Writing in business courses: an analysis of assignment types, their characteristics, and required skills
Over the last 20 years, research on writing in academic contexts has examined the types and nature of writing tasks students encounter in university classrooms. This line of research is both pedagogically and theoretically motivated. At the pedagogical level, writing researchers and teachers hope to better understand second language students’ writing needs in order to better prepare them for academic tasks.Task analysis as a means of identifying students’ writing needs has received much attention in research conducted in the English for Academic Purposes (EAP)context. At the theoretical level, writing researchers hope to better understand the nature of communicative conventions in different discourse communities as well asstudent acquisition of those conventions. Examining the purposes and features of writing tasks is seen as a means to understand the discursive practices in different communities, the values associated with those practices, and student socialization into discourse communities. Earlier research on writing tasks tended to encompass assignments from different academic disciplines and favored the survey methodology (e.g. Bridgeman &Carlson, 1984; Casanave & Hubbard, 1992; Eblen, 1983; Johns, 1981; Kroll, 1979;Ostler, 1980). While survey studies provided useful information on the types of writing assignments required in university classrooms, their results were sometimes difficult to interpret due to the methodology used. For example, researchers often provided pre-determined categories of writing assignments (e.g. term paper, essay, book review) and asked the respondents, often faculty members in content areas, to indicate which categories of writing tasks were assigned. One potential problem with this methodology is that terms used by the researchers to refer to the writing assignments might be interpreted differently by survey respondents, as Braine (1995) points out. As a result, it is not clear to what extent tasks reported in the studies accurately represented those actually required in the classroom. More recent research has focused on tasks from a single discipline or from a few selected disciplines (e.g. Braine, 1989, 1995; Carson, 2001; Hale et al., 1996). The difference in disciplinary focus can be seen as a reflection of a difference in the theoretical orientation of the studies. According to Braine (1995), ‘‘this shift in focus is based on the assumption that separate disciplines are singular discourse communities with their own writing conventions’’ (p.114). Consequently, analysis of writing tasks has aimed at identifying, describing, and contextualizing the genres that students are expected to perform in different discourse communities, which are defined as the ‘‘group(s) of individuals bound by a common interest who communicate through approved channels and whose discourse is regulated’’ (Porter, 1986:38–39). This goal to understand genres students need to perform in different discoursec ommunities is reflected in the research methodologies chosen. Researchers have examined what Hodder (1998) refers to as ‘‘mute material evidence’’ (e.g.classroom artifacts related to the writing tasks) and some have also conducted interviews with faculty and students (e.g. Carson, 2001). Some researchers(e.g. Braine, 1989, 1995; Carson, 2001; Hale et al., 1996) adopted and extended Horowitz’s (1986) inductive approach to analyzing writing tasks, which is characterized by first collecting information on writing assignments and then deriving categories of writing tasks based on analysis of the information gathered. For example,Braine (1995) analyzed 80 handouts collected from professors teaching courses inscience and technology and identified five genres ‘‘based on their instructional specifications,required task(s), and organization’’ (Braine, 1995: 119): summary/reaction, experimental report (lab), experimental report (design), case study, and research paper. In another study, Hale et al.(1996) adopted a similar approach but used a more comprehensive classification scheme. This study is perhaps one of the most extensive thus far, involving analysis of writing tasks from 162 courses offered in several disciplines at eight universities. What distinguished these studies from the early onesis that classifications of writing tasks are grounded in the analysis of actual materialson writing. Research on writing in academic contexts has also examined the functions of writing, the context for writing, and the role writing plays in helping students learnthe discourse practices of a community (Berkenkotter, Huckin, & Ackerman 1991;Herrington, 1985; Prior, 1998). For example, Herrington (1985) examined the natureof writing tasks in two chemical engineering classes, which she called Lab and Design, respectively. Utilizing a variety of research methods, including open-endedand discourse-based interviews, class observations, student and faculty surveys, andanalysis of student written products, Herrington found that the two classes functionedas two discourse communities, with the Lab as a ‘‘school forum’’ and Design as a ‘‘professional forum’’. In these two forums, writing served different purposes, and writers assumed different roles, wrote for different audiences, and used different types of warrants to support their claims. Herrington’ s findings showed that ‘‘writingcan function as a way of introducing students to what it means to think and actin various disciplinary forums’’ (pp.354–3 55). Much research on academic writing tasks has focused on science and engineering(e.g. Braine, 1989, 1995; Jenkins, Jordan, & Weiland 1993; West & Byrd, 1982), although as a field of study, business is the most popular among international students in the United States and attracts 20.9% of all international students, morethan any other field of study (Davis, 1998). In one of the often cited studies on business writing, Canseco and Byrd (1989) analyzed 55 course syllabi from 48 different graduate business courses and identified seven types of assignments: exams, written responses to problems, projects, case studies, papers, reports, and miscellaneous assignments. Their analysis offered useful information on business writing assignments and revealed that writing assignments in business courses often required teamwork and were controlled by the instructors. However, because assignments were categorized based on terms used in the syllabi and because descriptions ofthe different types of writing assignments were not provided, it is not clear in whatways, for example, a project was different from a report. Research from Business Communication, an interdisciplinary field devoted to research pertaining to business communication practices and instruction, has shed considerable light on various aspects of spoken and written communication in the business world and classroom. Research published in the last ten years in the two major outlets of business communication research, namely Business Communication Quarterly and The Journal of Business Communication, focused on several areas, including (a) faculty and students’ perceptions of students’ communication needs interms of students’ strengths and weaknesses in writing and the tasks expected ofthem in the real business world (e.g. Epstein, 1999; Plutsky, 1996; Reinsch & Shelby,1997); (b) business communication instruction and standards in MBA and undergraduate business programs (e.g. Bogert & Butt, 1996; Knight, 1999); (c) faculty vs. business professionals’ perceptions of several aspects of student writing (e.g. LeonardW. Zhu / English for Specific Purposes 23 (2004) 111–135 113& Gilsdorf, 1990; Seshadri & Theye, 2000); and (d) effects of instruction oncertain aspects of writing (e.g. Campbell, Brammer, & Ervin, 1999). - Move 1
Business communication research has provided a wealth of information on various aspectsof written business communication, yet relatively little research has been devoted to systematic analysis of writing tasks required in business courses, although researchers have compiled lists of writing assignments expected of students by using terms from course syllabi collected (e.g. Bogert & Butt, 1996). However, the need to better understand business writing assignments has certainly beenrecognized, as reflected in the recent research on the ‘‘case write-up’’ (e.g.Forman & Rymer, 1999) and its related case method (Dorn, 1999; Rogers &Rymer, 1998). - Move 2
The study reported in this article examined writing assignments in undergraduate and graduate business courses by analyzing faculty descriptions of and guidelines onwriting assignments, student writing samples, and faculty interviews. Its purpose is two fold: (a) to perform task analysis to understand students’ ‘‘target needs’’(Hutchinson & Waters, 1987, cited in Jordan, 1997) in business classrooms, and (b) to contribute to an understanding of discursive practices in business courses. Two related questions were examined: 1. What types of writing assignments are required of students in undergraduate and graduate business courses? 2. What are the characteristics of the major types of assignments, and what knowledge and skills are needed to complete the assignments? In the following sections, I will describe the data collection and analysis procedures, report the findings, and discuss the potential implications of the findings for future research and instruction. - Move 3
Thursday, February 28, 2008
Introduction Practices 4
Psychosocial Adjustment of International Students
International students are viewed as an important population in United States’ (U.S.) colleges and universities (El-Khawas, 2003). They bring intellectual, cultural, as well as economic benefits to the U.S. International students spend nearly 12 billion dollars annually on tuition, fees, living expenses, and other related costs (Institute of International Education, 2003). In Fall 2002, a record 586,000 international students (4.6 % of total enrollment in higher education) attended U.S. institutions. Although the U.S. remains the number one destination for international students, data from the Institute of International Education suggests the number of new international students drastically decreased since 2002. Several factors have attributed to this decline, including economic instability in many countries, safety concerns of international students and their families, problems with obtaining student visas, and an increased competition for foreign students from other countries (Institute of International Education). - Move 1
In order for the U.S. to retain its attractiveness as a host country and to better accommodate the significant number of international students studying in the U.S., it is crucial to identify and understand the factors that affect the satisfaction and retention of these students. In particular, college administrators need to be more aware of the factors that affect the quality of international students’ psychosocial adjustment to university life in the U.S. Such awareness will help institutions identify the adjustment needs of international students; will reduce the frustration, disappointment, and challenge for 3 student affairs administrators when dealing with the transitional problems of international students; and will also provide professionals with guidelines for creating culturally appropriate services and programs. - Move 2
This paper focuses on the concept of international students’ psychosocial adjustment, the factors determining that adjustment, and the implications for the work of student affairs professionals. - Move 3
International students are viewed as an important population in United States’ (U.S.) colleges and universities (El-Khawas, 2003). They bring intellectual, cultural, as well as economic benefits to the U.S. International students spend nearly 12 billion dollars annually on tuition, fees, living expenses, and other related costs (Institute of International Education, 2003). In Fall 2002, a record 586,000 international students (4.6 % of total enrollment in higher education) attended U.S. institutions. Although the U.S. remains the number one destination for international students, data from the Institute of International Education suggests the number of new international students drastically decreased since 2002. Several factors have attributed to this decline, including economic instability in many countries, safety concerns of international students and their families, problems with obtaining student visas, and an increased competition for foreign students from other countries (Institute of International Education). - Move 1
In order for the U.S. to retain its attractiveness as a host country and to better accommodate the significant number of international students studying in the U.S., it is crucial to identify and understand the factors that affect the satisfaction and retention of these students. In particular, college administrators need to be more aware of the factors that affect the quality of international students’ psychosocial adjustment to university life in the U.S. Such awareness will help institutions identify the adjustment needs of international students; will reduce the frustration, disappointment, and challenge for 3 student affairs administrators when dealing with the transitional problems of international students; and will also provide professionals with guidelines for creating culturally appropriate services and programs. - Move 2
This paper focuses on the concept of international students’ psychosocial adjustment, the factors determining that adjustment, and the implications for the work of student affairs professionals. - Move 3
Introduction Practice 3
Asian students' reticence revisited
In recent ESL/EFL literature, Asian (especially East Asian) learners of English as a foreign/second language have been arguably reported as reticent and passive learners. The most common allegations are that these students are reluctant to participate in classroom discourse; they are unwilling to give responses; they do not ask questions; and they are passive and over-dependent on the teacher (Jones et al., 1993; Braddock et al., 1995; Cortazzi and Jin, 1996; Tsui, 1996). - Move 1 (by introducing and reviewing previous research)
Although some researchers (e.g. Littlewood and Liu, 1996) have challenged these allegations, more interested researchers have chosen to explore the causes behind such alleged reticence and passivity. By resorting to sociocultural interpretations of the Asian societies, many researchers (e.g. Flowerdew and Miller, 1995; Ferris and Tagg, 1996; Turner and Hiraga, 1996) conclude that reticent and passive behaviour results from certain cultural attributes of Asian societies. - Move 2 (by indicating the need to extend or revise)
In this paper I will first argue that the notion that Asian students of English are reticent and passive learners is an over-generalisation. Then I will argue that, in the circumstances where behaviour of reticence and passivity is indeed observed, situation specific factors such as teaching methodologies and language proficiency level rather than cultural attributes are to blame. Please note that the significance of this argumentation lies in the assumption that active participation is very important in language learning. - Move 3 (by outlining the plan of development)
In recent ESL/EFL literature, Asian (especially East Asian) learners of English as a foreign/second language have been arguably reported as reticent and passive learners. The most common allegations are that these students are reluctant to participate in classroom discourse; they are unwilling to give responses; they do not ask questions; and they are passive and over-dependent on the teacher (Jones et al., 1993; Braddock et al., 1995; Cortazzi and Jin, 1996; Tsui, 1996). - Move 1 (by introducing and reviewing previous research)
Although some researchers (e.g. Littlewood and Liu, 1996) have challenged these allegations, more interested researchers have chosen to explore the causes behind such alleged reticence and passivity. By resorting to sociocultural interpretations of the Asian societies, many researchers (e.g. Flowerdew and Miller, 1995; Ferris and Tagg, 1996; Turner and Hiraga, 1996) conclude that reticent and passive behaviour results from certain cultural attributes of Asian societies. - Move 2 (by indicating the need to extend or revise)
In this paper I will first argue that the notion that Asian students of English are reticent and passive learners is an over-generalisation. Then I will argue that, in the circumstances where behaviour of reticence and passivity is indeed observed, situation specific factors such as teaching methodologies and language proficiency level rather than cultural attributes are to blame. Please note that the significance of this argumentation lies in the assumption that active participation is very important in language learning. - Move 3 (by outlining the plan of development)
Introduction Practice 2
The Link Between Academic Success and L2 Proficiency in the Context of Two Professional Programs
Move 1 - As the number of international students attending tertiary institutions continues to increase, there has been a renewed interest in the possible predictive power of any measure of L2 proficiency for subsequent academic success. Graham (1987) provides a review of the major studies conducted previous to her summary article. What emerges from her review is a great deal of variability in the results over the previous 30 years. Some of the studies reviewed showed no link at all between L2 proficiency and academic success (Hwang & Dizney, 1970; Mulligan, 1966; Shay, 1975; Sugimoto, 1966), while others reported low but significant
correlations (Gue & Holdaway, 1973; Light, Xu, & Mossop, 1987) and still others reported what they called significant correlations(Burgess & Greis, 1970). Graham (1987) attributes these mixed results to a variety of problems inherent in the studies themselves.
A more recent study by Kerstjens and Nery (2000), which attempts to predict academic success in two populations of business students at the undergraduate level, has also yielded mixed results. The test used in this case was the International English Language Test System (IELTS), which, like the CanTEST - the ESL instrument used in this ESL study - is more communicatively based than the TOEFL and includes measures of listening and reading comprehension and writing. The authors' most clear-cut finding was that the reading section of the test was the only significant predictor of academic performance for one group (but not the other) and for the two groups combined. In the first case, the variance accounted for was 9.1%; in the second case it was 8.4%.- Move 2
Move 1 : by introducing and reviewing previous research
Move 2 : by indicating the need to extend or revise previous knowledge in some way
Move 3 - The two studies will be described separately; the implications of each study with regard to any findings will then be discussed together. For both studies, the research objective was to investigate the predictive validity of the language tests used and the other available
measures with regard to academic success. The research questions were the following:
1 To what extent does the CanTEST predict the subsequent academic performance of international students in the Faculty of Administration as measured by their GPA? Are any of the individual tests of listening, reading, and writing critical to academic success?
2 To what extent does the French test predict the subsequent academic performance of Francophone and Anglophone students in the Faculty of Civil Law as measured by their GPA? Are any of the individual tests of listening, reading, and writing critical to academic success? Does the incoming academic average of these students impact on GPA?
In the case of the ESL study, one further question was
3 What are international students. perceptions of the relationship between their own ESL proficiency and academic performance? To what extent do these perceptions corroborate the more objective correlations undertaken between CanTEST scores and academic grades?
The quantitative data for both studies were analyzed using descriptive statistics, correlational studies, and stepwise regression.
by outlining the plan of development
Move 1 - As the number of international students attending tertiary institutions continues to increase, there has been a renewed interest in the possible predictive power of any measure of L2 proficiency for subsequent academic success. Graham (1987) provides a review of the major studies conducted previous to her summary article. What emerges from her review is a great deal of variability in the results over the previous 30 years. Some of the studies reviewed showed no link at all between L2 proficiency and academic success (Hwang & Dizney, 1970; Mulligan, 1966; Shay, 1975; Sugimoto, 1966), while others reported low but significant
correlations (Gue & Holdaway, 1973; Light, Xu, & Mossop, 1987) and still others reported what they called significant correlations(Burgess & Greis, 1970). Graham (1987) attributes these mixed results to a variety of problems inherent in the studies themselves.
A more recent study by Kerstjens and Nery (2000), which attempts to predict academic success in two populations of business students at the undergraduate level, has also yielded mixed results. The test used in this case was the International English Language Test System (IELTS), which, like the CanTEST - the ESL instrument used in this ESL study - is more communicatively based than the TOEFL and includes measures of listening and reading comprehension and writing. The authors' most clear-cut finding was that the reading section of the test was the only significant predictor of academic performance for one group (but not the other) and for the two groups combined. In the first case, the variance accounted for was 9.1%; in the second case it was 8.4%.
Move 1 : by introducing and reviewing previous research
Move 2 : by indicating the need to extend or revise previous knowledge in some way
Move 3 - The two studies will be described separately; the implications of each study with regard to any findings will then be discussed together. For both studies, the research objective was to investigate the predictive validity of the language tests used and the other available
measures with regard to academic success. The research questions were the following:
1 To what extent does the CanTEST predict the subsequent academic performance of international students in the Faculty of Administration as measured by their GPA? Are any of the individual tests of listening, reading, and writing critical to academic success?
2 To what extent does the French test predict the subsequent academic performance of Francophone and Anglophone students in the Faculty of Civil Law as measured by their GPA? Are any of the individual tests of listening, reading, and writing critical to academic success? Does the incoming academic average of these students impact on GPA?
In the case of the ESL study, one further question was
3 What are international students. perceptions of the relationship between their own ESL proficiency and academic performance? To what extent do these perceptions corroborate the more objective correlations undertaken between CanTEST scores and academic grades?
The quantitative data for both studies were analyzed using descriptive statistics, correlational studies, and stepwise regression.
by outlining the plan of development
Introduction Practices 1
Foreign Students in U.S. DoctoralPrograms
The growing presence of foreign students in U.S. doctoral programs in economics is an indication of a trend toward internationalization of economics (Coats, 1997). Although the number of doctorates has remained relatively stable over the last quarter century (at approximately 800 degrees annually), the proportion of these doctorates conferred on foreign students has increased from 20.5 percent (183 in total) in 1972 to 43 percent (368) in 1988 (Bowen and Rudenstine, 1992, p. 378). Our own survey of 51 Ph.D. programs in economics, to be described below, indicated that 52 percent of the doctoral students in economics were foreigners in 1995–96. The share of foreign students receiving doctorates is much higher in economics than in the social or physical sciences, but lower than that in engineering fields (National Science Foundation, 1987, xii). - Move 1 by discussing background essential to understanding a problem
Some studies have examined the general flow of foreign students to the United States, or their fate upon returning to their countries (Barber, 1985; Goodwin and Nacht, 1986; NSF, 1987). But to our knowledge, only a few inquiries have considered foreign doctoral students in U.S. economics programs. Among them are Rao (1995) and Montecinos and Aslanbeigui (1997), which discuss the issues of timeto-completion and foreign students’ choice of country of residence. Valde´s (1995) has analyzed the trajectory of the ‘‘Chicago Boys’’ in Chile. - Move 2
by indicatin a gap in previous research
In this article, we use data from our survey as well as evidence from other sources to present a profile of foreign students in U.S. doctoral programs; to explore the factors behind the growing internationalization of U.S. graduate economics education; to shed light on foreign students’ interests, career plans and assessment of the training they are receiving; and to draw attention to implications and questions for further research in this area. - Move 3
The growing presence of foreign students in U.S. doctoral programs in economics is an indication of a trend toward internationalization of economics (Coats, 1997). Although the number of doctorates has remained relatively stable over the last quarter century (at approximately 800 degrees annually), the proportion of these doctorates conferred on foreign students has increased from 20.5 percent (183 in total) in 1972 to 43 percent (368) in 1988 (Bowen and Rudenstine, 1992, p. 378). Our own survey of 51 Ph.D. programs in economics, to be described below, indicated that 52 percent of the doctoral students in economics were foreigners in 1995–96. The share of foreign students receiving doctorates is much higher in economics than in the social or physical sciences, but lower than that in engineering fields (National Science Foundation, 1987, xii). - Move 1 by discussing background essential to understanding a problem
Some studies have examined the general flow of foreign students to the United States, or their fate upon returning to their countries (Barber, 1985; Goodwin and Nacht, 1986; NSF, 1987). But to our knowledge, only a few inquiries have considered foreign doctoral students in U.S. economics programs. Among them are Rao (1995) and Montecinos and Aslanbeigui (1997), which discuss the issues of timeto-completion and foreign students’ choice of country of residence. Valde´s (1995) has analyzed the trajectory of the ‘‘Chicago Boys’’ in Chile. - Move 2
by indicatin a gap in previous research
In this article, we use data from our survey as well as evidence from other sources to present a profile of foreign students in U.S. doctoral programs; to explore the factors behind the growing internationalization of U.S. graduate economics education; to shed light on foreign students’ interests, career plans and assessment of the training they are receiving; and to draw attention to implications and questions for further research in this area. - Move 3
Sunday, February 24, 2008
Homework –EAV Chapter 12
<1>
1. change
2. increase
3. danger
4. rate
5. control
6. motivation
7. attitude
8. finally
9. improvement
10. search
<3>
1. electrical contact
2. contact leases
3. contact sports
4. face-to-face contact
5. physical contact
6. business contacts
7. established contacts
8. contact number
9. loss of contact
10. contact information
<5a>
1. exploit – workers, immigrants, resources
2. enforce – regulations, the speed limit, the law
3. pursue – a criminal, happiness, a career
4. sustain – growth, injuries, life
<5b>
1. public transportation
2. group dynamics
3. mood enhancers
4. transitional government
5. medical advice
6. ideological differences
7. tax incentives
8. survival rate
9. press exposure
10. ultimate responsibility
<7b> #2
My new day begins with cries of several children of the next room and with the sound of a quarrel of their parents. They have brawled about the same topic for several days: money – the most indispensable thing in life. Due to the poor sound proofing between the rooms in this ragged house accommodating a number of families in small space, it is unavoidable to hear what they are doing and saying. What I first feel is fatigue and pain in my back and shoulders after several days’ struggle with heavy textiles without any rest from early in the morning till late evening. I hope the more familiar I become in dealing with heavy wet cloth, the easier my work goes. I cannot understand why women are paid only a third as much as men, however, I have to stay silent. As many people are moving into the city and finding jobs, workers who are not subordinate to the employer cannot sustain the breadwinning. I prepare breakfast for my husband and 3 children – each of them is 6 year-old boy, 5 year-old girl, and 2 year-old boy – but all I can serve is a lump of brown bread without any milk or juice. Though I feel very sorry for my husband who should go through the tough labor in the coal mine and for my children who are very skinny due to poor nourishment, I cannot help it.
After my husband started to his workplace, I hurry to the factory taking my 3 children. The small room all my family share is messy, but I cannot afford to arrange it. Outside is much messier than my room. The street is full of sewage and trash disposed by the residents without care. Combined with the excretion from the domestic animals roaming in the street, the nasty smell of them irritates us. We should watch out our every step not to step them on. Moreover, the sky is grey as usual, which is said because of the smoke from the chimneys. Even though my employer complained of taking my children to the workplace yesterday, I could not leave them in the dusty and dangerous house by themselves. While the factory is also dangerous with the machine, and while the children have to play outside not disturbing the work process, I can check if they are okay in the factory from time to time between my works. Because there are not sufficient schools or care centers, and because the fee is too high for the people like us, it is only a dream to educate them. There are many boys and girls not older than 9 years old in my factory doing trivial things like carrying dye buckets and cleaning the machine. They always look exhausted and their payment is only a third amount of women’s. I cannot find more suitable expressions than ‘exploitation’ about this practice. Though the manager implicitly pressed me to make my eldest son work for the factory, I don’t want my son suffer from hard work in his early age. However, I might be enforced to make him work, considering the current economic condition of my family.
Before moving to Manchester last month, though we were also poor, I and my husband could work together, sharecropping in the farm and sharing the care for our children. We have plenty of time to see and talk each other. But now, the life here is like a survival battle in much poorer circumstance. We cannot have time to share smiles and laughs because we work too long and are too tired to. I am not certain that we made the right choice to move the industrial city, finding the enhancement of quality of life.
1. change
2. increase
3. danger
4. rate
5. control
6. motivation
7. attitude
8. finally
9. improvement
10. search
<3>
1. electrical contact
2. contact leases
3. contact sports
4. face-to-face contact
5. physical contact
6. business contacts
7. established contacts
8. contact number
9. loss of contact
10. contact information
<5a>
1. exploit – workers, immigrants, resources
2. enforce – regulations, the speed limit, the law
3. pursue – a criminal, happiness, a career
4. sustain – growth, injuries, life
<5b>
1. public transportation
2. group dynamics
3. mood enhancers
4. transitional government
5. medical advice
6. ideological differences
7. tax incentives
8. survival rate
9. press exposure
10. ultimate responsibility
<7b> #2
My new day begins with cries of several children of the next room and with the sound of a quarrel of their parents. They have brawled about the same topic for several days: money – the most indispensable thing in life. Due to the poor sound proofing between the rooms in this ragged house accommodating a number of families in small space, it is unavoidable to hear what they are doing and saying. What I first feel is fatigue and pain in my back and shoulders after several days’ struggle with heavy textiles without any rest from early in the morning till late evening. I hope the more familiar I become in dealing with heavy wet cloth, the easier my work goes. I cannot understand why women are paid only a third as much as men, however, I have to stay silent. As many people are moving into the city and finding jobs, workers who are not subordinate to the employer cannot sustain the breadwinning. I prepare breakfast for my husband and 3 children – each of them is 6 year-old boy, 5 year-old girl, and 2 year-old boy – but all I can serve is a lump of brown bread without any milk or juice. Though I feel very sorry for my husband who should go through the tough labor in the coal mine and for my children who are very skinny due to poor nourishment, I cannot help it.
After my husband started to his workplace, I hurry to the factory taking my 3 children. The small room all my family share is messy, but I cannot afford to arrange it. Outside is much messier than my room. The street is full of sewage and trash disposed by the residents without care. Combined with the excretion from the domestic animals roaming in the street, the nasty smell of them irritates us. We should watch out our every step not to step them on. Moreover, the sky is grey as usual, which is said because of the smoke from the chimneys. Even though my employer complained of taking my children to the workplace yesterday, I could not leave them in the dusty and dangerous house by themselves. While the factory is also dangerous with the machine, and while the children have to play outside not disturbing the work process, I can check if they are okay in the factory from time to time between my works. Because there are not sufficient schools or care centers, and because the fee is too high for the people like us, it is only a dream to educate them. There are many boys and girls not older than 9 years old in my factory doing trivial things like carrying dye buckets and cleaning the machine. They always look exhausted and their payment is only a third amount of women’s. I cannot find more suitable expressions than ‘exploitation’ about this practice. Though the manager implicitly pressed me to make my eldest son work for the factory, I don’t want my son suffer from hard work in his early age. However, I might be enforced to make him work, considering the current economic condition of my family.
Before moving to Manchester last month, though we were also poor, I and my husband could work together, sharecropping in the farm and sharing the care for our children. We have plenty of time to see and talk each other. But now, the life here is like a survival battle in much poorer circumstance. We cannot have time to share smiles and laughs because we work too long and are too tired to. I am not certain that we made the right choice to move the industrial city, finding the enhancement of quality of life.
Homework –EAV Chapter 11
<1>
1. inferred
2. developed gradually
3. basic
4. similarly
5. idea
6. represent
7. disagreement
8. changeable
9. additionally
10. displayed
11. ability
12. specific
13. exhibition
14. simulated
15. composed
<3>
1. deduction
2. deductible
3. deduct
4. deductive
5. deduced
6. deduct
7. deduction
8. deductible
9. deduction
10. deductive
<4b>
1. deduced
2. marginal
3. flexibility
4. evolution
5. normal
6. fundamentally
7. qualitative
8. capable
9. deviate
10. detectable
11. stylishly
1. inferred
2. developed gradually
3. basic
4. similarly
5. idea
6. represent
7. disagreement
8. changeable
9. additionally
10. displayed
11. ability
12. specific
13. exhibition
14. simulated
15. composed
<3>
1. deduction
2. deductible
3. deduct
4. deductive
5. deduced
6. deduct
7. deduction
8. deductible
9. deduction
10. deductive
<4b>
1. deduced
2. marginal
3. flexibility
4. evolution
5. normal
6. fundamentally
7. qualitative
8. capable
9. deviate
10. detectable
11. stylishly
Monday, February 18, 2008
Literature Review Practice – “And Obama Wept”
The article And Obama Wept, posted by a senior national correspondence of the NBC News, which deals with the presidential campaign of a Democratic presidential candidate, Sen. Barack Obama, criticizing excessive enthusiasm of his supporters and lack of policies in his campaign, has brought the heated debates among bloggers. These opinions can be roughly divided into two categories: one agrees to the article, and the other doesn’t. In other words, one is for Obama, and the other against him.
Some bloggers agree with the article writer in that Obama’s campaign lacks the concreteness. According to them, instead of specific topics, his speeches are full of rhetorical words making people blind. Sarah, for example, claims that “disguising his lack of policies, plans and execution abilities by attributing it to lack of hope is a classic cult tactic to shame non-coverts.” Moreover Dynasty, warns of the danger of those rhetoric, saying that “one of the most influential speakers of the 20th century, a man who could mobilize and convince people of his charm and rhetoric, was none other than Adolf Hitler, and we all know what followed suit after his regime took over. And in my opinion that is what I see happening to America today, a man who is talking about a "change," a change that I not been able to locate.”
On the other hand, some bloggers claim that the fact he doesn’t talk about specific issues does not necessarily mean the lack of policies. Rather, it is a policy to win more votes. According to DAW, those kind of speeches are “much more effective when they are inspiring rather than policy heavy,” and ThinkingARV insists that “if he talks about the issues in a dry calculated way, he could never garner the support,” adding he “cannot afford to be a policy wonk.” Another neutral supporter of Obama, named Williams, suggests the bloggers go to the candidates’ websites because “the substance is there,” before arguing the existence substance.
Some bloggers agree with the article writer in that Obama’s campaign lacks the concreteness. According to them, instead of specific topics, his speeches are full of rhetorical words making people blind. Sarah, for example, claims that “disguising his lack of policies, plans and execution abilities by attributing it to lack of hope is a classic cult tactic to shame non-coverts.” Moreover Dynasty, warns of the danger of those rhetoric, saying that “one of the most influential speakers of the 20th century, a man who could mobilize and convince people of his charm and rhetoric, was none other than Adolf Hitler, and we all know what followed suit after his regime took over. And in my opinion that is what I see happening to America today, a man who is talking about a "change," a change that I not been able to locate.”
On the other hand, some bloggers claim that the fact he doesn’t talk about specific issues does not necessarily mean the lack of policies. Rather, it is a policy to win more votes. According to DAW, those kind of speeches are “much more effective when they are inspiring rather than policy heavy,” and ThinkingARV insists that “if he talks about the issues in a dry calculated way, he could never garner the support,” adding he “cannot afford to be a policy wonk.” Another neutral supporter of Obama, named Williams, suggests the bloggers go to the candidates’ websites because “the substance is there,” before arguing the existence substance.
Sunday, February 17, 2008
Homework –EAV Chapter 9
<1>
a. revenue
b. hypothesize
c. chemical compounds
d. whereas
e. precisely
f. decline
g. retain
h. attitudes
i. investigation
j. parameters
k. valid
l. prior
m. dimensions
n. option
o. obvious
p. occupational
q. entities
r. regime
s. convention
t. image
<3>
1. g
2. k
3. m
4. e
5. i
6. f
7. b
8. a
9. c
10. n
11. d
12. l
13. o
14. j
15. h
<4b>
1. monitored
2. precisely
3. decline
4. monopoly
5. investigation
6. whereas
7. parameters
8. image
9. commitment
10. regime
11. challenge
<7b> #1
According to the definition of the Wikipedia, monopoly, in its economic aspect, means ‘a persistent situation where there is only one provider of a product or service in a particular market.’ This situation can be ‘characterized by a lack of economic competition for the good or service' and ‘a lack of viable substitute goods.' There could be several types of monopolies according to the characteristics of suppliers and products. De Beers, making a monopoly of diamonds market, is a good example of a natural resources monopolist. Monopolies granted legally from the government, which are called the ‘government-grant monopoly’ or the ‘government monopoly’, are mostly intended to control the products which are either the necessaries of life, or the significant sources of national revenue, or the nucleus of national industry. Public utilities, salt, ores such as gold and iron, the personal commodities like coffee and tea, and tobacco have been the main objects of government monopolies.
The monopoly has a main benefit in the regard that it enables consumers to expect the stable supply and price. For example, the Central Selling Organization manages the price of diamonds through monitoring the volume of supply. In case of government monopoly, consumers can expect the utilities such as electricity and gas to be supplied without breaks because of walkouts or slowdowns, which are more common conventions in private entities. The other positive effect is that it is possible for consumers to buy a product in a lower price through the Economies of Scale, in which an increase in the scale of the firm causes a decrease of average cost of each unit. And ‘dumping’ is also the element to cause the low cost.
On the contrary, the characteristics that the monopoly system has can bring negative effects to the consumers. As having the exclusive right to sell a product, the supplier can be arbitrary to the time and amount of supply, and even to the price of the product. If this is the case for the necessities, consumers not only have to endure this ‘predatory price’, but also challenge with the short of the requisites. In addition, consumers may have to buy a product of poor quality with unreasonable price. As there is no competitor within the same market, which is one of the obvious reasons that monopolies tend to become less efficient and innovative, those ‘complacent giants’ has no pressure to invest for the quality of products, consequently resulting in the consumers’ dissatisfaction.
a. revenue
b. hypothesize
c. chemical compounds
d. whereas
e. precisely
f. decline
g. retain
h. attitudes
i. investigation
j. parameters
k. valid
l. prior
m. dimensions
n. option
o. obvious
p. occupational
q. entities
r. regime
s. convention
t. image
<3>
1. g
2. k
3. m
4. e
5. i
6. f
7. b
8. a
9. c
10. n
11. d
12. l
13. o
14. j
15. h
<4b>
1. monitored
2. precisely
3. decline
4. monopoly
5. investigation
6. whereas
7. parameters
8. image
9. commitment
10. regime
11. challenge
<7b> #1
According to the definition of the Wikipedia, monopoly, in its economic aspect, means ‘a persistent situation where there is only one provider of a product or service in a particular market.’ This situation can be ‘characterized by a lack of economic competition for the good or service' and ‘a lack of viable substitute goods.' There could be several types of monopolies according to the characteristics of suppliers and products. De Beers, making a monopoly of diamonds market, is a good example of a natural resources monopolist. Monopolies granted legally from the government, which are called the ‘government-grant monopoly’ or the ‘government monopoly’, are mostly intended to control the products which are either the necessaries of life, or the significant sources of national revenue, or the nucleus of national industry. Public utilities, salt, ores such as gold and iron, the personal commodities like coffee and tea, and tobacco have been the main objects of government monopolies.
The monopoly has a main benefit in the regard that it enables consumers to expect the stable supply and price. For example, the Central Selling Organization manages the price of diamonds through monitoring the volume of supply. In case of government monopoly, consumers can expect the utilities such as electricity and gas to be supplied without breaks because of walkouts or slowdowns, which are more common conventions in private entities. The other positive effect is that it is possible for consumers to buy a product in a lower price through the Economies of Scale, in which an increase in the scale of the firm causes a decrease of average cost of each unit. And ‘dumping’ is also the element to cause the low cost.
On the contrary, the characteristics that the monopoly system has can bring negative effects to the consumers. As having the exclusive right to sell a product, the supplier can be arbitrary to the time and amount of supply, and even to the price of the product. If this is the case for the necessities, consumers not only have to endure this ‘predatory price’, but also challenge with the short of the requisites. In addition, consumers may have to buy a product of poor quality with unreasonable price. As there is no competitor within the same market, which is one of the obvious reasons that monopolies tend to become less efficient and innovative, those ‘complacent giants’ has no pressure to invest for the quality of products, consequently resulting in the consumers’ dissatisfaction.
Homework –EAV Chapter 8
<1>
1. f
2. h
3. i
4. a
5. k
6. b
7. m
8. c
9. e
10. o
11. g
12. n
13. j
14. d
15. l
<4a>
1. emerging
2. apparently
3. globally
4. concentrate
5. imply
6. communicates
7. statistics
8. removed
9. specifically
10. imposed
<5a>
1. physical
2. global
3. media
4. statistical
5. ethical
6. internal
7. technological
8. principal
9. instant
10. adult
<5b>
1. population
2. memo
3. standards
4. character
5. therapy
6. technological
7. success
8. statistical
9. media
10. theme
<6a>
1. meteorology
2. archaeology
3. psychology
4. geology
5. cardiology
6. bacteriology
7. biology
8. pharmacology
9. technology
10. anthropology
1. f
2. h
3. i
4. a
5. k
6. b
7. m
8. c
9. e
10. o
11. g
12. n
13. j
14. d
15. l
<4a>
1. emerging
2. apparently
3. globally
4. concentrate
5. imply
6. communicates
7. statistics
8. removed
9. specifically
10. imposed
<5a>
1. physical
2. global
3. media
4. statistical
5. ethical
6. internal
7. technological
8. principal
9. instant
10. adult
<5b>
1. population
2. memo
3. standards
4. character
5. therapy
6. technological
7. success
8. statistical
9. media
10. theme
<6a>
1. meteorology
2. archaeology
3. psychology
4. geology
5. cardiology
6. bacteriology
7. biology
8. pharmacology
9. technology
10. anthropology
Thursday, February 14, 2008
Literature Review Practice - Citation
Researchers cannot complete their research by their own sources. In other words, it is inevitable that they use other research results, which either can be raw-data, or research methods, or claims of former researchers, to test or to support their own research questions. In using those sources, it has been the common sense in the academic community to point out, that is ‘to cite’, the fact that the sources are not from one’s own but from other researchers. However, regarding the reason and purpose of these citations, there have been several different theories.
In many manuals and standard practice guides, the theory that citations are for recognizing and acknowledging the intellectual property rights of authors, in the ground of ethics and defense against plagiarism. The theory that citation is used to show respect to previous scholars has many supporters in well-established fields like the sciences. By acknowledging previous achievements, the scholars recognize the history of the field.
On the other hand, there are theories that thinking citation as tools of facilitating researchers’ access to the goals. According to the Gilbert (1977), writers use citation to give their statements authority, which facilitates to persuade the reader. And Bavelas (1978) claims that citation is used as an evidence that the author is a member of the chosen scholarly community and as a demonstration of familiarity with the field. Ravetz (1971) even presented citation as a kind of mutual reward system, paying through the citation rather than the money.
With all different views claiming citation as the expression of the acknowledgement and respect to previous researchers, and those claiming it as the facilitating tool, many writers use citations in both purposes. For example, they use citations to defend against plagiarism, and also use citations to make the other community members to be persuaded easily, showing the authority at the same time. Both are equally necessary in the research reports. Consequently, regardless of the purposes of citation, the important thing is to show the source from which the researchers have ‘borrowed’ the ideas accurately and to pay the proper gratitude for supplying with the valuable sources.
In many manuals and standard practice guides, the theory that citations are for recognizing and acknowledging the intellectual property rights of authors, in the ground of ethics and defense against plagiarism. The theory that citation is used to show respect to previous scholars has many supporters in well-established fields like the sciences. By acknowledging previous achievements, the scholars recognize the history of the field.
On the other hand, there are theories that thinking citation as tools of facilitating researchers’ access to the goals. According to the Gilbert (1977), writers use citation to give their statements authority, which facilitates to persuade the reader. And Bavelas (1978) claims that citation is used as an evidence that the author is a member of the chosen scholarly community and as a demonstration of familiarity with the field. Ravetz (1971) even presented citation as a kind of mutual reward system, paying through the citation rather than the money.
With all different views claiming citation as the expression of the acknowledgement and respect to previous researchers, and those claiming it as the facilitating tool, many writers use citations in both purposes. For example, they use citations to defend against plagiarism, and also use citations to make the other community members to be persuaded easily, showing the authority at the same time. Both are equally necessary in the research reports. Consequently, regardless of the purposes of citation, the important thing is to show the source from which the researchers have ‘borrowed’ the ideas accurately and to pay the proper gratitude for supplying with the valuable sources.
Sunday, February 10, 2008
Homework –EAV Chapter 7
<1>
1. a. Plan
2. b. join
3. a. reason
4. a. determination
5. a. began
6. c. relating to one’s won country
7. b. eliminated gradually
8. a. advertisement
9. c. roughly
10. c. records
<7b> #2
Approximately 8 years ago, in August 2000, I was notified that I had passed the examination to be a civil service worker in Chuncheon Municipality, which is my hometown. As the acceptance rate was as high as 1 to 80, and as I was much older than the other applicants, it was a sheer luck for me to pass the test.
When I was serving in the Culture and Tourism Department in 2001, the Taekwondo World Championships was held in Chuncheon, and I was dispatched to support the operation of this event for 2 weeks. This career results in a huge shift in my life. As I was considered to demonstrate my English comprehension and administrative skills in the series of supporting work, I was again dispatched, in July 2002, to the 2010 PyoengChang Olympic Winter Games Bid Committee undertaken by Gangwon Provincial Government, which was eagerly searching for the staff with English skills.
My new work opened a totally different world, the global society, to me. My duty was coordinating the international business. As an administrative staff, I translated the correspondences from abroad, especially from the International Olympic Committee, and reported them to senior officers. I translated various IOC documents, including rules and regulations, and published them for internal use. I also collected both domestic and international news from various sources so that the PR department could analyze and use these materials to further the bid promotion. Above all, my main work was preparing business trips to international meetings and conventions which are organized or invited by the IOC. This duty covered registering for the event, arranging flight, accommodation, meal and transportation as well as on-site schedules for the participants.
Despite this experience was valuable, it requested me to dedicate my whole life to the work. There was no line between day and night, and weekdays and weekends. Too many urgent chores imposed their precedence on my personal life. As I needed to very cautious and precise with my work, I was always under the serious stress. Moreover, I had to learn the partnership with my co-workers, with whom I spent most of my time. It was also not an easy task.
Though I have to return the same workplace after my study, I want myself to be more matured before then so that I might face and manage my stress from work and co-worker relationship as well as my work itself better.
1. a. Plan
2. b. join
3. a. reason
4. a. determination
5. a. began
6. c. relating to one’s won country
7. b. eliminated gradually
8. a. advertisement
9. c. roughly
10. c. records
<7b> #2
Approximately 8 years ago, in August 2000, I was notified that I had passed the examination to be a civil service worker in Chuncheon Municipality, which is my hometown. As the acceptance rate was as high as 1 to 80, and as I was much older than the other applicants, it was a sheer luck for me to pass the test.
When I was serving in the Culture and Tourism Department in 2001, the Taekwondo World Championships was held in Chuncheon, and I was dispatched to support the operation of this event for 2 weeks. This career results in a huge shift in my life. As I was considered to demonstrate my English comprehension and administrative skills in the series of supporting work, I was again dispatched, in July 2002, to the 2010 PyoengChang Olympic Winter Games Bid Committee undertaken by Gangwon Provincial Government, which was eagerly searching for the staff with English skills.
My new work opened a totally different world, the global society, to me. My duty was coordinating the international business. As an administrative staff, I translated the correspondences from abroad, especially from the International Olympic Committee, and reported them to senior officers. I translated various IOC documents, including rules and regulations, and published them for internal use. I also collected both domestic and international news from various sources so that the PR department could analyze and use these materials to further the bid promotion. Above all, my main work was preparing business trips to international meetings and conventions which are organized or invited by the IOC. This duty covered registering for the event, arranging flight, accommodation, meal and transportation as well as on-site schedules for the participants.
Despite this experience was valuable, it requested me to dedicate my whole life to the work. There was no line between day and night, and weekdays and weekends. Too many urgent chores imposed their precedence on my personal life. As I needed to very cautious and precise with my work, I was always under the serious stress. Moreover, I had to learn the partnership with my co-workers, with whom I spent most of my time. It was also not an easy task.
Though I have to return the same workplace after my study, I want myself to be more matured before then so that I might face and manage my stress from work and co-worker relationship as well as my work itself better.
Homework – EAV Chapter 6
<1>
1. core – heart
2. framework – structure
3. initial – first
4. dominant – major
5. shifts – changes
6. proportions – percentage
7. sufficient – enough
8. compensation – salary
9. alter – change
10. constraints – restrictions
11. tasks – duties
12. techniques – skills
13. comments – says
14. components – factors
15. funds – money
<3>
1. a steady job
2. working class
3. job security
4. odd jobs
5. workplace
6. task force
7. on-the-job training
8. workout
9. works of art
10. workload
11. foreign assignment
12. work description
13. work satisfaction
14. workaholic
<4b>
1. initially
2. interactive
3. dominant
4. locate
5. sufficient
6. comments
7. illustrations
8. emphatic
9. react
10. correspondingly
<5>
1. emphasis
2. strong
3. sufficient
4. administrative
5. put
6. theoretical
7. outcome
8. funds
9. placed
10. obtain
<7b> #2
As written test means to assess and rank people by the grade, it is natural that people want to be tested by most familiar method for good outcome. My favorite testing method is answering multiple-choice questions because I can correspond to this kind of questions best. As this method prevailed in the entrance exams for both university and employment as will as in all tests of my schools in Korea, I have become domesticated to choose the most appropriate answer from four or five options for more than three decades.
When I took the first mid-term examination in my first undergraduate semester, I was totally embarrassed with the test sheets. All the questions requested me not to choose proper answers but to explain what I know in the way of essays or short answers. Though I remembered well what I learned, I didn’t know how to unpack and expose my knowledge. This abrupt shift of the test methods might not be a problem only to me, judging from many deep sighs around me. After this frustrating experience in the first test in university, I and my classmates had acquired the essay techniques little by little.
In the meantime, even though the multiple-choice test is favorable to the students, in the standpoint of teachers, it is not sufficient to ensure that the students are progressing. While this test has the benefits of swiftness and convenience in gaining the results, it can usually test only the fragmentary knowledge, and even worse, can test the students’ blind choice abilities. On the contrary, while the writing essay tests is more efficient in judging whole achievement of students, it is not easy to give marks, which is often affected by the other factors, such as calligraphic styles, spelling errors and prejudice. Considering these weak points, in order to evaluate students more correctly, it is adequate to integrate such components as multiple choice questions, T/F questions, short answers and essays in a test, assessing various aspects of the students.
1. core – heart
2. framework – structure
3. initial – first
4. dominant – major
5. shifts – changes
6. proportions – percentage
7. sufficient – enough
8. compensation – salary
9. alter – change
10. constraints – restrictions
11. tasks – duties
12. techniques – skills
13. comments – says
14. components – factors
15. funds – money
<3>
1. a steady job
2. working class
3. job security
4. odd jobs
5. workplace
6. task force
7. on-the-job training
8. workout
9. works of art
10. workload
11. foreign assignment
12. work description
13. work satisfaction
14. workaholic
<4b>
1. initially
2. interactive
3. dominant
4. locate
5. sufficient
6. comments
7. illustrations
8. emphatic
9. react
10. correspondingly
<5>
1. emphasis
2. strong
3. sufficient
4. administrative
5. put
6. theoretical
7. outcome
8. funds
9. placed
10. obtain
<7b> #2
As written test means to assess and rank people by the grade, it is natural that people want to be tested by most familiar method for good outcome. My favorite testing method is answering multiple-choice questions because I can correspond to this kind of questions best. As this method prevailed in the entrance exams for both university and employment as will as in all tests of my schools in Korea, I have become domesticated to choose the most appropriate answer from four or five options for more than three decades.
When I took the first mid-term examination in my first undergraduate semester, I was totally embarrassed with the test sheets. All the questions requested me not to choose proper answers but to explain what I know in the way of essays or short answers. Though I remembered well what I learned, I didn’t know how to unpack and expose my knowledge. This abrupt shift of the test methods might not be a problem only to me, judging from many deep sighs around me. After this frustrating experience in the first test in university, I and my classmates had acquired the essay techniques little by little.
In the meantime, even though the multiple-choice test is favorable to the students, in the standpoint of teachers, it is not sufficient to ensure that the students are progressing. While this test has the benefits of swiftness and convenience in gaining the results, it can usually test only the fragmentary knowledge, and even worse, can test the students’ blind choice abilities. On the contrary, while the writing essay tests is more efficient in judging whole achievement of students, it is not easy to give marks, which is often affected by the other factors, such as calligraphic styles, spelling errors and prejudice. Considering these weak points, in order to evaluate students more correctly, it is adequate to integrate such components as multiple choice questions, T/F questions, short answers and essays in a test, assessing various aspects of the students.
Friday, February 8, 2008
Summary: Thinking in Print (Chapter 1)
The first chapter of The Craft of Research, written by Booth, W. C.; Colomb, G. G.; and Williams, J. M., is defining and explaining the use of the research and the written formal report.
In everyday life, we benefit from the research which have been done by other people for centuries. Whenever we read a newspaper or read a book, we are reading the research reported in writing by others. According to the authors, research means "gathering information to answer a question that solves a problem,"(p.10) which everyone does everyday but not by writing. However, "we rely on those who write it up"(p.10) because they want to give answers to "someone would have a question that their data."(p.10) Because of this kind of research, the world improves everyday.
The benefits of writing up the research are that it helps researchers remember what they have done more clearly, have better understanding what they have found, and gain clearer view on what they think. If researchers write what they found their own way without adjusting them to readers’ expectation, they cannot learn more about their ideas by testing themselves against the standards and values of others, which is the most significant reason of research reporting. In order for the research to be understood and accepted by the research community, it is necessary to create communication, which is obtained by using traditional forms, plans, shared practices and values of the community.
In conclusion, we research to provide benefits of our readers, and in order to share the benefits more clearly, we need to write a research report with common forms and styles which can be accepted and understood by our readers.
In everyday life, we benefit from the research which have been done by other people for centuries. Whenever we read a newspaper or read a book, we are reading the research reported in writing by others. According to the authors, research means "gathering information to answer a question that solves a problem,"(p.10) which everyone does everyday but not by writing. However, "we rely on those who write it up"(p.10) because they want to give answers to "someone would have a question that their data."(p.10) Because of this kind of research, the world improves everyday.
The benefits of writing up the research are that it helps researchers remember what they have done more clearly, have better understanding what they have found, and gain clearer view on what they think. If researchers write what they found their own way without adjusting them to readers’ expectation, they cannot learn more about their ideas by testing themselves against the standards and values of others, which is the most significant reason of research reporting. In order for the research to be understood and accepted by the research community, it is necessary to create communication, which is obtained by using traditional forms, plans, shared practices and values of the community.
In conclusion, we research to provide benefits of our readers, and in order to share the benefits more clearly, we need to write a research report with common forms and styles which can be accepted and understood by our readers.
Thursday, February 7, 2008
Summarizing paragraphs
1.
According to O'Connor, T, students gain benefits of the electronic communicatin system in several ways; building relationships with classmates as well as more advanced scholars, publishing one's opinions to get feedbacks, and facilitating the compelx project process.
2.
To facilitate the learning, an effective teacher needs to vary teaching methods and technicques according to the learning stlyes of the students.
According to O'Connor, T, students gain benefits of the electronic communicatin system in several ways; building relationships with classmates as well as more advanced scholars, publishing one's opinions to get feedbacks, and facilitating the compelx project process.
2.
To facilitate the learning, an effective teacher needs to vary teaching methods and technicques according to the learning stlyes of the students.
Task 21: Revision (Revised)
Turkey is located in a region that suffers from severe earthquakes almost every year. These earthquakes have caused plenty of damage both to the infrastructures and to the human lives. The most destructive earthquake, which was occurred in August 1999, damaged two kilometers area and three cities, thereby causing the loss of approximately 20,000 people and millions of dollars.
The repeated occurrence of these natural disasters is attributable to the fact that Turkey is located in the Central Anatolian Fault Zone, one of the most active fault zones in the world, which lies along the northern part of the country, going from southeast to northwest. However, the reason why these earthquakes cause such a huge damage is not only because of the nature of the fault zone, but also because of the lack of preparation in the regional planning. This lack of thoughtful planning misled the planners to construct many cities and highways over the Fault Zone.
In recent years, there have been many efforts to decrease the damage from the earthquakes. As a possible method, the early warning system has been developed to alert people about upcoming earthquakes. Although giving warning as short as 10 seconds before the tremors, if there is a well-planned rescue organization, this system may help to decrease, at least, the death rates in the earthquakes.
The repeated occurrence of these natural disasters is attributable to the fact that Turkey is located in the Central Anatolian Fault Zone, one of the most active fault zones in the world, which lies along the northern part of the country, going from southeast to northwest. However, the reason why these earthquakes cause such a huge damage is not only because of the nature of the fault zone, but also because of the lack of preparation in the regional planning. This lack of thoughtful planning misled the planners to construct many cities and highways over the Fault Zone.
In recent years, there have been many efforts to decrease the damage from the earthquakes. As a possible method, the early warning system has been developed to alert people about upcoming earthquakes. Although giving warning as short as 10 seconds before the tremors, if there is a well-planned rescue organization, this system may help to decrease, at least, the death rates in the earthquakes.
Monday, February 4, 2008
Homework – due on Feb 7 (EAV Chapter 4)
<4b>
1. participation
2. categorized
3. participate
4. random
5. tradition
6. voluntary
7. injured
8. acquire
9. regional
10. normally
11. energy
<6a>
1. import
2. porter
3. port
4. report
5. deportation
6. transportation
7. portable
8. portfolio
9. export
10. reporter
<7b> #2
The extracurricular activity that I participated in my undergraduate period was the one closely related to the social circumstance of Korea. The period from late 1980s’ to early 1990s’, which coincides with my university years, was time of the social tumult in Korea. The request for democracy against a military dictatorial government was very serious, and it was like the eve of a war. There were large demonstrations nearly every day somewhere in the country, which usually initiated from student movement chapter even though many normal white and blue collars participated in.
It was natural that this situation affected my whole university life. I joined one of the groups for discussing the socio-cultural matters. This kind of group was one of the most popular in that period. We read books covering various social sciences and philosophies and naturally discussed the principles of Marxism and social revolutions. And some of the group members went out of class to act what we learned in theory. I was the one among them.
When I became a junior, I began to work as a member of the student council in my department. And when I was a senior, I became a member of the student council of College of Liberal Arts. I was in the position of training new members. It was very valuable experience to learn the self-government and leadership but, in retrospect, was very time and energy consuming. As I indulged myself in the student movement, I could not manage to balance my study and extracurricular activity. The focus was upside down. As a consequence, my academic progress was not successful and several credits were flunked, resulting in the poor GPA.
I quit my involvement to the movement after I left the university and returned home. As I failed to balance my study and student movement, I was too unprepared to face the real world. I had not considered the imminent matters, such as getting a job and making a living. It was evident that my indulgence gave me some disadvantages. However, I have never regretted my experience as It gave me much more valuable things to live: how I should see, what I should see, and who I should see in the world.
1. participation
2. categorized
3. participate
4. random
5. tradition
6. voluntary
7. injured
8. acquire
9. regional
10. normally
11. energy
<6a>
1. import
2. porter
3. port
4. report
5. deportation
6. transportation
7. portable
8. portfolio
9. export
10. reporter
<7b> #2
The extracurricular activity that I participated in my undergraduate period was the one closely related to the social circumstance of Korea. The period from late 1980s’ to early 1990s’, which coincides with my university years, was time of the social tumult in Korea. The request for democracy against a military dictatorial government was very serious, and it was like the eve of a war. There were large demonstrations nearly every day somewhere in the country, which usually initiated from student movement chapter even though many normal white and blue collars participated in.
It was natural that this situation affected my whole university life. I joined one of the groups for discussing the socio-cultural matters. This kind of group was one of the most popular in that period. We read books covering various social sciences and philosophies and naturally discussed the principles of Marxism and social revolutions. And some of the group members went out of class to act what we learned in theory. I was the one among them.
When I became a junior, I began to work as a member of the student council in my department. And when I was a senior, I became a member of the student council of College of Liberal Arts. I was in the position of training new members. It was very valuable experience to learn the self-government and leadership but, in retrospect, was very time and energy consuming. As I indulged myself in the student movement, I could not manage to balance my study and extracurricular activity. The focus was upside down. As a consequence, my academic progress was not successful and several credits were flunked, resulting in the poor GPA.
I quit my involvement to the movement after I left the university and returned home. As I failed to balance my study and student movement, I was too unprepared to face the real world. I had not considered the imminent matters, such as getting a job and making a living. It was evident that my indulgence gave me some disadvantages. However, I have never regretted my experience as It gave me much more valuable things to live: how I should see, what I should see, and who I should see in the world.
Homework – due on Feb 5 (EAV Chapter 3)
<1>
1. e
2. j
3. m
4. o
5. h
6. g
7. f
8. k
9. l
10. a
11. i
12. n
13. c
14. d
15. b
<4>
1. administrative
2. distributes (distributed, will distribute)
3. reside
4. primary
5. perception
6. securely
7. finalize
8. restrictions
9. construction
10. institutional
<5a>
1. maintenance
2. primary
3. labor
4. computer
5. positive
6. security
7. community
8. final
9. residential
10. prime
<5b>
1. person
2. time
3. Day
4. attitude
5. guard
6. college
7. exam
8. school
9. community
10. graphics
<6b>
1. designer
2. interpreter
3. author
4. finalist
5. mathematician
6. vegetarian
7. conductor
8. administrator
9. lawyer
10. individualist
11. theorist
1. e
2. j
3. m
4. o
5. h
6. g
7. f
8. k
9. l
10. a
11. i
12. n
13. c
14. d
15. b
<4>
1. administrative
2. distributes (distributed, will distribute)
3. reside
4. primary
5. perception
6. securely
7. finalize
8. restrictions
9. construction
10. institutional
<5a>
1. maintenance
2. primary
3. labor
4. computer
5. positive
6. security
7. community
8. final
9. residential
10. prime
<5b>
1. person
2. time
3. Day
4. attitude
5. guard
6. college
7. exam
8. school
9. community
10. graphics
<6b>
1. designer
2. interpreter
3. author
4. finalist
5. mathematician
6. vegetarian
7. conductor
8. administrator
9. lawyer
10. individualist
11. theorist
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