項(xiàng)目制學(xué)術(shù)英語寫作教程 教案Teacher's 05 WEEKS 6–7 Referencing and Writing a Survey Proposal

PAGEPAGE6WEEKS6–7ReferencingandWritingaSurveyProposalPARTAReferencing(Forreferenceonly)Givingareferencewhenyou:quotefromabook,citesomeresearchresultsfromajournalarticle,quotefromawebsite,provideinformationfromanintervieworconversationwithanotherperson,etc.Exceptions:includedatafromyourownprimaryresearch,writeaboutyourownexperience,usecommonknowledgeandgenerallyacceptedfacts,etc.1)anin-textreference 2)areferencelistentry3.Whenreferencing,youhavetoprovidethreepiecesofinformation:theauthor’sgivenname,pagenumberandyearofpublication.(F)Piecesofinformationincludetheauthor’sfamilyname,notthegivenname.Ifthesourceismentionedattheendofasentence,itshouldbeplacedinparenthesesaftertheperiod. (F)Whenthesourceisattheendofasentence,itshouldbeputbeforetheperiod.Whenyouincludeaparaphrasedtextinyourwriting,youneedtoincludetheauthor’ssurnameandyearofpublication. (T)Whenyouemphasizethesourceandshowtheauthor’sauthority,youuseareportingstructure,e.g.“Xstatesthat+report(clause).” (T)Whenyoufocusontheideas,youincludethesourceinparenthesesattheendofthesentence. (T)4.(Forreferenceonly)1)Doyouthinktheordertheauthors’namesarelistedmatters?Why?Yes.Itconveysinformationabouttheroleandcontributionofeachauthortotheresearchproject.Thisinformationiscrucialforunderstandingthebackgroundoftheworkandforassessingthecredibilityandauthorityoftheresearch.theorderofauthorscanaffecthowthepaperiscitedandrecognizedinacademiccircles.Inwhatorderdoyouthinktheauthors’namesarelistedinacademicwriting?Inmanyacademicdisciplines,especiallyinthesciences,theorderofauthorstypicallyreflectstheircontributiontotheresearch.Thefirstauthorisusuallythepersonwhohasmadethemostsignificantcontributiontothework,suchasconceivingthestudy,designingexperiments,oranalyzingdata.Thelastauthorisoftenaseniorresearcheroradvisorwhosupervisestheproject.Themiddleauthorsareusuallythosewhohavemadesubstantialbutlesssignificantcontributions.Inthehumanitiesandsocialsciences,theorderofauthorshipcanvarybutoftenfollowssimilarprinciples.Inmanycases,alphabeticalordermightalsobeusedifcontributionsareconsideredequal.2)(Zhang&Xu,2009)Itmeans“andothers,”formorethanthreeauthors.Iftherearemorethanthreeauthors,thenyoucancitethefirstauthorandusetheabbreviation“etal,”meaning“andothers.”Possiblepattern1:author’ssurname,year,andarrangedinchronologicalorderPossiblepattern2:author’ssurname,year,andarrangedaccordingtothealphabeticalorderoftheauthors’surnamesInthefirstreference,Howeisprobablytheprimaryauthor,andcontributioncouldbesignificantbutsecondarytoInthesecondreference,istheprimaryauthor,suggestingthathiscontributiontothisresearchmightbemoresubstantialthaninthefirstreference,whilecontributionisagainsignificantbutheispossiblyinasupportingrole.ThepageTheyrepresentthespecificpagenumberswherethequotescanbefoundintheoriginalsources.Thesepagenumbersarenecessarybecausetheyhelpreaderstopreciselylocatethecitedinformationintheoriginaltexts,allowingthemtoverifythesourcematerialandlearnmoreabouttherelevanttopic.Inacademicwriting,thechoicebetween“and”and“&”incitationsdependsonthestyleguidebeingfollowed(e.g.MLA,Chicago).“and”isusedinsentenceswhenlistingauthorsorwhenintegratingacitationintothetext,while“&”isoftenusedinthereferencelist.Intheprovidedsentences,theword“and”isusedbecausethesearein-textcitations.Thesentencesflowbetterandmaintainanaturalreadingrhythmwhenusing“and”toconnectthenamesoftheauthors.Using“&”inthiscontextwouldbelesscommonandcouldbeseenasunconventionalorevenincorrectdependingonthestyleguide.Payattentiontotheverbuseintheaboveexamples.Accordingtothesubject-verbagreementrule,“BaxterMagoldaandKing”and“AbercrombieandTerry”canbeinterpretedaspluralinnumber.“BaxterMagolda”isacompoundsurname.Ineedtowritedowntheauthors’names,publicationyear,andpagenumber(ifquotingdirectly),followingtheappropriatecitationstyle.Forexample:“BaxterMagoldaandKing(2004)foundthat...”or“...(BaxterMagolda&King,2004,p.xxx).”5.Johnson,Kurt,andSteveCoates.Blues:TheScientificOdysseyofaLiteraryGenius.ZolandBooks,1999. (CMS+MLA)Pollan,M.(2006).Thedilemma:Anaturalhistoryoffourmeals.PenguinPress.Jonnson,A.,&Svingby,(2007).Theuseofscoringrubrics:validityandeducationalconsequences.EducationalResearchReview,2(2),130–144.Fernandez,M.“ArbitratingLabor‐ManagementDisputes.”NorthAmericanLaborRelations12,no.3(1989):14–39.(CMS)Siderits,Mark.“PerceivingParticulars:ABuddhistDefense.”PhilosophyEastandvol.54,no.3,2004,pp.367–383.(MLA)Proposalwriting2.Proposedsurveytitle/Introduction1,2,3,7Literaturereview4Methods5,6References9Appendices(ifappropriate)103.Myanswer:ThisexamplebelongstotheMethodssectionofthesurveyproposal.Theauthoraddressesethicalconcernsrelatedtothesurvey’sexecutionbydiscussingtheriskofmaintainingconfidentialityandthemeasurestakentoensureTheauthoralsomentionsthesecurestorageofdatatoprotectagainsttheftorloss.Furthermore,theauthorconsidersthepotentialdistressthatmayarisefromthesensitivetopicofbullyingandensuresthatquestionnairesaredesignedwiththisinmind,makingallquestionsoptionalandrequiringconsentbeforeparticipation.Theinclusionofadviceforparticipantsonhowtotacklebullyingisalsonoted,withanemphasisonobtainingadvicefromanofficialsourceandhavingitreviewedbysupervisorsandgatekeepers.4.Sixteensourcesarementioned.Thebenefitsofcollaborativelearningforstudents.Threesourcesstudiedthebenefitsofcollaborativelearningforpsychologyundergraduates.Ashworth(2004),McMichael(1992)and&Reile(2006)areallaboutexaminingtheeffectofcollaborativelearningondevelopingstudents’responsibility.Biggs’studyandVazin&Reile’sstudybothexaminedthebenefitsofcollaborativelearning,withBiggsfocusingontheexpositionofthinkingprocessesandVazin&Reilefocusingonincreasingrespectfordifferentwaysofthinking.Theyarerelatedinthattheybothcontributetotheunderstandingofcognitivebenefitsofcollaborativelearning.Mills&studyandAshworth’sstudyarerelatedinthatbothinvestigatedthebenefitsofcollaborativelearning.WhileMills&focusedonthedevelopmentoftransferableskills,Ashworthdiscussedthepromotionofresponsibilityforownlearningwithoutsurrenderingpowertoexperts.5.Step1:Readrelevantsourcesaboutcollaborativelearning.Step2:Idea3:Thesebenefitsincludetheexpositionofthinking,increasingrespectfordifferentwaysofthinking,motivationandsocialsupport,andthedevelopmentoftransferrableskillsIdea4:Collaborativelearningcanalsopromoteresponsibilityforone’sownlearning,withouthavingto“surrenderpowertotheexperts.”Step3:Relatedidea:theexpositionofthinkingprocessesRelatedidea:differentwaysofthinkingRelatedidea:motivationandsocialsupportRelatedidea:increasethedevelopmentoftransferrableskillsRelatedidea:responsibilityforone’sownlearningStep5:Piecethesentencesintoalogicalparagraph,usingreferences(orcitations)andappropriatetransitionalwords.PARTBVocabulary1.DefinitionRelatedwordsreferenceanoteinabookthattellsyouwhereaparticularpieceofinformationcomesfrom;theactofreferringtoorconsultingcitation,mention,note,bibliographyclear/specific/quickreferencereferencebook/materials/numbercitationwordsorlinestakenfromabookoraspeechreference,quotation,excerpt,extract,quotation,acknowledgment,cross-referencecitationstyle/format/sourceproposalaformalsuggestionorplan;theactofmakingasuggestionidea,propose,suggestion,plan,propositionsubmit/draft/approve/rejectaproposalproposaldeadline/writing2.1)maintains2)discusses3)suggests4)emphasizes5)mentions 6)argues7)explains8)states9)claims10)reject11)pointsout12)questions13)concludeAppositive&participlephraseasapostmodifier1.&2.Mytranslation:However,syntacticcomplexitydoesnothaveastronganddirectrelationshipwithwritingquality,whichdoesnotmeansyntacticcomplexityandwritingqualityareirrelevant.Comment:ThebasicstructureintheoriginalEnglishversionis“thefact...doesnotmean...”furtherexplainthesubject,thefact,itemploystheappositiveclause“...thatsyntacticcomplexitydoesnothave...”TheChinesetranslation,bychangingtheappositiveintoaclause,hastwo“SV”structures(主謂結(jié)構(gòu))juxtaposedtogether.ThisisaphenomenonconsistentwiththeChinesesyntaxwhichlackspostmodifiers.TheEnglishtranslation,takingthecharacter“這”asasignofpostmodifier,adoptsanon-restrictiverelativeclause“whichdoesnotmean...”Comparedwithrelativeclauses,frequentinbothconversationsandwriting,appositivesaremorefrequentlyusedinacademicwriting.Mytranslation:However,althougheachmeasurefocusesonadifferentconstruct,therearefewstudiesdiscussingdifferencesofthesemeasures.Comment:IntheoriginalEnglishversion,thenoun“fact”isfollowedbytheappositive“thateachmeasures...”Thepresenceoftheappositivehasraisedthesyntacticcomplexityofthesentence.TheChinesetranslationhasaSVOstructure“盡管每個指標(biāo)測量不同的方面.”BecauseChinesesyntaxdoesnothavepostmodifiers,theappositiveinEnglishistransformedintoaSVOstructure.TheEnglishtranslation,employingawayofword-by-wordtranslation,hasanadverbialclause.Syntacticcomplexityhierarchyhasclassifiedadverbialclausesandcomplementclausesinto“conversationalregister”sincesuchstructuresarepreferredinconversations.AdverbialclausesandcomplementclausesareencouragedsincethesestructuresaremorecomplicatedthanbasicSVOstructures.However,inacademicwriting,appositivesarepreferredastheyareasignofhighersyntacticcomplexity.Mytranslation:hypothesizethatrelationshipsbetweenthesemeasuresofsyntacticcomplexityandwritingqualitymaydependonthegenreofthetextthatisproduced.Comment:TheoriginalEnglishversionhasaparticiplephrase“beingproduced”servingasapostmodifierforthenoun“text.”TheChinesetranslationadoptsthepremodifier“所撰寫”toconformtotheChinesesyntax.TheEnglishtranslation,motivatedbythephrase“所撰寫,”hasarelativeclause“thatisproduced”tomodifytheantecedentnoun“text.”Chinesestudents,influencedbytheChinesesyntax,canproducearelativeclause.Thenitisrecommendedthataparticiplephrasebecomposedtoincreasethesyntacticcomplexityofthesentence.Mytranslation:Ifatextcompletelyreliesonsimplesentencestructures,itwillnotleaveagoodimpression.Comment:TheoriginalEnglishversionhasanoun“text”withaparticiplephrase“relyingon...”asitspostmodifier.Thisparticiplephrasecanbeexpandedintoarelativeclause“whichreliesexclusivelyon...”TheChinesetranslationhasconvertedtheparticiplephrase“relyingon...”intoaconditionaltoconformtotheChineselinguistichabit.Thesecondpart“是不可能……”isaverbphrasejuxtaposedwiththeformerconditional,aphenomenonacceptedinChinese.TheEnglishtranslation,followingtheChineseversion,hasproducedacomplexsentence,withaconditional,tobespecific.SincenounphraseswithpostmodifiersarecharacteristicofEnglish,itisrecommendedtoseekopportunitiestoproducenouns.Oncenounsareproduced,itispossibletoproducerelativeclausesandthenreducetherelativeclauseintoaparticiplephrase.PARTC1.1)data 2)topic3)literature4)notes 5)outline6)questions 7)review 8)methodology 9)collection 10)draft2.Academicwritingalwaysusesthepassivevoice(i.e.“theexperimentwasconducted”ratherthan“weconductedtheexperiment”).(F)Whilepassivevoiceiscommoninacademicwriting,especiallyinscientificandtechnicalfieldstoemphasizetheactionorresultratherthantheitisnotalwaysused.Activevoiceisalsoprevalentandcanmakewritingcleareranddirect.Thechoicebetweenactiveandpassivevoicesdependsonthecontextandtheemphasisdesired.Usinglongsentencesinacademicwritingwillmakeyourwritingsoundmoreimpressive.(F)Whilelongsentencescansometimesconveycomplexideas,clarityandreadabilityaremoreimportantinacademicwriting.Itwouldbebettertouseconcisesentencesthatclearlycommunicateyourargument.Varyingsentencelengthcanhelpmaintainreaderinterestandensureyourwritingiseffective.Usingvaguetermssuchas“thing”or“stuff”makesyourwritingimpreciseandmaycausepeopletointerpretitindifferentways.(T)Inacademicwriting,theuseofphrasalverbslike“pickedup”or“l(fā)eftout”shouldbelimitedandcarefullyconsideredforclarityandformality.(T)Academicwritingshouldbeclearbutalsocautious.Itisoftenadvisabletousephrasessuchas“theseresultssuggest…”ratherthan“theseresultsclearlyindicate…”inacademicwriting.(T)shouldreadeverypageofthebooksonyourreadinglist.(F)notnecessarytoeverypageofthebooksonyourreadinglist.ofteneffectivetofocusonkeychaptersorsectionsthatmostrelevanttoyourstudyorresearch.Skimmingandscanningforimportantinformationcanalsobeusefulstrategies.Note-takingshouldalwaysincludethesourceofthenotes.(T)Reportingverbsoftenusethepasttense.(F)Reportingverbscanbeusedinvarioustensesdependingonthecontext.Forexample:Presentsimpletense:Smitharguesthat...Pastsimpletense:Smitharguedthat...Presentperfect:Smithhasarguedthat...Academicwritingaimstobeaccurateandimpersonal.(T)Plagiarismoftenmeanscopyinganotherresearcher’swordswithoutacknowledgement.(T)PARTD1–3Omitted4.(Forreferenceonly)mustobtainconsentfrompotentialparticipantsofoursurveysoastoensurethattheyclearlyunderstandthenature,purpose,risks,andbenefits.Thistransparencyallowsparticipantstomakeaninformeddecisionabouttheirinvolvement.protectparticipants,weshouldtakeseveralprecautions.First,guaranteeanonymityandconfidentialitytosafeguardtheirprivacyrights.Second,ensurethereisnocoercion,allowingparticipantstowithdrawatanytimewithoutpressure.Additionally,minimizeoreliminateanyrisksordiscomfort.Identifypotentialissuesandimplementmeasurestopreventthem.Inobtainingconsentisvitalforprotectingparticipants’rights,minimizingrisks,andp