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Section 3 Structure of Literature Review（第2页）

·groupauthorswhodrawsimilars

·criticizeaspeethodology

·noteareasinwhichauthorsarei

·highlightexemplarystudies

·highlightgapsinresearch

·showhowyourstudyrelatestopreviousstudies

·showhowyourstudyrelatestotheliteratureingeneral

·cludebysummarizingwhattheliteraturesays

Activity3-1:Identifyinggoodreview

BelowisafromtheIntrodutoapapereheEffectsofFeedbadAttributioaskPersistencewherepsychologystudentChrisRozekbegiheliterature.Readitahefollowiions.

&eofteudiedintermsofculturaldifferenco（1992）foundthatJapaaryschoolshowedgreatertaskpersisteheirAmeriterparts.Schooltypeandgeorsiaskpersistehisleftcultureastheremainingvariable.Heial.（2001）furtheredthisideabytestingolderAmeridJapasoersuccessorfailureoenesesubjectswereonfoulo-failures），andthiseculatedtobebecausetheyweremorelikelytoviewthemselvesasthecauseoftheproblem.Iftheywerethecauseoftheproblem，theycouldalsosolvetheproblemthemselves;although，thislybeaplishedthroughersistence.Amerisweremorelikelytobelievethatoutsidefactorswerethecauseoffailure.Theseculturalstudieshiaskpersisteablebasedonattributioerexperimetributionstyleaionismlevelbecorrelatedwithfinalgradesincollege-levelclasses（Blankstein&Winkworth，2004）.

&oanswer

1.Whatisthefocusofthisliteraturereview?

2.Listthestructureofthisliteraturereview.

3.Bywhichwayhasthewriterusedtaurereview?

&heteheauthorwithspecificexamples.

Activity3-2:ggenericphrases

Itisperfealtocopyphrasesfromotherpeople’spapers.However，thesephrasesmustbegenerifact，suchphrasesshouldhelpyoutoimprlish.Readthisextractofliteraturereviewandwroupstopickoutthosegenricphrasesandtrytousetheminyourfuturepapers.

Infactthereissuistitrastiveresearchtosuggestthatthefadisadvahegrammarandvocabularymaybeperfectlyadequate，itseemstobethecasethataendtotrahediscoursepatterivelaoEnglish.Ithasbeeed，forexample，thatAsianlanguagessuese，JapaneseandKoreanhavedifferentpatternsumenttoEnglish[3].ThusoudyfoundthatthoseKorearaiedStateswroteinan‘English’discoursestyle，whiletheircolleaguewhohadtrainedandworkedonlyihapaperpublishedihology，wroteiylewithofpurposeoftheartidaverylooseanduernfromtheEnglishpointofview[4].Menerally，HindshasputforwardawidelydiscussedpositionthatJapanesehasadiffereionastothedegreeofihereaderparedtoEnglish，anesegivingmoreresponsibilitytothereader，Englishtothewriter[5].

ItmightbeobjectedthoughthatthisisrelevantonlytolanguagesandcultureswhichdiffergreatlytoEnglish.However，researanhasshownthatGermainginthesoceshasamuchlessliurethaotheextentthattheEnglishtranslatiobookwascriticizedashaphazardorevenerireviewers，whereastheinalhadreosuchreviewsontheEuropea[6].AcademicrespectabilityinEnglishisevideheappropriatediscoursestructurebutiheappropriatelevelofabstrailarly，academiishtextshavebeenshowhewaytheyuseedpreviewsandaremuchlessexpliEnglishintheirdrawingofs.Spanishalsohasasimilarpatterherefore，wouldseemtobeamore‘writer-responsible’laleastsomeotherEuropeanlanguages.