group two academic English

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学术英语综合Unit 1

Plymouth happened two years later in 1623. On this
occasion, the colonists gave thanks to God for rain after a
nearly catastrophic drought.
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10
Unit 1
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11
Unit 1
Economics
Adam Smith (16 June 1723 – 17 July 1790) was a Scottish moral philosopher, pioneer of political economy, and key Scottish Enlightenment figure.
2. Reading
• Summarize the main ideas of a text and identify essential supporting points
• Understand difficult sentences (e.g., sentences with abstract meaning or ambiguous reference)
目标：训练对信息的获取、分析、整
合、利用能力；提高学生撰写学期论
文及学术论文的技能；帮助学生过度
到专业双语课程及全英课程学习；全
面培养学生的学业能力、思辨创新能
力和解决实际问的学术研究能力。
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2
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3
Unit 1
Economics
Unit Contents
Unit objectives Text A Text B Text C Academic language and discourse Listening Speaking Writing

Academic English-Reading for academic purposes资料

A c a d e m i c E n g l i s h-R e a d i n g f o ra c a d e m i c p u r p o s e sReading for academic purposesText Reading for academic purposes, Text 1a (Reading texts pp.133-136)Text 1a contains information on how to read for academic purposes more effectively. Task 1 Reading for general understandingThe exercise below will give you practice in reading for general understanding. It is therefore important that you do not stop to look up any of the unknown words (you will get a fuller understanding of difficult vocabulary after completing some of the later tasks). The text in the part of Reading texts consists of six sections.The table on the next page contains seven headings that are possible summaries of the content for each section.1.1 Read the instructions below.a Read the summary headings and underline the most important word or words ineach one. If necessary, your teacher will explain the meaning of the languageused.b Read Section I. of the text and label the appropriate summary heading in the table.c Discuss your answer with other students and/or your teacher.Study tip: Reading for general meaning is a very important skill that will help you deal with the amount of reading at university. See Skimming in the Introduction on page IX.1.2 Now read and match Sections 2}-6 to the appropriate summary headings inthe table. One of the summary headings does not need to be used.Task 2 Reading for specific details2.1 Read Text 1a again and find the answers to the following questions.You willuse some of your answers to complete another task later in the unit.1. What type of reading material is Bassett (2010) concerned with?2. Bassett believes the key to the best understanding of a text is…3. The greater the reader's reading ability, the greater their…4. What are the two main criteria for text selection for an EAP course?Study tip: Being able to read for specific detail is another important skill. See Scanning, Search reading and Careful reading in the Introduction on page X.5. When are EAP students more likely to read subjected-related material?6. What does a critical reader use to assess the value of a text?7. What is Kurland's main idea?8 . What helps to determine how a text should be read?9. What reason for reading is suggested for students in higher education?10. How much daily reading is recommended?12. what are postgraduates often given before starting their studies?13. How much exposure to a word is needed before its use becomes automatic?Task 3 Paragraph reorganisationThe second paragraph of Section 6 has been removed from the original text in Reading texts. The sentences from the removed paragraph are listed below, but they are in the wrong order.3.1 Read the sentences 1-6 and arrange them in the appropriate order to form aparagraph.a. Read sentences 2 and 3 that have been identified as the first and final sentences.b. Read sentences 1, 4, 5 and 6 and identify the correct order.c. Complete the remaining boxes with the appropriate number.1 .This is one of the reasons why most reached university level in their homecountries.□2. Fluency in both written and spoken language will only develop with practice.□3. Thus, the more students work on developing good reading habits, the more fluentthey should become and the more successful they are likely to be in theiracademic studies.□4. Nonetheless, university students are expected to read a considerable amount duringa typical week.□5. In fact, international students studying through English are normally already fluentreaders in their own languages.□6. International academics, i.e., students, have to do this in a foreign language-English.□Task 4 Inferring meaning from contextNot knowing the meaning of words is one of the main difficulties faced by language learners reading in a foreign language. When you come across a word which is unfamiliar, try to avoid automatically reaching for a dictionary or tapping theword into your electronic translator; develop the habit of reading on in the text to see if this helps your understanding. lf, however this does not help, experiment with the following advice.4.1 Look at the sentence from Text 1a and discuss the meaning of the underlinedword with another student. If this word was new to you, what helped youinfer its meaning?Bassett's focus is on graded readers, but arguably the type of text should suit the needs and interests of individuals.(Lines 15-16)Key reading skills: Inferring meaningOne way of identifying the meaning of the word is to look at it in context-the way it is used within the sentence. For example, in the sentence above, the word bur is used to indicate a contrast or difference. Thus, although Bassett isinterested in graded readers, the writer is saying there is arguably more toreading than just readers. In other words, there is some sort of argument or disagreement involved.Another way is to think of the "root" word, which in this case is argue-which means "to not agree about something".You might also think about words with a similar sound or spelling which may help you. The key thing is that the more you think about a word, the more likely it is to become part of your active lexicon.Study tip: The more you read, the wider your vocabulary will become and the easier it will be to identify synonyms.It is also useful to recognise and understand the way that language varies within a text.One way of varying language is through the use of synonyms.A synonym is a word or phrase that has the same meaning, or almost the samemeaning, as another word or phrase.4.2 Read Section 1 again from Text 1a and find synonyms for the words orexpressions in the left-hand column.Task 5 Identifying word class5.1 Read the following definitions of word classes and match them to the correctwords in the box.Study tip: Identifying the word class of a word or phrase often helps you to work out the meaning of a word you don't know.Conjunction, preposition, noun, adverb, verb, adjective, pronoun1. a word referring to a person, a place or a thing ( )2. an action or doing word ( )3. a word that describes what a person, a place or a thing is Like ( )4. a word used to describe a verb, an adjective or another adverb ( )5. a word which comes before a noun or a pronoun and show its relation to anotherpart of sentence ( )6. a word that is used to replace a person, a place or a thing ( )7. a word that is used to join other words, phrases, clauses or sentences ( )5.2 Read Sections 2-5 again from Text 1a and find the words in the table.Complete the table by writing the line number where each word occurs in the text and the word class of each word.5.3 Look at the words from Ex 5.2 and choose which ones you want to record. You should record words if:°you don't know their meaning or how they are used, and/or°you think they might be useful words to know either now or for future academic purposesKey reading skills: Choosing and recording new words from a textOne way of deciding which words to record is to check how frequently the word is used by native speakers. You can do this by visiting the compIeat Lexical Tutor, which can be found at www.lextutor.ca/vp/bnc; here you will find that, forexample, the adverb arguably is a K1 word-in other words, it is among the 1,000 most commonly used words. Considering this information, you may decide that it is a word you would want to use in future and, therefore, keep a record of.Study tip: In your own language, you naturally make use of word classes to read effectively with speed and understanding. This will develop in English over time.Task 6 Reading for a purposeAt various stages in Units 1-8, you will be given a Focus task. This is an essay question, or similar academic task, that is linked to a read will help direct your reading and the use you ing text or texts in Reading texts. The Focus task make of the text(s) to synthesise ideas.Focus task: Summarise the main points of the text "Reading for academic purposes".6.1 Re-read Text 1a and then write a short one-paragraph summary of the mainideas. You can use some of the answers in Task 2 to help you.Key reading slcil.ls: Reading selectivelyAt university level, you may be given extensive reading lists. It can be a daunting prospect to read all the texts and sources and to understand them at the same time.It is therefore important to read selectively. This means thinking carefully about your reading purpose and concentrating only-or mainly-on texts, or parts of texts, which are relevant to that reading purpose.Reading for academic purposes㈠Reading is a very important language skill for students to develop in order to study effectively, because during their academic courses they may be expected to read many pages in a week, possibly hundreds!It seems fairly obvious that the more someone reads the better a reader he/she will become. Reading will also help in the reader's efforts to develop other language skills. According to Pulido (2003), "as you read you will develop a widervocabulary”. She goes on to provide statistical evidence to back up her claim. It is generally believed that good readers also make good writers. Reading can act as a model for writing as the reader is exposed to, and absorbs, ever-wideningpatterns of writing forms and styles. Bassett (2010) expands on this theme below: Reading stories in an extensive reading programme will improve reading fluency by increasing automaticity in processing, and will also improve proficiency inwriting, listening, and speaking-provided that the student really is readingextensively{…} reading 40 or 50 graded readers in a year.Bassett's focus is on graded readers, but arguably the type of text should suit the needs and interests of individuals. What is more relevant is the reference to "increasing automaticity in processing" and how this impacts on other areas of languagelearning and development. "Automaticity" can be defined as "fast, effortless and accurate word recognition that grows out of practice and instruction.Automaticity allows students to retrieve words quickly from memory andconcentrate on other aspects of reading, such as comprehension” (University of North Carolina, 2011).It seems safe to assume as well that a wider vocabulary will facilitate reading.Developing vocabulary and grammar unconsciously through reading is oftenmore effective than hours spent working through a vocabulary or grammar book in an effort to memorise words or structures. With growing competence in thelanguage, students should also gain more confidence. The more confident they are, the more they will be motivated to use the target language-to experimentwith it and increasingly to improve their competence. All this applies equally to a student's efforts to learn a foreign language as it does to their own first language. ㈡If the focus is English for academic purposes (EAP) then most of the materials used will normally be cm academic tropics, or at least topics which are thought to be interesting for "serious" readers. "The topics are chosen because it is considered that they should be interesting for language learners to read no matter what they are going to study on their academic courses. Selected texts normally contain examples of vocabulary which are typically academic and the types of language structures commonly found in academic texts. Students will be exposed to language which is directly relevant to their specific fields of study when their own academic programmes begin. The aim of EAP programmes is to help studentsdevelop effective reading skills before joining their academic departments. In some cases they may have already begun their academic studies and are attending in-sessional courses;here, texts may be chosen which are more directly relevant to their area of study This will particularly be the case if they have begun what is often referred to as a "dedicated" course which blends academic English language learning with a particular course such as English for Food Science.㈢In academic reading classes, students are often expected to read a selection of different texts on the same topic. To a greater or lesser extent this simulates what might be expected on their academic programmes, with each text containing different features. Different viewpoints may be expressed, or more detail may be given in one text than in another, or the focus may vary. Students are also often expected to research the topic themselves and so need to develop the habit of reading around the subject. This is an important skill to work on. Students also need to learn how to analyse what they are reading: for example, to read and think critically about content and style, and the argument put forward by the writer. Kurland (2000) differentiates between critical reading and criticalthinking. He describes the former as "careful, active, reflective, analytic reading”, whereas critical thinking "involves reflecting on the validity of what you haveread in the light of our prior knowledge and understanding of the world”. Thecritical reader would never accept everything in a text being accurate oracceptable, or well written, without careful consideration; likewise, the readerwould apply his/her critical thinking powers in order to reach a conclusion about the contents. Some writers try to persuade readers to accept a point of view with which the readers may not agree, whilst some texts may be strongly biased,giving only one side of the argument rather than a balanced view. Readers need to he critical, for example, when researching material on the Internet, as somesources may not be reliable-although the same could be said about many texttypes and media sources.㈣Reading serves a purpose. For example，a novel may he rend simply for entertainment, or because the reader has read Something before by the same author and liked it; or a book may be picked up to fill the time on a flight Or a train journey. Some people read merely because reading is a hobby. People read newspapers to check on current events. The purpose for reading at university or school, however, is usually to learn something, to complete an assignment, to prepare for a lecture or tutorial, or to revise for an exam. For instance, students might be reading to find information that would help them complete the following assignment:English is referred to as a global language. What are the advantages and disadvantages of global languages? Discuss.It is important to keep the reading purpose in mind while reading a text; this way, the reader can make decisions about the most effective way to read that text. Bykeeping the purpose in mind, the reader can decide whether to read quicklythrough a text, or skip some of the material and spend time reading carefullythrough the parts that help achieve the task.㈤EAP courses provide the learner with an ideal opportunity to acquire good reading routines.When students embark on their academic programmes they are expected to read widely and independently. They should get into the habit of reading in English for at least 30 minutes each and every day of the week. The important thing about reading on an EAP course, or reading in general at university, is not to be content with reading only what is supplied.Students must learn to read independently and regularly and to recognise that while this may benefit their academic work specifically, the act of reading is also a reward in itself.There are excellent publications to be found relating to every field of interest; many are now available online. Students may decide that material they read independently should relate to their intended area of study. This is often the case for postgraduate students, especially if they have already been provided with a reading list by the department they are to join.However, in reality it does not matter what is read independently at this stage as long as good reading habits are being developed, and the reader learns to enjoy reading and benefit from the experience. What students read, as well as where and how, relates back to the reading purpose and to the level of concentration required.㈥ Ultimately, the more one reads, the better reader one should become as long as good reading habits are developed. There are some interesting statistics to consider in this context.To take vocabulary acquisition as an example, research suggests that readers will need to be exposed to a new vocabulary item (a word or phrase) at least 12 times in different ways before that item becomes "active" in their lexicon (see Nation, 1990). An individual's lexicon consists of all the vocabulary items that are both passively and actively known. Vocabulary items are said to be "active" when they can reliably and automatically be used-for example, to understand a reading text or to communicate information or ideas. Regular reading will help provide the necessary level of exposure. Further research by Nation (2001) has also shown that learners reading in a foreign language need to understand at least 80% of the words in a text before that text can be read with the same amount of understanding as an educated native speaker. Nation (2001) claims that to read with "minimal disturbance from unknown vocabulary, language users probably need a vocabulary of 15,000 to 20,000 words': In sum, the more readers read, the quicker and better they should be able to read with understanding.。

Academic_English_Is_business_bad_for_science

Text 3b Is business bad for science?This text is based on an article from an online newsletter, I-sis News, which looks further into commercial pressure on scientific research.Task 9 Predicting text contentPredicting the content of a text will help you read with more speed and fluency. It may also help you identify the writer's purpose and recognise "new" knowledge.9.1 Think about the title: Is business bad for science?a. Discuss why big business might equal bad science with another student.b. Add four more reasons why business can be bad for science.1, pressure to complete research too quickly2.3.4.5.9.2 Suggest one reason why science can be "bad for business".9.3 Now read to see if your ideas were the same as those in Text 3b.While you are reading, you can also time yourself. Note the time before you begin reading and note it again when you have finished. There are 1,300 words in the text.Study tip: Predicting involves using the knowledge you already have about a topic to help you understand a text you are going to read on that topic.9.4 Tick(√)a statement that most closely reflects the writer's viewpoint.1. Scientific research needs to be carried out in a more businesslike way.2. The public is not gaining adequate benefit from research aimed at developing new drugs.3. There is a serious conflict between investors' interests and appropriate scientific practice.4. Scientists and universities have very limited commercial sense.Discuss your views.Task10 Comparing texts and reading for detailsYou have now read two texts on the relationship between business and scientific research. 10.1 Think about the two texts you have read on the same topic: the relationship between business and scientific research. Are there any significant differences between them?Summarise your answer and then explain it to another student.10.2 Re-read Text 3b and complete the short-answer questions.1 . Which area of scientific research is the focus of this text?2 . Who were the delegates to the London conference in 2001?3.Why was Olivieri ethically opposed to certain research? the two sorts of research mentioned by Ziman.5. Which type of research did Weatherall appear to favour?6 How did Weatherall think that scientific research could be protected?7.What term did Monbiot use to describe typical government attitudes to research?8.Identify the phrase Monbiot used to demonstrate what he wanted scientists to do.9.Who wrote the report about the London conference?10. What concern did Pisano express about science's relationship with business?10.3 Select parts of the text that seem very similar to or very different from Text 3a.You could use different colours to highlight "similar" and "different" information.Task 11 Scanning and close readingAcademic texts often contain references to experts within the relevant field. In Text 3b, the opinions of a number of academics and scientists are mentioned.11.1 Read the brief summaries below. Then scan the text for information, matching each opinion to the relevant expert.a. Select the experts in various ares from the following list: Pisano, Oliv eri, Ziman, Weatherall, Monbiot, Saunders and Mae-Wan Ho.Note: In some cases, more than one expert may be linked to a summary.b. Scan the text to find information which relates to the summaries below and complete the table.1. Research institutions clearly need outside funding, but at the same time they need toguard against exploitation by business interests.2. Only a few business enterprises have made significant financial gain from fundingmedical research.3. Governments, businesses, institutions and scientists should all share some blame forconducting inappropriate scientific research.4. Scientific research should serve the interests of society as a whole, not just the few.5. Some drug companies are guilty of promoting medical malpractice by concealing theresults of their funded research.6. The biotech industry cannot be managed in the same way as other modern industries.7. Funding of research is often misdirected in order to suit the aims of business orgovernment interests.Task 12 Identifying and using reporting languageThe text contains an interesting range of reporting language. This is the way that the writer tells the reader, i.e., "reports", what the various experts referred to in the text said or wrote about. The first speaker at the London conference who is reported in this way is Professor John Ziman. Note the various ways, in Paragraph S, in which the writer of the text reports Ziman's ideas:1 .the late John Ziman…who categorised research as…(lines 75-78)2 .Ziman described instrumental…(line 89)3. Ziman noted that although non-instrumental…(lines 96-97)4. Ziman argued that…(lines 106-107)12.1 It is important to recognise the different ways that Ziman's viewpoint is expressed in this paragraph. Look at the list of reporting language above and identify whether each one is direct or indirect reporting. Tick(√)the appropriate column in the table below.Key reading skills: Identifying reporting LanguageBeing able to identify reporting language will help you read more effectively and will help you write academic texts such as essays, reports and dissertations.Study tip: Verbs such as highlight, assert and put forward are used in academic texts to report ideas and opinions. Learning such reporting language will help your academic writing. 12.2 Read through the remainder of the text and highlight more examples of reporting language. You may be able to find up to 20 different examples in the complete text.Discuss these examples and decide which of them you might be able to use in your academic writing.12.3 Look back at the opinions of academics in Task 11. Using different reporting verbs, practise reporting what various experts said about scientific research.Try to avoid using the same verb as the one used in the original text.Example: V}leatherall emphasised that research institutions clearly needed outside funding, but at the same time, they needed to guard against exploitation by business interests.Study tip: There is no better way of developing your use of reporting language than putting it into practice.Task 13 Understanding and using modifying languageAdjectives and adverbs are used to modify or say more about other words in texts. They serve an important role in informing the reader about the writer's attitude, bias and overall writing purpose. They also perform an evaluative role so that the reader can critically consider the importance or relevance of certain ideas, opinions or facts.RememberAdjectives are used to modify nouns. Example: This is a controversial question.Adverbs are used to modify verbs [1], adjectives [2] or other adverbs [3]. Example: She read very [3] quickly[小hrough the extremely [2] long agenda.13.1 Re-read Paragraphs 2 and 3 of Text 3b. Then complete the table on the next page with the words or phrases from the text that modify the words or phrases in the left-hand column.Consider how the modifying language helps you understand the text.13.2 Re-read Paragraph 5, and find seven more examples of the way adjectives and adverbs are used to modify other words.a. Record the words and modifiers in the table.b. Consider what impact the modifying language in this paragraph has for the reader.Unit summarySome new activities have been introduced in this third unit. You have also had further practice in the skills and activities introduced in earlier units.1 Look back over the work you have done and think about how successfully you carried out the various tasks. As you check, tick (√) the appropriate box in the table below.2 Complete the following statements with phrases from the word box. One of the phrases may not be needed.1.The more you can recall, the more you will have .2. is one that the writer or speaker answers themselves.3. the argument, belief or claim made by the writer.4 link between words, names or concepts m a text.5 .In order to predict the content of a text, it is usually necessary to6 statements made by some other speakers) or writer(s).****************************************************************************** For web resources relevant to this book, see:.englishforacademicstudy.This weblink will provide you with further help in inferring meaning from context and inusing reporting language.Is business bad for science?Before the emergence of biotechnology, business and science oFeerated in largely separate spheres. The business world had little interest in expanding scientifc knowledge, leaving research firmly winthin the domain of universities,government laboratories and non-profit institutions (Pisano, 2006). However the new millennium saw a marriage of business power and scientific divelopment as biotechnological advances drew both interests together.The impact of the alliance between business and science has been substantial, but it has not always been seen positively.Many would claim that science has lost the freedom and the time to carry out research as thoroughly and as painstakingly as it should. The situation has been aggravated by the frustration felt by business interest, as investors demand, in their view quite reasonably, a much quicker return on their investment than has often been experienced.A number of controversial questions have arisen. Does modern research (particularly, medical research) serve the interests of society in general as well as it should? Is the approach to medical research as honest as it should be? To what extent is scientific research for its own sake being restricted in deference to short-term economic interests? Are governments and venture capitalists-people who make high-risk investments but with the possibility of making a significant profit-biased towards immediate economic gains with little or no respect for the health and welfare of society? Are scientists and the institutions they represent being both naive and greedy in joining forces with commercial enterprise? Should science make a stand against aggressme business tactics, or should business experts promote a relationship with science that more equitably serves the interests of both investors and social velfare? Commercial interest in scientific research can have a detrimental effect. A further issue is the extent to which society benefits from such research-if it does so at all.In 2001 an important conference w'as held in London to consider these concerns (see Ho&Saunders, 2001). A major cause for concern highlighted by one delegate at the conference-haematologist Nancy Olivieri, of Toronto University-was the concealment of research findings which might be detrimental to the interests particularly of large multinational companies. Olivieri's struggle with her employer and with a drug company since 1996 is well documented. She had been undertaking research at the university hospital involving a drug for treating the blood disease thalassaemia. Olivieri maintained that when evidence emerged that the drug had a high level of toxicity, the company that produced the drug and funded the research went to great lengths to stop her publicising her concerns. Olivieri argued that the suppression of medical research findings was contrary to the principles of the Hippocratic Oath-according to which doctors swear to practise medicine ethically.A key conference delegate was the late John Ziman-a noted physicist who was also interested in the social aspects of scLence-who categorised research as either instrumental or non-instrumental. In"trumental or "applied" research is intended to be immediately useful, oftenin terms of economic or financial gain; consequently, it may ofren be tied to business interrests. Non-instrumental or “theoretical” research typically seeks to answer more basic questions and offers no obvious short-or medium-term opportunity for economic or financial gain. Ziman described instrumental research an “practical”, “proprietary” and “partisan”. This meant that such research had an anticipated outcome amd research results would be the property of some individual, company or corporation with a vested interest; as a result, any interpretation of the outcome was likely to be biased. Ziman noted that although non-instrumental research formed a crucial foundation for instrumental research, the motivation for undertaking non一instrumental research was much less immediately obvious. For him, non一instrumental research was not only a "source of wonder" but also a way to develop "critical rationality”-i.e., an unwillingness to accept claim or arguments without question. Ziman argued that a "post-academic culture” had evolved in which science was no longer the province of universities or non-commercial research institutes but was treated as a "saleable commodity" not necessarily in the interests of the public.Howe}ver, there is little doubt that serious scientific research would struggle if not collapse without cooperation between universities and business interests, underpinned by government support. This was a viewpoint emphasised by another delegate, David Weatherall of Oxford University's Institute of Molecular Medicine. He stressed the importance of eliminating the pressure on science always to achieve short-term goals. Weatherall concluded that many scientists and universities were naive and too easily exploited, and suggested that review panels be set up to monitor all scientific research to protect both science and the public it served.The issue of scientific research only promising immediate or short-term economic henefitS was also tackled by another delegate, environmentalist and political activist George Monbiot. He laid the blame on governments for encouraging this attitude. He also argued that commercial bias was evident in terms of which areas of research were selected for funding, referring to this as "the radon factor". The chemical element radon is the only pollutant known to occur naturally and not as the result of industrial or agricultural activity, and Monbiot suggested that scientific research on radon pollution was more likely to be funded than research on any other kind of pollution simply because radon pollution does not occur as a result of human activity. Similar bias, he asserted, was demonstrated in the way that public funds were allocated for research on biotechnology in agriculture and medicine while research on the possible dangers of genetic engineering was clearly neglected. Monbiot contended that scientists were too eas诉enticed by business funding without due consideration for public needs. He urged a dramatic change of course by academics-a "revolution in the laboratory”.The need to promote understanding of critical public scientific research was a further point delegates raised. Similarly, the need to ensure that science was "accountable" to society was highlighted in various presentations. The compilers of the conference report, Peter Saunders and Mae-Wan Ho, concluded: "It is not just the individual freedom of scientists to tell the truth that is at stake, important.,though that is;”is their independenc and their freedom to work for public good that must be restored and maintained" (Hon & Saunaers, 2001).A different viewpoint on the argument over links between scientific research and business interests in the USA is presented in an article by Harvard Business School economist Gary Pisano (Pisano, 2006). He explains that by 2006 a great deal of money (some $300 billion) had been invested in developing biotechnology in the belief that it could transform healthcare in the USA. Originally, the idea was that promoting new forms of entrepreneurial activity would in turn promote basic scientific medical research that would be profitable for investors. However, none of this had yet happened. Pisano blamed this failure to be profitable on the structure of the biotechnology industry. He said an industry model that had been used successfully with computer and software companies was inappropriate when applied in a biotechnological context. Pisano's view was that there was a conflict between, on the one hand, how industry manages and rewards risks and how businesses are funded, and on the other hand, the research and development timetable required to create new drugs. Basically, opportunities for learning through trial and error and through sharing of knowledge between scientists representing a plethora of disciplines are frustrated when individual companies closely safeguard intellectual prouerty rights. Venture capitalists have a time horizon of about three years for a particular investment, which is much less than the average time most companies take to get a new drug on the market. Meanwhile, the period taken to confirm the safety and effectiveness of a newly developed drug is lengthy, involving a process of trial and error, which does not sit easily with much commercial or political planning.。

研究生学术英语读写教程unite2

Unit 2: Improving Reading Skills in Academic EnglishIn Unit 1, we have l本人d the foundation for academic reading and introduced the essential skills for reading and understanding academic texts in English. In this unit, we will delve deeper into the strategies and techniques for improving reading skills in academic English.1. Skimming and ScanningSkimming and scanning are two essential techniques for efficient academic reading. Skimming involves quickly looking over a text to get a general sense of its content, while scanning involves looking for specific information. Skimming and scanning can help readers locate key points, m本人n ideas, and supporting det本人ls in a text, thus saving time and boostingprehension.2. Active ReadingActive reading is an important strategy for engaging with academic texts. Instead of passively reading, active readers interact with the text by asking questions, making connections, and summarizing key points. Active reading also involves annotating the text, highlighting important passages, andwriting notes in the margin. By actively engaging with the text, readers can better understand and remember the information.3. Vocabulary ExpansionA wide-ranging vocabulary is crucial for understanding academic texts. In this unit, we will focus on strategies for expanding vocabulary, such as learning academic word lists, using contextual clues, and employing vocabulary-building techniques like root analysis and word families. By continually expanding their vocabulary, students can improve their readingprehension and academic writing skills.4. Critical ReadingCritical reading involves analyzing and evaluating a text to form a deep understanding of its content and arguments. In this unit, students will learn how to develop critical reading skills, including identifying the author's purpose, evaluating evidence and reasoning, and questioning the text's underlying assumptions. Critical reading is essential for academic success as it enables students to think critically and develop their own informed opinions.5. Reading for ResearchFor graduate students, reading is not just aboutprehension—it is also about conducting research and gathering information for academic projects. This unit will introduce strategies for reading academic texts with a research mindset, including identifying relevant sources, extracting key information, and citing and referencing sources properly. Effective reading for research is essential for producing high-quality written work.6. Supplementary MaterialsIn addition to the core content of this unit, students will have access to supplementary materials such as academic articles, sample texts, and readingprehension exercises. These materials will provide additional practice and support for students to further enhance their reading skills in academic English.In conclusion, Unit 2 of the research graduate academic English reading and writing course focuses on equipping students with advanced reading skills to engage effectively with academic texts. By mastering the techniques of skimming and scanning, active reading, vocabulary expansion, critical reading, and reading for research, students will be well-prepared to navigate theplexities of academic English reading and succeed in their graduate studies and beyond.。

学术英语(理工)详解答案-Unit-5

126of the influence of GM soya on the birthrate and
survival
3 of the offspring of Wistar rats?
① A group of female rats fed by GM soya flour before
mating and pregnancy; ② A control group of females fed by traditional soya; ③ A positive control group received feed without any soya.
Unit 5
Writing an Academic
Essay
1 Definition
2 AWdhdaittioanraeltqhueefsotuiornmsafoinr syourcuensdoefrshtaaznadridnsgooffGTeMxOt
1th6at are discussed by scientists worldwide?
In developing countries, lost crops are only one cause of hunger. Poverty plays the largest role.
Unit 5
Writing an Academic
Essay
Hale Waihona Puke 1 DefinitionMaEtcnhathnecinwgorydosuwr aitchatdhemir idcelfainigtiuoangse.
The author means that in fact, genetically modified foods are already very much a part of our lives.

研究生英语unittwo

Comparison of Chinese and Western Cultures
Family in Chinese Culture
Family is the center of Chinese culture, and filial piety is highly valued. Chinese people often prioritize family needs and wishes over their own.
批判性思维
能够对文章的观点和论据进行批判性分析，形成自己的独立见解。
Writing skills
01
清晰的结构
能够设计出合理、清晰的文章结构，使读者易于理解和接受。
逻辑性
能够逻辑清晰地表达观点，使读者能够跟随作者的思路。
03
02
丰富的表达
能够运用丰富的词汇和句型，使文章表达生动、形象。
创新性
04 Academic English and Thesis Writing
Academic Paper Structure and Format
Summary
A well-structured academic paper follows a standard format to ensure clarity and organization.
Oral expression
流利度
能够流利、自然地表达自己的观点和想法。
音量控制
能够根据场合和需要调整自己的音量，使自己的表达更加得体。
清晰度
能够清晰地发音，使听众能够听清楚每一个单词和句子。
肢体语言
能够运用适当的肢体语言来增强自己的口头表达效果，使表达更加生动有力。

Academic English-Reading for academic purposes

Reading for academic purposesText Reading for academic purposes,Text1a(Reading texts pp.133-136)Text1a contains information on how to read for academic purposes more effectively.Task1Reading for general understandingThe exercise below will give you practice in reading for general understanding.It is therefore important that you do not stop to look up any of the unknown words(you will get a fuller understanding of difficult vocabulary after completing some of the later tasks).The text in the part of Reading texts consists of six sections.The table on the next page contains seven headings that are possible summaries of the content for each section.1.1Read the instructions below.a Read the summary headings and underline the most important word or words in each one.Ifnecessary,your teacher will explain the meaning of the language used.b Read Section I.of the text and label the appropriate summary heading in the table.c Discuss your answer with other students and/or your teacher.Study tip:Reading for general meaning is a very important skill that will help you deal with the amount of reading at university.See Skimming in the Introduction on page IX.Summary headings SectionsLinking effective reading to vocabulary acquisitionReading widely and criticallyGood reasons for readingThe difficulties of reading academic textsThe motivation behind readingAcquiring good reading habitsThe EAP reading syllabus1.2Now read and match Sections2}-6to the appropriate summary headings in the table.Oneof the summary headings does not need to be used.Task2Reading for specific details2.1Read Text1a again and find the answers to the following questions.You will use some ofyour answers to complete another task later in the unit.1.What type of reading material is Bassett(2010)concerned with?2.Bassett believes the key to the best understanding of a text is…3.The greater the reader's reading ability,the greater their…4.What are the two main criteria for text selection for an EAP course?Study tip:Being able to read for specific detail is another important skill.See Scanning,Search reading and Careful reading in the Introduction on page X.5.When are EAP students more likely to read subjected-related material?6.What does a critical reader use to assess the value of a text?7.What is Kurland's main idea?8.What helps to determine how a text should be read?9.What reason for reading is suggested for students in higher education?10.How much daily reading is recommended?12.what are postgraduates often given before starting their studies?13.How much exposure to a word is needed before its use becomes automatic?Task3Paragraph reorganisationThe second paragraph of Section6has been removed from the original text in Reading texts.The sentences from the removed paragraph are listed below,but they are in the wrong order.3.1Read the sentences1-6and arrange them in the appropriate order to form a paragraph.a.Read sentences2and3that have been identified as the first and finalsentences.b.Read sentences1,4,5and6and identify the correct order.plete the remaining boxes with the appropriate number.1.This is one of the reasons why most reached university level in their home countries.□2.Fluency in both written and spoken language will only develop with practice.□3.Thus,the more students work on developing good reading habits,the more fluent they shouldbecome and the more successful they are likely to be in their academic studies.□4.Nonetheless,university students are expected to read a considerable amount during a typicalweek.□5.In fact,international students studying through English are normally already fluent readers intheir own languages.□6.International academics,i.e.,students,have to do this in a foreign language-English.□Task4Inferring meaning from contextNot knowing the meaning of words is one of the main difficulties faced by language learners reading in a foreign language.When you come across a word which is unfamiliar,try to avoid automatically reaching for a dictionary or tapping the word into your electronic translator;develop the habit of reading on in the text to see if this helps your understanding.lf, however this does not help,experiment with the following advice.4.1Look at the sentence from Text1a and discuss the meaning of the underlined word withanother student.If this word was new to you,what helped you infer its meaning? Bassett's focus is on graded readers,but arguably the type of text should suit the needs and interests of individuals.(Lines15-16)Key reading skills:Inferring meaningOne way of identifying the meaning of the word is to look at it in context-the way it is used within the sentence.For example,in the sentence above,the word bur is used to indicatea contrast or difference.Thus,although Bassett is interested in graded readers,the writeris saying there is arguably more to reading than just readers.In other words,there is some sort of argument or disagreement involved.Another way is to think of the"root"word,which in this case is argue-which means"to not agree about something".You might also think about words with a similar sound or spelling which may help you.The key thing is that the more you think about a word,the more likely it is to become part of your active lexicon.Study tip:The more you read,the wider your vocabulary will become and the easier it will be to identify synonyms.It is also useful to recognise and understand the way that language varies within a text.One way of varying language is through the use of synonyms.A synonym is a word or phrase that has the same meaning,or almost the same meaning,asanother word or phrase.4.2Read Section1again from Text1a and find synonyms for the words or expressions in theleft-hand column.Defining words synonym Line numberproof/confirmation evidence7a wide range ofclosely connected/significantget something backhelp/make easierwithout being aware of or without thinking aboutsomethingability/skillSomething which is aimed at or is the main focusTask5Identifying word class5.1Read the following definitions of word classes and match them to the correct words in thebox.Study tip:Identifying the word class of a word or phrase often helps you to work out the meaning of a word you don't know.Conjunction,preposition,noun,adverb,verb,adjective,pronoun1.a word referring to a person,a place or a thing()2.an action or doing word()3.a word that describes what a person,a place or a thing is Like()4.a word used to describe a verb,an adjective or another adverb()5.a word which comes before a noun or a pronoun and show its relation to another part ofsentence()6.a word that is used to replace a person,a place or a thing()7.a word that is used to join other words,phrases,clauses or sentences()5.2Read Sections2-5again from Text1a and find the words in the plete the table bywriting the line number where each word occurs in the text and the word class of each word.word Line number Word class Topics31nounTypicallyThisblendsConsiderationSimplyThroughEmbarkTheironly5.3Look at the words from Ex5.2and choose which ones you want to record.You should record words if:°you don't know their meaning or how they are used,and/or°you think they might be useful words to know either now or for future academic purposes Key reading skills:Choosing and recording new words from a textOne way of deciding which words to record is to check how frequently the word is used by native speakers.You can do this by visiting the compIeat Lexical Tutor,which can be found at www.lextutor.ca/vp/bnc;here you will find that,for example,the adverb arguably is a K1 word-in other words,it is among the1,000most commonly used words.Considering this information,you may decide that it is a word you would want to use in future and,therefore, keep a record of.Study tip:In your own language,you naturally make use of word classes to read effectively with speed and understanding.This will develop in English over time.Task6Reading for a purposeAt various stages in Units1-8,you will be given a Focus task.This is an essay question,or similar academic task,that is linked to a read will help direct your reading and the use you ing text or texts in Reading texts.The Focus task make of the text(s)to synthesise ideas.Focus task:Summarise the main points of the text"Reading for academic purposes".6.1Re-read Text1a and then write a short one-paragraph summary of the main ideas.You canuse some of the answers in Task2to help you.Key reading slcil.ls:Reading selectivelyAt university level,you may be given extensive reading lists.It can be a daunting prospect to read all the texts and sources and to understand them at the same time.It is therefore important to read selectively.This means thinking carefully about your reading purpose and concentrating only-or mainly-on texts,or parts of texts,which are relevant to that reading purpose.Reading for academic purposes㈠Reading is a very important language skill for students to develop in order to study effectively, because during their academic courses they may be expected to read many pages in a week, possibly hundreds!It seems fairly obvious that the more someone reads the better a reader he/she will become.Reading will also help in the reader's efforts to develop other language skills.According to Pulido(2003),"as you read you will develop a wider vocabulary”.She goes on to provide statistical evidence to back up her claim.It is generally believed that good readers also make good writers.Reading can act as a model for writing as the reader is exposed to,and absorbs, ever-widening patterns of writing forms and styles.Bassett(2010)expands on this theme below:Reading stories in an extensive reading programme will improve reading fluency by increasing automaticity in processing,and will also improve proficiency in writing,listening,and speaking-provided that the student really is reading extensively{…}reading40or50graded readers in a year.Bassett's focus is on graded readers,but arguably the type of text should suit the needs and interests of individuals.What is more relevant is the reference to"increasing automaticity in processing"and how this impacts on other areas of language learning and development."Automaticity"can be defined as"fast,effortless and accurate word recognition that grows out of practice and instruction.Automaticity allows students to retrieve words quickly from memory and concentrate on other aspects of reading,such as comprehension”(University of North Carolina,2011).It seems safe to assume as well that a wider vocabulary will facilitate reading.Developing vocabulary and grammar unconsciously through reading is often more effective than hours spent working through a vocabulary or grammar book in an effort to memorise words or structures.With growing competence in the language,students should also gain more confidence.The more confident they are,the more they will be motivated to use the target language-to experiment with it and increasingly to improve their competence.All this applies equally to a student's efforts to learn a foreign language as it does to their own first language.㈡If the focus is English for academic purposes(EAP)then most of the materials used will normally be cm academic tropics,or at least topics which are thought to be interesting for "serious"readers."The topics are chosen because it is considered that they should be interesting for language learners to read no matter what they are going to study on their academic courses.Selected texts normally contain examples of vocabulary which are typically academic and the types of language structures commonly found in academic texts.Students will be exposed to language which is directly relevant to their specific fields of study when their own academic programmes begin.The aim of EAP programmes is to help students develop effective reading skills before joining their academic departments.In some cases they may have already begun their academic studies and are attending in-sessional courses;here,texts may be chosen which are more directly relevant to their area of studyThis will particularly be the case if they have begun what is often referred to as a"dedicated"course which blends academic English language learning with a particular course such as English for Food Science.㈢In academic reading classes,students are often expected to read a selection of different texts on the same topic.To a greater or lesser extent this simulates what might be expected on their academic programmes,with each text containing different features.Different viewpoints may be expressed,or more detail may be given in one text than in another,or the focus may vary.Students are also often expected to research the topic themselves and so need to develop the habit of reading around the subject.This is an important skill to work on.Students also need to learn how to analyse what they are reading:for example,to read and think critically about content and style,and the argument put forward by the writer.Kurland (2000)differentiates between critical reading and critical thinking.He describes the former as"careful,active,reflective,analytic reading”,whereas critical thinking"involves reflecting on the validity of what you have read in the light of our prior knowledge and understanding of the world”.The critical reader would never accept everything in a text being accurate or acceptable,or well written,without careful consideration;likewise,the reader would apply his/her critical thinking powers in order to reach a conclusion about the contents.Some writers try to persuade readers to accept a point of view with which the readers may not agree,whilst some texts may be strongly biased,giving only one side of the argument rather than a balanced view.Readers need to he critical,for example,when researching material on the Internet,as some sources may not be reliable-although the same could be said about many text types and media sources.㈣Reading serves a purpose.For example，a novel may he rend simply for entertainment,or because the reader has read Something before by the same author and liked it;or a book may be picked up to fill the time on a flight Or a train journey.Some people read merely because reading is a hobby.People read newspapers to check on current events.The purpose for reading at university or school,however,is usually to learn something,to complete an assignment,to prepare for a lecture or tutorial,or to revise for an exam.For instance,students might be reading to find information that would help them complete the following assignment:English is referred to as a global language.What are the advantages and disadvantages of global languages?Discuss.It is important to keep the reading purpose in mind while reading a text;this way,the reader can make decisions about the most effective way to read that text.By keeping the purpose in mind,the reader can decide whether to read quickly through a text,or skip some of the material and spend time reading carefully through the parts that help achieve the task.㈤EAP courses provide the learner with an ideal opportunity to acquire good reading routines.When students embark on their academic programmes they are expected to read widely and independently.They should get into the habit of reading in English for at least30minutes each and every day of the week.The important thing about reading on an EAP course,or reading in general at university,is not to be content with reading only what is supplied.Students must learn to read independently and regularly and to recognise that while thismay benefit their academic work specifically,the act of reading is also a reward in itself.There are excellent publications to be found relating to every field of interest;many are now available online.Students may decide that material they read independently should relate to their intended area of study.This is often the case for postgraduate students,especially if they have already been provided with a reading list by the department they are to join.However,in reality it does not matter what is read independently at this stage as long as good reading habits are being developed,and the reader learns to enjoy reading and benefit from the experience.What students read,as well as where and how,relates back to the reading purpose and to the level of concentration required.㈥Ultimately,the more one reads,the better reader one should become as long as good reading habits are developed.There are some interesting statistics to consider in this context.To take vocabulary acquisition as an example,research suggests that readers will need to be exposed to a new vocabulary item(a word or phrase)at least12times in different ways before that item becomes"active"in their lexicon(see Nation,1990).An individual's lexicon consists of all the vocabulary items that are both passively and actively known.Vocabulary items are said to be"active"when they can reliably and automatically be used-for example, to understand a reading text or to communicate information or ideas.Regular reading will help provide the necessary level of exposure.Further research by Nation(2001)has also shown that learners reading in a foreign language need to understand at least80%of the words in a text before that text can be read with the same amount of understanding as an educated native speaker.Nation(2001)claims that to read with"minimal disturbance from unknown vocabulary,language users probably need a vocabulary of15,000to20,000words': In sum,the more readers read,the quicker and better they should be able to read with understanding.。

Academic_English_Is_business_bad_for_science

Text 3b Is business bad for science?This text is based on an article from an online newsletter, I-sis News, whichlooks further into commercial pressure on scientific research.Task 9 Predicting text contentPredicting the content of a text will help you read with more speed and fluency.It may also help you identify the writer's purpose and recognise "new" knowledge.9.1 Think about the title: Is business bad for science?a. Discuss why big business might equal bad science with another student.b. Add four more reasons why business can be bad for science.1, pressure to complete research too quickly2.3.4.5.9.2 Suggest one reason why science can be "bad for business".9.3 Now read to see if your ideas were the same as those in Text 3b.While you are reading, you can also time yourself. Note the time before you beginreading and note it again when you have finished. There are 1,300 words in the text.Study tip: Predicting involves using the knowledge you already have about atopic to help you understand a text you are going to read on that topic.9.4 Tick(√)a statement that most closely reflects the writer's viewpoint.1. Scientific research needs to be carried out in a more businesslike way.2. The public is not gaining adequate benefit from research aimed at developingnew drugs.3. There is a serious conflict between investors' interests and appropriate scientific practice.4. Scientists and universities have very limited commercial sense.Discuss your views.Task10 Comparing texts and reading for detailsYou have now read two texts on the relationship between business and scientific research.10.1 Think about the two texts you have read on the same topic: the relationship between business and scientific research. Are there any significant differences between them?Summarise your answer and then explain it to another student.10.2 Re-read Text 3b and complete the short-answer questions.1 . Which area of scientific research is the focus of this text?2 . Who were the delegates to the London conference in 2001?3. Why was Olivieri ethically opposed to certain research?4. Name the two sorts of research mentioned by Ziman.5. Which type of research did Weatherall appear to favour?6 How did Weatherall think that scientific research could be protected?7. What term did Monbiot use to describe typical government attitudes to research?8. Identify the phrase Monbiot used to demonstrate what he wanted scientists to do.9. Who wrote the report about the London conference?10. What concern did Pisano express about science's relationship with business?10.3 Select parts of the text that seem very similar to or very different from Text 3a.You could use different colours to highlight "similar" and "different" information.Task 11 Scanning and close readingAcademic texts often contain references to experts within the relevant field. In Text 3b, the opinions of a number of academics and scientists are mentioned.11.1 Read the brief summaries below. Then scan the text for information, matching each opinion to the relevant expert.a. Select the experts in various ares from the following list: Pisano, Oliv eri, Ziman, Weatherall, Monbiot, Saunders and Mae-Wan Ho.Note: In some cases, more than one expert may be linked to a summary.b. Scan the text to find information which relates to the summaries below and complete the table.1. Research institutions clearly need outside funding, but at the same timethey need to guard against exploitation by business interests.2. Only a few business enterprises have made significant financial gain fromfunding medical research.3. Governments, businesses, institutions and scientists should all sharesome blame for conducting inappropriate scientific research.4. Scientific research should serve the interests of society as a whole, notjust the few.5. Some drug companies are guilty of promoting medical malpractice byconcealing the results of their funded research.6. The biotech industry cannot be managed in the same way as other modernindustries.7. Funding of research is often misdirected in order to suit the aims ofbusiness or government interests.Task 12 Identifying and using reporting languageThe text contains an interesting range of reporting language. This is the way that the writer tells the reader, i.e., "reports", what the various experts referred to in the text said or wrote about. The first speaker at the London conference who is reported in this way is Professor John Ziman. Note the various ways, in Paragraph S, in which the writer of the text reports Ziman's ideas:1 .the late John Ziman…who categorised research as…(lines 75-78)2 .Ziman described instrumental…(line 89)3. Ziman noted that although non-instrumental…(lines 96-97)4. Ziman argued that…(lines 106-107)12.1 It is important to recognise the different ways that Ziman's viewpoint is expressed in this paragraph. Look at the list of reporting language above and identify whether each one is direct or indirect reporting. Tick(√)the appropriate column in the table below.Key reading skills: Identifying reporting LanguageBeing able to identify reporting language will help you read more effectively and will help you write academic texts such as essays, reports and dissertations.Study tip: Verbs such as highlight, assert and put forward are used in academic texts to report ideas and opinions. Learning such reporting language will help your academic writing.12.2 Read through the remainder of the text and highlight more examples of reporting language. You may be able to find up to 20 different examples in the complete text.Discuss these examples and decide which of them you might be able to use in your academic writing.12.3 Look back at the opinions of academics in Task 11. Using different reporting verbs, practise reporting what various experts said about scientific research.Try to avoid using the same verb as the one used in the original text.Example: V}leatherall emphasised that research institutions clearly needed outside funding, but at the same time, they needed to guard against exploitation by business interests.Study tip: There is no better way of developing your use of reporting language than putting it into practice.Task 13 Understanding and using modifying languageAdjectives and adverbs are used to modify or say more about other words in texts. They serve an important role in informing the reader about the writer's attitude, bias and overall writing purpose. They also perform an evaluative role so that the reader can critically consider the importance or relevance of certain ideas, opinions or facts.RememberAdjectives are used to modify nouns. Example: This is a controversial question.Adverbs are used to modify verbs [1], adjectives [2] or other adverbs [3]. Example: She read very [3] quickly[小hrough the extremely [2] long agenda.13.1 Re-read Paragraphs 2 and 3 of Text 3b. Then complete the table on the next page with the words or phrases from the text that modify the words or phrases in the left-hand column.Consider how the modifying language helps you understand the text.13.2 Re-read Paragraph 5, and find seven more examples of the way adjectives and adverbs are used to modify other words.a. Record the words and modifiers in the table.b. Consider what impact the modifying language in this paragraph has for the reader.Unit summarySome new activities have been introduced in this third unit. You have also had further practice in the skills and activities introduced in earlier units.1 Look back over the work you have done and think about how successfully you carriedout the various tasks. As you check, tick (√) the appropriate box in the table below.2 Complete the following statements with phrases from the word box. One of the phrases may not be needed.1.The more you can recall, the more you will have .2.is one that the writer or speaker answers themselves.3. the argument, belief or claim made by the writer.4 link between words, names or concepts m a text.5 .In order to predict the content of a text, it is usually necessary to6 statements made by some other speakers) or writer(s).******************************************************************************For web resources relevant to this book, see:.englishforacademicstudy.This weblink will provide you with further help in inferring meaning from context and in using reporting language.Is business bad for science?Before the emergence of biotechnology, business and science oFeerated in largely separate spheres. The business world had little interest in expanding scientifc knowledge, leaving research firmly winthin the domain of universities,government laboratories and non-profit institutions (Pisano, 2006). However the new millennium saw a marriage of business power and scientific divelopment as biotechnological advances drew both interests together.The impact of the alliance between business and science has been substantial, but it has not always been seen positively.Many would claim that science has lost the freedom and the time to carry out research as thoroughly and as painstakingly as it should. The situation has been aggravated by the frustration felt by business interest, as investors demand, in their view quite reasonably, a much quicker return on their investment than has often been experienced.A number of controversial questions have arisen. Does modern research (particularly, medical research) serve the interests of society in general as well as it should? Is the approach to medical research as honest as it should be? To what extent is scientific research for its own sake being restricted in deference to short-term economic interests? Are governments and venture capitalists-people who make high-risk investments but with the possibility of making a significant profit-biased towards immediate economic gains with little or no respect for the health and welfare of society? Are scientists and the institutions they represent being both naive and greedy in joining forces with commercial enterprise? Should science make a stand against aggressme business tactics, or should business experts promote a relationship with science that more equitably serves the interests of both investors and social velfare? Commercial interest in scientific research can have adetrimental effect. A further issue is the extent to which society benefits from such research-if it does so at all.In 2001 an important conference w'as held in London to consider these concerns (see Ho&Saunders, 2001). A major cause for concern highlighted by one delegate at the conference-haematologist Nancy Olivieri, of Toronto University-was the concealment of research findings which might be detrimental to the interests particularly of large multinational companies. Olivieri's struggle with her employer and with a drug company since 1996 is well documented. She had been undertaking research at the university hospital involving a drug for treating the blood disease thalassaemia. Olivieri maintained that when evidence emerged that the drug had a high level of toxicity, the company that produced the drug and funded the research went to great lengths to stop her publicising her concerns. Olivieri argued that the suppression of medical research findings was contrary to the principles of the Hippocratic Oath- according to which doctors swear to practise medicine ethically.A key conference delegate was the late John Ziman-a noted physicist who was also interested in the social aspects of scLence-who categorised research as either instrumental or non-instrumental. In"trumental or "applied" research is intended to be immediately useful, often in terms of economic or financial gain; consequently, it may ofren be tied to business interrests. Non-instrumental or “theoretical”research typically seeks to answer more basic questions and offers no obvious short- or medium-term opportunity for economic or financial gain. Ziman described instrumental research an “practical”, “proprietary” and “partisan”. This meant that such research had an anticipated outcome amd research results would be the property of some individual, company or corporation with a vested interest; as a result, any interpretation of the outcome was likely to be biased. Ziman noted that although non-instrumental research formed a crucial foundation for instrumental research, the motivation for undertaking non一instrumental research was much less immediately obvious. For him, non一instrumental research was not only a "source of wonder" but also a way to develop "critical rationality”-i.e., an unwillingness to accept claim or arguments without question. Ziman argued that a "post-academic culture” had evolved in which science was no longer the province of universities or non-commercial research institutes but was treated as a "saleable commodity" not necessarily in the interests of the public.Howe}ver, there is little doubt that serious scientific research would struggle if not collapse without cooperation between universities and business interests, underpinned by government support. This was a viewpoint emphasised by another delegate, David Weatherall of Oxford University's Institute of Molecular Medicine. He stressed the importance of eliminating the pressure on science always to achieve short-term goals. Weatherall concluded that many scientists and universities were naive and too easily exploited, and suggested that review panels be set up to monitor all scientific research to protect both science and the public it served.The issue of scientific research only promising immediate or short-term economic henefitS was also tackled by another delegate, environmentalist and political activist George Monbiot. He laid the blame on governments for encouraging this attitude. He also argued that commercial bias was evident in terms of which areas of research were selected for funding, referring to this as "the radon factor". The chemical element radon is the only pollutant known to occur naturally and not as the result of industrial or agricultural activity, and Monbiot suggested that scientific research on radon pollution was more likely to be funded than research on any other kind of pollution simply because radon pollution does not occur as a result of human activity. Similar bias, he asserted, was demonstrated in the way that public funds were allocated for research on biotechnology in agriculture and medicine while research on the possible dangers of genetic engineering was clearly neglected. Monbiot contended that scientists were too eas诉enticed by business funding without due consideration for public needs. He urged a dramatic change of course by academics-a "revolution in the laboratory”.The need to promote understanding of critical public scientific research was a further point delegates raised. Similarly, the need to ensure that science was "accountable" to society was highlighted in various presentations. The compilers of the conference report, Peter Saunders and Mae-Wan Ho, concluded: "It is not just the individual freedom of scientists to tell the truth that is at stake, important.,though that is;”is their independenc and their freedom to work for public good that must be restored and maintained" (Hon & Saunaers, 2001).A different viewpoint on the argument over links between scientific research and business interests in the USA is presented in an article by Harvard Business Schooleconomist Gary Pisano (Pisano, 2006). He explains that by 2006 a great deal of money (some $300 billion) had been invested in developing biotechnology in the belief that it could transform healthcare in the USA. Originally, the idea was that promoting new forms of entrepreneurial activity would in turn promote basic scientific medical research that would be profitable for investors. However, none of this had yet happened. Pisano blamed this failure to be profitable on the structure of the biotechnology industry. He said an industry model that had been used successfully with computer and software companies was inappropriate when applied in a biotechnological context. Pisano's view was that there was a conflict between, on the one hand, how industry manages and rewards risks and how businesses are funded, and on the other hand, the research and development timetable required to create new drugs. Basically, opportunities for learning through trial and error and through sharing of knowledge between scientists representing a plethora of disciplines are frustrated when individual companies closely safeguard intellectual prouerty rights. Venture capitalists have a time horizon of about three years for a particular investment, which is much less than the average time most companies take to get a new drug on the market. Meanwhile, the period taken to confirm the safety and effectiveness of a newly developed drug is lengthy, involving a process of trial and error, which does not sit easily with much commercial or political planning.11 / 11。

研究生学术英语写作教程Unit 1 Understanding Academic English

Unit 1 Understanding Academic EnglishObjectives:- Learn the purpose of this course- Get to understand different voices that people often use in their communication - Understand features of academic English- Build your learning ability via the Internet- Meet your teacher and new classmatesContents- Teacher’s introduction- Reading and discussion: How’s your voice?- Language focus: word choice, and structural complexity- Writing practice: understanding different styles- Rewriting practice: consolidating academic English writing skills- Classroom extension: Internet survey on features of academic English1.Reading Activity1.1 Pre-reading TaskDo you know how to write a paper with an academic voice? Most Chinese students use only the casual voice for their daily life purposes, which does not fit the academic writing style. When you can learn to use an academic voice and a formal writing style, you will gain authority and respect for yourself as a researcher as well as a research writer.Read the following three texts with different kinds of voice and tell what they differ in.1.2 Reading PassageHOW’S YOUR VOICE?Casual VoiceHey, dude, no way you can sit here!Huzzah! We won! We beat ‘em! Ha! Blue Vampires. They think they’re so great. We showed ‘em. Go Aardvarks!Yuck! I hate broccoli with those nasty, stinkin’ mush-rooms. Why do we gotta have these things again, man?!www, we gotta cancel the Consultative VoiceYou’re not allowed to sit inthis area, because it’s asafety concern.I’m so glad for our team, thegreat Fighting Aardvarks,and now together wecelebrate this victory.I’d prefer not to have thisparticular vegetable again, ifit’s possible. Does anyonereally enjoy this combinationof mushrooms and broccoli?It’s possible that our partymight have to be postponedor canceled because of theAcademic VoiceThis area must be keptclear for foot traffic.The Fighting Aardvarksclaimed victory over theBlue Vampires in thefinal round tonight. Bothteams competed well andthe fans are enthusiastic.Very few people enjoythis broccoli andmushroom dish.Therefore, it will not beserved again within thiscalendar year, or theservers will be killed.Due to the inclementweather, the AnnualTattoo Party will notparty ‘cause it’s totally raining like crazy! Sweeeet! I love those Indiana Jones movies! They’re awesome with the whip and the bugs and stuff. Everyone loves those flicks!bad weather that’s threaten-ing our location.Indiana Jones films arereally very popular withyour age group. Critics can’tdecide why such an oldcharacter is so appealing.take place this Thursdayat Finster Park. Theplanning committee willreschedule the event andrelease information assoon as possible.Hollywood is perplexedat the reasons that Indi-ana Jones is so favoredby such youngaudiences. The answerremains a mystery.1.3Reading Comprehension1.3.1 Do you know in which situation these voices are appropriately used? And why?1.3.2 Read the passage carefully again and decide the differences among them.2Language Focus2.1 Word ChoiceAcademic voice can be well expressed by choosing words. Here are some words to acquire:Here are some words to avoid.2.1.1 Can you match the formal and informal words and phrases?2.2 Structural complexity‘Syntax’ is the technical word that is used to describe sentence structure. It is extremely important that well-arranged sentences carry an academic voice, whereas choppy, simple sentences sound oral and colloquial. Sentences that are too short and poorly connected can be irritating to read. Conversely, sentences that are too long and rambling are difficult to follow and are likely to be confusing. Use a sentence length that allows your thoughts to flow clearly. Rewrite the following sentences into a text with well-ordered sentences and structural complexity.A conjunction connects words, phrases, or clauses. It indicates the relationship between the elements. These elements connect. We often find the following thing. In only one single sentence a conjunction contains one or more ideas. These ideas may be equal or unequal in importance. Ideas are equal, and we call them coordinate ideas. For example, John studies electronics. Helen studies Computing. These two sentences can become a compound sentence. It shows the relationship between the two ideas. We want to maintain the equality of the ideas. We call the clauses in the new sentence coordinate clauses.3.Writing Practice3.1Understanding different stylesRead the following texts and decide where they come from.1At AT & Bell Laboratories infrared lasers are being used to capture live microbes. Working like optical tweezers, the pressure of the laser light traps minute objects in itsfocus point. Researchers are using the device to move around viruses bacteria, and other cells they are study under the microscope. After several hours, however, the focus light will heat up the microbes to a boiling point.____________________________________________________________________ 2All we ask is that you spend two hours of your time attending a Barratt Sales presentation. There, you’ll discover the ben efits of timeshare. At Barratt we call it Holiday Ownership because that’s why it really is. You’ll be under no obligation to purchase, but we think you may be tempted._____________________________________________________________________ 3There were only two Americans stopping at the hotel. They did not know any of the people they passed on the stairs on their way to and from their room. Their room was on the second floor facing the sea. It also faced the public garden and the war monument. There were big palms and green benches in the public garden. In the good weather there was always an artist with his easel. Artists liked the way the palms grew and the bright colors of the hotels facing the gardens and the sea.4Although many studies have already been done, more studies are needed to determine the effects of microcomputer-assisted instruction in various teaching situations.____________________________________________________________________ 5The parents of a seven-year-old Australian boy woke to find a giant python crushing and trying to swallow him. The incident occurred in Cairns, Queensland and the boy’s mother, Mrs. Dryden said: “it was like a horror movie. It was a hot night. He suddenly started screaming. We rushed to the bedroom to find a huge snake trying to strangle him. ” Mrs. Dryden and her husband, Peter, tried to stab the creature with knives, but the python bit the boy several times before escaping.____________________________________________________________________3.2. Choosing appropriate stylesNow you are going to write an essay in class for your teacher’s assignments. Which of the following sentences you would like to use for your writing?1. He couldn’t finish his work in the time given.2. The first set of results were compiled and presented by the other group of students.3. I would like to focus on the following areas of research: …4. They argued that this methodology was unreliable.5. In addition, the data was used to focus on the following hypothesis.6. I enjoyed my English class with you and am having a good experience this semester.7. At about twelve pm on August 21, 1984, she told us, I came out of the kitchen to toss out some water.8. We, at any rate, will continue to keep an open mind.9. Is the menu at that the French restaurant giving you trouble? Then you might need the V oice, a hand-held computer that translates spoken English into French, Spanish, German or Italian.10. There is an emerging consensus that a concerted effort on a national level will be required to capture the glittering prizes that a new technology offers.3.3. Rewriting PracticeRewrite the following passage into an academic one.Why are there so many jams on the roads these days? One thing is that public transportation like trains, buses, etc., is so dear. A long time ago cars cost a lot but now, unfortunately, they’ve got a lot cheaper. Another thing is that driving is a lot nicer than waiting for a bus. The trouble is that if everyone buys a car the roads get packed.4Writing ProjectThe following is a checklist for writing in academic English. It is not complete. Use the Internet, books, textbooks and lecturers' expertise to find out what other conventions could be applied to using academic English. And make a list of these conventions and keep this for future reference.Writing academic English● Use academic voice● Write with structural complexity● Avoid casual style● Distinguish formal and informal words and phrases●…5. Final Checklist。

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college student career planning The career planning of college students means college students who study in the universities ,through self-knowledge , cognitive environment and various factors analysis , to determine the personal in the social environment of the development goals and direction, and also make out the reasonable and feasible plans and arrangements to achieve the goals.With the development of Chinese’s economy , more and more people received higher education. However, because of various of reasons, college students who just entered the community cannot be clear to find their own suitable work. Therefore, students should have their future occupation planning as they enter campus. Through making career planning, students are able to adjust their own future planning time in the university. The importance of career planning is to exploit the self-potential, enhance personal strength, enhance personal occupation competitiveness, realize personal ideal occupation.However, the defects in this field of our country has exacerbated confusing the university students. Before, most universities in our country for career planning is a complete blank space, which that students for insufficient understanding of career choices in the future , leading to the phenomenon that more and more college graduate are laid-off. In recent years, this phenomenon of college students' career planning has eased, more and more universities have this class.Although, many universities have had this course about career planning, but now the career planning course is lacking of personalized guidance. The career planning that students designed is unable to adapt the rapid development of modern society.Compared with courses in our country, The United States have been perfect. The improving hardware measures create more employment opportunities for American college students.Our group through questionnaire survey on college students, want to know the modern college students’understanding of the career planning.First we make an overview of college students career planning, and then combined with the existing research of foreign and domestic , thoroughly discuss how to perfect the modern college students' career planning.To analyze from the student, family, social and other aspects, we hope to attract more attention on college student career planning.The concept of career planning:Looking from the literal--career planning,from Roman numerals and Latin, the two ones are both mean ancient chariots.In the Greek, the word “career”has the meaning of the spirit of crazy competition.So, in the western concept, using the word “career”is just like competing with others in the stud-farms,implied the spirit of adventure and unknown. Lin Qingwen(come from Tai Wan) thought, career planning means people who are in the development of career,for various qualities of individuals, and dostudies on career and vocational education environment and resources, mastering the environmental resources, to gradually develop individual career identity, and set up career target, when facing all kinds of career choices, doing evaluation for a wide variety of career information and opportunities, in order to form career choices or career decisions, and then to choose their love, love their choose for career choices, honor career role, in order to achieve career adaptation and self-realization.Kleinknecht & Hefferin thought that career planning is a continue process of self assessment and goal setting. Of course ,all the above ,are all from a personal perspective, and then ,from an organizational perspective, Hu zhenhao thought, career planning was the combination of individual and organizational development, to determine a person's career planning analysis, summary, and determination of subjective and objective factors.Determining a person's unemployment developmental goals, and choosing to achieve this career goal, prepare the corresponding work.From what has been discussed above, career planning can be divided into two kinds, the personal point of view and the organizational point of view, we can think of is how to realize the value of life, career planning for success in life that high-level demand as the purpose of the professional development, on the basis of personal and environmental information collection, set goals and strive to achieve process. Through career planning, we can as early as possible to establish career preparation awareness, trainthe ability of college students' career choices, help to achieve their career ideals.Overview of career planning education development abroad:Career planning originated in the United States in the early 20th century. In the 70 s, career planning education in the United States was to get promotion and implementation; In the 80 s, there has been a new theory of career planning, career planning education become an important part of school education and psychological counseling.First clear the use of the term "career guidance" is the founders of the vocational guidance of parsons, in 1909 Parsons published his book career choices summarizes the theory and methods of career guidance. Parsons, emphasis on personal and professional characteristics that match the trait theory model, formed the first career guidance theory, the theory of characteristic factors. Theory of characteristic factors to individual mental characteristics of individual as an important indicator description of individual difference, emphasis on individual features matching relationships and career options.Modern American graduates autonomous employment system, the government treats the graduates as a part of the whole social market, not direct intervention and restrictions on jobs. To accompany with popularization of higher education of college students' employment difficult problem, the United States to build the government, intermediaries and unitof choose and employ persons as the main body of perfect and efficient system of college students' employment guidance.Universities in American usually with graduates employment guidance center，which can be roughly divided into two aspects .That is occupation guidance and employment services. Focus of the work of occupation guidance is the implementation of four years of occupation planning project.The first year, the center began occupation education for students; Second years to help students to discover and understand their own personality, interests and expertise for helping their choosing their major; In third years, helping students to understand the employer information and the demand of the market and take part in social practice and recruitment; In fourth years , coaching the students write a cover letter and other special skills. This guidance through the student's entire career. It is very helpful for the formation of the students' employment view.The government attaches great importance to the employment of graduates in Canada as a country of immigrants. Government and the employment guidance of professional in universities maintained close contact. There are Three ways to find a job for students in Canada. The first is to turn to the school's "occupation introduction service”. The second is following the arrangement of the professional practice plan to find a job. The last one is going to school or company to practice which found by self.Guiding the employment of College Students in developed countries ,has been completely broke the guidance of the employment placement for graduates. To become a long- term career counseling and teaching arrangement between students in college or finding a work before . They put education occupation planning in the compulsory curriculum. In the teaching plan arrangement, doing testing, lectures, consulting and Practice and Throughout the whole process of university education.The domestic study on occupation career planning:After the reform and opening up,the development of market economy promotes many enterprises in China to introduce advanced management theories from abroad,also at this time, occupation career began to enter the vision of the domestic human resources. The famous researcher on human resources management in the Taiwan,Zhong Shan University Professor and director of the institute of human resource management Dr. Huang Yingzhong published the "human resources management" in February 1993,among this book,the "career development" described the significance of career planning and the relationship between the career planning and demand of human nature etc.It can be said that Professor Huang Yingzhong is the pioneer of research on the development of Chinese scholars in the occupation career.With the introduction of occupation career planning in the enterprise,the domestic scholar and university employment guidance has become increasingly aware of the importance of college students'occupation careers guidance,the research began to put foreign occupation career planning theory into the career planning of college students in our country and developed, then formed the theory in China University Student occupation career guidance.Associate Professor, Hangzhou Institute of Commerce Zhu Xiaowei has special research on this subject,she wrote”Research on human resource development and management in public sector”,in this book,she systematically introduces abroad career guidance theory, and provides a theoretical basis for our country to carry out the university student career guidance.Therefore, on the whole, our country for career planning is always in the process of gradually in practice, but could not get enough attention.We study the career planning is of great theoretical value and practical value, foreign occupation planning has developed more perfect, and they have systematically system and government support, and raised the consciousness of career planning.These are what we can learn, domestic colleges and universities is only guidance and training in such areas as employment information release, job search skills for college graduates in the employment guidance for students' employment,but these are less benefit for students' employment, whether the students have a clear career planning, the specialty of the students whether to play, whether it is suitable for students in the future work development, these are really important, but often neglected by people.The literature research methods:During the time ,our group doing the study of college students’career planning in the future, having read many literature about career planning at home and abroad,and then organizing all the practice results,understanding the research progress in this field at home and abroad, achievement and deficiency, for reference.After analysis and discussion, our literature research is based on Chinese ,and several English articles.Questionnaire survey:Questionnaire investigation is directly collect research material in writing one survey method. Our group is to obtain information using a questionnaire method.The purpose of this survey is to understand college students' career planning for the future is what kind of cognitive level, what kind of positioning for their future work direction, in order to strengthen the urge and guide of students.In the questionnaire, we the main problem of design is divided into three parts. First ,ask college students if they know what is career planning.Second, college students' choice of professional and career development in the future if there is a connection. Third, for their future career planning, do you have any plans and arrangements. In the concrete operation process, we are due to the limitation of conditions, different professional grade of our school, 100 college students were investigated, and recovery of the questionnaire.After we finish, educationand art college students have 30, engineering college students and 26, school of management, students have 20, engineering college students have 24, the investigation of boy 46 people, girls there are 54 people. Questionnaire using the filling method, by respondents fill out at the scene. The survey results of occupation career planning1、Whether college students interested in occupation career planning and their familiarity with occupation career planningEducation and art major students of occupation career interest for 50%, not interested and do not care about it occupy 50%, non education and art majors students of occupation career interest for 26.6%, not interested and do not care about it occupy 73.4% .After statistical analysis found that 45.6% of the students for career planning know something, 33.9% students are more familiar with, 20.5% of the students said don't understand.For freshmen in our college,have the concept of career planning is 40% and still have no concept is 60%.For sophomores have been on related courses,have a clear concept of career planning of students accounted for 60%, vague students accounted for 40%.2、The comparison on occupation career planning of college students with different genderComparison of male college students and female college students understanding of occupation planning, in 80% of the understanding and familiar with occupation planning of students, the proportion of boysaccounted for 62%, accounted for only 38% of girls.By understanding,the boys know of occupation planning originated from the needs of survival pressure and the need of real life,which has 23% of the students are realized for the ability of self - development and self value, some students from the media and lectures learn occupation planning related knowledge; 3.4% girls worry about for sex discrimination in employment,so they does not dare to face up to this problem, the real meaning of occupation planning is also unable to carry out.3、College Students' interests in major and the level of understanding on majorIn “Whether you know about my major, such as training target?”a questionnaire, about 12% of the students choose "very well", 80% of the students choose to "understand", and 8% of students "do not understand".For reasons to choose the major,78% students in the selection of parents’guide choice,of which 18% of student have interested in their major enter the university, 43% of people said they were not interested in, 7% of the people are going to change the specialty, 10% said they did not think about the problem;There are 22% student choose their favorite major,which 3% student lose interest in selected for their college entrance examination volunteer major after entering the university.4、Whether the students have clear goals during the university study and lifeThe students have a clear goal of 50% which has the long-term goal ofstudents accounted for 13.3%, no clear goals with 20% students, and 30% of students target vague, and want to do something, and sometimes do not know what to do.5、The occupation orientation tend to diversification43.6% of the students want to enter the company, 20% of the students want to do poineering work independently, 19.4% of the students want to do civil servants or other occupation.Except the occupation of professional counterparts,civil servants, entrepreneurship has become the focus of students.For the education major students, 90% of the students will be engaged in the teaching profession, 7% of the students will had engaged in other industries, 3% of the students have no clear goal.6、The relationship between the occupation ideal and occupation abilityStudents in the relationship between students' occupation ideal and occupation ability, 76% of the students are not clearly realize their occupation ideal must have the occupation ability,only 3.6% of the students to clear their own occupation target and to work hard to achieve their own occupation ideal,24% of the students think that according to the arrangement of school timetable for learning could have professional ability required in the future.7、The relationship between occupation planning and quality education 78% of the students think that there is no correlation between the two, the majority of students believe that quality education is based on knowledgeeducation, take knowledge and ability to get knowledge as the basic standard to measure the quality of individual. 23% of the people will find jobs equivalent to occupation planning, and that this is also a kind of personal ability.As can be seen from the above results and analysis ,most students haven’t realized the importance of career planning, haven’t regarded career planning as a way to improve personal ability. We think that the ability of occupation is a kind of basic quality, Professional ability is based on career planning,Good professional implementation for self actualization of life value and the improvement of the comprehensive quality of a greater role, while personal great development is closely linked to the development of the stability of the society. From our survey of college students career planning can be found that the current college students know the degree of career planning has yet to be improved, school, society and family all should make efforts on this issue.First of all, the concept of students, parents and teachers should be changed, students shouldn’t only concerned about personal study and scores, that can’t help them cognitive themselves correctly.Understanding of career education concept shallow, passively receiving schools and instructors teach the knowledge and skills, should change passive to active, positive for career planning, career planning is the most important factor in the individual talents and interests, rather than professional is popular orhave "money". As parents should carefully find the child's strengths and interests, the psychological tendencies, to targeted education of children, to recognize and help children to self as soon as possible, and carry on career planning. As teachers, they should not only teach but also should educate, stimulate the professional ideal and vocational interest of students, guide students explicit the connotation of professional ideal, professional ideal and vocational ideal effect on career development and how to set up the correct professional according to individual needs and social needs ideal, actively guide students in the planning and implementation of life the value of life.Second, career counseling and consultancy should be set up. By a group of practical experience and proficient in human resources development and management theory of the teacher in daily management activities on a regular basis, schools promote the reform of course system, course system of career planning course, open early career planning electives, and included in the credit to the day-to-day career education work, establish a professional career planning education teaching staff, can be tested first, to point with surface in full swing. School can hire specialized personnel engaged in career planning training from outside as a part-time teachers, school career planning for the school internal relevant professional students who are interested in long term service teacher, to the relevant institutions regularly send teacher professional training for careerplanning. You can ask successful people from all jobs of life to school regularly for the introduction of professional experience and communication, to motivate students to self planning, enhance the students' self-confidence.Third, strengthen the introduction on social role and function of the related majors.The survey found that some of junior students are not clear their own major.The blind study can only get half the results with double the effort.Because students don't know clearly about their own major,so they lack professional identity and professional self-confidence and it is difficult to have consciousness to combine with the social need.So the second-leveled college should strengthen related majors’social role,and appropriately arrange the proportion of theory courses and practice courses.Strengthening practice teaching strength,and using the holiday to arrange for students to enter the company for major practice.Facing the more and more severe employment situation, colleges and undergraduates cannot be satisfied with only providing employment information, but should provide undergraduates with some guidance about their professions. Some practices of foreign colleges provide us with a valuable reference, but we also can’t stay on the stage of imitation and plagiarism. Instead, we should combine Chinese college students’career development plans, understand the status of the college graduates’career , develop based on the current situation, analyze the influential factor andvocational guidance which is objective, scientific, and have a strong system.Disadvantages of the research :We compiled the career planning questionnaire that is based on the open research and combined with the theory of the generations. But as for the questionnaire, our study still has some shortcomings. First, the representativeness and the universality of samples are not enough because of time constraints and some other limits . Many colleges are not involved in and the reliability and universality need to be further checked. Secondly, the research used the self-made questionnaire , and its targeted analysis has certain limitations . More research methods will be used to further verify the reliability of the questionnaire. Finally, career planning is widely affected with the social environment. So ,we should further longitudinal study the development of career planning to grasp its development trend.From this we can see that,most domestic university students is not clear for the future occupation orientation，even some confusion.Some reason is lacking of their positioning itself and the choice of profession,the other is the lack of the education about university occupation planning .Freshman has some questions about the occupation planning’ s objective and practical,and a few students have a clear goal .The problems of the future career development which be worthy to be discussed:First, presently, theoretical basis about the career planning of college students (Theories of pedagogy, psychology, sociology theory ) confined to the concept, characteristics, influence factors and the process steps mainly, but, lack of in-depth study .Secondly, the theoretical system of the career planning of college students has not yet truly established .Although the research results about career planning are more rich ,the study of the career planning of college students only began to attach importance to it since colleges and universities enroll more . In the future ,we can research how to build the theoretical system of the college students' career planning from universities, government, enterprise, society, students of five integration synergy Angle. The third, the study about the interrelation of college students’career development plans and students’employment remains to be further. Overseas’ university student occupation career plannings are better than ours.we can combine with the situation of our country to perfect the theories through learning other countries,and doing some researches, improvements to improve the current situation from the aspects of social and so on.We believe that in the near future occupation planning will formed a complete theoretical system. More and more will find good job!参考文献：（1）李清文生涯发展与规划广州：世界图书出版公司，2003.7（2）Kleinknecht & Hefferinr A career development model Journal of Nursing Administration 1982,30-36（3）胡振豪开展职业生涯规划实施人才资源管理2001， 56-58（4）王政忠美国学校职业生涯教育及其启示 2007（5）袁乐，周炜炜，国内外职业生涯规划教育比较 2007（6）顾雪英大学生职业指导北京：人民教育出版社 2005（7）陈壁辉职业生涯理论评述应用心理学 2003(8)孙彤职业生涯设计——走向成功第一步我国人力资源开发，1996（3）第9页。

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