Unit 2 Academic Achievement

Unit2AcademicAchievement Text2 1 TheInfluenceofClasssizeonAcademicAchievementText2 2 ACaseStudy ShiningStarText2 3 TheAsianParadox HighClasses HighScores Authorshipandsource Refertopage76 Text2 1 TheInfluenceofClasssizeonAcademicAchievementText2 2 ACaseStudy ShiningStarSource Fromapaperentitled ClasssizeandStudentAchievement whichwaspublishedinMay2001issueofPsychologicalScienceinthePublicInterest PSPI co authoredbyfourdistinguishedscholarsinthisfield Authorshipandsource Twoversions Theoriginalandacademiconeandtheadaptedpopularone Theformeroneis30pagesinlength WrittenbythesameauthorsPublishedintwodifferentsources PsychologicalScienceinPublicInterest PSPI ScientificAmericanPurpose ToincreasetheinfluenceofPSPIreportsamongscientists laypersonsandpolicymakers Citationfrom Announcement AccordingtoanagreementbetweenversionsofthePSPIreportswillbepublishedinScientificAmerican buttheScientificAmericanversionwillberewrittenincollaborationwiththereport sauthors forthemagazine sbroaderaudience WehopesuchcollaborationwillincreasetheinfluenceofPSPIreportsamongscientists laypersons andpolicymakers Announcement Text2 1 TheInfluenceofClasssizeonAcademicAchievement Pre readingtask Whatfactorsinaschool collegeoruniversitycanhaveaninfluenceontheacademicachievementsofthestudents Reading task Theauthorshavereviewedtheresearchbackground thestudiessofarcarriedoutintotheeffectofclasssizeonacademicachievement theresearchmethods andresearchfindings Readandidentifytheirdescriptionoforevaluationontheaboveelements Reading task Read Announcement andbereadytodiscuss ThebirthofPSPI Pre readingTaskinText2 1 Resourcesavailable computers laboratories textbooksTeachlevel qualifications experience etc Studentmotivation Otherfactors ClasssizeThesocial economicbackgroundofthestudentsParentalinfluenceDisciplineatschoolandathomeTheethos i s 风气 reputationoftheschoolFundingorsupport e g fromgovernmentornon governmentalsources Text2 1 Readingtask1 Readingforapurpose Whataretheaimsofacademicstudyandhowcantheybeachieved Lookatthetitle Doyouthinkthetextwillbeusefulforwritinganassignmentaboutacademicachievement Why Thekeywordswecangivefromthetitlemaybe Readingtask2 Readingselectively ReadLines1 66andanswerthequestions Thebackgroundforsucharesearch ReadLines1 66andanswerthequestions Thebackgroundforsucharesearch keywordsEndlessandpassionateargumentabout Aheateddebateon Increasingconcernover HowtoimprovetheacademicachievementofAmericankids ReadLines1 66andanswerthequestions Oneidea Toreduceclasssize Developfromasubjectofacademicinteresttoakeypoliticalissue Line19 Inpractice adopted Line23 Inacademiccircle surgeofinterestin Line50 Surge asuddenincrease急剧上升 激增 Readingtask2 Readingselectively Lines31 49 Thedrawbacktoclass sizereduction Buttheeconomicbenefitscouldbehugeif Lines44 45 ReadLines50 66 Havetheseanalysesofferedanyconclusion Lines57 58 Whatarethequestionsthatmustbeanswered Readingtask2 Readingselectively ReadLines50 66 Havetheseanalysesofferedanyconclusion offertentative暂时性的responsesThequestionsresearchersmustanswer ScanLines67 117 Whatarethebenefitsofsmallerclasssizes Educatorshaveamultitudeofexplanationsforwhy althoughfrequentlytheideasareanecdotal Line69 72 LessnoiseanddisruptivebehaviorfromstudentsMoretimeandmorefreedomtoengagestudentcreativelybydividingthemintogroupsforspecificprojects GivegreaterindividualattentiontostrugglingstudentsMorediscussion assignmorewritingandcloselyexaminestudents writtenworkBenefittheyoungagegroup developgoodstudyhabits higherself esteemandotherbeneficialcognitivetraits ScanLines67 117 Whatarethebenefitsofsmallerclasssizes Readingtask2 Readingselectively Arethesebenefitsbasedonfactsandresearchesoronsubjectiveviewsofteachers parentsorotherinterestedpeople Howdoyouknow Anecdotal subjective unreliable Fromanacademicpointofview suchopinionscannotbetakentooseriouslybecauselackconcreteevidencebackedbyresearchdata ScanLines97 115andanswerthequestionsfollowed Whatarethefindings accordingtotheexistingdata Pleasehighlightthekeyphrases theimprovementinacademicperformancewasnegligible ne lid bl datafrom aseriesoftexts shownosignificantgains performanceactuallydecreasedslightly Lines97 117 Fromtheabovereading Canweanswerthequestionforsure Canwedrawtheconclusionthatreductioninclasssizehasnodirectlinkwithacademicachievement Alltheinformationinthispartisdescriptive description orevaluative evaluation Ifthispartisthe findings partofanexperimentalpaper whatisthenextpartabout methods discussion conclusion ReadLines118 191 Foravarietyofreasons paylittleattentiontothesefigures Figure1 Lines121 122 Why Highlightthekeywords orRefertopage20 4 3 Reason1 Reason2 Reason3 Foravarietyofreasons paylittleattentiontothesefigures Figure1 Lines121 122 Why Reason1 Theobjectiveofschools Hightestscores DecreaseddropoutratesAnotherreasonfor lines133 135 It shardtoisolatetherelatedfactorsfromthemyriadfactors Students familycommitmentsLanguagebackgroundofstudentsHigherparentaleducationlevelMoreexperiencedteachers Foravarietyofreasons Lines121 122 Why Reason3 Demographicshiftsmakeitverydifficulttoassesstheeffectofreductionsinpupil teacherratios Readingtask3 Readingselectively Whataretheweaknessesofthesestudies Whatdidtheauthorsdointhispart Whattherecordshows Descriptionorevaluation Readingtask3 Readingselectively Weakness Thesestudiesarepoorlydesigned Readingtask3 Readingselectively Whatdidtheauthorsdointhispart Whattherecordshows Describingorevaluating Positiveornegativeevaluation Inthisparttheauthorsanalyzedtheresearchescarriedoutonclasssizeandprovidedanegativeviewofmostresearches Weaknessesoftheresearchmethodshavebeenexplained Lines119 167 andmentionofannotableexceptionhasalsobeenmade Thenotableexceptionwas Line168 ReadLines168 191 Refertopage20 4 4 Whatfactors accordingtothewriter madeProjectSTARbetterthanotherpoorlydesignedstudies Highlightthekeywords ChildrenrandomlyassignedtothreeclasssizesTheresearchwascarriedoutover3yearsTeachersrandomlyassignedtoclassesFewteachersspeciallytrainedNonewcurricularmethods Readingtask3 Identifyingthewriter spurpose Refertopage19 3 1 ReadLines118 191 Whatisthepurposeofthewriter Topersuadeustoacceptacertainpointofview Toexplaintheimportanceofusingresearchdatainsteadofanecdotalexplanations Toevaluatetheimportanceoftheresearchcarriedoutintotheeffectofclassroomsizeontheacademicachievement TodescribetheresearchmethodinvariouspartsoftheU S intotheeffectofclassroomsizeonacademicachievement Whatisthefunction s offigure1 MilestoneStudiesinClassSize Refertopage19 3 2 TosummarizethecontentofthetextTooutlinethecontentofcertainrelevantresearch ToexplaintheimportanceoftheSTARproject Tocomparethedatafromresearchaboutclasssize Text2 2 ACaseStudy ShiningStar Readthesectionandanswerthequestionsfollowed Whatgeneralpointismadeinthefirstparagraphofthissection Lines1 1 WhatarethebenefitsJeremyandCharlesfoundintheirreviewoftheproject Lines12 45 WhatisthecommentofEriconSTARanditskeyconclusions Lines46 75 Text2 2 ACaseStudy ShiningStar Whatgeneralpointismadeinthefirstparagraphofthissection Thecollectedfindingshaveyielded provided noconsensus k n sens s 一致ontheissuesofrealinteresttopolicymakers Text2 2 ACaseStudy ShiningStar WhatarethebenefitsJeremyandCharlesfoundintheirreviewoftheproject Lines12 45 alsorefertopage21 1 2 anarrayofbenefitsofsmallclasses OutperformedtheircounterpartsbyafifthofaSD Lines16 18 Thissizablejumpin appearedbythefirstgrade Lines21 32 Persistintoupperelementarylevels Lines21 23 Theeffectwasstrongerforethnicminoritystudents Lines37 40 Turntopage20andfinish1 2onpage21 Text2 2 ACaseStudy ShiningStar Refertopage20 WhatisthecommentofEriconSTARanditskeyconclusions Lines46 75 Heagreesthat Line49 Buthearguesthat Line51 Healsodisagreesthat line57 Hefurtherassertsthat line71 Text2 3 TheAsianparadox HugeClasses HighScores Pre readingquestions WhatdoyouknowaboutacademicperformanceindevelopedAsiancountries andhowacademicsuccessisachieved Text2 3 TheAsianparadox HugeClasses HighScores Readthepassageandanswerthequestionsfollowed Whatisthe AsianParadox Whichonewordisusedasoneexplanationforthiscontradictorystatement Lines1 11 WhatmightbethereasonsfortheapparentacademicsuccessofJapanesestudents Lines35 49 Haveyoufoundanyinformationwhichmightbeusefulforyourwritingassignment Readthepassageandanswerquestionsfollowed Whatisthe AsianParadox Whichonewordisusedasoneexplanationforthiscontradictorystatement Thetitle Hugeclasses highscores Theword discipline line19 discipline fromthebottomup lines60 61 Discipline asystemofrulesofconduct纪律 Text2 3 TheAsianparadox HugeClasses HighScores FindothershortphrasesinLines35 49whichmightprovidefurtherreasonsfortheapparentacademicsuccessofJapanesestudents Text2 3 TheAsianparadox HugeClasses HighScores Spendmuchmoretimetogether longeracademicyear moretimebonding黏合with moreopportunitiesforteachesandstudentstobond strongemphasisonclassbeingmeaningfulentities emphasisonclass etc as meaningfulentities实体 Text2 3 TheAsianparadox HugeClasses HighScores Absenceof ethnicandlinguisticdiversity lackof ethnicandlinguisticdiversity Lowdivorcerate stablefamilybackgroundMoreparentalinvolvementintheirchildren seducation greaterparentalinterest Text2 3 TheAsianparadox HugeClasses HighScores Haveyoufoundanyinformationwhichmightbeusefulforyourwritingassignment Text2 3 TheAsianparadox HugeClasses HighScores Influencesonacademicperformance thequalityofteachers supportivehome influenceofteachers teaching bottom updiscipline longeracademicyear closertieswithteacher Post readingunderstanding PracticesomeIELTSquestion Presentitorally Questionsforfurtherreflection ReadLines67 117onpage Refertopage18 2 2 IELTSquestiontype T Ftype WhichofthefollowingbenefitsofsmallerclassesdoFinnandAchillesidentifyintheirreviewoftheproject AnswereitherTrueorFalse Indicatethelinenumberwhereyoufoundyouranswer Trueorfalse Betteracademicperformanceinsmall sizedStudentsbenefitatanearlystageinsmallclassesStudentslatercontinuetoperformwellinnormal sizedclassesAveragestudentsmakethemostprogress MinoritygroupsgainedthemostsignificantbenefitOnaverage ethnicminoritystudentsimprovedone fifthofstandarddeviation Text2 2 ITELSquestiontype WhichofthefindingsofFinnandAchillesdoesHanushekcommenton Putatick whenHanushekagreesandacross whenhedisagrees PutNMifhedoesnotmentionthesefindings Trueorfalse Betteracademicperformanceinsmall sizedStudentsbenefitatanearlystageinsmallclassesStudentslatercontinuetoperformwellinnormal sizedclassesAveragestudentsmakethemostprogress MinoritygroupsgainedthemostsignificantbenefitOnaverage ethnicminoritystudentsimprovedone fifthofstandarddeviation ReadLines67 117onpage74 Belowaresomenotesonthistextmadebyastudent Readlines67 117anddecidewhichofthepointslistedarementionedinthetext ReadLines67 117onpage74 EasiertoconcentrateStudentsprefersmallerclassesMorecooperativelearningoccursMorehelpforstudentswithproblemsStudentsdevelopgoodmethodsoflearningMoreopportunitiestouseresourcesiffewerstudentsinclassStudentsgetmuchbetteracademicresults WhatarethebenefitsJeremyandCharlesidentifyintheirreviewoftheproject AnswereitherTrueorFalse Lines12 45 alsorefertopage21 1 2 ITELSquestiontype Betteracademicperformanceinsmall sized Lines16 18 Studentsbenefitatanearlystageinsmallclasses Lines21 32 Studentslatercontinuetoperformwellinnormal sizedclasses Lines21 23 Averagestudentsmakethemostprogress FMinoritygroupsgainedthemostsignificantbenefit Lines37 40 Onaverage ethnicminoritystudentsimprovedone fifthofstandarddeviation Lines40 42 F Oralpresentation Summary Presentthefirsttwotextsorallywiththehelpofkeywords Researchbackground aheateddebate oneidea reductioninclasssizeHundredsofstudiesandanalysesofexistingdata researchresults Reachnoconsensus Researchesunreliable poorlydesigned isolate from demographicshifts Oralpresentation Summary Presentthefirsttwotextsorallywiththehelpofkeywords Oneexception STARStrengths randomlyassignedtothreeclasssizes researchcarriedoutanumberofyears teachersrandomlyassignedtoclasses fewteachersspeciallytrained nonewcurricularmethods Oralpresentation Summary Keywords JeremyandCharlesidentifiedbenefitsintheirreviewBetteracademicperformanceinsmall sizedclassesStudentsbenefitatanearlyageinsmallclassesStudentslatercontinuetoperformwellinnormal sizedclassesMinoritygroupsgainedthemostsignificantbenefit Oralpresentation Summary Keywords Commentontheabovefindings CriticizeSTARandsomekeyconclusionsAgreethat initialbenefitDisagree arguethat persistforyears accumulate ThefindingsofSTAR statisticallysignificantbenefit Reflections DevelopPaperevaluation Paperevaluationisanecessaryskillandabilityforpostgraduatesandwould bePhD Anyprofessionalpapershouldbeevaluatedintermsofsuchelementsas etc Paperscanbeevaluatedby EvaluatebyitsappearanceEvaluatebyitsheart Reflections DevelopPaperevaluation Intermsofthereferencingstyle EvaluatingdifferentreferencestylesIntermsoftheintendedreadership EvaluatingreadershipIntermsofthepublishdate Evaluatingthecurrencyofanytext shelflife PaperEvaluation Howacademicisthefirsttext Intermsofissource keyjournal prestigeoftheacademicjournals conferenceproceedings会议论文集 monograph专著 dissertationsIntermsofitsauthorship Intermsofformat layout版式 IntermsofImpactFactor影响因子 measuringthenumberoflaterarticlesalreadypublishedinthejournal PaperEvaluation Howacademicisthefirsttext Intermsofitscontent内容 Intermsoftheacademicweight level Certainpapersmaycarrymoreacademicweight Whatquestiondoesthepaperaddress Whatarethemainconclusionsofthepaper Whatevidencesupportsthoseconclusions Dothedataactuallysupporttheconclusions Whatisthequalityoftheevidence Whyaretheconclusionsimportant Canyouevaluatethispaperintermsofanyoneoftheabovementionedlist PaperEvaluation languagestyle Tentative暂时性的FormalObjectiveConcise k n s s VariedCanyouidentifythoseexpressionsorphrasesthataretypicalofsuchastyle Readlines46 78againandhighlightthosereportingverbs Reportingverbsandexpressions AgreeDisagreeHaveyieldednoconsensusCriticizeHearguesDidnotfindHavealsoshownFurtherasserts Otherreportingverbsandexpressions Add admit analyze believe claim comment conclude concur agree confirm contend assert describe explain illustrate insist maintain mention note observe offer report record remark reveal write accordingto As hassaid inthewords writingof pointout supporttheviewthatPotentiallyevaluative BasedonSpencer Arbon 1996 Otherreportingverbsandexpressions Reference Spencer C M andArbon B 1996 Foundationsofwriting Developingresearchandacademicwriting Illinois NatinalTextbookCompany 从丛 2009 EnglishforAcademicCommunication Nanjing NanjingUniversityPress Reflections Howacademicisthispaper Theoriginalishighlyacademic Theadaptedversion notsoacademic Itisapopularversion inwhichtherelevantfindingsandresearchesweresurveyedandassessedsothatmorereaderscanapproachit PaperEvaluation Descriptionandevaluation Acasestudy PaperEvaluation Aboutresearchdesignandestablishingcausality确立因果关系 Unfortunately mostofthesestudieswerepoorlydesigned line162 page75 Howcanwebesurethatourdesigniswell designed Whatarethecriteriabywhichtoestablishacausalrelationship Forfurtherreflection Teacherandstudentassignmentswererarelysufficientlyrandom line163 page75 Tounsurethatteachingqualitydidnotdiffer teacherswererandomlyassignedtosmallandnormal sizedclassrooms Line186page75 HanushekfurtherassertsthatSTARhadinsufficientcheckstoensuregoodrandomizationofteacherandstudentplacementinclasses Line71 page76 Whyisrandomizationsoimportanttoaresearch PaperEvaluation Aboutresearchdesignandrandomization随机选择 Reflections researchdesign anumberofstudiesweresimplytoobriefortoosmall Line166 page75 Reflections SD StandardDeviation标准偏差 SD Forfurtherreference Line17 page76 Itreflectsthespreadandthedegreetowhichthevaluesdifferfromthemean平均数 References 刘振聪 修月祯 2009 英语学术论文写作 北京 中国人民大学出版社胡庚申 2000 EnglishPaperWritingandPublication Beijing HigherEducationPress 英文文献著录规范 1 APAFormat AmericanPsychologicalAssociation 1929 the5theditionOkuda M Okuda D 1993 StarTrekchronology Thehistoryofthefuture NewYork PocketBooks Wikipedia 2 ChicagoFormat ChicagoUniversity 1906 the16thversionOkuda Michael andDeniseOkuda 1993 StarTrekchronology Thehistoryofthefuture NewYork PocketBooks 3 MLAFormat ModernLanguageAssociation Okuda Michael andDeniseOkuda StarTrekChronology TheHistoryoftheFuture NewYork PocketBooks 1993 HarvardFormat KADOLPH S J 2007 Textiles 10thed NewJersey PearsonPrenticeHall LI X andCRANE N B 1993 Electronicstyle aguidetocitingelectronicinformation London Meckler LEVITT R etal 1999 ThereorganizedNationalHealthService 6thed Cheltenham StanleyThornes 中文文献著录规范 参考文摘 专著作者 书名 M 版本 第一版不著录 出版地 出版者 出版年 起止页码文献类型及其标识何兆熊 新编语用学 M 上海 上海外语教育出版社 2000 35 78Piaget J 1966 TheOriginsofIntelligenceinChildren M NewYork InternationalUniversitiesPress ConferenceProceedings Thecollectionofacademicpaperspublishedinthecontextofanacademicconferences Theyareusuallydistributedasprintedbookseitherbeforetheconferenceopens someonlywithabstracts oraftertheconferencehasclosed Subtitle CeramicEngineeringandScienceproceedingsWiley Ascientific technicalandprofessionalpublisher bibliographyorreferenceslist alistofthebooksreferredtoinascholarlywork typicallyprintedasanappendixAnydistinctionsbetweenthetwo Importantfeaturestoremember Bibliographyislistingallthematerialsthathavebeenconsultedwhilewritinganessayorabook References ontheotherhand arethosethathavebeenreferencedinyourarticleorbook Papersinacademicjournal Science Foundedin1880fromtheAmericaninventorThomasEdison Sciencehasgrowntobecometheworld sleadingjournalforscientificnews commentary andcutting edgeresearch withthelargestpaidcirculationofanypeer reviewedgeneral sciencejournal Sciencereachesanestimatedworldwidereadershipofmorethanonemillion Incontent too thejournalistrulyinternationalinscope som