Introduction and claim making论文写作之摘要和引言概要1.pptxVIP

Introduction and Claim-making;Teaching objectives;Swales’ genre analysis of moves in research paper introduction;Creating aResearch Space model (the CARS model);three main Moves for the introduction and a number of Steps used to express each move;;Move 2establishing a niche (suitable place, position)（聚焦研究课题）;Move 3Occupying the niche（介绍本研究课题）;Outlining Paper;Outline 1;Outline 2;The components of Introduction;Language Focus (1);;Language focus (3);Language focus (3);Strength of claims;Assignment: Read the following introductions and make comments based on what you have learned about introduction writing:Sample 1; In genuine classes, repetition is pervasive in teacher talk. Evidence could be found in some researches and in my own observations as well. For example, based on the analysis of the five hours’ tape recordings on daily conversation, classroom interaction (between teachers and students) and group work (among the students), Li Yue’e (5-7; 34) finally draws the conclusion that it is in the classroom interaction that repetition occurs more, in more various forms and with more functions. Her conclusion is in agreement with what I have observed in most of the English classes given by the teachers ranging from the experienced ones to the student teachers, especially in those classes where the teachers focus more on the interaction between the teacher and his or her students. Pervasive as repetition in teacher talk in senior high English classes may be, many questions about the teachers’ employment of repetition need making clear: is their repetition in teacher talk a spontaneous one or rather a strategic preparation? What are the forms and functions of the repeated words and sentences? Does the repetition help to improve the effectiveness of the classes or rather make the teacher talk disfluent? To explore the above three questions, a case study on the employment of repetition in two student teachers’ teacher talk is designed base