學(xué)術(shù)英語(理工)(第二版)-U3課件 Writing a Literature Review and an Introduction

學(xué)術(shù)英語理工

AcademicEnglishforScienceandEngineering

第二版byYuNingningInthisunit,youwilllearnhowto:

Identifyhiddenassumptionsandconclusionsincriticalthinking;Understandliteraturereviews;Writeagoodliteraturereview;Useappropriatetensesinliteraturereviews;Writeanintroductionsection;Synthesizeinformation.Unit3

WritingaLiteratureReviewand

anIntroduction1Criticalreading2Academicwriting3Literacyskills

UnitContents

Criticalthinking(identifyinghiddenassumptionsandconclusions)UnderstandingthetextEnhancinglanguageabilityDoingResearchProjectsUnderstandingaliteraturereviewReadingliteraturereviewcriticallyWritingagoodliteraturereviewUsingappropriatetensesinliteraturereviewsWritinganintroductionsectionSynthesizingReportingverbsGroupdiscussion:1.Whatisanassumption?2.Whatarethefeaturesofanassumption?3.Howcanwerecognizehiddenassumptions?4.Howcanwerecognizehiddenconclusions?1.CriticalReading

Criticalthinking(identifyinghiddenassumptionsandconclusions)Assumption:

anythingthatistakenforgrantedinthepresentationofanargument.differfrompremises.assumption------leftimplicitpremise------implicit(example,P111)1.CriticalReading

Criticalthinking(identifyinghiddenassumptionsandconclusions)ThefeaturesofanassumptionCloselyrelatedtocommonfaithandbeliefswhicharenotnecessarilycorrect;Oftenhiddenorimplicitandtakenforgranted.

1.CriticalReading

Criticalthinking(identifyinghiddenassumptionsandconclusions)Torecognizehiddenassumptions,youmayask:

Whatisthebeliefunderlyingtheargument?Isthebeliefvalidinothercases?Shouldsuchabeliefbeacceptedbypeopleofdifferentbeliefs?(example,P109)1.CriticalReading

Criticalthinking(identifyinghiddenassumptionsandconclusions)1.CriticalReading

Criticalthinking(identifyinghiddenassumptionsandconclusions)Torecognizehiddenconclusions,youmayask:Arethepremisesvalid?Aretheconclusionstobederivedfromthevalidpremises?Shouldavalidconclusionincludeothernecessarypremisesapartfromthepremisesmentioned?1.CriticalReading

UnderstandingthetextKeywordsObjectiveResearchquestionsMethodsusedGMsoya,ratpups,influencetoseetheeffectofGMcroponthebirthrateandmortalityofratpupsHowdoesGMsoyaaffectthebirthweightandsurvivalofratpups?experiment,withtheexperimentalgroupandthecontrolgroupTask1.Skimthetextandcompletethetablebelow.（P98）Task2.Readthetextandanswerthefollowingquestions.(P104)WhatwerethereasonsfortheauthortostudytheeffectofGMcropsonthebirthrate,mortalityandweightgainofratpups?

ThereisalackofinvestigationsontheinfluenceofGMcropsonmammals,especiallyontheirreproductivefunction.1.CriticalReading

Understandingthetext1.CriticalReading

UnderstandingthetextWhywasapositivecontrolgroupcreatedintheexperiment?

Inordertoseetheeffectofdifferentdietsonpregnancy,lactationandthegrowthoftheratpups,thegroupofGMsoyaandthegroupoftraditionalsoyashouldbecomparedwiththepositivegroupwhoseratsreceivednosoyaatall.3. Whatwerethemajorfindings?

Comparedwithothergroups,theGMsoyagrouphadaveryhighrateofpupmortalityanditspupscontinuedtodieovertheperiodoflactation.Theweightoftheirbodiesandinternalorganswaslower.1.CriticalReading

Understandingthetext1.CriticalReading

UnderstandingthetextWhatexplanationsdidtheauthorofferforthenegativeeffectofGMsoyaonnewbornpupsintheexperiment?

TheinsertionoftheforeigngenesintosoyaandtheaccumulationofRoundupresiduesinGMsoyamightexplainthenegativeeffect.Task3matchthefollowingacademicwordswiththeirdefinitionsorsynonyms.(P106)Paras.1-21.e2.f3.c4.g5.a6.d7.h8.b9.i10.jParas.3-51.g2.f3.d4.h5.k6.i7.a8.e9.j10.c11.b

Para.6-111.c2.a3.e4.h5.i6.b7.g8.d9.fParas.12-13

1.d2.c3.e4.a5.b1.CriticalReading

UnderstandingthetextTASK4Matcheachofthefollowingmainideas(summarizedfromParas.1-13)withtheappropriateparagraphnumberofthetext.(P107)Mainideas1-6------Paras.3,6,2,1,4,5

Mainideas7-13------Paras.11,8,10,7,13,12,9

1.CriticalReading

Understandingthetext1.CriticalReading

UnderstandingthetextTASK5Paraphrasethefollowingsentences.(P106)1.Therefore,theobjectiveofthestudyweundertakeistoseetheeffectofthemostcommonlyusedGMcropsonthebirthrate,mortalityandweightgainofratpups,whosemotherswerefedwithdietssupplementedwithRoundupReadysoya,akindofGMfoods.Therefore,inordertohaveabetterunderstandingoftheeffectofGMcroponthebirthrate,mortalityandweightgainofratpups,wedecidedtoconductanexperimentbyfeedingtheirmothersakindofGMfoodsbeforetheirbirth.2. Thisfactindicatedthatchangesoccurredwiththedevelopmentofinternalorgans.Slightnegativeeffectwasfoundinthegroupwhichreceivedthetraditionalsoya,butthiseffectwasnotsignificant.

ThepupsfromtheGMgroupshowedsomechangesintheirinternalorganswiththeirgrowth.Thetraditionalsoya,however,didnotshowtheirnegativeeffects.1.CriticalReading

Understandingthetext1.CriticalReading

Understandingthetext3. Sincetheamountofthepupswassmaller,abouthalf,moremilkshouldhavebeenavailablefortheindividualpups.Theyshouldhaveabetterchancetogrowoptimally,unlesstheamountand/orthequalityofthemilkwereaffectedbyconsumingtheGMsoyaflour.

Theindividualpupsshouldbefedmoremilksincetheyweresmaller.TheconsumptionofthemilkwhichcontainsGMsoyaflourmightdeprivethemofabetterchancetogrowhealthily.1.CriticalReading

UnderstandingthetextTASK6Summarizethemainideaofthefollowingparagraphwhichiscloselyrelatedtothetextintheme,usingonesentenceonly.Readthemodelcarefullybeforetheexercise.(P108)Despitepotentialbenefitsofsuchtechniques,seriousconcernshavebeenraisedconcerningthepotentialenvironmentalandmedicalconsequencesofGMOs.TASK7Writeaparagraphofabout120wordstosummarizethemainideaofthetext.Remembertoincludetheobjective,themethodsusedandthemajorfindings.(P109)InvestigationoftheinfluenceofGMsoyaonthebirthrateandsurvivaloftheoffspringofWistarratswasperformed.AgroupoffemaleratswerefedwithGMsoyaflourbeforematingandpregnancy.Thecontrolgroupoffemaleswerefedwithtraditionalsoyaandthethirdgroupoffemales,thepositivecontrolgroup,receivedfeedwithoutanysoya.Theweightandthemortalityrateofthenewbornpupswereanalyzed.Thestudyshowedthattherewasaveryhighrateofpupmortality(55.6%)intheGMsoyagroupincomparisonwiththetraditionalsoyagroupandthepositivecontrolgroup(9%and6.8%respectively).Moreover,deathinthefirstgroupcontinuedduringlactation,andtheweightsofthesurvivorswerelowerthanthosefromtheothertwogroups.ItwasrevealedintheseexperimentsthatGMsoyacouldhaveanegativeinfluenceontheoffspringofWistarrats.1.CriticalReading

UnderstandingthetextTASK2Replacetheunderlinedwordsorphraseswithacademicwordsintheabovebox.Changetheirformsorchangethemtophraseswherenecessary.(P109)1.novel,adverse2.established,stunt3.hazard,detrimental4.allocated,are/wereimmuneto5.supplement

1.CriticalReading

Enhancinglanguageability

6.vitally,persist7.undertaken,unintended8.presumed,awide/widespread/broaddistribution9.mortality10.speculate,transferred1.CriticalReading

EnhancinglanguageabilityTASK3Groupthewordsandphrasesintheboxaccordingtotheirsimilarityinmeaningtothewordsinbold.Payattentiontothevarietyofexpressionsinwriting.(P110)1.stunt:prevent,restrict,holdup,hinder,hamper,impede,curb2.scheme:

plan,strategy,program,design,

proposal3.novel:

different,new,unusual,altered,fresh,uncommon4.objective:

target,aim,purpose,goal,mission5.allocate:

give,assign,dispense,distribute1.CriticalReading

Enhancinglanguageability6.show:betray,suggest,demonstrate,indicate7.accumulate:increase,gather,buildup,grow,pileup,amass8.presume:assume,postulate,believe,suppose,surmise9.detrimental:adverse,destructive,pernicious,harmful,damaging,unfavorable10.perform:conduct,implement,launch,institute,undertake,execute1.CriticalReading

EnhancinglanguageabilityTASK1WatchLecture3andanswerthequestions.(P111)Whatwasthesecondquestionraisedbythespeakerandwhydidheaskpeopletokeephandsupwhenhewentontothethirdquestion?IsittheL-tryptophanitselforthecontaminationthatcausedthesickness?Why?WhatdidthisJapanesecompanydotomaketheL-tryptophanmoreeconomically?Whatisthekeyexcuseusedbythebio-foodtechnologisttodefendagainstthegeneticallyengineeredfood?Whyisthechangingfilternotthecauseoftheepidemicaccordingtothespeaker?1.CriticalReading

Doingresearchprojects1. Whatwasthesecondquestionraisedbythespeakerandwhydidheaskpeopletokeephandsupwhenhewentontothethirdquestion?

HowmanypeopletrytoavoideatingGMfoods?BecausehewantedtoshowthatpeoplehaveapoorknowledgeofwhatGMfoodsare.

2. IsittheL-tryptophanitselforthecontaminationthatcausedthesickness?Why? ThecontaminationcausedthesicknessbecauseonlythepeopleconsumingthesupplementproducedfromShowaDenkoKKcompanygotthesickness.1.CriticalReading

DoingResearchProjects3. WhatdidthisJapanesecompanydotomaketheL-tryptophanmoreeconomically?TheygeneticallyengineeredthebacteriaduringtheproductionofL-tryptophan.4.Whatisthekeyexcuseusedbythebio-foodtechnologisttodefendagainstthegeneticallyengineeredfood?Thecompanychangedthefilterationprocessduringthemanufacturewhichmaybringmorecontaminationtogetthroughtheproducts.

1.CriticalReading

DoingResearchProjects1.CriticalReading

DoingResearchProjects5. Whyisthechangingfilternotthecauseoftheepidemicaccordingtothespeaker?Becausepeoplegotsickbeforefilterwaschanged.Actually,theepidemiologyhasbeenprevalentsince1974whenthegeneticengineeredbacteriawereintroduced.

Task3Workingroupsoffiveorsix.Eachgroupsearchesforaminimumofthreearticlesrelatedtothetopicofgeneticallymodifiedfoods.Thenwriteashortreportonthemainideasfromthesearticles.GiveaPowerPointpresentationofyour.1.CriticalReading

DoingResearchProjectsGroupdiscussion:

WhatisaLiteratureReview(LR)?WhatarethetwotypesofLR?WhatarethetwokindsoforganizationsofLR?2.AcademicWriting

UnderstandingaliteraturereviewLiteratureReview(LR):Averyimportantpartoftheresearchproject;Anoverviewofthecurrentstateofresearchonaparticulartopicbyevaluatingandcomparingvariouspreviousstudiesrelatedtothetopic;Revealscontroversies,argumentsandevenweaknessesorgapsincurrentwork.2.AcademicWriting

UnderstandingaliteraturereviewTwotypesofLR:Self-containedLR:summarizesmultiplepreviousstudiesApartofaresearchpaper:presentsnewinformation2.AcademicWriting

UnderstandingaliteraturereviewTwokindsoforganizations:Chronologicalreview:inwhichtheauthorgroupsanddiscussespreviousstudiesinorderoftheirpublication,highlightingthechangesovertimeonaspecificissue.Thematicreview:inwhichtheauthorgroupsanddiscussespreviousstudiesintermsofthemesortopicstheycover.2.AcademicWriting

Understandingaliteraturereview2.AcademicWriting

UnderstandingaliteraturereviewTask1rereadtheCriticalReadingtextanddiscussthefollowingquestions.(P112)Whichparagraphcontainsaliteraturereview?Howmanypreviousstudiesarementionedintheliteraturereview?Whataretheimportantfindingsandideasofthepreviousstudies?Whataretheproblemswiththepreviousstudies?Whatcontributiondothepreviousstudiesmaketothetopic?2.AcademicWriting

Understandingaliteraturereview1. Whichparagraphcontainsaliteraturereview?Paras.2and3.

2. Howmanypreviousstudiesarementionedintheliteraturereview?About10studies.3. Whataretheimportantfindingsandideasofthepreviousstudies?Thehazardofgeneticallymodifiedorganisms(GMOs)hasbeenshownonanimals.

2.AcademicWriting

Understandingaliteraturereview4. Whataretheproblemswiththepreviousstudies? ThereisalackofinvestigationsontheinfluenceofGMcropsonmammals,especiallyontheirreproductivefunction.5. Whatcontributiondothepreviousstudiesmaketothetopic?ExperimentalresearchesinmiceshowedthatingestedforeignDNAcanpersistinfragmentedforminthegastrointestinaltract,penetratetheintestinalwall,andreachthenucleiofleukocytes,spleenandlivercells.ForeignDNA,orallyingestedbypregnantmice,wasdiscoveredinblood(leukocytes),spleen,liver,heart,brain,testesandotherorgansoffetusesandnewbornanimals.2.AcademicWriting

UnderstandingaliteraturereviewTask2readtheliteraturereviewsectionoftheresearchpaper“ChineseGatekeeperPerceptionsofGeneticallyModifiedFoods”andanswerthefollowingquestions.(PP112-113)1. Whydoestheauthordevoteaseparatesectiontotheliteraturereviewinsteadofincorporatingitintotheintroductionsection?Becausetheauthorwantedtoreportpreviousstudiesindetail.2.AcademicWriting

Understandingaliteraturereview2. Isitachronologicalliteraturerevieworathematicliteraturereview? Athematicliteraturereview.Howmanysubsectionsdoestheliteraturereviewcontain?

Four.4. What’sthemainideaofeachsubsection? Subsection1reportsthegeneralconsumerattitudestowardsGMFoods.Subsection2isaboutEuropeanconsumerattitudes.Subsection3tellsChineseconsumerattitudes.Lastsubsectionsummarizesgatekeepers’attitudes.2.AcademicWriting

Understandingaliteraturereview5. Howmanysourcesdoeseachsubsectioncontain? Subsection1hasabout12sources.Subsection2hasaboutfive.Subsection3hasaboutthree.Subsection4hasaboutfive.6. WhatarethedifferencesbetweentheliteraturereviewandthatoftheCriticalReadingtext?ItcontainsmoredetailsthantheliteraturereviewoftheCriticalReadingtext.2.AcademicWriting

ReadingliteraturecriticallyThemostcharacteristicfeaturesofcriticalreading:ExaminetheevidenceorargumentspresentedCheckoutthelimitationsofthestudiesdesignedExaminetheinterpretationsmadeDecidetowhatextentyouarepreparedtoaccepttheauthor’sarguments,opinionsorconclusions.2.AcademicWriting

Writingaliteraturereview1)acloserelationtotheresearchquestions,avoidingtheinclusionofirrelevantliterature;2)coverageofthemainfindings,ideas,andevencontroversiesinthechosentopic;3)identificationoftheunsolvedproblemsorthegapsthatyourstudyaimstofill;and4)logicalorganizationofpaststudies,eitherthematicallyorchronologically.Acomprehensiveliteraturereviewshouldencompassthefollowingaspects:TASK1ReadtheintroductionsectionoftheCriticalReadingtextandanswerthefollowingquestions.(P119)1. Isthefirstparagraphaliteraturereview?What’sitsfunctionintheintroductionsection?

No.ItgivesdefinitionofGMOs.

2. Arethesecondandthirdparagraphspartsofaliteraturereview?Ifyes,whatisthedifferencebetweenthetwoparagraphs?

Yes.Para.2tellsthepreviousstudiesaboutgeneralharmfuleffectsofGMFoodsonanimals.Para.3demonstratestheeffectsonmice.2.AcademicWriting

Writingagoodliteraturereview3. Comparetheintroductionsectionwiththatof“TheEffectofFoodDeprivationonConcentrationandPerseverance”(P.123),andanalyzethefunctionofeachparagraphofthelatter.Theintroductionsectionof“TheEffectsofFoodDeprivationonConcentrationandPerseverance”issimilartothatoftheCriticalReadingtextinstructure.Para.1introducesthetopicandgeneralinformation.Para.2reportstheearlystudies.Para.3analyzesthelimitationsofthepreviousstudies.Thelastparagraphpointsoutthesignificanceofthecurrentstudy.2.AcademicWriting

WritingagoodliteraturereviewTask2Read1)theCriticalReadingtext(pp.96-103),2)“AcademicDishonestyAmongCollegeStudents”(p.122),and3)“TheEffectsofFoodDeprivationonConcentrationandPerseverance”(p.123).Thencompletethetable.(P119)2.AcademicWriting

WritingagoodliteraturereviewGMSoyaAcademicHonestyFoodDeprivationThenumberofpaststudiesreviewedMorethan10studiesusingInformation-focusedcitationsAbout10studiesusinginformation-focusedcitationsMorethan10studiesmainlyusinginformation-focusedcitationsThematicorchronologicalorderThematicorderThematicorderChronologicalorderThegapexpressionsFromtheliteraturereview,thereseems(tobe)alackofinvestigationon…However,mostresearchonacademicdishonestyhasreliedprimarilyon…Todate,nostudyhastestedperseverance,despiteitsimportance…TheverbtensesusedSimplepasttenseSimplepastandpresentperfecttensesSimplepast,simplepresent,andpresentperfecttensesreferstothefindingsofpreviousstudiesreferstotheideas,findingsandconclusionsoftheworkswrittenalongtimeago2.AcademicWriting

UsingappropriatetensesinliteraturereviewThesimplepasttenseThesimplepresenttenseTaskreadthefollowingparagraphsandcompletethemwiththecorrecttensesofthegivenverbs.(P120)1. indicated/haveindicated;is;identified;tend;willbe2. is;are/were;was;were;indicated2.AcademicWriting

UsingappropriatetensesinliteraturereviewGroupdiscussion:Whatisanintroductionsection?Whatarethemainpurposesofanintroduction?Whatelementsdoesanintroductionusuallyinclude?2.AcademicWriting

Writinganintroductionsectionanintroductionsection------astartofaresearcharticle

themainpurposes------givingbackgroundinformationaboutthetopicofthepaper;settingoutthespecificquestionstobeaddressedbytheauthorelements1)introduceyourtopicandprovidetherelevantbackgroundinformation2)Reviewthepreviousrelatedresearch3)Pointouttheunsolvedproblems4)Statethepurposeorobjectiveofyourstudy5)Introducethemethodstobeusedbriefly6)Indicatethestructureofthepaper

2.AcademicWriting

Writinganintroductionsection2.AcademicWriting

WritinganintroductionsectionTask1comparethefollowingintroductionsectionwiththatoftheCriticalReadingtextandthenanswerthequestions.(P121)1. Whataretheirsimilaritiesanddifferences?2.

Whichsentencesprovidethebackgroundinformation?3.Whichsentencesindicatetheobjectiveorpurposeofthearticle?4.Dothetwointroductionsectionsprovidealiteraturereview?Whyorwhynot?5.Whattensesareusedtoexpresseachelementoftheintroductions?2.AcademicWriting

Writinganintroductionsection1. Whataretheirsimilaritiesanddifferences? Theybothintroducethebackgroundinformationandtheobjectiveofthestudy.TheintroductiontotheCriticalReadingtextincorporatesitsliteraturereviewintotheintroductionsection,whilethisintroductionheredoesn’thavealiteraturereview.2. Whichsentencesprovidethebackgroundinformation? Thebackgroundinformationcanbefoundinthefirstthreeorfoursentencesoftheintroductionsectionofbotharticles.3. Whichsentencesindicatetheobjectiveorpurposeofthearticle? ThelastsentenceoftheintroductionsectionoftheCriticalReadingtextindicatesitsobjective,whiletheobjectiveofthetextherecanbefoundinthelasttwosentences.2.AcademicWriting

Writinganintroductionsection4. Dothetwointroductionsectionsprovidealiteraturereview?Whyorwhynot? TheCriticalReadingtextincorporatesitsliteraturereviewintotheintroductionsection,whilethetextherehasaseparateliteraturereviewsection.

5. Whattensesareusedtoexpresseachelementoftheintroductions? TheintroductiontotheCriticalReadingtextusessimplepresent,simplepast,andpresentperfecttensestodescribetheproblemstatement,literaturereview,andstudyobjective.Thisintroductionhereusespresentperfectandsimplepresenttensesprimarilytodescribetheproblemstatementandliteraturereview.2.AcademicWriting

WritinganintroductionsectionTask2Readthetwointroductions.Workinpairsandanalyzeeachonebyansweringthequestions.(PP122-124)1Whatelementsdoeseachintroductionhave?2Whattensesdoeseachintroductionuse?3Whatvoicedoeseachintroductionemploy?4Dotheintroductionscontaincitations?Ifyes,whattypesofcitationsdotheyuse?2.AcademicWriting

WritinganintroductionsectionTask2Readthetwointroductions.Workinpairsandanalyzeeachonebyansweringthequestions.(PP122-124)1Whatelementsdoeseachintroductionhave?Problemstatement,literaturereview,studyobjective,andhypothesisareincluded.2Whattensesdoeseachintroductionuse?Simplepresent,simplepast,andpresentperfecttensesareused.2.AcademicWriting

WritinganintroductionsectionTask2Readthetwointroductions.Workinpairsandanalyzeeachonebyansweringthequestions.(PP122-124)3Whatvoicedoeseachintroductionemploy?Bothactiveandpassivevoicesareused.4Dotheintroductionscontaincitations?Ifyes,whattypesofcitationsdotheyuse?Bothauthor-focusedandinformation-focusedcitationsareused.2.AcademicWriting

WritinganintroductionsectionTask3readthefollowingsentencepatternsandmatchthemtothefunctionslistedinthebox.(P126)EstablishthespecifictopicandprovidetherelevantbackgroundinformationIntroducethepresentmethodologyOfferabriefstructureofthewholepaper

DescribethepreviousstudiesonthetopicStatethepurposeand/ortheprincipalactivitiesCreateagapforthesignificanceofthestudy

1

A2B3E

4C

5D6FSynthesizing

istobringtogethermultiplesourcesandshowhowideasfromdifferentsourcesarerelatedandmakeconclusionsfromthis.

3.LiteracySkills

Synthesizing3.LiteracySkills

SynthesizingSometipsforwritingagoodsynthesis:FindrelevantsourcesaboutthetopicReadactivelytofindconnectionsbetweendifferentsourcesSummarizetherelevantcontentineachsourcePiecetogetherthesummariesintoacoherenttextAcknowledgethesources3.LiteracySkills

SynthesizingUsingmultiplesources

Inmanycases,youfindseveralsourceswhichexpresssimilarideas.Henceyouneedtousemultiplesourcereferenceswheretwoormoresourcesarecombinedtoshowagreementbetweenideas.3.LiteracySkills

SynthesizingTask1.Synthesizetheinformationfromthetwosourcesandgiveyourcommentsifnecessary.Readthemodelcarefullybeforetheexercise.(P129)1.Anumberofconclusionsbasedonresearchintotheeffectsofviolenceincomputergamesseemtobeflawed.Walker’sfindings(2001,p.116)showthat“youngpeoplewhoregularlyplayviolentcomputergameshaveatendencytobemoreaggressivethanthosewhodonot”.Ifthisresearchcompareschildrenwhohavebeenequallyexposedtoviolenceinothermedia,Smith’s(2003)argumentsaboutviolenceinthemediaarenotrelevant.Inaddition,Walkeronlyexaminedviolentcomputergames,soSmith’sargumentaboutnon-violentcomputergamesisirrelevant.3.LiteracySkills

Synthesizing2.Theeffectofcomputergamesonyoungpeopleisacontroversialtopic.Davies(2003)arguesthataddictivecomputergamesareaddictiveandcausechildrentospendtoolittletimeonreading,homeworkandsocialactivities.However,Smith(2003)statesthatanypopularactivitycanbeaddictive,notjustcomputergames.Healsoclaimsthatgoodcomputergamesperhapsshouldbeaddictive.Althoughthismaybetrue,itdoesnotaddressthetopicofwhethercomputergamesareharmful.ThereforehedoesnotrefuteDavies’argument.Ibelievethattosolvethisproblem,parentsandteachersshouldeducatetheirchildrentoleadbalancedlives.3.LiteracySkills

Synthesizing3.

Studentsneedpracticalstrategiestocheckthereliabilityofinformationonwebsites.Chan(2001)suggeststhreecriteriaforjudgingwhethertheinformationonawebsiteisreliable.Theseareauthorship,statusofthewebsite,andcredibilityofthedocumentitself.Smith(2003)believesthatitistootime-consumingtoexamineawebsiteforthesecriteria,andthatthecriteriaare