英语写作教程Lecture 4. Narrative Writing
第四讲:记叙文写作
吉林化工学院外国语学院副教授：林罡
写作周记答案
The Writing Portfolio answer keys
True eccentrics never deliberately set out to draw attention to themselves. They disregard social conventions without being conscious that they are doing anything extraordinary. This invariably wins them the love and respect of others, for they add colour to the dull routine of everyday life. Up to the time of his death, Richard Colson was one of the most notable figures in our town. He was a shrewd and wealthy business-man, but the ordinary town-folk hardly knew anything about this side of his life. He was known to us all as Dickie and his eccentricity had become legendary long before he died.
1 Eccentrics add colour to the dull routine of everyday life because they disregard social conventions without realising that they are doing anything special.
2 Richard Colson was one of the most notable figures of our town because he was a true eccentric, even though he was a wealthy businessman.
3 When he held an exhibition of modern painting, Colson set out to prove that critics do not always know what they are talking about.
Dickie had been caught in a heavy shower when he walked into an expensive shop. He wanted a ￡300 watch for his wife, but he was so bedraggled the assistant refused to serve him. He left the shop and returned with a heavy cloth bag which he dumped on the counter. Dickie asked for the manager. When he was given the watch, he gave the assistant the bag which contained ￡300 in pennies, which the assistant had to count.
deliberately :on purpose, intentionally
disregard :ignore
conventions :habits, rules
Conscious:aware
notable figures :famous people
shrewd :clever
elaborate :detailed, carefully planned
A true eccentric
Mr. Chew is a man who has lived in our small town for years. He is a large man (some would say ‘fat’),he has a round face, a big black moustache and a bald head. He always wears the same clothes----black trousers, a white shirt and a red waistcoat, and is always polite to everyone he meets.
He owns an antiques shop near the river, and he lives ‘over the shop’. No one knows where he gets his things, but there are always lots of different interesting antiques in the shop window every week.
Mr. Chew is interested in politics, too. Every week he puts up strange notices in his shop window to passers-by. Usually the notices are trying to make people save a local building or stop a plan to build a road through the town. Every time there is a
national election, he automatically stands for parliament and gives speeches almost every day in the town park saying what he would do if he were Prime Minister. (He usually says he would make sure that antiques dealers did not have to pay Income Tax and that no cars should be allowed into our little town at all.) Every year he gets a few votes, but not enough to worry the serious candidates. For most people Mr. Chew is a harmless eccentric, and everyone likes talking to him. After all, he is someone who adds colour to the dull routine of their daily lives.
We have all experienced days when everything goes wrong. A day may begin well enough, but
suddenly everything seems to get out of control. What invariably happens is that a great number of things choose to go wrong at precisely the same moment. It is as if a single unimportant event set up a chain of reactions. Let us suppose that you are preparing a meal and keeping an eye on the baby at the same time. The telephone rings and this marks the prelude to an unforeseen series of catastrophes. While you are on the phone, the baby pulls the table-cloth off the table smashing half your best crockery and cutting himself in the process. You hang up hurriedly and attend to baby, crockery, etc. Meanwhile, the meal gets burnt. As if this were not enough to reduce you to tears, your husband arrives, unexpectedly bringing three guests to dinner.
Things can go wrong on a big scale as a number of people recently discovered in Parramatta, a suburb of Sydney. During the rush hour one evening two cars collided and both drivers began to argue. The woman immediately behind the two cars happened to be a learner. She suddenly got into a panic and stopped her car. This made the driver following her brake hard. His wife was
sitting beside him holding a large cake. As she was thrown forward, the cake went right through the windscreen and landed on the road. Seeing a cake flying through the air, a lorry-driver who was drawing up alongside the car, pulled up all of a sudden. The lorry was loaded with empty beer bottles and hundreds of them slid off the back of the vehicle and on to the road. This led to yet
another angry argument. Meanwhile, the traffic piled up behind. It took the police nearly an hour to get the traffic on the move again. In the meantime, the lorry-driver had to sweep up hundreds of broken bottles. Only two stray dogs benefited from all this confusion, for they greedily devoured what was left of the cake. It was just one of those days!
1 A simple telephone call can mark the beginning of an unforeseen series of accidents.
2 They are not welcome because everything has gone wrong ----even the meal has been burnt.
3 Two cars collided and the two drivers began to argue.
When the driver behind braked, his wife was thrown forward and the large cake on her lap flew through the windscreen and landed on the road. A lorry had to pull up suddenly and hundreds of empty beer bottles slid off onto the road. The traffic piled up so that
it took the police an hour to get it on the move again. The lorry driver swept up the glass and two stray dogs ate the remains of the cake.
Mistaken identity
We have all experienced days when everything seems to go wrong. Things certainly went wrong for Ray, a friend of mine, one day last month. It all started, as these things do, with a simple case of mistaken identity'. Ray had been shopping and was loaded with parcels when he got back to the multistory car park to look for his car. He knew he was on the correct level, but he couldn't see his car anywhere.
Then, suddenly, while he was looking, he saw one exactly like it. It was a red Nissan. It was exactly the same as his own car, and naturally he mistook it for his own. Still holding the parcels, he felt in his jacket pockets and found his key. He tried to open the driver's door, but the key just wouldn't turn. He couldn't understand it In the end, he forced the lock -and naturally broke the key.
At that point he dropped the parcels as well. This infuriated him. The only way he could get into his car was to break a window, so he deliberately smashed the window of the car. As he was putting his hand in, the owner came back and saw him. The owner rushed towards Ray, held him against the car, and called a policeman on his mobile phone. When Ray was arrested, he tried to explain, but the police did not believe him -until they found Ray's car on a level below!
happens :occurs
precisely :exactly
preparing :getting ?ready, cooking catastrophes :disasters, accidents smashing :breaking
in the process :at the same time reduce you to tears : make you cry
Lecture 4. Narrative Writing 第四讲:记叙文写作
Questions on the model
1.How many time divisions are in the model essay? What are they?
2. How many paragraphs are in the model essay? What time words or phrases begin each paragraph? Circle them.
Part I. Organisation:
Narration –Time Order
Narration is story writing. When you write a narrative paragraph or essay, you write about events in the order that they happened. In other words, you use time order to organize your sentences.
I.Introduction: before the earthquake II.Body
a)During the earthquake
b)After the earthquake
c)Two hours after the earthquake III.Conclusion
7 5 4 3 6 7
4 1 2 6
5 31 2
6 9
10 4
5
8 3 7
Part II. Grammar and Mechanics –Simple
Present Tense and Adverbs of Frequency
2008级、07级（五年制）英语二学位通知 2008级、2007级（五年制）申请修读华中科技大学英语第二学位的同学请注意：非华科大同学请于2010年3月5号上七校联合办学网查看自己的分班情况及课表，仔细阅读课表下方有关上课时间、上课地点以及教材购买等的通知，按通知要求做好上课前的准备，并根据课表的安排准时到指定地点上课。华科大的同学除上述要求外，还必须于缴费当天上班时间持缴费收据到科技楼南楼212注册。 华中科技大学外国语学院英语系 2009年12月20号
英语双学位（1班---16班）2009－2010学年度第二学期课表（周六上课） 第一次上课时间: 2010年3月6号（第一周周六）上课地点: 东九教学楼（上午8：30----11：40，下午2：00----5：10） 请同学们第一次上课时于7：50以前到达上课地点，以便有充足的时间购买教材；请仔细阅读课表下方的有关通知 注：第一次上课时间：2010年3月6号（第一周周六）； （2010年3月6号为第一周周六，2010年3月7号为第二周周日，3月13号为第二周周六，3月14号为第三周周日，以此类推。）上课周次：周六班（1---16班）：1---3周、5---12周、14---15周； 除按课表已安排的周次正常上课外，本学期节假日（如清明节、五·一节、端午节）均安排补课。
英语双学位（17班---26班）2009－2010第二学期课表（周日上课） 第一次上课时间: 2010年3月7号（第二周周日）上课地点: 东九教学楼（上午8：30----11：40，下午2：00----5：10） 请同学们第一次上课时于7：50以前到达上课地点，以便有充足的时间购买教材；请仔细阅读课表下方的有关通知 注：第一次上课时间：2010年3月7号（第二周周日） （2010年3月6号为第一周周六，2010年3月7号为第二周周日，3月13号为第二周周六，3月14号为第三周周日，以此类推。）上课周次：（17---28班）：2---4周、6 ---12周、14周、16周 除按课表已安排的周次正常上课外，本学期节假日（如清明节、五·一节、端午节）均安排补课。
高中英语写作课教学设计 一、教学目标 1知识目标 1）明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。 2）学会内容表达的完整性、行文的连贯性、遣词造句的准确性。 2能力发展目标 通过词到句子再到文章的训练，提高学生用英语进行思维的能力，培养学生自主学习和协作学习的习惯，锻炼学生用英语进行自我表达和交际的能力；拓展学生的英语思维，发展学生观察与分析问题和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。 3思想情感目标 1）通过写作，教育学生积极参与、主动思维、大胆实践， 2）感受"合作学习"是一种非常有效的学习策略 3）体会交流思想和共享知识的乐趣。 二、教学辅助：多媒体 三、教学过程： Step 1: Lead-in 1 应用2则谚语导入：1）An apple day keeps the doctor away. 2）Two heads are better than one.让学生知道本次课的内容是：1.关于健康话题的写作 2.完成写作方式采取"合作"策略 2 要求学生回答下列问题（全班分为三大小组分别讨论下列题目） 1）What is healthy eating habit? 2）What food should we eat to have a balanced diet? 3）How can we keep healthy? 每一组将讨论结果在讲台上展示，收集话题素材，为写作做热身： 1）关于healthy eating habit 2）关于a balanced diet 3）关于keep healthy 通过以上提问，让学生尽快进入角色，对健康话题说出自己的看法。让学生分小组活动，四人一组，教师巡视，需要时给予帮助，并参与学生的讨论。引导学生扩大词汇量和英语惯用法，指导他们掌握话题词汇。然后，选出某一小组的代表向全班汇报他们小组讨论的内容，再请1-2位学生发表他们的观点。 3 向学生布置接下来的任务：Today we are going to write an essay about " How to keep healthy fo r us students?" Step 2: Presentation
Unit 2 Initiating Research Objectives - Understand what a research is - Become aware of two language features of academic writing - Initiate your research Contents - Reading and discussion: What is a research? - Language focus: personal pronoun and nominalization - Writing practice: topic selection; focus formulating; a working title; outlining - Research practice: start the research 1.Reading Activity This unit aims to describe what a research is, bring you an awareness of two language features of academic writing, and finally help you initiate a research of your own. 1.1 Pre-reading Task Before you learn the detailed steps to initiate a research, please discuss the following questions: What is the purpose of initiating a research? How do you select the topic? What kind of topic can be studied?
美式论文、报告写作技巧 编者按：美式教育的特点即是课程内容强调学生参与及创新运用，因此，报告便成了常见的考核学生学习成果的方式，比如实验报告、学期报告、专题报告、研究报告及论文（含毕业论文）等。研究生presentation 及seminar 的机会更是占很大的比重，有些甚至占学期成绩很大比例。如何完成报告、论文同时得到良好的成绩，是本文提供给有志留学的有心人参考的目的。 美国大学生由於自小已养成自动寻找答案习惯，在启发式的教育环境下，写报告、论文对他们来说比较不陌生，虽然专业知识上美国学生不见得比外籍学生强，但是表达能力由於自小培养，加上英语能力的优势，常比外籍学生在报告、论文方面有较隹的利基。反之中国学生比较缺乏报告写作的训练，因此如果在留学过程中无法适应美式教育会比较辛苦，其实论文、报告的写作要领其实不难，只要把握技巧就可水到渠成。 通常论文由篇首(Preliminaries)，本文(Texts)以及参考资料(References)三部分构成；而这三大部分各自内容如下： (一) 篇首： 封面(Title) 序言(Preface) 谢词(Acknowledge) 提要(Summary) 目录(Tables and Appendixes) (二) 本文： 引言(Introduction) 主体，含篇(Part)、章(Chapter)、节(Section) 、以及注释(Footnotes) (三)参考资料： 参考书目(References or Bibliography) 附录资料(Appendix)。 进行论文或报告写作之前，先要确定想要表达的主题，主题确定后，将其具体表达，即为题目。题目可以提供研究者： 一.研究的方向 二.研究的范围 三.资料搜集的范围 四.预期研究成果 通常在确定题目之後就开始找资料从事研究，建议在找资料之前最好去问教授有哪些参考资
Book6 Module3 Interpersonal relationship—— Friendship 高中英语写作课教案 Teaching Aims 1.To get the students to appreciating remarks on friendship or friends. 2.To enable the students to write a short story about friends or friendships. Teaching Procedures Step 1 Discussion Now, I found 500 pounds in Roy’s pocket. Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’. If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do? Discuss it in groups of four . Collect answers from students. Draw a conclusion; whether Roy stole the money or not, we help him all the same. Because we’re friends. Friends are the ones we can get help from and we can trust. In this unit, we have talked a lot about friends and friendship, knowing the importance of friends. And what do you think of a friend or friendship?
Unit 1 Understanding Academic English Objectives: - Learn the purpose of this course - Get to understand different voices that people often use in their communication - Understand features of academic English - Build your learning ability via the Internet - Meet your teacher and new classmates Contents - Teacher’s introduction - Reading and discussion: How’s your voice? - Language focus: word choice, and structural complexity - Writing practice: understanding different styles - Rewriting practice: consolidating academic English writing skills - Classroom extension: Internet survey on features of academic English
1.Reading Activity 1.1 Pre-reading Task Do you know how to write a paper with an academic voice? Most Chinese students use only the casual voice for their daily life purposes, which does not fit the academic writing style. When you can learn to use an academic voice and a formal writing style, you will gain authority and respect for yourself as a researcher as well as a research writer. Read the following three texts with different kinds of voice and tell what they differ in. 1.2 Reading Passage HOW’S YOUR VOICE? Casual Voice Hey, dude, no way you can sit here! Huzzah! We won! We beat ‘em! Ha! Blue Vampires. They think they’re so great. We showed ‘em. Go Aardvarks! Yuck! I hate broccoli with those nasty, stinkin’ mush-rooms. Why do we gotta have these things again, man?! www, we gotta cancel the Consultative Voice You’re not allowed to sit in this area, because it’s a safety concern. I’m so glad for our team, the great Fighting Aardvarks, and now together we celebrate this victory. I’d prefer not to have this particular vegetable again, if it’s possible. Does anyone really enjoy this combination of mushrooms and broccoli? It’s possible that our party might have to be postponed or canceled because of the Academic Voice This area must be kept clear for foot traffic. The Fighting Aardvarks claimed victory over the Blue Vampires in the final round tonight. Both teams competed well and the fans are enthusiastic. Very few people enjoy this broccoli and mushroom dish. Therefore, it will not be served again within this calendar year, or the servers will be killed. Due to the inclement weather, the Annual Tattoo Party will not
练习1 II冠词 1.Dr. Emmet graduated from Harvard University in 2001.（Emmet博士2001年毕业 于哈弗大学） 2.Professor Li earned his Ph.D. degree in mechanical engineering from the Xi’an University of Technology in 1988.（李教授1998年在西安理工大学获得机械工 程博士学位） 3.Now we shall turn to the discussion of local area networks.（现在我们转向（turn to）讨论一下局域网） 4.The Bainbridge mass spectrometer is as important an instrument as the optical spectrometer.（质谱仪是与光谱仪一样重要的仪器） 5.How long a time [或How much time] is required to this experiment?（做这个实验 需要多长时间？） 6.An increase in pressure always causes a decrease in volume.（压力的增加总会引 起体积的减少） 7.Fig. (2-5) shows what is expressed by Eq. (2-2).（图（2-5）画出了式（2-2）所表 示的情况） 8.The unit of inductance is the henry.（电感的单位是亨利） III、改错 1.The UASMA protocol employs a unique frame structure.（UASMA协议采用了 独特的帧结构） 2.Finally, a broad stepped impedance transformer is designed by this method.（最 后，用这种方法设计了宽带阶梯阻抗变换器） 3.Dynamic analysis and evaluation of the security of a proactive secret sharing system（先应秘密共享系统安全性的动态分析和评估） 4.The approach can be applied to the one-dimensional potential barrier with an arbitrary profile.（该方法适用于任意形状的一维势垒） 5.We propose a numerical method based on Newton’s iterative method.（我们提出 了一种基于牛顿地带发的数值方法） 练习2 1. This circuit consists of a battery, an inductor and a capacitor.（该电路是由一个电池、一个电感器和一个电容器组成） 2. Compute the electric fields at points a, b, and c.（试计算在a、b、c三点处的电场。） 3. This satellite is used for communications between the United States and Great Britain, France and Italy.（这颗卫星用于美国与英国、法国、意大利之间的通讯） 4. We assume that the antenna is vertical and that its loss is zero.（我们假设该天线是垂直的，并且其损耗为0）
Unit 5 Reporting Results Objectives: -Understand the function and the major elements of the results section; -Learn the major steps to deal with the results section; -Use the tips for describing graphic information; -Grasp the tips for making comparison and contrast; -Learn the skills for choosing appropriate graphs and making graphs. Contents: - Teacher’s introduction; - Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors; - Language focus: graphic description; comparison and contrast; -Writing practice: using graphs and describing graphs (tables and charts); - Rewriting practice: grasping the major moves for outlining the results section; - Classroom extension: descriptions of data and graphs when reporting results. 1.Reading Activity 1.1 Pre-reading Task Do you know how to report the results of your research? The standard approach to the results section of a research paper is to present the results with the statistical
1.段落解释： is a unit of thought composed of sentences,smaller units of thought,that relate to a single topic.Paragraph divisions serve two very useful functions 2.A good paragraph is composed 组成 in such a way that it has : idea with nothing in the paragraph not covered by the topic explores the main idea explicitly and concretely,with 3.第一个写作常识has sound internal structure.The qualities that indicate sound internal structure are unity,coherence,and completeness. 4.怎样做到内容一致An excellent way of achieving unity is by means of the topic sentence.Properly used,the topic sentence forces the writer to adhere to and to sustain the point he is trying to establish 5.标题句① the topic sentence properly used can achieve unity in the paragraph,which indicate the importance of the topic sentence;②the topic sentence 6.第二个写作常识 In short,a good topic sentence has a limited subject and a sharp focus,namely,a good topic sentence is not too general nor too narrow.A topic sentence that is too general requires much more than a paragraph to develop it.A topic sentence that is too narrow leaves little to be said in the rest of the coherence is connection and consistency.A coherent paragraph is one in which all the sentence are related logically and grammatically to make a whole that allows the reader to follow the writer’s train of thought step by step 8．第三个写作常识 Just as topic sentences help readers follow our ideas,other signals also help them understand what we have to say.When we write and when we revise,look for the areas that seem choppy or unconnected—that lack coherence.We can establish better coherence by using the following devices:pronoun reference,repetition ,and in a paragraph means that the topic is adequately developed by details,explanations,definitions,evidences,and the like,so that the reader is not left with only a fuzzy idea of what the writer means 1第四个写作常识：Development of the main idea, then, is like enlarging a photograph to make the details clearer. So, development in the paragraph is as important as unity and coherence between skillful development helps us to stick to our subject and focus and to keep up the sense of oneness. 2Inductive Pattern (归纳法概念)：In developing a paragraph by means of the inductive pattern of reasoning the writer presents particular instances of a like kind and leads them into valid generalization which serves as his topic sentence. 3Deductive Pattern (演绎法概念)：In developing a paragraph by means of the deductive pattern the writer begins with a generalization(the topic sentence) and proceeds with specific elaboration or application of the general idea. 4Inductive-deductive Pattern(归纳演绎法)：As the name indicates, in developing a paragraph by means of inductive-deductive pattern the writer first presents particular instances and a resulting generalization, then applies the generalization to a new instance.5第五个写作常识：Sequences of development are not independent of types of development. The most important sequences of development are general to particular, particular to general, climactic, chronological, and spatial. 6Climactic Sequence (层递顺序)：In a climactic sequence, the most intense or highest point of interest is saved for the final sentence, which may be, but is not necessarily, the topic sentence. 7.Chronological Sequence (时间顺序):A chronological sequence is one in which earlier things precede later things; items are listed in the order in which they occur in time. The most obvious use of a chronological sequence is in telling a story. 8Spatial Sequence (空间顺序)：A spatial sequence is used in descriptions of various types. It starts the reader at a particular point and then moves logically in some direction, from one place to another. 9第六个写作常识：The type of development is the way in which the main idea is supported-by details, definitions, statements of cause and effect, and so on. 10段落展开方式：Among the most important types of paragraph development are development by detail, comparison and contrast, process, classification and partition, cause and effect, definition, and mixed development.
高中英语写作课教学设计 院系：外国语学院 班级：2010级（1）班 姓名：赵乙徽
英语写作课教学设计 设计意图：运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，培养同学们的听说读写能力，突出阅读和写作技能的 训练、学习策略的培养、阅读和写作的实践，从而使学生领 会语言信息的输入与输出、阅读和写作之间的内在联系，并 引导学生独立思考并以讨论、合作学习的方式练习英语写作。教学年级：高一 课题名称：Unit 3 Information Report——Moon Park 授课类型：英语写作 教材版本：人教版 相关领域：景点描写 授课时间：45分钟 教学目标：1.培养学生的阅读策略和提高阅读能力 2.下课后学生能够写一篇描述地点或景点的文章 3.能够正确的运用本单元学到的单词、短语和语法 教学重点：引导学生仔细阅读文章，了解文章中心思想，并能之后用自己的话描述一个喜欢的地方，实现用词准确，行文流畅 教学难点：学生需要学会合理运用有关的语法项目来描述地点 教学方法：讨论法 教学手段：多媒体Powerpoint 教学过程：
第一环节：信息输入——阅读课（用时约20分钟） Step 1:Pre- reading 课前给学生布置如下任务：1）：what kind of things can you do at a fun park? 2）：look at the picture below.do you know what this ride is called?what does it do? 要求学生带着这些问题预习课文。由于学生是在任务目标驱 使下预习，预习就很有成效，而不是走过场。为课堂讨论奠 定了基础，同时也提高了课堂教学的效率，发挥了学生的主 体作用，培养了学生查找信息的能力和较强的自学能力。 Step 2: Lead-in 让学生讨论以下问题： Answer the following questions: 1):Have you ever been to a fun park? What kind of things can you do at a fun park? Look at the picture below.Do you know what this ride is called?What does it do? 分组展示预习任务的完成情况。一方面教师可以检查学生的 预习效果，另一方面做到以学生为中心自然导入新课。学生 分组（四人一组）讨论，（也是初步展示预习成果），学生 交流气氛热烈，学习兴趣很高。为使学生主动参与教学的全 过程开了好头。 Step 3: Reading 这一阶段为学生对语言知识、语言材料进行加工、处理的
Unit 6 Keys for 1.3.1 Keys for 1.3.2 2.1.1 Cause: iron Effect: carcinogenesis 2.1.3 1. Firstly; 2.Furthermore; 3. because of; 4. can lead to; 5. causing; 6. cause; 7. due to 2.1.4Notes into a Causal Paragraph
There are several factors to be taken into account when studying why some plants become weak or die. One reason is lack of water. Dryness in the soil causes the leaves to wilt, and may give rise to the death of the plant. On the other hand, too much water may result in the leaves drooping, or becoming yellow. While sunshine is necessary for plants, if it is too strong, the soil may be baked and the roots killed. However, if there is no light, the leaves will become pale and the stems thin. Consequently the plant may die. Keys for 2.2.1 Examples of strengthening a claim: We observed borderline statistically significant elevated risks for … It lends strong support to … We observed a stronger positive association for … We found a positive association between red meat intake specifically and cancers of the esophagus and liver,… In contrast to our findings, childhood leukemia has been positively associated with intake of processed meats in a case-control study. Examples of weakening a claim: Our study suggests a threshold effect for red meat intake on esophageal cancer risk,… It is possible that the referent group had a smaller-than-expected cancer incidence by chance. We observed a suggestion of an elevated risk for advanced prostate cancer with both meat types. This could explain some of the inconsistencies in the literature as most previous studies have not specifically addressed advanced prostate cancer. Although breast cancer risk related to meat intake did not appear to differ by menopausal status in our study, we had very few premenopausal cases (n = 94) and lacked information on hormone receptor status for a large number of cases. Associations between saturated fat and cancer are likely to be related to energy balance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress. An earlier start in data collection would have increased the time needed to survey more participants. Ideally, the number of participant would have been more evenly distributed across gender/year in population. A larger sample with diversity would have benefited our results. A decrease in the consumption of red and processed meat could reduce the incidence of cancer at multiple sites. Keys for 2.3 In our study, zinc supplementation did not result in a significant reduction in overall mortality in children aged 1–48 months in a population with high malaria transmission. However, there was a suggestion that the effect varied by age, with no effect on mortality in infants, and a marginally significant 18% reduction of mortality in children 12–48 months of age (p=0·045). This effect was
Unit Seven Concluding Research Objectives: ─ Be clear about t he significance of this section ─ Try to understand the importance of summarizing in academic writing ─ Learn to be skilled in p araphrasing in academic writing ─ Learn to restate your thesis statement ─ L earn to draw a conclusion Contents: ─ Brief introduction to this section ─ Reading & Discussion: What information elements are usually involved in writing a Conclusion section? ─ Language Focus: How to su mmarize and paraphrase ─ Writing Practice: How to r estate your research objectives ─ Writing Project: How to outline your conclusion
1. Reading Activity The conclusion of a research paper reaffirms the thesis statement, discusses the issues, and reaches a final judgment. It is a belief based on your reasoning and on the evidence you have accumulated. This is the place for sharing with readers the conclusions you have reached because of your research. A conclusions is usually a shorter section of an academic text. It manifests the value of your research as well as your understanding of the material that you have presented. It should be a strong recapitulation of your major ideas. 1.1 Pre-reading Task The following is the concluding section of a research 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 section in a research paper? 2)What information elements does a concluding section normally include? 1.2 Reading Passage Our experiment indicated that learners better comprehended English idioms sharing the same metaphoric themes as Chinese than those 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 those with similar expressions and meanings or those 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 semantic transparency and were listed without any contextual clues, 37% of the subjects’ responses were completely or partially correct, giving support to the point that a cognitive semantic view can facilitate the learning of idioms for non-native speakers. This study has several 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 cause 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 semantics of the idiom as a problem-solving task, and