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1、西南科技大学西南科技大学 2011-2012-2 学期学期 学学术术英英语语写作写作本科期末考试试卷本科期末考试试卷姓名姓名学号学号专业班级专业班级Direction: There are 3 types of exercises in the test. You may choose one and do it according to its requirement. Exercises 1 Direction: Write an abstract (including a title, authorship and keywords) for the following essay. Y
2、ou should write no less than 250 words and no more than 400 words. You score will be valued by the format, content and grammar of your abstract. The University of Hertfordshire Internal Bridging Programme prepares Students in Higher Education for post-graduate study at the University of Hertfordshir
3、e. To follow the programme, students usually have a first degree and the appropriate academic qualifications to enroll on a Masters degree. However, the students English competence is inadequate for a postgraduate course so it is necessary for them to improve it. Hence they need to follow our course
4、 or a similar one elsewhere. It is a one-year course and the students take several different modules. The largest module is English for Academic Purposes. It consists of 16 hours per week of class contact in Semester A and 6 hours per week in Semester B.The main aims of the Semester B course are to:
5、 improve the students command of academic English: language structure, use and vocabulary consolidate their language skills of reading, writing, listening and speaking in academic contexts put to practical use appropriate academic conventions observed in British higher education acquire a range of t
6、ransferable academic skills essential for effective study at postgraduate level ridevelop learner independence. By the end of the course they should have a knowledge and understanding of:课程代码208900070命题单位外国语学院：大学英语教研室relevant conventions followed in academic English (both written and oral) the diffe
7、rence between the informal and formal registers of the English language what is linguistically expected of an overseas postgraduate student in British higher education. and they should be able to:listen to, understand and take notes in lectures apply a range of reading strategies and use the library
8、 appropriately produce a substantial piece of researched writing take part in discussions, seminars and tutorials prepare and deliver presentations employ a range of general and academic vocabulary. Our objectives are defined by the needs of the students academic courses in the following year. The m
9、ain job, therefore, in preparing these courses is to investigate what our students will have to do in their academic course, work out what aspects of language - grammar, vocabulary, skills etc - they will need and then find ways to teach and assess it (Gillett, 1989).One skill needed by postgraduate
10、 students is the ability to take part in discussions. It is generally accepted that student-student interaction, both formal and informal, is beneficial in higher education (Pica & Doughty, 1985 Topping, 1996 Tan, 2003). It has also been reported that many Students in Higher Education, especially th
11、ose from Asia, find this difficult and do not participate well enough in these discussions (Jones, 1999 Leki, 2001 Basturkmen, 2002). So participation in discussions is included as one of the objectives of our course. For several years, we have included a face-to face discussions of an academic arti
12、cle, whereby one student introduces an academic article to the class and then leads a discussion.With the recent introduction, though, of StudyNet, our in-house VLE, and a strong belief that any effective use of a VLE must begin with clear integration of the VLE into the course, it was decided to ex
13、tend this aspect of the course to include an on-line discussion using the StudyNet group discussion facility. One reason is that much research has shown that on-line discussions produce more interaction (Dysthe, 2002). They also allow quieter students to participate and show that Students in Higher
14、Education will participate more if they have time to think about their contributions and plan the language they want to use. It has also been reported that international students have increased motivation to use the target language and therefore produce more language (Bump, 1990 Beauvois, 1992 Kern,
15、 1995 Oliva & Pollastrini, 1995). Moreover, there is a more balanced participation (Kern, 1995 Sullivan & Pratt, 1996 Warschauer, 1996). Students also use a wider variety of language (Chun, 1994 Warschauer, 1996), which is syntactically and lexically more complex (Warschauer, 1996). This structured
16、use of the VLE benefits students with a range of learning styles from a wider range of sociocultural backgrounds (Pennington, 1996). It was hoped students would find this to their advantage. Thus there is evidence that group discussion is beneficial in education and that on-line discussions can also be valuable. However, how predominantly East Asian students would deal with an on-line discussion was an important question. Often, their v
