通用學(xué)術(shù)英語綜合教程-讀寫 課件 大學(xué)英語IV-2-2- Can We Work Together

通用學(xué)術(shù)英語綜合教程（讀寫）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter2CanWeWorkTogetherReading1Reading2LearningObjectivesToidentifyacademicsourcesTorecognizerhetoricalimportanceofin-textcitationsandreferencesTograsptwobasicwaysofsourcedocumentation:integralandnon-integralTograspthreebasicwaysofsourceincorporation:quoting/paraphrasing/summarizing

WhydoWeCooperate?GettingEvenorBeingatOdds?CoalitioninThree-toSix-personGroupsUCASReading1GettingEvenorBeingatOdds?CoalitioninThree-toSix-PersonGroupsTanyaMenon&KatherineW.Phillips

UCASUCASReading1Reading1BeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsUCASStorytelling1.Tellthestoryof“ThreeMonks”.2.Whatdoesthecartoonstorytellus?BeforeYouRead

UCASMenuUCASDiscussionThefollowingtwopicturesshowathree-personprojectgroupandafour-personprojectgroup,whichonedoyouthinkwillbemoreeffectiveandwhy?BeforeYouRead

UCASMenuUCASReading1WhileYouReadUCASMenuSourceofthetextMenon,TanyaandPhillips,KatherineW.2011.GettingEvenorBeingatOdds?CohesioninEven-andOdd-SizedSmallGroups.OrganizationScience.22(3):738-753.TanyaMenon:AssociateProfessoratFisherCollegeofBusiness,OhioStateUniversity.Herresearchondecisionmaking,influence,culture,teams,andnetworkshasbeencitedinvariousmediaoutletsincludingtheWallStreetJournal,BostonGlobe,TheEconomistIntelligenceUnit,TheTimesofLondon(UK),TheGuardian(UK),andTheTimesofIndia.KatherineW.Phillips:Ph.D.,thePaulCalelloProfessorofLeadershipandEthicsManagementatColumbiaBusinessSchool.UCASReading1WhileYouReadUCASMenuTheMagicofRealityattheGroceryStoreInthisarticle,theauthorsintroducedtheirresearchoncoalitioninthreetosix-persongroups.Pleaseanswerthefollowingquestionsbysummarizingorinferringfromtheauthor’sviews:Whyweretheyinterestedincoalitioninthreetosix-persongroups?Whatdidtheydotostudythecoalitioninthreetosix-persongroups?Theauthorsofthisarticlestudiedthecoalitioninthreetosix-persongroupstotesttheirhypothesisthatwhensmallgroupsbreakintotwocoalitions,even-sizedgroupsarelesscohesivethanodd-sizedgroupbecauseofthestructuraldisadvantageofdeadlock,whichprovokeuncertainty.Theystudiedthecoalitioninthreetosix-persongroupsbyusingthreemethods,anaturalexperiment,asurvey,andalaboratoryexperiment.Theyputthesubjectsintothreedifferentcontext,families,undergraduateroommates,andundergraduateandgraduatediscussiongroups.UCASReading1WhileYouReadUCASMenuTheMagicofRealityattheGroceryStoreInthisarticle,theauthorsintroducedtheirresearchoncoalitioninthreetosix-persongroups.Pleaseanswerthefollowingquestionsbysummarizingorinferringfromtheauthor'sviews:Whatdidtheyfindintheirstudies?Whataretheimplicationsoftheirstudies?Theyfoundthatodd-sizedgroupsexhibitmorecohesionthaneven-sizedgroups.Andodd-sizedgroupsaremorelikelythaneven-sizedgroupstooffermembersclearpowerarrangementanddirections,meetingtheirmembers'basicneedsforcertaintyandencouragingthemtocoheretogether.Onekeyimplicationofthisstudyisthatitispossibletomanageagroup'spsychology(e.g.uncertainty,relationaloutcomes)throughitssizeandcoalitionstructure.Knowinghowagroup'ssizecouldhelppredictthedistancedysfunctionsthatcouldemerge.Changesingroupsizecanofferarelativelysimpleandsubtlemeanstoaltergroupdiscussions.TheMagicofRealityattheGroceryStoreUCASReading1AfterYouReadUCASMenuAnidiomisagroupofwordswhichhaveadifferentmeaningwhenusedtogetherfromtheonetheywouldhaveifyoutookthemeaningofeachwordseparately(CollinsCobuildEssentialEnglishDictionary1989,p.387).Inthisarticle,severalidiomaticexpressionswithnumbersareused.Pleaselistthem.getevenbeatoddtwoheadsarebetterthanoneeven-keeledtwopeasinapodUCASReading1AfterYouReadUCASMenuInacademicwriting,writersoftencitefromotherresearchers.Matchtheresearcherslistedontheleftcolumnwiththeirresearchworklistedontherightcolumn.ECBDAUCASReading1LanguageFocusUCASMenuReportingverbsWeusereportingverbstorefertotheworkofotheracademicprofessionalsmainlyforthefollowingthreereasons:1.Tomentionwhatotherwritersdidintheirresearche.g.survey,analyze,examine,explore2.Topointoutwhatotherwritersfoundintheirresearche.g.find,establish,show,hint3.Tolistwhatotherwritersthoughtorsaidintheirwritinge.g.propose,explain,claim,argueUCASReading1LanguageFocusUCASMenuSelectproperverbsfromtheexamplesabovetocompletethefollowingsentences.Changetheirformsifnecessary.Theremaybemorethanonecorrectanswerforeachblank.Incontrasttoconventionalwisdom,MenonandPhillips(2011)______thatveryoften,threeiscompanyandfouriscrowd.Pastresearch______ataneven/oddeffect.Toexplorecohesionwithinanothercontext,MenonandPhillips(2011)______peopleaboutrelationaloutcomeswithintheirsiblinggroups(twotosixsiblings).Theirfirsttwostudies_________thebasicphenomenonthatodd-sizedgroupsexhibitmorecohesionthaneven-sizedgroups.Finally,contrarytohisinitialpredictions,Maier(1972)______thattriadsweremoreharmoniousthanfour-persongroups.Whereasthesestudies______evidenceoftheeven/oddeffectindiversenaturalcontexts,thefinalstudymovesfromdemonstrationtomechanismsinalaboratoryexperiment.MenonandPhillips(2011)________thatoddandevengroupsizecanlikewiseofferafruitfulstartingpointtothinkaboutcoalitionstructuresandcohesion.They________howinitialfreshmangroupsizeaffectedwhetheragroupdissolvedorenduredinthesecondyear.arguehintssurveyedestablishfoundshowproposeexaminedTheMagicofRealityVocabularyexerciseUCASReading1LanguageFocusUCASMenuappeal(n.),apprehension,assess,connotation,fracture(v.),nuanced,odds,provoke,random,resolveAttimesreligionstood

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oddsconnotationapprehensionassessedprovokedfracturednuancedresolverandomappealUCASReading1AcademicLiteracySkillsUCASMenuReasonsforUsingCitationsInacademicwriting,weoftenneedtoreviewandcitepreviousstudiestoensurethatwehaveanunderstandingofthekeyscholars,organizationsandtextsinourareaandshowourreadersthatourpresentworkisbuilton/similarto/departsfromearlierresearch.Thereasonsforcitationinresearcharemainlyasfollows:A.Supporting.Inyouracademicwriting,youcanjustifythetopicoftheresearchwithawellestablishedtheoryortheoreticalframework,withavalidandreliablemethodologyorwithfindingsthatechowithyourown.B.Positioning.Bypositioning,youidentifydifferentpositionsandtellthereaderyourownpositions.C.Engaging.Byengaging,youcancompareandcontrastyourideawithpreviousones,evaluatethesourceyoureferto,andbuildyourworkuponothers,suchasredefineaconcept,addonemoreperspectivetoamodel,reinterpretacertainphenomenonoroverthrowatheorythoroughly.UCASReading1AcademicLiteracySkillsUCASMenuTask2DistinguishthereasonsforusingthefollowingcitationsinReading2.Althoughevenandoddaresimplymathematicalconcepts,commonidiomsrevealthatevennumberscarrypositiveconnotationsandoddnumberscarrynegativeconnotations(Hines1990,Nishiyama2006).Incontrasttoconventionalwisdom,wearguethatveryoften,threeiscompanyandfourisacrowd.…Specifically,whensmallgroupsbreakintotwocoalitions,even-sizedgroupscanexperiencedeadlock(Murnighan1978,O’LearyandMortensen2010,Polzeretal.2006),whereasodd-sizedgroupsfractureintoaminorityandamajority,offeringthegroupaclearerdirection(HastieandKameda2005,Wittenbaumetal.1996).Buildingonpastresearchthathasoftenregardeddyadsandtriadsasthebuildingblocksofsocialrelationships(Caplow1968,Simmel1950),thispaperproposesthatoddandevengroupsizecanlikewiseofferafruitfulstartingpointtothinkaboutcoalitionstructuresandcohesion.A.SupportingB.PositioningC.EngagingUCASReading1AcademicLiteracySkillsUCASMenuWhatAparaphraseis:?yourownrenditionofessentialinformationandideasexpressedbysomeoneelse,presentedinanewform;?alegitimateway(whenaccompaniedbyaccuratedocumentation)toborrowfromasource;WhyParaphrasingisavaluableskillbecause:?itisbetterthanquotinginformationfromanundistinguishedpassage;?ithelpscontrolthetemptationtoquotetoomuch;?thementalprocessrequiredforsuccessfulparaphrasinghelpsyoutograspthefullmeaningoftheoriginal;?allowsyoutocontinuewritinginyourownpersonaltoneandwritingvoicewhilequotingsomeoneelse’smaterial.Paraphrasing

UCASReading1AcademicLiteracySkillsUCASMenuHowStep1.Readthetextyouwanttoparaphraseuntilyoufullyunderstanditsmeaning,therelationshipbetweendifferentinformation,andtheauthor’sintentionbehindhisorherwords.Step2.Reorganizetheinformationinanewordifferentorder.Step3.Rewriteitspointsinyourownwordsandexpressions.Step4.Checkyourparaphrasingagainsttheoriginal.Step5.Includeacitationproperly.Atip:Donotoverusesynonyms.Trytochangethesyntaxorthelogicalorder.Paraphrasing

UCASReading1AcademicLiteracySkillsUCASMenuTask4ParaphrasethefollowingsentencestakenfromReading2.1.Incontrasttoconventionalwisdom,wearguethatveryoften,threeiscompanyandfourisacrowd.(Para.2)2.Westudythree-tosix-persongroupsandproposethat,whensmallgroupsbreakintotwocoalitions,even-sizedgroupsarelesscohesivethanodd-sizedgroupsbecauseofthestructuraldisadvantageofdeadlock,whichprovokesuncertainty.(Para.2)Differentfromtraditionalidea,MenonandPhillips(2011)proposedthatthreepeopleformacompanyratherthantwopeople.Three-tosix-persongroupsareemployedinthestudyanditisexpectedthat,comparedtoodd-sizedgroups,even-sizedgroupsaremorecohesiveastheyarelesslikelytoexperiencedeadlock(MenonandPhillips,2011).UCASReading1AcademicLiteracySkillsUCASMenuTask4ParaphrasethefollowingsentencestakenfromReading2.3.Wepredictthatwhensmallgroupsbreakdownintotwocoalitions,groupswithdeadlockedorunstablemajoritiescohereless.(Para.3)4.Werandomlyassignedparticipantstothree-,four-,andfive-persongroupsthatvariedincoalitionstructure.(Para.6)Ifasmallgroupisdividedintotwo,theodd-numbergroupexperiencemorecohesionthantheeven-numbergroup(MenonandPhillips,2011).MenonandPhillips(2011)putparticipantsintogroupsofthree,fourandfive-person.Atthesametime,thesegroupsdifferintheircoalitionstructure.UCASReading1AcademicLiteracySkillsUCASMenuWhatAsummaryis:Abriefrestatementoftheessentialthoughtofalongercomposition.WhyAsummaryisused:toreproducetheoverarchingideasinatext,identifyingthegeneralconceptsthatrunthroughtheentirepiece;todetermineyourownpositionandalsoclearlycommunicatetheconnectionsbetweenyourideasandtheideasofothers.Summarizing

UCASReading1AcademicLiteracySkillsUCASMenuHowSelectapassagethatsupportsanideainyourpaper.Readthepassagecarefullytofullyunderstandit.Takenotesaboutthemainideaandsupportingpointsyouthinkyoushouldincludeinyoursummary.Includekeywordsandtermsusedbytheauthorandthink;Usingonlyyournotes,explaintheoriginalauthor’smainideastosomeoneelse;Rereadtheoriginalsource.Isthereimportantinformationthatyouhaveforgottenormisremembered?Isyoursummaryverysimilartotheoriginalsource?Addin-textcitationandchecktherequiredformattingstyle.Summarizing

UCASReading1AcademicLiteracySkillsUCASMenuTask5Readthefollowingtwoexcerptsandsummarizethemwithproperciting.Passage1

Accordingtorecentestimatesthereareatleast4billionmobilephonesintheworld,andthemajorityoftheseareownedbypeopleinthedevelopingworld.Ownershipinthedevelopedworldreachedsaturationlevelby2007,socountriessuchasChina,IndiaandBrazilnowaccountformostofthegrowth.Inthepoorestcountries,withweaktransportnetworksandunreliablepostalservices,accesstotelecommunicationsisavitaltoolforstartingordevelopingabusiness,sinceitprovidesaccesstowidermarkets.Studieshaveshownthatwhenhouseholdincomesrise,moremoneyisspentonmobilephonesthananyotheritem.Hoffman,K(2009)Mobilerevolution.DevelopmentQuarterly,34(1),85-97Hoffman(2009)stressesthecriticalimportanceofmobilephonesinthedevelopingworldinthegrowth.UCASReading1AcademicLiteracySkillsUCASMenuPassage2Obesityisamajorpublichealthconcern,andeffectivepopulation-wideinterventionstrategiesaimedatreducingobesityareneeded.Althoughagrowingbodyofliteraturehasexploredmodifiabledeterminantsofexcessweightgaininadultsand,toalesserextent,inchildren,otherimportantageshavebe