1. BUPT PDP 2015 Lecture 1

2. BUPT PDP 2015 Lecture 1 Approach to Academic Writing & Speaking Development of a critical thinking approach ( 批判性 、审辩 式思考方式 ) Assessment Task – What you have to do ( 评 估任 务 - 你需要做什么 ) Improving English - Vocabulary development Effective Presentations ( 有效的演示 ) Structuring and organising an academic presentation Language for presentations Using Visual Slides

3. KEY SKILLS Lecture 2 Academic Register ( 学 术语 体 ) Appropriate Style ( 风 格 ) Referencing and Citation ( 参照与引用 ) Why, how and when to cite Source Material ( 文献 资 料 ) Harvard APA citation system

4. HOW CAN YOU IMPROVE YOUR ENGLISH? READ! Textbooks, Journal Articles, technical reports, websites – formal, academic English Vocabulary development How do you learn new vocabulary?

5. Word: Disappointing Context found: many users reported that they found Windows Vista disappointing Own context: I think the battery life for the i-phone 6 is disappointing Word family: Noun: Disappointment Adjective: Disappointing Adverb: Disappointingly Verb: (to) Disappoint Synonyms: Inadequate unsatisfactorysubstandard Antonyms: Pleasingsatisfyingabove average Dependent prepositions: Disappointing to (verb) – disappointing for (someone)

6. WHAT ARE THE CHARACTERISTICS OF ACADEMIC COMMUNICATION? Formal language Serious attitude Critical thinking Analytical depth - research NOT Casual / Chatty Language Simplistic thinking Poor research Irrelevant and repetitive

7. THE CRITICAL THINKING APPROACH Synthesis 综合 Comprehension 理解 Analysis 分析用 Knowledge 认识 Application 应用 Evaluation 评估

8. SHOWING CRITICALITY - SOURCES Relevant / Reliable / authoritative – KNOWLEDGE Report what the sources say - COMPREHENSION What do you think about the sources? - ANALYSIS A variety of sources are needed. How do they compare to each other? – SYNTHESIS Can you give real world examples of the ideas being discussed? – APPLICATION Overall, what recommendations / suggestions for development can you make? EVALUATION

9. THE TASK - CRITICAL EVALUATION OF A RECENT DEVELOPMENT IN THE FIELD ( 批判地 评 价本 领 域内的 一 项 近期 进 展 ) 2 parts Part 1 - Oral Group Presentation (70%) Identify and evaluate a recent development that has made a significant contribution in your field - e.g. a technology, an app, a system, a procedure To produce a 5-7 min presentation with power point slides The presentation should consider any ongoing limitations and gaps in the state of the field. Reflect on the contribution made / why this contribution is so important

10. THE TASK Part 2 – 500 word written summary (30%) To produce 500 word report that summaries the main points from the presentation (1 per group) Your report should summarise how the particular issue your group has chosen has been dealt with in the past and how the particular development you have chosen to focus on has contributed to progress within your field. It is important to avoid a simple factual account – try to be critical. This report may offer new perspectives on the issue under consideration. The objective is to provide a critical and analytical summary and synthesis of the current knowledge.

11. POSSIBLE IDEAS Uber/cab, Airbnb / homeshare apps This could be an opportunity to look at technology's disruptive impact on existing services. Automated trading Computer-driven high-frequency trading has been implicated in flashcrashes. Are the flashcrashes just due to poor algorithms, i.e. future iterations will identify risky/wrong behaviour, or is computer-driven algorithmic work potentially too risky?

12. Wireless smart Buttons Various companies are developing smart buttons to let you order goods and services (without the effort of having to swipe away your phone's wallpaper, find an app, click on a GUI button...). Does this create a disconnect between buying goods and spending money? Smart homes In an experimental smart-home rigged up by a company, the readings of cooking time, humidity etc were so specific that fellow developers could tell that their colleague had cooked meatballs with spaghetti the previous evening. Do you want a company to have this knowledge. With tech such as Nest and Hive, a company (and potential rogue employees) knows when you are in (and when you are likely to return home based on standard behaviour). Are we unwittingly revealing too much when all we may want to do is turn on the heating just before we get home?

13. PRESENTATION CONTENT – KEY QUESTIONS ( 组织 学 术报 告内容 ) Background Define the development? Context - What brought about this development? Evaluation / Analysis What are the unique features of development? What is its significance? Why is it important? Application How has it improved the field? What contribution does this development offer? Limitations / Solutions What potential problems exist? How might these problems be addressed? Conclusion – Summary of the above

14. PART 1 - THE PRESENTATION Structure & Organisation (clear, connected sections) Movement between sections (language) Visual Aids (supporting PowerPoint slides) Delivery (effective communication) Academic Formality (appropriate language)

15. AN AUDIENCE CENTERED SPEAKER Purpose - to exchange ideas and information For the audience to REMEMBER Give the audience what they need to follow Organisation and structure Signal language and transition phrases

16. STRUCTURE & ORGANISATION-THE INTRODUCTION Greeting Introduce yourself Introduce your talk Identify the purpose of your talk Outline the talk Announce the length of your talk When questions will be taken Announce start

17. THE BODY – MOVEMENT BETWEEN SECTIONS - TRANSITION LANGUAGE Introducing your first point Finishing a point Starting a new point Referring to what you have said Referring to what you will say Signaling the end Summarizing Concluding Inviting questions

18. WHAT MAKES AN EFFECTIVE POWERPOINT PRESENTATION?

19. AVOID USING POWERPOINT AS A SCRIPT Although your visual aids are a useful aide memoir for you, you need to consider your audience's needs when you are designing them. Don’t use PowerPoint as a script! This often results in slides being overloaded by text, which is too dense and too small for the audience to easily read. Ideally font size should be 24 points and above. The audience can read faster than you can speak so, if you are reading directly from your slides, they’ll be ahead of you and wondering why you didn’t just e-mail them a copy of your slides! As you are preparing your PowerPoint presentation think about how it relates to what you are saying and what you intend the audience to learn from each slide. As you are presenting draw their attention to the relevant information on the slide. Don’t read slides Use key points only Proofread to Check Spelling & Grammar Proof-read careful to avoid smelling mistakes and incorect grammar?

20. FONT AND TRANSITION If you use a small font, your audience won’t be able to read what you have written. CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ. Don’t use complicated / distracting transitions / animations. Don’t use a complicated font. Use sans serif fonts like arial, verdana Calibri and tahoma.

21. USING COLOUR Using a font colour that does not contrast with the background colour is hard to read. Using colour for decoration is distracting and annoying. Using a different colour for each point is unnecessary.  Using a different colour for secondary points is also unnecessary. Trying to be creative can also be bad.

22. AVOID USING POWERPOINT FOR SMALL AND INTRICATE DIAGRAMS Source: Jones (2012): http://tangentsoft.net/wskfaq/articles/bitmaps/state- diagram-small.gif This would be better given as a handout.

23. REFERENCE IN THE SAME WAY YOU WOULD IN A WRITTEN ASSIGNMENT Citation: Freeloading means individuals, believing that their contributions will not be valued, contribute less effort to achieving goals when working in a group than if they were working alone (Kerr, 1983). Direct Quoting: “Most effective speakers are flexible, able to adapt the manner of their speaking to the particular context” (Stott, Young & Bryan, 2001, p. 3). Diagrams and Images: Building and Maintaining the Team Developing the Individual Achieving the Task Adair’s (1987) Interlocking Needs of a Team

24. INCLUDE FULL REFERENCES AT THE END Adair, J. (1987). Effective teambuilding. London: Pan Books. Hendry, G.D., Hyde, S.J. & Davy, P. (2005). Independent student study groups. Medical Education, 39/7, 672–679. Hughes, I.E., & Large, B.J. (1993). Staff and Peer-Group Assessment of Oral Communication. Studies in Higher Education, 18/3, 379-385. Jacques, D. (2000). Learning in groups: A handbook for improving group work (3 rd ed). London: Kogan Page Ltd. Kerr, N.L. (1983). Motivation losses in small groups: A social dilemma analysis. Personality and Social Psychology, 45, 819-828. Knight, P., & Yorke, M. (2006). Embedding employability into the curriculum. Retrieved 15 March 2007 from http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id =338. http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id =338 Stott, R., Young, T., & Bryan, C. (Eds.). (2001). Speaking your mind: Oral presentation and seminar skills. Harlow: Pearson Education Ltd.

25. DELIVERY ( 演 讲风 格 ) Body language ( 肢体 语 言 ) Use of strong, clear gestures for emphasis / direction Good eye contact with audience Positive, confident and relaxed manner No distracting gestures Take your time. No need to rush. Guiding the Audience ( 引 导 听众 ) Signal and signposting language. Directing audience from one section to the next. Explaining moves clearly and always ensuring audience can keep up with you

26. ONLINE MATERIALS Structure and organisation language Making use of visual material Linking language for effective presentations Video links

27. LECTURE 2 Academic Register ( 学 术语 体 风 格 ) Formality, tone and style Referencing and Citation ( 参照与引用 ) Why, how and when to cite Harvard APA citation system

28. ACADEMIC STYLE ( 学 术风 格 ) Lecture 2 Part 1

29. ACADEMIC REGISTER (STYLE) ( 学 术语 体 风 格 ) Register is the "manner of writing... specific to a certain domain of communication." Higher Education at University Select the words you use carefully. Think about the style, tone and approach to writing. Appropriate for the formal academic domain of communication.

30. THE ACADEMIC WRITER’S APPROACH AND TONE ( 语 气 ) MUST BE: Analytical ( 分析 性的 ) Critical ( 批判 的 ) Objective ( 客 观 的 ) Intellectual ( 智慧的 ) Rational ( 理性的 ) Serious ( 严肃 的 ) Impersonal ( 非个人的 ) Formal ( 正式的 )

31. THE ACADEMIC WRITER’S TONE CANNOT BE: Conversational ( 谈话 式的 ) Personal ( 个人的 ) Colloquial( 口 语 式的 ) Impressionistic ( 凭印象的 ) Subjective ( 主 观 的 ) Emotional ( 情 绪 化的 )

32. WHY? English is international language Successful communication means everyone in the world must be able to understand each other – cannot use culturally based language Maintaining ‘distance’ to enable discussion Maintaining reliability ( 可靠性 ), authority( 权 威性 ) and credibility ( 可信性 )

33. REGISTER IN ACADEMIC WRITING There are four broadly defined registers: 1.Familiar 2.Informal 3.Formal 4.Overly Formal

34. FAMILIAR REGISTER The writing is characterised by use of colloquial English, including slang, as well as a general disregard for many of the rules of spelling and written grammar. Example New tech is like totally amazing! It’s gonna change everything! All of u are gonna wanna use it. It’s got lots and lots of really cool stuff. I like it!

35. INFORMAL REGISTER The tone is conversational, but is not as intimate as before. Very often the rules of written grammar are adhered to, but features of spoken English – such as contractions – are sometimes used. New tech is like totally amazing! It’s gonna change everything. All of u are gonna wanna use it. It’s got lots and lots of really cool stuff. I like it! This new technology is amazing. I think it’s gonna change the world. Lots of people will want to use it. It’s got so many cool features good for business. I reckon businesses should buy it.

36. FORMAL REGISTER This is the register in which most academic texts are written It is not colloquial. Neither is it personal. Writers who choose this register do not break any of the rules of written grammar. Formal Register - ‘ Initial testing provides clear evidence that Microsoft HoloLens offers innovative ways to work and be creative. Experts are recommending many of the cutting edge features of HoloLens, particularly to the creative industries.’ Evidence based; contains specific details, formal, clear and serious

37. THE OVERLY FORMAL REGISTER It is characterised by the use of unnecessarily long and complex sentence structure using the most over ‘sophisticated’ vocabulary the writer can find. This gives the impressions of ‘trying too hard’. ‘It can be seen with the utmost clarity from research conducted by reputable authorities spanning the length and breadth of the world we live on Microsoft HoloLens is capable of providing truly innovative, original, new and creative ways to produce work and be creative. With many, many exciting features that can be exploited through the industry specific application of the technology by businesses and individuals who can purchase the software and learn how to employ the key features and apply them through a process of innovative creativity to work they are currently concerned with, has prompted technology experts to recommend the technology, particularly to corporate entities connected to the creative industries.’

38. COMPARISON Familiar - New tech is like totally amazing! It’s gonna change everthing. All of U are wanna use it. It’s got lots and lots of really cool stuff. I like it! Informal - This new technology is amazing. I think it’s gonna change the world. Lots of people will want to use it. It’s got so many cool features good for business. I reckon businesses should buy it. Formal Register - ‘ Initial testing provides clear evidence that Microsoft HoloLens offers innovative ways to work and be creative. Experts are recommending the many exciting features of HoloLens, particularly to businesses in the creative industries.’ Overly formal - ‘It can be seen with the utmost clarity from research conducted by reputable authorities spanning the length and breadth of the world we live on Microsoft HoloLens is capable of providing truly innovative, original, new and creative ways to produce work and be creative. With many, many exciting features that can be exploited through the industry specific application of the technology by businesses and individuals who can purchase the software and learn how to employ the key features and apply them through a process of innovative creativity to work they are currently concerned with, has prompted technology experts to recommend the technology, particularly to corporate entities connected to the creative industries.’

39. IMPERSONAL STYLE - THE USE OF I, WE AND YOU Use them occasionally (in introductions and conclusions perhaps) If you do not mention yourself in your essay, it is usually assumed that the opinion expressed is your own. Therefore, it is often possible simply to remove the 'I' without any loss of clarity.

40. If you do not mention yourself in your essay, it is usually assumed that the opinion expressed is your own. Therefore, it is often possible simply to omit the 'I' without any loss of clarity. Compare: "In our presentation we have outlined..." "This presentation has outlined..." "As I mentioned above..." "As mentioned above...“ "I believe the software may also be suitable..." "The software may also be suitable..."

41. Another alternative is to use the passive voice, so there is no agent mentioned. Compare: "I decided to conduct the experiment..." "It was decided that the experiment should be conducted..." "I designed the software program..." "The software program was designed...“ "I therefore argue that..." "It can be argued that..."

42. TASK 1 Read through the following paragraph that overuses the personal pronoun 'I'. Now rewrite the above paragraph avoiding self-mention and avoiding the second person pronoun 'you', to refer to the reader. In this assignment, I will present the point of view that expenditure on education in recent years has been insufficient in the area of new technologies. I will argue that the lack of investment is primarily a governmental failure and, as far as I am concerned, this will impact negatively on computer literacy. So, in my conclusion, I will propose alternative funding policies.

43. This assignment will present the point of view that expenditure on education in recent years has been insufficient in the area of new technologies. It will be argued that the lack of investment is primarily a governmental failure and […] this will impact negatively on computer literacy. In conclusion, alternative funding policies will be proposed.

44. WHERE POSSIBLE, CHOOSE MORE FORMAL VOCABULARY Following system maintenance, accuracy was pretty good compared to before. Following system maintenance, accuracy was much improved. The new technology has had a really big impact on design capabilities. The new technology has had a significant impact on design capabilities. There are lots and lots of great ideas nowadays. Currently, there are many impressive / creative / innovative ideas / concepts. Students get a lot of help from professors Students receive considerable assistance from professors

45. PHRASAL VERBS The engineer’s assistant checked out the incident and got back to her the next day. The engineer’s assistant investigated the incident and reported to her the next day. The programmer took out the application from the computer The programmer removed the application from the computer

46. Some of the key data had been mistakenly thrown away Some of the key data had been mistakenly discarded After looking at the figures they found out that some of the adding up hadn’t been done right. After reviewing / investigating the figures they discovered that some of the calculations had not been conducted correctly / properly / accurately

47. GET A very versatile English verb but it can always be replaced by more formal synonyms: Receive; Earn; Retrieve; Buy; Become; Understand; Achieve; Arrive; Obtain; Reach; Punish; Injure; Annoy; Arrest; Capture; Seize; Hear; Discern; Distinguish; Perceive. Get

48. AVOID CONTRACTIONS The app wasn't responding to the needs of the user. The app was not responding to the needs of the user. Won’t = will not Can’t = cannot Isn’t = is not

49. USING QUALIFYING WORDS AND PHRASES - HEDGING Strong opinions may be expressed, but not subjectively. Flash Player always causes computers to crash. It is possible that Flash Player causes computers to crash. or Arguably, Flash Player causes computers to crash. or Flash Player may be causing computers to crash Avoid using !!

50. REFERENCES Clark, R (2008) Writing Tools: 50 Essential Strategies for Every Writer, London, Little Brown Book Group

51. REFERENCING AND CITATION ( 参照与引用 ) Lecture 2 Part 2

52. REFERENCING – WHY DO IT? There are few undisputed facts. Most knowledge is based on theories / models / claims, which are someone’s work. Academic study (i.e. research) consists of evaluating existing ideas, seeing problems and gaps in knowledge and proposing something new / better. In this way, research can be seen as a kind of conversation.

53. REASONS FOR CITING 为什么 引用 Citing other people’s work shows:  how well focused you are on the issue - you have used relevant sources.  there is evidence for your claims.  there is justification for your arguments.  you are engaging in the conversation.

54. WHAT SHOULD YOU CITE? 应该怎么引用？ A summary of someone’s ideas A paraphrase of someone’s ideas A direct quotation A partial quotation Graphic information (e.g. figures, illustrations, tables) Numerical information (e.g. code, formulae)

55. WHAT DON’T YOU NEED TO CITE? Common knowledge: General facts  e.g. The World Wide Web was invented by Tim Berners-Lee in 1989. Basic technologies  e.g. Voice Over Internet Protocol (VoIP) lets users make telephone calls using a computer over the Internet. Terminology  e.g. “Blog”, short for “web log”, is a personal diary or reflection, usually updated on a regular basis.

56. HOW SHOULD YOU CITE? 你应该怎么引用？ There are two internationally recognised systems: Harvard (name and date) and Vancouver (numeric). The Harvard system (also referred to as APA style) is most commonly used across the disciplines and that is what will be described in this workshop. e.g.Leyden, 2005

57. HOW TO CITE WITHIN THE TEXT Whenever you refer to a document, or an web page or ANYTHING from an outside sources you must include the author’s surname and the year of publication in brackets at the point you mention it in your text. e.g. In a recent article (Leyden, 2005), the future of the software was discussed… or you can include the author’s name in your sentence: e.g. Leyden (2005) discusses the future of the software…. If there are more than 3 authors, give the surname of the first followed by et al. e.g. In an earlier study (Bloggs et al, 2003) also reflected on the future of the software…

58. IN-TEXT CITATIONS There is much confusion concerning the meaning of affirmative action (Naisbitt, J. (1984) resulting, in significant part, from the vast array of often inconsistent practices and policies that fall under that rubric (Reynolds, R. 1985). The broad scope and seeming elasticity of the term emerges clearly from the following definition provided by Holland: “‘Affirmative action’ is a phrase that refers to attempts to bring members of underrepresented groups, usually groups that have suffered discrimination, into a higher degree of participation in some beneficial program. Some affirmative action efforts include preferential treatment; others do not.” (Holland, M. 2005). In addition, affirmative action has also been associated with the imposition of quotas and goals. Another term often associated with affirmative action is reverse discrimination, which, in Holland’s words, “means a difference in treatment that reverses the pattern of earlier discrimination” (Holland, M. 2005). Summary Comment Direct quotation - complete Direct quotation - partial

59. BIBLIOGRAPHY 参考书目 Naisbitt, J. (1984). Megatrends. New York: Warner Books. Reynolds, R. (1985). Not Ready for Prime Time. Mother Jones. Aug / Sept, pp 6 – 8. Holland, M. (2005) Citing References [on-line]. Poole: Bournemouth University. Available from: http://www.bournemouth.ac.uk/library/using/harvard_system.html [Accessed 31 August 2005].http://www.bournemouth.ac.uk/library/using/harvard_system.html

60. HOW TO CITE NON-TEXT ITEMS Figures, tables, images, etc., need a citation in the caption.  e.g. Fig. 1. Audio classification framework (Divakaran, A. et al., 2004. p. 29)

61. BIBLIOGRAPHY 参考书目 You can find all the information you need for a citation inside the front cover of books This book was written by Ken Kesey and published in 2011. It was entitled Computer Networks and was published by Signet Publishing Company in New York.

62. TASK 1 KEY Citation: Kesey, K. (2011) Computer Networks. New York: Signet

63. WHAT GOES INTO A FULL CITATION? WHO:  wrote it  edited it  published it WHEN:  it was published  you accessed it (for web sources) WHAT:  the title is of the book, article, journal, thesis, conference proceedings  part of the publication it is  chapter number, page numbers, edition number, volume number WHERE:  it was published (geographical place or URL)

64. EXAMPLE OF A FULL CITATION FROM A BOOK Naisbitt, J. (1984). Megatrends. New York: Warner Books. Author’s surname Initial ( of first name) Year of publication Title of book Place of publication Name of publisher

65. EXAMPLE OF A FULL CITATION FROM A JOURNAL Reynolds, R. (1985). Not Ready for Prime Time. Mother Jones. Aug / Sept, pp 6 – 8. Surname of author Initial ( of first name) Year of publication Title of article Title of periodical Volume or issue Page numbers

66. EXAMPLE OF A FULL CITATION FROM THE WEB Holland, M. (2005) Citing References [on-line]. Poole: Bournemouth University. Available from: http://www.bournemouth.ac.uk/library/using/harvard_system.html [Accessed 31 August 2005].http://www.bournemouth.ac.uk/library/using/harvard_system.html Author’s surname Initial ( of first name) Year of publication Title of article Indication that it is on-line Place of publication, if known Name of publisher, if known URL When you accessed it

67. SOURCES Carroll, J. (2002) A Handbook for Deterring Plagiarism in Higher Education. Oxford: Oxford Centre for Staff and Learning Development Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T. & Swann, J. (2003) Teaching Academic Writing: A Toolkit for Higher Education. London: Routledge

68. THE TASK - CRITICAL EVALUATION OF A RECENT DEVELOPMENT IN THE FIELD ( 批判地 评 价本 领 域内的 一 项 近期 进 展 ) 2 parts Part 1 - Oral Group Presentation (70%) Part 2 – 500 word written summary (30%) Aims Identify a recent development in your field that has made a significant contribution- e.g. a technology, an app, a system, a procedure To produce a 5-7 min presentation with power point slides To produce 500 word report that summaries the main points from the presentation (1 per group)

69. THE TASK Your report should summarise how the particular issue your group has chosen has been dealt with in the past and how the particular development you have chosen to focus on has contributed to progress within your field. It is important to avoid a simple factual account – try to be critical. Students should consider any ongoing limitations and gaps in the state of the field. This report may offer new perspectives on the issue under consideration. The objective is to provide a critical and analytical summary and synthesis of the current knowledge.

70. POSSIBLE IDEAS Uber/cab, Airbnb / homeshare apps This could be an opportunity to look at technology's disruptive impact on existing services. Automated trading Computer-driven high-frequency trading has been implicated in flashcrashes. Are the flashcrashes just due to poor algorithms, i.e. future iterations will identify risky/wrong behaviour, or is computer-driven algorithmic work potentially too risky? Wireless smart Buttons Various companies are developing smart buttons to let you order goods and services (without the effort of having to swipe away your phone's wallpaper, find an app, click on a GUI button...). Does this create a disconnect between buying goods and spending money? Smart homes In an experimental smart-home rigged up by a company, the readings of cooking time, humidity etc were so specific that fellow developers could tell that their colleague had cooked meatballs with spaghetti the previous evening. Do you want a company to have this knowledge. With tech such as Nest and Hive, a company (and potential rogue employees) knows when you are in (and when you are likely to return home based on standard behaviour). Are we unwittingly revealing too much when all we may want to do is turn on the heating just before we get home?

71. POSSIBLE IDEAS Self-driving cars who is responsible for an accident: the developer? the passive non-driver? Education "Education is a key area in which AI is increasingly present in tools such as adaptive curricula, online personalized tutors, and teachable agents. So should we be worried? What do we know about how smart technologies work, and what might be realistically possible in the near and distant future? And how can artificial intelligence be best, and most responsibly, leveraged to support teachers in their work to improve outcomes for learners?"