东南大学研究生一年级学术英语教科书答案chapter9
2015北京中考数学-中考知识点
Unit 9 referencing
1.1 Pre-reading
tasks
Why do we have to reference?
When you reference correctly you are
demonstrating that you have read widely on a
topic.
You are also supporting your
hypothesis with comments from expert authors.
This lends
credibility to your own work.
Also, by correctly referencing, you allow the
marker or reader to
follow-up your refer ences
and to check the validity of your arguments for
themselves. This is an
important part of the
academic process as it leads to student
accountability.
How do we usually reference?
(In-text citation and reference list)
How do
we create a reference list?
When creating a
reference list, the sources should be listed
alphabetically by author’s
surname, should be
left justified, and the references should never be
preceded by a bullet-point or
number. Where
the author is anonymous or unknown for any one
source, insert that source in the
alphabetical
list using the title of the source instead of the
author’s name. All sources should be
listed
together; there should not be separate lists for
books versus journal articles versus electronic
sources. The reference list should be on a
separate page from the rest of the assignment and
should be simply titled ‘References’ or
‘Literature Cited’ and the title should be in the
same font
and size as the other headings in
your assignment.
How many referencing styles
do you know? (
APA, MLA etc)
1.3.1
Differences between Science and MLA
Science
order of publisher and place.
(publisher,
place)
Punctuation mark. Information is
segmented by comma. Publisher,
place and
year in blanket.
Example:
J. B. Carroll,
Ed., Language,
Thought and Reality, Selected
Writings of Benjamin Lee Whorf
(MIT Press,
Cambridge, MA,
1956)
MLA
Book reference
1. order of
publisher and place.
(place:publisher)
Punctuation mark. Information is
segmented
by full stop.
Example:
McDonagh, Sean.
Why are we Deaf
to the Cry of the Earth.
Dublin:
Veritas, 2001.
1. Order of
first name and last
name: Last name, first
name.
2. Order of year and page:
(year):Page .
3. Punctuation mark
4.
Example: Mann, Susan.
of Asian l of
Asian
Studies. 59.1 (2000):
835-62.
1. Order of
first name and last
name: first name. Last
name
2. Order of year and page: Page
(year)
3. Punctuation mark.
Journal reference
4. Example: N. Tang, On
the
equilibrium partial pressures of
nitric acid and ammonia in the
atmosphere.
Atmos. Environ.14,
819-834 (1980).
1.3.2
Science style
MLA style
2,6,7,8,9
1,3,4,5,10
2.1 Please fill out the blanks of the omitted
information of the Science reference entry.
1)
First author first name __last name_,
second author _first name__last name,
paper
title. _jounral_ , _page_( _year_ ).
2)
_author first name_ last name_, book name (
__publisher_, New York, ed.
3, ___year_),
____page__.[third edition]
3)_first name. last
name_, thesis, _university name_ (___year_).
2.2
1） Man, Glenn K. S.
Quarterly
21.3 (1993): 171-178. Print.
2） Ferrer, Ada.
Review 73 (1999): 22-49. Print.
3)
Mumford, Lewis. The Culture of Cities. New York:
Harcourt, 1938. Print.
4) Buss, A. H. Self-
Consciousness and Social Anxiety. San Francisco:
Freeman,
1991. Print.
5) Piper, Andrew.
“Rethinking the Print Object: Goethe and the Book
of
Everything.”PMLA 121.1 (2006): 124-38.
Print
3.1
1. S. Allen, PhD thesis,
University College Dublin(2009).
2. M. Wang,
& K. Koda, Commonalities and differences in word
identification
skills among English second
language learners. Language Learning. 55(1),
73-100
(2005).
3. R. Zeelenberg, D.
Pecher, Evidence for long-term language repetition
priming in
conceptual implicit memory tasks.
Journal of Memory and Language. 49, 80–94
(2003).
4. R. E. von Studnitz, D. Green,
Interlingual homograph interference in
German-
English bilinguals: Its modulation and locus of
control. Bilingualism:
Language and Cognition.
51, 1–23 (2002).
3.2 Please create a
reference list of the following work information
according to MLA
style.
References:
Booth, David. Ed. Rethinking
Social Development: Theory, Research and Practice.
Essex: Longman, 1994.
Mann, Susan.
Journal of Asian Studies. 59.1 (2000):
835-62.
McDonagh, Sean. Why are we Deaf to the Cry of
the Earth .Dublin:Veritas，2001.
O’Connor,
John. .” Discovering Our Natural Sustainable
Resources: Future Proofing, University College
Dublin, 15–16 March 2009. Dublin:
Irish
Environmental Institute, 2009. 65 – 69. Print
4.
When bilinguals read or listen
to words in their second language (L2),
information about
words in their first
language (L1) is also active (e.g., 1-3). From a
developmental perspective,
finding evidence
for language nonselectivity even among highly
skilled bilinguals is surprising.
One might
think that with increasing skill, learners become
capable of functioning autonomously
in the L2
(e.g., 4). However, recent evidence that
demonstrates parallel activation of words in both
languages during visual and spoken word
recognition suggests that acquiring proficiency in
a L2
does not imply that the individual has
acquired the ability to switch off the influence
of the L1.
Furthermore, these cross-language
influences are not limited to the effects of the
L1 on the L2.
Even when proficient bilinguals
process words in their L1 alone—without any reason
to believe
that L2 is relevant—there are
effects of the L2 on the L1 (e.g., 5,6).
Despite the compelling evidence for parallel
activation of both languages during lexical
access in proficient bilinguals, very little
research has addressed the consequences of
cross-language activity in less proficient L2
processing. This question is the focus of the work
we
report here: What lexical information is
active in the learner’s L1 during L2 processing?
The
present study investigates the influence
of the L1 on the L2 during lexical processing in a
laboratory setting.
References:
William R. Harvey, Signe Nedergaard, Sodium-
independent active transport of potassium in the
isolated midgut of the Cecropia silkworm.
Proc. Natl. Acad. Sci. U.S.A.51, 731-735 (1964).
1. A. Dijkstra, W. J. B. Van Heuven, The
architecture of the bilingual word
recognition
system:From identification to decision.
Bilingualism: Language and
Cognition. 23,
175–197 (2002).
2. D. Jared, J. F. Kroll, Do
bilinguals activate phonological representations
in one or
both of their languages when naming
words? Journal of Memory and Language. 44,
2–31 (2001).
3. V. Marian, M. Spivey,
Bilingual and monolingual processing of competing
lexical
d Psycholinguistics. 24, 173–193
(2003).
4. N. Segalowitz, J. H. Hulstijn,
Automaticity in bilingualism and second language
learning. In J. F. Kroll & A. M. B. De Groot
(Eds)., Handbook of bilingualism:
Psycholinguistic approaches ( Oxford
University Press,Oxford.2005).
5. J. G. Van
Hell, A. Dijkstra, Foreign language knowledge can
influence native
language performance in
exclusively native contexts. Psychonomic Bulletin
&
Review. 9, 780–789 (2002).
6. I. Van
Wijnendaele, M. Brysbaert, Visual word recognition
in bilinguals:
Phonological priming from the
second to the first language. Journal of
Experimental Psychology: Human Perception and
Performance. 28, 616–627
(2002).