月綠色聯(lián)盟概要寫作完整版

2019年10月浙江教育綠色評價聯(lián)盟適應性試卷英語試題Aresearchofin-classtechnologyuse

概要寫作評析浙江省樂清市第二中學(zhōngxué)

陳凌云第一頁，共十四頁。文章結(jié)構(gòu)分析(fēnxī)如何找出topicsentences

Nowadays,moreandmorecollegestudentshavenoproblemwalkingintoaclassroomandopeningtheirlaptops.Othersmayspendanentirestudyperiodwithasmartphoneinhand.Somepeoplearguethattheincreasinguseoftechnologycanhavemanyhelpfuleffectsonsociety.Butarecentresearchsuggeststhatusingtechnologyduringclasstimemayharmcollegestudents'abilitytorememberandprocessthesubjectmaterial.AmoldGlass,aprofessorinRutgersUniversityinNewJersey4,andastudentresearcherinvestigatedtheissueofdividedstudentattention.Thestudyinvolved118Rutgersstudentswhoweretakingthesamelevelcollegeclass.Thestudentswerepermittedtouseanyelectronicdeviceduringhalfoftheirdailyclassperiods.Duringtheotherhalf,noonewasallowedtouseanytechnology.Theresearchersfoundthattheaveragedailyquizresultsshowednoevidenceofharmfuleffectsfromtheuseoftechnology.However,theaverageresultsofthelargertestsandfinalexamshowedthatallthestudentsperformedpoorlywhentheywerepermittedtousetechnologyintheclassroom.Glassarguesthatitshowstheuseofelectronicdevicesintheclassroompreventsstudentsfromprocessinginformation.Whenthestudentshearwhattheprofessorissaying,theymightbebuyingthingsonlineorreadingunrelatedemailsatthesametime.Andthat,Glasssays,makesitharderfortheinformationtoentertheirlongtermmemory.Eventhoughthestudentsknowwhattheprofessorsaidatthattime,theynolongerrememberitaweeklaterbecausetheymissedtheopportunity.ButHoweverTip:Thediscoursemarkerslikebut,howevertellreadersthatthewriterwantstoemphasizethelatterpartofthem.第二頁，共十四頁。

However,LaurenMargulieux,anassistantprofessoratGeorgiaStateUniversityinAtlantaarguesthattherearetimeswhenclassroomuseoftechnologyisunavoidable.So,hesays,educatorsneedtoconsiderthatsomethingotherthantechnologyisdistractingstudents.Infact,aspecialsoftwareprogramhasbeencreated.Studentscanusetheprogram,whichengagesstudentsmorewiththeclassmaterialontheirpersonaldevicesduringagivenclass.Itcanalsobeusedtoobservestudentactivityandpreventthemfromopeningunrelatedpagesandprogram.文章結(jié)構(gòu)分析(fēnxī)如何找出topicsentencesHoweverSoInfactTips:Thediscoursemarkerlike“however”heretellreadersthatthecontentinthisparagraphisoppositetotheformerparts.“so”tellsreadersthesentencefollowsistheresultwhilethesentencebeforeprobablyisthereason.“Infact”tellsreaderswhatthewriterwantstostresswhile“also”mayconveyanadditionalinformationthatcanbeomittedsometimes.also第三頁，共十四頁。根據(jù)(gēnjù)discoursemarkers劃出topicsentences

Nowadays,moreandmorecollegestudentshavenoproblemwalkingintoaclassroomandopeningtheirlaptops.Othersmayspendanentirestudyperiodwithasmartphoneinhand.Somepeoplearguethattheincreasinguseoftechnologycanhavemanyhelpfuleffectsonsociety.Butarecentresearchsuggeststhatusingtechnologyduringclasstimemayharmcollegestudents'abilitytorememberandprocessthesubjectmaterial.AmoldGlass,aprofessorinRutgersUniversityinNewJersey4,andastudentresearcherinvestigatedtheissueofdividedstudentattention.Thestudyinvolved118Rutgersstudentswhoweretakingthesamelevelcollegeclass.Thestudentswerepermittedtouseanyelectronicdeviceduringhalfoftheirdailyclassperiods.Duringtheotherhalf,noonewasallowedtouseanytechnology.Theresearchersfoundthattheaveragedailyquizresultsshowednoevidenceofharmfuleffectsfromtheuseoftechnology.However,theaverageresultsofthelargertestsandfinalexamshowedthatallthestudentsperformedpoorlywhentheywerepermittedtousetechnologyintheclassroom.Glassarguesthatitshowstheuseofelectronicdevicesintheclassroompreventsstudentsfromprocessinginformation.Whenthestudentshearwhattheprofessorissaying,theymightbebuyingthingsonlineorreadingunrelatedemailsatthesametime.Andthat,Glasssays,makesitharderfortheinformationtoentertheirlongtermmemory.Eventhoughthestudentsknowwhattheprofessorsaidatthattime,theynolongerrememberitaweeklaterbecausetheymissedtheopportunity.HoweverBut第四頁，共十四頁。

However,LaurenMargulieux,anassistantprofessoratGeorgiaStateUniversityinAtlantaarguesthattherearetimeswhenclassroomuseoftechnologyisunavoidable.So,hesays,educatorsneedtoconsiderthatsomethingotherthantechnologyisdistractingstudents.Infact,aspecialsoftwareprogramhasbeencreated.Studentscanusetheprogram,whichengagesstudentsmorewiththeclassmaterialontheirpersonaldevicesduringagivenclass.Itcanalsobeusedtoobservestudentactivityandpreventthemfromopeningunrelatedpagesandprogram.HoweverSoInfact根據(jù)(gēnjù)discoursemarkers劃出topicsentences第五頁，共十四頁。根據(jù)(gēnjù)已劃出topicsentences，發(fā)現(xiàn)主題詞是research

Nowadays,moreandmorecollegestudentshavenoproblemwalkingintoaclassroomandopeningtheirlaptops.Othersmayspendanentirestudyperiodwithasmartphoneinhand.Somepeoplearguethattheincreasinguseoftechnologycanhavemanyhelpfuleffectsonsociety.Butarecentresearchsuggeststhatusingtechnologyduringclasstimemayharmcollegestudents'abilitytorememberandprocessthesubjectmaterial.AmoldGlass,aprofessorinRutgersUniversityinNewJersey4,andastudentresearcherinvestigatedtheissueofdividedstudentattention.Thestudyinvolved118Rutgersstudentswhoweretakingthesamelevelcollegeclass.Thestudentswerepermittedtouseanyelectronicdeviceduringhalfoftheirdailyclassperiods.Duringtheotherhalf,noonewasallowedtouseanytechnology.Theresearchersfoundthattheaveragedailyquizresultsshowednoevidenceofharmfuleffectsfromtheuseoftechnology.However,theaverageresultsofthelargertestsandfinalexamshowedthatallthestudentsperformedpoorlywhentheywerepermittedtousetechnologyintheclassroom.Glassarguesthatitshowstheuseofelectronicdevicesintheclassroompreventsstudentsfromprocessinginformation.Whenthestudentshearwhattheprofessorissaying,theymightbebuyingthingsonlineorreadingunrelatedemailsatthesametime.Andthat,Glasssays,makesitharderfortheinformationtoentertheirlongtermmemory.Eventhoughthestudentsknowwhattheprofessorsaidatthattime,theynolongerrememberitaweeklaterbecausetheymissedtheopportunity.HoweverButaresearchTheresearchesThestudy第六頁，共十四頁。

Nowadays,moreandmorecollegestudentshavenoproblemwalkingintoaclassroomandopeningtheirlaptops.Othersmayspendanentirestudyperiodwithasmartphoneinhand.Somepeoplearguethattheincreasinguseoftechnologycanhavemanyhelpfuleffectsonsociety.Butarecentresearchsuggeststhatusingtechnologyduringclasstimemayharmcollegestudents'abilitytorememberandprocessthesubjectmaterial.AmoldGlass,aprofessorinRutgersUniversityinNewJersey4,andastudentresearcherinvestigatedtheissueofdividedstudentattention.Thestudyinvolved118Rutgersstudentswhoweretakingthesamelevelcollegeclass.Thestudentswerepermittedtouseanyelectronicdeviceduringhalfoftheirdailyclassperiods.Duringtheotherhalf,noonewasallowedtouseanytechnology.Theresearchersfoundthattheaveragedailyquizresultsshowednoevidenceofharmfuleffectsfromtheuseoftechnology.However,theaverageresultsofthelargertestsandfinalexamshowedthatallthestudentsperformedpoorlywhentheywerepermittedtousetechnologyintheclassroom.Glassarguesthatitshowstheuseofelectronicdevicesintheclassroompreventsstudentsfromprocessinginformation.Whenthestudentshearwhattheprofessorissaying,theymightbebuyingthingsonlineorreadingunrelatedemailsatthesametime.Andthat,Glasssays,makesitharderfortheinformationtoentertheirlongtermmemory.Eventhoughthestudentsknowwhattheprofessorsaidatthattime,theynolongerrememberitaweeklaterbecausetheymissedtheopportunity.However,LaurenMargulieux,anassistantprofessoratGeorgiaStateUniversityinAtlantaarguesthattherearetimeswhenclassroomuseoftechnologyisunavoidable.So,hesays,educatorsneedtoconsiderthatsomethingotherthantechnologyisdistractingstudents.

Infact,aspecialsoftwareprogramhasbeencreated.Studentscanusetheprogram,whichengagesstudentsmorewiththeclassmaterialontheirpersonaldevicesduringagivenclass.Itcanalsobeusedtoobservestudentactivityandpreventthemfromopeningunrelatedpagesandprograms.第七頁，共十四頁。Problemsinwriting1Withthewhytheuseofelectronicequipmentsinclassessomeoneagreewithitforitsbenefitswhileothersdebateitharmfulifeffectsofdealingwithworks.Nowadays,thenumberofcollegestudentsusingtechnologyinclassisincreasingwhichisunderargument.

理解錯誤,這不是debate之類的而是一個(yīɡè)research3.Theformersaidusingtechnologymakesthestudentslostthechancetoremembertimethelattersaidclassroomuseoftechnologyisunavoidable.

文章強調(diào)的重點是手機對學生學習能力的影響而不是要不要用手機的事情。4.Aprofessormadetheresearchwithstudentswhouseanyelectronicdeviceandwithoutusingdevice.

文章第二段是說研究讓學生有一半的課程使用手機另外一半的課程不使用手機來上課。第八頁，共十四頁。Problemsinwriting2ArnoldGlass,aprofessorwhofoundonlyhalfofthestudentsallowedtousetechnologywhentheystudiedandtheothersdidn’tusethemeventheywerestudying.Aprofessorandastudentdotheexperimenttogetherandtheyfoundusingdigitalassistantsmaynotdoharmtodailystudy.Thestudyshowsthatthestudentswhousetechnologyforgetthelessonsmorequicklythanwhorefusetouse.

寫得太具體了，這是文章中的細節(jié)描述。桔色部分都沒必要(bìyào)陳述。第九頁，共十四頁。Problemsinwriting31.Meanwhile,studentscanuseasoftwarethatcanhelpteacherstomonitorwhetherstudentshaveopenedawebsitethathavenothingtodowithclasses.2.ArnoldGlassfoundthatpeoplewhousedthetechnologyperformthepoorerthanthosewhodidn'tuse.Studentsmayusetechnologytoshoporreadonrelatedinformationandknowledgecouldn'tstaylongintheirmemory.

在概要(gàiyào)寫作中不要寫出復雜的復合句。第十頁，共十四頁。Adviceinwriting:trytousenon-infinitiveformAccordingtoaninvestigationfromArnoldGlass,studentswhousethetechnologytostudyperformedpoorlyinlongtests.Accordingtoaninvestigation,studentsusingthetechnologytostudyperformedpoorlyinlongtimememory.2.Recentlyusingtechnologyduringclasstimeisharmfultocollegestudent