Unit Seven Concluding Rearch
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骊食其Objectives:
─ Be clear about the significance of this ction
─ Try to understand the importance of summarizing in academic writing
─ Learn to be skilled in paraphrasing in academic writing
─ Learn to restate your thesis statement
膛目结舌 ─ Learn to draw a conclusion
Contents:
─ Brief introduction to this ction
─ Reading & Discussion: What information elements are usually involved in writing a Conclusion ction?
─ Language Focus: How to summarize and paraphra
─ Writing Practice: How to restate your rearch objectives
─ Writing Project: How to outline your conclusion
1. Reading Activity
The conclusion of a rearch paper reaffirms the thesis statement, discuss the issues,
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and reaches a final judgment. It is a belief bad on your reasoning and on the evidence you have accumulated. This is the place for sharing with readers the conclusions you have reached becau of your rearch. A conclusions is usually a shorter ction of an academic text. It manifests the value of your rearch as well as your understanding of the material that you have prented. It should be a strong recapitulation of your major ideas.
1.1 Pre-reading Task
The following is the concluding ction of a rearch 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 ction in a rearch paper?
2) What information elements does a concluding ction normally include?
1.2 Reading Passage
Our experiment indicated that learners better comprehended English idioms sharing the same metaphoric themes as Chine than tho 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 tho with similar expressions and meanings or tho 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 mantic transparency and were listed without any contextual clues, 37% of the subjects’ respons were completely or partially correct, giving support to the point that a cognitive mantic view can facilitate the learning of idioms for non-native speakers.
This study has veral 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 cau 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 mantics of the idiom as a problem-solving task, and teach them strategies for dealing with figurative language to take advantage of the mantic transparency of some idioms.
However, there was an obvious limitation in this study: the number of the idioms lected was too small. We expect more studies to be carried out in more aspects including the strategies ud 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 )
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1.3 Reading Comprehension
1. Read the text carefully and decide what information elements a concluding ction includes and how they function.
Information Elements | Function |
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2. What are the major findings of the experiment?
3. What verb tens are mainly ud in the text? What is the proportion of active voice verbs to passive voice verbs in this conclusion ction?
2. Language Focus
2.1 Summarizing
There are three ways to include source material in your rearch paper writing: summarizing, paraphrasing, and quoting. Each of the strategies capitalizes on different
types of information that can be uful. 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 esntial. 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 ntences.
Look at the following example.
Original
This effort to communicate--first through spoken messages, then through pictographs, 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 esntial to today’s concept of mass communication. (Source: Shirley Biagi, Media Impact: An Introduction to Mass Media, 2nd edition, p. 24 )
Summary
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In 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?
雪菜黄鱼汤运动品牌标志There are veral techniques to be ud 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 uful tips about summarizing:
