項(xiàng)目制學(xué)術(shù)英語(yǔ)寫作教程 教案匯 WEEK 1 Course Orientation and Learner Training-WEEKS 6–7 Referencing and Writing a Survey Proposal

PAGEPAGE4WEEK1CourseOrientationandLearnerTrainingPARTAWhatisprojectwork?1.projectwork:Projectworkreferstoaseriesofactivitiesandtasksorganizedandcarriedouttoachieveparticularobjectives.Itusuallyinvolvesmultiplestepsandphases,includinggoalsetting,planning,teamformation,executionandmonitoring,andanalyzingandevaluation.aprojectIworkedoninthepast:open-ended2.1)c 2)a 3)d 4)b 5)g 6)f 7)e3.innovation-oriented:Itreferstoawayofdoingaprojectthataimstopromotestudents’innovativespiritandability(especiallycreativityandcriticalthinking).project-based:Itreferstoaproject-centeredmodeofteachingandlearningwhichresultsfromajointprocessofnegotiationamongallparticipants.Itallowsforawidescopeofself-determinedactionforboththeindividualandthesmallgroupoflearnerswithinaframeworkofaplanwhichdefinesgoalsandprocedures.4.VerbNounAdjectiveAdverbinnovateinnovatorinnovativeinnovatoryinnovativelyRelationshipbetweenthesteps:Theunfoldingofthesestepsrepresentstheoveralldirectionoremphasisofaproject.Itshowshowtaskswithinaprojectaresequencedbyresearchers.Asaresearcher,first,youhavetodecideonathemeforyourresearchprojectsoastomakeitfocusonaspecifictopic.Thenyoushoulddeterminewhatyouwanttoachieveattheendofyourresearch.thethemeandoutcomeinmind,youcancarryouttheprojectasisshowninSteps3–7.Structuringtheprojectislikemakingaplanfortheproject,whichiscloselyrelatedtothefirsttwosteps.Gathering,compilingandanalyzinginformationarestepsthatmakedatapreparationsforthepresentationofyourreport.Afterthepresentation,youshouldevaluatetheproject,pointoutitslimitationsandoffersuggestionsforfuturestudies.Generalprocess:opening,topicorientation(includingbrainstorminganddeterminingthethemeofresearch,reviewingrelatedliterature,designingthesurveyproject),researchanddatacollection,preparingdatapresentation,presentation,evaluationFlowchart:STAGE1OpeningSTAGE1Opening2orientationSTAGE3ResearchanddatacollectionSTAGE4PreparingdatapresentationSTAGE5PresentationSTAGE6EvaluationSTAGE6Evaluation(Forreferenceonly)Innovation-orientedproject-basedlearningislearner-centered.Itoffersapowerfulmethodologyforinvolvingstudentsinanauthenticlearningexperience.Itresultsintangibleendproducts.Asformypastlearningexperience,itwasusuallyguidedanddirectedbytheteacher.Thetaskwastolearnthetextbookandtherewaslittlechancetoworkonatopicofinterest.PARTBGuessanddiscover1.“PsychologyLearningandTeaching”isajournaltitle.Thenumbers7and2in“7(2)”arethevolumenumber(7)andtheissuenumber(2).Thenumbers26and33in“26–33”arethepagenumbers.Thenumber“26”intheleftbottomcorneristhefirstpageofthearticle.2.Group11)b2)e3)d4)a5)cGroup21)b2)d3)a4)c5)eGroup31)b2)e3)d4)a5)cGroup41)c2)a3)b4)f5)d 6)g 7)ecollaborativelearning:Collaborativelearningisaneducationalapproachtoteachingandlearningthatinvolvesgroupsoflearnersworkingtogethertosolveaproblem,completeatask,orcreateaproduct.collaborativelearninginthepastyear:open-endedpilotstudy:Apilotalsoknownasafeasibilityisasmall-scalepreliminarystudyconductedbeforethemainresearchtocheckthefeasibilityorimprovetheresearchdesign.Itaskswhethersomethingcanbedone,orwhethertheresearchersshouldproceedwiththeresearch,andifso,reason(s)whyapilotstudyisimportant:Apilotstudycanbeveryimportantforconductingafull-scaleresearchproject.Usingapilotaresearchercanidentifyorrefinearesearchquestion,figureoutwhatmethodsarebestforpursuingit,andestimatehowmuchtimeandwhatresourceswillbenecessarytocompletethelargerversion,amongotherthings.SiobhanHugh-Jones:SiobhanisanAssociateProfessorofMentalHealthPsychologyintheSchoolofUniversityofLeeds.HavinggainedherBSPsychologyatUniversityBelfast,andherdoctorateinDevelopmentalPsychologyfromtheUniversityofSheffield,shejoinedtheUniversityofLeedsin1998.Herworkhasspanneddevelopmental,clinicalandappliedhealthpsychology,especiallyadolescentmentalhealth,school-basedinterventions,etc.Shealsoworkswithtechnologypartnerstodevelopdigitalwaysofreachingteenagerswithmentalhealthsupport,andworkswithpartnersinIndiaandBangladeshonglobalmentalhealthchallenges.AnnaMadill:AnnaMadillisaFellowoftheBritishPsychologicalSocietyandoftheAcademyofSocialSciences.Sheco-foundedandchaired(2008–2011)theBritishPsychologicalSocietyQualitativeMethodsinPsychologySection.AnnaMadillisontheEditorialBoardofthejournalsQualitativePsychology,andQualitativeResearchinPsychology.AnnaMadill’sresearchisbroadlyinthefieldof“well-being,”genderandsexuality.Shespecializesinqualitativemethodswithaparticularinterestinvisualapproaches.correspondenceauthor:Acorrespondenceauthoristypicallyoneofseveralauthorswhoworkedonapaperorreportthathasbeensubmittedtoajournalorperiodicalforreviewandpublication.Thecorrespondenceauthorofareportorarticleistheonewhodealswithallcommunicationswiththepublisher.Thesymbol“@”in“s.hugh-jones@leeds.ac.uk”ispronouncedas/?t/(at);itmeanstheemailaddressbelongstotheuniversityofLeeds,UK(“s.hugh-jones”istheusername,“l(fā)eeds.ac.uk”isthedomainname).Correspondenceconcerninginquiriesabouttheupcomingconferenceshouldbeaddressedtotheorganizingcommitteeatconference@.Correspondenceconcerningtheconferencescheduleadjustmentsshouldbeaddressedtotheeventcoordinatorfortimelyresolution.Syntacticcomplexity1.a.lentmetheandhehopedthatI’ddoasmuchforhim.b.Tonylentmethemoney,hopingthatI’ddoasmuchforhim.Theunderlinedpart“hopingthatI’ddoasmuchforhim”isareducedstructurewhichcanbemorefullyexpressedas“andhewashopingthatI’ddoasmuchforhim.”a.Thisoutcome,whichisconsideredbytheauthorsas“reassuring”fortaskresearchers,confirmsthatthethreemodelsdoindeedincorporateaconsiderablenumberofvariablesthat,accordingtotheteachers’reflectionsinthemayinfluencetaskb.Thisoutcome,consideredbytheauthorsas“reassuring”fortaskresearchers,confirmsthatthethreemodelsdoindeedincorporateaconsiderablenumberofvariablesthat,accordingtotheteachers’reflectionsinthestudy,mayinfluencetaskdifficulty.TheunderlinedpartisareducedstructurewhichcanbeexpandedintoarelativeclauseasSentenceademonstrates.a.Hundredsofpeoplediedintheearthquake,andmanyofthemwerechildren.b.Hundredsofpeoplediedintheearthquake,manyofthemchildren.Theunderlinedpartisatypeofabsoluteconstruction.ThisstructureisareducedstructurewhichcanbeexpandedintoasentenceasSentenceademonstrates.a.arehavingameetinginhalfanThedecisionwhichwillbemadeatthemeetingwillinfluencethefutureofourb.arehavingameetinginhalfanThedecisiontobemadeatthemeetingwillinfluencethefutureofourTheunderlinedpartisareducedstructurewhichcanberewrittenintoarelativeclauseasSentenceademonstrates.a.Thereisanotepinnedtothedoorwhichsayswhentheshopwillopenagain.b.Thereisanotepinnedtothedoorsayingwhentheshopwillopenagain.TheunderlinedpartisareducedstructurewhichcanberewrittenintoarelativeclauseasSentenceademonstrates.a.AfterItalkedtoyouonthephone,Icouldseewhatyourclassexpectsfromme.b.Thetalkwithyouonthephonemademerealizewhatyourclassexpectsfromme.Theunderlinedpartisanominalizationformsincethepart“Thetalk...”inthesentenceisanounconvertedfromtheverb“talked”inSentencea.SentencebcanberewrittenintoacomplexsentenceasSentenceademonstrates.a.Hekeptsilentallthroughthediscussionsincehedidnotknowmuchaboutthesubject.b.Hisignoranceofthesubjectkepthimsilentallthroughthediscussion.Theunderlinedpartisanominalizationformsincethesubject“Hisignorance...”isanounconvertedfromtheverbphrase“...didnotknowmuch...”inSentencea.ItcanberewrittenintoasubordinateclauseasSentenceademonstrates.2.Numberofclauses:2;W/C:8Numberofclauses:2;W/C:9.5LargerW/Cvaluemakesthesecondsentencerevealgreatersyntacticcomplexity.Inaddition,sophisticationinthesecondsentenceisrevealedintwonounphrases(NPs),thefirstbeing“top-levelpoliticalnegotiationsinthatcountry,”whichhasmultiplemodifiers:apremodifier“top-levelpolitical”andapostmodifier“inthatcountry,”whichreflectasophisticatedsyntacticpattern.ThesecondNP“men,whojealouslyguardtheirso-calledrights”hasarelativeclause,whichisalsosophisticated.differentquestionnaireswereadministeredtoobtaininformation①aboutteacherandlearnerbeliefs②relatedtolearnerautonomy.Inthissentence,fortheantecedent“information,”itspostmodifieris“aboutteacherandlearnerbeliefs,”inwhich“beliefs”isfurthermodifiedbyanotherpostmodifier“relatedtolearnerautonomy.”Thesetwopostmodifiersembodythephenomenonofchainedrmation(antecedent)information(antecedent)postmodifierof“information”aboutteacherandlearnerbeliefspostmodifierof“beliefs”relatedtolearnerautonomyrelatedtolearnerautonomyNote:Chainedmodification,onmostoccasions,appearsattheobjectpositiontoconformtotheend-weightprincipleofEnglish.Thisprinciplemanifeststhatsentencesshouldavoidbeingtoolongor“heavy”inthesubjectpartinordertoachieveclarityinwriting.Atiptocreate“chainedmodification”istoseeifitispossibletocreatemodificationforanoun.SuchpracticecanhelptheauthorgetridofthelinguistichabitofChinese,whichdoesnotnormallyhavepostmodificationphenomenon.1)Stillfewerstudieshave,tothebestofourknowledge,directlyorindirectlyaddressedperspectivesonsyntacticcomplexityofL2performancebyL2teachers.2)Thisoutcome,consideredbytheauthorsas“reassuring”fortaskresearchers,confirmsthatthethreemodelsdoindeedincorporateaconsiderablenumberofvariablesthat,accordingtotheteachers’reflectionsinthestudy,mayinfluencetaskNote:Theunderlinedpartsintheabovesentencesdepicttheinsertionphenomenon.Insertioncansometimescausecomprehensiondifficultiessinceitinterruptstheflowoflanguage.atextwithoutasingleinsertionwouldbeprettydulltoread.Aninsertedsentencerevealstheauthor’scarefulthinkingbyaddingmoreinformationtothesubjectunderdiscussion,whichisafeatureofsyntacticcomplexity.Insertioncanbecreatedwiththepresenceofanadverbialliketheoneinthefirstsentenceorapostmodifierlikethefirstunderlinedpartinthesecondsentence.5.SyntacticcomplexityinL2hasbeenapproachedfrommanytheoreticalangles,addressingarangeofL2learnerswithdifferenttargets,sourcelanguagesandproficiencylevels.Itisimportanttopayattentiontothisdevelopmentofsyntacticcomplexityinthreestages,fromco-ordinationviasubordinationtophrasalcomplexity.Note:Theunderlinedpartinthefirstsentenceisareducedstructurewhichcontainsaprepositionalphrase“withdifferenttargets,languagesandproficiencylevels.”Thecomplexstructureinthisreducedstructurehashelpedextendthelengthofthesentence,wellconformingtothe“end-weight”principleinEnglish.Theunderlinedpartinthesecondsentenceincludestwoprepositionalphrases:“ofsyntacticcomplexityinthreestages”and“fromco-ordinationviasubordinationtophrasalcomplexity.”Thefirstonemodifies“development,”andthesecondclarifiesthe“threestages.”Meanwhiletheyservetoachievetheend-weighteffect.AsuggestedChineseversionforthesecondsentencecanbe:句法復(fù)雜性經(jīng)歷了從并列結(jié)構(gòu)，經(jīng)由從屬結(jié)構(gòu)，到短語(yǔ)復(fù)雜性的三個(gè)發(fā)展階段,注意到這種發(fā)展很重要。Thesecondsentencehasposedanimportantnotioninsyntacticcomplexitydevelopment.Coordinatedstructuresaretakenaslanguagemorefrequentinconversations,hencenotsophisticatedlanguage.Subordinatestructuresbelongtointermediatelevellanguageinsophistication,andphrasalcomplexity,likereducedstructures,areindicativeofthemostsophisticatedstructures.ItisnotcommonforwrittenEnglishtextstobefilledwithjustshortsimplesentences.Agoodwaytomakeapieceofacademicwritingrevealsyntacticcomplexityistoobservetheend-weightprincipleasshownintheunderlinedpartsoftheabovesentences.PARTCReport1)a.Abstract 2)Introduction 3)e.Literaturereview4)Methods 5)c.Implementation6)Results7)b.Discussion 8)Conclusion 9)Acknowledgments10)d.ReferencesPARTDIdentifyingyourtopicofinterest1–3Omitted(Forreferenceonly)Conductingagroupsurveyshouldreflectasenseofsocialresponsibilityandbringbenefitstothesociety.Inthisway,thesurveybecomesmeaningfulandofpracticaluse.First,yourgroupshouldunderstandthepracticalneedsinsociety,ortheneedsofpeoplearoundyou,andensurethatthesurveyisconductedinthecontextofaddressingrelevantsocialissues.Second,yourgroupmustensurethedataaregatheredethicallysoastoprotectparticipants’rightsandinterests.Third,ifthesurveyrevealsvaluableinsightsforthesociety,thegrouphasaresponsibilitytocommunicatethesefindingstotherelevantparties.Theinformationcanguidepeopletomakeinformeddecisionsthatwillbetterservethecommunity.(Forreferenceonly)“Sciencehasnoborderbutscientistshavetheirmotherland”highlightstheideathatscienceisaglobalpursuitbutscientistsoftenhaveaconnectionwiththeirhomecountries.Ontheonehand,weshouldunderstandtheglobalnatureofscience.Manyscientificchallengesrequireaunitedeffort,suchaspandemics,climatechange,etc.“Scienceknowsnoborder”emphasizestheimportanceofinternationalcollaborationinscientificresearch.Often,scientistsfromdifferentcountriesworktogether,shareknowledgeandcontributetotheglobaladvancementofknowledge.Ontheotherhand,weshouldmakeoursurveyservetheneedsandinterestsofourmotherland.Thiscouldinvolveconcentratingonissuesthatcoulddirectlyaffectlocalcommunities,suchasfoodsecurityandtechnologicaladvancement.Forexample,youcouldaspiretodevelopnewmedicinesortreatmentsthathelppeopleinourmotherlandimprovetheirqualityoflife.ReadingliteratureWhatmakesasourcesuitableforacademicwritingpurposes?(Forreferenceonly)Askyourselftwoquestions:“Isthissourcerelevanttomyresearchpurpose?”and“Isthissourcereliable?”shouldchoosethesourcesthataremostlikelytoprovidetheinformationthatwillansweryourresearchquestions.Themostreliablesourcesarethosethathavebeenvettedbyscholarsinthefield—articlespublishedinpeer-reviewedjournalsandbookspublishedbyacademicpublishers.shouldalwaysdeterminethequalificationsoftheauthor,thepurposeofthesource(thatis,inwhatcontextitwascreated),thescopeofthesource(whatitcoversandinwhatdepth),and,whererelevant,thecurrencyofthesource.2–5OmittedPAGEPAGE7WEEK2ConstructingSpaceforaSurveyProjectPARTAUnderstandingthetext1.final-year:4th-year(inLeeds)epitomise:tobeaperfectexampleofaqualityortypeofthingautonomouslearning:asituationinwhichlearnersareresponsiblefortheirlearning&ispronouncedas/??mp??s?nd/ampersand;itmeans“and”benign:pleasantandkindapproval:apositiveopinionofsomeoneorsomethinge.g.:abbreviationforexempligratia,aLatinphrasethatmeans“forexample”informationsheet:adocumentthatcanbeusedtogetbasicinformationaboutanindividual,company,ororganizationassumed:supposedactualise:tomakesomethingthatcouldpossiblyhappenorbeachievedreallyhappenorbeachievedreliance:thestateofdependingonortrustingsomethingorsomeonewhilst:whileaffirm:tostatesomethingastruealternative:differentfromsomethingelseandabletobeusedinsteadofitlearningconfiguration:therecommendedrelationshipamongthelearner,thecurriculumframework,educationalstrategies,andtheinfluenceofindustryneedsonallthreediminish:toreduceorbereducedinsizeorimportancelatent:presentbutneedingparticularconditionstobecomeactive,obvious,orcompletelydevelopedauthority-dependence:dependenceontherulingofanauthorityastowhethersomethingisrightorwronginterdependentlearning:learningthatrequiresconnectingtoothersandcannotbedonealone.independentlearning:amethodorlearningprocesswherelearnershaveindependenceandcontroloftheirlearning—theylearnbytheirownactionsanddirect,regulateandassesstheirownlearningpeerlearning:aneducationalpracticeinwhichstudentsinteractwitheachothertolearn,includingone-on-onetutoring,classroomgroups,writingworkshops,semester-longprojectteams,andmoreMyanswer:Itisastatementofopinion.Myreason:Theword“seen”indicatesthatitisavaluejudgmentthatexpressesafeelingorview.3.Bannister&Clegg,2004)”means:thethreeauthors’lastnamesandtheyearofpublicationofthereference.Theirrelationshipmaybe:co-authors.Possiblereasons:Citingexistingstudieshelpsplacetheresearchwithinabroadercontextofthefield.ItdemonstratesthattheresearcherisawareofthecurrentstateofknowledgeintheareaofInaddition,itlendscredibilitytotheresearch.Theirreason(s)orpurpose(s)maybe:Inthistheauthorsrevealtherelationshipbetweentheresearchersandtheresearchparticipants.Beingasupervisorisbeneficialforthemtogetaccurateandscientificdata.Membersofthe“supervise”family:VerbNounAdjectivesupervisesupervisorsupervisionsupervisoryMyunderstanding:Thestudentsmaythinkthatthereisacorrectprocedureforthemtofollowwhendoingaproject.Theauthors’attitude:Thestudentsareeagertofollowtheso-calledrightwayofdoingaproject,andtheyusuallyrelyontheirteachers.Theauthorsdisapproveofsuchanattitudeandhopethatthestudentscanrelyonthemselvesanddiscovertheirownproperwayofdoingresearch.Myanswer:Itisastatementoffact.Myreason:Itisastatementthatcanbeverifiedandobjectivelyproventobetrueorfalse.PARTBMainfeaturesofacademicwriting1.FeatureExample1)Formalvocabularyautonomouslearning,authority-dependence2)Useofreferences(Todd,Bannister&Clegg,2004)3)Impersonalstyle…thispaperdetailsapilotstudyexploringhowstudentsengagedinacollaborativepeerlearningenvironmentthatranalongsidetheirfinal-yearprojectwork.4)Long,complexsentencesAlthoughinpsychology,undergraduatefinal-yearresearchprojectsareseenasepitomisingautonomouslearning(Todd,Bannister&Clegg,2004),we,assupervisors,noticedthatprojectstudentsareoftenanxiousaboutwhethertheyareconductingtheirresearchthe“right”wayandtheycanbeoverlycautiousaboutmakingdecisions(eventhemostbenignones)withoutsupervisoryapproval(e.g.“ShouldIreadthisjournalornot?”“IsitOKtohavecolouredfontoninformationsheets?”).5)PassivevoiceWethusquestionedwhethertheassumedlevelofindependencewithinfinal-yearprojectworkistrulyactualised,andwhethersupervisioninitsstandardformmayattimespromoterelianceonanauthorityfigure.Theirconnectionis:Thethirdsentenceintroducestheinterestsandpurposeoftheresearch,whilethefourthsentencefurtherexplainsthefocusofthestudy.Thecoherenceisachievedthrough:thetransitionword“thus”thatlinksthetwosentencesandindicatesthelogicalorderbetweenthem.3.SentenceTensePurposeAlthoughinpsychology,undergraduatefinal-yearresearchprojectsareseenas...presenttenseintroducingthecontextorbackground…we,assupervisors,noticedthatprojectstudentsareoftenanxious...pasttensepresenttenseprovidingapersonalexperienceoranobservationthusquestionedwhethertheassumedlevelofindependencewithinfinal-yearprojectworkistrulyactualised...…wewereinterestedinexamining...pasttensepasttensestatingtheresearchproblemorquestionthatarisesfromtheobservation;expressingtheresearchobjectiveoraimbasedontheidentifiedproblemThus,thispaperdetailsapilotstudyexploringhowstudentsengaged...presenttensepasttenseoutliningthepurposeandscopeofthepaperImportantroleoftheadverbs:Theyaddsubtletyandprecisiontothedescriptionofthestudents’experiencesandtheresearchers’reflections.Theyhelptoconveythefrequency(often),degree(overly,most),certainty(truly),andprogressionofideas(further),enrichingthetextandmakingtheargumentmorepersuasive.Roleofthemodalverbs:Theyofferavarietyofperspectivesontheevent,state,etc.denotedbytheverbphrase.(Forreferenceonly):Coordinateclauseandphrase1.&2.Mytranslation:Inwritingresearch,definitionsofsyntacticcomplexityemphasizebothrangeandsophisticationofsyntacticstructuresapplied.Insecondlanguagewritingresearch,particularemphasishasbeenattachedtosyntacticcomplexitybecauseitisusedasameanstoanalyzelanguageproficiencyanddevelopmenttrajectories.Comment:TheoriginalEnglishversionisacompoundsentencewithtwoclausesjoinedby“and.”Thesecondclauseaddsmoreinformationtothetopicunderdiscussion,namelysyntacticThepassivevoiceandtheprepositionalphrasesusedinthesecondclauseaddvarietytothesentence.Inaddition,thefirstclausehasacoordinatephrase“boththerangeandthesophistication...”whichincorporatesmoreinformationintothesentence.ThoughtheoriginalEnglishversionhasbasicstructures,coordinateclauses,prepositionalphrasesandpassivevoiceservetorevealsyntacticcomplexity.TheChinesetranslation(Mytranslation)usestheSVstructures(theverbsbeing“強(qiáng)調(diào)”“重視”“將之作為”).Thepart“將之作為分析……”sharesthesamesubjectwiththepreviouspart,namely“二語(yǔ)寫作.”“將之作為分析……”correspondsto“...asameansof...”intheoriginalEnglishversion.ItistranslatedinthiswaybecauseChinesefavorsshortclauses.Onthewhole,betweenthetwoSVstructures,thereisnoexplicitconnectiveapplied,revealingatypicalfeatureofChinesesyntax.TheEnglishtranslation(Mytranslation),followingtheChinesetranslationtreatstheSVformsasindependentsentences.Thepart“將之作為分析……”istranslatedasanadverbialclauseintroducedby“because,”makingthesecondsentenceacomplexsentence(復(fù)合句).Inthis,theEnglishtranslationhassyntacticcomplexityrevealedinthepresenceoftheadverbialclause.TheEnglishtranslationhasacomplexsentence,asignofsyntacticcomplexity.However,Englishsometimesprefersusingphrases(nounphrases,prepositionalphrases,forinstance).Mytranslation:Itisevidentthat,comparedwithothermajorpartgenres,thepartgenreofintroductionhasdrawndisproportionateattentioninresearchandpedagogicalaspects.Comment:TheoriginalEnglishversionhastwoadjectivewords“scholarly”and“pedagogical,”givingdetailedinformationtothenoun“attention,”asignofcarefulplanningandediting.Besides,thephrase“relativeto...”isplacedattheendwhichreflectstheend-weightprincipleinEnglish.TheChinesetranslationhastwocoordinatewords“研究”and“教學(xué)”toembodytwoadjectivewords“scholarly”and“pedagogical”intheoriginalEnglishversion.Thepart“relativeto...”ismovedtothebeginningintheChinesetranslation,whichreflectsthelinguistichabitofChinesewhichfavorsanadverbialatthebeginningofasentence.TheEnglishtranslation(Mytranslation)followsthewordorderoftheChinesetranslationinwhichtheadverbial“comparedwith...appearsatthebeginningofthesentenceThewords研究and教學(xué)intheChineseversionsuggestthepresenceof“research”and“pedagogical”intheEnglishtranslation.Subordinateclause1.&2.Mytranslation:Ifsuchanalysesincludedisciplinarycommunities,theyoftenrepresentacomparisonpointsoastoprovideatargetfordevelopingwriters.Comment:TheoriginalEnglishversionhasasubordinateclauseintroducedby“when”whiletheChinesetranslationuse“時(shí)”toindicateaclauseintroducedby“when.”TheEnglishtranslation(Mytranslation)choosesasubordinateclauseintroducedby“if”tocompletethetranslation.Mytranslation:Basturkmen(2009)notesthatalthoughthereareexampletexts,studentwritersstillstruggletounderstandformsandfunctionsoftheresearchreportsections.Comment:TheoriginalEnglishversioncontainsasubordinateclauseintroducedby“that.”IntheChinesetranslation,thepart“inspiteof...”intheoriginalEnglishversionischangedintoasubordinateclause盡管有樣本作文whichisjuxtaposedwiththeclause學(xué)生作者依然經(jīng)常會(huì)費(fèi)力地理解……Inaddition,“inspiteof...”intheoriginalEnglishversionismovedaheadintheChinesetranslationtoconformtotheChineselinguistichabitinwhichbackgroundinformationisprovidedtowardthebeginningofasentence.TheEnglishtranslation(MytranslationthenfollowsthewordorderoftheChinesetranslationasaresultofthetransferenceoftheChinesesyntax.PARTC1.Thefirstsentence.TheauthorsrefertotheresearchbyTodd,Bannister&Clegg(2004).Thefirstsentence.Theauthorsshowtheirobservationofstudents’behaviorsandthoughtsintheirresearch.Thesecondsentence.Theauthorsraisedtwoquestionsonthebasisoftheirobservation.Thefirstquestioniswhethertheassumedlevelofindependencewithinfinal-yearprojectworkistrulyactualized.Thesecondquestioniswhethersupervisioninitsstandardformmayattimespromoterelianceonanauthorityfigure.Thefourthsentence.Theresearchquestionishowstudentsengagedinacollaborativepeerlearningenvironmentthatranalongsidetheirfinal-yearprojectwork.Theauthorsexplainthatapilotstudyisconductedtoachievethepurposeofthestudy.Mychoice:c,e,g,hReasons:Reason1:Theauthorscomparetheideasandconceptsinpsychologywiththeirownobservation.Reason2:Theauthorstrytomakegeneralizationsfromtheirownobservation,andtheyshowsomeexamplesasevidence.Reason3:Theauthorsadmittheneedforandbenefitfromprojectsupervision,andproposethenecessitytopromotestudents’interdependentandindependentlearning.Reason4:Theauthorsidentifytheassumptionthatundergraduatefinal-yearresearchprojectsareepitomizingautonomouslearningandexpresstheirdoubt.(Forreferenceonly)ReadbroadlyandwidelytofindasubjectwhichIampassionateabout,andthennarrowdownthefocustoasinglequestion.Thequestionneedstobeinterestinginthesensethatitaddressescurrentissues.Atthesametime,itneedstobesufficientlynarrowandconstrainedsothatitcanbeanswered.4.FormasurveygroupIntroduceandreviewpreviousresearchProvidethedailyobservationEstablisharesearchgapDecideonaresearchideaConstructapilotstudyPARTD1–5Omitted(Forreference