滿額折
英語文獻綜述讀寫教程（簡體書）
- 系列名：通用學術英語讀寫系列教材
- ISBN13：9787302332213
- 出版社：清華大學出版社(大陸)
- 作者：吳煒
- 裝訂／頁數：平裝／191頁
- 規格：23.5cm*16.8cm (高/寬)
- 版次：1
- 出版日：2013/09/01
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書摘/試閱
商品簡介
本書是“通用學術英語讀寫系列教材”中的第三部。教材以英語文獻綜述這一學術體裁為中心，明確以提高學術英語讀寫能力為目標，遵循以讀促寫、讀寫并重的原則，有機結合語言輸入和輸出，幫助學生掌握學術規范，提高批判性思維能力。在閱讀方面，重點培養學生有意識地使用有效的閱讀策略，批判分析文章的篇章結構和論證的邏輯性；在寫作方面，重點幫助學生熟悉學術英語的寫作規范，避免抄襲，掌握轉述和摘要的寫作技巧，提升加工、整合信息以及清晰表達自己觀點的能力。
全書共8個單元，每個單元分閱讀和寫作兩部分。閱讀部分包括閱讀策略和課文兩個板塊，課文的體裁以綜述性文章為主，包括書評和文獻綜述；寫作部分圍繞書評寫作和文獻綜述寫作兩大任務展開。閱讀和寫作兩大部分看似相對獨立，實則互為依托。
名人/編輯推薦
《通用學術英語讀寫系列教材:英語文獻綜述讀寫教程》結合英語語言技能和本科階段專業課程的學習，使得學生在提高英語能力的同時，培養基本學術素養，為今后的專業學習和學術研究打好基礎。《通用學術英語讀寫系列教材:英語文獻綜述讀寫教程》以英語文獻綜述這一學術英語體裁為中心，組織學習和教學內容，著重培養學生英語文獻綜述的閱讀及寫作能力。遵循以讀促寫、讀寫并重的原則，將語言輸入和語言輸出有機結合。《通用學術英語讀寫系列教材:英語文獻綜述讀寫教程》選材廣泛，內容豐富，涉及文化、教育、心理學、社會學、語言學習、環境等與大學生活密切相關的話題。文章大都選自英美雜志、學術期刊，因而語料真實、實效性強，并具有一定的挑戰性。該教材的每個單元除兩篇課文之外，在寫作部分也提供相關的范文，學生可以根據自身情況有選擇地進行學習。
目次
Unit 1 Culture
Section A: Reading
1.Reading Skill Focus: Effective Reading Strategies
1.1 Reading for Thorough Understanding: SQ3R
1.2 Fast Reading: Skimming and Scanning
2.Texts
2.1 Text 1: The Brain in the World
2.2 Text 2: Culturallmpact of Technology Transfer
Section B: Writing
1.Avoiding Plagiarism
2.Paraphrasing and Summarizing
Unit 2 Social Issue--Teenage Drinking
Section A: Reading
1.Reading SkiIIFocus: Evaluating Sources
1.1 Background Information
1.2 Reasoning
2.Texts
2.1 Text 1: Dont Make Teen Drinking Easier
2.2 Text 2: Let My Teenager Drink
Section B: Writing
1.Writing Skill Focus: Critique Writing
2.Language Focus: Evaluative Language
Unit 3 Book Reviews
Section A: Reading
1.Reading Skill Focus:Identifying AuthorsViewpoints
2.Texts
2.1 Text 1: Chemicals and Pests
2.2 Text 2: Silent Spring by Rachel Carson-Review
Section B: Writing
Writing a Book Review
Unit 4 Academic Integrity
Section A: Reading
1.Reading Skill Focus
1.1 Analyzing Styles:Academic English vs.Colloquial English
1.2 Conventions of Academic Writing: Academic Style
2.Texts
2.1 Text 1: A Partial Literature Review on Academic Dishonesty
2.2 Text 2: Introduction to a Research Article on Conveying
Expectations About Academic Integrity
Section B: Writing
Literature Review (1):
1.What Is a Literature Review?
2.Process of Writing a Literature Review
Unit 5 Education--Peer Influence
Section A: Reading
1.Reading Skill Focus: Analyzing Structure (1)
2.Texts
2.1 Text 1: Peer Infiuence
2.2 Text 2: Peerlnfiuences and Positive Cognitive Restructuring
Section B: Writing
Literature Review (2): Thesis Statement and Introduction
Unit 6 Sociology
Section A: Reading
1.Reading Skill Focus: Analyzing Structure (2)
2.Texts
2.1 Text 1: Consumerism and Its Discontents
2.2 Text 2: A Global Sense of Place
Section B: Writing
Literature Review (3): Synthesizing Multiple Sources
Unit 7 Psychology Section A: Reading
Section A: Reading
1.Reading Skill Focus: Analyzing Cohesion
1.1 Transitional Words and Phrases
1.2 Repetition of Key Words
1.3 Use of Reference Words
2.Texts
2.1 Text 1: Positive Psychology: an Introduction
2.2 Text 2: Stress, Sex Differences, and Coping Strategies Among College Students
Section B: Writing
Literature Review (4):
1.Writing Skill Focus: References and Citations
2.Language Focus: Transitional Words and Phrases
Unit 8 Language Attitude Section A: Reading
Section A: Reading
1.Reading Skill Focus: Skimming and Scanning Activities
2.Texts
2.1 Text 1: Chinese Attitudes Towards Varieties of English: a Pre-Olympic Examination
2.2 Text 2: Learner Attitudes and L2 Pronunciation in Austria
Section B: Writing
1.Literature Review (5): Presenting Ideas and Revision
2.Language Focus: Common Language Errors
3.Poster Presentation
Appendix Glossary
Section A: Reading
1.Reading Skill Focus: Effective Reading Strategies
1.1 Reading for Thorough Understanding: SQ3R
1.2 Fast Reading: Skimming and Scanning
2.Texts
2.1 Text 1: The Brain in the World
2.2 Text 2: Culturallmpact of Technology Transfer
Section B: Writing
1.Avoiding Plagiarism
2.Paraphrasing and Summarizing
Unit 2 Social Issue--Teenage Drinking
Section A: Reading
1.Reading SkiIIFocus: Evaluating Sources
1.1 Background Information
1.2 Reasoning
2.Texts
2.1 Text 1: Dont Make Teen Drinking Easier
2.2 Text 2: Let My Teenager Drink
Section B: Writing
1.Writing Skill Focus: Critique Writing
2.Language Focus: Evaluative Language
Unit 3 Book Reviews
Section A: Reading
1.Reading Skill Focus:Identifying AuthorsViewpoints
2.Texts
2.1 Text 1: Chemicals and Pests
2.2 Text 2: Silent Spring by Rachel Carson-Review
Section B: Writing
Writing a Book Review
Unit 4 Academic Integrity
Section A: Reading
1.Reading Skill Focus
1.1 Analyzing Styles:Academic English vs.Colloquial English
1.2 Conventions of Academic Writing: Academic Style
2.Texts
2.1 Text 1: A Partial Literature Review on Academic Dishonesty
2.2 Text 2: Introduction to a Research Article on Conveying
Expectations About Academic Integrity
Section B: Writing
Literature Review (1):
1.What Is a Literature Review?
2.Process of Writing a Literature Review
Unit 5 Education--Peer Influence
Section A: Reading
1.Reading Skill Focus: Analyzing Structure (1)
2.Texts
2.1 Text 1: Peer Infiuence
2.2 Text 2: Peerlnfiuences and Positive Cognitive Restructuring
Section B: Writing
Literature Review (2): Thesis Statement and Introduction
Unit 6 Sociology
Section A: Reading
1.Reading Skill Focus: Analyzing Structure (2)
2.Texts
2.1 Text 1: Consumerism and Its Discontents
2.2 Text 2: A Global Sense of Place
Section B: Writing
Literature Review (3): Synthesizing Multiple Sources
Unit 7 Psychology Section A: Reading
Section A: Reading
1.Reading Skill Focus: Analyzing Cohesion
1.1 Transitional Words and Phrases
1.2 Repetition of Key Words
1.3 Use of Reference Words
2.Texts
2.1 Text 1: Positive Psychology: an Introduction
2.2 Text 2: Stress, Sex Differences, and Coping Strategies Among College Students
Section B: Writing
Literature Review (4):
1.Writing Skill Focus: References and Citations
2.Language Focus: Transitional Words and Phrases
Unit 8 Language Attitude Section A: Reading
Section A: Reading
1.Reading Skill Focus: Skimming and Scanning Activities
2.Texts
2.1 Text 1: Chinese Attitudes Towards Varieties of English: a Pre-Olympic Examination
2.2 Text 2: Learner Attitudes and L2 Pronunciation in Austria
Section B: Writing
1.Literature Review (5): Presenting Ideas and Revision
2.Language Focus: Common Language Errors
3.Poster Presentation
Appendix Glossary
書摘/試閱
Adolescents choose friends who have characteristics or talents that they admire, which motivate them to achieve and act as their friends do.Friends encourage adolescents to study hard at school and can also help them think more creatively (Brown et al., 1986).High-achieving peers have positive effects on adolescents satisfaction with school, educational expectations, report-card1 grades and standardized achievement test scores (Epstein, 1983).In Canada, 80 percent of graduates from high school had friends who believed completing high school was important, and only 2 percent had friends who thought this was unimportant (Statistics Canada, 1993).Students with friends who like school and get good grades are more likely to graduate from high school (Ekstrom et al., 1986).Hence, having friends who believe that academic achievement is important is beneficial to adolescents.
Family Relationships and Peer Influence
Outside the classroom, adolescents who have friends have better family relationships and more positive attitudes toward them.Friendships can also compensate for inadequate families.For example, adolescents with low levels of family cohesion but close and supportive friends have levels of self-worth and social eompetenee equal to their peers who come from cohesive families (Guaze et al., 1996).Friends allow for high self-esteem (which includes freedom from depression) and self-worth, thereby promoting the exploration and development of personal strengths (Hartup, 1999).Furthermore, adolescents who are engaged in friendships are more likely to be altruistic (無私的) , display affective (表達情感的) perspective-taking2 sldlls, maintain positive peer status (Savin-Williams and Berndt, 1990), and have continued involvement in activities such as sports or arts (Patrick et al., 1999).Finally, having close same-sex friendships in adolescence forecasts success in early romantic relationships in early adulthood (Collins et al., 1997).
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