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Unit 4
第 4 单元

Using and Reporting Sources
使用和报告源

In Unit 2, the library team introduced you to resources for finding information. In this unit, we will focus on effectively incorporating information from other sources into your work
在第 2 单元中,图书馆团队向您介绍了用于查找信息的资源。 在本单元中,我们将专注于将来自其他来源的信息有效地整合到您的工作中。 

In the online module, you will learn strategies for identifying the main idea in a text, which is crucial because thoroughly understanding a source is the first step in accurately reporting its information. 
在在线模块中,您将学习识别文本中主要思想的策略,这一点至关重要,因为彻底理解来源是准确报告其信息的第一步。

In class, you will engage in exercises that address two key aspects of effective source use: 
在课堂上,您将参与涉及有效使用源的两个关键方面的练习:

Being transparent with your reader about how other texts have influenced your work.
对读者透明地了解其他文本如何影响您的工作。

Adhering to conventions to produce a mechanically accurate set of references.
遵循约定以生成一组机械上准确的参考。

Outside of class, you should actively find and read sources for your infographic, refine your ideas, and finalise your work
课外,您应该积极寻找和阅读信息图的来源,完善您的想法,并完成您的工作
.

By the end of this unit, you will:
在本单元结束时,您将:

have learned about transparency in source use;
了解了来源使用的透明度;

have practised paraphrasing and summarising;
练习释义和总结;

have learned about the mechanics of using sources;
了解了使用源的机制;

be able to cite sources transparently and accurately.
能够透明、准确地引用来源。

Activity 1: Transparent Source Use
活动 1:透明源使用

Virtually all academic writing builds on things other people have written. The expectation in most academic texts is that the writer will start with an awareness of what is already known on the topic and then build on it. To do this, we have to tell our readers some of the things we've found in our reading, and we have a responsibility to be transparent about that. In other words, an academic reader expects to understand how other texts have influenced the new one, and an academic writer is responsible for providing the necessary clues to give the reader that understanding.
几乎所有的学术写作都建立在其他人写的东西之上。大多数学术文本的期望是作者从对该主题已经已知的认识开始,然后在此基础上进行构建。做到这一点,我们必须告诉读者我们在阅读中发现的一些事情,我们有责任对此保持透明。换句话说,学术读者希望了解其他文本如何影响新文本,而学术作者负责提供必要的线索,让读者理解。

Look at the extract from an academic research article on the next page, and then answer the following questions
查看下一页的学术研究文章摘录,然后回答以下问题
.

Interest in wine has exploded during the past few decades, thus spreading to new groups of consumers. According to Caballero (2009), "wine is becoming a cultural icon in an emerging hedonistic sub-culture accessible to an ever larger number of consumers (p. 73)." Gluck (2004: 107) specifies the wine-consuming part of the British population as having risen from 4 to over 70 per cent during the past 50 years. Both Lehrer (1990) and McCoy (2005) report on a similar development in the US.
在过去的几十年里,人们对葡萄酒的兴趣呈爆炸式增长,从而蔓延到新的消费者群体。根据 Caballero (2009) 的说法,“葡萄酒正在成为新兴享乐主义亚文化中的文化标志,越来越多的消费者可以接触到(第 73 页)。Gluck (2004: 107) 指出,在过去 50 年中,英国人口中葡萄酒消费的部分从 4% 上升到 70% 以上。Lehrer (1990) 和 McCoy (2005) 都报告了美国的类似发展。

Extract adapted from Hommerberg, C. (2011). Persuasiveness in the discourse of wine: The rhetoric of Robert Parker. Doctoral Thesis. Växjö & Kalmar: Linnaeus University Press.
摘自 Hommerberg, C. (2011)。 葡萄酒话语中的说服力:罗伯特·帕克的修辞。博士论文。Växjö & Kalmar:林奈大学出版社。

Respond to the following statements with "true" or "false."
用 “true” 或 “false” 回答以下陈述。

Caballero writes about wine as a cultural icon.
卡巴列罗将葡萄酒作为一种文化标志来描述。

The extract uses the exact words as written by Caballero.
摘录使用了 Caballero 所写的确切单词。

Gluck writes that more people are drinking wine in the UK.
格鲁克写道,在英国喝葡萄酒的人越来越多。

The extract uses the exact words as written by Gluck.
摘录使用了 Gluck 所写的原词。

Lehrer and McCoy write that more people in the US are drinking wine.
Lehrer 和 McCoy 写道,越来越多的美国人在喝葡萄酒。

The extract uses the exact words as written by Lehrer and McCoy.
摘录使用了 Lehrer 和 McCoy 所写的原词。

Activity 2: Types of Transparency
活动 2:透明度的类型

In Activity 1, you may have answered that all four sources (Caballero, Gluck, Lehrer, and McCoy) said the things the extract represents them as saying. You may also have answered that the same wording in the extract is probably found in Caballero but not in Gluck, Lehrer, and McCoy. These are all reasonable assumptions, provided that the writer was observing the responsibility to signal transparently to the reader how her sources informed her work. There are three areas where transparency is needed:
在活动 1 中,您可能已经回答说,所有四个来源(Caballero、Gluck、Lehrer 和 McCoy)都说摘录所代表他们所说的话。你可能也回答说,摘录中的相同措辞可能在 Caballero 中找到,但在 Gluck、Lehrer 和 McCoy 中没有。这些都是合理的假设,只要作者有责任透明地向读者表明她的消息来源是如何影响她的工作的。以下是需要透明度的三个方面:

The identity of the source. Writers have to let readers know which earlier works influenced them. If Caballero, Gluck, Lehrer, and McCoy really are the sources for the facts attributed to them, then the writer has accomplished this type of transparency. We signal the identity of the source with in-text references, also called citations.
源的标识。作家必须让读者知道哪些早期作品影响了他们。如果 Caballero、Gluck、Lehrer 和 McCoy 真的是归因于他们的事实的来源,那么作者就实现了这种类型的透明度。我们通过文本内引用(也称为引文)来表示来源的身份。

The content. Writers have to convey ideas from their sources accurately. If Gluck really does claim that the proportion of wine drinkers in the UK has risen from 4% to 70% during the last 50 years, then the writer has accomplished this (at least with respect to the reference to Gluck). However, if Gluck actually writes that the number of wine drinkers in the UK has gone down, then she has not. Reporting content transparently starts with reading our sources of information carefully to be sure we understand what they mean.
内容。作家必须准确地传达来自他们来源的想法。如果格鲁克真的声称英国的葡萄酒饮用者比例在过去 50 年中从 4% 上升到 70%,那么作者已经做到了这一点(至少就对格鲁克的引用而言)。然而,如果格鲁克真的写道英国的葡萄酒饮用者数量有所下降,那么她就没有。透明地报告内容首先要仔细阅读我们的信息来源,以确保我们理解它们的含义。

The language. Writers can choose between repeating exactly what the source said (quotation) or rewording, summarising, or, in some other way, producing an independent, original representation of the ideas in the source. We usually signal quotations with quotation marks (though there are other ways as well). Without quotation marks, the reader will assume that the wording is new and original, although the idea and information are not.
语言。作者可以选择完全重复来源所说的内容(引用),或者改写、总结,或者以某种其他方式为来源中的想法做出独立的、原创的表达。我们通常用引号表示引号 (尽管也有其他方法)。如果没有引号,读者会认为措辞是新的和原创的,尽管想法和信息不是

Q.1 A group of students were asked to write essays about the history of games. They found a good book on the topic. Here's an extract from the book.
Q.1 一组学生被要求写关于游戏历史的文章。他们找到了一本关于这个主题的好书。以下是该书的摘录。

Chess is a game with deep historic roots. Some form of the game has been in existence for at least 1500 years, and it is possible that it dates back even earlier. Less clear, however, is where the game originated. Many historians believe that it originated in India. A smaller group of scholars believe that the game was developed in Persia.
国际象棋是一项有着深厚历史渊源的游戏。某种形式的游戏已经存在了至少 1500 年,而且它可能可以追溯到更早的地方。然而,不太清楚的是游戏的起源。许多历史学家认为它起源于印度。一小部分学者认为该游戏是在波斯开发的。

Adams, D. (1985). An historical guide to board games. London: Players Press.
亚当斯,D.(1985 年)。 棋盘游戏的历史指南。 伦敦:Players Press。

Here are some extracts from the essays the students wrote. Check to see whether they have all followed all three forms of transparency.
以下是学生们写的文章的一些摘录。检查它们是否都遵循了所有三种形式的透明度。

STUDENT 1
学生 1

Writing about the origins of the game of chess, Adams says that it is at least 1500 years old, and states that "scholars believe that the game was developed in Persia" (1985, p. 179).
在写到国际象棋游戏的起源时,亚当斯说它至少有 1500 年的历史,并指出“学者们认为这种游戏是在波斯开发的”(1985 年,第 179 页)。

STUDENT 2
学生 2

Adams says that the origin of chess is not certain, but that "most historians believe that it originated in India. " (1985, p. 179).
亚当斯说,国际象棋的起源尚不确定,但“大多数历史学家认为它起源于印度。“(1985 年,第 179 页)。

STUDENT 3
学生 3

Adams (1985) writes that chess is a game with long historic roots, and that some form of the game has been around for 1500 at a minimum years, and it may date back even earlier.
亚当斯 (1985) 写道,国际象棋是一种具有悠久历史根源的游戏,某种形式的游戏至少已经存在了 1500 ,而且它可能可以追溯到更早的时间。

Activity 3: Paraphrasing
活动 3:释义

A paraphrase is an original reformulation of a specific part of a source text. A good paraphrase requires the writer to understand what the source says, identify the elements most relevant to the new text, and express them in a new way. Making changes to the source—for example, substituting synonyms or changing the order of words—is not paraphrasing, no matter how much of it you do.
释义是对源文本特定部分的原始重新表述。一个好的释义要求作者理解来源所说的内容,确定与新文本最相关的元素,并以新的方式表达它们。更改源(例如,替换同义词或更改单词顺序)不是释义,无论您做了多少

Paraphrase the following text to make it appropriate for an essay on one of the following themes:
解释以下文本,使其适合于以下主题之一的文章:

Holiday food around the world
世界各地的节日美食

Cultures which practice a primarily vegetarian diet
以素食为主的文化

Unusual/ surprising aspects of Christmas traditions around the world
世界各地圣诞节传统不寻常/令人惊讶的方面

Christmas in Sweden is a special time, with a number of traditions which are rooted in the past and still followed today. Surprisingly to people from many other countries, the most important day in the holiday season is not December 25th, Christmas Day itself, but rather Christmas Eve. That is the time when families gather for the major celebration of the holiday.
瑞典的圣诞节是一个特殊的时刻,有许多植根于过去并沿用至今的传统。令许多其他国家/地区的人感到惊讶的是,假期中最重要的一天不是 12 月 25 日,即圣诞节本身,而是平安夜。那时,家人会聚在一起庆祝这个节日。

Food plays an important role in holiday celebrations around the world, and Christmas in Sweden is no exception. The meal is called a "Christmas table," a buffet consisting of favourites such as pickled herring, meatballs, small sausages, ham, boiled potatoes and boiled eggs with caviar.
食物在世界各地的节日庆祝活动中发挥着重要作用,瑞典的圣诞节也不例外。这顿饭被称为“圣诞餐桌”,自助餐包括腌鲱鱼、肉丸、小香肠、火腿、煮土豆和鱼子酱煮鸡蛋等最受欢迎的食物。

In terms of entertainment, at this family time people play games, talk, and enjoy each other’s company, but the one unbreakable Christmas tradition is watching the Donald Duck Christmas special on TV (or falling asleep in front of it, if the meal has been a heavy one).
在娱乐方面,在这个家庭时间,人们玩游戏、聊天并享受彼此的陪伴,但一个牢不可破的圣诞传统是在电视上观看唐老鸭圣诞特别节目(如果饭菜很重,也可以在它前面睡着)。

The evenings draw in early in Sweden in the window, so after the Christmas meal and Donald Duck, it is dark outside. The lights on the Christmas tree can be turned on. Candles surround the carefully decorated gingerbread house. The windows of the house each bear an upside-down V of Christmas lights, as do the windows of all of the other houses on the street, as far as the eye can see.
瑞典的夜晚很早就从窗户里来了,所以在圣诞大餐和唐老鸭之后,外面很黑。圣诞树上的灯可以打开。蜡烛环绕着精心装饰的姜饼屋。房子的每扇窗户上都挂着一盏倒置的 V 形圣诞灯饰,街上所有其他房子的窗户也是如此,目之所及。

Extract from
摘录自

Svensson, S. (2011). Holiday traditions in the Nordic region. Academic Press.
斯文森,S.(2011 年)。 北欧地区的节日传统。学术出版社。

Activity 4: Summarising
活动 4:总结

Paraphrasing usually involves reporting a specific point from a source; summarising involves condensing a large text. Like paraphrasing, writing summaries is an independent process, not transferring ideas and words directly from the source. Good summaries can support your argument. They can also demonstrate that you have read and understood relevant sources, are able to separate the core information from the less relevant details and can communicate your understanding clearly and briefly.
释义通常涉及从来源报告特定观点; 摘要涉及压缩大文本。与释义一样,撰写摘要是一个独立的过程,而不是直接从源头传递想法和文字。好的总结可以支持你的论点。他们还可以证明您已经阅读并理解了相关来源,能够将核心信息与不太相关的细节分开,并可以清晰简短地传达您的理解。

Q.1 Read the text below and its summaries, which follow.
Q.1 阅读下面的文本及其后续摘要。

Q.2 What are the strengths and weaknesses of these summaries? Which works best? Why?
Q.2 这些摘要的优点和缺点是什么?哪个效果最好?为什么?

China and Southeast Asia are home to scores of languages, which can be grouped into several language families. Let us begin with the languages spoken in China. This large geographical area is home to two language families. First, there is the Sino-Tibetan family, which includes all the tongues that are commonly thought of as the different dialects of “Chinese”—Mandarin, Cantonese, Hakka, etc. Although they share a single writing system made up of pictorial characters, they are in fact separate languages, as any Hong Kong Chinese who has tried to learn Mandarin can attest. The Sino-Tibetan family also includes two other languages—Tibetan and Burmese (the only member not spoken in China proper). All the Sino-Tibetan languages share common features. For instance, all are tonal; in other words, the same syllable could be pronounced with four different tones (in Mandarin) with four different meanings. The second language family in China is the Altaic family, which are commonly referred to as the Turkic languages because they are all related to Turkish. Members of the Altaic family spoken in China include Mongolian, Uighur (the language of the native people in Xinjiang), and Manchu, which used to be an important language before the rise of Mandarin.
中国和东南亚拥有数十种语言,这些语言可以分为几个语系。让我们从中国使用的语言开始。这个广阔的地理区域是两个语系的家园。首先是汉藏语系,它包括所有通常被认为是“汉语”不同方言的方言——普通话、粤语、客家语等。尽管它们共享一个由图画字符组成的书写系统,但它们实际上是不同的语言,任何尝试学习普通话的香港中国人都可以证明这一点。汉藏语系还包括另外两种语言——藏语和缅甸语(唯一一个在中国本土没有使用的成员)。所有的汉藏语言都有共同的特点。例如,所有 ALL 都是同色系的;换句话说,同一个音节可以用四种不同的声调在普通话中)发音,有四种不同的含义。中国的第二语系是阿尔泰语系,通常被称为突厥语系,因为它们都与土耳其语有关。在中国使用的阿尔泰语系成员包括蒙古语、维吾尔语(新疆土著的语言)和满语,在普通话兴起之前,满语曾经是一种重要的语言。

Now let us turn our attention to the languages spoken in Southeast Asia. By Southeast Asia, we mean the following countries: Vietnam, Laos, Cambodia, Thailand, Malaysia, Indonesia and the Philippines. This far-flung region is home to three language families. First among these is the Austro-Asiatic family, which comprises two main languages—Vietnamese and Khmer, the chief language of Cambodia. Next there is the Tai family, containing Thai and Lao. Languages that belong to these two families, like the Sino-Tibetan languages, are tonal. Thirdly, there is the Malayo-Polynesian family. This is one of the most widely-distributed language families in the world, spoken as far west as Madagascar (off the coast of Africa) and as far east as Easter Island (off the coast of South America). In Southeast Asia, the languages that belong to this family are Malay, Indonesian and Tagalog (the language of the Philippines). Incidentally, the language spoken by the original inhabitants of Taiwan before the arrival of the Chinese was a member of the Malayo-Polynesian family.
现在让我们把注意力转向东南亚使用的语言。我们所说的东南亚是指以下国家/地区:越南、老挝、柬埔寨、泰国、马来西亚、印度尼西亚和菲律宾。这个遥远的地区是三个语系的家园。首先是南亚语系,它由两种主要语言组成——越南语和高棉语,这是柬埔寨的主要语言。接下来是泰族,包括 Thai 和 Lao。属于这两个语系的语言,如汉藏语系,是有声调的。第三,有马来-波利尼西亚语系。这是世界上分布最广泛的语系之一,西至马达加斯加(非洲海岸附近),东至复活节岛(南美洲海岸附近)。在东南亚,属于该语系的语言是马来语、印度尼西亚语和他加禄语(菲律宾的语言)。顺便说一句,在中国人到来之前,台湾的原住民所说的语言是马来-波利尼西亚语系的成员。

Extract from Hobbs and Deley (2002, p.5)
摘自 HobbsDeley(2002 年,第 5 页)

Summary A
摘要 A

Hobbs and Deley (2002) remark that the various languages of China and Southeast Asia can be divided into several language families.
Hobbs 和 Deley (2002) 评论说,中国和东南亚的各种语言可以分为几个语系。

Summary B
总结 B

Hobbs and Deley (2002) explain that China and Southeast Asia are home to scores of languages, which can be grouped into several language families. In China there are different families that share a single writing system made up of pictorial characters, but they are in fact separate languages, as any Hong Kong Chinese who has tried to learn Mandarin can attest. The Sino-Tibetan family also includes two other languages—Tibetan and Burmese (the only member not spoken in China proper). All the Sino-Tibetan languages share common features. For instance, all are tonal; in other words, the same syllable could be pronounced with four different tones (in Mandarin) with four different meanings (p. 5).
Hobbs 和 Deley (2002) 解释说,中国和东南亚有数十种语言,这些语言可以分为几个语系。在中国,有不同的科共享一个由图画字符组成的书写系统,但它们实际上是不同的语言,任何尝试学习普通话的香港中国人都可以证明这一点。汉藏语系还包括另外两种语言——藏语和缅甸语(唯一一个在中国本土没有使用的成员)。所有的汉藏语言都有共同的特点。例如,所有 ALL 都是同色系的;换句话说,同一个音节可以用四种不同的声调在普通话中)发音,有四种不同的含义(第 5 页)。

Summary C
总结 C

Hobbs and Deley (2002, p. 5) note that there is great linguistic diversity in the area encompassing China and Southeast Asia. The many languages spoken in this large region are usually divided into five families. Two of these occur in Greater China: the Sino-Tibetan family (which includes varieties such as Putonghua and Cantonese) and the Altaic family of languages (also called Turkic) such as Manchu and Mongolian. In Southeast Asia, three language families are found, the Austro-Asiatic, Tai, and the Malayo-Polynesian.
Hobbs 和 Deley (2002, p. 5) 指出,包括中国和东南亚在内的地区存在很大的语言多样性。这个大地区使用的多种语言通常分为五个语系。其中两种分布在大中华区:汉藏语系(包括普通话和粤语等变体)和阿尔泰语系(也称为突厥语),如满语和蒙古语。在东南亚,有三个语系,即南亚语系、傣语系和马来-波利尼西亚语系。

Activity 5: The Mechanics of Referencing
活动 5:引用机制

So far in this unit, we have worked with transparent use of sources. Transparency is the most important thing for a writer to achieve, but getting the details of references right is also important. The relationship between transparent source use and the mechanics of referencing is parallel to the relationship between content and spelling: it is essential that your essay has something to say, but even the best essay will get marked down if it is full of spelling errors.
到目前为止,在本单元中,我们已经使用了透明的来源。透明度是作家需要实现的最重要的事情,但正确处理参考文献的细节也很重要。透明来源使用和引用机制之间的关系与内容和拼写之间的关系平行:你的文章有话要说是必不可少的,但如果它充满了拼写错误,即使是最好的文章也会被打分。

There are many different referencing styles used in different departments and by different publications. In this course, you will learn to use the referencing conventions of the American Psychological Association (APA).
不同部门和不同出版物使用了许多不同的引用样式。在本课程中,您将学习使用美国心理学会 (APA) 的引用惯例。

Look at the examples below. They show the same work formatted according to three different referencing styles.
请看下面的例子。它们显示根据三种不同引用样式格式化的同一作品。

Q.1 How are they similar and different?
Q.1 它们有何相似之处和不同之处?

APA style: Gray, D. E. (2013). Doing research in the real world. Sage.
APA 样式:格雷,DE(2013 年)。在现实世界中进行研究。圣人。

IEEE style: D. E. Gray, Doing research in the real world. London: Sage, 2013.
IEEE 风格:D. E. Gray,在现实世界中进行研究。伦敦:Sage,2013 年。

MLA style: Gray, David E. Doing Research in the Real World. Sage, 2013.
MLA 样式:格雷,大卫 E. 在现实世界中做研究。Sage,2013 年。

Activity 6: In-Text References
活动 6:文内引用

Using the guidance you have obtained in the library workshop and the information on APA style found on the Purdue OWL, find and correct errors in the following in-text references. (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)
使用您在图书馆研讨会中获得的指南以及 Purdue OWL 上找到的有关 A PA 样式的信息,查找并更正以下文本参考中的错误。 https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html

According to Stilton and Cheddar, 1990, the moon is made of green cheese.
根据 Stilton 和 Cheddar 在 1990 年的说法,月亮是由绿色奶酪制成的。

The claim that the moon is made of green cheese (Stilton and Cheddar, 1990) has been disputed by authorities such as P. Gorgonzola, who insists that "evidence to this effect is still lacking" (1995).
月亮是由绿色奶酪制成的(Stilton 和 Cheddar, 1990)的说法受到了 P. Gorgonzola 等权威的争议,他坚持认为“仍然缺乏这种效果的证据”(1995)。

Stilton & Cheddar's (1990) claim has also been challenged by Brie, who sees the absence of mice on the moon as compelling evidence that it is not made of cheese.
Stilton & Cheddar(1990)的说法也受到了Brie的挑战,她认为月球上没有老鼠是它不是由奶酪制成的有力证据。

Activity 7: Writing a reference list
活动 7:编写参考文献列表

With your teammates, write a reference list for the sources you have gathered for your infographic assignment
与您的队友一起,为您为信息图任务收集的来源编写参考列表
.

Activity 8: Reference List Entries
活动 8:参考列表条目

Using the guidance you have obtained in the library workshop and the information on APA style found on the Purdue OWL, write a reference list of entries for the following works. (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)
使用您在图书馆研讨会中获得的指南以及 Purdue OWL 上找到的有关 APA 样式的信息,为以下作品编写条目的参考列表https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html

A book by Curtis Miles and Jane Rauton entitled Thinking Tools: Academic, Personal and Career Applications, published in 1987 by St. Martin's Press in New York.
Curtis Miles 和 Jane Rauton 的一本书,题为《思维工具:学术、个人和职业应用》,1987 年由纽约圣马丁出版社出版。

A book edited by Sue Roe entitled Women Reading Women's Writing, published in 1987 by St. Martin's Press in New York
苏·罗 (Sue Roe) 编辑的一本名为《女性阅读女性写作》的书,1987 年由纽约圣马丁出版社出版

An article by Sydney C. Walston entitled "Non-traditional Degree Program Options for Nurses: A Model Program," spanning pages 291-299 in the journal Alternative Higher Education, volume 2, number 4, Summer 1978
Sydney C. Walston 的一篇文章,题为“护士的非传统学位课程选项:示范课程”,横跨第 291-299 页,刊登在《替代高等教育》杂志上,第 2 卷,第 4 期,1978 年夏季

A book by N. Gordon Ray entitled H.G. Wells & Rebecca West, published in 1974 by Yale University Press in New Haven.
由N. Gordon Ray编写的名为H.G. Wells & Rebecca West的书,由耶鲁大学出版社于1974年在纽黑文出版。

An article by Carol Twigg accessed on the Internet and entitled "New Directions for the Electronic Classroom in the journal EDUCOM Review, volume 35, issue 5, 1995, no pages available, accessed on September 12, 1995 via gopher.cic.net
Carol Twigg 在互联网上访问了一篇题为“电子教室的新方向”的文章,发表在 1995 年 9 月 12 日通过 gopher.cic.net 访问的杂志 EDUCOM 评论,第 35 卷,第 5 期,无可用页面

Activity 9: Proofreading a List of References
活动 9:校对参考文献列表

Look at the reference list in the box below.
查看下面框中的参考列表。

Q.1 Find any deviations from APA style and correct them.
Q.1 发现任何与 APA 风格的偏差并纠正它们。

Bibliography
书目

Dörnyei, Zoltan. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed). Routledge.
Dörnyei, Zoltan.(2010). 第二语言研究问卷:构建、管理和处理(第 2 版)。劳特利奇。

Myers, G. (1989). The Pragmatics of Politeness in Scientific Articles. Applied Linguistics, 10, 1–35.
迈尔斯,G.(1989 年)。科学文章中礼貌的语用学。应用语言学10, 1-35.

Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, pp. 402–433.
Stanovich, K. E., & West, R. F. (1989年)。暴露于印刷和正字印刷处理。阅读研究季刊 (Reading Research Quarterly),第 24,第 402-433 页。

Swales, J. M., & Feak. (2000). English in today’s research world: A writing guide. University of Michigan Press.
Swales, J. M., & Feak.(2000). 当今研究界的英语:写作指南。密歇根大学出版社。

Abercrombie, D. (1964). Problems and principles: Studies in the teaching of English as a second language. Longman.
阿伯克龙比,D.(1964 年)。 问题和原则:英语作为第二语言教学的研究。朗文。

Vinther, J., and Slethaug, G. (2015). Perceptions and identity for non-native speakers of English in an English-medium university environment. In A. H. Fabricius & B. Preisler (Editors.), Transcultural interaction and linguistic diversity in higher education: The student experience (pp. 234–254). Palgrave Macmillan.
Vinther, J. 和 Slethaug, G. (2015)。在英语授课的大学环境中,非英语母语人士的看法和身份。在A. H. Fabricius & B. Preisler(编辑),《高等教育中的跨文化互动和语言多样性:学生体验》(第 234-254 页)。帕尔格雷夫·麦克米伦。

Woods, N. (2006). Describing discourse: A practical guide to discourse analysis. Hodder Arnold.
伍兹,N.(2006 年)。 描述话语:话语分析实用指南。霍德·阿诺德。

G. Xue & P. Nation. (1984). A university word list. Language, Learning and Communication, 3, 215–229.
G. Xue & P. Nation.(1984). 大学词汇表。语言、学习和交流3,215-229。

Zimmer, M. (2010). “But the data is already public:” On the ethics of research in Facebook. Ethics and Information Technology, 12, 313–325. https://doi.org/10.1007/s10676-010-9227-5
齐默,M.(2010 年)。“但数据已经公开了:”关于 Facebook 的研究伦理。 伦理与信息技术12, 313–325. https://doi.org/10.1007/s10676-010-9227-5