《大学英语读写》课程教学资源（B）Ⅱ_大学英语读写（B）Ⅱ_academic writing

Contents Introduction Pvu Topic Tasks ■Critical thinking Thinking about what students in higher education write Introduction to extended Types of writing writing and research ■Extended writing P1 ■Writing a project ■Analyzing the task Starting a project Unit summary Selective reading for source material Incorporating evidence into academic work ■Referencing Using evidence to Purposeful reading support your ideas Reading and note-making Stages of writing a summary or paraphrase P17 Practice summary1 。Practice summary2 ■Practice summary3 Unit summary Structuring projects Identifying evaluative writing Developing a stance:Writing a thesis statement Descriptive and evaluative writing ■Reading for a purpose Sourcing information Reading and thinking critically 3 ■Choosing sources for your project 。Finding information P39 ■Analyzing websites Acknowledging your sources Following academic conventions in referencing Deciding when to avoid using online sources Writing a bibliography ■Unit summary 4 U1-U8.indd 5 15429下午416

V Introduction PVIII Topic Tasks 1 Introduction to extended writing and research P1 Critical thinking Thinking about what students in higher education write Types of writing Extended writing Writing a project Analyzing the task Starting a project Unit summary 2 Using evidence to support your ideas P17 Selective reading for source material Incorporating evidence into academic work Referencing Purposeful reading Reading and note-making Stages of writing a summary or paraphrase Practice summary 1 Practice summary 2 Practice summary 3 Unit summary 3 Sourcing information for your project P39 Structuring projects Identifying evaluative writing Developing a stance: Writing a thesis statement Descriptive and evaluative writing Reading for a purpose Reading and thinking critically Choosing sources Finding information Analyzing websites Acknowledging your sources Following academic conventions in referencing Deciding when to avoid using online sources Writing a bibliography Unit summary Contents U1-U8.indd 5 15-4-29 下午4:16

X ses and plagiarism Avoiding plagiarism ith absr act 5 Developing a focus P81 。Establishi rking title Unit su ction Introductions, Anapine youe 6 conclusions and definitions P91 The ang yzing you ion The purpose of data Incorporating data and The language for incorporating data 7 illustrations Assessing and interpreting data Working with data P117 Identifying the features of abstracts Preparing for Conference abstracts 8 conference presentations P131 ring a poster presentation Unit summary g Glossary P148 In-U8-5 1549下午ei6

VI 4 Developing your project P65 Preparing for tutorials Quotations, paraphrases and plagiarism Avoiding plagiarism Working with abstracts Unit summary 5 Developing a focus P81 Choosing a topic for your extended essay Developing a topic Establishing a focus Establishing a working title Planning Project 2 Unit summary 6 Introductions, conclusions and definitions P91 Features of introductions Analyzing your introduction The language of introductions Identifying the thesis statement Features of conclusions Analyzing your conclusion The language of conclusions Features of definitions Unit summary 7 Incorporating data and illustrations P117 The purpose of data The language for incorporating data Assessing and interpreting data Working with data Incorporating references in a text Unit summary 8 Preparing for conference presentations P131 Identifying the features of abstracts Conference abstracts Preparing an oral presentation Editing your presentation slides Preparing a poster presentation Editing your written work Unit summary g Glossary P148 U1-U8.indd 6 15-4-29 下午4:16

Introduction Aims of the course The purposes of this book are to support you in developing your extended writing and research skills and to encourage the development or an independent approach practice. Structure of the course Unit structure:There are eight units in the book.Each unit explores and/or recycles certain key aspects of academic writing,such as analyzing the task selectrereadingofso ematerial,organizing and supporting your ideas, avoiding plagiarism and. Inpu panes These provide of rlev. anc nded projects You will be them for guidance and support when writing your projects. summary of other information contained in the unit Unit summaries:Each unit is followed by a unit summary.giving you the opportunity to reflect on what you have learnt. Additional materials Glossary:Key words or phrases in the text are explained in the glossary on pages 148-151. Sample project:A sample project written by a pre-sessional student illustrates the main elements of academic texts. Source material:These authentic texts are referred to throughout the course to provide you with material similar to academic texts you will use in your faculty study

VII Introduction Aims of the course The purposes of this book are to support you in developing your extended writing and research skills and to encourage the development of an independent approach to extended writing and research. It is assumed that you will be working on the development and consolidation of core academic written-language skills on other parts of your course, and part of the aim of these materials is to put such skills into practice. Structure of the course Unit structure: There are eight units in the book. Each unit explores and/or recycles certain key aspects of academic writing, such as analyzing the task, selective reading of source material, organizing and supporting your ideas, avoiding plagiarism and developing a stance. Input panels: These provide key information of particular relevance to you when researching and writing your extended projects. You will be able easily to refer to them for guidance and support when writing your projects. Study tips: These are included for ease of reference when you are revising what you have studied. They either summarize the outcome of a series of activities or are a summary of other information contained in the unit. Unit summaries: Each unit is followed by a unit summary, giving you the opportunity to reflect on what you have learnt. Additional materials Glossary: Key words or phrases in the text are explained in the glossary on pages 148–151. Sample project: A sample project written by a pre-sessional student illustrates the main elements of academic texts. Source material: These authentic texts are referred to throughout the course to provide you with material similar to academic texts you will use in your faculty study. U1-U8.indd 7 15-4-29 下午4:16

Working with the course The book is designed around a ten-week course,during which you are expected to write two projects:a guided project in the first four weeks,and a project in your own academic subject over the remaining six weeks.You will be working on the projects at the same time as you carry out the tasks in cach unit of this book. There is a suggested route through the materials for a shorter course of,for example six weeks.In e,y encouraged tostudy the materias that are not covere .Project work:The course is designed so that for Project 1,the whole group be working on the same essay title,which is provided in the book along with appropriate source material.Your teacher will support you in planning and writing this project,which will enable you to develop the skills you need for extended academic writing.Alternatively,especially on a short course,your teacher might choose to go straight to Project 2(see page8). In academic life at university,students are expected to work independently,and in Project 2 this ct is cm phasized.With the se d project,you own resources,you will,of course,be supported in class and in tutorials during this period.For example,you will be able to"negotiate"a title in collaboration with your tutor and make changes to your project after discussing your work with him/her at various stages of the project. The differences between Project 1 and Project 2 Project2 Title Specified in textbool Title Your choice of topic in your subject area Length About 1.200 words Length 2.000-3,000 vords Resources Mostly provided in the book Resources You need to find your own A lot of support provided Working more Support in the book and by your Support independently.with teacher tutorials 5.29下午16

VIII Working with the course The book is designed around a ten-week course, during which you are expected to write two projects: a guided project in the first four weeks, and a project in your own academic subject over the remaining six weeks. You will be working on the projects at the same time as you carry out the tasks in each unit of this book. There is a suggested route through the materials for a shorter course of, for example, six weeks. In this case, you are encouraged to study the materials that are not covered on your course, independently. Project work: The course is designed so that for Project 1, the whole group will be working on the same essay title, which is provided in the book along with appropriate source material. Your teacher will support you in planning and writing this project, which will enable you to develop the skills you need for extended academic writing. Alternatively, especially on a short course, your teacher might choose to go straight to Project 2 (see page 8). In academic life at university, students are expected to work independently, and in Project 2 this aspect is emphasized. With the second project, you have to choose your own title and decide on the focus of the project. Although you will need to find your own resources, you will, of course, be supported in class and in tutorials during this period. For example, you will be able to “negotiate” a title in collaboration with your tutor and make changes to your project after discussing your work with him/her at various stages of the project. The differences between Project 1 and Project 2 Project 1 Project 2 Title Specified in textbook Title Your choice of topic in your subject area Length About 1,200 words Length 2,000–3,000 words Resources Mostly provided in the book Resources You need to find your own Support A lot of support provided in the book and by your teacher Support Working more independently, with tutorials U1-U8.indd 8 15-4-29 下午4:16

■ This course will help ese incudo to develop a number of skills while writing your proe brainstorming.planning and organizing your work .establishing a specific focus and developing your ideas finding sources of information from books,journals and the Internet selecting information appropriate to your needs incorporating ideas and information into your text through paraphrasing/ summarizing and synthesizing.while avoiding plagiarism .evaluating your sources and selecting the most relevant and appropriate .developing your critical thinking skills .learning about Uk academic conventions for referencing and compiling a bibliography discussing your work with your tutor and your peers giving a presentation about your work Φ K .d

IX This course will help you to develop a number of skills while writing your projects. These include the following: brainstorming, planning and organizing your work establishing a specific focus and developing your ideas finding sources of information from books, journals and the Internet selecting information appropriate to your needs incorporating ideas and information into your text through paraphrasing/ summarizing and synthesizing, while avoiding plagiarism evaluating your sources and selecting the most relevant and appropriate developing your critical thinking skills learning about UK academic conventions for referencing and compiling a bibliography discussing your work with your tutor and your peers giving a presentation about your work U1-U8.indd 9 15-4-29 下午4:16

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■■■口 UNIT ntroduction to extended writing and research mmmm 47 In this unit you will: become more aware of what extended writing involves find out about a writing project

1 Introduction to extended writing and research UNIT 1 In this unit you will: 1 become more aware of what extended writing involves 2 find out about a writing project U1-U8.indd 1 15-4-29 下午4:16

Introduction INPUT EXTENDED WRITING AT UNIVERSITY Students at universities usually have to produce a specific type of written assignment, on which they are assessed,and this normally differs according to the requirements of their academic department.The type of writing that students have to produce als depends on the level of study:undergraduate,postgraduate or doctoral(PhD). The reasons why students carry out extended academic writing activities may include the following: to develop and express their ideas to provide evidence to support their ideas to show they can dispute or support existing theories(this involves demonstrating their critical thinking ability) to demonstrate knowledge,based on their extensive reading,lectures and seminars The type of writing required is determined by the purpose of the writing. Φ Critical thinking This is an important feature of academic study.Imagine,for example,that you have borrowed a book fr rary tha to be day,but the contains impo rtant information yo ou need about what information in the book would be useful,so you can quickly take appropriate notes or photocopies,i.e.,use your critical thinking skills.Understanding what is relevant is one example of the ability to think critically.Another example is recognizing the writer's purpose,or reason,for writing a text,e.g.,whether it is to inform,persuade,refute or support aviewpoint. 1.1 List at least three examples of issues you might need to think about critically when you are studying. 2学术研究与论文写作 159下午e6

2 学术英语听力 Introduction INPUT EXTENDED WRITING AT UNIVERSITY Students at universities usually have to produce a specific type of written assignment, on which they are assessed, and this normally differs according to the requirements of their academic department. The type of writing that students have to produce also depends on the level of study: undergraduate, postgraduate or doctoral (PhD). The reasons why students carry out extended academic writing activities may include the following: to develop and express their ideas to provide evidence to support their ideas to show they can dispute or support existing theories (this involves demonstrating their critical thinking ability) to demonstrate knowledge, based on their extensive reading, lectures and seminars The type of writing required is determined by the purpose of the writing. Task 1 Critical thinking This is an important feature of academic study. Imagine, for example, that you have borrowed a book from a university library that has to be returned the following day, but the book contains important information you need for an essay. You will have to think “critically” about what information in the book would be useful, so you can quickly take appropriate notes or photocopies, i.e., use your critical thinking skills. Understanding what is relevant is one example of the ability to think critically. Another example is recognizing the writer’s purpose, or reason, for writing a text, e.g., whether it is to inform, persuade, refute or support a viewpoint. 1.1 List at least three examples of issues you might need to think about critically when you are studying. 1. recognizing relevant information 2. identifying the writer’s purpose 3. 4. 5. Task 2 Thinking about what students in higher education write 2.1 Work with a partner. Brainstorm the kinds of writing students have to do in higher education. Brainstorming involves writing down as many ideas as you can about the topic. You are going to do this very quickly, within a time limit, so don’t be concerned about how you write, the accuracy of your grammar or spelling, or the order of ideas. One idea has been provided for you as an example. extended essays or projects 2.2 Now read the explanations of the types of writing expected of students in higher education. Compare them with your own ideas. Undergraduate students as well as postgraduate students are frequently required to write extended essays. A typical length for an extended essay is 2,500–3,000 words. We sometimes refer to these extended essays as projects. 2 学 术 研究与论文写作 U1-U8.indd 2 15-4-29 下午4:16

1.recognizing relevant information 2.identifying the writer's purpose 3. 4 5. Thinking about what students in higher education write 2.1 Work with a partner.Brainstorm the kinds of writing students have to do in higher education. Brainstorming involves writing down as many ideas as you can about the topic.You are going to do this very quickly,within a time limit,so don't be concerned about how you write,the accuracy of your grammar or spelling, or the order of ideas.One idea has been provided for you as an example. extended essays or projects 2.2 Now read the explanations of the types of writing expected of students in higher education.Compare them with your own ideas. Undergraduate students as well as postgraduate students are frequently required to write extended essays.A typical length for an extended essay is,00-3,000 words.We sometimes refer to these extended essays as projects. Unit 1 Introduction to extended writing and research

1. recognizing relevant information 2. identifying the writer’s purpose 3. 4. 5. Task 2 Thinking about what students in higher education write 2.1 Work with a partner. Brainstorm the kinds of writing students have to do in higher education. Brainstorming involves writing down as many ideas as you can about the topic. You are going to do this very quickly, within a time limit, so don’t be concerned about how you write, the accuracy of your grammar or spelling, or the order of ideas. One idea has been provided for you as an example. extended essays or projects 2.2 Now read the explanations of the types of writing expected of students in higher education. Compare them with your own ideas. Undergraduate students as well as postgraduate students are frequently required to write extended essays. A typical length for an extended essay is 2,500–3,000 words. We sometimes refer to these extended essays as projects. Unit 1 Introduction to extended writing and research 3 U1-U8.indd 3 15-4-29 下午4:16

■■ Towards the end of their period of study,most students will be expected to write either a thesis or a dissertation.Collins COBUILD Advanced Learners English Dictionary defines a dissertation as"a long piece of writing based on the writer's own ideas and research as part of a university degree.especially a higher degree such as a phD".In the United Kingdom and Ireland,a dissertation is often written for a masters level degree. According to the University College London website,a thesis is: the acquisition and dissemination of new knowledge.In order to demonstrate this.the author must demonstrate an understanding of what the relevant state of the art is and what are the strengths and weaknesses of this situation.For someone's work to be knowledge there must be a demonstration that suitable and systematic methods were used to evaluate the chosen hypothesis. Not all students are required to write traditional-style essays.For example in the engineering department of a university,students will often be expected to write reports on projects they have been working on during their course. In certain academic disciplines,such as applied linguistics,education or sociology,students may be required to write a case study.A good example of a case study might be the"study of speech,writing or language use of one person,either at one point in time or over a period of time,e.g.,a child over a period of one vear"(Richards,Platt Weber.1985.p.36).A student inan applied linguistics department would probably write a case study like this. Students also have to write notes from written sources,or when attending a lecture,seminar or tutorial.Some students annotate lecture handouts, either by highlighting key points or by writing notes/comments in the margins of the text,which may be useful later. uclacuk/staff/cclack/phd html 3kognog 2.3 Discuss with another student what types of writing you expect to do on your university course in the future. 4学术研究与论文写作 1549下午e6

Towards the end of their period of study, most students will be expected to write either a thesis or a dissertation. Collins COBUILD Advanced Learner’s English Dictionary defines a dissertation as “a long piece of writing based on the writer’s own ideas and research as part of a university degree, especially a higher degree such as a PhD”1 . In the United Kingdom and Ireland, a dissertation is often written for a master’s￾level degree. According to the University College London website, a thesis is: the acquisition and dissemination of new knowledge. In order to demonstrate this, the author must demonstrate an understanding of what the relevant state of the art is and what are the strengths and weaknesses of this situation. For someone’s work to be knowledge, there must be a demonstration that suitable and systematic methods were used to evaluate the chosen hypothesis.2 Not all students are required to write traditional-style essays. For example, in the engineering department of a university, students will often be expected to write reports on projects they have been working on during their course. In certain academic disciplines, such as applied linguistics, education or sociology, students may be required to write a case study. A good example of a case study might be the “study of speech, writing, or language use of one person, either at one point in time or over a period of time, e.g., a child over a period of one year” (Richards, Platt & Weber, 1985, p. 36)3 . A student in an applied linguistics department would probably write a case study like this. Students also have to write notes from written sources, or when attending a lecture, seminar or tutorial. Some students annotate lecture handouts, either by highlighting key points or by writing notes/comments in the margins of the text, which may be useful later. 1 COBUILD Advanced Learner’s English Dictionary. (2006). Glasgow: Harper Collins. 2 Clack, C. (Ed.) (1997). PhD Thesis Structure and Content. Retrieved June 13, 2011, from http://www.cs.ucl.ac.uk/staff/c.clack/phd.html 3 Richards, J., Platt, J., & Weber, H. (1985). Longman Dictionary of Applied Linguistics (p. 36). Harlow, Essex, England: Longman. 2.3 Discuss with another student what types of writing you expect to do on your university course in the future. Task 3 Types of writing 3.1 Complete the table below to clarify your understanding of different types of writing. Type of writing Level of student (undergraduate/ postgraduate/doctoral) Explanation essay for examination traditional 600–1,000-word text written during an exam lab report field study report undergraduate/ postgraduate/doctoral PowerPoint slide wiki a wiki is a collaborative website which can be directly edited by anyone with access to it blog extended essay/ project written work submitted as part of the course requirement during term time – typically a piece of work 600–6,000 words long thesis dissertation report case study notes annotations Writing as a standard process Whatever form of extended writing students are expected to do, the process will usually involve the following steps: gathering information from various sources organizing this information so that it fully addresses the requirements of the writing task 4 学 术 研究与论文写作 U1-U8.indd 4 15-4-29 下午4:16