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
Nominalization

Part  One

Nominalization is common in academic writing in which the action is more important than the agent of the action . It can not only create an impersonal and objective tone , but make the writing more succinct and easier to read .  (P183)

名词化的好处:

简洁:把更多的信息“压缩”到一个精简的词语中,可以使一个句子能够表达更多的意思。

读者关注焦点转移:(语义重点转移)将表示具体行为或表示事物特点的形容词转化成为表示概念、观念、事实、现象的名词来表达。可以使读者关注的焦点从与主语相关的过程、动作、特点转移到事件、概念、现象、问题或事实本身。

Part Two 

Here is an extract from a biology report. Nominalisation has been used frequently in this passage, creating a more academic, abstract tone. 

Identify the norminailization  .

Many Australian plant species produce seeds with fleshy appendages  called elaiosomes. It was hypothesised that elaiosomes are involved in the dispersal of seeds by ants. To test this hypothesis, the removal of seeds with elaiosomes was compared to seeds from which the elaiosome had been removed and observations were made to confirm that the agents of seed removal were indeed ants. It was found that the removal of seeds with elaiosomes was significantly greater than those without elaiosomes. Observations of the seed removal process confirmed that ants were the only agents of seed removal. 

Part Three