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《\”十二五\”普通高等教育本科 规划教材·新世纪高等院校英语专业本科生教材:写作教程(4)(教师用书)(第2版)(修订版)》按照英语专业教学大纲设计，旨在打造完整的英语专业学科体系，全面促进学生的语言技能、学科素养和创新能力的培养。本次整合改版并重新设计装帧后出版，以更好地适应市场需求。本岀为写作教程配套教师用书，为教师提供教学指导。
目录
1 Understanding Research
2 Choosing a Research Topic
3 Conducting Preliminary
Research （I）——Library Research
4 Conducting Preliminary
Research （Ⅱ）——Field Research
5 Writing a Research Proposal
6 Writing a Working Outline
7 Composing the Draft
8 Finalizing the Paper
9 Evaluating Sample Papers
What are the achievements from previous work? For example, significant discoveries, key concepts, arguments, and/or theories scholars have put forward.
Who are the key p/ayers in this field?
Which are the /andmark works’?
What are the research areas of the topic that have been explored?
The historical review as such enables students to identify the gaps and places to make a breakthrough and move to a current review:
Are there any gaps in the research? For example, are there areas that haven’t been looked at closely yet? Are there areas of controversy in the literature?
Are there any new ways of looking at the topic? In terms of methodology, are there any improved methodologies for researching this subject? From where can you take the departure?
Have there been deve/opments over time?
What is the trend now?
Finally, students arrive at the research context.
What are the current problems in your interested field?
Students will be better orientated it they spend some time on these questions.Students should be able to pinpoint their literature review only on what is relevant to their research question and research scope, which is detined by trend and current problems.And at the same time, students should be confident about the contribution their research will make to the particular field.
Once again, the teacher needs to tell students the quality of literature review comes from RELE-VANCE rather than COMPREHENSIVENESS: They only need to include literature that is directly related to the thesis or research question.
If the teacher has driven home the relevance of the literature review, then comes a more specific problem: How to help students organize the relevant literature? A good literature review is well structured from historical review to current review, and within each section the review can be organized chronologically or thematically.As has been indicated in the above, historical review groups related works together and discusses the historical developments, highlighting the aspects of previous research that a proposal is meant to address.Current review evaluates up-to-date
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