paraphrasing and essay introduction写作练习
英语作文评价量规范例

英语作文评价量规范例{z}English Composition Evaluation Rubric ExampleWhen evaluating an English composition, it is important to consider various aspects of the writing, such as content, organization, language use, and mechanics.The following is an example of a rubric that can be used to assess these different elements.Content:- Does the essay address the given topic or prompt effectively?- Are there clear and developed ideas throughout the essay?- Does the essay provide sufficient evidence and examples to support its main points?- Is there a clear thesis statement or main idea that is supported throughout the essay?Organization:- Is the essay well-organized and logically structured?- Does the essay have a clear introduction, body, and conclusion?- Are the ideas in the essay presented in a coherent and understandable manner?- Are there transitional devices used to connect ideas and create smooth flow?Language Use:- Does the essay use appropriate vocabulary and language for thetarget audience?- Are there no significant grammar, punctuation, or spelling errors?- Does the essay use a variety of sentence structures and vocabulary to effectively communicate the ideas?- Does the essay use quotation, paraphrasing, and summarizing appropriately and with proper citation?Mechanics:- Are the essay"s mechanics (e.g., formatting, citation style) consistent and correct?- Are there no repeated errors in mechanics that distract from the content of the essay?- Does the essay use headings, subheadings, or other organizational tools as needed?- Is the essay free from any glaring formatting or citation mistakes?Each of these aspects can be given a score or rating, and the scores can be combined to give an overall score for the essay.For example, each category could be rated on a scale of 1 to 4, with 4 being the highest level of achievement.The scores from each category could then be added together to get a total score out of 16, with a higher score indicating a higher level of achievement in the essay.It is important to note that this is just one example of a rubric, and evaluators may choose to adapt or modify it to better fit their specificneeds or the specific requirements of the assignment.The key is to provide clear and specific criteria for evaluation and to apply those criteria consistently to all essays.。
Quoting,paraphrasing, and summarizing

Quoting, Paraphrasing, and SummarizingThis handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills.What are the differences among quoting, paraphrasing, and summarizing?These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.Why use quotations, paraphrases, and summaries?Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .•Provide support for claims or add credibility to your writing•Refer to work that leads up to the work you are now doing•Give examples of several points of view on a subject•Call attention to a position that you wish to agree or disagree with•Highlight a particularly striking phrase, sentence, or passage by quoting the original•Distance yourself from the original by quoting it in order to cue readers that the words are not your own•Expand the breadth or depth of your writingWriters frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:In his famous and influential work the Interpretation of Dreams, Sigmund Freud argues thatdreams are the "royal road to the unconscious" (page #), expressing in coded imagery thedreamer's unfulfilled wishes through a process known as the "dream-work" (page #). According toFreud, actual but unacceptable desires are censored internally and subjected to coding throughlayers of condensation and displacement before emerging in a kind of rebus puzzle in the dreamitself (page #).How to use quotations, paraphrases, and summariesPractice summarizing the essay below, using paraphrases and quotations as you go. It might be helpful to follow these steps:•Read the entire text, noting the key points and main ideas.•Summarize in your own words what the single main idea of the essay is.•Paraphrase important supporting points that come up in the essay.•Consider any words, phrases, or brief passages that you believe should be quoted directly.There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so.The following is a sample essay you can practice quoting, paraphrasing, and summarizing. Examples of each task are provided at the end of the essay for further reference.Here is the citation for Sipher's essay:Sipher, Roger. “So That Nobody Has to Go to School If They Don't Want To.” The New York Times. 19 December 1977. Page 31. Print.So That Nobody Has To Go To School If They Don't Want Toby Roger SipherA decline in standardized test scores is but the most recent indicator that American education is in trouble.One reason for the crisis is that present mandatory-attendance laws force many to attend school who have no wish to be there. Such children have little desire to learn and are so antagonistic toschool that neither they nor more highly motivated students receive the quality education that is the birthright of every American.The solution to this problem is simple: Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend.This will not end public education. Contrary to conventional belief, legislators enacted compulsory-attendance laws to legalize what already existed. William Landes and Lewis Solomon, economists, found little evidence that mandatory-attendance laws increased the number of children in school. They found, too, that school systems have never effectively enforced such laws, usually because of the expense involved.There is no contradiction between the assertion that compulsory attendance has had little effect on the number of children attending school and the argument that repeal would be a positive step toward improving education. Most parents want a high school education for their children. Unfortunately, compulsory attendance hampers the ability of public school officials to enforce legitimate educational and disciplinary policies and thereby make the education a good one.Private schools have no such problem. They can fail or dismiss students, knowing such students can attend public school. Without compulsory attendance, public schools would be freer to oust students whose academic or personal behavior undermines the educational mission of the institution.Has not the noble experiment of a formal education for everyone failed? While we pay homage to the homily, "You can lead a horse to water but you can't make him drink," we have pretended it is not true in education.Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if these students do any homework. Quite the contrary, these students know they will be passed from grade to grade until they are old enough to quit or until, as is more likely, they receive a high school diploma. At the point when students could legally quit, most choose to remain since they know they are likely to be allowed to graduate whether they do acceptable work or not.Abolition of archaic attendance laws would produce enormous dividends.First, it would alert everyone that school is a serious place where one goes to learn. Schools are neither day-care centers nor indoor street corners. Young people who resist learning should stay away; indeed, an end to compulsory schooling would require them to stay away.Second, students opposed to learning would not be able to pollute the educational atmosphere for those who want to learn. Teachers could stop policing recalcitrant students and start educating.Third, grades would show what they are supposed to: how well a student is learning. Parents could again read report cards and know if their children were making progress.Fourth, public esteem for schools would increase. People would stop regarding them as way stations for adolescents and start thinking of them as institutions for educating America's youth.Fifth, elementary schools would change because students would find out early they had better learn something or risk flunking out later. Elementary teachers would no longer have to pass their failures on to junior high and high school.Sixth, the cost of enforcing compulsory education would be eliminated. Despite enforcement efforts, nearly 15 percent of the school-age children in our largest cities are almost permanently absent from school.Communities could use these savings to support institutions to deal with young people not in school. If, in the long run, these institutions prove more costly, at least we would not confuse their mission with that of schools.Schools should be for education. At present, they are only tangentially so. They have attempted to serve an all-encompassing social function, trying to be all things to all people. In the process they have failed miserably at what they were originally formed to accomplish.Example Summary, Paraphrase, and Quotation from the Essay:Example summary: Roger Sipher makes his case for getting rid of compulsory-attendance laws in primary and secondary schools with six arguments. These fall into three groups—first that education is for those who want to learn and by including those that don't want to learn, everyone suffers. Second, that grades would be reflective of effort and elementary school teachers wouldn't feel compelled to pass failing students. Third, that schools would both save money and save face with the elimination of compulsory-attendance laws.Example paraphrase of the essay's conclusion: Roger Sipher concludes his essay by insisting that schools have failed to fulfill their primary duty of education because they try to fill multiple social functions (para. 17).Example quotation: According to Roger Sipher, a solution to the perceived crisis of American education is to "Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend" (para. 3).。
Paraphrasing_and Quoting

A paraphrase from Bate and Sharpe’s (1996) textUniversity essays need to be well structured to successfully develop an argument. According to Bate & Sharpe, when writing an essay which develops an argument, it is common to include a thesis statement in the introduction. Appropriate evidence also needsto be used in the body of the essay to backup or justify the thesis (1996, p.15). Therefore students who can support their argument with sourced material …Note how:•the main ideas of the text have been extracted and put into different words (synonyms). •not every main point in the text has been paraphrased. Information has been selected for the writer’s own purpose, which in this case is to support the point made in the firstsentence.•the paraphrasing has been acknowledged with appropriate in-text referencing i.e. authors’ surnames, year and page number. Some lecturers consider page numbers unnecessary for paraphrases so check with your school’s guide to referencing. If in doubt provide them!Page numbers are essential for quotesA quote from Bate and Sharpe’s (1996) textA well-structured essay has a position or argument (thesis) stated in the introduction. Unlike every day types of arguments, argument in university essays is ‘not like fighting with your neighbours about their dog’, rather it is about a ‘process of reasoning’ (Bate & Sharpe 1996, p.15).Some general guidelines for using quotes•When using quotations don't just insert them into the essay. Try to make sure you use words to link them with your writing. See example above. Try and avoid merely inserting the quote into the text with no connection to the previous sentence.•Check out the expectations for the use of quotes in your discipline i.e. especially for Law and Humanities.•In most disciplines, use quotations sparingly. If you can rewrite the idea in your own words do so because it helps you to blend other knowledge with yours.•Quotations must be enclosed in single quotation marks and reproduced exactly (punctuation, spelling mistakes and all) as they are written. Use the Latin term ‘sic’ insquare brackets [sic] to indicate a mistake (e.g. a typo, grammatical mistake, politicallynon-correct or offensive terminology, sexist, racist etc).• If you omit any section of the quotation indicate it by using three dots to replace the omitted text.• A quotation that is longer than three lines (also called a block quote) is indented, single-spaced (as opposed to double or 1.5 spaced in the remainder of the essay) and is written without quotation marks. See extract on previous page.Take note of how the quotations are managed in the journals you readwithin your field of study!Learning Assistance @ Southern Cross University。
作文中段总结较简短

作文中段总结较简短英文回答:In writing, summarizing the middle paragraph concisely is essential to maintain coherence and focus. Here are some strategies I often employ to accomplish this:1. Identify Key Points: Before summarizing, I make sure to identify the main ideas presented in the middle paragraph. This involves understanding the topic sentence and any supporting details provided.2. Paraphrase Succinctly: Rather than repeating the entire paragraph, I condense the information into a few sentences while retaining the core message. Paraphrasing helps to avoid redundancy and keeps the summary concise.3. Highlight Significance: I emphasize the importance of the information presented in the middle paragraph. This can involve explaining how the points discussed contributeto the overall argument or theme of the essay.4. Provide Transitional Phrases: To smoothly transition from the introduction to the conclusion, I use appropriate transitional phrases. These phrases help to connect the summarized middle paragraph with the surrounding content.5. Avoid New Information: It's crucial not to introduce new ideas or arguments in the summary. Instead, I focus solely on encapsulating the key points discussed in the middle paragraph.中文回答:在写作中,简洁地总结中间段落对于保持连贯性和焦点至关重要。
解决客户抱怨英语作文高中

解决客户抱怨英语作文高中Title: Resolving Customer Complaints。
Introduction:In today's globalized world, effective communication skills in English have become increasingly important. However, it is not uncommon for customers to complain about poor service or communication barriers when dealing with businesses. This essay aims to explore effective strategies for resolving customer complaints in English, drawing inspiration from the most downloaded online sample essays.Body:1. Active Listening:One crucial step in resolving customer complaints is to listen actively. By attentively listening to the customer's concerns, businesses can gain a better understanding of theissues at hand. This not only demonstrates empathy but also helps in finding appropriate solutions. As the most popular online sample essay suggests, paraphrasing the customer's concerns can ensure that both parties are on the same page.2. Apologize and Show Empathy:Acknowledging the customer's frustration is essentialin resolving complaints. Offering a sincere apology demonstrates that the business values the customer's concerns. Moreover, showing empathy helps to create a connection with the customer, making them feel heard and understood. By following the example of widely downloaded sample essays, businesses can effectively convey their regret and understanding.3. Provide Solutions:Once the customer's concerns have been identified and understood, it is crucial to provide appropriate solutions. The most downloaded online sample essays emphasize the importance of offering multiple options to the customer.This allows them to choose the solution that best suits their needs. By doing so, businesses demonstrate their commitment to resolving the issue and satisfying the customer.4. Timely Responses:Prompt responses play a vital role in resolving customer complaints. As the popular online sample essays suggest, businesses should strive to reply to customer complaints within a reasonable time frame. This helps in building trust and reassures the customer that their concerns are being taken seriously. Additionally, providing regular updates on the progress of resolving the issue can further enhance customer satisfaction.5. Follow-Up:Following up with customers after resolving their complaints is an often overlooked but crucial step. As the most downloaded online sample essays indicate, reaching out to customers to ensure their satisfaction shows that thebusiness cares about their experience. This also provides an opportunity to gather feedback, which can be used to improve services and prevent similar complaints in the future.Conclusion:Resolving customer complaints in English is a challenging task that requires effective communication skills. By actively listening, apologizing, providing solutions, responding promptly, and following up, businesses can address customer concerns and enhance customer satisfaction. While drawing inspiration from the most downloaded online sample essays, it is important for businesses to adapt these strategies to their specific contexts, ensuring a high-quality resolution process.。
ParaphraseandQuotation释义和引用

Purdue1(for students)Paraphrase: Write It in Your Own Words Summary:This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills. Contributors:Dana Lynn Driscoll, Allen BrizeeLast Edi ted: 2010-06-16 01:46:25Paraphrasing is one way to use a text in your own writing without directly quoting source material. Anytime you are taking information from a source that is not your own, you need to specify where you got that information.A paraphrase is...∙Your own rendition of essential information and ideas expressed by someone else, presented in a new form.∙One legitimate way (when accompanied by accurate documentation) to borrow from a source.∙ A more detailed restatement than a summary, which focuses concisely on a single main idea.Paraphrasing is a valuable skill because...∙It is better than quoting information from an undistinguished passage.∙It helps you control the temptation to quote too much.∙The mental process required for successful paraphrasing helps you to grasp the full meaning of the original.6 Steps to Effective Paraphrasing1Reread the original passage until you understand its full meaning.2Set the original aside, and write your paraphrase on a note card.3Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.4Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.5Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.6Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.Some examples to compareThe original passage:Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Wri t ing Research Papers. 2nd ed. (1976): 46-47.A legitimate paraphrase:In research papers students often quote excessively, failing to keep quoted material do wn to a desirable level. Since the problem usually originates during note taking, i t is essential to minimize the material recorded verbatim (Lester 46-47).An acceptable summary:Students should take just a few notes in direct quotation from sources to he lp minimize the amount of quoted material in a research paper (Lester 46-47).A plagiarized version:Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.Sample Essay for Summarizing, Paraphrasing, and QuotingSummary:This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills. Contributors:Dana Lynn Driscoll, Allen BrizeeLast Edi ted: 2010-04-21 07:48:06The following is a sample essay you can practice quoting, paraphrasing, and summarizing. Examples of each task are provided at the end of the essay for further reference.So That Nobody Has To Go To School If They Don't Want Toby Roger SipherA decline in standardized test scores is but the most recent indicator that American education is in trouble. One reason for the crisis is that present mandatory-attendance laws force many to attend school who have no wish to be there. Such children have little desire to learn and are so antagonistic to school that neither they nor more highly motivated students receive the quality education that is the birthright of every American.The solution to this problem is simple: Abolish compulsory-attendance laws and allow only those who arecommitted to getting an education to attend.This will not end public education. Contrary to conventional belief, legislators enacted compulsory-attendance laws to legalize what already existed. William Landes and Lewis Solomon, economists, found little evidence that mandatory-attendance laws increased the number of children in school. They found, too, that school systems have never effectively enforced such laws, usually because of the expense involved.There is no contradiction between the assertion that compulsory attendance has had little effect on the number of children attending school and the argument that repeal would be a positive step toward improving education. Most parents want a high school education for their children. Unfortunately, compulsory attendance hampers the ability of public school officials to enforce legitimate educational and disciplinary policies and thereby make the education a good one.Private schools have no such problem. They can fail or dismiss students, knowing such students can attend public school. Without compulsory attendance, public schools would be freer to oust students whose academic or personal behavior undermines the educational mission of the institution.Has not the noble experiment of a formal education for everyone failed? While we pay homage to the homily, "You can lead a horse to water but you can't make him drink," we have pretended it is not true in education.Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if these students do any homework. Quite the contrary, these students know they will be passed from grade to grade until they are old enough to quit or until, as is more likely, they receive a high school diploma. At the point when students could legally quit, most choose to remain since they know they are likely to be allowed to graduate whether they do acceptable work or not.Abolition of archaic attendance laws would produce enormous dividends.First, it would alert everyone that school is a serious place where one goes to learn. Schools are neither day-care centers nor indoor street corners. Young people who resist learning should stay away; indeed, an end to compulsory schooling would require them to stay away.Second, students opposed to learning would not be able to pollute the educational atmosphere for those who want to learn. Teachers could stop policing recalcitrant students and start educating.Third, grades would show what they are supposed to: how well a student is learning. Parents could again read report cards and know if their children were making progress.Fourth, public esteem for schools would increase. People would stop regarding them as way stations for adolescents and start thinking of them as institutions for educating America's youth.Fifth, elementary schools would change because students would find out early they had better learn something or risk flunking out later. Elementary teachers would no longer have to pass their failures on to junior high and high school.Sixth, the cost of enforcing compulsory education would be eliminated. Despite enforcement efforts, nearly 15 percent of the school-age children in our largest ci t ies are almost permanently absent from school.Communities could use these savings to support institutions to deal wi t h young people not in school. If, in the long run, these institutions prove more costly, at least we would not confuse their mission with that of schools.Schools should be for education. At present, they are only tangentially so. They have attempted to serve an all-encompassing social function, trying to be all things to all people. In the process they have failed miserably at what they were originally formed to accomplish.Example Summary, Paraphrase, and Quotation from the Essay:Example summary:Roger Sipher makes his case for getting rid of compulsory-attendance laws in primary and secondary schools with six arguments. These fall into three groups—first that education is for those who want to learn and by including those that don't want to learn, everyone suffers. Second, that grades would be reflective of effort and elementary school teachers wouldn't feel compelled to pass failing students. Third, that schools would both sa ve money and save face with the elimination of compulsory-attendance laws (Page #). Example paraphrase:Roger Sipher concludes his essay by insisting that schools have failed to fulfill their primary duty of education because they try to fill multiple social functions (Page #).Example quotation:According to Roger Sipher, a solution to the perceived crisis of American education is to "Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend" (Page#).Quoting, Paraphrasing, and SummarizingSummary:This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills. Contributors:Dana Lynn Driscoll, Allen BrizeeLast Edi ted: 2010-11-02 11:31:23This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills.What are the differences among quoting, paraphrasing, and summarizing?These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorte r than the original passage, taking a somewhat broader segment of the source and condensing it slightly.Summarizing involves putting the main idea(s) into your own words, including only the main point(s).Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.Why use quotations, paraphrases, and summaries?Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .∙Provide support for claims or add credibility to your writing∙Refer to work that leads up to the work you are now doing∙Give examples of several points of view on a subject∙Call attention to a position that you wish to agree or disagree with∙Highlight a particularly striking phrase, sentence, or passage by quoting the original∙Distance yourself from the original by quoting it in order to cue readers that the words are not your own∙Expand the breadth or depth of your writingWriters frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).How to use quotations, paraphrases, and summariesPractice summarizing the essay found here, using paraphrases and quotations as you go. It might be helpful to follow these steps:∙Read the entire text, noting the key points and main ideas.∙Summarize in your own words what the single main idea of the essay is.∙Paraphrase important supporting points that come up in the essay.∙Consider any words, phrases, or brief passages that you believe should be quoted directly. There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. R emember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages。
IELTSWritingTask1--bysimon

IELTSWritingTask1--bysimonIELTS Writing Task 1: describe a processHere is some more advice for describing a process diagram. The question I'm using comes from Cambridge IELTS 6. It's also on this website(go down the page to test 3).Advice:1.Introduction: paraphrase the question statement (one sentence).2.Summary paragraph: write how many steps there are in each of the2 diagrams. You could also mention the first step and the last stepin each process (two sentences).3.Details: describe each step in the diagrams. We'll look at this nextweek.Here's my example introduction and summary paragraph:The figures illustrate the stages in the life of a silkworm and the process of producing silk cloth.There are four main stages in the life cycle of the silkworm, from eggs to adult moth. The process of silk cloth production involves six steps, from silkworm cocoon to silk material.Can you see the paraphrasing I have used? Next week we'll work on describing the stages in each process.paraphrasing:diagrams=figuresshow=illustratestages=stepsthe life cycle of the silkworm=the stages in the life of asilkworm production=process of producing...=process of ...production.there are ...stages=...involves ...steps.Hello Simon,I hope the paraphrasing aboved is correct. I enjoy you daily lessions very much. I am preparing for the IELTS test, and your lessons help me a lot. Thank you very much.Here I have some qustions about this lession. The following is my sentence:There are six stages in the process of silk cloth production, beginning with selecting cocoons. Then the qualified cocoons will* be boiled, unwind into* thread, and the thread will be twisted and finally weaved.My first question is that should I use future tense (will be boiled....) or present simple tense (is boiled)?The second question is that which preposition should i use? (the qualified cocoons will be unwind into* thread: should I use "into") ?I am looking forward to your reply. Thanks again.Best wishesTheresaHi Theresa,Your paraphrasing is perfect. Here are the answers to your questions:1. I would use the present simple to describe processes e.g. "The selected (not 'qualified') cocoons are boiled."2. I would avoid trying to use a preposition - I'd find another way to describe it e.g. "The cocoon is unwound, leaving a single thread". Or, "it is then possible to unwind the cocoon in order to have a thread of silk."Hope this helps,SimonWhen describing stages in a process:1.Start at the beginning. Use words that clearly show the stages (e.g.firstly, at the first stage, after that, next, following this,finally)./doc/a05597000.html,e the present simple tense./doc/a05597000.html,e the 'active' when someone or something does the action (e.g.the moth lays its eggs)./doc/a05597000.html,e the 'passive' when it is not important to say who or what doesthe action (e.g. the silk cloth is dyed).Here are some example sentences from last week's question: The life cycle of the silkworm begins when the moth lays its eggs.After 10 days the silkworm larva is born, and 4 to 6 weeks later the larva produces silk thread.At the first stage in the production of silk cloth the cocoon is boiled in water.Next, the silk thread is unwound and twisted.It is then dyed, to give it colour, or woven to make cloth and then dyed.I have highlighted the passive verbs and the words that mark stages.Advice: you can avoid difficult passive verbs like 'unwound' or 'woven' by writing 'it is then possible to unwind' or 'the thread is then ready for weaving'.IELTS Writing Task 1: describe a tableToday I'm going to look at a question from Cambridge IELTS book 5 (page 98). You can see the question and an example answer on this website.The problem with the example answer is that it is long (233 words) and quite complicated. I'm going to suggest some changes, starting with the introduction and summary paragraph.1. Introduction. Paraphrase the question (make small changes):The table shows data about the underground rail networks in six major cities.2. Summary paragraph. Look for the most noticeable feature or main trend:The table compares the six networks in terms of their age, size and the number of people who use them each year. It is clear that the three oldest underground systems are larger and serve significantly more passengers than the newer systems.Next week I'll add the final paragraphs.Last week I wrote the introduction and summary paragraph for this question. The example answer on the website is good, but it's 233 words long, it contains a few mistakes, and it's a bit complicated.I've now written the full essay. I've followed my usual 4 paragraph structure (see previous Task 1 lessons) and I've tried to make the essay clear and simple.I'd give my essay a band 9, but maybe I'm biased! Please let me know if you find any mistakes in my writing (nobody's perfect), or ask if anything is unclear.Describe a table (Cambridge IELTS 5, page 98)The table shows data about the underground rail networks in six major cities. The table compares the six networks in termsof their age, size and the number of people who use them each year. It is clear that the three oldest underground systems are larger and serve significantly more passengers than the newer systems.The London underground is the oldest system, having opened in 1863. It is also the largest system, with 394 kilometres of route. The second largest system, in Paris, is only about half the size of the London underground, with 199 kilometres of route. However, it serves more people per year. While only third in terms of size, the Tokyo system is easily the most used, with 1927 million passengers per year.Of the three newer networks, the Washington DC underground is the most extensive, with 126 kilometres of route, compared to only 11 kilometres and 28 kilometres for the Kyoto and Los Angeles systems. The Los Angeles network is the newest, having opened in 2001, while the Kyoto network is the smallest and serves only 45 million passengers per year.(185 words)Analysis of this essay:Simple paragraph structure: Introduction, summary paragraph, one paragraph about the 3 older systems, one paragraph about the 3newer systems.Select key information: There is too much information to include in ashort essay. I found it difficult to write less than 185 words. Notice that Itried to include only one (sometimes two) statistics for each city.Compare as much as possible: e.g. London is the oldest andlargest; Paris is about half the size but serves more people.Commas: Notice how I use commas to add extra information e.g. “…isthe oldest system, having opened in…” I often use the word “with” aftera comma to add a figure to the end of a sentence e.g. “…is the mostused, with 1927 million passengers.”ModelIt is a nice piece of writingI have tried one.The table reveals information on the Underground railway station among six cities during two centuries.As is shown by the table, London, the oldest railway system, has by farthe longest distance with 394 km, closely followed Paris, the second oldest underground railway , with 199 km, or equaling a haft distance of London system. This then preceded the opening of the railway system in Tokyo, Washington DC, Kyoto and Los Angeles.Interestingly, although Tokyo has the middle position as regards the kilometers of route with 155 km, it appears to be the highest system used by passengers, with 1927 million. This number is considerably higher than that of both Paris and London. These figures are 1191 and 775, respectively.Surprisingly, Kyoto and Los Angeles have the lowest number of either kilometers of route and passengers per year. In fact, the number of passengers using both of them is a great deal less than that of Washington DC, with approximately three times less , while the distance of Kyoto and Los Angeles railway system isnegligible (ranging from 11 to 28).In conclusion, London has the highest number of kilometers of route, while T okyo occurs to be the successful railway system with the overwhelming majority of passengers(193 ws)IELTS Writing Task 1: comparing (bar charts)。
文献综述英文例文通用

文献综述英文例文通用IntroductionA literature review is an important component of academic research. It helps researchers to identify existing gaps in knowledge, evaluate the current state of research in a particular area, and generate ideas for future research. A good literature review should be comprehensive, up-to-date and well-organized. This article will provide a general guideline on how to write a literature review, including the structure, format and content.StructureA literature review should have an introduction, main body and conclusion. The introduction should provide the background information on the topic, the research question, and the purpose of the review. The main body should be divided into different sections based on the themes or topics. Each section should summarize the key findings from the literature and explain how they relate to the research question. Finally, the conclusion should summarize the main findings from the review, identify the gaps in the existing literature, and suggest possible avenues for future research.FormatA literature review can be written in different formats depending on the discipline and the research topic. In general, there are two common formats: the narrative review and the systematic review. The narrative review is a descriptive summary of the literature, whereas the systematic review is a more rigorous evaluation of the literature using a predefined search strategy and inclusion/exclusion criteria.ContentThe content of a literature review should be focused on the research question and the themes identified in the main body. The literature reviewed should be relevant, reliable, and recent. The sources of the literature can be primary or secondary, depending on the research question and the availability of the literature. The sources can be in different forms, such as articles, books, reports, conference proceedings, and online databases.TipsHere are some tips on how to write a good literature review:- Start early: Begin the literature review as early as possible to allow sufficient time for reading, writing, and revising.- Define the research question: Clearly define the research question to guide the literature search and the selection of the literature.- Use appropriate keywords: Use appropriate keywords and search terms to identify the relevant literature.- Keep records: Keep a record of the literature searched, read and cited to avoidduplication and facilitate referencing.- Analyze and synthesize: Analyze the literature critically and synthesize the findings into a coherent and organized structure.- Avoid plagiarism: Acknowledge the sources of the literature accurately and avoid plagiarism by paraphrasing and referencing properly.- Be critical: Be critical of the literature reviewed and identify the strengths, weaknesses, and limitations of the research in the field.ConclusionIn summary, a literature review is an essential component of academic research, and it requires careful planning, organizing, and writing. A good literature review should provide a comprehensive and critical evaluation of the existing literature and identify the gaps and limitations in the research field. By following the guidelines and tips provided in this article, researchers can write a well-structured, informative and engaging literature review.。
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
Paraphrasing (改写,释义)Effective paraphrasing is vital in academic writing to avoid the risk of plagiarism. Paraphrasing does not aim to shorten the length of a text, merely to restate it.A good paraphrase is significantly different from the wording (用词,措辞) of the original, without changing the meaning at all.练习:1. Read the text below and then decide which is the better paraphrase, (a) or (b) 原文:Ancient Egypt collapsed in about 2180 BC. Studies conducted of the mud from the River Nile showed that at this time the mountainous regions which feed the Nile suffered from a prolonged drought. This would have had a devastating effect on the ability of Egyptian society to feed itself.a) The sudden ending of Egyptian civilization over 4,000 years ago was probably caused by changes in the weather in the region to the south. Without the regular river flooding there would not have been enough food.b) Research into deposits of the Egyptian Nile indicate that a long dry period in the mountains at the river’s source may have led to a lack of water for irrigation around 2180 BC, which was when the collapse of Egyptian society began.2. Paraphrase the paragraphs as fully as possible.Paragraph 1FOUR WHEELS GOODThe growth of the car industry parallels the development of modern capitalism. It began in France and Germany, but took off in the United States. There Henry Ford adapted the moving production line from the Chicago meat industry to motor manufacturing, thus inventing mass production. In the 1920s Alfred Sloan’s management theories helped General Motors to become the world’s dominant car company. After the Second World War the industry developed ‘planned obsolescence’, whereby frequent model changes encouraged customers to buy new cars more often than they needed to. Later, from the 1970s, environmentalists began to criticize the industry for producing inefficient models which used too much fuel, contributing to global warming. At this time, trades unions became increasingly militant in defense of their members’ j obs. Today the industry owns some of the strongest brands in the world. However, many major car companies struggle with stagnant (不景气的) markets and falling profits.Paragraph 2Before the last century no humans had visited Antarctica, and even today the vast continent has a winter population of fewer than 200 people. However, a recent report from a New Zealand government agency outlines the scale of the pollution problem in the ice and snow. Although untouched compared with other regions in the world, thebitter cold of Antarctica means that the normal process of decay is prevented. As a result some research stations are surrounded by the rubbish of nearly 60 years’operations.Despite popular belief, the polar continent is really a desert, with less precipitation than the Sahara. In the past, snowfall slowly covered the waste left behind, like beer cans or dead ponies, but now, possibly due to global warming, the ice is thinning and these are being exposed. Over 10 years ago the countries using Antarctica agreed a treaty on waste disposal, under which everything is to be taken home, and this is slowly improving the situation. However, the scientists do not want everything removed. The remains of very early expeditions at the beginning of the twentieth century have acquired historical value and will be preserved.答案:练习1 (b) is the better paraphrase练习2 (A number of possibilities are acceptable here. These are suggestions.)Paragraph 1 (Sample)The expansion of contemporary capitalism matches the rise of the automobile industry. After starting in Germany and France, it accelerated in the United States. There the moving assembly line was modified by Henry Ford from the Chicago meat industry to manufacturing cars: the invention of mass production. General Motors dominated the world’s car companies in the 1920s, with help from the managerial theories of Alfred Sloan. The development of ‘planned obsolescence’ by the industry began after the Second World War, by which the frequency of model changes encouraged customers to buy new cars more often than necessary. Environmental criticism of the industry from the 1970s focused on the contribution to global warming made by the production of inefficient models which used too much petrol. At this time increasingly militant trades unions defended their members’ jobs. Although some of the world’s strongest brands are today owned by the industry, many major motor companies struggle with declining profits and static markets.Paragraph 2 (Sample paraphrase)Antarctica was unexplored until the twentieth century, and still has a tiny population in relation to its size. Yet it suffers from various pollution problems which have been described in a report by a New Zealand government agency. The low temperatures there impede the usual pattern of decay, though compared with most parts of the world it remains in pristine condition. Some long-established scientific bases have large piles of garbage around them.Few people realize that Antarctica has very little precipitation, so that in the current context of global warming the ice tends to reveal the rubbish that previously was slowly being buried under snow. For more than a decade the nations involved in Antarctic research have respected an agreement to repatriate their garbage, and this should gradually solve the problem. But there are a few items which will not be cleared up, since they belonged to the early period of exploration and have now acquired historic interest.Introduction writing (简单介绍,请大家仔细读)There is no such thing as a standard introduction, and much depends on the nature of the research and the length of the essay. However, the following are worth including, in this order.a) Definitions of any terms in the title that are unclearb) Some background informationc) Reference to other writers who have discussed this topicd) Your purpose in writing and the importance of the subjecte) Any limitations, e.g. geographical or chronological, that you set yourselff) A summary of the main points you intend to cover以Discuss the Impact of Privatization on the British Economy 为例分析上面的各个步骤:a) It may be necessary to clarify some of the words in the title. This may be because they are not in common use or have a specialized meaning.Privatization is the process of transferring certain industries from state control to the private sector, which began in Britain in 1981 with British Telecom . . . b) Background information helps to give a context for your essay.In recent years the privatization of state owned businesses, especially monopoly utilities such as electricity and telecoms, has become widespread in both developed and developing nations.c) It is important to show that you are familiar with current research. This can be demonstrated using phrases such as:A number of researchers have examined this issue, notably . . .Various investigations have explored the subject, especially . . .d) You must show the importance of the topic. This can be either in the academic world, or as a contemporary issue of wider relevance.As privatization is increasingly seen as a remedy for economic ills in many other countries, it is worth examining its impact in Britain, which was a pioneer in this process.e) As you are only writing an essay, not a book, it is obviously not possible to deal with all aspects of your subject. Therefore you need to explain what limits you are setting on the discussion, and possibly give reasons for this.Only privatizations completed between 1981–1995 will be dealt with, as it is too soon to assess the impact of later developments.f) For your own benefit, as well as the reader’s, it is useful to outline how the essay will be organized.An assessment will first be made of the performance of the privatized industries themselves, on an individual basis, and then the performance of the economy as awhole will be examined.作业:(这项作业下周上课交上来。