英语学术论文写作作业 Section8 Task5
英语学术论文写作PPTunit8
8.1.1 Author-Year System 8.1.2 APA Sample References List
Con 8.1 1 2 3 8.2 Q
8.1.1 Author-Year System
Chapter 8
Alternative Documentation Styles
A part from the MLA style, there are a variety of documentation formats that are used in specialized fields of study such as education, fine arts and humanity. Familiarity with alternative documentation styles can help when one is going through sources using different styles. The following are some of the popular documentation styles:
How to Write a Dissertation in English
Con 8.1 1 2 3 8.2 Q
APA uses the author-year system for citations in the text of the paper. The essential elements are the author’s last name (or the document’s title, if no author is identified) and the date of publication. e.g.
学术英语写作答案part5
PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1Note: Answers, with notations as appropriate, are provided here for the reading comprehension questions that follow each of the eighteen reading selections. As well, a model thesis and support outline is provided for each reading. Numbers of relevant paragraphs from each selection are shown in parentheses for the supporting points within the outlines.ANSWERS AND SUGGESTED OUTLINE FOR “SELF-RELIANCE”—RALPH WALDO EMERSONReading Comprehension Questions1. a2. c3. b4. d5. a6. c Paragraph 47. c Paragraph 38. False Paragraph 39. c Paragraph 710. bThesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: There is a time in everyone’s life when he or she realizes that believing inhimself/herself is more important than believing what others say.1.Trust in personal thoughts and ideas (2).2.Be a nonconformist and don’t worry about what others think (3-5).3.Don’t be a fraid to change (6-7).ANSWERS AND SUGGESTED OUTLINE FOR “THREE PASSIONS”—BERTRAND RUSSELLReading Comprehension Questions1. d2. a3. d Answer a is too narrow; answer b is unsupported; answer c is toobroad.4. a Paragraph 15. b. Paragraph 26. False Paragraph 37. c8. d9. a10. d. Answers a, b, and c are unsupported.Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: Three passions have governed the author’s li fe.1. The first passion in the author’s life has been the search for love (2).2. The second passion in the author’s life has been the search for knowledge(3).3. The third and final passion in the author’s life has been a deep sense ofpity (4).ANSWERS AND SUGGESTED OUTLINE FOR “SHAME”—DICK GREGORY Reading Comprehension Questions1. a2. d3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c Paragraph 66. True Paragraph 237. a Paragraph 58. b The entire incident with the Community Chest Fund showsRichard’s pride; see also paragraph 28.9. b Richard’s teacher ignores his problems and humiliates him in frontof the entire class; see paragraphs 5 through 26.10. b Helene cries over Rich ard’s humiliation; see paragraph 23. Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: Living poor was, for the author, a humiliating experience.1.He was embarrassed in front of his classmates and, worse, in front ofHelene Tucker (7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money(28).3. His self-pity prevented him from helping another poor man, the wino (29-37).ANSWERS AND SUGGESTED OUTLINE FOR “I BECAME HER TARGET”—ROGER WILKINSReading Comprehension Questions1. d2. a3. d Answers a and c are too broad; answer b is not supported by theselection.4. d Answers a, b, and c are too broad.5. d Paragraph 36. a Paragraph 67. b Paragraph 78. b Paragraph 29. c Paragraph 610. d Paragraph 11 (We know that Miss Bean had not intended to knockthe pencil from his hand because she gasped when the pencil wentflying.)Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: A teacher helped the first black student in school to be accepted and to learnto think for himself.1. As a black newcomer to an all-white school in a bigoted neighborhoodbefore the era of civil rights, the author felt shame for being different (1-3).2. Miss Bean immediately began to give Wilkins “human dimensions” byincluding him in class discussion (4-6).3. By requiring Wilkins to give his opinion on facts learned in class, MissBean showed him “that thinking was part of education” and that he could“form opinions that had some value” (7-10).4. By (accidentally) knocking a pencil from Wilkins’s hand with a tossederaser, Miss Bean made Wilkins “just another kid in school” (11). ANSWERS AND SUGGESTED OUTLINE FOR “STEPPING INTO THE LIGHT”—TANYA SAVORYReading Comprehension Questions1. a2. c3. c Answer a is too narrow; answers b and d are too broad.4. b5. d Paragraph 276. b Paragraph 297. a Paragraph 288. b9. d Paragraphs 29-3110. c Paragraph 32Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: Over time a person can learn to accept her identity as a gay woman and to love her enemies.1. The author explains her fear of being true to herself and expressing heridentity. (14)2. The author is stunned when her father encourages her to be who she trulyis. (20)3. The author embraces the option to love others and to respond to hate withlove. (35)ANSWERS AND SUGGESTED OU TLINE FOR “A HANGING”—GEORGE ORWELL Reading Comprehension Questions1. c2. d3. d Answer a is too narrow; answer b is too broad; answer c is toonarrow (the execution may have been legally necessary accordingto the laws of Burma at the time, but Orwell feels it is morallywrong).4. c Answers a, b, and d are ideas not suggested in the essay.5. b Paragraph 126. False Orwell does not say what crime the prisoner had been convicted of.7. a Paragraph 128. b Paragraph 109. d Paragraphs 3, 7, 1310. a Paragraphs 19, 23, 24Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: “When I saw the prisoner step aside to avoid the puddle, I saw the mystery, theunspeakable wrongness, of cutting a life short when it is in full tide” (10).Or: Taking another person’s life is morally wrong.1. The moments leading up to the hanging are filled with a tension caused bythe enormity of the act—taking another person’s life—that is about tooccur. In particular, the dog trying to lick the condemned man’s facereminds us of the life still within him (2-9).2. The prisoner stepping aside to avoid a puddle and moving clumsily up thegallows ladder reminds the narrator of the life within the man (10-11).3. The man further asserts his life by praying loudly to his god until themoment of his death (12-13).4. The relief and laughter by the participants afterwards is also a measure ofthe momentous event—the murder of another human being—that hasoccurred (16-24).ANSWERS AND SUGGESTED OUTLINE FOR “WHAT YOUR CLOSE T REVEALS ABOUT YOU”—AMY TANReading Comprehension Questions1. c2. a3. c4. b Answer a is too narrow; answer c is not central; answer d is too narrow5. a6. c Paragraph 17. d Paragraph 48. a Paragraph 59. d10. b Paragraph 13Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: The items found in a person’s closet r eveal many secrets about the owner.1.Looking into the venture capitalist’s closet revealed an obsessive-compulsive womanwho was “so inflexible she allowed no wrinkles in her life” (1-4).2.The author analyzes her own closet that was a “repository of foibles and fetishes, andarchive of my personality and life history” (5-9).3.The author illustrates how the changes in her closet reflect the changes in her life (10-13).ANSWERS AND SUGGESTED OUTLINE FOR “THE PROFESSOR IS A DROPOUT”—BETH JOHNSONReading Comprehension Questions1. a2. b3. d Answers a and b are too broad; answer c is too narrow.4. c Answers a and d are too broad; answer c is too narrow.5. b Paragraph 156. d Paragraph 367. b Paragraph 178. a9. c Answers a, b, and d are unsupported10. bThesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: Lupe Quintanilla overcame significant cultural and linguistic obstacles to obtain an education, develop a rewarding career, and help her children achieve success.1. Lupe spends her early childhood in Mexico (3-4).2. Lupe moves to Texas with her grandparents and has difficulty in school(5-9).3. Lupe learns at home and becomes a great reader (10-11).4. Lupe marries and has five children (12).5. As Lupe’s children attend school, she has a profound revelation abouttheir schooling and about her own educational experience (13-23).6. Lupe begins college without a high school degree and makes the dean’slist during the first semester, transfers to a full university and eventuallyearns her doctorate in education (24-32).7. The author and Lupe reflect on how she managed to achieve as much asshe did while also raising her children (33-35).8. Lupe credits her accomplishments within the Hispanic community and thelarger society to her belief that everyone is the “architect of [their] owndestiny,” to her love of reading, and the importance of education (36-38).ANSWERS AND SUGGESTED OUTLINE FOR “THE CERTAINTY OF FEAR”—AUDRA KENDALLReading Comprehension Questions1. a2. a3. d Answer a is too broad; answer b is too narrow.4. c5. a Paragraph 156. b Paragraph 257. b Paragraph 248. a Paragraphs 4-69. d10. dThesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: People fear different things at different stages of their lives.1. The author relates her own fears as a child (1-7).2. Young children’s fears (8-13).3. Adolescent s’ fears (14-16).4. Fears during middle age (17-21)5. Fears of the elderly (22-25)ANSWERS AND SUGGESTED OUTLINE FOR “WHAT’S WRONG WITH SC HOOLS? TEACHER PLAYS STUDENT, LEARNS TO LIE AND CHEAT”—CASEY BANAS Reading Comprehension Questions1. d2. a3. b4. d5. c Paragraph 116. False Paragraph 127. b Paragraph 78. c Paragraph 7, 8, 99. b Paragraph 1210. b Paragraph 6, 12Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: “. . . students are turned off because they have little power and responsibility fortheir own education” (2).1. Students don’t decide on or do homework; teachers assign it and then do itthemselves in class (3-4).2. Teachers take an active role in the classroom, and students, a passive one (5-7).3. Students see teachers primarily as grade-distributors and role-players, not aspeople who can teach them things (9-10).4. Teachers demand too little of students (12).ANSWERS AND SUGGESTED OUTLINE FOR “PROPAGANDA TECH NIQUES IN TOD AY’S ADVERTISING”—ANN MCCLINTOCKReading Comprehension Questions1. b2. d3. b Answer a is too broad; answers c and d are too narrow.4. c Answers a and b are too narrow; answer d is too broad.5. b Paragraph 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aThesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: People should detect and understand common propaganda techniques, whichappeal to the emotions rather than to logic.1. We are bombarded with ads, which present biased messages throughvarious propaganda techniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names orcomments (5).3. Glittering generalities—making important-sounding general claims withno explanation (6-8).4. Transfer—associating something with a symbol or image most peoplerespect and admire (9-11).5. Testimonial—promoting something with the support of a celebrity (12-15).6. Plain folks—associating something with the average person (16-17).or making an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others aredoing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23). ANSWERS AND SUGGESTED OUTLINE FOR “CHIEF SEATTLE’S SPEECH OF 1854”—CHIEF SEATTLEReading Comprehension Questions1. d2. a3. b4. c5. a6. d7. c Paragraph 58. b Paragraph 89. c10. b Paragraphs 18 and 21Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: We accept that our people will have to move to a reservation, but we need tomaintain the right, without molestation, to visit our ancestors on ancestral lands.1.Indians used to be great in number, but have since diminished, thus diminishing theirpower (3-4).2.Fighting is not the answer and will serve only to hurt us as the white ma n’s numbersare far greater (5-8).3.Our religion and culture, though different from the white man’s beliefs, are importantand should be respected (9-21).ANSWERS AND SUGGESTED OUTLINE FOR “SINGLE SEX SCHOOLS: AN OLD IDEA WHOSE TIME HAS COME”—DIANE URBINAReading Comprehension Questions1. c2. a3. c Answers a, b, and d are too narrow.4. d Answers a, b, and c are too broad.5. c Paragraph 96. b Paragraph 147. b Paragraphs 148. d9. a10. cThesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: Single-sex schools offer students advantages that they cannot get in coed settings.1. One advantage to single-sex schools is because girls and boys simply learndifferently (4)2. Another advantage of single-sex schools is that they take into account avery basic fact of life; boys and girls act differently in each others’presence (9).3. A final reason that single-sex schools are advantageous concerns thebehavior of teachers (12).ANSWERS AND SUGGESTED OUTLINE FOR “HERE’S TO YOUR HEALTH”—JOAN DUNAYERReading Comprehension Questions1. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, neverdirectly stated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: The media and our culture promote a false myth about alcohol.1. Part of the myth is that alcohol signals success; the reality is that alcoholcan prevent success (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; thereality is that alcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; thereality is that alcohol slows people down and can lead to physical decline(7-8).4. The fourth part of the myth is that alcohol contributes to family happiness;the reality is that alcohol can lead to great unhappiness.ANSWERS AND SUGGESTED OUTLINE FOR “MAYOR OF RUST”—SUE HALPERN Reading Comprehension Questions1. c2. b3. d4. b Answer c is too broad; Answers a and d are not supported.5. d Paragraph 56. d7. c8. a Paragraph 129. d10. aThesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: The mayor of Braddock, Pennsylvania, John Fetterman, has been working toimprove the dying town though it is still a work in progress.1.The town fell into decline when the steel mills shut down, resulting in a loss ofpopulation, loss of structures, and increased violence, but since Fetterman has beenmayor, things have begun to turn around (1-6).2.John Fetterman was introduced to Braddock when he was hired to start a program forat-risk youth, and he decided to stay and run for mayor (7-11).3.His work as mayor has not always been welcome or by-the-book, but Fetterman seeshis job as improving the town, not working for popularity (12-25).4.Although people have moved into Braddock, hoping to benefit both themselves andthe town, not everyone has had success with urban renewal (26-39).5.The Braddock story is not finished; further positive developments may (or may not)yet evolve (40).ANSWERS AND SUGGESTED OUTLINE FOR “HOW TO MAKE IT IN COLLEGE, NOW THAT YOU’RE HERE”—BRIAN O’KEENEYReading Comprehension Questions1. d2. c3. b Answers a, c, and d are too narrow.4. d Answers a, b, and c are too narrow.5. d Paragraphs 2 and 136. d Paragraph 237. d Paragraphs 15 through 188. a Paragraph 29. b Paragraph 910. d Paragraphs 2, 13Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: You can succeed in college if you follow certain guidelines.1. You can get good grades by developing good study habits (3-12).2. You can handle your various responsibilities by scheduling your timeefficiently (13-18).3. You should learn how to cope when personal problems conflict withschool work (19-23).4. You can develop a positive attitude (24-27).ANSWERS AND SUGGESTED OUTLINE FOR “COLLEG E LECTURES: IS ANYBODY LISTENING?”—DAVID DANIELSReading Comprehension Questions1. c2. a3. c Answers a, b and d are all too narrow, as each covers only a singlepoint of the selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1. The lecture system is outmoded (4).2. It is inadequate for students, especially less experienced students (5-11).3. It is harmful to educators (12).4. The lecture system continues because administrators like its profitabilityand teachers and students find it easier (13).5. Small, interactive classes benefit both students and teachers (14). ANSWERS AND SUGGESTED OUTLINE FOR “IS SEX ALL THAT MATTERS?”—JOYCE GARITYReading Comprehension Questions1. c2. c3. c4. d5. c Paragraphs 4 and 66. a Paragraph 57. b Paragraph 28. b9. c Paragraphs 10 and 1110. b Paragraph 10Thesis-and-Support OutlineNote: The numbers in parentheses refer to relevant paragraphs in the selection.Thesis: Nothing, not even sex education, is counteracting the numerous sexual images in our society that encourage irresponsible sex.1. A seventeen-year-old girl, Elaine, who is living temporarily with theauthor, reveals that she has gotten pregnant because birth control is not“romantic”(1-2).2. The author reflects on the effects in a ‘sex-saturated universe’ of magazineand television ads on young people (3-8).3. The author provides statistics to support her argument that “heroes” in oursociety are those who advocate sexual excess (9).4. Sex education isn’t taught in a manner that really reaches young peopleand little else is done in society to counter the emphasis on sexuality (10-11).5. The author returns to thinking about Elaine, who is now pregnant again.(12).。
专业英语八级作文
专业英语八级作文In the realm of English language proficiency, theProfessional English Level 8 (PE8) stands as a pinnacle of achievement, representing an advanced level of mastery thatis highly sought after in various professional fields. ThePE8 composition is a critical component of this certification, as it tests a candidate's ability to express complex ideaswith clarity, precision, and sophistication.Understanding the PE8 CompositionThe PE8 composition is not merely a test of grammar and vocabulary; it is a comprehensive examination of acandidate's ability to think critically and communicate effectively in English. It requires a deep understanding ofthe nuances of the language, as well as the ability to construct well-organized, coherent, and persuasive arguments.Key Elements of a PE8 Composition1. Topic Selection: The composition should address a topicthat is relevant and significant. It should be chosen to demonstrate the candidate's insight into contemporary issuesor timeless themes.2. Introduction: A strong introduction sets the stage for the rest of the essay. It should include a clear thesis statement that outlines the main argument or point of the essay.3. Body Paragraphs: Each paragraph should focus on a single idea that supports the thesis. It should include topic sentences, evidence, analysis, and transition to the next point.4. Evidence and Analysis: The use of credible sources to support arguments is essential. This includes data, quotes, case studies, or any other relevant information that strengthens the argument.5. Cohesion and Coherence: The essay should flow logically from one point to the next. This is achieved through the use of transitional phrases and a clear, linear structure.6. Conclusion: The conclusion should summarize the main points and restate the thesis in a new way. It should leave the reader with a lasting impression of the argument presented.7. Language Use: The language should be formal and academic. It should demonstrate a high level of vocabulary, a variety of sentence structures, and correct grammar.8. Originality and Creativity: While following the conventions of academic writing, the candidate should also strive to express their thoughts in an original and creative manner.Preparing for the PE8 CompositionTo prepare for the PE8 composition, candidates should engage in the following activities:- Reading: Regular reading of high-level English texts, such as academic journals, newspapers, and literary works, can improve vocabulary and understanding of complex ideas.- Writing Practice: Regular practice in writing essays on various topics can help refine writing skills and build confidence.- Feedback: Seeking feedback from teachers or peers can provide valuable insights into areas of improvement.- Time Management: Practicing under timed conditions can help candidates manage their time effectively during the actual examination.- Study of Rhetorical Devices: Understanding and applying rhetorical devices can enhance the persuasiveness of the composition.In conclusion, the PE8 composition is a rigorous test that requires a candidate to demonstrate a high level of English language proficiency. By focusing on the key elements of a successful composition and engaging in thorough preparation, candidates can improve their chances of achieving the prestigious PE8 certification.。
最新研究生学术英语写作教程Unit-8-Writing-Abstract
Unit 8 Writing AbstractObjectives- Learn the purpose of writing an academic abstract- Get to understand different types of abstracts and the abstract elements- Understand features of academic English in writing an abstract- Learn how to write an academic abstract- Learn how to write key wordsContents- Teacher’s introduction- Reading and discussion:What is an academic abstract?What are the elements of an abstract?- Language focus: commonly used verbs and tenses; sentence patterns- Rewriting practice: understand different styles of academic abstracts- Rewriting practice: understand the elements of an academic abstract- Writing practice: write an abstract and key words based on the given material1.Reading Activity1.1 Pre-reading TaskAbstract is an important part of academic assignments, most often, reports and research papers. The abstract is the last item that you write, but the first thing people read when they want to have a quick overview of the whole paper. We suggest that you leave abstract writing to the end, because you will have a clearer picture of all your findings and conclusions.Before you learn the detailed steps to write an abstract, please discuss the following questions:What is the purpose of writing an abstract?What are the basic elements for an academic abstract?What language problems may you have in abstract writing? (For example: the wording problem, the tense problem and the voice problem, etc.)1.2Reading PassageSample Abstract 1This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, the writer clarifies the process by which movements transform social structures and the constraints when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. Two major research strategies were used: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.(Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984″ Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998)1.3 Reading Comprehension1.3.1 What does the abstract talk about?1.3.2Decide how many elements this sample includes and how they function.2Language Focus2.1 Commonly used verbs and tenses in abstractsRead the following sample abstract and pay attention to the verbs used in it. Sample abstract 2Cybercrime –crime on the Internet –is of growing concern in the business community. Despite UK Government initiatives (such as BS7799) and growing sales in software solutions (e.g. anti-virus software), cyber attacks are on the increase. This dissertation focuses on ways to assess the effectiveness of current preventative measures to cybercrime and to understand why organizations continue to be vulnerable to cybercrime. This dissertation met these twin research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through a Case Study with Company XXX using semi-structured interviews with key I.T. security personnel. This research produced a number of key findings: recent surveys confirm a significant increase in the incidences of cybercrime and their impact on the business community but also the types of cybercrime (viruses, hacking, spam, identity theft, fraud, privacy issues, web vandalism, etc.); organizations lacked the security expertise to deal with cybercrime and so depended too much on readily available technical ways to combat cybercrime (and failing); organizations were not aware of Government recommendations on how to address Internet-based security issues; and Governments and law enforcement agencies tended to localize cybercrime, allocating scant resources to contributing to a global solution. The main conclusions drawn from this research were that current approaches to fighting cybercrime are deficient because they fail to embrace a holistic approach, instead opting for a narrow local software-based focus, and that a lack of communication between major stakeholders at local, national and international level has hindered security development. This research argues for a multi-pronged model to reduce incidences of cybercrime. It takes into account Risk-Assessment models, local management of company policies, implementation issues (including proper resourcing and review policies), the need for global support infrastructures, and a means of fostering communication networks.(/Dissertation_Abstract.htm)2.2 More verbs and sentences patterns2.2 Verb tenses in abstractsRead the abstract above again and check the tenses in the abstract.3Writing Practice3.1 Abstract writing practice3.1.1 Why do we care about the problem and the results? If the problem is not obviously "interesting", it might be better to put motivation first; but if your work is incremental progress on a problem that is widely recognized as important, then it is probably better to put the problem statement first to indicate which piece of the larger problem you are breaking off to work on. This section should include the importance of your work, the difficulty of the area, and the impact it might have if successful. Read the following paragraph and write down the Motivation in the blank.A review of groundwater remediation in use today shows that new techniques are required to solve the problems of pump and treat, containment and in-situ treatment. One such technique is the method that involves the use of permeable treatment walls. These methods use a reactive medium such as iron to remediate contaminated groundwater.3.1.2 What problem are you trying to solve? What is the scope of your work (a generalized approach, or for a specific situation)? Be careful not to use too much jargon. In some cases it is appropriate to put the problem statement before the motivation, but usually this only works if most readers already understand why the problem is important. Read the following paragraph and write the problem (aim) in the blank.Several methods of implementing this remediation strategy have been described. These methods include injection and trenching. The use of a funnel and gate system via a trench has been examined in detail using a groundwater modeling option of the FLAC program.3.1.3 How did you go about solving or making progress on the problem? Did you use simulation, analytic models, prototype construction, or analysis of field data for an actual product? What was the extent of your work (did you look at one application program or a hundred programs in twenty different programming languages?) What important variables did you control, ignore, or measure? Read the following paragraph and write the approach in the blank.The use of a funnel and gate system via a trench has been examined in detail using a groundwater modeling option of the FLAC program. The modeling involved an analysis of the effect of changing the lengths of the walls and gate, varying the permeability, and varying the number of gates.3.1.4 What is the answer? Specifically, most good computer architecture papers conclude that something is so many percent faster, cheaper, smaller, or otherwise better than something else. Put the result there, in numbers. Avoid vague, hand-waving results such as "very", "small", or "significant." If you must be vague, you are only given license to do so when you can talk about orders-of-magnitude improvement. There is a tension here in that you should not provide numbers that can be easily misinterpreted, but on the other hand, you do not have room for all the caveats. Read the following paragraph and write the result in the blank.The results showed that increasing the wall length, gate length and permeability increases the size of the plume captured. An important factor in designing the walls is the residence time of the water in the gate or the contact time of the contaminant with the reactive media.3.1.5 What are the implications of your answer? Is it going to change the world (unlikely), be a significant "win", be a nice hack, or simply serve as a road sign indicating that this path is a waste of time (all of the previous results are useful). Are your results general, potentially generalizable, or specific to a particular case? Read the following and write the conclusion in the blank:A sensitivity analysis has been conducted that shows that increasing the size of the capture zone decreases the residence time which will limit the design. The results of the modeling and sensitivity analysis are presented so that they can be used as an aid to the design of permeable treatment walls.3.2 The following is a structured abstract from a report examining the network legitimacy in China telecommunication market (Low, Johnston, and Wang 97). Read it and transfer it into an informative abstract.Abstract structurePurpose – The purpose of this paper is to establish the importance and approaches in securing an organization’s legitimacy from the network community of customers, suppliers and manufacturers, including private investors and state-owned institutions when marketing their products.Design/methodology/approach –The paper presents an inductive interpretative approach complemented by action-based research founded on inquiry and testing.Findings –The paper finds that the key to legitimacy success involves using legitimacy orientations to demonstrate commitment to the interests of constituents, acquiring legitimacy from them, but concurrently considering the central government’s influence on a firm’s legitimacy performance.Research limitations/implications –The multiple interactions proposed in this paper remain untested and might have to be modified pending further empirical testing and analysis.Practical implications –In China’s telecommunication market, a company’s legitimacy emanates first and foremost from the development and commercialization of innovative and creative technological solutions. This requires good, creative management of technological resource and activity links, connecting the company’s technology to network constituents which include local manufacturers, carriers, software developers, investors.Originality/value – This is the first published paper that examines the proposed interactions among legitimacy orientations, alignments, and performances from a “market-as-network” perspective in a dynamic, transitional Chinese telecommunication market.3.3Writing keywordsKeywords often stand alone after the Abstract. In choosing the key words, a wide choice of keywords increases the probability that a paper will be retrieved and read, thereby potentially improving citation counts and journal impacts. To ensure that your paper can be found and cited by as many readers as possible, as suggested by James Hartley, it might be worth considering selecting keywords from a series of categories such as Discipline (e.g. economic, chemistry, biomedical), Methods (e.g. experiment, case study, questionnaire, grounded theory), Data source (e.g. primary, secondary, tertiary students, senior citizens), Location (e.g. country, city, town, institution), Topic (e.g. air pollution, super-virus, earthquake). Such a selection of keywords allows the search engine, such as Google Advanced Scholar, to list your paper in the results no matter which of the above keywords the reader types in.The researchers sometimes have to trade-off between the keywords, particularly when they write for the journals that bound the number of keywords in the limit of 3~5. In this situation, choose the keywords from recent or often-cited titles close to your contribution. If you pick your keywords in this way, the searches that retrieve these articles will also retrieve yours. Consequently, the chances of your paper being read will increase. Read the above sample abstracts and write down the key words:4. Writing project4.1 Get prepared for writing an abstractBefore you write the Abstract section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.1) Identify the major objectives and conclusions.2) Identify phrases with keywords in the methods section.3) Identify the major results from the discussion or results section.4) Assemble the above information into a single paragraph.5) State your hypothesis or method used in the first sentence.6) Omit background information, literature review, and detailed description ofmethods.7) Remove extra words and phrases.8) Revise the paragraph so that the abstract conveys only the essential information.9) Check to see if it meets the guidelines of the targeted journal.10) Give the abstract to a colleague (preferably one who is not familiar with yourwork) and ask him/her whether it makes sense.Work in groups and discuss what other preparations you can make for writing an abstract section of your research paper.4.2 Outline an abstractWhen we outline an abstract, there are usually five major aliments to follow. The following sample paper is finished without the abstract and key words. Read the paper, find the statements concerned and fill in the blank after it.Sample paperGLOBAL MEGACITIES AND LOW CARBON: FROM CONCEPT PLANNING TO INTEGRATED MODELLINGPhil Jones, Simon Lannon, Robbert van Nouhuys, Hendrik RosenthalMega citiesIn 1950, 30% of the world’s population lived in cities. In 2000, it was 47%. By 2010 more than half of the world’s population will be living in cities. The total may even reach 60% by 2030 and possibly 85% by the middle of this century. Such rapidly increasing urbanization, particularly in developing countries, creates many opportunities and challenges.We are living in a globalized and changing world whereby increasingly we require wise use of human and natural resources. At the same time, we need to reduce the risk urbanization poses and enhance the quality of life for all those who live in, or are impacted by Megacities. Megacities are more than just large cities with populations of 10 million inhabitants or more. They are critical to national economies. Their scalecreates new dynamics, new complexity and new simultaneity of events and processes –physical, social and economic. They host highly efficient economic activities utilizing intense and complex interactions between different demographic, social, political, economic and ecological processes.Nations undergoing economic progress often generate rapid urbanization linked with considerable opportunities, as well as strong pressures for change accompanied by environmental degradation. In current times in the developing world, Megacities grow faster than ever before and much faster than their infrastructure can support. Traditionally this results in uncontrolled urban sprawl, high traffic volumes and congested transport systems, high concentrations of industrial production, ecological overload, unregulated and disparate land and property markets, insufficient housing development, excessive waste generation, loss of productivity, general economic constipation, degradation and decline.Over the past decades traditional Megacities have been suffering from inadequate representative governance, inhibiting spatial planning, building control, delivery of services (such as water supply, sewage disposal and energy distribution), and the establishment of general order (including security and disaster prevention). Existing administrations and their organizational structures may have been outgrown by the rapidly expanding city and may simply be unable to cope with the huge scale of their new responsibilities. On the other hand, megacities contain a rich mix of coexisting people and support systems when properly planned and managed. Groups with their own distinctive ethnic, community, cultural roots, lifestyles and social surroundings have opportunity to thrive and develop. Differences in economic development, social polarization, quality of infrastructure and governance are recognized and taken into account. The scale and dynamism of Megacities, coupled with complex interacting processes and the sheer concentration of human capital make them incubators of huge growth and innovation. Megacities are the focal points of globalization as well as the driving forces for development; they harbor a wide spectrum of human skill and potential, creativity, social interaction and cultural diversity.For Hanoi to develop within a rapid urbanization scenario it must look far ahead –not 20 years, not 50 years but 100 years –into the 22nd Century. The use of conventional planning and economic development guidelines have proven to be outdated, resulting in the risk of harboring pronounced poverty, social inequality, and aggravating rapid environmental degradation. Population density, if not managed, increases vulnerability to natural and man-made hazards. Thus, Megacities are both victims and producers of risk, if unmanaged and exposed to the global environmental, socio-economic and political changes to which they contribute.Megacities will be essential and efficient drivers of a nation’s gross domestic product, processes and activities. Megacities will be ideal places to drive activities and innovation to solve social, environmental, medical, socio-economic and political issues. For these reasons, Megacities are necessary and have potential to substantially contribute towards global justice and peace – and thereby prosperity.Low Carbon and Energy ModelingAspects of sustainable master planning that impact carbon and energy implications need to be understood to help inform concepts at the earliest stage of the design process. For example, the full benefits of reducing operating energy demand of buildings can only be realized if the energy supply can respond to the reduced demand, which includes the additional benefits of reducing the energy supply infrastructure, which in turn reduces its embodied energy. Likewise, if a low (or zero) carbon energy supply is to be used, for example, renewable energy, this is easier to achieve if first the energy demand is reduced. Also, as the operating energy performance of buildings is improved the carbon dioxide emissions associated with the operation of the building, for heating, cooling, lighting, etc., becomes of the same order as the embodied energy used in construction and fit-out of the building and its infra-structure. So a balanced approach across energy demand and supply infrastructure, operating energy and embodied energy, is needed to achieve optimum performance.This paper describes how the aspects of low carbon planning and design (i.e. operating energy use, embodied energy associated with buildings, energy supply infrastructures, and other infrastructures such as transport, waste, water, sewage, etc.) can be assessed using urban scale modeling, namely EEP-Urban, at a whole city and building plot level. In particular, it explores how the reduction in energy supply infrastructure together with reduced energy demand can lead to reductions in carbon dioxide emissions associated with both operating and embodied energy. The concept of the Megacity in the context of Hanoi in 2110 is used to illustrate the model.The Concept of Metabolic Super ClustersHanoi in 2110 will feature super tall skyscrapers, elevated connectors and railways, nodal communication networks, as well as electrical and energy corridors. Vertical neighborhoods, where people live, shop, relax and work, are built on and above this surface. Built structures are not just individual towers standing independent from another but instead are interlinked and inter-dependent to form an urban spatial organization that allows for vertical connectivity.The urban model proposes 1 million people on a 1 square kilometer floor plate, hence called a Super Cluster. Under current suburban density standards a similar population would require in the order of 100 square kilometers. Thus, this vision for Hanoi in 2110 saves 99% of land for other uses, most notably conservation of ecological functions and provides food, leisure, material and energy support systems for the city thereby localizing the ecological footprint of the city.Another distinct aspect of Hanoi in 2110 is that it does not have static building functions. Instead, land use layers, building envelopes and orientations change over time – hourly, daily, weekly, monthly, yearly – to optimize performance efficiencies, therefore becoming a Metabolic Super Cluster. It is envisaged that Hanoi by the end of this century will consist of 30 metabolic super clusters in addition to its traditional urban city centre.Concentrated compact development will enhance the quality of life for urban dwellers because all infrastructures, environmentally damaging and other undesirablesurface activities are located underground or integrated into the vertical structure, thereby significantly improving the quality of living space at the ground, open-air level. Underground space may also provide a safer environment for some public and commercial activities as well as providing shelter from inclement weather conditions. This may prove to be essential for infrastructure in particular, given the predicted impacts associated with climate change. Elevated multi-level connectors between building clusters are converted into common corridors with public amenities, farms and open space.Quality of life depends on individual perceptions, attitudes, aspirations and value systems. These differ with age, ethnicity, culture and religion, as well as lifestyles, education and cultural background. An individual’s priorities and attitudes to life depend heavily upon socio-economic background and cultural environment. Historic places, cultural sites or public spaces may give Megacities a certain unique identity, heritage, and authenticity. As a result, such spatial capital contributes to social cohesion and makes people feel at home.Nevertheless, the general opinion may be that the quality of life for many residents in Megacities would be low – for rich and poor alike. Air, water and soil pollution, water and energy supply shortages, traffic congestion, environmental health problems, limited green spaces, poverty and malnutrition, social security and public safety problems place many burdens and restrictions on people.The Megacity of the future has adapted to greater diversity in socio-cultural circumstances by including and enhancing the often widespread and dynamic informal activities that enrich such communities. Further development of new visions and innovative management tools are now urgently needed in order to enhance quality of life and create cohesive communities.Urban governance and management is one of the key success factors of any global Megacity. As society and aspirations evolve over time, the city has to be designed to adapt to change. Utopian cities built around fixed ideologies have never worked. Megacities need to be versatile in order to adapt.The main challenges for a Megacity in terms of urban governance are: dealing with the speed of change with intelligent urban infrastructure systems; eradicating social exclusion; and introducing proper forms of urban governance.Way ForwardWhether or not 1 million people are appropriate for a 1 km2 super cluster remains to be seen. The optimum density for sustainability, land use and quality of life may be less and will vary with global location. The above approach is essential to inform the design of high rise high density Megacities if they are to realize their full potential for providing sustainable healthy zero carbon cities of the future that can co-exist in a sustainable way with their neighboring rural areas.4.3 According to the above table, draft an abstract and keywords for the sample paper. Abstract:Key words:5.Final Checklistbackground, purpose, findings, conclusions, recommendations and follow strictly the chronology of the report/papers.∙Avoid excessive use of jargon, and exaggerative language∙Keep within the specified word limit. Most institutions will have their own "house rules" as to the length of the abstract. The abstract should stand alone and be able to be understood without reference to citations,∙Ensure the abstract contains all your key words (for the searchable databases). ∙Add no new information but simply summarize the report/papers. Be intelligible to a wide audience。
学术论文写作-Unit8【2024版】
Task: Write a submission cover letter for your own manuscript. You can refer to Sample Reading 2.
1) The entire manuscript needs to be edited for proper use of the English language and syntax.
We are really sorry for the inappropriate English language use. We have asked an English expert consultant to proofread the paper.
3. Fill in the blanks according to the Chinese clue in the brackets.
The authors would like to thank/thank (感谢) the patients who participated/were involved/were recruited（参与）in the study. We would also like to show our gratitude （感激）to Dr. Jean-Frederic Colombel (co-director of the Feinstein IBD Center, Mount Sinai Hospital, New York, NY) for invaluable discussions and insights on Crohn’s disease, and we thank 3 “anonymous” reviewers (匿名评审员) for their detailed comments (修回意见). We are also immensely grateful to（感激）Dr. Emilie Grasset (Precision Immunology Institute, Icahn School of Medicine at Mount Sinai, New York, NY) for her expertise (专长) and discussion on an earlier version of the manuscript (稿子). This research is partially supported /was supported in part（部分由...资助）by R01 DK106593, and the Sanford J. Grossman Charitable Trust; R.U. is supported/funded (资 助) by a Career Development Award from the Crohn's and Colitis Foundation and an NIH K23 Career Development Award (K23KD111995-01A1).
人教版八下英语unit5话题作文
人教版八下英语unit5话题作文全文共3篇示例，供读者参考篇1Unit 5 of the People's Education Edition Grade 8 English textbook is focused on the theme of "Health". In this unit, students learn vocabulary related to health, common health problems, medical advice, and healthy lifestyle choices. Students are also exposed to reading, writing, listening, and speaking activities related to this theme.One of the writing tasks in Unit 5 involves writing a composition about healthy lifestyle choices. Students are asked to express their opinions on the importance of maintaining a healthy lifestyle and provide some advice on how to achieve this. Here is an example of a composition that a student might write for this task:Maintaining a Healthy LifestyleHealth is the most valuable thing in our lives. Without good health, we cannot enjoy life to the fullest. That is why it is important to make healthy lifestyle choices in order to stay fitand happy. In this composition, I will discuss some key aspects of maintaining a healthy lifestyle.First and foremost, a balanced diet is essential for good health. It is important to eat a variety of foods from all the food groups in order to get the necessary nutrients for our bodies. Eating plenty of fruits and vegetables, whole grains, lean proteins, and dairy products can help us stay healthy and strong. Avoiding junk food, sugary drinks, and excessive amounts of fat can prevent many health problems such as obesity, diabetes, and heart disease.In addition to a healthy diet, regular exercise is also crucial for maintaining good health. Exercise helps to strengthen our muscles, improve our cardiovascular health, and boost our mood. It is recommended to engage in at least 30 minutes of moderate-intensity exercise each day, such as brisk walking, jogging, swimming, or cycling. Finding an activity that you enjoy can make it easier to stay motivated and make exercise a regular part of your routine.Another important aspect of a healthy lifestyle is getting enough sleep. Sleep is essential for our bodies to rest and recharge. Lack of sleep can lead to fatigue, poor concentration, and a weakened immune system. It is recommended to get 7-8hours of sleep each night in order to feel alert and refreshed the next day.In addition to diet, exercise, and sleep, it is also important to manage stress in order to maintain good health. Stress can have a negative impact on both our physical and mental well-being. Finding healthy ways to relax and unwind, such as practicing yoga, meditation, or deep breathing exercises, can help to reduce stress and improve our overall health.In conclusion, maintaining a healthy lifestyle is essential for our well-being. By following a balanced diet, engaging in regular exercise, getting enough sleep, and managing stress, we can improve our physical and mental health and live a long and happy life. Remember, health is wealth!篇2Unit 5 of the People's Education Edition Grade 8 English textbook revolves around the theme of "How do you make a banana milkshake?" In this unit, students are introduced to the process of making a banana milkshake through a series of reading, listening, speaking, and writing activities.To begin with, students learn vocabulary related to cooking and food preparation. They learn the names of ingredients andkitchen utensils, as well as action verbs related to cooking. Through reading comprehension activities, students are able to understand the steps involved in making a banana milkshake. They also listen to a dialogue between two characters discussing the process of making a banana shake, which helps improve their listening skills.In the speaking activities, students are encouraged to practice talking about the steps involved in making a banana milkshake. They can work in pairs or small groups to discuss the ingredients needed, the process of blending the ingredients, and how to serve the milkshake. This helps improve their speaking skills and confidence in using English in real-life situations.The writing activities in this unit focus on writing a recipe for a banana milkshake. Students are guided through the process of writing a recipe, including listing the ingredients, describing the steps involved, and providing tips for making a delicious milkshake. This activity helps improve their writing skills and teaches them how to write clear and concise instructions.Overall, Unit 5 of the People's Education Edition Grade 8 English textbook provides students with a fun and engaging way to learn English through a practical and hands-on activity. Making a banana milkshake not only teaches them languageskills but also introduces them to basic cooking skills that they can use in their daily lives.篇3Unit 5 of the People's Education Edition Grade 8 English textbook focuses on the theme of "Celebrating Festivals". In this unit, students learn about different festivals celebrated around the world and the traditions and customs associated with them. The unit also explores the importance of festivals in bringing communities together and promoting cultural understanding.One of the key festivals discussed in this unit is Chinese New Year, also known as the Spring Festival. Chinese New Year is the most important festival in China, and it is celebrated with family reunions, feasting, and colorful decorations. In the weeks leading up to Chinese New Year, families clean and decorate their homes, buy new clothes, and prepare special foods for the festive celebrations. On the eve of Chinese New Year, families gather for a reunion dinner, and they stay up late to welcome the new year with fireworks and firecrackers.Another festival featured in this unit is Diwali, the Hindu festival of lights celebrated in India and other countries with large Hindu populations. Diwali is a time for families to clean anddecorate their homes with rangoli (colorful patterns made with colored powders), light oil lamps and candles, and exchange gifts and sweets. The festival celebrates the triumph of light over darkness and good over evil, and it is marked by fireworks displays and festive meals.In addition to Chinese New Year and Diwali, the unit also explores other festivals such as Thanksgiving in the United States, Christmas in the United Kingdom, and Ramadan in the Muslim world. Students learn about the origins and significance of these festivals, as well as the different ways in which they are celebrated by people around the world. By learning about these festivals, students gain a greater appreciation for cultural diversity and the importance of respecting and celebrating different traditions.Overall, Unit 5 of the People's Education Edition Grade 8 English textbook provides students with a comprehensive overview of the importance of festivals in different cultures and the role they play in bringing communities together. By learning about the customs, traditions, and celebrations associated with festivals around the world, students are able to develop a greater understanding and appreciation of the diversity of human experience. This unit serves as a valuable tool for promotingcultural awareness and fostering a spirit of tolerance and acceptance among students. Through studying festivals, students are not only able to improve their English language skills, but also to broaden their horizons and enrich their understanding of the world around them.。
议论文作文模板英语专四专八
议论文作文模板英语专四专八Title: The Importance of Argumentative Essay Writing for TEM-4 and TEM-8。
Introduction。
Argumentative essay writing is a crucial skill that students need to master in order to succeed in the TEM-4 and TEM-8 exams. These exams require students to demonstrate their ability to analyze and evaluate complex arguments, as well as to present their own arguments in a clear and persuasive manner. In this essay, we will explore the importance of argumentative essay writing for TEM-4 and TEM-8, and provide some tips for improving this skill.Importance of Argumentative Essay Writing。
Argumentative essay writing is an essential skill for TEM-4 and TEM-8 for several reasons. Firstly, it allows students to demonstrate their critical thinking and analytical skills. In order to write a convincing argumentative essay, students need to be able to evaluate different perspectives on a given topic, and to present their own viewpoint in a logical and coherent manner. This skill is crucial for success in the TEM-4 and TEM-8 exams, as students are required to analyze and evaluate complex arguments in the reading and listening sections, and to present their own arguments in the writing and speaking sections.Secondly, argumentative essay writing is important for TEM-4 and TEM-8 because it helps students to develop their communication skills. In order to write a persuasive argumentative essay, students need to be able to express their ideas clearly and coherently, and to support their arguments with relevant evidence and examples. This skill is essential for success in the speaking and writing sections of the exams, as students are required to express their ideas clearly and persuasively, and to support their arguments with relevant examples and evidence.Finally, argumentative essay writing is important for TEM-4 and TEM-8 because it helps students to develop their academic writing skills. In order to write a successful argumentative essay, students need to be able to structure their arguments in a clear and logical manner, and to use appropriate language and style. This skill is crucial for success in the writing section of the exams, as students are required to write a coherent and well-organized essay on a given topic.Tips for Improving Argumentative Essay Writing。
英语考试作文-英语专八TEM8考试写作范文(五)
英语考试作文英语专八TEM8考试写作范文(五)Providing physical exercises should not be the schools responsibility?While physical exercise is important, I do not believe that it is the school’s responsibility to provide physical training for its students. That is something that everyone can take care of on his or her own.Many students get plenty of physical exercise as part of their daily life or recreation. A student who bicycles ten miles to and from school does not need more exercise. A good physical education program must take a student’s outside activity into consideration. Otherwise, some students will spend valuable class hours repeating physical exercise.If a school offers such activities, it also suggeststhat students will be graded on them. The range of possible physical activities is great: football, swimming, weight lifting, ballet, ballroom dance, yoga, skiiing, horseback riding, and golf are just a few. However, the number of activities that a school could offer is small. Some students could get bad grades in physical education simply because the school could not provide an activity they enjoy or do well. This seems unfair. Research suggests that participation, not excellence, in these activities determines the psysical benefits the body will get.Another issue is economic. Many schools do not have the money to provide gry facilities, playing fields, and athletic equipment for their student. Other schools are located in cities where the kind of space just is not available.A few shools would rather keep money for academic purposes.Schools can certainly encourage physical activity. They can provide space for activities, events, and classes for psysical activities. They can encourage students to plan time away from academic studies to get some exercise. However, I think that providing exercise should not be the schoolsresponsibility.。
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Task 5
Look at the text below. What do you think will follow: will the author agree or disagree with this statement? Then work in groups and write a short paragraph showing disagreement with the above statement.
At first glance, it may seem that assessing the vocabulary knowledge of secondary language learners is both necessary and reasonably straightforward (Read, 2000: 1)
Words are the basic building blocks of language, the units of meaning from which larger structures such as sentences, paragraphs and whole texts are formed. For second language (L2) learners, acquisition of vocabulary is a conscious and demanding process. Even at an advanced level, learners still have the limitations in their knowledge of L2 words.
However, vocabulary acquisition is not simple memorization of word lists but a complex, multi-stage process. It is necessary and reasonable to assess L2 learners’ knowledge of vocabulary when evaluating their language competence. If learners say they know a word, they may mean that they know it is a correct not a pseudo word in the target language, or their knowledge of it may reach the other end of the continuum, that is they can use it in almost all possible contexts, with proper connotation and register.
But to assess vocabulary knowledge is no easy matter because of the complexity of it. Researchers on the assessment of vocabulary develop in different directions. Some focus on the measurement of vocabulary size, with C-test (Chapple, 1994), Multiple Choice (Wesche & Paribakht, 1996) and Checklist Test (Read, 2000) as the basic means. Some devote to the depth of vocabulary knowledge by the use of the Word Associates Test (Read, 1993) and the Vocabulary Knowledge Scale (VKS) (Wesche & Paribakht, 1996). Still some pay special attention to productive vocabulary knowledge, employing Productive Levels Test (Laufer & Nation, 1993) and Measuring the Lexical Features in Writing (Read, 2000). There is no one single test which can measure all different aspects of vocabulary knowledge available yet, so most researchers in this field adopt a “multiple test approach”.。