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Section 2 Components of a Conclusion（第1页）

Seposofa

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Masfeelthattheyhaveosayafterhavihepaper.Buttheyshouldbearinmindthattheisoftenwhatareaderremembersbest.Therefore，yourshouldbethebestpartofyouressay.

ssummaryformwhathasalreadybeehepaper.Thoughposofaayvary，agenerallysarestatemehesisiroduaryofkeypointsinthebody，andabroadstatemeioionsoreioc）.

Activity2-1:Analyzingtheposofa

&hetoanessay.Readcarefullyanddiscusswithyourpartaspectsofthepaperareaddressedbyeathe.

Sample1

&ions:ACaseStudyofTeachers’BeliefsandPractices

（1）ThisexploratorycasestudyiatedbeliefsandastrualpracticesoftwoexperieeachersofEnglishlanguageinaprimarysSihefindieachersdoiofplexbeliefsystemsthataresometimesheirpracticesforvariousplicatedreasolyrelatedtotextofteag.（3）Eventhoughgeionsofthiscasestudymaybeproblematiguageteachersmaylearnmuportanceofagteachers’beliefsandparingthesebeliefswithactualpractices.（4）ethatthiscasestudyactasacatalystinenablieacherstorefledexamiheirowtheirgrammarteagpractices.

&ionsfordis

Thehasihefolloects:

（1）_________________________________________________________________

（2）_________________________________________________________________

（3）_________________________________________________________________

（4）_________________________________________________________________

Activity2-2:Analyzingtheofanessayioitsintrodu

&heoftheessayouraluni.（Fortheintroduoftheessay，seeSampleIntrodu1ofActivity2-1inUnit3）Ahesenteedtotheintrodu.

Sample2

（1）Itisclear，therefore，thatnotonlydoemployeeshavetobetrainedfiralianmulticulturalworkplace，butmanagersalsorained.（2）Maeeffe-hprogramsareprrahattheybeiliarwiththeEnglishlaralianunisaralianworkculture.（3）Inaddition，AustraliannativeEnglishspeakersobemadeawareofthedifferingculturalvaluesoftheirarticularlythedifferentformsofnon-verbaluniusedbyothercultures.（4）Furthermore，allemployeesmustbeprovidedwithddetailedguidelipaions.（5）Theihmaaffrevealthatamajorityofmaalsincrossculturalunidinmanagingaculturallydiverseworkplace.（6）Aboveall，iominimizeunisandtomaintainaoleraandingaioiculturalworkplaagersohaveaivekheiremployees，touandhowtheirsoditioheirbeliefsaboutworkaheuniskillstodevelopdself-esteemamroups.（7）TheculturallydiverseAustralianworkplaeverbepletelyfreeofunis，however，furtherstudiestoideialproblemsandsolutiotertrainingincrossculturalunianagersandemployees，shouldresultinamuderstandingaivee.（230words）

Activity2-3:Identifyisofa

&hefollowisfroms.Identifywhipoedbelowhavebeeteheletters（A-E）.

（1）Iemptshavebeeosummarizeahetreseardsenicrigexclusivelywithagronomicallyimpenes.

（2）Anotherlihpursuiostudytheimportanguageforexpatriateassigs.

（3）Asalways，thisiionhasanumberoflimitationstobesiderediingitsfindings.

（4）Obviously，busiesefitfrombeiproblemfocusedgstrategiesaremoreeffesymptomfoes.

（5）Ourreviewofthirteerikesinpublioheeffectofastrikeonpublisportridershipvariesaherbetemporaryorperma.

（6）Theseresultsofthebiastudyreportedherearetwithothersimilarstudiesduothertries（BaronandNorman，1992）.

（7）Tobemoreprecise，thereositiverelatioolerantaproblemsolvingandallfourmeasuresofadjustmeera，workaivewell-being.

（8）Toempiricallytestthisjecture，weneedmoreatioionofthisresearch.

（9）Morereseareededtosupporttheseclaims，buttheresultsdescribedabovesuggestthatfurtherinquiryierarytheoryplays—aispreseolearners—inadvaeratureclassesmayproducemoredetailedais.

（10）Untilsuchtime，instructorsshouldsiderthebesofaedapproachtoliteraturestudiesandshouldpreseostudentsprepariudiesieredmanner.

A.Suggestionsforfurtherresearch

B.Summaryofmainbody

parisonswithotherstudies

D.Practicalimplidproposals

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