IntroductionIntroductionLecture 8Lecture 859- 1ContentsContents 8.1 Tasks for Critical Thinking and Discussion 8.2 Order of Citations 8.3 Verb Tense in Citation 8.4 Verb Tense in Other Parts of Introduction 8.5 Language Practice 8.6 Writing up Your Research 8.7 Language Support59- 2Information elements (IE) of an introduction1.Research background 2.Literature review (What have been done? What havent been done?) 3.Investigation needed 4.Research purpose(What am I going to do?) 5.Research value / findings / paper structure59- 3Universe(a general area of study)GalaxyStara sub-areaa specific topic59- 459- 58.1 Tasks for Critical Thinking and Discussion1. Complete the following table by indicating the IEs each text (read the handout) contains.59- 6S(sS(s) 5, 8) 5, 8S(sS(s) 2-4) 2-4S(sS(s) /) /S(sS(s) 1) 1S(sS(s) 6-7) 6-7S(sS(s) /) /S(sS(s) 9-12) 9-12S(sS(s) 9) 9S(sS(s) 8) 8S(sS(s) 4-7) 4-7S(sS(s) 1-3) 1-3S(sS(s) 8) 8S(sS(s) 7) 7S(sS(s) 6) 6S(sS(s) 1-5) 1-5TextIE 1IE 2IE 3IE 4IE 512359- 72. 2. Which information element is the longest? Is there any reason for this?The part of literature review is often the longest since it includes specific information about different studies.59- 83. Read the following example of IE1 and indicate 3. Read the following example of IE1 and indicate whether a sentence makes a statement about the whether a sentence makes a statement about the general area, the sub-area, or the authors topic.general area, the sub-area, or the authors topic.e.g.1One of the important research fields for mobile robots is their smooth movement to destination. 2A mobile robot must possess a map and must be able to move by evading obstacles not described in the map such as a person, another mobile robot or merely an object. 3To evade an obstacle, a mobile robot has to be able to identify its position, detect the obstacle using a visual system, and operate a collision avoidance algorithm.IE 1: Establishing a contextIE 1: Establishing a context General area: _ General area: _ Sub-area: _ Sub-area: _ AuthorAuthors topic: _s topic: _sentence 1sentence 3sentence 259- 94. Identify the part of IE 1 in Text 1, and 4. Identify the part of IE 1 in Text 1, and indicate the sentences which correspond indicate the sentences which correspond to the general area, a sub-area and the to the general area, a sub-area and the authors topic.authors topic.General area: sentences 1-2; Sub-area: sentences 3-4;Authors topic: sentence 559- 105. In the literature review part of Text 2, the author cites 5. In the literature review part of Text 2, the author cites the writers in two different ways. What are they? the writers in two different ways. What are they? What determines a writers decision on these two What determines a writers decision on these two forms?forms?(1) a. Authors names at beginning of sentence in subject position, followed by reference and date in brackets. b. Authors names and reference at the end of the citation sentence in brackets. (2) Importance given to the cited authors. If they are more important and relevant to the writers work, the cited authors are fronted.IE 2: Reviewing previous researchIE 2: Reviewing previous research59- 116. Following is part of a literature review taken 6. Following is part of a literature review taken from the introduction to a paper in the field of from the introduction to a paper in the field of English learning. The sentences are given here English learning. The sentences are given here in scramble order. Arrange the sentences in the in scramble order. Arrange the sentences in the order you feel they should appear in the original order you feel they should appear in the original text. The review begins with sentence B.text. The review begins with sentence B.59- 12Stylistic Variations in Science Lectures_A. Pang and Wright (2005) broadened the linguistic focus to include some pedagogical and sociolinguistic aspects of lecturing, such as setting, level of formality, participant roles, and lecture topics. _B. Most research on the lecture method has been conducted in a native- speaker context. _C. The role of vocabulary in mediating instruction has recently attracted the attention of applied linguists. _D. A number of studies have so far examined the ways information is presented in lectures; and recommendations for improving the study skills of native speakers have been proposed (e.g., North et al., 2000; Murphy, 2002; Hall, 2005). _ E. Lee (2006) has examined function of definitions in science lectures._ F. Only a few researchers have considered the special problems foreign students may have with lectures given in English (Ding, 1999; Young Richards and recommendations for improving the study skills of native speakers have been proposed (e