2021 学术英语写作与演讲(上海交通大学) 最新满分章节测试答案

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本课程起止时间为:2021-03-01到2021-06-15

2. Plagiarism, paraphrase and summary Test 1 (Unit 1&2)

1、 问题:When doing academic reading, you can ______ to get an immediate guideline of the specific topic.
选项：
A:examine the list of your reference
B:read other researchers’ review of the topic
C:use a matrix
D: sort all the papers into different perspectives
答案: 【read other researchers’ review of the topic】

2、 问题:Besides title, which part of the paper are you supposed to read first when reading a paper?
选项：
A:introduction
B:conclusion
C:abstract
D:method
答案: 【abstract】

3、 问题:Which of the following sources is the most reliable?
选项：
A:News report.
B:Journal article.
C:Wikipedia entry.
D:Blog.
答案: 【Journal article.】

4、 问题:How to paraphrase? Put the following steps into correct order.1) Check that you have included the main points and essential information.2) Underline the key words and take down notes. 3) Read the original source carefully to have a full understanding 4) Put the original text aside and rewrite it in your own words
选项：
A:3241
B:3421
C:3142
D:3412
答案: 【3241】

5、 问题:Read the following sentence and identify the best paraphrase. The amphibia, which is the animal class to which our frogs and toads belong, were the first animals to crawl from the sea and inhabit the earth.
选项：
A:The first animals to leave the sea and live on dry land were the amphibia, such as frogs and toads.
B:Frogs and toads belong to the animal class amphibia.
C:The amphibia, the animal class to which frogs and toads belong, were the first animals that move from the sea to the earth.
D:Frogs and toads are the amphibia that comes from sea to earth.
答案: 【The first animals to leave the sea and live on dry land were the amphibia, such as frogs and toads.】

6、 问题:Read the following sentence and identify the best paraphrase. The stages that children pass through in the development of language are very consistent. However the exact age when they hit these milestones varies a lot.
选项：
A:As children develop language skills, they usually go through the same stages, but they may reach the stages at different ages.
B:Developing children may pass through linguistic stages at different ages, although they will generally pass through each stage at some point.
C:The stages that are passed through by children in language development are very consistent. However, the exact time when they hit these milestones can be different.
D:Language development is very different for different children, and there can be variation in the stages they go through.
答案: 【As children develop language skills, they usually go through the same stages, but they may reach the stages at different ages.】

7、 问题:Read the following paragraph and identify the best one-sentence summary.  Kutash and Northrop (2007) studied the comfort of family members in the ICU waiting room. They found that no matter the situation, waiting rooms are stressful for the patients and their families, and it is the nursing staff’s job to comfort both. From this emotional distress many family members judged the waiting room furniture as “uncomfortable” and only talked about it in a negative context. From this study we have learned that there is a direct relationship between a person’s emotional state and how that person perceives the physical state he or she is in, such as sitting in a chair. Is this relationship true in reverse as well? Can the way a person perceives his or her present physical state (such as sitting in a chair) affect his or her emotional state? This is the question that the present study sought to answer.
选项：
A:Kutash and Northrup found that anxious people in intensive care waiting rooms tend to dislike the chairs in the waiting room and describe them as “uncomfortable.”
B:The uncomfortable furniture in intensive care waiting rooms makes anxious people even more anxious.
C:This paragraph introduces a study that the authors conducted.
D:Basing their work on the results of a previous study, Baker, Beacker, and Young propose to examine whether a person’s perceived physical comfort can have an impact on their anxiety levels.
答案: 【Basing their work on the results of a previous study, Baker, Beacker, and Young propose to examine whether a person’s perceived physical comfort can have an impact on their anxiety levels.】

8、 问题:The following is the beginning part of the abstract of an article: Creativity and knowledge management are both important competences that university students need to strive to develop. This study therefore developed and evaluated an instructional program for improving university students’ creativity based on a blended knowledge-management (KM) model that integrates e-learning and three core processes of KM: knowledge sharing, knowledge internalization, and knowledge creation.What is the topic of this article?                                  
选项：
A:creativity and knowledge management
B:knowledge sharing, internalization, and creation
C:instructional program for improving learning
D:university students’ competences
答案: 【creativity and knowledge management】

9、 问题:Read the short research paper written by students and answer the following questions.Connections between curiosity, flow and creativity AbstractPrevious research has shown that greater curiosity, the desire to know, is associated with more creativity, which entails generating new or useful ideas or products. The intense concentration and absorption that characterizes the phenomenon of flow may connect curiosity with creativity. The present study investigated the connections between three dimensions of curiosity, namely joyous exploration-related curiosity, knowledge-deprivation sensitivity, and stress tolerance. Fifty-seven participants, with a mean age of 35, engaged in the novel task of designing a water conservation program. Participants judged their experience of designing the program on scales that assessed their curiosity and flow during the activity. Two raters independently coded each participant’s program description on creativity, and the mean of the two ratings produced the creativity score for that participant. Higher joyous exploration curiosity, knowledge-deprivation sensitivity, and tolerance of stress were all associated with more flow. More experience of flow, as judged by participants after engaging in the activity, was significantly associated with greater creativity. Even though the direct relationships between curiosity and creativity did not reach statistical significance, flow linked each of the dimensions of curiosity with creativity. These findings may provide a basis for programs intended to increase flow or creativity.Keywords: Creativity, Curiosity, Flow 1. IntroductionCuriosity, the desire to know, is a motivating characteristic (Litman, 2005; Loewenstein, 1994). Curiosity consists of several related dimensions (Kashdan et al., 2018), including desiring exploration for its own sake (Kashdan et al., 2018; Litman, 2005), deprivation sensitivity or wanting to decrease gaps in knowledge (Litman, 2005; Loewenstein, 1994) and stress tolerance when faced with novelty (Kashdan et al., 2018).Creativity involves generating new and useful ideas or products (Sternberg, 2006). According to the process model of creativity (Mumford & McIntosh, 2017) information gathering precedes creativity, and some research (Kashdan & Steger, 2007) supports this pro- position. Curiosity may prompt that information gathering.Several studies have found associations between higher curiosity and greater creativity (Celik, Storme, Davila, & Myszkowski, 2016; Hardy, Ness, & Mecca, 2017; Peljko, Jeraj, Săvoiu, & Marič, 2016; Puente-Díaz & Cavazos-Arroyo, 2017). Other variables linking curiosity to greater creativity remain to be investigated. The phenomena of flow may be a path between curiosity and creativity. Flow is characterized by intense concentration and absorption (Csikszentmihalyi, 2014). Kashdan et al. (2009) proposed that high levels of curiosity and the engagement associated with such high levels of curiosity may give rise to flow. Flow gives rise to optimal performance of a task (Csikszentmihalyi, 2014). According to Csikszentmihalyi’s (1997) theory of creativity, flow is a person aspect of the generation of creative ideas and products, and some research supports the link between flow and creativity (Csikszentmihalyi, 1997). For example, Zubair and Kamal (2015) found that flow among employees was associated with their work-related creativity. Byrne, MacDonald, and Carlton (2003) found that higher levels of flow were associated with more creative musical compositions. 1.1  Aim of StudyThe objective of the study was to investigate whether flow may link curiosity with creativity. The hypotheses were that:1. The dimensions of joyous exploration curiosity, knowledge-deprivation sensitivity curiosity, and stress tolerance in relation to curiosity would be associated with more flow during a novel activity, as judged by participants after engaging in the activity.2. The dimensions of joyous exploration curiosity, knowledge-deprivation sensitivity curiosity, and novelty tolerance in relation to curiosity would be associated with more creativity.3. Greater   flow   experienced   during   the   activity, as   judged by participants after engaging in the activity, would be associated with greater creativity.4. Flow would be a process, or mediator, connecting curiosity and creativity. 2. Methods and materials2.1. ParticipantsA power analysis for multiple regression analysis with two predictor variables, relating to the planned mediation analysis to test whether flow connects curiosity with creativity, with power set at 0.80 and a medium estimated effect size (Cohen’s f2 of 0.15), indicated a sample size of 55 would be needed. Fifty-seven traditional and mature aged university students from Australia (45 women and 12 men, mean age of 35.33, SD = 9.41) participated. The participants were all enrolled in an introductory psychology course. The project was approved by the institution’s human-research ethics committee and all participants provided informed consent. 2.2  ProcedureParticipants were asked to engage in a task novel for them, namely to design a program encouraging residents in a local community to conserve water using psychological principles and to record the elements of their program in writing. Participants were then asked to rate their experience as they developed and wrote about their program. 2.3  MeasuresParticipants rated their experience in designing the program on the Dimensional Curiosity Measure subscales assessing the joyous exploration, deprivation sensitivity, and stress tolerance facets of curiosity (Kashdan et al., 2018) and the Flow Short Scale (Engeser & Rheinberg, 2008), with items reformulated to refer to the task. Only flow, and not worry items, were included for the flow scale. On each of the scales response options ranged from 1, describes me not at all, to 7, describes me completely. Higher scores on the summed scales indicated more of a quality. Scores could range from 7 to 35 on each of the creativity scales and from 7 to 70 on the flow scale. Reliability of the measures as assessed by Cronbach’s alpha was as follows: Joyous Exploration =0.92, Deprivation   Sensitivity =0.66, Stress Tolerance =0.93, and Flow = 0.96. The general curiosity subscales on which the present task specific curiosity assessments were based showed evidence of validity in prior research (Kashdan et al., 2018) as did the flow measure (Engeser & Rheinberg, 2008).Two raters independently coded each participant’s water conservation program description on creativity using the rating process developed by Amabile (1982), which has evidence of validity (Amabile, 1982). As suggested by the Amabile rating process, both raters were familiar with psychological principles and theories of creativity that posit that creative products are novel and useful. Each rater assessed creativity of ideas on a five-point scale ranging from 1, not creative, to 5, very creative. The mixed-model interaclass correlation coefficient for the two sets of ratings was 0.73, which is moderately good according to Koo and Li (2016). The mean of the two ratings produced the final creativity score for each participant: these mean scores could range from 1 to 5.3.     Results3.1  Descriptive information and correlationsTable 1 provides descriptive information and the Pearson r correlations between variables. Supporting the first hypothesis, during participants’ experience of designing the program, all three types of curiositywere significantly associated with flow. The second hypothesis was not supported, as the associations between dimensions of curiosity and creativity were in the hypothesized direction but did not reach statistical significance. Supporting the third hypothesis, greater experience of flow was significantly associated with greater creativity in designing the water conservation program. 3.2  Mediation analysesHypothesis four was supported. Even though the direct relationships between dimensions of curiosity and creativity were not significant, indirect relationships through the mediating effect of the experience of flow between dimensions of curiosity and creativity were significant. Three mediation analysis using PROCESS with 2000 bootstraps tested hypothesis four. The first showed that flow linked joyous exploration with creativity, standardized beta = 0.23, 95% CI [0.02, 0.25] for the indirect effect. The second showed that flow linked deprivation sensitivity with creativity, standardized beta = 0.14, 95% CI [0.04, 0.29] for the indirect effect. The third showed that flow linked stress tolerance aspects of curiosity with creativity, standardized beta = 0.13, 95% CI [0.02, 0.27] for the indirect effect. 4. Discussion and conclusionThe present study found that for individuals engaging in an activity, higher levels of curiosity were associated with greater flow, as judged by participants after engaging in the activity. More flow was associated with higher levels of creativity. Unlike in some previous research (Celik et al., 2016; Hardy III, Ness, & Mecca, 2017; Peljko et al., 2016; PuenteDíaz & Cavazos-Arroyo, 2017) the direct relationships between curiosity and creativity was not significant. Even though the direct relationships between curiosity and creativity were not significant, examination of indirect relationships indicated that flow significantly linked curiosity with creativity. It may be that the presence of other characteristics or circumstances in these studies accounts for the difference. A finding of a significant indirect or mediating effect when there is no direct effect has been discussed by Hayes (2009) and MacKinnon, Lockwood, Hoffman, West, and Sheets (2002). Based on ideas presented by Hayes (2009) and MacKinnon et al. (2002), a speculative interpretation of the significant mediation findings in the present study is that several paths or processes connect curiosity with creativity and that some of these processes strengthen the relationship and others suppress the relationship between curiosity and creativity. In the present study unknown suppressor processes may account for an overall non-significant association between curiosity and creativity. When flow, which may strengthen the relationship between curiosity and creativity is examined, it significantly connects curiosity and creativity.Several cautions should be kept in mind regarding the present findings. The study design was correlational, and so casual relationships are only suggestive and not conclusive. Second, the curiosity and flow measures were converted to refer to the task in which participants engaged. This may have influenced the factor structure and validity of the measures. Finally, participants rated their state of flow during the activity after completing the activity. Flow is a subjective state and can be difficult to judge (Jackson & Marsh, 1996). Thus, participants’ judgement of their flow state may not have completely captured their actual flow experience.Future research might explore causal relationships between curiosity, flow and creativity through experiment-based research designs. Programs intended to increase flow or creativity might build on the present findings and identify optimal ways of harnessing curiosity to stimulate flow or creativity.  17.  What is the topic of the paper? 
选项：
A:the phenomenon of flow in curiosity
B:the relationship between joyous exploration-related curiosity, knowledge-deprivation sensitivity, and stress tolerance
C:the relationship between flow, curiosity and creativity
D:the relationship between curiosity and creativity
答案: 【the relationship between flow, curiosity and creativity】

10、 问题:How is the main body of the research paper organized?
选项：
A:Introduction Methods and materials Results Discussion and conclusion
B:AbstractIntroductionconclusionReferences
C:Abstract Methods and materials  Results  Discussion and conclusion
D:Introduction Methods and materialsResults  Conclusion
答案: 【Introduction Methods and materials Results Discussion and conclusion】

11、 问题:What is the purpose of the research?
选项：
A:Try to prove the validity of previous research
B:Try to prove flow links curiosity with creativity
C:Try to prove more curiosity leads to more creativity
D:Try to increase flow through psychology course activities
答案: 【Try to prove flow links curiosity with creativity】

12、 问题:Which of the following is NOT the finding of the research?
选项：
A:Greater flow is related with higher level of creativity.
B:There is a direct relationship between curiosity and creativity.
C:Flow was significantly associated with joyous exploration-related curiosity, knowledge-deprivation sensitivity, and stress tolerance.
D:Indirect relationships between dimensions of curiosity and creativity were significant.
答案: 【There is a direct relationship between curiosity and creativity.】

13、 问题:Which of the following is NOT the limitations of the research?
选项：
A:Flow is a subjective concept and hard to be measured.
B:The validity of the measures is affected by the curiosity and flow measures.
C:The sample is not large enough.
D:The result is casual and not conclusive.
答案: 【The sample is not large enough.】

14、 问题:Which of the following activities are helpful for deciding a topic?
选项：
A:brainstorming
B:reading books or articles in the library
C:browsing the internet
D:asking other people
答案: 【brainstorming;
reading books or articles in the library;
browsing the internet】

15、 问题:Why should you cite your sources?
选项：
A:To show your readers that you have read extensively for your research.
B:To give credit to others for work they have done.
C:To point your readers to sources that may be useful to them.
D:To show academic honesty and avoid plagiarism.
答案: 【To show your readers that you have read extensively for your research.;
To give credit to others for work they have done.;
To point your readers to sources that may be useful to them.;
To show academic honesty and avoid plagiarism.】

16、 问题:A review article mainly relies on previously published literature or data, aiming for a critical, constructive analysis of the literature in a specific field. It involves __.
选项：
A:summary
B:classification
C:hypothesis
D:paraphrase
答案: 【summary;
classification;
paraphrase】

17、 问题:When you summarize, you must be careful not to copy the exact wording of the original source, so is it with paraphrase.
选项：
A:正确
B:错误
答案: 【正确】

18、 问题:If the idea is from a published paper written by yourself, you don’t need to give citation.
选项：
A:正确
B:错误
答案: 【错误】

19、 问题:You can delete or modify the unexpected data in order to get a satisfying result.
选项：
A:正确
B:错误
答案: 【错误】

20、 问题:If you use your own words to paraphrase an idea from the source material, you don’t need to give citations.
选项：
A:正确
B:错误
答案: 【错误】

21、 问题:Endnote can automatically update citations and bibliography.
选项：
A:正确
B:错误
答案: 【正确】

22、 问题:What is the topic of the following mind map? 
答案: 【(以下答案任选其一都对)Transportation;
transportation】

4. Connection Test 2 (Unit 3&4)

1、 问题:Which sentence is better expressed in academic English language?
选项：
A:In 2010, the bridge was built. This was good politically. Two countries united.
B:The bridge was completed in 2010, which resulted in a positive political move that united two countries.
C: 
D: 
答案: 【The bridge was completed in 2010, which resulted in a positive political move that united two countries.】

2、 问题:Which sentence is better expressed in academic English language?
选项：
A:During the interview students were asked about their experiences.
B:During the interview I asked students about their experiences.