最新研究生学术英语写作教程Unit-6-key

研究生学术英语第六单元摘要：一、引言1.研究生学术英语的重要性2.第六单元的主题概述二、学术英语写作技巧1.清晰表达观点2.逻辑结构严谨3.语言精准且专业4.善于利用文献和案例支撑论点三、本单元重点语法现象1.动词时态和语态2.名词性从句3.情态动词的用法4.虚拟语气的运用四、实践练习1.分析并改进给出的学术英语段落2.撰写一篇符合学术英语要求的短文五、总结与展望1.回顾本单元所学内容2.学术英语写作能力的提升对研究生的意义3.鼓励持续学习和实践正文：一、引言随着全球化的发展，研究生学术英语的重要性日益凸显。

在日常学术研究和国际交流中，良好的学术英语能力成为必备技能。

本文以研究生学术英语第六单元为切入点，对其中的学术英语写作技巧进行探讨，以期帮助读者提升学术英语写作水平。

二、学术英语写作技巧1.清晰表达观点在学术英语写作中，首先要做到清晰表达自己的观点。

文章应围绕主题展开，避免跑题。

此外，观点应具有创新性，能引起读者的兴趣。

2.逻辑结构严谨一篇优秀的学术英语文章应具备严谨的逻辑结构。

作者需注意段落间的过渡和逻辑关系，使文章条理清晰。

3.语言精准且专业在学术英语写作中，语言的精准性和专业性至关重要。

作者应尽量避免使用非学术性词汇和表达，以彰显专业素养。

4.善于利用文献和案例支撑论点学术英语写作中，作者应充分利用文献和案例来支撑自己的论点。

这既体现了作者的研究深度，也为读者提供了更多的思考空间。

三、本单元重点语法现象1.动词时态和语态在学术英语写作中，正确使用动词时态和语态至关重要。

作者应根据事实发生时间选择合适的时态，并根据句子主语和动作关系使用正确的语态。

2.名词性从句名词性从句在学术英语中具有重要作用。

作者要学会使用名词性从句来表示因果关系、阐述观点等，使文章更具说服力。

3.情态动词的用法情态动词在学术英语中有着特定用法。

作者应掌握其用法，以恰当表达自己对观点的把握程度。

4.虚拟语气的运用虚拟语气在学术英语写作中具有重要意义。

Unit 6Keys for 1.3.1Keys for 1.3.22.1.1Cause: ironEffect: carcinogenesis2.1.31. Firstly;2.Furthermore;3. because of;4. can lead to;5. causing;6. cause;7. due to2.1.4Notes into a Causal ParagraphThere are several factors to be taken into account when studying why some plants become weak or die. One reason is lack of water. Dryness in the soil causes the leaves to wilt, and may give rise to the death of the plant. On the other hand, too much water may result in the leaves drooping, or becoming yellow. While sunshine is necessary for plants, if it is too strong, the soil may be baked and the roots killed. However, if there is no light, the leaves will become pale and the stems thin. Consequently the plant may die.Keys for 2.2.1Examples of strengthening a claim:We observed borderline statistically significant elevated risks for …It lends strong support to …We observed a stronger positive association for …We found a positive association between red meat intake specifically and cancers of the esophagus and liver,…In contrast to our findings, childhood leukemia has been positively associated with intake of processed meats in a case-control study.Examples of weakening a claim:Our study suggests a threshold effect for red meat intake on esophageal cancer risk,…It is possible that the referent group had a smaller-than-expected cancer incidence by chance.We observed a suggestion of an elevated risk for advanced prostate cancer with both meat types. This could explain some of the inconsistencies in the literature as most previous studies have not specifically addressed advanced prostate cancer.Although breast cancer risk related to meat intake did not appear to differ by menopausal status in our study, we had very few premenopausal cases (n = 94) and lacked information on hormone receptor status for a large number of cases.Associations between saturated fat and cancer are likely to be related to energy balance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress.An earlier start in data collection would have increased the time needed to survey more participants. Ideally, the number of participant would have been more evenly distributed across gender/year in population. A larger sample with diversity would have benefited our results.A decrease in the consumption of red and processed meat could reduce the incidence of cancer at multiple sites.Keys for 2.3In our study, zinc supplementation did not result in a significant reduction in overall mortality in children aged 1–48 months in a population with high malaria transmission. However, there was a suggestion that the effect varied by age, with no effect on mortality in infants, and a marginally significant 18% reduction of mortality in children 12–48 months of age (p=0·045). This effect wasmainly a consequence of fewer deaths from malaria and other infections. Any effect on mortality in this trial was in addition to a possible effect of vitamin A supplementationKeys for 3.2Even though Arizona and Rhode Island are both states of the U.S., they are strikingly different in many ways. For example, the physical size of each state is different. Arizona is large, having an area of 114,000 square miles, whereas Rhode Island is only about a tenth of the size, having an area of only 1,214 square miles. Another difference is in the size of the population of each state. Arizona has about four million people living in it, but Rhode Island has less than one million. The two states also differ in the kinds of natural environment that each has. For example, Arizona is a very dry state, consisting of large desert areas that do not receive much rainfall every year. However, Rhode Island is located in a temperate zone and receives an average of 44 inches of rain per year. In addition, while Arizona is a landlocked state and thus has no seashore, Rhode Island lies on the Atlantic Ocean and does have a significant coastline.Keys for 3.3The following is taken from a discussion section of a research paper.DiscussionA thorough analysis of both ‘worst’ and ‘best’ rankings shows that the onsite containment technique leads to the best LCA result in the light of the taken hypotheses. Unlike other treatment techniques, onsite containment requires not only few materials (geosynthetics only) but also small-scale excavation works. Actually the more a technique includes heavy technical operations involving materials and equipment, the worse the result of LCA is. This is the case for bio-leaching and offsite landfilling, which include, on the one hand, setting up the bio-leaching device, the treatment of leachates with lime, disposal of waste and cleaning of the site, and on the other hand, removal of soil and the transportation of huge quantities of materials over large distances.As mentioned above, besides the LCA, it is necessary to take into account the ability of techniques to substitute for each other as well as the environmental burdens which may be associated with them. Viewed in this light, it is worth noticing that bio-leaching and offsite landfilling provide complete remediation of the site, contrary to other treatment techniques. Bio-leaching consists of a real onsite decontamination of the polluted soil, which enables bequeathing of a clean site to coming generations. Nevertheless, in addition to a bad LCA result, this emergent technique is still poorly known and its efficiency is not quite proven for large-scale applications as yet. As regards offsite landfilling, if the site is left usable without any risk, the huge quantities of non-stabilized waste, which have to be disposed of in landfill, may disturb the organization of local waste management. This point emphasizes the bad result of LCA.In return, if the favorable LCA result of onsite containment is due to light treatment operations, this very thing brings environmental issues up into the long term. Indeed, only setting-up of awater-resistance device entails onsite storage of huge quantities of non-stabilized soil, meaning that the initial problem is actually postponed, but not solved.As regards liming, which gives intermediate LCA results, an embankment of stabilized soil plays an important part in site rehabilitation. Indeed, in the absence of embankment, liming offers no chanceof reuse for the whole site, whereas the site becomes partly reusable when an embankment of limed soil is achieved. However, stabilization provided by the liming technique is not reliable in the long term and it cannot be assured that the site will be safe for coming generations.To conclude, with the view to treating the site contaminated by sulfur in the short-term, the LCA has been a useful tool in determining the most environmentally friendly technique: onsite containment has been revealed to offer the best resource productivity.On the basis of these interesting results, it would be useful to take into account a wider range of environmental flows in order to get a more exhaustive inventory. And furthermore, a more conventional LCA format could be achieved by using impact categories (global warming, acidification…) as inputs in the multicriteria analysis, instead of environmental flows.Life Cycle Assessment (LCA)。

Unit 6 Discussing ResultsObjectives:- Understand the discussion section- Learn how to present your results- Learn how to compare your results with others- Learn how to interpret your results- Learn how to express opinions in the discussionContents:- Reading and discussion: a sample result section- Language focus: comparison and contrast; strengthening or weakening a claim- Signal words of comparison and contrast- Writing practice: writing comparison and contrast, and writing a short discussion section- Classroom extension: writing a result section for a classroom experiment.1.Reading Activity1.1 Pre-reading TaskThe results section presents your research findings, and the discussion section is an analysis of those findings. You may include a discussion section at the end of your results section to explain and contemplate the results. The discussion can either be a part of the results section or a separate section of its own, which should be in line with the practice of your target journal. Sometimes, the results, discussion and conclusion sections are combined in journal articles. Most articles do not contain all three sections.The function of the discussion part is to interpret your results in light of what has already been known about the subject of the investigation, and to explain our new understanding of the problem after taking your results into consideration. TheDiscussion will always be connected to the Introduction by way of the question(s) or posed hypotheses and cited literature, but it does not simply repeat or rearrange the Introduction. Instead, it tells how your study has moved us forward from the place you leave us at the end of the Introduction.Before reading the following sample discussion section, think about the following questions:How many elements does a discussion section include?What do those elements function?What expressions are typical in writing a discussion section?1.2Reading PassageIn this large, prospective investigation of red and processed meat intake in relation to cancer risk, we found elevated risks for colorectal and lung cancer with both meat types. Red, but not processed, meat intake was also associated with increased risk for cancer of the esophagus and liver. We observed borderline statistically significant elevated risks for advanced prostate cancer with both red and processed meat intake, for laryngeal cancer with red meat, and for bladder cancer and myeloma and with processed meat intake.The cancer site most consistently associated with meat intake has been the colorectum. A recent meta-analysis reported elevated risks in the highest category of consumption of meat. Our study included 1,000 colorectal cancer cases, and it lends strong support to implicate red and processed meat as risk factors for this malignancy. Consistent with previous studies, we observed a stronger positive association for rectal than colon cancer.We found a positive association between red meat intake specifically and cancers of the esophagus and liver, and a borderline significant positive association for laryngeal cancer. The first prospective study of meat intake and esophageal cancer was published recently; that study had only 65 cases and found a positive association for processed meat, but not red meat, with esophageal adenocarcinoma. Our study suggests a threshold effect for red meat intake on esophageal cancer risk, beginning at a low level of intake, with no further increase in risk with higher intakes, as reflected in the p-trend (p = 0.13), although it is possible that the referent group had a smaller-than-expected cancer incidence by chance. Data on meat intake and cancers of the liver and larynx are limited, and our study is the first prospective investigation to report on these associations. Two case-control studies reported elevated risks for laryngeal cancer for those in the highest intake categories of red meat intake and fried beef/veal.Unexpectedly, we found an inverse association between red meat intake and endometrial cancer; this association was not attenuated by adjustment for known risk factors, such as body mass index or menopausal hormone therapy, or by fine controlfor smoking, which has been inversely associated with this malignancy. Previous studies have reported null or positive relations between red meat and endometrial cancer. We also observed inverse associations between processed meat intake and leukemia and melanoma. In contrast to our findings, childhood leukemia has been positively associated with intake of processed meats in a case-control study.Previous studies of meat intake and prostate cancer are conflicting. Some studies have reported null findings, and others suggest positive associations. Despite finding no association between red or processed meat intake and overall prostate cancer risk, we observed a suggestion of an elevated risk for advanced prostate cancer with both meat types. If the relation of meat intake to prostate cancer is confined to advanced disease, this could explain some of the inconsistencies in the literature as most previous studies have not specifically addressed advanced prostate cancer.With regard to breast cancer, a pooled analysis of eight cohort studies found no association with red meat intake; however, the two most recent prospective studies found positive associations for both red and processed meat, specifically for estrogen and progesterone receptor–positive breast cancers in premenopausal women. Although breast cancer risk related to meat intake did not appear to differ by menopausal status in our study, we had very few premenopausal cases (n = 94) and lacked information on hormone receptor status for a large number of cases.Both red meat, regardless of processing procedure, and processed meat can be linked to carcinogenesis by different mechanisms; for example, they are both sources of saturated fat and iron, which have independently been associated with carcinogenesis. Associations between saturated fat and cancer are likely to be related to energy balance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress. Most recently, dietary fat was positively associated with breast cancer, and iron intake was positively associated with liver and colorectal cancers.This study was primarily limited by its relatively small sample size. An earlier start in data collection would have increased the time needed to survey more participants. Ideally, the number of participant would have been more evenly distributed across gender/year in population. A larger sample with diversity would have benefited our results. Other limitations of this study included some degree of possible measurement errors, although we attempted at minimizing the error in measurement and the measurement data compared very favorably to other researches. In conclusion, a diet high in red or processed meat was associated with an elevated risk of both colorectal and lung cancer; in addition, red meat was associated with an elevated risk of esophageal and liver cancer. A decrease in the consumption of red and processed meat could reduce the incidence of cancer at multiple sites.1.3Reading Comprehension1.3.1What are the results discussed?1.3.2Decide how many elements this sample includes and how they function.2Language Focus2.1 Cause and effect2.1.1 Read the following sentence from the text, and see the causal relations.Associations between saturated fat and cancer are likely to be related to energybalance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress.2.1.2 Using signal words for causal relations.Emphasising causegiving rise tobringingaboutIf people smoke more, the death rate from cancer will increase.Additionally, you should be careful when using commas. Conjunctions such as therefore, consequently, as a result, and for this reason are usually followed by a comma, as in these examples:The weather was cold; therefore, Sally closed the window.The weather was cold. Therefore, Sally put on her coat.The weather was cold. Consequently, Sally put on her scarf.A blizzard hit the town. As a result, the schools were closed.2.1.3 Causal markersComplete the following paragraph by filling in missing causal words.Recurring headaches can have initiate disruptive effects in a person'slife. __(1)___, in many cases, these headaches make a person nauseous to the point that he or she must go to bed. ___(2)___, sleep is often interrupted ___(3)___ the pain. Disrupted sleep worsens the physical and emotional state of the sufferer. For those who try to maintain a normal lifestyle, drugs are often relied on to get through the day. Such drugs, of course, ___(4)___ other negative effects. Drugs can inhibit productivity on a job, perhaps even ___(5)___regular absences. Not only is work affected, but the seemingly unpredictable occurrence of these headaches ___(6)___ disruption in family life. The interruption to a person's family life is enormous: cancelling plans in the last minute and straining relationships with friends and family. It is no wonder that many of these people feel discouraged and even depressed ___(7)___ the cycle of misery reoccurring headaches cause.2.1.4Notes into a Causal ParagraphTurn the following notes into a paragraph of cause and effect.•Lack of water dryness in the soil leaves wilt death of plant.•Too much water leaves droop or become yellow death of plant.•Too strong sun baked soil roots killed death of plant.•Lack of light pale leaves & thin stems death of plant.2.2Strengthening or weakening of your statementsThe discussion sections of a research paper focus on making claims and then adding support for those claims. What are claims? Claims are statements about ideas and data from you and other people. Here is an example of a claim.Example:Basic claim: An increase in smoking among teenagers caused long-term health problems.When the proof of your idea or data is clear, you should strengthen your claim. When the evidence is less certain, you should limit or weaken your claim. Below are some examples of strengthening and limiting the above claim.Examples of Stronger Claims:Increase: a sharp increaseCaused: undeniably caused, clearly caused, undoubtedly caused, must have caused, etc. long-term health problems, widespread long-term health problemsYou could also add expressions to the beginning of the sentence:It is clear that an increase . . .A great deal of evidence leads us to conclude that an increase . . .We must conclude that an increase . . .Examples of Limited Claims:Increase: A probable increaseCaused: may have caused, seemed to have caused, contributed to, was one cause of, etc.Again, you could also add expressions to the beginning of the sentence:We have reason to believe that an increase . . .It is possible that an increase . . .2.2.1 Read the sample discussion section and look for expressions of strengthening or weakening claims.2.2.2 Strengthening or weakening of your claimsLearn the following words for strengthening or weakening a claim.Strengthening a claimNouns: certainty, evidence, the fact thatAdverbs: very, pretty, quite, clearly, obviously, undoubtedly, certainly, of course, indeed, inevitably, invariably, always, literallyAdjectives: key, central, crucial, basic, fundamental, major, principal, essential, significantVerbs: show, prove, establish, confirm, conclude, determine, it is clear that, it is obvious thatWeakening a claimVerbs: appear , argue, doubt, estimate, seen (as), seem, speculate, suggest Adverbs: largely, likely, mainly, maybe, perhaps, possible/possibly, probable/probably, rather, relatively, seemingly, somewhat, sometimesThe following text comes from an article testing the benefits of providing children under 4 years old with zinc dietary supplements. It comes from the very beginning of the discussion section, where the authors summarize the findings they have already presented in the results section. Try to fill the following blanks with a variety of expressions to show the strength or weakness of each claim.In our study, zinc supplementation did not result in a ________ reduction in ________ mortality in children aged 1–48 months in a population with high malaria transmission. However, __________ the effect varied by age, with no effect on mortality in infants, and a __________18% reduction of mortality in children 12–48 months of age (p=0·045). This effect was __________ a consequence of fewer deaths from malaria and other infections. Any effect on mortality in this trial was in addition to a __________ effect of vitamin A supplementation . . .3Writing Practice3.1Writing comparison and contrastA contrast paragraph discusses the difference between at least two things. The following is a table of differences between the two states of Arizona and Rhode Island. Write a text about the following table.States Arizona Rhode IslandPhysical size 114000 square miles 1214 square milesPopulation 4 million Less than 1 millionNatural environments Dry, large desert area Temperate zone, an average of 44inches of rain per yearlandscape Landlocked, no seashore Lies on the Atlantic Ocean,coastline3.2Writing a short discussion textWrite about the three different ways of dealing with polluted land according to the table information below.4. Writing Project4.1 Before writing a discussion section to explain your results from the research, first think about the follow questions:Do your results provide answers to your testable hypotheses? If so, how do you interpret your findings?Do your findings agree with what others have shown? If not, do they suggest an alternative explanation or perhaps an unforeseen design flaw in your experiment (or theirs?)Regarding your conclusion, what is your new understanding of the problem you investigated and outlined in the Introduction?If warranted, what would be the next step in your study?4.2 Work as a team.4.3 Go back to your questionnaires and results gathered respectively from Units 4 and5. Your discussion is based upon the data you collected.4.4 When you finish your writing, pool your pieces of work to polish.4.5 Present your discussion in class.5. Final ChecklistHere is a final checklist for the discussion section. Use it to check what you have written in the previous task.。

UNIT6What does it feel like to help dying patients through their final days? Experience it through the eyes of hospice nurse Jill Campbell, who does her job with grace, compassion, and gratitude.1.Outside, it's noisy on this busy block of row houses in Baltimore. But inside one tidy living room, all is quiet except for the sound of a woman's raspy breathing. The patient is huddled in an easy chair under a handmade pink-and-blue afghan, a knit cap on her head and booties on her feet. She has trouble staying warm these days. Her cancer has returned with a vengeance and she has only a few weeks to life. Hospice nurse Jill Campbell kneels down beside her patient, listens to her breathing, and then checks her blood pressure. Campbell has already hauled in oxygen tanks, showed family members how to work them, organized the medicine, and assessed how her patient has been eating and sleeping.2.But now is a moment to connect one-on-one. Campbell wraps her hands aro und the woman’s hands and rubs them together to warm them. She looks into her face. “are you feeling a little better?” she asks softly.3.Getting to know her patients and helping them through the toughest time of their lives is what Campbell, 43, appreciates most about being a hospice nurse. “I don’t know of another position where you can do more for people,” she says.4.Her patients have all been told that they have six months or less to live. Rather than continue with often-difficult or painful treatments that probably won’t extend their lives, they have decided to stop trying for a cure. Instead, with the help of hospice care, they’ll focus on comfort and on living whatever they have left of their lives to the fullest ---usually in their own home.5.Being able to die at home is a major part of the appeal of hospice, but patients and family members may not see it that way at first. “A lot of people still view hospice as giving up and letting the disease in,” says Campbell. That’s why the decision to c all in hospice care can be an incredibly difficult one for a family to make. Once they do, though, most patients and their families soon understand the value of having a team of dedicated professionals---including social workers, health aides, chaplains, and nurses---work together to provide not only physical but also emotional and spiritual support. 帮助即将离世的患者度过最后的时光会是怎样的感受呢？让我们借助吉尔·坎贝尔的所见经历这一切吧。

Keys to Unit 6VocabularyPart A. Complete the sentences with words given below, making sure that each word is used in the right form.partial vapid mindless therapy befallexhilarate dissenter scholastic accident swoon1. Advances in therapy and diagnosis have raised complex legal and moral issues in areas such as abortion,and patients’ rights.2. The discovery of how bronze is made was probably accidental , but it turned out to be an importantevent.3. Though Winston Churchill became the Prime Minister in 1940,he was taken as the most famous and obvious dissenter for a very long time.4. When you hear the melody, you will strongly feel that the same enlightenment that happened to thecomposer has befallen you.5. This is only a partial success, since we have to make a compromise.6. That exhilarating game, which the tennis star won by 4-3,attracted 20,000people to the Giant Stadium even though the official limit was some 5,000 fewer.7. After the vapid conversation with those conservative members of the organization, the newcomer feltbored and determined never to join this group again.8. The dirty air and the crowd make the market not a safe place for those who swoon easily.9. The task is really mindless and anyone in the company can finish it without any problem.10. I enjoy my scholastic life, in which I am isolated from the complicated society and can devotemyself to academic research.Part B. Choose the world or phrase that is closest in meaning to the boldfaced part of the sentence or phrase.1. Even though the Duke was convicted of treason, most of the parliament members still supported him and his book was very popular among the public.A betrayal of one’s countryB surrender to the enemyC hurt to people’s feelingD control of others2. This method may seem unorthodox ,but it has been proved to be very efficient.A fitfulB accidentalC irregularD unconventional3. Many people settle down in urban areas instead of the countryside, since it is not time to take a sheer restand they need to work in cities.A comfortableB completeC relaxingD permanent4. His voice began to falter at the mention of his sufferings in the old days.A hesitateB stutterC decreaseD shake5. Politically, Wisconsin is a bit of a maverick, and this nature was firmly established by 1848 when it became a state.A dissenterB proponentC opponentD extremist6. For over 30 years , Singapore has grown from a poor country with hardly any resources to an affluent , modern and developed nation.A abundantB influentC wealthy D, stimulant7. The doctor told the single father that his son needed to be coddled after the tuberculosis.A isolated from othersB treated with great careC accompanied by othersD cured with skill8. As a long-term fancier of the classical music, he spent a lot of money in watching live music concerts.A toastB collaboratorC shamblesD zealot9. The architect said that his countrymen hadn’t learned to cherish the old, and they were too quick to tear old buildings down.A preferB treasureC decorateD renew10. The proud lady wondered how to lower her pride to approach the girl she had been so scornful of .A hatefulB convictedC contemptuousD ,doubtfulTranslationPart A Translate the following sentences into English.1. 这对双胞胎姐妹总是在一起出场，用同样的声调讲话，所以我们都不能分出谁是谁。

Unit 6 The Right to FailBackground Information1. About the author and the textWilliam Zinsser is a former newspaper reporter, prolific magazine writer, editor, teacher and renowned writing coach. His fifteen books include the classic On Writing Well: The Classic Guide to Writing Nonfiction (now in its 25th anniversary edition), as well as Writing to Learn, How to Write a Memoir, Speaking of Journalism, Writing About Your Life: A Journey to the Past and Inventing the Truth: The Art and Craft of Memoir. During the 1970s Zinsser was master of Branford College at Yale University, where he taught nonfiction writing. Now he is teaching in the Journalism School of Columbia University.2. Famous dropoutsAs William Zinsser suggested in the article, "For the young, dropping out is often a way of dropping in." We can find many celebrities were/are virtually dropouts. The following list introduces some famous dropouts to you:1)Elementary school dropoutsCharles Dickens: best-selling British author, writer of Christmas Carol, David Copperfield, Great Expectations, Hard Times, Oliver Twist, etc.Thomas Edison: self-made multimillionaire, American inventor; electrical power usage pioneer; filmmaker; knighted.Benjamin Franklin:American political-diplomat-author-printer-publisher-scientist-inventor; co-author and co-signer of the U.S. Declaration of Independence; one of the founders of The United States of America; face is pictured on the U.S. one-hundred dollar bill (formal education of less than two years; home schooling/life experience).Kaba Gandhi: father of Indian political leader Mohandas, "Mathatma" Gandhi (no formal education; home schooling/life experience).Claude Monet: French painter; master of Impressionism artist, whose famous painting is Water Lilies2)High school dropoutsJulie Andrews: Oscar-winning actress-singer [The Sound of Music); best-selling British author; bestowed the rank of Dame Commander of the Order of the British Empire in 2000.John Jacob Astor: self-made multimillionaire; German-born early American businessman; America's first multimillionaire.Joseph Brodsky: winner of Nobel Prize for Literature in 1987, Russian-born American poet.Joschka Fischer: German politician; Foreign Minister.Soichiro Honda: self-made multimillionaire; Japanese businessman; motorcycle industry pioneer; founder of the Honda Motor Company.Peter Jackson: Oscar-winner [The Lord of the Rings trilogy); New Zealand film director-writer-producer.Anton van Leeuwenhoek: Dutch microscope maker; world's first microbiologist; discoverer of bacteria, blood cells, and sperm cells.John Woo: Chinese-born film director [Mission Impossible 2, Broken Arrow, Windtalkers, etc.)3)College dropoutsF. Scott Fitzgerald: American writer; drop out of Princeton, works including The Great Gatsby, Tender Is the Night, etc.Woody Allen: Hollywood Actor, director, screenwriter, and playwright (Manhattan, Annie Hall, Melinda and Melinda, etc.), expelled from New York University and City College of New York.Bill Gates: self-made multimillionaire; drop out of Harvard; founder of Microsoft.Michael Dell: self-made multimillionaire, dropped out of. the University of Texas, founder of Dell computer.3. Bill Gates' 11 rules to students1)Life is not fair, get used to it.2)The world won't care about your self-esteem. The world will expect youto accomplish something before you feel good about yourself.3）You will not make 40 thousand dollars a year right out of high school. You won't be a vice president with a car phone, until you earn both.4）If you think your teacher is tough, wait until you get a boss. He doesn't have tenure.5）Flipping burgers is not beneath your dignity. Your grandparents had a different word for burger flipping; they called it opportunity.6）If you mess up, it's not your parents' fault, so don't whine about our mistakes, learn from them.7）Before you were born, your parents weren't as boring as they are now.They got that way from paying your bills, cleaning your clothes andlistening to you talk about how cool you are. So before you save the rainforest from the parasites of your parents'generation, try "delousing" thecloset in your own room.8）Your school may have done away with winners and losers, but life has not.In some schools they have abolished failing grades; they'll give you as many times as you want to get the right answer. This doesn't bear the slightest resemblance to anything in real life.9）Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you find yourself. Do that on your own time.10）Television is not real life. In real life people actually have to leave the coffee shop and go to jobs.11）Be nice to nerds. Chances are you'll end up working for one.Notes1. What I don't like is that we use it almost entirely as a dirty word. (Para. I): But I dislike that the word "dropout" is almost used as a word with a bad sense or the idea of "dropout" is totally disapproved by the public.dirty word: an idea or sth else that people disapprove of; an unpleasantidea or word 人们不赞成的念头或话语，不得体的话语或念头等e.g. "Revolution" is a dirty word these days for those who are veryconservative.Nowadays "power" tends to be a slightly dirty word as far asorganizations are concerned.2. Yet an adult who spends his days and nights watching mindless TV programs is more of a dropout than an eighteen-year-old who quits college, with its frequently mindless courses to become, say, a VISTA volunteer. (Para. 2): However, if we compare an adult who is addicted to stupid TV programs daily with a youngster who withdraws from the college that offers stupid courses and becomes a volunteer, for example, in the VISTA, the former is more of a dropout than the latter.mindless adj.:1) quite lacking in or not requiring intelligence 愚蠢的，不需要智慧的e.g. Since we all agree that the work in the warehouse is mindless andtiring, all of us three have decided to leave as soon as possible.His drinking bouts frequently ended in mindless violence.2) paying no attention to; forgetful of 不注意，忘却e.g. He is mindless of the danger of fire.Mindless of the popular trends, the singer finds success again.3. For the young, dropping out is often a way of dropping in. (Para. 2): Forthe young, to withdraw from the routine life is often a way to begin a life of their own.drop out: not take part; move away from or refuse to join ordinary society because of not agreeing to accepted practices, standards, and ways of living 退出，退学e.g. Every year some of the students taking this difficultcourse have to drop out before Christmas.Using both structures, there will still be many trainees who dropout or are deemed unsuited as advice workers.drop in: originally it means "pay a casual visit", but in this context, it is used as the antonym of "drop out", it means "live a real life, return to the main trend".4. A boy or girl who leaves college is branded a failure — and the right to fail is one of the few freedoms that this country does not grant its citizens. (Para. 3): Any youngster who drops out from college is taken as a failure, and the country's values do not allow anyone to fail.brand vt.: give ... a bad name 栽诬，指责……为坏人e.g. Despite his hard work for the company, he was branded as a betrayer.The most important revolution in education for decades was branded aflop by school inspectors.5.our magazine articles a toast to people who made it to the top. (Para. 3): our magazine is publishing articles that praise those who have succeeded in earning material success and reaching the top of the social ladder.6.Happiness goes to the man who has the sweet smell of achievement. (Para.3): Only those who are successful in life will feel happy and enjoy their life.7. We need mavericks and dissenters and dreamers far more than we need junior vice-presidents, but we paralyze them by insisting that every step be astep up to the next rung of the ladder. (Para. 4): We need those who have their own idea about life and who are working for their dreams more than those who are successful in terms of routine. However, since our society insists that everyone should climb the social ladder step by step. Those who do not follow this will not reach the top.paralyze vt.: make ineffective; cause to stop working 使无能为力，使停止工作e.g. The death of her parents paralyzed the poor girl and she could onlysuccumb to the president.A blanket assault on our institutions and motives can paralyze thenation's capacity togovern itself.8. Yet in the fluid years of youth, the only way for boys and girls to find their?proper road is often to take a hundred side trips, poking out in different directions, faltering, drawing back, and starting again. (Para. 4): But the youth period for anyone is full of changes. Only after youngsters divert from the designated road, search for directions, can they restart their journey and finally find the proper road to the future.9. But what if we fail? They ask, whispering the dreadful word across the Generation Gap to their parents, who are back home at the Establishment nursing their middle-class values and cultivating their goal-oriented society. The parents whisper back: Don't! (Para. 5): But boys and girls wonder what would happen if they fail, and this concern is sent to their parents, who are adhering to established social order, believing in the social-admitted middle-class value and working hard to construct a society which impose the same goal to each member, parents are terrified by the idea that their children may fail, and urge youth to join the main stream instead of following their own path.the Establishment: an established social order, esp. the traditional ruling class elite and the structures of society which they control 体制，统治阶级精英及其控制的社会e.g. Sociologically, one who does not belong to the Establishment is an outsider.Recently the conservative critics have asserted that the liberal hasbecome the newEstablishment.10. Countless people have had a bout with it and come out stronger as a result. (Para. 6): Many people have experienced failures which have made them stronger.come out:1) appear 结果是，显现e.g. In her speech, the Minister came out against any change to theexisting law, which was beyond everyone's expectation.He came out well in that picture.2) become known 传出，（真相）大白e.g. They don't want the secret to come out yet.When the news came out, all of us became angry.3) be published 被刊行，被出版e.g. When will his new book come out?The report about the development in that country can't come outfor some reason.11. Luckily, such rebels still turn up often enough to prove that individualism, though badly threatened, is not extinct. (Para. 7): Fortunately such dissenters or mavericks often appear in life and they prove that the individualism, which has been threatened by the power of routine, still exists.12. Hoving was a dropout's dropout, entering and leaving schools as if they were motels, often at the request of the management. (Para. 7): Hoving's action was unique even among the group of the dropouts. He entered and left schoolsseveral times as if he went to and left motels, since he often violated the school codes or failed to meet the academic requirement and had to drop out.at the request of: because of the request of, responding to one's request 应……的要求e.g. The security was strengthened at the request o/heragent.At the request of the Ministry of Public Health, the sale of the medicinewill be suspended.13. There is nothing accidental about the grip that this dropout continues tohold on the affections of an entire American generation. (Para. 8): Holden Caulfield, the hero in The Catcher in the Rye, is still attracting the new American generation and this does not happen by chance, i.e. there must be some the underlying reason.grip n.: a very tight forceful hold 紧握，紧抓e.g. Hold the bar with an alternate grip -that is one palm facing outwards and onefacing inwards.His speech has a good grip on an audience.14. Nobody else, real or invented, has made such an engaging shambles of our "goal-oriented society," so gratified our secret belief that the "phonies" are in power and the good guys up the creek. (Para. 8): In real life or in our imaginations, we have never met anyone like Holden Caulfield, who has created such an attractive confusion about our society, which only believes in final goal, being satisfied with the belief that our society is controlled by the phonies while good guys are in trouble.shambles n.: [colloquial, singular) muddle or confusion 紊乱，混乱（的地方或场所）e.g. The meeting ended in a shambles and everyone shouted withanger.Your room is in a shambles. Tidy it up!gratify vt.: give what is desired to, indulge 使满足e.g. If parents want to gratify their children's thirst for knowledge, they needto become good readers and questioners themselves.I am gratified to know that my favorite star will have a show in our city.Gratification n: 喜悦，满足；令人满足的事务e.g. His son's success is a great gratification to him.we can't hide our gratification.phony:1) n. someone or sth pretended, false, unreal, or intended to deceive 虚假的人，冒充的人，骗子e.g. Never trust any word from his mouth — he is a complete phony.He is a total phony, claiming himself a PhD.2) adj. sham, unreal, not genuine 假冒的，不真实的e.g. That man boasted that he had crashed the United States with a phonypassport.This business of the car crash sounds phony to mostof us.be up the creek: be in difficulties 在困难中，在困境里e.g. The whole family was up the creek after the death of thefather.The clerk will be really up the creek unless he finds some money to payoff his loan.15. I'm not urging everyone to go out and fail just for the sheer therapy of it, or to quit college just to coddle some vague discontent. (Para. 9): I am not encouraging everyone to fail intentionally just because we can learn from failure. Neither do I mean anyone should withdraw from the school owing to some unclear dissatisfaction.coddle v.\ treat with great care and tenderness; pamper 纵容，宠爱e.g. The baby was coddled by everyone in the village since it was in poorhealth.Don't coddle or curb them, let them be themselves.16. "Society", needless to say, still has the upper hand — it sets the goals and condemns as a failure everybody who won't play. (Para. 12): Undoubtedly, the so-called "society" is still more powerful than individual. It decides the goals for everyone and those fail to function well to meet the goal is branded failure.have the upper hand: have the advantage over 占优势，占上风e.g. The Conservative Party still had the upper hand over the Labor andcontrolled the Parliament.The couple hit each other with chairs and surprisingly, the woman hadthe upper hand.condemn as: express very strong disapproval of sb or sth 强烈反对，视为（不好的）e.g. The workers strongly disliked the manager's behavior and condemned himas a phony.Most people are willing to condemn violence of any sort as evil. condemnation n.: 责难，谴责e.g. He quickly recommended that the President issue a public condemnation.She cares nothing about condemnation of her actions.17. This is hardly the road to riches or to an executive suite. (Para. 13): Toserve in VISTA will not help youngsters to take the right way to riches and fame.suite n.: a set of rooms esp expensive in a hotel （酒店）套房e.g. He promises to buy his wife a new three-piece-suite for their home.The Queen's suite fills the second floor on the south side.18. Who is to say, then, if there is any right path to the top, or even to say what the top consists of? (Para. 14): Then who can be certain that there is a right way to reach the top of the society, or to make success, or even be certain what the success is made up of?19. Obviously the colleges don't have more than a partial answer — otherwise the young would not be so disaffected with an education that they consider vapid. (Para. 14): Undoubtedly the colleges can only offer a partial answer to the question, if it is not so, the young would be satisfied with the education and would not feel tired of it.vapid adj.: dull, uninteresting 乏味的，枯燥的e.g. The vapid utterances of the clergy made even the most pious audience verysleepy.Tom dislikes the vapid food prepared by his mum.vapidness, vapidity n.: 乏味，枯燥e.g. she was bored with the vapidness of their conversation.The vapidness of the film was beyond our expectation.vapidly adv.:乏味地，枯燥地e.g. The salesman smiled vapidly.He read the letter vapidly aloud to me.20. The fact is, nobody has the answer, and the dawning awareness of thisfact seems to me one of the best things happening in America today. (Para.15): The fact is that none of us knows the answer and, for me, that more andmore people begin to realize this fact is one of the best things in our current American society.dawn v.:1) begin to become light in the morning 破晓，天初亮e.g. The morning dawned clear after the rain.It was dawning as we left.2) begin to appear or develop, emerge 开始出现，渐露端倪e.g. The day of the new system has not yet dawned.The statistics reveals that better life has dawned.3} dawn on/upon sb: begin evident to the mind 开始现出，变的明白e.g. The truth began to dawn on him.It has just dawned on me that he was the murderer.21. Success and failure are again becoming individual visions, as they were when the country was younger, not rigid categories. (Para. 15): It's up to the individual to decide what is success and what is failure in their own understanding, and success and failure should not rigidly be denned by society. This is what happened in our country when it was younger.Key to ExercisesI. Reading Comprehension1. For the young, to withdraw from the routine life is often a way to live theirown lives.2. A fink means a contemptible person. The people in society strongly dislikefinks and give them a hard time. However, the author believes that finks,especially the young ones, have the potential to turn into men with theirown thoughts and he suggests that society give them time and release themfrom the pressure of achieving certain goals.3. Here it means that people should have their own minds and their ownstandards for success and failure. They should have their own sense ofdirection and should not follow the social routine without consideration.4. He was NY's former Parks Commissioner and now director of theMetropolitan Museum of Art. He was chosen since he is a good exampleto demonstrate how a so-called dropout could learn from his/her life to bea dropin, and finally reach the top of one's profession.5. This is an open question. Obviously, the author does not deny thefunction of education completely, which is shown in paragraph 9, but it seems that he dislikes the current education system to some degree,which is proved in paragraph 14 by saying "an education they thinkvapid".6. He means that failure is perhaps unavoidable and it can teach everyone a lotand thus help him/her to make some improvement and then achieve final success.7. Because the author may want to emphasize the power the out-dated routinehas. Perhaps "society" can be replaced by "old customs", "the idea thatcontrols most people", etc.8. The author encourages youngsters to take their own way regardless ofthe social power and influence and supports the idea that success and failure should be individual visions instead of unified standards.VIII. TranlstionA.1. The twin sisters always appeared together, speaking in the same tone, thusnone of us could tell them from each other.2. The professor put in a word for his favorite student in the recommendationletter, although this student had quit college for two years.3. The Russians, both on land and in the air, had then the upper hand of theGermans.4. After being expelled from university for cheating in the exam, he was up thecreek now.5. At the request of the students' parents, the school allowed the students tostudy at home in the evening.6. They didn't accept the report, because it came out totally against the socialstandard.7. With many twists and turns, the naive little girl finally became sophisticated,learning how to deal with difficulties.8. Although mavericks are condemned as eccentrics by the society, they aredeeply welcomed by the youth.9. Thanks to the help from that charity organization, poor students who oncedropped out from school can continue their education.?10. To celebrate the loyal family's visit to the small town, the local residentsstrewed all the paths with flowers.B.然而在美国，持有这种观点差不多就是背叛。

研究生学术英语第六单元（原创实用版）目录1.研究生学术英语课程的重要性2.第六单元的主要内容3.如何学习第六单元4.学习第六单元的建议正文【1】研究生学术英语课程的重要性在研究生阶段，学术英语课程的重要性不言而喻。

作为一门培养高级英语应用能力的课程，学术英语旨在帮助学生熟练运用英语进行学术研究和交流，提升国际竞争力。

研究生学术英语第六单元，作为整个课程体系中的一个重要组成部分，对于学生提升英语水平具有关键作用。

【2】第六单元的主要内容第六单元的主题为“学术论文写作与发表”，主要涉及以下几个方面：1.学术论文的基本结构和写作技巧2.文献检索与引用的方法3.论文发表流程及注意事项4.学术英语写作中的伦理问题【3】如何学习第六单元为了更好地学习第六单元的内容，建议同学们采取以下方法：1.课前预习：提前预习课本内容，了解学术论文写作的基本要求，为课堂学习做好铺垫。

2.课堂互动：积极参与课堂讨论，向老师请教疑难问题，与同学分享学习心得。

3.课后复习：及时复习课堂所学内容，巩固记忆，加深理解。

4.实践操作：动手撰写学术论文，实际应用所学知识，提高写作能力。

【4】学习第六单元的建议在学习第六单元的过程中，同学们可以参考以下建议：1.多阅读：阅读经典学术论文，了解高质量论文的写作特点，提升自己的写作水平。

2.多写作：多加练习学术论文写作，熟能生巧，逐步提高自己的写作能力。

3.多交流：与同学、老师、导师等多进行交流，提升自己的英语表达能力，积累写作经验。

4.注重伦理：在学术论文写作中，严格遵守学术伦理规范，杜绝抄袭、剽窃等不端行为。

总之，研究生学术英语第六单元对于培养学生的学术英语写作能力具有重要意义。

研究生英语课文翻译Unit 6Unit 6 Translation of Postgraduate English Course TextsIntroductionIn this article, we will explore the translation of postgraduate English course texts. The purpose of translating these texts is to assist postgraduate students in understanding and studying English course materials. Translating course texts requires proper techniques and considerations to ensure accurate and informative translations. In this article, we will discuss the challenges involved and provide guidelines for effective translation.Challenges in Translating Postgraduate English Course Texts1. Technical TerminologyPostgraduate English course texts often contain technical terms related to various fields of study. Translating these terms accurately requires in-depth knowledge in the specific subject area. Translators should possess expertise in both languages to ensure the correct translation of technical terminology. Additionally, the translator should keep updated with the latest developments in the field to capture the nuances and changes in technical vocabulary.2. Cultural ReferencesPostgraduate English course texts may contain cultural references that are unfamiliar to the target audience. Translators should be adept at adapting these cultural references to make them relevant and understandable for thereaders. This may involve explaining cultural concepts or finding equivalent references in the target language.3. Sentence Structure and StyleEnglish sentence structure and style may differ significantly from the target language. Translators should ensure that the translated text maintains the appropriate sentence structure, flow, and style while conveying the original meaning accurately. This requires linguistic skills and a deep understanding of both languages.Guidelines for Effective Translation of Postgraduate English Course Texts1. Understanding the ContextBefore starting the translation, it is crucial to thoroughly understand the context of the postgraduate English course text. Familiarize yourself with the subject matter, intended audience, and the purpose of the text. This understanding will enable you to provide an accurate and coherent translation.2. Research and Terminology ConsistencyDue to the technical nature of postgraduate English course texts, extensive research is necessary. Ensure that you have a solid understanding of the technical terminology used in the source text. Create a glossary of key terms and maintain consistency throughout the translation.3. Emphasis on Clarity and AccuracyWhen translating, prioritize clarity and accuracy to ensure effective communication. Use clear and concise language to convey the intended message. Avoid excessive wordiness or ambiguity, as it may confuse the readers.4. Cultural AdaptationAdapt cultural references to make them relatable to the target audience. If necessary, provide explanations or equivalents in the target language. This will enhance the readers' understanding and engagement with the translated text.5. Proofreading and EditingAfter completing the initial translation, thoroughly proofread and edit the text. Check for grammatical errors, typos, and inconsistencies. Make sure that the translated text adheres to the formatting requirements and guidelines provided.ConclusionTranslating postgraduate English course texts requires a comprehensive understanding of the subject matter, technical terminology, and cultural references. By following the guidelines mentioned above, translators can produce accurate, clear, and effective translations that assist postgraduate students in their English language studies.。

研究生学术英语6-9单元作文Mastering academic English is a crucial aspect of success for graduate students pursuing advanced degrees. In the context of research graduate programs, units 6-9 of academic English curriculum often focus on developing essential skills in areas such as research paper writing, academic presentations, and literature reviews. These units provide a solid foundation for students to effectively communicate their scholarly work and contribute to the broader academic discourse.Unit 6: Research Paper WritingThe ability to write a well-structured and compelling research paper is a fundamental requirement for graduate students. Unit 6 delves into the intricacies of this genre, guiding students through the process of crafting a coherent and well-supported argument. Key elements covered include the organization of the paper, the development of a strong thesis statement, the integration of relevant literature, and the effective use of citations and references.One of the primary objectives of this unit is to help studentsunderstand the importance of structuring their research papers in a logical and cohesive manner. This involves mastering the typical sections of a research paper, such as the introduction, literature review, methodology, results, and discussion. Students learn how to effectively introduce the research problem, provide a comprehensive review of the existing literature, describe their research methods, present their findings, and critically analyze the implications of their work.Additionally, unit 6 emphasizes the significance of developing a clear and well-articulated thesis statement. This central argument serves as the foundation for the entire paper, guiding the research process and ensuring the coherence of the overall narrative. Students practice crafting concise and compelling thesis statements that effectively communicate the purpose and significance of their study.The integration of relevant literature is another crucial aspect covered in this unit. Graduate students are taught how to effectively search for, evaluate, and synthesize scholarly sources to support their arguments. They learn techniques for conducting thorough literature reviews, identifying gaps in the existing knowledge, and positioning their own research within the broader academic discourse.Moreover, unit 6 focuses on the proper use of citations and references, which is essential for maintaining academic integrity andavoiding plagiarism. Students become proficient in accurately formatting in-text citations and compiling comprehensive reference lists according to the appropriate citation style, such as APA or MLA.Unit 7: Academic PresentationsEffective communication of research findings through academic presentations is a vital skill for graduate students. Unit 7 addresses the art of delivering engaging and informative presentations to academic audiences.This unit emphasizes the importance of clear and concise delivery, with a focus on organizing the presentation in a logical manner, using visual aids effectively, and managing time constraints. Students learn techniques for crafting compelling introductions, structuring the main body of the presentation, and delivering a strong conclusion that summarizes the key takeaways.Additionally, unit 7 covers the effective use of visual aids, such as PowerPoint slides or other multimedia resources. Students explore best practices for creating visually appealing and informative slides that enhance their presentations without distracting the audience.Equally important, this unit addresses the skills required for fielding questions and engaging in constructive discussions during the Q&A session. Students practice techniques for anticipating potentialquestions, responding thoughtfully, and maintaining composure in the face of challenging inquiries.Unit 8: Literature ReviewsThe ability to conduct a thorough and well-written literature review is a critical component of graduate-level research. Unit 8 delves into the nuances of this genre, guiding students through the process of synthesizing and critically evaluating existing scholarly literature.In this unit, students learn how to identify and select relevant sources, organize the literature review in a coherent manner, and critically analyze the key themes, methodologies, and findings within the existing body of research. They also explore strategies for identifying gaps in the literature and positioning their own research to address these gaps.A key aspect of this unit is the development of critical thinking and analytical skills. Students are encouraged to move beyond simply summarizing the literature and instead engage in a deeper level of analysis, evaluating the strengths, weaknesses, and limitations of the existing studies. This critical examination helps students to situate their own research within the broader academic context and articulate the unique contributions their work can make.Furthermore, unit 8 emphasizes the importance of effectiveorganization and structure in the literature review. Students learn techniques for grouping and synthesizing related studies, identifying patterns and trends, and crafting a cohesive narrative that guides the reader through the existing knowledge and the rationale for the current research.Unit 9: Research ProposalsThe ability to write a compelling research proposal is a crucial skill for graduate students, as it serves as the foundation for securing funding, obtaining institutional approval, and embarking on their research projects. Unit 9 focuses on the development of this essential skill.In this unit, students learn how to clearly articulate the research problem, justify the significance and relevance of their study, and outline the proposed methodology. They also explore techniques for crafting a comprehensive literature review that demonstrates their understanding of the existing research and the gaps they aim to address.A key aspect of unit 9 is the emphasis on developing a well-structured and persuasive research proposal. Students are guided through the process of crafting an introduction that captures the reader's attention, a literature review that situates the study within the broader academic context, a detailed methodology section thatoutlines the research design and data collection methods, and a conclusion that highlights the expected outcomes and potential contributions of the proposed study.Additionally, this unit covers the importance of effectively communicating the feasibility and timeline of the research project, as well as addressing potential ethical considerations and limitations. Students learn how to demonstrate their preparedness and ability to successfully execute the proposed study, thereby increasing the likelihood of securing funding or institutional approval.Throughout units 6-9 of the research graduate academic English curriculum, students are equipped with the necessary skills to effectively communicate their scholarly work and contribute to the academic discourse. By mastering research paper writing, academic presentations, literature reviews, and research proposals, graduate students can enhance their ability to disseminate their research findings, engage with their peers, and advance their academic and professional careers.。

1IV. TranslationA. 壳牌公司努力构建的管理风格是让雇员直接参与影响其工作的决策。

在最终确立所在部门的工作目标之前，公司鼓励员工参与讨论这些目标。

通过员工汇报制度，公司还鼓励员工参与制定来年的工作目标，认同其培训需求，励炼其志向，以便公司在制定专业培训计划时把这些也考虑在内。

这种做法是该公司雇佣关系哲学的核心。

集团公司相信这种做法对公司大有裨益，同时对雇员的合理期望也给予承认。

B. In America, real income losses have been particularly large for the bottom 40% of wage earners in recent years, despite improvements in the economy and relatively low levels of unemployment. Actually, low levels of unemployment owe more to slow growth in the workforce than to robust economic expansion. Widening inequality or gap between the rich and the poor would be less problematic if, as economists argue, it were accompanied by greater upward mobility.2Ⅳ. TranslationA.人们已经越来越意识到计算机的某些应用对我们所谓的“个人隐私”这种抽象的价值观可能带来的影响。

过去，冗繁的活字印刷技术抑制了人们搜集并保存同伴信息的欲望，因而限制了个人信息的记载。

但现在许多人已表示担忧,由于计算机信息容量大、准确无误、储存信息久，它可能会成为监视系统的中心，使社会变成透明的世界，将家庭、财政收支、社交等暴露在各种各样漫不经心的观察者面前，这些人中有些是病态的好奇者，也有居心不良或刺探商业情报的人。