21级通用学术英语读写

林琳

目录

  • 1 第一课时
    • 1.1 Course Objectives
    • 1.2 Reading Research Articles
      • 1.2.1 Reading titles for prediction
    • 1.3 Writing Research Articles
      • 1.3.1 Writing a working title
        • 1.3.1.1 Understanding the characteristics of a research article
        • 1.3.1.2 Components of a title
        • 1.3.1.3 Titles in 4 grammatical constructions
        • 1.3.1.4 Writing techniques
    • 1.4 Literature Retrieval （文献检索）
    • 1.5 Keywords
  • 2 Abstract
    • 2.1 Reading the abstract
      • 2.1.1 Lingusitics features of Abstract
        • 2.1.1.1 Tense
        • 2.1.1.2 Formality
    • 2.2 Writing an abstract (P217)
  • 3 Introduction
    • 3.1 Reading the introduction
    • 3.2 Writing the introduction
      • 3.2.1 Writing the initial sentences in the introduction
      • 3.2.2 Expressing the objective or purpose
      • 3.2.3 Turning the research question into the objective
      • 3.2.4 Indicating the gap to be filled
      • 3.2.5 Postulating the hypothesis
    • 3.3 Bridging Course (衔接课程为自主学习部分）
      • 3.3.1 Vocabulary
      • 3.3.2 Paraphrase
      • 3.3.3 Listening comprehension
  • 4 Literature review
    • 4.1 Literature review
    • 4.2 Listening strategy
      • 4.2.1 Identify different structures of the body part in the lecture
      • 4.2.2 Identify the conclusion of the lecture
    • 4.3 Bridging courses
      • 4.3.1 Grammar
    • 4.4 Compilation of literature (如何整理文献）
  • 5 Methods section
    • 5.1 Writing methods section
  • 6 Results section
    • 6.1 Writing results section
  • 7 Discussion and conclusion
    • 7.1 Writing discussion section
  • 8 Lingusitic features of academic articles
    • 8.1 Nominalization
    • 8.2 The use of single , formal verbs (P188)
    • 8.3 Impersonal structure (passive strucuture) (P187)
    • 8.4 Premodification (前置限定语）
    • 8.5 Hedging expressions.（ｄｅｆｉｎｉｔｉｏｎ　定义））
      • 8.5.1 Types of hedging expressions (类别）
    • 8.6 Impersonal structure
  • 9 Academic skills
    • 9.1 Paraphrase (转述）
      • 9.1.1 Strategy (转述方法）
    • 9.2 Definition
      • 9.2.1 Definition :  Flipped classroom model  (翻转课堂模式）
    • 9.3 Summary
      • 9.3.1 Identifying the main ideas  and topic sentences
      • 9.3.2 Writing a summary
        • 9.3.2.1 Writing Strategy
    • 9.4 Synthesizing(P138)
      • 9.4.1 Summary and Synthesis
        • 9.4.1.1 Refutation of an argument  (批驳类作文写法）
    • 9.5 Citation
      • 9.5.1 Citation
        • 9.5.1.1 Citation types
        • 9.5.1.2 Citation methods
          • 9.5.1.2.1 Quotations
          • 9.5.1.2.2 Summarizing
          • 9.5.1.2.3 Paraphrasing
        • 9.5.1.3 Citation function
        • 9.5.1.4 Verbs used to report past studies
  • 10 Academic integrity
    • 10.1 How to avoid plagiarism
  • 11 Academic Listening
    • 11.1 Listening strategy1
      • 11.1.1 Identifying the topic of a lecture
        • 11.1.1.1 Watch the video clip and do the following comprehensive exercise
      • 11.1.2 Listening strategy2
        • 11.1.2.1 Identify the signal language （textbook p80)）
        • 11.1.2.2 Identifying the type of introduction.
        • 11.1.2.3 Understanding definition
  • 12 Academic lecture
    • 12.1 Oral presentation
      • 12.1.1 Paying attention to the introduction.
        • 12.1.1.1 How to open a presentation(textbook p76)这不是任务点不用做，对演讲展示感兴趣的同学可以看，不感兴趣可以不用看
  • 13 Review
    • 13.1 Review
Synthesizing(P138)

Synthesizing (P138)

Synthesizing the sources

Writing a good literature review is to synthesize the past studies/sources.A novice student writer needs to pay attention to the following points.

1. Read actively to find similarities and differences of multiple texts on the same topic (problem or issue) in terms of arguments, definitions and explanations, causes and effects, advantages and disadvantages

2. Forge relationships among text materials, according to the purpose of synthesis.

3.Use one sentence which often functions as a topic sentence (TS) to summarize similar findings of several sources by using the multiple authors citation method .

4. Use several sentences which often function as supporting sentences(SS)to summarize views of findings of each text by using the information-focused citation method or the author-focused citation method .

Look at the following synthesis from two different literature review sections and you may find sources are synthesized in the TS-SS structure: beginning with a topic sentence (underlined)shared by different findings from various sources, followed by supporting sentences of evidence from the sources.

Numerous research studies demonstrate consistently that content-based second language teaching promotes both language acquisition (语言习得）and academic success (Grabe & Stoller, 1997; Kasper, 1994; Krueger & Ryan, 1993; Snow & Brinton, 1997; Stry-ker & Leaver, 1997; Wesche, 1993）.Students receiving linked instruction perform better in language courses than those not receiving such instruction (Kaspern,1997 ). They reap the benefits of significant gains in the second language, e.g., in the receptive skills of listening and reading (Burger et al., 1997; Ready & Wesche, 1992) and in the productive skills of writing (Burger, 1989) and speaking (Burger & Chre'tien, 2001). They also achieve comparable or even better mastery of disciplinary content than ESL students or native English speaking students not receiving content-based language instruction (Andrade & Makaafi, 2001; Babbitt, 2001; Kasper, 1994; Winter, 2004).

(p138 )(The most successful research paper is one that uses many sources to   support your ideas .This requires more than simply summarizing a single source material. A synthesis is a piece of writing that combine information from several sources. If you want to explain a concept or event, research from different sources can be synthesized to offer a well-rounded explanation. If you want to argue a point, you can synthesize several pieces of research that back the point. Hence, in an academic synthesis, you must infer and then make explicit the relationships among separate sources.)