通用学术英语综合教程-读写 课件 大学英语IV -6-1- Myth of Identity

通用学术英语综合教程（读写）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter6MythofIdentityIsYourRobotMaleorFemale?UCASWhyFrankensteinisaStigmaAmongScientists?IsYourRobotMaleorFemale?TheNameGameReading1Reading2LearningObjectivesTolearnhowtousecorporatofindcollocationTograspgeneralexpressionsindescribingfindingsTolearntypicalwaysofdescribingcausalityandcorrelationTounderstandhowvariousdatavisualizationhelpsexplainthefindings

TheNameGameBornLuckyReading1TheNameGameStuartFirestein

UCASReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASTheAuthor

StuartFiresteinisanAmericanneuroscientistandbiologist.AfterearninghisPh.D.inneurobiology,FiresteinwasaresearcheratYaleMedicalSchool,thenjoinedColumbiaUniversityin1993.AttheColumbiaUniversityDepartmentofBiologicalSciences,FiresteinistheauthorofIgnorance.MenuBeforeYouReadTheMagicofRealityWarming-upgReadthefollowingdialoguebetweentwotherapistsandanswerthequestionsbelow.TherapistA:Ijustdon’tcareaboutmypatientanymore.Idon’tpayattentiontowhattheysay.Ishowuplateforsessions.Idon’tcareiftheyshowup.Iaskthemifthey’dratherusethesessionplayingagameoftennisorsharingacupofcoffee.Idon’tkeeprecords.TherapistB:Youhaveaclassiccaseofburnout!TherapistA:ButwhyamIdoingallthesethings?TherapistB:Becauseyou’reburnedout.Theory:HowtochoosetheFastestLineattheGroceryStoreUCASMenu1.Canyouspotanylogicalproblemsintheirdialogue?2.Doyouthinkthislogicalproblemiscommoninourdailylife?Canyougiveonemoreexample?BeforeYouReadTheMagicofRealityWarming-upgWatchthe

video

and

answer

the

following

questions.:HowtochoosetheFastestLineattheGroceryStoreUCASMenuBeforeYouReadTheMagicofRealityWarming-upgWatchthe

video

and

answer

the

following

questions.Whatisalogicalfallacy,asexplainedatthebeginningofthevideo?Canyounameonelogicalfallacymentionedinthevideoandbrieflydescribeit?3.Why,accordingtothevideo,mightlogicalfallaciessometimesbehardtospot?:HowtochoosetheFastestLineattheGroceryStoreUCASMenuBeforeYouReadTheMagicofRealityWarming-upgWatchthe

video

and

answer

the

following

questions.Whatisalogicalfallacy,asexplainedatthebeginningofthevideo?2.Canyounameonelogicalfallacymentionedinthevideoandbrieflydescribeit?Theory:HowtochoosetheFastestLineattheGroceryStoreUCASAlogicalfallacyisanyerrorinreasoningthatmakesanargumentinvalid.Itcaninvolvedistortingfacts,drawingfalseconclusions,ordistractingfromtheactualissue.Onelogicalfallacymentionedisthe"falsecause."Thisoccurswhensomeoneincorrectlyidentifiesthecauseofsomething.Anexamplegivenistheincorrectassertionthatdinosaursbecameextinctbecausetheyatevegetables,confusingcoincidenceorcorrelationwithcausation.MenuBeforeYouReadTheMagicofRealityWarming-upgWatchthe

video

and

answer

the

following

questions.3.Why,accordingtothevideo,mightlogicalfallaciessometimesbehardtospot?Theory:HowtochoosetheFastestLineattheGroceryStoreUCASLogicalfallaciescanbehardtospotbecausesometimestheyareusedintentionallyindebatesordiscussionstopersuadeothers.Theyareoftenpresentedwithconfidence,makingthemsoundmoreconvincingeveniftheydon'tmakecompletelogicalsense.MenuWhileYouReadTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCAS2.Discussthechallengespresentedbythenominalfallacyinthecommunicationbetweenscientistsandthepublic,particularlyintheuseofcommonwordswithdifferentscientificmeanings.1.HowdidZing-YangKuo'sresearchchallengetheideaofinnatebehaviorsinchicks,andwhatdoesthistellusaboutscientificinquiry?MenuCriticalthinkingskillsReadCH6-1againanddiscussthefollowingquestionsWhileYouReadTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCAS2.Discussthechallengespresentedbythenominalfallacyinthecommunicationbetweenscientistsandthepublic,particularlyintheuseofcommonwordswithdifferentscientificmeanings.Thenominalfallacycreateschallengesincommunicationwhencommonwordsareusedinsciencewithdifferentmeanings.Thiscanleadtomisunderstandingsandmisinterpretations.Forinstance,wordslike"theory,""law,"and"force"havespecificscientificmeaningsthatdiffersignificantlyfromtheireverydayusage.Thisdifferencecanleadtoconfusionandmisinformation,asthepublicmaynotgraspthescientificnuancesoftheseterms.1.HowdidZing-YangKuo'sresearchchallengetheideaofinnatebehaviorsinchicks,andwhatdoesthistellusaboutscientificinquiry?Zing-YangKuo'sresearchshowedthatthesupposedlyinnatepeckingbehaviorofchicksisactuallypracticedintheegg,asthechick'sheadmovementsarestimulatedbytheheartbeat.Thisobservationchallengestheideathatsuchbehaviorsarepurelyinstinctiveandhighlightstheimportanceofempiricalobservationandchallengingexistingassumptionsinscientificinquiry.MenuAfteryoureadTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASBelievingthatthelabelcarriesexplanatoryinformationChicken’sbehaviorofpeckingthegroundforfoodbelievedtobeinstinctivescarcityofknowledgewehavetowardsbradykinesiausingcommonwordsandgivingthemascientificmeaning.MenuLanguageFocusTheMagicofRealityUCASInhisfirstpaper,publishedin1921,Zing-YangKuo(1)

theconceptofinstinct.Hisattackwasbasedontheinsightthattheuseofinstinctasa(n)(2)

concept

washarmful

to

a

genuine

understanding

of

behavior

because

it

made

the

analysis

of

development(3)

and,therefore,unnecessary.ForKuo,apsychologybasedoninstinctwasanarmchairpsychologyand,assuch,itwasnotaninvestigativescience.Throughouthiscareerhe

remained

keenly

sensitive

to

concepts

which

served

as

facile（容易的）substitutes

forexperimentalanalyses,especiallythoseconceptswhich(4)

attentionfromaninvestigationofdevelopmentalprocesses,whethertheseprocessesbeanatomical,physiological,orbehavioral.ThisisnottosaythatKuowasantitheoretical—hesimplymadeaverystrong(5)

betweenhypotheseswhichpromoteinvestigationandthosewhichdonot.Forhim,theconceptofinstinctfellinthelattercategory.Thereis,afterall,averysignificantdifferencebetweenpositing,say,areproductiveinstincttoaccountfornestbuildinginbirdsinsteadofundertakinga(n)(6)

analysisofnest-buildingbehavior.Inhiscritique,Kuo(7)

thatanimalsperformallmannerofactivitieswithoutthebenefitofopportunityforpriorlearningorimitation—forhim,theseperformanceswerenotsimply

tobe

takenasdemonstrationsof

thewonderful

workingsofinstinct;rather,

they

posedinterestingandsignificantproblemsforontogenetic(个体发育的)analysis.Itwashislifelong(8)

thatanexplanationofananimal'sbehaviorcouldbederivedentirelyfrom(a)itsanatomyandphysiology,(b)itscurrentenvironmentalsetting,and(c)itsindividualdevelopmentalhistory.Hisownresearchandhiscriticalwritingscanbecomprehendedonly(9)

hisbeliefthatanyanalysisofbehaviorisincompleteifitreliesmainlyorexclusivelyononlyoneofthesefactors—allthreemustbe(10)

inacomprehensiveaccountofanimalandhumanbehavior.

Task1Fillintheblanksusingthewordsfromthebox.Changetheformofthewordswherenecessary.Menuacknowledgeassaultconvictiondevelopmentaldistinctiondivertexplanatoryin

the

light

ofsuperfluoustake

into

considerationLanguageFocusTheMagicofRealityUCASInhisfirstpaper,publishedin1921,Zing-YangKuo(1)

theconceptofinstinct.Hisattackwasbasedontheinsightthattheuseofinstinctasa(n)(2)

concept

washarmful

to

a

genuine

understanding

of

behavior

because

it

made

the

analysis

of

development(3)

and,therefore,unnecessary.ForKuo,apsychologybasedoninstinctwasanarmchairpsychologyand,assuch,itwasnotaninvestigativescience.Throughouthiscareerhe

remained

keenly

sensitive

to

concepts

which

served

as

facile（容易的）substitutes

forexperimentalanalyses,especiallythoseconceptswhich(4)__________attentionfromaninvestigationofdevelopmentalprocesses,whethertheseprocessesbeanatomical,physiological,orbehavioral.ThisisnottosaythatKuowasantitheoretical—hesimplymadeaverystrong(5)

betweenhypotheseswhichpromoteinvestigationandthosewhichdonot.Forhim,theconceptofinstinctfellinthelattercategory.Thereis,afterall,averysignificantdifferencebetweenpositing,say,areproductiveinstincttoaccountfornestbuildinginbirdsinsteadofundertakinga(n)(6)

analysisofnest-buildingbehavior.

assaultedexplanatory

superfluousdiverteddistinctiondevelopmental

Menuacknowledgeassaultconvictiondevelopmentaldistinctiondivertexplanatoryin

the

light

ofsuperfluoustake

into

considerationLanguageFocusTheMagicofRealityUCASInhiscritique,Kuo(7)___________thatanimalsperformallmannerofactivitieswithoutthebenefitofopportunityforpriorlearningorimitation—forhim,theseperformanceswerenotsimply

tobe

takenasdemonstrationsof

thewonderful

workingsofinstinct;rather,

they

posedinterestingandsignificantproblemsforontogenetic(个体发育的)analysis.Itwashislifelong(8)_

thatanexplanationofananimal'sbehaviorcouldbederivedentirelyfrom(a)itsanatomyandphysiology,(b)itscurrentenvironmentalsetting,and(c)itsindividualdevelopmentalhistory.Hisownresearchandhiscriticalwritingscanbecomprehendedonly(9)

hisbeliefthatanyanalysisofbehaviorisincompleteifitreliesmainlyorexclusivelyononlyoneofthesefactors—allthreemustbe(10)

inacomprehensiveaccountofanimalandhumanbehavior.

acknowledgedconvictionin

the

light

oftaken

into

considerationMenuacknowledgeassaultconvictiondevelopmentaldistinctiondivertexplanatoryin

the

light

ofsuperfluoustake

into

considerationLanguageFocusTheMagicofRealityUCASTask2Writedown5adjectives/verbsyouthinkfrequentlyusedtogetherwiththeunderlinedwords(“importance”and“argument”)inacademictexts.

Aninstance

of

thenominal

fallacy

ismost

easily

seen

whenthemeaning

orimportanceofatermorconceptshrinkswithknowledge.Theyarethe“nature”partofthenature-nurtureargumentandthereforecannotbebrokendownorreducedanyfurther.Collocation

of

words

incorporaAcorpus(pluralcorpora)ortextcorpusisalargeandstructuredsetoftexts(nowadaysusuallyelectronicallystoredandprocessed).Inordertomakethecorporamoreusefulfordoinglinguisticresearch,theyareoftensubjectedtoaprocessknownasannotation.Anexampleofannotatingacorpusispart-of-speechtagging,orPOS-tagging,inwhichinformationabouteachword’spartofspeech(verb,noun,adjective,etc.)isaddedtothecorpusintheformoftags.Corporaisusefultolearnwhatwordsoccurnearotherwords,whichprovidesgreatinsightintomeaningandusage.Herearesomeusefulonlineplatformsofcollocations.COCA

(/coca/)MenuLanguageFocusTheMagicofRealityUCASMenuTask2Writedown5adjectives/verbsyouthinkfrequentlyusedtogetherwiththeunderlinedwords(“importance”and“argument”)inacademictexts.

Aninstance

of

thenominal

fallacy

ismost

easily

seen

whenthemeaning

orimportanceofatermorconceptshrinkswithknowledge.Theyarethe“nature”partofthenature-nurtureargumentandthereforecannotbebrokendownorreducedanyfurther.Fiveadjectivescollocatedwith“importance”:Fiveverbscollocatedwith“argument”:relative,

great,

utmost,

critical,

particularmake,think,understand,support,hearLanguageFocusTheMagicofRealityUCASMenuVocabularyinCH6-11.Moralconceptsarejusttoolscleverpoliticiansusedto

_____________

us.2.Theyintroducedatouchscreeninterfacethat

___________commontabletcomputers.3.“Cloudy”phrasesarethosethat

___________theprecise

meaning

ofasentence.4.This

_______________biochemical

achievement

bringsthemconsiderablerewards.5.Thenthe

__________

consumerfindsmanyunauthorizedchargesonhisnextcreditcardbill.6.Earthquakeselicitthe

____________

flightresponseinpeople.7.Thebookisfairlycomprehensiveasitsscopeextendsto

_________,

physiology

andtherapy.8.A

common

___________

isthat"green"materialsarealwaysbetterforthehealthofoccupantsortheenvironment.9.Rarelywasasmartphoneseenasadevicepowerfulenoughto

___________

the

course

ofhistory.10.Ineducation,academicabilitiesareoftenacclaimed,butothergiftsalso

_______recognition.alter,anatomy,deserve,fallacy,instinctual,mimic,obscure,tame,remarkable,unwarytamemimicsobscureremarkableunwaryinstinctualanatomyfallacyalterdeserveAcademicLiteracySillsTheMagicofRealityUCASMenuBasic

Elements

in

Describing

Findings1.

Summary

statementsgenerally

speaking/ingeneralin

most/all

casesit

is

apparent

that

in

all/most/the

majority

of

casesitisevidentfromtheresultsthat…on

thewhole2.

Location

elementsTable/Figure

1

shows/presents/reveals/summarizes/illustrates…(seeTable.1)according

to

Fig.

1,

…ascanbeseen/found/identified/observedinTable/Figure1,…as

shown/listed/detailed/evident/indicated

in

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1,……is/are

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in

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1

and

4

show…3.

Substantiation

of

findingsThepossibleinterferenceofXcannotberuledout.Thisfindingiscontrarytopreviousstudieswhichhavesuggestedthat…Thusthesemodelswillhelpusunderstand…AcademicLiteracySillsTheMagicofRealityUCASTask3Stollznow(2018)conductedaquestionnairesurveytoidentifypopolarbeliefsaboutwhatlinguisticsisandwhatlinguistsdo.Table6-1liststhreemajormisconceptionsaboutlinguisticsandlinguists.Firstputthethreemajormisconceptionsintheunderlinedpartsinsentences(4),(5),and(6),thenreorderthestatements1-8describingthemajorfindings(Thefirstandthelastsentencehavebeengiven).MisconceptionsSAANSDSD1.Alllinguistsarepolyglots18.1833.9610.7025.6711.502.Linguisticsis(mainly)aboutgrammar7.0144.2012.4027.498.893.Linguisticsisprescriptive4.0147.3316,8421.939.89MenuAcademicLiteracySillsTheMagicofRealityUCASHavingcollatedandinterpretedtheresponsesandcommentsfromnon-linguistswithoutabackgroundinthefield,asetofthreemainmisconceptionsemergedaboutwhatlinguisticsisandwhatlinguistsdo.j

Thesemisconceptionsarelabeled‘‘main’’becausetheyemergedfromthedataandtheyappearinthegenerallinguisticsliterature.k

ThesearereportedinTable6-1.lAswecanseebelow,theirexistenceisfurthersupportedbycommentsandfeedbacksuppliedbythesubjects.m

isthebeliefthatprofessionallinguistsareinvariablymultilingualpeople

who‘‘know’’,‘‘speak’’,‘‘learn’’orare‘‘fluent’’inmultipleor‘‘many’’languages.n

isthebeliefthatlinguisticstakesaprescriptivistapproachtowardlanguagesandisconcerned

witharbitrary

rulesaboutlanguage,andteaching

peoplehowtospeak‘‘properly’’or‘‘better’’,toavoidgrammarthatis‘‘bad’’,‘‘wrong’’or

‘‘incorrect’’.o

isthebeliefthatlinguisticsismostly,orevenexclusively,aboutstudying,researchingorteachingthe‘‘grammar’’ofoneormorelanguages.Inthiscontext,‘‘grammar’’isusedinan

informal,everydaylaysense,ratherthanitstechnicalsenseofstudyingtheunderlyingrulesthatorganizeasystem.pThis

perceptionmaybeexemplifiedbythefollowingfeedback:‘‘Ithinkthatgrammar,punctuationandsentencestructuremightplayaseriouspartofstudying/knowinglinguistics.’’‘‘[Linguistics]teachespeoplehowtotalk

correctlyandusegoodgrammar.’’qThisperceptionmaybeexemplifiedbythefollowingstatements:‘‘Linguistsknowmanydifferentlanguages.’’‘‘Alinguistspeaksmanylanguagesandisfluentinthemall.’’Thisperceptionisdemonstratedbythefollowingremarks:‘‘Linguisticsisaboutlearninghowtospeakandwriteproperly.’’‘‘[Linguisticsis]aboutknowingcorrectgrammarinlanguage.’’MenuAcademicLiteracySillsTheMagicofRealityUCASm

isthebeliefthatprofessionallinguistsareinvariablymultilingualpeople

who‘‘know’’,‘‘speak’’,‘‘learn’’orare‘‘fluent’’inmultipleor‘‘many’’languages.n

isthebeliefthatlinguisticstakesaprescriptivistapproachtowardlanguagesandisconcerned

witharbitrary

rulesaboutlanguage,andteaching

peoplehowtospeak‘‘properly’’or‘‘better’’,toavoidgrammarthatis‘‘bad’’,‘‘wrong’’or

‘‘incorrect’’.o

isthebeliefthatlinguisticsismostly,orevenexclusively,aboutstudying,researchingorteachingthe‘‘grammar’’ofoneormorelanguages.Inthiscontext,‘‘grammar’’isusedinan

informal,everydaylaysense,ratherthanitstechnicalsenseofstudyingtheunderlyingrulesthatorganizeasystem.“Alllinguistsarepolyglots”“Linguisticsisprescriptive”“Linguisticsis(mainly)aboutgrammar”Rearrangementoftheabovesentences:2,

1,3,

4,8,

6,7,5MenuAcademicLiteracySillsTheMagicofRealityUCASTask4Whendescribingfindings,oneofthemostimportantthingstorememberisthat,ratherthanrelyingontablesandgraphs,youmustcommunicateyourowninterpretationofthefindingstoreaders.Readthefollowingparagraphextractedfromtheresultssectionofanacademicarticleandanswerthefollowingquestions:

Whichword(s)is/areusedtodescribetheauthor’sevaluationonthe“mostcommononlinemisbehavior”?Whichsentencedescribestheauthors’discoveriesconcerningthetrendsorregularitiesinthedata?Doestheauthorgiveanyreasonsof“illegaldownloading”?Ifso,istheauthorveryconfidentaboutthereasonshe/shegives?Howdoestheauthorgivethepossiblefuturepredictions?MenuAcademicLiteracySillsTheMagicofRealityUCAS

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