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Academic writing for engineering publications : a guide for non-native English speakers / / Zhongchao Tan
| Academic writing for engineering publications : a guide for non-native English speakers / / Zhongchao Tan |
| Autore | Tan Zhongchao |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (236 pages) |
| Disciplina | 808.02 |
| Soggetto topico |
Report writing
Technical writing - Data processing Redacció d'escrits tècnics Redacció d'informes |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030993641
9783030993634 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- Part I: Introduction -- 1: Introduction -- 1.1 About This Book -- 1.2 Scope and Readers -- 1.3 Organization of This Book -- 1.4 American and British Spellings -- 2: Academic Integrity -- 2.1 Plagiarism -- 2.2 Quotations and Paraphrasing -- 2.3 Copyright -- 2.4 Privacy and Confidentiality -- 2.5 Authorship -- 2.6 Logical Writing -- 2.7 Unbiased Writing -- 2.8 Neutral Language -- 2.9 Clear and Concise Writing -- 2.10 Practice Problems -- Part II: Organization of Ideas -- 3: Preparing for Writing -- 3.1 Purpose of Writing -- 3.2 Identifying Readers -- 3.3 Scope of Writing -- 3.4 Structure of Writing -- 3.4.1 Front Matter -- 3.4.2 Body -- 3.4.3 Back Matter -- 3.4.4 Headers and Footers -- 4: Outlining -- 4.1 Outlining Steps -- 4.2 Outline-Based Drafting -- 4.3 Practice Problems -- 5: Drafting Introduction -- 5.1 Sources of Information -- 5.2 Funnel Approach to Literature Review -- 5.3 Drafting Objectives -- 5.4 Errors in Introduction and Objectives -- 5.5 Practice Problems -- 6: Drafting Methodology -- 6.1 Research Methods -- 6.2 Describing Numerical Approach -- 6.3 Replicability -- 6.4 Precise Description of Method -- 6.5 Practice Problems -- 7: Drafting Results and Discussion -- 7.1 Data Validation -- 7.2 Aiming at Objectives -- 7.3 RECA Approach to Results and Discussion -- 7.3.1 Reiteration of Results -- 7.3.2 Explanation and Comparison of Results -- 7.3.3 In-Depth Analysis -- 7.3.4 Presenting Limitations -- 7.4 Quantitative Results -- 7.5 Precise Results and Discussion -- 7.6 Engaging Writing -- 7.7 Erratic Writing -- 7.8 Practice Problems -- 8: Drafting Conclusions -- 8.1 Conclusion Meeting Objective -- 8.2 Practice Problems -- 9: Drafting Other Sections -- 9.1 Drafting Title -- 9.2 Drafting Authorship -- 9.2.1 Corresponding Author.
9.2.2 Authorship Order -- 9.2.3 Affiliations -- 9.3 Drafting Abstract -- 9.4 Drafting Executive Summary -- 9.5 Drafting Keywords -- 9.6 Table of Contents -- 9.7 List of Figures and List of Tables -- 9.8 Abbreviations, Acronyms, and Symbols -- 9.9 Drafting Foreword and Preface -- 9.10 Drafting Acknowledgments -- 9.11 Drafting References and Bibliography -- 9.12 Appendices and Supplemental Materials -- 9.13 Glossary -- 9.14 Index -- 9.15 Practice Problems -- Part III: Engineering Language Skills -- 10: Engineering Language -- 10.1 Writing with Simple Language -- 10.2 Writing with Right Pace -- 10.3 Current, Future, and Past Tenses -- 10.4 Point of View -- 10.5 Positive and Negative Tones -- 10.6 Active and Passive Voices -- 10.7 Defining Terms Before Use -- 10.7.1 Defining Technical Terms -- 10.7.2 Consistent Naming of Same "Things" -- 10.8 Analogy and Simile -- 10.9 Clarity -- 10.10 Transition and Connection -- 10.10.1 Transition Between Paragraphs and Sections -- 10.10.2 Connecting Sentences in Paragraph -- 10.11 Conciseness -- 10.12 Practice Problems -- 11: Paragraphs -- 11.1 Statement-Evidence-Conclusion Structure -- 11.1.1 Topic Sentence -- 11.1.2 Paragraph Length -- 11.2 Lists in Paragraph -- 11.3 Equations in Paragraph -- 11.4 Practice Problems -- 12: Sentences -- 12.1 Sentence Construction -- 12.2 Conjunction -- 12.3 Parallel Structure -- 12.4 Sentence Variety -- 12.4.1 Varying Sentence Length -- 12.4.2 Varying Word Order -- 12.5 Grammatical Agreement -- 12.5.1 Subject-Verb Agreement -- 12.5.2 Compound Subject-Verb Agreement -- 12.6 Fragmented Sentences -- 12.7 Clauses -- 12.7.1 Adjective Clauses -- 12.7.2 Dependent and Independent Clauses -- 12.8 Emphasis -- 12.8.1 Emphasis by Position -- 12.8.2 Emphasis by Sentence Length -- 12.8.3 Emphasis by Repetition. 12.8.4 Redundancy Due to Emphasis -- 12.8.5 Garbled Sentences -- 12.9 Modifiers -- 12.9.1 Prepositional Phrases as Modifiers -- 12.9.2 Restrictive and Nonrestrictive Modifiers -- 12.9.3 Placement of Modifiers -- 12.9.4 Dangling Modifiers -- 12.10 Intensifiers and Subjective Writing -- 12.11 Rambling Sentences -- 12.12 Practice Problems -- 13: Phrases and Words -- 13.1 Phrases -- 13.1.1 Noun Phrases -- 13.1.2 Gerund Phrases -- 13.1.3 Verb Phrases -- 13.1.4 Prepositional Phrases -- 13.1.5 Participial Phrases -- 13.1.6 Infinitive Phrases -- 13.2 Verb-Based Writing -- 13.2.1 Phrasal Verb Error -- 13.2.2 Nominalization Error -- 13.3 Wordiness -- 13.3.1 Duplicated Nouns -- 13.3.2 Redundancy -- 13.3.3 Avoiding Wordy Phrases -- 13.4 Shift of Function -- 13.5 Jargon, Slang, and Idiom -- 13.6 Contractions -- 13.7 Vague and Subjective Words -- 13.7.1 Using the Word Significant -- 13.7.2 Using the Word Fact -- 13.8 Pairs of Challenging Words -- 13.9 Practice Problems -- 14: Visuals -- 14.1 Using Simple Visuals -- 14.2 Key Elements in Visuals -- 14.2.1 Captions of Visuals -- 14.2.2 Labels in Visuals -- 14.2.3 Text in Visuals -- 14.3 Images -- 14.4 Graphs -- 14.4.1 Line Graph -- 14.4.2 Dot Graph -- 14.4.3 Line-Dot Graph -- 14.4.4 Error Bars -- 14.4.5 Schematic Diagram -- 14.4.6 Exploded View -- 14.4.7 Maps -- 14.5 Tables -- 14.6 Color -- 14.6.1 Black-and-White Visuals -- 14.6.2 Color in Visuals -- 14.7 Integrating Visuals into Text -- 14.8 Placement of Visuals -- 14.9 Practice Problems -- 15: Punctuation -- 15.1 Punctuation Marks -- 15.2 Apostrophe -- 15.3 Colon -- 15.4 Comma -- 15.4.1 Linking Independent Clauses -- 15.4.2 Introducing Elements -- 15.4.3 Separating Parallel Elements -- 15.4.4 Enclosing Elements -- 15.4.5 Using Commas with Numbers -- 15.4.6 Replacing Verbs -- 15.4.7 Comma Intrusion. 15.5 Dash -- 15.6 Ellipsis -- 15.7 Hyphen -- 15.7.1 Hyphenated Words -- 15.7.2 Multi-word Modifiers -- 15.7.3 Series -- 15.7.4 Prefixes -- 15.7.5 Hyphens for Clarity -- 15.8 Parentheses -- 15.9 Period -- 15.10 Question Mark -- 15.11 Quotation Marks -- 15.11.1 Enclosing Elements -- 15.11.2 Titles and Quotation Marks -- 15.11.3 Punctuation in Quotation Marks -- 15.12 Semicolon -- 15.13 Practice Problems -- 16: Finalization -- 16.1 Repeated Revisions -- 16.2 Formatting -- 16.2.1 Formatting Title -- 16.2.2 Formatting Table of Contents -- 16.2.3 Justification of Margins -- 16.2.4 Line Spacing -- 16.2.5 Formatting Headings -- 16.2.6 Formatting Headers and Footers -- 16.2.7 Typeface and Font Size -- 16.2.8 Capitalization -- 16.2.9 Capitonyms -- 16.2.10 Italicizing Words with Non-English Roots -- 16.2.11 Italics to Specify Items -- 16.2.12 Formatting Date -- 16.2.13 Formatting Time -- 16.2.14 Formatting Numbers -- 16.2.15 Formatting Units and Symbols -- 16.2.16 Formatting Lists -- 16.2.17 Formatting Visuals -- Double-Check Placement of Visuals -- Refining Visuals -- 16.2.18 Formatting Equations -- Italicized Symbols -- 16.2.19 References and In-Text Citations -- References -- In-Text Citations -- Recommended Styles for References and Citations -- 16.3 Formatting Cross-References -- 16.3.1 Formatting Appendices -- 16.3.2 Formatting Index -- 16.4 Proofreading -- 16.5 Copyright Clearance -- 16.6 Internal Clearance -- 16.7 Practice Problems -- Part IV: Correspondence -- 17: Correspondence -- 17.1 Peer Review Process -- 17.2 Cover Letter -- 17.2.1 Structure of Cover Letter -- 17.2.2 Date in Letter -- 17.2.3 Salutation -- 17.2.4 Introduction, Body, and Conclusion -- 17.2.5 Complementary Close -- 17.3 Response to Reviewers' Comments -- 17.3.1 Class 1 - Complimentary Comments -- 17.3.2 Class 2 - Editorial Comments. 17.3.3 Class 3 - Challenging Comments -- 17.3.4 Class 4 - Critical Comments -- Appendices -- A1. Transitional Words and Phrases -- A2. American and British English Spellings -- A3. Sample Outline -- Introduction -- Model Development -- Model Domain and Assumptions -- Governing Equations -- Electrochemical Kinetics -- Mass Conversion -- Charge Conversion -- Energy Conversion -- Numerical Solution of Model Equations -- Results and Discussion -- Model Validation -- Effects of Separator Thickness and Porosity on Energy Density -- Electrolyte Concentration Distribution -- Effect of Separator on Thermal Behavior -- A4. Sample Response to Reviewers' Comments -- References -- Index. |
| Record Nr. | UNINA-9910585769603321 |
Tan Zhongchao
|
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English for Academic Research: Grammar, Usage and Style / / by Adrian Wallwork
| English for Academic Research: Grammar, Usage and Style / / by Adrian Wallwork |
| Autore | Wallwork Adrian |
| Edizione | [2nd ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (234 pages) |
| Disciplina | 428.24 |
| Collana | English for Academic Research |
| Soggetto topico |
Language and languages - Study and teaching
Linguistics Professional education Vocational education Grammar, Comparative and general - Syntax Language Education Theoretical Linguistics / Grammar Professional and Vocational Education Syntax Anglès Escrits acadèmics Redacció d'informes Retòrica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-31517-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- 1. Abbreviations, acronyms, and punctuation -- 2. Adverbs and prepositions -- 3 Articles: a / an / the / zero article -- 4. Genitive: the possessive form of nouns -- 5. Infinitive versus gerund (−ing form) -- 6. Link Words -- 7. Measurements and numbers, abbreviations, symbols, comparisons, use of articles -- 8. Modal verbs: can, may, could, should, must etc.. -- 9. Nouns: countable vs uncountable, plurals -- 10. Personal pronouns, names, titles -- 11. Proofreading tools: checking the correctness of your English -- 12. Quantifiers: any, some, much, many, much, each, every etc. -- 13. Readability -- 14. Tenses: present and past -- 15. Tenses: future, conditional, passive forms -- 16. Translating using AI -- 17. Word order -- 18. ChatGPT -- Acknowledgements -- Index. |
| Record Nr. | UNINA-9910746287703321 |
|
Wallwork Adrian
|
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| Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
English for Writing Research Papers
| English for Writing Research Papers |
| Autore | Wallwork Adrian |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2023 |
| Descrizione fisica | 1 online resource (347 pages) |
| Disciplina | 808.066 |
| Collana | English for Academic Research Series |
| Soggetto topico |
English language - Rhetoric
Report writing English language - Technical English Anglès Retòrica Redacció d'informes Anglès tècnic |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-31072-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Introduction -- Who is this book for? -- How is this book organized? How should I read it? -- What is different from the previous editions of this book? -- Contents -- Part I: Writing Skills -- Chapter 1: Planning and Preparation -- 1.1 Why should I publish? How do I know whether my research is worth publishing? -- 1.2 Should I write the initial draft in my own language rather than writing it directly in English? -- 1.3 Which journal should I choose? -- 1.4 How do I know what style and structure to use? -- 1.5 What preparation do I need to do? -- 1.6 How can I create a template? -- 1.7 Writing style: how do I keep the referees happy? -- 1.8 In what order should I write the various sections? -- 1.9 How can I highlight my key findings? -- 1.10 How can I improve the chances of my paper not only being published, but also being read, understood and cited? -- 1.11 I know that the recommendations in this book about writing simply and clearly will improve the readability of my paper, but my professor … -- 1.12 Summary -- Chapter 2: Word order and sentence length -- 2.1 Basic word order in English: subject + verb + object + indirect object -- 2.2 Place the subject before the verb -- 2.3 Keep the subject and verb close to each other -- 2.4 Avoid inserting parenthetical information between the subject and the verb -- 2.5 Don't separate the verb from its direct object -- 2.6 Put the direct object before the indirect object -- 2.7 Don't use a pronoun (it, they) before you introduce the noun that the pronoun refers to -- 2.8 Locate not before the main verb, but after auxiliary and modal verbs -- 2.9 Locate negations near the beginning of the sentence -- 2.10 Deciding where to locate an adverb -- 2.11 Put adjectives before the noun they describe -- 2.12 Deciding where to put new and old information within a sentence.
2.13 Analyse why and how long sentences are created -- 2.14 Learn how to break up a long sentence -- 2.15 Summary -- Chapter 3: Structuring Paragraphs -- 3.1 Elegance vs Effectiveness -- 3.2 Choose the most relevant subject to put it at the beginning of a sentence that opens a new paragraph -- 3.3 First paragraph of a new section - begin with a mini summary plus an indication of the structure -- 3.4 Deciding where to put new and old information within a paragraph -- 3.5 Link each sentence by moving from general concepts to increasingly more specific concepts -- 3.6 Present and explain ideas in the same (logical) sequence -- 3.7 Break up long paragraphs -- 3.8 How to structure a paragraph: an example -- 3.9 Summary -- Chapter 4: Being Concise and Removing Redundancy -- 4.1 Being concise is not just an option -- 4.2 Write less and you will make fewer mistakes in English, and your key points will be clearer -- 4.3 Cut any unnecessary generic words -- 4.4 Consider deleting abstract words and phrases -- 4.5 Prefer verbs to nouns -- 4.6 Choose the shortest expressions -- 4.7 Cut redundant adjectives -- 4.8 Cut pointless introductory phrases and unnecessary link words -- 4.9 Be concise when referring to figures and tables -- 4.10 Consider reducing the length of your paper -- 4.11 Summary -- Chapter 5: Avoiding ambiguity, repetition, and vague language -- 5.1 Use a simple and accessible style -- 5.2 Beware that pronouns are probably the greatest source of ambiguity -- 5.3 Avoid replacing key words with synonyms and clarify ambiguity introduced by generic words -- 5.4 Restrict the use of synonyms to non-key words -- 5.5 Be as precise as possible -- 5.6 Choose the least generic word -- 5.7 Use punctuation to show how words and concepts are related to each other -- 5.8 Defining vs non defining clauses: that vs which / who. 5.9 Clarifying which noun you are referring to when which, that, who and the -ing form -- 5.10 -ing form vs. subject + verb -- 5.11 Avoiding ambiguity with the -ing form: use by and thus -- 5.12 Uncountable nouns -- 5.13 Definite and indefinite articles -- 5.14 Referring backwards: the dangers of the former, the latter -- 5.15 Referring backwards and forwards: the dangers of above, below, previously, earlier, later -- 5.16 Use of respectively to disambiguate -- 5.17 Distinguishing between both … and, and either … or -- 5.18 Talking about similarities: as, like, unlike -- 5.19 Differentiating between from and by -- 5.20 Be careful with Latin words -- 5.21 False friends -- 5.22 Be careful of typos -- 5.23 Summary -- Chapter 6: Clarifying and Highlighting -- 6.1 Why is it so important highlight and differentiate my findings in relation to the findings of other research groups? -- 6.2 Check your journal's style - first person or passive -- 6.3 How to form the passive and when to use it -- 6.4 Use the active form when the passive might be ambiguous -- 6.5 Consider starting a new paragraph to distinguish between your work and the literature -- 6.6 Ensure you use the right tenses to differentiate your work from others, particularly when your journal prohibits the use of we -- 6.7 For journals that allow personal forms, use we to distinguish yourself from other authors -- 6.8 Make good use of references -- 6.9 Avoid long blocks of text -- 6.10 When you have something really important to say, make your sentences shorter than normal -- 6.11 Other means of attracting the reader's eye and keeping their attention -- 6.12 Show your paper to a non-expert and get them to underline your key findings -- 6.13 Summary -- Chapter 7: Discussing your limitations -- 7.1 What are my limitations? Should I mention them? -- 7.2 Recognize the importance of 'bad data'. 7.3 How to avoid losing credibility -- 7.4 Be constructive in how you present your limitations -- 7.5 Clarify exactly what your limitations are -- 7.6 Anticipate alternative interpretations of your data -- 7.7 Refer to other authors who experienced similar problems -- 7.8 Tell the reader that with the current state-of-the-art this problem is not solvable -- 7.9 Explain why you did not study certain data -- 7.10 Don't end your paper by talking about your limitations -- 7.11 Summary -- Chapter 8: Readability -- 8.1 You are responsible for enabling your readers to understand what you have written -- 8.2 Basic rules of readability -- 8.3 Place the various elements in your sentence in the most logical order possible: don't force the reader to have to change their perspective -- 8.4 Don't force readers to hold a lot of preliminary information in their head before giving them the main information -- 8.5 Try to be as concrete as possible as soon as possible -- 8.6 When drawing the reader's attention to something use the least number of words possible -- 8.7 State your aim before giving the reasons for it -- 8.8 Be as specific as possible -- 8.9 Avoid creating strings of nouns that describe other nouns -- 8.10 Be careful how you use personal pronouns and avoid stereotyping -- 8.11 Summary -- Chapter 9: Chatbots -- 9.1 What are the key things I need to know about chatbots? -- 9.2 What prompts (instructions) can I use to get a chatbot to fulfill my request? -- 9.3 How can I see the changes that the bot has made? What can I learn from the list of changes generated? -- 9.4 What good corrections do chatbots make? -- 9.5 What can't GPT do? Is it a good idea to pre-edit my original text that I wrote in English? -- 9.6 What kinds of grammar mistakes does a bot currently fail to correct? -- 9.7 What kinds of errors will a bot probably never be able to correct?. 9.8 What the most dangerous errors that chatbots make when revising a text in English? -- 9.9 What are the dangers of modifying the chatbot's version? Is there a solution? -- 9.10 What decisions do I need to make before rejecting a change made by GPT? -- 9.11 Will a chatbot negatively affect my writing style? -- 9.12 How can I assess whether the bot's version is actually better than my original version? -- 9.13 Using AI to generate a rebuttal letter and other types of email -- 9.14 When not to use a bot to generate / correct an email -- 9.15 How easy is it to tell that a text has been generated by artificial intelligence? -- 9.16 Is using a chatbot an act of plagiarism? -- 9.17 Summary -- Chapter 10: Automatic translation -- 10.1 How does this chapter differ from the chapter on translation in the companion volume on Grammar, Usage and Style? -- 10.2 Should I use machine translation? Which application? -- 10.3 Pre-editing: how to improve the chances of getting an accurate automatic translation -- 10.4 Grammar and vocabulary areas where MT may be more accurate than you -- 10.5 Typical areas where automatic translators may make mistakes in English if your language is not a major language -- 10.6 Areas where machine translation will not help you even if your language is a major language -- 10.7 The dangers of using machine translation -- 10.8 How can I combine my use of machine translation with a chatbot? -- 10.9 Will I still improve my level of English if I use machine translators and chatbots? -- 10.10 Do NOT use an automatic translator to check your English -- 10.11 A note for EAP teachers -- 10.12 Summary -- Part II: Sections of a Paper -- Chapter 11: Titles -- 11.1 How important is my title? -- 11.2 How can I generate a title? -- 11.3 Should I try to include some verbs in my title? -- 11.4 How will prepositions help to make my title clearer?. 11.5 Are articles (a / an, the) necessary?. |
| Record Nr. | UNINA-9910746288003321 |
|
Wallwork Adrian
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| Cham : , : Springer International Publishing AG, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The hitchhiker's guide to writing research : a festschrift for Steve Graham / / edited by Xinghua Liu, Michael Hebert, and Rui A. Alves
| The hitchhiker's guide to writing research : a festschrift for Steve Graham / / edited by Xinghua Liu, Michael Hebert, and Rui A. Alves |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (440 pages) : illustrations (black and white, and color) |
| Disciplina | 385 |
| Collana | Literacy Studies |
| Soggetto topico |
English language - Composition and exercises
English language - Rhetoric - Study and teaching Report writing - Study and teaching Anglès Ensenyament de la llengua Retòrica Redacció d'informes Investigació |
| Soggetto genere / forma |
Homenatges
Llibres electrònics |
| ISBN | 3-031-36472-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910746978803321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Working towards a proficiency scale of business English writing : A mixed-methods approach / / Li Wang and Jason Fan
| Working towards a proficiency scale of business English writing : A mixed-methods approach / / Li Wang and Jason Fan |
| Autore | Wang Li |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (186 pages) |
| Disciplina | 929.374 |
| Soggetto topico |
Education
Anglès Redacció d'informes |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-5449-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Abbreviations -- List of Figures -- List of Tables -- 1 Core Issues in Business English Education in China -- 1.1 English as a Shared Language for International Business Communication -- 1.2 BE Education at the Tertiary Level in China -- 1.3 Problems with BE Education in China -- 1.3.1 The "Tower of Babel" Problem -- 1.3.2 Inadequate BE Assessment System -- 1.4 The Need for a Meta-Language for BE Education in China -- 1.5 Conclusion -- References -- 2 Assessing Business English: The Role of Language Scales -- 2.1 Language Scales -- 2.1.1 Origins -- 2.1.2 Functions -- 2.1.3 Purposes -- 2.2 The CEFR -- 2.2.1 What is the CEFR? -- 2.2.2 Uses of the CEFR -- 2.2.3 Describing Business English Proficiency with the CEFR: Potential Problems -- 2.3 Scales Describing Business English Proficiency -- 2.3.1 Categorization of Scales Incorporating BE Proficiency -- 2.3.2 The ELTDU Stages of Attainment Scale (ELTDU Scale) -- 2.3.3 The ALTE Framework -- 2.3.4 The ESU Framework -- 2.3.5 The International Second Language Proficiency Ratings (ISLPR) -- 2.3.6 The Canadian Language Benchmarks (CLB) -- 2.4 Summary of the Review and Discussion -- 2.5 Conclusion -- References -- 3 Understanding Business English Writing: A Genre Perspective -- 3.1 BE as an Offshoot of ESP -- 3.2 ESP Writing Competence -- 3.3 Genre as ESP Writing Competence -- 3.3.1 The Concept of Genre -- 3.3.2 Genre in the ESP Tradition -- 3.3.3 Genre Knowledge and ESP Writing -- 3.3.4 The Model of Genre Knowledge -- 3.4 Conclusion -- References -- 4 Developing a Scale of Business English Writing Proficiency: Considerations and Methods -- 4.1 Important Considerations in ESP Assessment -- 4.1.1 EGP Versus ESP -- 4.1.2 Key Features of ESP Assessment -- 4.2 General Principles of Scale Development -- 4.2.1 Types of Measurement Scales -- 4.2.2 Essentials of Valid Measurement Scales.
4.3 Common Methods of Scale Construction -- 4.3.1 Intuitive Versus Empirical Scale Development Methods -- 4.3.2 Performance-Based Versus Descriptor-Based Scale Development Methods -- 4.4 Four Phases of Developing a Scale of BE Writing Proficiency -- 4.5 Conclusion -- References -- 5 The Establishment of a Descriptive Scheme for the Business English Writing Scale -- 5.1 Research Procedures -- 5.2 The Establishment of a BE Writing Descriptive Scheme -- 5.2.1 Theory-Based Descriptive Categories -- 5.2.2 Activity-Based Descriptive Categories -- 5.3 Conclusion -- References -- 6 Evaluating the Quality of the Descriptive Scheme and Descriptors: Teacher Perspectives -- 6.1 Research Procedures -- 6.1.1 Instruments -- 6.1.2 Participants -- 6.1.3 Data Collection -- 6.1.4 Data Analysis -- 6.2 Initial Accumulation and Categorization of BE Writing Descriptors -- 6.3 Evaluating the Appropriateness of the Descriptive Scheme and Descriptors -- 6.3.1 Evaluating the Relevance of the Descriptive Framework to the Chinese Tertiary Context -- 6.3.2 Evaluating the Relevance of the Descriptors to the Chinese Tertiary Context -- 6.4 Conclusion -- References -- 7 Developing the Business English Writing Proficiency Scale -- 7.1 Research Procedures -- 7.1.1 Instrument -- 7.1.2 Participants -- 7.1.3 Data Collection -- 7.1.4 Data Analysis -- 7.2 Scaling the Descriptors -- 7.2.1 Psychometric Properties of the Descriptors -- 7.2.2 Dimensionality Analysis -- 7.2.3 Differential Item Functioning (DIF) Analysis -- 7.2.4 Item Statistics -- 7.3 Constructing the BE Writing Scale -- 7.3.1 Creating Level Bands of Proficiency -- 7.3.2 Establishing a Global Scale -- 7.4 Conclusion -- References -- 8 Validating the Business English Writing Scale -- 8.1 Research Procedures -- 8.1.1 Research Instruments -- 8.1.2 Participants -- 8.1.3 Data Collection -- 8.1.4 Data Analysis. 8.2 Experts' Perceptions of Scale Categories -- 8.2.1 Descriptor Categorization -- 8.2.2 Category Appropriateness -- 8.3 Experts' Perceptions of Descriptor Levels -- 8.3.1 Inter-Rater Reliability: Rater Consistency and Severity -- 8.3.2 Bias Analysis -- 8.4 Scale Level Validation -- 8.4.1 Item Fit Analysis -- 8.4.2 Setting Cut-Offs -- 8.4.3 Validated Scale Versus Draft Scale: Level Assignment -- 8.5 Conclusion -- References -- 9 Conclusions -- 9.1 A Recap of the Study -- 9.2 Presentation of the Scale -- 9.2.1 Presentation of the Global Scale -- 9.2.2 Presentation of the Illustrative Scales -- 9.3 Implications for ESP Scale Development -- 9.3.1 Theoretical Implications: Understanding the BE Writing Construct -- 9.3.2 Methodological Implications: ESP Scale Development -- 9.3.3 Practical Implications: Implementation of the BE Writing Scale -- 9.4 Limitations of the Study -- 9.5 Areas for Future Research -- 9.6 Concluding Remarks -- References -- Appendix Sources for Descriptor Collection -- References. |
| Record Nr. | UNINA-9910502649003321 |
|
Wang Li
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Soggetto topico
-
Redacció d'informes
(5)
- Anglès (4)
- Retòrica (3)
- Report writing (2)
- Anglès tècnic (1)