Academic Writing Task 1 Brick Manufacturing v1

Academic Writing Skills.au/tldinfo/writingskills/podcasts/nursingwritingskills09.pptgenre: a style of expressingyourself in writingWhether you’re a studentsor supervisors, academic writing skills are significant in today’sworld.EssaysReports PresentationsResearch papers Final thesisare just some examples ofdocuments written in the academic style.an analytic or interpretive literary compositionAcademic writing, when used appropriately, presents a polished and professional image.Academic writing skillsencompass:¾strong composition ¾excellent grammar¾a consistent stylistic approach[in'k ʌmp əs]include in scope [stai'listik]perfected or made shiny and smoothof or relating to style(especially in the use oflanguage) It is a learnt skill, rather thana natural ability or quality.2. What is academic writing?Academic writing refers to a particular styleof expression in academia.3. Features of Academic WritingAcademic writing in English is linear, which means it has onecentral point or theme with every part contributing to the main lineof argument, without digressions or repetitions . [dai'gre ʃən]a message that departs from the main subject[.repi'ti ʃən]ComplexityWritten language is relatively more complex than spoken language.FormalityAcademic writing is relativelyformal. In general this means that you should avoid colloquial words.PrecisionIn academic writing, facts andfigures are given precisely .ObjectivityWritten language is in generalobjective. Academic writing tends to use nouns (and adjectives), rather than verbs (and adverbs).Exp’licitnessAcademic writing is explicit about the relationships in the text.AccuracyAcademic writing uses vocabulary accurately.HedgingIn academic writing, it is necessary to make decisions about your stance on a particular subject.ResponsibilityIn academic writing you must be responsible for, and must be able to provide evidence and justification for, any claims you make.[k ə’l əʊkwi:əl] [pri’si ʒən] [pr ɪ’sa ɪsli] [,ɔbd ʒek’tiv əti] Attitude or feeling Characteristics includeEmploying the formal academic style, avoiding jargon , slang , andabbreviations a way of regarding situationsor topics etc.：position , view[p ə'spektiv]Synonyms [t əun]a characteristic language of a particular groupinformal language consisting of words and expressionsA formal toneUse of the third-person rather than first-person perspective Clear focus on the issue or topic rather than the author’s opinion Precise word choiceinvestigate conduct examine verify demonstrate eliminateCharacteristics of informal writingz the use ofcolloquialisms andjargonz writing in the first person viewz making “I”statements, making direct personal statements, andimprecise word choices.[k ə’l əukwi əliz(ə)m] slang, dialect[.impri'sais]characteristic of informal spokenlanguage or conversationJust as you probably would wear shorts and flip-flops to a wedding, there’s a time and a place for informalwriting . Informal writing is fine for diary entries, blogs, personal writing, letters or emails to close friends.The most informal writingimaginable is:z the text message, full of abbreviations such as “R U here ?”toconvey quick questions and responses. z In comparison, the most formal writing of all can be found in legal documents .[i'mæd ʒin əbl][‘pai ərit]someone who uses another person's work or ideas as if they were his own‘plagiarism Writers working on papersfor school, college application essays , scientific papers,research papers , international conference presentations , and business proposals generally employ a more formal style akin to donning a suit or dressto attend a wedding.[ə'kin]similar or related in quality or characterput clothing on one's body['d ɔni ŋ]4. Tips on academic writing ExamplesInformal writing :I think he ’s a loser .Formal writing :Macbeth’s horrific choices cause him to lose everything he holds dear :children, wife, friends, crown and king.frightening colon [ 'k əʊl ən]？The first statement is informal. The writer speaks in the first person , using the word “I”, and states an opinion . The slang term “loser ”, is used, which is inappropriate in a formal context. They also uses the contraction “he’s ”. If this were in the middle of a paragraph, it may be easier to understand towhom the author is referring.Taken as a simple statement, however, it’simpossible to know whether the writer thinks his best friend, hisdog, or a rock star is a loser !The second example uses an academic, formal style . Written in the third-person view , the sentence omits references to the writer and focuses on the issue. Strong, specific adjectives like “horrific ”convey the author’s view clearly without resorting to slang . The use of the colon creates a strong, formal feeling when properly usedhere to introduce a list .[ 'k əʊl ən]Where’s the resource ??•Library•On-line•Data bases (turn on remote access)•Lectures•Text books•Tutorials•News•Newspapers•Everywhere!!!5. Referencing and plagiarismMost plagiarism is acci’dental; either the result of not understanding what actually amounts to plagiarism, or of being poorly organized, so that we use the ideas of others without realizing that’s what we have done.Whenever the author has given somethingdistinctive to the information or its organization,cite the source.Anything that is common knowledge you need not cite: in other words, anything that is not distinctiveof a particular author.distinguishing /skills4study/studyskills/reading/referencing.aspunintendedWhat is plagiarism?Copying ofpassages/text/work/ideas/data without aproperacknowledgement ofthe author. Thisincludes otherstudents’work.['pleidʒiərizəm]Getting started•Find your time•Find your space•Discipline, self & others•Brain storming, clustering, mind mapping•Free writingtry to solve a problemby thinking intensely about it6. Practice makes perfectIntroduction•What is the question?•Global view from the broad to the narrow •Introduce the :•Who•What•When •Where •Why •How 5W+HThe topic•Why is it being asked?•Is it multi layered?•Does it invite a largely factual response?•Is it looking for a particular stance such asargue or cri’tique?[stæns] positionposturereview, assessment, commentLiterature•Is it current?•Is the author a credible source?•Is the subject relevant?•Clustering•References/endnoteBeginning•A quotation –is it relevant•A question•An opinion•An interesting fact•An irony or paradox•An a’nalogy•And anecdote['ænikdəut]story, narrative(especially a biographical one)[‘aiərəni[‘pærədɔks][ə’nælədʒi](logic) a statementthat contradicts itselfirony witty language富于机智的,诙谐的similarityBodyYour paragraphs should flow naturally into oneanother andconnections shouldbe made.Paragraphs•7-8 sentences•Each should be topic specific, preferably with an introductory sentence•Each sentence states the content/context and then some supporting example which is where the references come in.•The last sentence concludes the paragraph and forwards to the next.Transitional words•Joining words»Also, and, again, etc•Comparing words»Also, in comparison•Contracting words»Although, but, conversely, despite, even though, however•Positioning words»Above, adjacent to, below•Situation words»Before, briefly, consequently, finally, first[træn'zi ʃən əl]Conclusions•Don’t introduce anything new •Draw in the introduction •Demonstrate a conclusion•Give the essay a sense of completeness •Leave a final impression7. A comparison between non-academicand academic writingRevision1.Is writing skills vital for students ofscience and technology ?2. What is academic writing?3. Features of Academic Writing4. Tips on academic writing5. Referencing and plagiarism6. Practice makes perfect7. A comparison between non-academicand academic writing。

the IELTS writing task refers to the Academic Test, not the General test.G Test: candidates are asked to respond to a given problem with a letter requesting information or explaining a situation. It is suggested that about 20 minutes is spent on Task 1, which requires candidates to write at least 150 words. Depending on the task suggested, candidates are assessed on their ability to:engage in personal correspondenceelicit and provide general factual informationexpress needs, wants, likes and dislikesexpress opinions (views, complaints etc.)1.You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To do this, paraphrase the title of the graph, making sure you put in a time frame if there is one. There are several methods to help you paraphrase sentences better.2.You also need to state what the main trend or trends in the graph are. Don’t give detailed data here –you are just looking for something that describes what is happening overall.3. That is where you should add specific information to support your descriptions.4.In spite of these methods, there are some other tips that can help you to get a higher score. Especially, you should pay attention to the eighth tip. IELTS task 1 is not a discursive essay; discursive essays are for task 2. Only write exactly what you see and don’t try to give reasons for the data unless explicitly stated in the diagram. You will lose a lot of marks if you do this.You should also not add any new information or draw any conclusions from the data presented.。

剑桥雅思8-第三套试题-写作部分-Task 1真题部分:WRITING TASK 1You should spend about 20 minutes on this taskThe diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Write at least 150 words.Task one题目要求(见“剑8”P78)审题题目翻译：下面的这两幅图显示了水泥制作方法的各个步骤和所需设备，以及如何用水泥生产用于建造房屋的混凝土。

本题为流程图题型，由两幅流程图构成。

同样都是两幅流程图，本题难度要大于剑6 Test 3。

剑6那道题显示了如何利用蚕茧生产丝绸的过程。

图一显示蚕的生命循环，图二表现丝绸制造过程。

剑6 Test 3那样的单一流程图只需要根据箭头的指向，注意写作顺序即可，图一和图二之间是单纯的时间先后顺序关系，而本题的两幅图之间则是在时间先后顺序的基础上，增加了对比关系。

考生除了要分别描写制作水泥和混凝土的方法之外，还要比较这两种方法的异同。

写作思路本题由两幅图组成，写作时可以分为四段。

第一段可以通过改写题目的说明性文字介绍两幅图的主要内容；第二段和第三段分别描写水泥和混凝土的制作方法；第四段用来总结这两种制作方法的共同点和差异。

考生作文(见“剑8”P166)参考译文这些图显示了水泥的制作流程和所用到的设备，以及如何用这些来制造用于建造房屋的混凝土。

1. In written work generalisations are very useful because they can be used to present complex ideas or data in a simple form which is easy to understand and remember:Large companies can offer better career opportunities.Language is an important means of communication.Compare the statements on the data in the table below.a) 56.2% of British smokers are women.b) The majority of British smokers are women.UK smokers by genderMen Women43.8% 56.2%The first sentence is more accurate, but the second, which contains a generalisation, is easier to understand. However, using generalisations does involve a loss of precision, so the writer must judge when they can be used safely, and when it is better to give the full data.2. There are two ways of making a generalisation:a) Using the plural: Computers are useful machines.b) Using the singular + definite article: The computer is a useful machine. (less common/more formal)It is better to avoid absolute phrases such as cats are cleverer than dogs. Instead use more cautious phrases such as cats tend to be cleverer than dogs or most cats are more intelligent than dogs.Write generalisations on the following topics.a) child/noise Example: Children are often noisy.b) flowers/presents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .c) city/pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .d) fresh fruit/health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .e) television/important . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. Read the following text and underline the generalisations.Li Pang is a Chinese student studying architecture in Manchester. He enjoys the style of teaching as well as the cosmopolitan lifestyle the city provides. Many international students attend British universities. Most welcome the chance to meet classmates from all over the world, and all are pleased to have the chance to improve their English. When he goes home to Shanghai, Li Pang will have a network of international contacts to support his future career.4.OvergeneralisingThis means making statements which are too simple or inaccurate. For example, using income figures from the table below, a writer might claim:People were much richer in 1999 than 20 years earlier.This ignores inflation over the period. It is more accurate to say:Average incomes in 1999 were nearly four times higher than in 1979.Changes in key economic indicators in the UK, 1979–1999Britain 1979 1989 1999Inflation rate 13.4% 7.8% 3.4%Interest rate 12% 13.7% 5.5%Unemployment 4.1% 6.1% 4.6%Average income £5,000 £11,700 £19,000Average house price £19,800 £61,500 £68,300Each of the following contain overgeneralisation. Rewrite them more accurately.a) Between 1979 and 1999, the worst period for unemployment was 1989.b) Inflation fell steadily for 20 years after 1979.c) There was a dramatic rise in house prices in these two decades.d) Interest rates peaked in 1989.5. Read the text on ‘Dreams’ and write five generalisations using the data.A recent survey on dreams, completed by over 10,000 people, found that 68% of all dreams came into the ‘anxiety’ category. Being chased was the most common dream, recorded by 72%. Dreams about falling (which signify insecurity) are also very common, being recorded by 70%.55% have dreamed about relatives and friends who have died. Many people believe that dreams can foretell the future, but only 42% have experienced this type. 28% of those surveyed have dreams about food, which seem to occur during periods of weight watching, but 23% have been pleased by dreams of finding money. Example: Anxiety seems to be the cause of most dreams.6.Phrases for introducing examples include:Many departments, for instance/for example engineering, now offer foundation courses.(note use of commas)A few courses, such as/e.g. MBA, require work experience.Many universities, particularly/especially UK ones, ask overseas students for IELTS scores. (note the focus) Some subjects are heavily oversubscribed. A case in point is medicine. (for single examples)Use suitable example phrases to complete the following sentences.a) As the climate warms, wetland species . . . . . . . . . . . . . . .frogs may find their habitat reduced.b) Some animals can migrate to cooler areas. . . . . . . . . . . . . . .are birds, which can move easily.c) Many slow-growing plants, trees . . . . . . . . . . . . . . . , will find it difficult to move to wetter areas.d) Certain reptiles, . . . . . . . . . . . . . . . snakes, may benefit from drier and warmer summers.e) Rising sea levels may bring some advantages . . . . . . . . . . . .. . . expanding wetland areas.7. Find a suitable example for each sentence.Example: Various sectors in the economy are experiencing labour shortages.Various sectors in the economy, for instance engineering, are experiencing labour shortages.a) A number of sports have become very profitable due to the sale of television rights.b) Certain twentieth-century inventions affected the lives of most people.c) In recent years many women have made significant contributions to the political world.d) Three-year guarantees are now being offered by most car makers.e) Certain diseases are proving much harder to combat than was expected 20 years ago.f) Many musical instruments use strings to make music.g) Several mammals are currently in danger of extinction.8. Read the text below and then insert suitable examples where needed.Students who go to study abroad often experience a type of culture shock when they arrive in the new country. Customs which they took for granted in their own society may not be followed in the host country. Even everyday patterns of life may be different. When these are added to the inevitable differences which occur in every country students may at first feel confused. They may experience rapid changes of mood, or even want to return home. However, most soon make new friends and, in a relatively short period, are able to adjust to their new environment. They may even find that they prefer some aspects of their new surroundings, and forget that they are not at home for a while!9. Another small group of phrases is used when there is only one ‘example’. This is a kind of restatement:The world’s biggest software company, i.e. Microsoft, is buying a share of the cable business.Add a suitable phrase to the following sentences, from the box below, to make them clearer.a) His mother’s sister was a small but very remarkable woman.b) When the liquid reached boiling point the reaction began.c) It appears that Candlemas day was celebrated with large bonfires.d) The company’s overheads doubled last year.namely 140 degreesi.e. his auntin other words,the fixed coststhat is, February 2nd10. It is often difficult to begin writing an essay, but, especially in exams, hesitation can waste valuable time. The first few sentences need to be general but not vague, as they set the tone for the rest of the essay. The subject can be introduced by giving some background information:In recent years the internet has become an important tool of academic research.There is increasing interest in the use of wind power to produce electricity.11. Write two or three introductory sentences on one of the following topics.a) Global warmingb) The spread of Aidsc) The future of the United Nationsd) Tourism12. It is important to begin an essay with remarks that are general but also accurate and clear. Decide which of the following are suitable (essay titles in brackets):a) (Do newspapers have a future?)Newspapers are facing increased competition from other media such as television and the internet.Young people often prefer to get information from electronic sources, which can be updated more frequently.b) (Is public concern about crime justified?)Crime is increasing everywhere, and this worries many people. Nobody can agree on a solution to the problem.c) (GM foods can feed the world – discuss.)In the past twenty years genetically modified (GM) crops have become a source of major controversy.Both farmers and consumers are divided on questions of health and environmental safety.d) (Is quality being sacrificed for quantity in higher education?)It can be seen that higher education (HE) is changing throughout the world, with more students wanting to enter universities. There are many possible reasons for these changes, but the results are the same.13. Study the following essay titles. Choose two and write an opening paragraph for each in no more than five minutes per paragraph.a) Television can damage the development of children–discuss.b) Mature students get better academic results than young students – discuss.c) The greatest social change in the twentieth century was the movement of women out of the home and intothe workforce. How true is this statement?14. Find synonyms for the words and phrases in italics.a) Professor Hicks questioned the findings of the research.b) The statistics show a steady expansion in applications.c) The institute’s prediction has caused a major controversy.d) Cost seems to be the leading drawback to that system.e) They will concentrate on the first option.f) After the lecture she tried to clarify her concept.g) Three issues need to be examined.h) The framework can be retaine d but the goal needs to be altered.i) OPEC, the oil pro ducers’ cartel, is to cut production to raise global prices.j) The trend to smaller families has speeded up in the last decade.15. Identify the synonyms in this text by underlining them and linking them to the word they are substituting for.The chairma n of the UK’s food standards agency has said that a national advertising campaign is necessary to raise low levels of personal hygiene. The organisation is planning a £3m publicity programme to improve British eating habits. A survey has shown that half the population do not wash before eating, and one in five fail to wash before preparing food. There are over 6 million cases of food poisoning in this country every year, and the advertising blitz aims to cut this by 20%. This reduction, the food body believes, could be achieved by regular hand washing prior to meals.16. Rewrite the following paragraph so that instead of six short sentences there are two long and two short sentences.Worldwide, enrolments in higher education are increasing. In developed countries over half of all young people enter college. Similar trends are seen in China and South America. This growth has put financial strain on state university systems. Many countries are asking students and parents to contribute. This leads toa debate about whether students or society benefit from tertiary education.17. Rewrite this paragraph in fewer sentences.It is widely recognised that a university degree benefits the individual. A graduate can expect to find a better job with a higher salary. In the USA the average graduate will earn $1 million more in a lifetime than a non- graduate. Many governments now expect students to pay a proportion of tuition costs. It is argued that this discriminates against poorer students. Some countries give grants to students whose families have low incomes. Their education is seen to be beneficial for the nation as a whole.18. The following sentence is too long. Divide it into shorter ones.China is one developing country (but not the only one) which has imposed fees on students since 1997, but the results have been surprising: enrolments, especially in the most expensive universities, have continued to rise steeply, growing 200% overall between 1997 and 2001; it seems in this case that higher fees attract rather than discourage students, who see them as a sign of a good education, and compete more fiercely for places, leading to the result that a place at a good college can cost $8,000 per year for fees and maintenance.。

学位英语作文用点保存Using Dot to Save Academic WritingAcademic writing is a crucial component of the educational system, as it allows students to demonstrate their understanding of course materials, develop critical thinking skills, and communicate their ideas effectively. However, the process of crafting a well-written academic essay can be challenging, particularly for those who are not native English speakers or have limited experience with this genre of writing. One strategy that can help improve the quality of academic writing is the use of the "dot" technique.The dot technique is a simple yet powerful tool that can be used to organize and structure academic essays. The basic premise of this method is to use a dot or bullet point to separate each idea or argument within the essay. By breaking down the essay into discrete, easily digestible units, the dot technique can help writers to stay focused, maintain a clear and logical flow, and ensure that each point is adequately supported with evidence.One of the primary benefits of the dot technique is that it can help writers to overcome the common challenge of "writer's block." When faced with a blank page or screen, the prospect of crafting a well-structured, coherent essay can be daunting. However, by focusing on one dot at a time, writers can break down the task into more manageable chunks, allowing them to tackle the essay in a more methodical and less overwhelming manner.Moreover, the dot technique can also be helpful in the revision and editing process. By clearly delineating each argument or idea, writers can more easily identify areas that need further development, clarification, or support. This can be particularly useful for students who are working on longer essays or research papers, where the sheer volume of information can make it challenging to maintain a cohesive and logical structure.In addition to its organizational benefits, the dot technique can also help writers to improve the quality of their arguments and the overall persuasiveness of their essays. By forcing writers to articulate each point clearly and concisely, the dot technique encourages them to think more critically about the strength and validity of their claims. This, in turn, can lead to the development of more nuanced, well-reasoned arguments that are more likely to persuade the reader.Furthermore, the dot technique can be a valuable tool for studentswho are working on their English language proficiency. By breaking down the essay into smaller, more manageable units, the dot technique can help writers to focus on the clarity and precision of their language, as well as the logical flow of their ideas. This can be particularly beneficial for non-native English speakers, who may struggle with the complexities of academic writing in a second language.Of course, the dot technique is not a panacea for all the challenges of academic writing. Like any writing strategy, it has its limitations and may not be equally effective for all writers or all types of essays. For example, the dot technique may be less useful for creative or narrative writing, where a more fluid and organic structure may be more appropriate.Additionally, it is important to note that the dot technique should not be used as a substitute for careful planning, research, and revision. While the dot technique can help to organize and structure an essay, it is still essential for writers to engage in the deeper cognitive processes of critical thinking, analysis, and synthesis that are the foundation of strong academic writing.Despite these limitations, the dot technique remains a valuable tool in the academic writer's toolkit. By providing a clear and structured framework for organizing and developing ideas, the dot techniquecan help writers to overcome common challenges, improve the quality of their arguments, and enhance their overall writing skills.In conclusion, the dot technique is a simple yet powerful strategy that can be a valuable asset for students and writers engaged in academic writing. By breaking down the essay into discrete, easily manageable units, the dot technique can help to improve the clarity, coherence, and persuasiveness of academic writing. While it is not a one-size-fits-all solution, the dot technique is a versatile tool that can be adapted to meet the unique needs and preferences of individual writers. As such, it is a technique that is well worth exploring and incorporating into one's academic writing practice.。

中南林业科技大学英语学位考试作文全文共6篇示例，供读者参考篇1My Big English Test AdventureHi there! My name is Lily and I'm 10 years old. I just had the craziest weekend taking this huge English test for a special college program. Let me tell you all about my big adventure!It all started a few months ago when my English teacher, Ms. Roberts, told our class about this awesome opportunity. Central South University of Forestry and Technology has a degree program where kids like me can get a head start on college by taking English classes now and earning credits. But first, we had to pass a big important test to get into the program.At first, I wasn't sure if I wanted to do it. The test s篇2My Big English Test AdventureHi there! My name is Lily and I'm 10 years old. I just had the craziest experience and I can't wait to tell you all about it! Yousee, my parents really want me to go to a great university when I'm older so they signed me up to take this big important English test. It's called the English Language Proficiency Test and you have to pass it to get into the masters program at the Central South University of Forestry and Technology. I know, I know, it sounds super serious for a kid like me. But my parents think I'm really smart and good at English, so they wanted me to give it a shot!The test was last Saturday and just getting there was an adventure. We had to wake up super early, like when the sun was still sleeping! My mom packed me a lunch and some snacks and we hit the road. The test center was alllll the way across town. I'd never been to that part of the city before. We passed by so many tall buildings and busy streets. I kept trying to look out the window to see everything, but my dad told me I needed to conserve my energy for the test. Killjoy!Finally, we made it to the university. The campus was HUGE! Like bigger than a million parks combined. We walked forever just trying to find the right building. There were students everywhere, hurrying to classes or hanging out on the lawns. I couldn't believe how many people went there! We finally found the test center and there were all these grown-ups outsidelooking very serious and nervous. I got a little scared thinking about how high the stakes must be for them.The test was held in this giant auditorium with what felt like a million desks. Why do they make those desks so small and uncomfortable?! My legs were dangling the whole time. An older lady came to the front with a mean look on her face. She wasn't playing around! She started going over all the rules in a strict voice. No talking at all, no bathroom breaks unless it's an emergency, no asking questions, and absolutely no cheating. We had to put away all our belongings so there were no distractions. I've never been more nervous in my whole life!Then she passed out the test booklets. They were super thick!I couldn't believe how many sections there were - reading, writing, speaking, listening. They really went all out. I took a deep breath and got ready. As soon as she said go, I flipped open the booklet and started reading through the questions. Thank goodness there were some easy ones right at the beginning to build up my confidence.The reading section was pretty fun. There were passages about all different topics - science experiments, stories from history, even some silly jokes and comics. I just had to read through them carefully and answer the multiple choicecomprehension questions. As long as I didn't rush, I knew I could get those right.Next up was writing and that's probably my strongest area. The first task was to read a short article and then summarize the main points in my own words. Piece of cake! Then I had to take a stance on an issue and persuade the reader about my position. I wrote about why kids should get less homework. My teacher always says I'm a very convincing writer, so I put on my debate champion hat for that one.The next section was a killer - the listening comprehension. They played all these recordings of people talking with different accents and talked really fast. I had to take notes and answer questions based on what they said. Why do they make it so hard?! By the end, my hand was cramping up from writing so much.I got a short break after that and stretched out my legs. I could see the kids around me looked just as drained as I felt. I chugged my apple juice and tried to re-energize for the next challenge - the speaking section.This part was when you had to record yourself talking and answering questions. They gave each question ahead of time so you could prepare a bit, but then you only had a minute to giveyour answer once the recording started. I tried speaking nice and clearly like my English teacher tells me. I got questions about my family, my hobbies, and had to describe a scene from a picture. Towards the end, I had to pretend I was giving a speech about the importance of conservation. I rambled a bit on that one since it's not exactly a super interesting topic for a 10-year-old.Finally, after what felt like a bajillion hours, I was done! My brain was total mush. I'm not going to lie, I seriously considered giving up a few times. But I kept thinking about how proud my parents would be if I gave it my all. I could just see the huge smiles on their faces if I passed this thing.We headed back home, watching the sun go down over the skyline. In the car, I passed out as soon as my head hit the window. I was that drained! When I woke up, I was surprised to find my parents had bought me a whole Lego set as a reward for working so hard. I must have done better than I thought!A few weeks later, the scores finally came in the mail. I ripped open the envelope, holding my breath and... I PASSED! I freaked out, jumping up and down all over the living room. My parents squished me in a bear hug, telling me how brilliant I am. They took me out for my favorite dinner, a big banana split sundae, to celebrate. I felt like I was walking on clouds!So there you have it - my crazy experience of taking the English test for university at just 10 years old. Will I actually go get my masters degree when I'm older? Who knows! But at least I proved that I could rise to the challenge. I'm honestly still recovering from it weeks later. Next time there's a big extreme test like that, you can find me running the other way! But I've got to admit, the sweet taste of victory was pretty great.篇3My Life as a Little StudentHi there! My name is Emily and I'm 8 years old. I'm a student in 3rd grade at Sunny Hills Elementary School. I love going to school and learning new things every day! Let me tell you all about my life as a little student.Every morning, my mom wakes me up at 7am. I get dressed in my school uniform - a white shirt, navy blue skirt, and black shoes. After brushing my teeth and combing my hair, I go downstairs for breakfast. My favorite is pancakes with syrup and a glass of orange juice!At 8am, the school bus arrives to pick me up. I live a few blocks away from the school, so the ride isn't too long. I sit with my best friend Katie and we chat about our plans for recess thatday. When we get to school, we line up with our class and the teacher leads us inside to our classroom.The first few hours are always my favorite part of the day. We start with math, which I'm really good at! I love solving problems and using numbers. After math, we have reading time where we practice our phonics and take turns reading aloud from fun storybooks. My teacher says I'm an excellent reader.Around 11am, we get to go outside for recess! Katie and I race to the swing set and take turns pushing each other. Sometimes we also play jump rope or tag with our other friends. Recess is the best for getting some energy out before going back inside for more learning.After recess, we have science, social studies, and art class. In science, we just started a unit on plants and photosynthesis. I think it's so cool how plants can make their own food from sunlight! For social studies, we're learning about the history of our state and some famous people who lived here. Art is my absolute favorite - I love drawing, painting, and making crafts.At 3pm, the final bell rings and it's time to go home. The bus drops me off at my house and my mom is there waiting for me with a snack. She always asks me about my day at school over aplate of carrots and ranch dip or apple slices. I tell her everything I learned that day and all the fun things that happened at recess.After my snack, I get started on my homework. I have to practice my spelling words, do a few math worksheets, and read for 30 minutes. Once my homework is done, I have some free time to play outside or watch a show before dinner.My family eats dinner together every night at 6pm. My dad gets home from work just in time. We go around the table taking turns sharing the best part of our day. After dinner, we always make sure to clean up and help mom with the dishes.At 8pm, it's time to get ready for bed. I take a bath, brush my teeth again, put on my pajamas, and pick out a bedtime story for my parents to read to me. My favorite books are fairytales with princesses and magical creatures. I'm usually asleep by 9pm to get lots of rest for another fun day at school tomorrow!Being a student in elementary school is the best. I get to learn so many interesting things, see my friends every day, and just be a kid. My life is filled with reading, exploring the outdoors at recess, creating art, and making amazing memories. Even though I'm still pretty little, I'm growing my mind and getting smarter all the time. Who knows what the future will hold -maybe I'll become a scientist, teacher, or even President one day! For now, I'm just enjoying being a third grader to the fullest.篇4My Big Adventures at Summer CampHi there! My name is Lili and I'm 9 years old. I just got back from the most fun and exciting summer camp ever! It was a two-week overnight camp up in the mountains and I can't wait to tell you all about my big adventures.The first day of camp was a little scary because I had never been away from my mom and dad for that long before. But as soon as I met my bunkmates and our camp counselors, I started feeling better. We did some get-to-know-you games and songs around the campfire that first night. I made friends with a girl named Emma right away since we both really like dogs and ice cream!Our bunk house was pretty rustic but that added to the fun camp experience. We had wooden bunk beds, a little bathroom, and that's about it. No TV, internet or video games, which was kind of weird at first. But we stayed so active and busy all day that I didn't even have time to miss those things.Every morning we had to make our own beds and clean up the bunk house before heading to the dining hall for breakfast. The food was pretty good for camp grub - pancakes, eggs, oatmeal, that kind of stuff. After breakfast, we divided into our activity groups for the day's adventures!Some days we went hiking along the wooded trails around the camp. I had never done real hiking before, but our counselors taught us the basics like how to read a trail map and safely walk across streams and fallen logs. We played games along the hike where we had to identify different trees, plants and animal tracks. I felt like a little nature explorer!My favorite hike was up to Deerview Peak. It was a pretty long and hard climb, but the views from the top were just breathtaking. We could see forever across the endless green forest valleys and snow-capped mountain peaks. Our counselors said we were really lucky that a herd of deer happened to be grazing near the peak that day. We got to watch them munching on grass and wildflowers up close through our binoculars. On the way back down, we saw some pretty waterfalls too. I took so many pictures to remember the amazing sights.Another awesome outdoor activity was the rock climbing wall. I had never tried rock climbing before, but the instructorstaught us the right techniques for gripping the fake rocks and finding good footholds. We had to wear helmets and safety harnesses just in case we fell, but I felt pretty brave making my way up the tough climbing routes. The wall got really high towards the top, over 20 feet! A few kids in my group actually made it all the way up and rang the bell to celebrate. I didn't make it quite that far, but I climbed way higher than I ever thought I could. The instructors cheered me on and I was really proud of myself.We also got to do some arts and crafts activities which I loved. One day we went on a nature hike around the lake to collect pinecones, feathers, flowers, and other little treasures from the forest. Then we used them to decorate our own picture frames back at our outdoor art studio area. I made one for my parents with a cute little blue feather in one corner. Another day we learned how to do basket weaving using tall grass and thin wood pieces. It took a lot of patience but I kept trying until I made a little tiny one to hold my art supplies. I can't wait to show my craft projects to my parents and tell them all about the work that went into each one.When the weather was really hot, we got to do some beach and swimming activities too down at the big lake. We hadsupervised swimming time to splash around and do cannonballs off the dock. I felt so free being able to swim without any parents constantly watching over me! Some days we did paddleboarding or went out in the kayaks and canoes with our counselors. We had to wear life jackets of course, but it was fun navigating across the peaceful lake surrounded by towering evergreen trees all around.At night after dinner, we had different activities like scavenger hunts, talent shows, or gameshow-style competitions between the bunk groups. One really cool night, a group of local scientists came and taught us all about the constellations. They had huge high-tech telescopes for us to look through to see planets, stars, and even a galaxy up close! I had never seen anything like that before. I felt like a little astronaut or astronomer exploring the deep mysteries of space. Another night, we got to have a classic camp dance party and mades'mores around the bonfire.The last couple of nights, we worked on a top secret skit and performance to show our parents and families on the last day of camp. My bunk did a funny remake of some scenes from Star Wars, with me playing Princess Leia. We made homemade costumes out of cardboard boxes, toilet paper rolls and whateverwe could find around camp. It was hilarious and everyone in the audience laughed really hard at our jokes and choreographed lightsaber battle scene at the end.After our big performance, we had one last morning of packing up our stuff and cleaning the bunk houses. I was really sad to leave camp and say goodbye to all my new friends and counselors. But I also felt excited to go home and tell my family about my篇5我的梦想大家好！我是一名小学生，我想和你们分享一下我的梦想。

TOP-42TASK 1 Integrated WritingGlass is a favored building material for modern architecture, yet it is also very dangerous for wild birds. Because they often cannot distinguish between glass and open air, millions of birds are harmed every year when they try to fly through glass windows. There are, however, several solutions that responsible businesses can use to prevent injuries to birds.One-Way GlassOne solution is to replace the regular, clear glass with one-way glass that is transparent in only one direction. The occupants of the building can see out, but birds and others cannot see in. If birds cannot see through a window, they will understand that the glass forms a solid barrier and will not try to fly through it.Colorful DesignsA second solution is to paint colorful lines or other designs on regular window glass. For example, a window could have a design of thin stripes painted over the glass. People would still be able to see through the openings in the design where there is no paint, while birds would see the stripes and thus avoid trying to fly through the glass. Architects can be encouraged to include colorful painted patterns on glass as part of the general design of buildings.Magnetic FieldThe third solution is to create an artificial magnetic field to guide birds away from buildings. Humans use an instrument called a magnetic compass to determine directions—either north, south, east, or west. Bird research has shown that birds have a natural ability to sense Earth’s magnetic fields; this ability works just like a compass, and it helps birds navigate in the right direction when they fly. A building in a bird flight path can be equipped with powerful electromagnets that emit magnetic signals that steer birds in a direction away from the building.TASK 2 Independent WritingDirectionsRead the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:。

THE IELTS ACADEMIC WRITING TEST - TASK 2 TUTORIALTask 2 in the IELTS Academic Writing Test is more important than task 1. You have to write more, it's a more difficult task and it is worth more to your final band for writing as more weight is given to Task 2 than to Task 1.The IELTS Academic Writing TestThe IELTS Academic Writing Test lasts for 1 hour and includes 2 tasks. Task 1 is a letter and you must write at least 150 words. You should spend about 20 minutes out of the hour for Task 1. Task 2 is an essay and you must write at least 250 words. You should spend about 40 minutes for Task 2.The Task for the IELTS Academic Task 2 WritingThe IELTS Academic Writing Task 2 asks you to write a short essay of a minimum of 250 words. The essay is usually a discussion of a subject of general interest. You may have to present and justify your opinion about something, give the solution to a problem or compare differing ideas or viewpoints.Marking for the IELTS Academic Task 2 WritingYour task will be marked in three areas. You will get a mark from 1 to 9 on Arguments, Ideas and Evidence, Communicative Quality and Vocabulary and Sentence Structure. Your final band for Task 2 will be effectively an average of the three marks awarded in these areas. Task 2 writing is more important than Task 1 and to calculate the final writing mark, more weight is assigned to the Task 2 mark than to Task 1's mark. To get a good overall mark though, both tasks have to be well answered so don't hold back on Task 1 or give yourself too little time to answer it properly.Arguments, Ideas and EvidenceThis mark grades you on the content of your essay. The argument is how you present your case as regards the question. The ideas part is how many and how good your ideas are in helping your argument. The evidence is the facts that you use to back up your ideas. Evidence is very important in Task 2. You need to bring in facts from your own experience in order to support your ideas. The three parts (Arguments, Ideas and Evidence) are not independent but blend together to give a good answer. Together they really present the content and substance of your essay.Communicative QualityThis is how you are making yourself understood and whether the reader of your writing understands what you are saying. Are you communicating well with the reader and are your ideas that you want to present understood by the reader?Vocabulary and Sentence StructureThis area looks at your grammar and choice of words. The marker will look at whether the right grammar and words are used and whether they are used at the right time, in the right place and in the right way. Most people are predominantly worried about their grammar but, as you can see, grammar is only half of one section of three used to grade your writing. IELTS is much more interested in communication rather than grammatical accuracy.Paragraphing for the IELTS Academic Task 2 WritingThis is a very easy thing to do but it can have an enormous effect on the clarity of your writing. I have said this for Task 1 but for Task 2 it's is even more important. In Task 2 you will be writing more and it is therefore more important to divide your writing up into divisions to make it easier to read.Very often people use no paragraphing and the examiner is faced with a "sea" of writing with no breaks from start to finish. For me, the best writings are those where there are paragraphs separated by an empty line and also indented. In this way your ideas are separated clearly. It shows and gives organization to your writing and makes it more readable.For Task 2, have a paragraph break after your introduction, and then for every differing section of your separate ideas with the supporting evidence. Then have a final paragraph for your conclusion. You should aim to have 3 or 4 paragraphs plus the introduction and conclusion.Look at this section on paragraphing. It is divided into 5 separate paragraphs dividing the 5 different areas that I want to present to you, the reader. The 5 areas are:•Paragraph 1 Why paragraphing is important for Task 2.•Paragraph 2 How to divide your paragraphing.•Paragraph 3 Where your paragraph divisions should occur.•Paragraph 4 The division of paragraphs in this section.•Paragraph 5 Explaining the comparison with this section and the one below to show how paragraphing can work.Below I will repeat paragraphs 1 - 4 of this section on paragraphing but I am going to remove all the paragraphs and line breaks and make it a "sea of writing" as I said can happen above. I hope you feel that this section is easier to understand than the one below!! (By the way, I haven't used line breaks through this entire tutorial as there would be too many and it would be too confusing).Paragraphing (bad example section)This is a very easy thing to do but it can have an enormous effect on the clarity of your writing. I have said this for Task 1 but for Task 2 it's is even more important. In Task 2 you will be writing more and it is therefore more important to divide your writing up into divisions to make it easier to read. Very often people use no paragraphing and the examiner is faced with a "sea" of writing with no breaks from start to finish. For me, the best writings are those where there are paragraphs separated by an empty line and also indented. In this way your ideas are separated clearly. It shows and gives organization to your writing and makes it more readable. For Task 2, have a paragraph break after your introduction, and then for every differing section of your separate ideas with the evidence. Then have a final paragraph for your conclusion. You should aim to have 3 or 4 paragraphs plus the introduction and conclusion. Look at this section on paragraphing. It is divided into 4 separate paragraphs dividing the 4 different areas that I want to present to you the reader. The 4 areas are: Paragraph 1: Why paragraphing is important for task 2: Paragraph 2: How to divide your paragraphing. Paragraph 3: Where your paragraph divisions should occur. Paragraph 4: An example to show you how paragraphing works.I hope you feel that the first section was easier to understand than this second one!!Ideas to Think About for the IELTS Academic Task 2 Writing1 TimingThe exam paper recommends that you spend about 40 minutes on this question and this is about right. Remember that Task 2 gives more to your final writing band and so you should make sure that you have enough time after Task 1 to properly answer Task 2. Some students do Task 2 first in order to make sure that Task 2 is answered well before they get onto Task 1. There is no problem with this but make sure you write the 150 words to give a good answer for Task 1 as well.So, whatever you decide to do about your approach to Task 1 and Task 2 in the writing paper, make sure that you spend approximately 20 minutes on Task 1 and 40 minutes on Task 2. This should give you the right amount of time to provide good answers to both tasks.2 Answering the question.Although this sounds very straightforward, people don't often properly answer the question set and therefore don't get the band that they should even if the writing is very good.First of all read the question very carefully in order to see exactly what it asks you. Very often there will be more than 1 part to the question; sometimes even 3 or 4 parts. When you produce your answer you must answer all the different parts of the question. How much you produce on each part depends on how important you think it is.You have to write a formal academic English essay of the type that would be required for teachers or tertiary education courses. Formulate and develop an argument and show a personal response. Give your opinions and back them up with evidence and examples. Your answer should persuade, be consistent and develop logically towards a conclusion, which answers all parts of the question.Another important basic is to write at least 250 words. Writing less does not answer the question, which tells you to write at least 250 words. If you write less than 250 words, the examiner marking your paper will give you a maximum of 5 for Arguments, Ideas and Evidence or even less. It is no problem to write more thanthe 250 words; there is no upward word limit on the essay. Time is your only constraint.The question wants you to produce an essay. Therefore don't give a list of numbered notes (your paragraphs should not be numbered). Give the examiner a proper essay with an introduction, a main body with your ideas and evidence and a conclusion, all divided of course with the paragraphing techniques discussed above.3 PlanningMany students that I have taught have regarded writing an essay plan as a waste of time. The only answer I can give is that it depends on the individual. If you are a good essay writer who can automatically organize your ideas and structure in your head so well that you can produce a good structured essay without planning, then I say that's it's fine not to write an essay plan.Also if you're really short of time and you need to get writing on page, then you don't want to waste time on planning. However, if none of these conditions apply, then 1 or 2 minutes thinking about your ideas and how you are going to present them will not be wasted. I'm not saying that you should spend 10 minutes on this. Just take a scrap of paper and jot down some ideas that you are going to use in your essay.Then you can divide the ideas into 3 or 4 paragraphs in a logical order. This shouldn't take you long and the structure that this will give your essay will be well worth the time that you spend doing it.Writing The Essay in the IELTS Academic Task 2 Writing1 The IntroductionFirst of all, don't repeat any part of the question in your introduction. This is not your own work and therefore will be disregarded by the examiner and deducted from the word count. You can use individual words but be careful of using "chunks" of the question text.Your introduction should first say what you understand by the question. Then give the main issue or issues that you intend to bring into your answer. Don't go into any detail; you can save that for the later paragraphs.Finally, the question often asks you to take up a position over an issue. There is no right answer for putting your views at the start and then explaining this through the essay, or developing your opinion though youressay and stating your final stance at the end. I personally like the opinion at the start of the essay. Quickly and clearly answer the question, making your attitude plain. Don't give any reasons. Again, that's what the body of your essay is for. You don't have to do it this way though. You can wait until your conclusion to give your position as regards the question.2 The Body of Your EssayYou should aim to have 3 or 4 paragraphs in your answer. This is not exact. You can write more or fewer paragraphs, as your answer requires. Remember you've only got about 40 minutes to cover all the question areas so don't be too ambitious and try to write too much.In the body of your essay you should do several things. You need to examine all parts of the question. Remember there is often more than 1 question contained in the essay question text. You need to look at all that is asked and look at both sides of every issue. IELTS essay questions usually ask you something which has two or more points of view, and you need to consider both sides of every argument no matter what your opinion is.Look below at the example. The question asks whether or not you believe whether societies should use capital punishment. There are, of course, two points of view:(1) capital punishment should be used and(2) capital punishment shouldn't be used.Let's say for example that you don't believe that capital punishment should be used by societies. No matter what point of view you have, you should look at both sides, though naturally your writing will favour the position that you have taken. Give the reasons why you don't believe in capital punishment but then look at the opposing view and say why you don't accept it. In this way you will show the reader your powers of analysis when looking at such an issue.Don't forget that when you have finished looking at this issue there is a second part of the question to be analysed too.As we said earlier, your ideas need to be supported by examples and it is in the body of your essay that they should appear. For every idea that you present try and give an example from your own experience that shows that your idea is right.An example from your own experience means something that you know from your life, from your country's news or history or anything that you have read anywhere. You can actually invent examples if you need as long as they seem realistic and believable. The examiner is probably not going to research anything you write about.The example below should illustrate what we have been discussing here.3 The ConclusionThis doesn't need to be a long paragraph. You need to sum up your points providing a final perspective on your topic. All the conclusion needs is three or four strong sentences, which do not need to follow any set formula. Simply review the main points (being careful not to restate them exactly or repeat all your examples) and briefly describe your feelings about the topic; this provides an answer to all parts of the question. An anecdote can also end your essay in a useful way.An Example of the IELTS Academic Task 2 WritingIt's very difficult to visualize and understand all the things that I have said above. Here I will try and provide you with an example question and then go through the stages of thought to show you how to approach an IELTS Task 2 essay.Here is a possible question that would be typical for a Task 2 essay question."Do you believe that societies ought to enforce capital punishment or Are there alternative forms of punishment that would be better used?"First of all you need to consider the question. What does it ask? Straight away, you can see that it asks 2 things.It wants to know if you believe that society should use capital punishment and it also wants to know if you can offer any alternatives to capital punishment. Your answer should give a balanced view of both parts of this question. What is important to realize is that there is no correct answer here. You can present any point of view as long as you can support it.So, in your planning stage you should have a roadmap for the introduction, each paragraph and the conclusion. Here is my brief plan for the essay.Intro•What cp is. Where it's used. (not my country). Differing opinions.•I don't believe in cp.•There are alternative punishments.Body1.Inhumane - we shouldn't sink to the level of criminals.2.We can get convictions wrong; prisoners can be released if there's an error. Mentally ill. Examples.3.Alternative punishments: life means life; hospitals for criminally insane. Costs more but society has aduty to care.4.Many countries favour it and they say it works. Prisons too full. Killers deserve nothing less. Somecrimes deserve it. Not my morals though.ConclusionI don't agree. We can do other things. Avoid mistakes and make modern society a humane one.The above is a basic plan of how I want to write my essay. It's not rigid. I can change my ideas and format as I write if I feel I can do better.I can also add things that I've forgotten as the essay goes on. It's normal of course for you to have new, good ideas as you write and the skill is to get them into your essay without upsetting the balance of the essay. How do you do this? It's practice again. You won't get good at writing essays and adapting your writing well without practice.So, below is an example essay using the plan above as a basis.Example Essay for the IELTS Academic Task 2 WritingCapital punishment is the killing of a criminal for a crime that he has committed. Previously most countries employed this method of punishment but nowadays it is much less widely used. I personally do not believe that societies today should use capital punishment and I also believe that there are alternative punishments that can be used.My main argument against capital punishment is that I believe we do not have the right to kill another human being regardless of the crime. I don't believe in the old religious maxim of "an eye for an eye." Modern societies shouldn't turn to such barbaric punishments.Another argument against capital punishment is that people can be wrongly convicted and executed. If a man is in prison, he can be released if later proved not guilty. If he is dead, there is nothing that can be done. In the UK, a group of supposed terrorists were convicted of murder in Birmingham in the 1970s. They were proved innocent about 15 years later and released. If they had been executed, innocent people would have died.There are alternative punishments available. For bad crimes prison life sentences can be given with criminals imprisoned for the rest of their lives. Also a lot of horrific crimes are committed by people who are mentally sick. These people are not responsible for their actions and can be kept safely and permanently in secure hospitals. Yes, this costs a lot more but I believe it is the duty of society to do this.There are arguments for capital punishment. Many people feel its threat stops serious crime and that criminals deserve nothing less. It's cheaper and keeps the prisons manageable. I can understand this point of view but I cannot agree with it.So, in conclusion, I don't believe in capital punishment, as there are less barbaric alternatives available. We can avoid horrific mistakes and make modern society a humane one.Final Comment for the IELTS Academic Task 2 WritingI hope that this essay shows how to approach the Task 2 question and illustrates the ideas that I have written above.Finally I will leave you with the message that I always do. To really improve your skills at writing essays, you need to practice. Get some essay titles, sit down when you get the chance, give yourself 40 minutes and write some essays. Try and do it as I have directed with a couple of minutes for planning, as this will train you to make a better-constructed essay in the long run.You can get essay titles probably from surfing the internet or you can use the tests, along with other practice, which are available to download on this site at a fraction of the cost of books in the shops. Good luck with the IELTS Academic Writing Test!。

Using examples from the book as well as information researched from other sources pick one of the following research topics and write a 2000 word paper. Remember that each point must be supported by clear and specific examples. If you borrow information from another source, remember to cite that source in your paper and provide a works cited page at the end. The format should adhere to MLA style. Remember that 0.5% will be deducted for any common writing error discussed in class this semester.Topics:1.H.G. Wells’ novella The Invisible Man depicts a classic example of the mad scientist. Wells uses this story to question whether the pursuit of pure scientific knowledge is as innocent as one is inclined to believe. How moral and humane is the pursuit of scientific development according to Wells? What effect does it have on human beings? Are these questions that Wells raises applicable to current scientific inquiry and development? Discuss.2.H.G. Wells’masterpiece The Time Machine questions the Victorian notions of progress, evolution and social Darwinism. What is Wells’ ultimate assessment of humanity’s capability for progress? How are Wells’ concerns apt for our current post-industrial age?3. H.G. Wells’novellas The Invisible Man and The Time Machine entreat readers to reflect on whether there really does exist such a phenomenon as linear progress as well as whether the fruits of science make for the betterment of humanity. However, Wells does not, like writers of utopian fiction would, provide an alternate world to that which is being called into question. The question then stands, if the criticisms and challenges Wells presents were taken to heart, what sort of world/society could be constructed and how would it be different from our present world/society?。