AcademicEnglish-Isbusinessbadforscience講解學(xué)習(xí)

1、Ac ademi c Engl i s h-I s bus i nes s ba df or s c i enc e精品資料Text 3b Is bus in ess bad for scie nee?This text is based on an article from an online newsletter, I-sis News, which looks further into commercial pressure on scie ntific research.Task 9 Predicti ng text contentPredicting the content of a

2、 text will help you read with more speed and fluency. It may also help you ide ntify the writer's purpose and recog nise "n ew" kno wledge.9.1 Think about the title: Is bus in ess bad for scie nee?a. Discuss why big bus in ess might equal bad scie nee with ano ther stude nt.b. Add four

3、 more reas ons why bus in ess can be bad for scie nee.1, pressure to complete research too quickly.9.2 Suggest one reas on why scie nee can be "bad for bus in ess".9.3 Now read to see if your ideas were the same as those in Text 3b.While you are readi ng, you can also time yourself.

4、 Note the time before you begi n readi ng and note it again when you have finished. There are 1,300 words in the text.Study tip: Predicti ng in volves using the kno wledge you already have about a topic to help you un dersta nd a text you are going to read on that topic.9.4 Tick( V)a statement that

5、most closely reflects the writer's viewpoint1. Scien tific research n eeds to be carried out in a more bus in esslike way.2. The public is not gaining adequate ben efit from research aimed at develop ing new drugs.3. There is a serious con flict betwee n in vestors' in terests and appropriat

6、e scie ntific practice.4. Scie ntists and uni versities have very limited commercial sen se.Discuss your views.Task10 Compari ng texts and read ing for detailsYou have now read two texts on the relati on ship betwee n bus in ess and scie ntific research.10.1 Think about the two texts you have read o

7、n the same topic: the relati on ship betwee n bus in ess and scie ntific research. Are there any sig ni fica nt differe nces betwee n them?Summarise your an swer and the n expla in it to ano ther stude nt.10.2 Re-read Text 3b and complete the short-a nswer questi ons.1 . Which area of scie ntific re

8、search is the focus of this text?2 . Who were the delegates to the London conference in 2001?3. Why was Olivieri ethically opposed to certa in research?4. Name the two sorts of research men ti oned by Zima n.5. Which type of research did Weatherall appear to favour?6 How did Weatherall think that sc

9、ie ntific research could be protected?7. What term did Mon biot use to describe typical gover nment attitudes to research?8. Ide ntify the phrase Mon biot used to dem on strate what he wan ted scie ntists to do.9. Who wrote the report about the London conference?10. What concern did Pisa no express

10、about scie nee's relati on ship with bus in ess?10.3 Select parts of the text that seem very similar to or very differe nt from Text 3a.You could use differe nt colours to highlight "similar" and "differe nt" in formati on.Task 11 Scanning and close readi ngAcademic texts oft

11、e n contain references to experts withi n the releva nt field. In Text 3b, the opinions of a nu mber of academics and scie ntists are men ti on ed.11.1 Read the brief summaries below. Then scan the text for information, matching each opinion to the releva nt expert.a. Select the experts in various a

12、res from the followi ng list: Pisa no, Oliv eri, Zima n, Weatherall, Mon biot, Sau nders and Mae-Wa n Ho.Note: In some cases, more tha n one expert may be lin ked to a summary.b. Scan the text to find information which relates to the summaries below and complete the table.1. Research institutions cl

13、early need outside funding, but at the same time they need to guard aga inst exploitati on by bus in ess in terests.2. Only a few bus in ess en terprises have made sig ni fica nt finan cial gain from funding medical research.3. Governmen ts, bus in esses, in stituti ons and scie ntists should all sh

14、are some blame for con duct ing in appropriate scie ntific 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 the results of their fun ded research.6. The biotech in dustr

15、y cannot be man aged in the same way as other moder n in dustries.7. Funding of research is ofte n misdirected in order to suit the aims of bus in ess or gover nmentin terests.Expert!SummaryExpert1 Task 12 Ide ntify ing and using report ing Ian guageThe text contains an interesting range of reportin

16、g Ianguage. 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 Joh n Zima n. Note the various ways, in Paragraph S, in w

17、hich 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. Zima n no ted that although non-i nstrume ntal (li nes 96-97)4. Zima n argued that (li nes 106-107)12.1 It is importa nt to recog nise the

18、differe nt ways that Zima n's viewpo int is expressed in this paragraph. Look at the list of report ing Ian guage above and ide ntify whether each one is direct or in direct report ing. Tick(V )the appropriate colu mn in the table below.MMDirectIndirectKey readi ng skills: Ide ntify ing report i

19、ng Lan guageBeing able to identify reporting Ianguage will help you read more effectively and will help you write academic texts such as essays, reports and dissertati ons.Study Hp Verbs such as highlight, assert and put forward are used in academic texts to report ideas and opinions. Lear ning such

20、 report ing language will help your academic writ ing.12.2 Read through the rema in der of the text and highlight more examples of report ing Ian guage. You may be able to find up to 20 differe nt examples in the complete text.Discuss these examples and decide which of them you might be able to use

21、in your academic writ in g.12.3 Look back at the opinions of academics in Task 11. Using different reporting verbs, practise report ing what various experts said about scie ntific research.Try to avoid using the same verb as the one used in the original text.Example: Vleatherall emphasised that rese

22、arch institutions clearly needed outside funding, but at the same time, they n eeded to guard aga inst exploitatio n by bus in ess in terests.Study tip: There is no better way of develop ing your use of report ing Ian guage tha n putt ing it into practice.Task 13 Un dersta nding and using modify ing

23、 Ian guageAdjectives 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 impo

24、rta nee or releva nee of certa in ideas, opinions or facts.RememberAdjectives are used to modify nouns. Example: This is a con troversial questio n.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

25、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-ha nd colu mn.Con sider how the modify ing Ian guage helps you un dersta nd the text.Word or phraseModfFyfng language1. Impactsubs Zrtisd2. dem

26、and3.return4. questions5* scientists and institutions6. business tactics7. serves13.2 Re-read Paragraph 5, and find seve n more examples of the way adjectives and adverbs are used to modify other words.a. Record the words and modifiers in the table.b. Con sider what impact the modify ing Ian guage i

27、n this paragraph has for the reader.IWQrdor phraseModify?ng languagetZ3.4.| 5.6.ZJUn it summarySome new activities have been introduced in this third unit. You have also had further practice in the skills and activities in troduced in earlier un its.1 Look back over the work you have done and think

28、about how successfully you carried out the various tasks. As you check, tick ( V) the appropriate box in the table below.兔ilk and techniquesvery wellquite wellneed more workcovered jRecalling text fronn memoryIdentifying the writers thesisScanning (ar specific ideas or informationInferring meaning f

29、rom contextIdentffying the lexical and logicat links in a paragraphUsing previous knowledge 怕 predict text contentIdentify'ng and putting reporting into practiceidentifying and using modif/ing language僅供學(xué)習(xí)與交流，如有侵權(quán)請聯(lián)系網(wǎng)站刪除 謝謝52 Complete the following statements with phrases from the word box. One

30、of the phrases may not be n eeded.d 出躬代 statennert outlines a rhetorical question use your prior knowledgetext-referring wordshelp to modifyreporting tanguajerefers to understood a1. The more you can recall, the more you will have 2. is one that the writer or speaker an swers themselves.3 the argume

31、 nt, belief or claim made by the writer.4 ink betwee n words, n ames or con cepts m a text.5n order to predict the content of a text, it is usually n ecessary to6tateme nts made by some other speakers) or writer(s).*For web resources releva nt to this book, see:This webli nk will provide you with fu

32、rther help in inferring meaning from con text and in usingreport ingIan guage.精品資料Is bus in ess bad for scie nee?Before the emerge nee of biotech no logy, bus in ess and scie nee oFeerated in largely separate spheres. The bus in ess world had little in terest in expa nding scie ntifc kno wledge, lea

33、v ing research firmly win thin the domai n of uni versities,gover nment laboratories and non-profit institutions (Pisano, 2006). However the new millennium saw a marriage of bus in ess power and scie ntific divelopme nt as biotech no logical adva nces drew both in terests together.The impact of the

34、allia nce betwee n bus in ess and scie nce has bee n substa ntial, but it has not always bee n see n 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 frustrati on

35、 felt by bus in ess in terest, as inv estors dema nd, in their view quite reas on ably, a much quicker return on their inv estme nt tha n has ofte n bee n experie need.A nu mber of con troversial questi ons have arise n. Does moder n research (particularly, medical research) serve the in terests of

36、society in gen eral 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 defere nce to short-term econo mic in terests? Are gover nments and ven ture capitalists-people who make high-risk inves

37、tments 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 scie ntists and the in stituti ons they represe nt being both n aive and greedy in joining forces with commercial en terprise? S

38、hould scie nce make a sta nd aga inst aggressme bus in ess tactics, or should bus in ess experts promote a relatio nship with scie nce that more equitably serves the in terests of both in vestors and social velfare? Commercial in terest in scie ntific research can have a detrime ntal effect. A furth

39、er issue is the exte nt to which society ben efits from such research-if it does so at all.In 2001 an importa nt conference w'as held in London to con sider these concerns (see Ho&Saunders, 2001). A major cause for concern highlighted by one delegate at the conferen ce-haematologist Nancy Ol

40、ivieri, of Toro nto Un iversity-was the con cealme nt of research findings which might be detrime ntal to the in terests particularly of large mult in ati onal compa ni es. Olivieri's struggle with her employer and with a drug compa ny since 1996 is well docume nted. She had bee n un dertak ing

41、research at the uni versity hospital involving a drug for treati ng the blood disease thalassaemia. Olivieri maintained that when evidence emerged that the drug had a high level of toxicity, the compa ny that produced the drug and fun ded the research went to great lengths to stop her publicising he

42、r concerns. Olivieri argued that the suppression of medical research findings was con trary to the prin ciples of the Hippocratic Oathaccord ing to which doctors swear to practise medici ne ethically.A key conference delegate was the late Joh n Zima n-a no ted physicist who was also in terested in t

43、he social aspects of scLe nce-who categorised research as either in strume ntal or non-i nstrume ntal. I n"trume ntal or "applied" research is inten ded to be immediately useful, often in terms of economic or financial gain; consequently, it may ofren be tied to bus in ess in terrests

44、. Non-i nstrume ntal ortheoretical” research typically seeks to an swer more basic questi ons and offers no obvious short- or medium-term opport unity for econo mic or finan cial gain. Zima n described instrumental research an practical”，proprietary” and partisan”.This meant that such research had a

45、n an ticipated outcome amd research results would be the property of some in dividual, compa ny or corporati on with a vested in terest; as a result, any in terpretati on of the outcome was likely to be biased. Zima n no ted that although nonin strume ntal research formed a crucial foun dati on for

46、in strume ntal research, the motivation for undertaking non 一 instrumental research was much less immediately obvious. For him, non in strume ntal research was not only a "source of won der" but also a way to develop "critical rati on ality”-i.e., an un willi ngn ess to accept claim o

47、r argume nts without questi on. Zima n argued that a "post-academic culturenad evolved in which scie nee was no Ion ger the province of uni versities or noncommercial research in stitutes but was treated as a "saleable commodity" not n ecessarily in the in terests of the public.Howeve

48、r, there is little doubt that serious scientific research would struggle if not collapse without cooperati on betwee n uni versities and bus in ess in terests, un derp inned by gover nment support. This was a viewpo int emphasised by ano ther delegate, David Weatherall of Oxford Un iversity's In

49、 stitute of Molecular Medici ne. He stressed the importance of eliminating the pressure on science always to achieve short-term goals. Weatherall con cluded that many scie ntists and uni versities were n aive and too easily exploited, and suggested that review pan els be set up to mon itor all scie

50、ntific research to protect both scie nce and the public it served.The issue of scie ntific research only promisi ng immediate or short-term econo mic henefitS was also tackled by another delegate, environmentalist and political activist George Mon biot. He laid the blame on gover nments for en coura

51、gi ng this attitude. He also argued that commercial bias was evide nt in terms of which areas of research were selected for funding, referring to this as "the radon factor". The chemical element rad on is the only polluta nt known to occur n aturally and not as the result of in dustrial or

52、 agricultural activity, and Mon biot suggested that scie ntific research on rad on pollution was more likely to be funded than research on any other kind of pollution simply because rad on polluti on does not occur as a result of huma n activity. Similar bias, he asserted, was dem on strated in the

53、way that public funds were allocated for research on biotech no logy in agriculture and medic ine while research on the possible dan gers of gen etic engin eeri ng was clearly n eglected. Mon biot conten ded that scie ntists were too ea訴 en ticed by bus in ess funding without due con siderati on for

54、 public needs. He urged a dramatic change of course by academics-a "revolution in the laboratory”.The n eed to promote un dersta nding of critical public scie ntific research was a further point delegates raised. Similarly, the need to ensure that science was "accountable" to society

55、was highlighted in various prese ntati ons. The compilers of the conference report, Peter Saun ders and Mae-Wa n Ho, con cluded: "It is not just the in dividual freedom of scientists to tell the truth that is at stake, important.,though that is” their in depe ndenc and their freedom to work for public good that must be restored and maintained