding patents has prompted the World Intellectual Properties Organization (WIPO) to lobby for universality in patent laws. WIPO maintains that the first necessary step involves compelling the United States to reexamine its patent principle, taking into account the reality of a global economy. This push may indeed result in more global economic cooperation.3.4 Write a concluding sectionThe following is a research on the effectiveness of structured development lessons in English using 4 macro-skills intended for public science high school students. Read the following paper and write a concluding section for it.The teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there might be lack or absence of English books.The main thrust of the study is to evaluate the effectiveness of structured development lessons in English using the 4 macro-skills intended for the public science high school students. Specifically, the study answered questions on the level of language proficiency of the freshmen science high school students with referenceto pronunciation and correct usage; mean pretest and posttest scores of the students based on the structured lessons of macro-skills' learning performance; significant difference in the mean pretest and posttest scores of the students in listening, speaking, reading, and writing; mean gain in the posttest; and module which can be proposed based on the findings of the study.The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 75 students as selected freshmen in the first year. The data gathered in this study were analyzed by using the Statistical Package for the Social Sciences (SPSS) version 14--a computer program used for statistical analysis.FINDINGS1) Level of Language Proficiency of the Students’ PronunciationThe majority (81.9333) of the students got the highest rating scale of 80-89 which was rated Very Good. None of the students as counted individually obtained the rating scale of 50-59 (far below from the passing percentage).2) Correct UsageNone of the students was rated Excellent with the rating scale of 90 and above.The majority (77.5867) of the students got the average rating scale of 70-79 which was rated Good.3) English Difficulties of the Freshmen Students Based on the Macro-Skills ofEnglish Language TeachingThe teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there is lack or absence of English books; there is lack or absence of instructional materials; there is absence of printed materials at home; there are no television sets at home; teachers have faulty pronunciation; there is little emphasis on written communications and there are no cultural shows and public speaking activities.The teacher-researcher found out that the students experience the following difficulties in written English: writing dictation, taking down notes, outlining, theme writing, punctuating, quoting, and obtaining coherence and unity in paragraph writing. The causes for these difficulties were: no appreciation for reading materials; lack of exposure to writing; inadequate writing activities; no ear training; no patience to analyze the mistakes in writing; absence of contents that can harness their potentials in essays, letters, etc.; poor spelling; and useless board work.4) Mean Pretest and Posttest Scores of the StudentsIt is found in this study, based on the macro-skills, that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333. In standard deviation, the result of pretest is 10.95980 while the result of the posttest is 6.07959. Unlike the standard error mean, the result of the pretest is 1.26553 while the result of the posttest is .70201; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467. In standard deviation, the result of the pretest is 4.92455 while the result of the posttest is 3.42471.Unlike the standard error mean, the result of the pretest is .56864 while the result of the posttest is .39545; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133. In standard deviation, the result of the pretest is 3.28425 while the result of the posttest is 3.17649. Unlike the standard error mean, the result of the pretest is .37923 while the result of the posttest is .36679; the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333. In standard deviation, the result of the pretest is 6.26732 while the result of posttest is 5.29467. Unlike the standard error mean, the result of the pretest is .72369 while the result of the posttest is .61138.It is found further that the posttest score in the speaking area got the 1st rank which is 87.1200 while the pretest is 80.5467 of which the difference is 6.5733; the posttest score in the reading area got the 2nd rank which is 86.7333 while the pretest is 84.4133 with the difference of 2.3200; the posttest score in the writing area got the 3rd rank which is 85.4400 while the pretest is 76.3333 with the difference of 9.1067.5) Paired Samples' Test/Paired Differences: the difference between the two means wassubjected to a paired t-test.5.1 Listening skill: the listening area was -7.57333, standard deviation was 10.63291,standard error mean was 1.22778, 95% confidence interval of the difference (lower limit) was -10.0974, the difference (upper limit) was -5.12692, and the c.v.result was -6.168 which was greater than the t.v. result which was -10.01974.Therefore, the macro-skill in the listening area was not significant.5.2 Speaking skill: the speaking area was -6.57333, standard deviation was 5.31742,standard error mean was .61400, 95% confidence interval of the difference (lower limit) was -7.79676, the difference (upper limit) was -5.34991, and the c.v. result was -10.706 which was lower than the t.v. result which was -7.79676. Therefore, the macro-skill in the speaking area was significant.5.3 Reading skill: the reading area was -2.32000, standard deviation was 2.98265,standard error mean was .34441, 95% confidence interval of the difference (lower limit) was -3.00625, the difference (upper limit) was -1.63375, and the c.v. result was -6.736 which was lower than the t.v. result which was -3.00625. Therefore, the macro-skill in the reading area was significant.5.4 Writing skill: the writing area was -9.10667, standard deviation was 7.38621,standard error mean was .85289, 95% confidence interval of the difference (lower limit) was -10.80608, the difference (upper limit) was -7.40726, and thec.v. result was -10.677 which was greater than the t.v. result which was-10.80608. Therefore, the macro-skill in the writing area was not significant.6) Mean Gain of the Pretest and Posttest Scores of the Students: mean gain is based on the macro-skills of language teaching, such as listening, speaking, reading and writing. Mean gain of singled-out freshmen students based on the macro-skills, such as listening, speaking, reading and writing as structured in the lessons, was used as a result in statistical analysis and computation of the mean pretest and mean posttest. It was disclosed upon interpretation of data that the mean gain in the listening area was obtained as the result of the subtraction of number from the mean pretest which was 75.5333 from the mean posttest which was 83.1067. The findings revealed that only the areas in speaking and reading got the highest posttest percentages. In the writing area, the mean gain was obtained as the result of the subtraction from the pretest which was 76.3333 from the mean posttest which was 85.4400.In the final results of the listening area, the posttest mean was 83.1067 while the mean gain was -7.57333 which had the lowest mean pretest and posttest percentages as compared to the other areas; in the speaking area, the posttest mean was 87.1200 while the mean gain was -6.57333 which got the 1st rank posttest percentage; in the reading area, the mean gain was -2.32000 which got the 2nd rank posttest percentage and also got the 1st rank pretest percentage among them; and in the writing area, the mean gain was -9.10667 which got the 3rd rank posttest percentage, next to the speaking and reading areas.It is also found that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133; and the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333.4.Writing Project4.1Getting information for writing a conclusionCreate a SWOT table summarizing your research findings of an environmental analysis.Strength OpportunityWeakness Threat4.2Outlining your conclusion1) State the research question and explain why it is interesting.2) Briefly describe the methods of research and data analysis.3) Describe the results.4) Explain the key implications of the results. Avoidoverstating the importance ofthe findings.5) The results and the interpretation of the results shouldrelate directly to theresearch questions, purposes or hypothesis.4.3Drafting your conclusion1) Begin with your research questions, purposes or hypothesis.2) Combine the thesis statement and your one-sentence segment summaries into aone-to-two-paragraph summary.3) Eliminate all unnecessary words and repetitions.4) Eliminate all personal ideas and inferences.5) Use transitions for a smooth and logical flow of ideas.6) Use summary expressions.4.4Final checklist。
研究生学术英语读写教程unit7
研究生学术英语读写教程unit7研究生学术英语读写教程 Unit7 的内容如下:主题：学术论文的结构和写作技巧本单元重点:- 了解学术论文的基本组成部分以及各自的作用- 掌握正确的学术论文写作技巧和风格- 学会如何优化学术论文的结构和排版本单元拓展:- 学术论文的阅读和撰写对于研究生来说是非常重要的技能。
通过本单元的学习，学生将学会如何有效地阅读和撰写学术论文，从而提高学术能力。
- 学术论文的结构和写作技巧是研究生学术英语读写教程中的重要部分。
通过学习本单元的内容，学生将能够更好地理解学术论文的结构和组织方式，从而更好地撰写学术论文。
具体内容:1. Introduction- 介绍学术论文的背景和目的- 阐述学术论文的基本组成部分以及各自的作用- 举例说明如何有效地组织 Introduction 部分2. Literature Review- 介绍文献综述的作用和意义- 阐述文献综述的基本组成部分以及各自的作用- 举例说明如何有效地组织 Literature Review 部分3. Methods- 介绍研究方法的重要性- 阐述研究方法的基本组成部分以及各自的作用 - 举例说明如何有效地组织 Methods 部分4. Results- 介绍研究结果的重要性- 阐述研究结果的基本组成部分以及各自的作用 - 举例说明如何有效地组织 Results 部分5. Discussion- 介绍讨论部分的作用和意义- 阐述讨论部分的基本组成部分以及各自的作用 - 举例说明如何有效地组织 Discussion 部分 6. Conclusion- 总结学术论文的主要内容- 强调学术论文的结论和贡献- 举例说明如何有效地撰写 Conclusion 部分 7. References- 列举学术论文中所引用的文献- 注意文献引用的准确性和完整性8. Format and 排版- 了解学术论文的排版格式- 学会如何优化学术论文的结构和排版本单元重点:- 了解学术论文的基本组成部分以及各自的作用- 掌握正确的学术论文写作技巧和风格- 学会如何有效地阅读和撰写学术论文，从而提高学术能力总结:研究生学术英语读写教程 Unit7 主要介绍了学术论文的结构和写作技巧。
学术论文写作-Unit7
Verbs analyze
investigate evaluate
show suggest enhance
Sentence Patterns ... are analyzed...
……were investigated. ……was evaluated by…… Although……showed……, …… showed…… ……suggests…… This work enhances……
2. Answer the following questions based on the sample abstract.
3) What is the use of the findings? These findings could be incorporated into instructional literature for writers wishing to start book projects. These findings may also be helpful for English as a Foreign Language (EFL) teachers in selecting materials for their classrooms based on their external evaluation of academic textbooks.
II. Sample Reading
3. Match the information elements of an abstract in the box with the following sentences taken from the sample abstract.
a. background b. objective c. materials d. approach
最新研究生英语综合教程Unit 7
Reading Focus – Detailed Information
Task 2 Choose the sentence that best expresses the meaning of the sentence from the text. (P198)
Key: 1A 2 D 3 C 4 B 5 A 2 C 6 7D 8 B
Background Information
Watch a video clip from the American hit TV drama series Prison Break, and discuss with the group: Michael Scofield said at the end of the clip: “The man you’re talking about died the moment I stepped into these walls.” Do you think Sara, the prison doctor, would take his word for it?
living environment or something else that shaped his behavior?
Starting out
Sad Movies
Listen to “Sad Movies”, a song which tells a sentimental story, and do the following tasks:
Reading Focus – Global Understanding
Body
_C_h_a_r_a_c_t_e_ri_s_ti_c_s_ of human nature
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Unit Seven Concluding ResearchObjectives:─ Be clear about t he significance of this section─ Try to understand the importance of summarizing in academic writing─ Learn to be skilled in p araphrasing in academic writing─ Learn to restate your thesis statement─ L earn to draw a conclusionContents:─ Brief introduction to this section─ Reading & Discussion: What information elements are usually involved in writing a Conclusion section?─ Language Focus: How to su mmarize and paraphrase─ Writing Practice: How to r estate your research objectives─ Writing Project: How to outline your conclusion1. Reading ActivityThe conclusion of a research paper reaffirms the thesis statement, discusses the issues, and reaches a final judgment. It is a belief based on your reasoning and on the evidence you have accumulated. This is the place for sharing with readers the conclusions you have reached because of your research. A conclusions is usually a shorter section of an academic text. It manifests the value of your research as well as your understanding of the material that you have presented. It should be a strong recapitulation of your major ideas.1.1 Pre-reading TaskThe following is the concluding section of a research article in the field of applied linguistics. Think about the following questions before reading the text and then have a discussion with your classmates:1)What is the function of the concluding section in a research paper?2)What information elements does a concluding section normally include?1.2 Reading PassageOur experiment indicated that learners better comprehended English idioms sharing the same metaphoric themes as Chinese than those sharing different metaphoric themes, conforming to Boers & Demecheleer's (2001) study result with French-speaking subjects. NL (native language) played an important role, in that positive transfer appeared in most subjects' understanding of idioms with identical expressions and meanings in NL and TL (target language), and negative transfer appeared in the understanding of those with similar expressions and meanings or those with identical expressions but different meanings in NL and TL; besides, negative transfer occurred in the understanding of every kind of English idioms. Finally, though the idioms in the experiment were rated as having an intermediate level of semantic transparency and were listed without any contextual clues, 37% of the subjects’ responses were completely or partially correct, giving support to the point that a cognitive semantic view can facilitate the learning of idioms for non-native speakers.This study has several implications for teaching idioms. Firstly, it is important to inform learners of the different metaphoric themes in the target culture. Secondly, more attention should be given to idioms without NL equivalents. Thirdly, overt comparisons can be made to show learners which idioms can be transferred from their NLs and which idioms are likely to cause interference, thus taking advantage of positive transfer while avoiding the occurrence of negative transfer. Fourthly, while helping learners realize the absurdity of the literal meanings of some English idioms, encourage them to tackle the semantics of the idiom as a problem-solving task, andteach them strategies for dealing with figurative language to take advantage of the semantic transparency of some idioms.However, there was an obvious limitation in this study: the number of the idioms selected was too small. We expect more studies to be carried out in more aspects including the strategies used in idiom comprehension and production, EFL learners', EFL teachers' and English-speaking people's attitude towards English idiom learning and the treatment of them in the existing teaching materials.( Liu, 2008 )1.3 Reading Comprehension1. Read the text carefully and decide what information elements a concluding section includes and how they function.2. What are the major findings of the experiment?3. What verb tenses are mainly used in the text? What is the proportion of active voice verbs to passive voice verbs in this conclusion section?nguage Focus2.1 SummarizingThere are three ways to include source material in your research paper writing: summarizing, paraphrasing, and quoting. Each of these strategies capitalizes on different types of information that can be useful. To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out anything that is not essential. Summarizing is more than retelling; it involves analyzing information, distinguishing important elements from unimportant elements and transforming large chunks of information into a few short cohesive sentences.Look at the following example.OriginalThis effort to communicate--first through spoken messages, then throughpictographs, then through the written word, and finally through printed words --- demonstrates people’s innate desire to share information with one another. Storability, portability and accessibility of information are essential to today’s c oncept of mass communication. (Source: Shirley Biagi, Media Impact: An Introduction to Mass Media, 2nd edition, p. 24 )SummaryIn Media Impact, Shirley Biagi explains that people have always had an inherent need to communicate. The ability to store, carry and have access to information is necessary in modern mass communication.How to Summarize?There are several techniques to be used while summarizing a text and they all stress full understanding of a text and require the reader to spot the main ideas in it. Here are some useful tips about summarizing:∙Start by reading a short text and highlight the main points as you read.∙Reread the text and make notes of the main points, leaving out examples, evidence, etc.∙Restate or repeat the ideas of the source in different words and phrases.∙Do not add your own ideas, opinions or judgment of the arguments.∙Make it shorter than the source.Read the following text and write a summary.Original TextI come from Taiwan, but I have lived in Canada for several years now. I am surprised at how Canadian society respects the rights of women, both at work and home. Personally I believe women in Canada are better off than women in Taiwan. However, some of my female friends in Canada miss the good old days when women were treated in a different way. You see, in the past, gentlemen followed different rules of behavior. They would open the doors for ladies, pull out chairs for ladies to sit down, stand up when a lady left the table, and offer to pay the bill at restaurants. Now, however, most Canadian believe that men and women should be considered equal. For example, women now generally have to pay for their own meals.2.2 ParaphrasingThe Oxford English Dictionary defines a paraphrase as “an expression in other words, usually fuller and clearer, of the sense of any passage or text; a free rendering or amplification of a passage. . . . [Paraphrasing is] to express the meaning of (a word, phrase, passage) in other words, usually with the object of fuller and clearerexposition so as to bring out the sense” (XI: 204). To paraphrase means to completely reproduce the original meaning in our own words (but never include our own opinion ).Look at the following example.Source materialAggressiveness, present in many male teenagers, has often been characterized as having a biological base. However, social study theorists Bandura and Walters (1959) did a study which indicated that aggressiveness might be a product of environment factors and especially, social reinforcement. In this study, they found that aggressive boys had encouragement from their parents to be aggressive outside their home. Since their fathers experienced indirect pleasure from hearing about their son’s aggressive behavior, this provided reinforcement for the boys.Acceptable paraphrase:Social scientists have often described aggressiveness, which is evident in many adolescent boys, as having a biological component. However, research completed by social study theorists Bandura and Walters (1959) showed that aggressiveness might result from factors in the environment and, in particular, social reinforcement. It was found in the study that young males who were aggressive had been encouraged by their parents to be aggressive away from their home. Their fathers received vicarious gratification from learning of their son’s aggressive behavior. Consequently, the boys’ behavior was reinforced by their fathers’ experience. ( Cong, 2009 )There are basically two ways to paraphrase this: by making word-level transformations (and maintaining the original syntax) or by considering its “deep structure” and making more signifi cant changes. Note how these paraphrases differ: Source sentence:The temperature in many parts of the world is gradually rising.Paraphrase:(1)The temperature in lots of places around the earth is slowly increasing.(2)Most parts of the world are getting hotter steadily.Example (1) represents a word-level paraphrase and example (2) is a deep-level transformation. It is usually believed that making word-level paraphrases is easier than deep-level transformations.Here are some guidelines for paraphrasing:● U se synonyms.● Change word forms.● Make necessary structural adjustments.● Change between the affirmative and the negative.● Include reference to the original source.Read the following text carefully and try to rewrite an acceptable paraphrase. OriginalStarting in the 15th century, the reality and the idea of the family were to change: a slow and profound revolution, scarcely distinguished by either contemporary observers or later historians, and difficult to recognize. And yet the essential event is quite obvious: the extension of school education. We have seen how in the middle ages children’s education was ensured by apprenticeship in adults, and that after the age of seven, children lived in families other than their own. Henceforth, on the contrary, education became increasingly a matter for the school. The school ceased to be confined to clerics and became the normal instrument of social initiation, of progress from childhood to manhood. ( Source: Aries, P. 1962. Contemporary Childhood: A Social History of Family Life )3. Writing Practice3.1 Reorder sentencesRead the following jumbled conclusion from a thesis in computer science and engineering: the topic is: The Steiner Tree Problem. Please rearrange the following sentences so that they make more sense and follow the logical order of a conclusion.A.An advantage of this algorithm is that the computations of the bead's movementcan be done in parallel, provided that there is a synchronization barrier to update their new positions.B.This can take advantage of some parallel computers, for example, mapping eachbead to a (virtual) processor.C.It is possible that these techniques can also be applied to solve the SMT if a goodmapping of the problem to an appropriate network architecture is found.D. The Steiner tree has been shown to be an optimization problem. Neural networkhas been successfully applied to solve many optimization problems, for example, TSP. Some of these techniques have been discussed. This could be an interesting area for research in the future.E. The Steiner minimal tree problem has been studied in the above discussion. Anode-splitting algorithm that finds a good heuristic solution to the problem has been developed. In some cases, it is better, for instance, than Korhonen's algorithm.F. Comparison shows that the node-splitting method is comparable to other heuristicmethods.( adapted from Zhou, 2009: 312)3.2 Restatement of research objectiveLook at your thesis statement again and rework it in a new way. Avoid repeating key words and phrases from the thesis statement because you don't want the summary statement to sound boring or repetitive. Using a thesaurus is a good way to find new, interesting words.This study set out to determine ...The present study was designed to determine the effect of ...In this investigation, the aim was to assess ...The purpose of the current study was to determine ...This project was undertaken to design ... and evaluate …Returning to the hypothesis/question posed at the beginning of this study, it is now possible to state that …Here are some examples of research questions and summary statements:Research question: What is more important, competitive price, fuel economy, or high resale value when Chinese people buy cars.Summary Statement: The research was to determine what factors contribute more to Chinese people purchasing cars, competitive price, fuel economy, and high resale value.Rewrite the following thesis statements:1) What in San Francisco attracts visitors more, its magnificent location, its theaters and art galleries, or its fine restaurants?2) Do employees have to be trained for working in the Australian multicultural workplace? But managers also need to be trained. (It is clear, therefore, that both..)3) What is the 1994 rate of juvenile delinquency in the U.S.?4) Does education play a role in reducing juvenile delinquents' return to crime?5) What marketing strategies does the Coca-Cola company currently apply?6) Do children sent to day care or preschool start kindergarten with more highly developed language skills?7) How might the discovery of a genetic basis for obesity change the way in which we treat obese persons, both medically and socially?3.3 Summarizing the findingsRead the following text and identify major points and write a summary.Global Implications of Patent Law VariationA patent is an exclusive right to use an invention for a certain period of time, which is given to an inventor as compensation for disclosure of an invention.Although it would be beneficial for the world economy to have uniform patent laws, each country has its own laws designed to protect domestic inventions and safeguard technology. Despite widespread variation, patent laws generally fall under one of two principles: the first-to-file and first-to-invent. The first-to-file principle awards a patent to the person or institution that applies for a patent first, while the first-to-invent principle grants the patent to the person or institution that was first to invent –and can prove it. Most countries have adopted the first-to-file system. However, the United States maintains a first-to-invent system, despite obvious shortcomings. Patent ownership is not recognized globally. On the contrary, ownership may change depending on the country. It is not uncommon for an invention to have two patent owners – one in the United States and one in the rest of the world. This unclear ownership often has economic consequences. If a company is interested in using a patented invention, it may be unable to receive permission from both patent owners, which in turn may prevent manufacture of a particular product. Even if permission is received from both owners, pay royalties to both may be quite costly. In this case, if the invention is useful enough, a company may proceed and pass on the added cost to consumers. International economic tension has also been increasing as a result of differing policies. Many foreign individuals and companies believe that they are at a serious disadvantage in the United States with regard to patent ownership because of the logistical difficulties in establishing first-to-invent status. Further, failure of the United States to recognize patent ownership in other countries is in violation of the Paris Conventions on Industrial Properties, which requires all member nations to treat all patents equally. The conflict surrounding patents has prompted the World Intellectual Properties Organization (WIPO) to lobby for universality in patent laws. WIPO maintains that the first necessary step involves compelling the United States to reexamine its patent principle, taking into account the reality of a global economy. This push may indeed result in more global economic cooperation.3.4 Write a concluding sectionThe following is a research on the effectiveness of structured development lessons in English using 4 macro-skills intended for public science high school students. Read the following paper and write a concluding section for it.The teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there might be lack or absence of English books.The main thrust of the study is to evaluate the effectiveness of structured development lessons in English using the 4 macro-skills intended for the public science high school students. Specifically, the study answered questions on the level of language proficiency of the freshmen science high school students with referenceto pronunciation and correct usage; mean pretest and posttest scores of the students based on the structured lessons of macro-skills' learning performance; significant difference in the mean pretest and posttest scores of the students in listening, speaking, reading, and writing; mean gain in the posttest; and module which can be proposed based on the findings of the study.The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 75 students as selected freshmen in the first year. The data gathered in this study were analyzed by using the Statistical Package for the Social Sciences (SPSS) version 14--a computer program used for statistical analysis.FINDINGS1) Level of Language Proficiency of the Students’ PronunciationThe majority (81.9333) of the students got the highest rating scale of 80-89 which was rated Very Good. None of the students as counted individually obtained the rating scale of 50-59 (far below from the passing percentage).2) Correct UsageNone of the students was rated Excellent with the rating scale of 90 and above.The majority (77.5867) of the students got the average rating scale of 70-79 which was rated Good.3) English Difficulties of the Freshmen Students Based on the Macro-Skills ofEnglish Language TeachingThe teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there is lack or absence of English books; there is lack or absence of instructional materials; there is absence of printed materials at home; there are no television sets at home; teachers have faulty pronunciation; there is little emphasis on written communications and there are no cultural shows and public speaking activities.The teacher-researcher found out that the students experience the following difficulties in written English: writing dictation, taking down notes, outlining, theme writing, punctuating, quoting, and obtaining coherence and unity in paragraph writing. The causes for these difficulties were: no appreciation for reading materials; lack of exposure to writing; inadequate writing activities; no ear training; no patience to analyze the mistakes in writing; absence of contents that can harness their potentials in essays, letters, etc.; poor spelling; and useless board work.4) Mean Pretest and Posttest Scores of the StudentsIt is found in this study, based on the macro-skills, that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333. In standard deviation, the result of pretest is 10.95980 while the result of the posttest is 6.07959. Unlike the standard error mean, the result of the pretest is 1.26553 while the result of the posttest is .70201; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467. In standard deviation, the result of the pretest is 4.92455 while the result of the posttest is 3.42471.Unlike the standard error mean, the result of the pretest is .56864 while the result of the posttest is .39545; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133. In standard deviation, the result of the pretest is 3.28425 while the result of the posttest is 3.17649. Unlike the standard error mean, the result of the pretest is .37923 while the result of the posttest is .36679; the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333. In standard deviation, the result of the pretest is 6.26732 while the result of posttest is 5.29467. Unlike the standard error mean, the result of the pretest is .72369 while the result of the posttest is .61138.It is found further that the posttest score in the speaking area got the 1st rank which is 87.1200 while the pretest is 80.5467 of which the difference is 6.5733; the posttest score in the reading area got the 2nd rank which is 86.7333 while the pretest is 84.4133 with the difference of 2.3200; the posttest score in the writing area got the 3rd rank which is 85.4400 while the pretest is 76.3333 with the difference of 9.1067.5) Paired Samples' Test/Paired Differences: the difference between the two means wassubjected to a paired t-test.5.1 Listening skill: the listening area was -7.57333, standard deviation was 10.63291,standard error mean was 1.22778, 95% confidence interval of the difference (lower limit) was -10.0974, the difference (upper limit) was -5.12692, and the c.v.result was -6.168 which was greater than the t.v. result which was -10.01974.Therefore, the macro-skill in the listening area was not significant.5.2 Speaking skill: the speaking area was -6.57333, standard deviation was 5.31742,standard error mean was .61400, 95% confidence interval of the difference (lower limit) was -7.79676, the difference (upper limit) was -5.34991, and the c.v. result was -10.706 which was lower than the t.v. result which was -7.79676. Therefore, the macro-skill in the speaking area was significant.5.3 Reading skill: the reading area was -2.32000, standard deviation was 2.98265,standard error mean was .34441, 95% confidence interval of the difference (lower limit) was -3.00625, the difference (upper limit) was -1.63375, and the c.v. result was -6.736 which was lower than the t.v. result which was -3.00625. Therefore, the macro-skill in the reading area was significant.5.4 Writing skill: the writing area was -9.10667, standard deviation was 7.38621,standard error mean was .85289, 95% confidence interval of the difference (lower limit) was -10.80608, the difference (upper limit) was -7.40726, and thec.v. result was -10.677 which was greater than the t.v. result which was-10.80608. Therefore, the macro-skill in the writing area was not significant.6) Mean Gain of the Pretest and Posttest Scores of the Students: mean gain is based on the macro-skills of language teaching, such as listening, speaking, reading and writing. Mean gain of singled-out freshmen students based on the macro-skills, such as listening, speaking, reading and writing as structured in the lessons, was used as a result in statistical analysis and computation of the mean pretest and mean posttest. It was disclosed upon interpretation of data that the mean gain in the listening area was obtained as the result of the subtraction of number from the mean pretest which was 75.5333 from the mean posttest which was 83.1067. The findings revealed that only the areas in speaking and reading got the highest posttest percentages. In the writing area, the mean gain was obtained as the result of the subtraction from the pretest which was 76.3333 from the mean posttest which was 85.4400.In the final results of the listening area, the posttest mean was 83.1067 while the mean gain was -7.57333 which had the lowest mean pretest and posttest percentages as compared to the other areas; in the speaking area, the posttest mean was 87.1200 while the mean gain was -6.57333 which got the 1st rank posttest percentage; in the reading area, the mean gain was -2.32000 which got the 2nd rank posttest percentage and also got the 1st rank pretest percentage among them; and in the writing area, the mean gain was -9.10667 which got the 3rd rank posttest percentage, next to the speaking and reading areas.It is also found that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133; and the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333.4.Writing Project4.1Getting information for writing a conclusionCreate a SWOT table summarizing your research findings of an environmental analysis.Strength OpportunityWeakness Threat4.24.3Outlining your conclusion1) State the research question and explain why it is interesting.2) Briefly describe the methods of research and data analysis.3) Describe the results.4) Explain the key implications of the results. Avoid overstating the importance ofthe findings.5) The results and the interpretation of the results shouldrelate directly to theresearch questions, purposes or hypothesis.4.4Drafting your conclusion1) Begin with your research questions, purposes or hypothesis.2) Combine the thesis statement and your one-sentence segment summaries into a one-to-two-paragraph summary.3) Eliminate all unnecessary words and repetitions.4) Eliminate all personal ideas and inferences.5) Use transitions for a smooth and logical flow of ideas.6) Use summary expressions.4.5Final checklist。