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·groupauthorswhodrawsimilars
·criticizeaspeethodology
·noteareasinwhichauthorsarei
·highlightexemplarystudies
·highlightgapsinresearch
·showhowyourstudyrelatestopreviousstudies
·showhowyourstudyrelatestotheliteratureingeneral
·cludebysummarizingwhattheliteraturesays
Activity3-1:Identifyinggoodreview
BelowisafromtheIntrodutoapapereheEffectsofFeedbadAttributioaskPersistencewherepsychologystudentChrisRozekbegiheliterature.Readitahefollowiions.
&eofteudiedintermsofculturaldifferenco（1992）foundthatJapaaryschoolshowedgreatertaskpersisteheirAmeriterparts.Schooltypeandgeorsiaskpersistehisleftcultureastheremainingvariable.Heial.（2001）furtheredthisideabytestingolderAmeridJapasoersuccessorfailureoenesesubjectswereonfoulo-failures），andthiseculatedtobebecausetheyweremorelikelytoviewthemselvesasthecauseoftheprobleIftheywerethecauseoftheproblem，theycouldalsosolvetheproblemthemselves;although，thislybeaplishedthroughersistence.Amerisweremorelikelytobelievethatoutsidefactorswerethecauseoffailure.Theseculturalstudieshiaskpersisteablebasedonattributioerexperimetributionstyleaionismlevelbecorrelatedwithfinalgradesincollege-levelclasses（Blankstein&Winkworth，2004）.
&oanswer
1.Whatisthefocusofthisliteraturereview?
2.Listthestructureofthisliteraturereview.
3.Bywhichwayhasthewriterusedtaurereview?
&heteheauthorwithspecificexamples.
Activity3-2:ggenericphrases
Itisperfealtocopyphrasesfromotherpeople’spapers.However，thesephrasesmustbegenerifact，suchphrasesshouldhelpyoutoimprlish.Readthisextractofliteraturereviewandwroupstopickoutthosegenricphrasesandtrytousetheminyourfuturepapers.
Infactthereissuistitrastiveresearchtosuggestthatthefadisadvahegrammarandvocabularymaybeperfectlyadequate，itseemstobethecasethataendtotrahediscoursepatterivelaoEnglish.Ithasbeeed，forexample，thatAsianlanguagessuese，JapaneseandKoreanhavedifferentpatternsumenttoEnglish[3].ThusoudyfoundthatthoseKorearaiedStateswroteinan‘English’discoursestyle，whiletheircolleaguewhohadtrainedandworkedonlyihapaperpublishedihology，wroteiylewithofpurposeoftheartidaverylooseanduernfromtheEnglishpointofview[4].Menerally，HindshasputforwardawidelydiscussedpositionthatJapanesehasadiffereionastothedegreeofihereaderparedtoEnglish，anesegivingmoreresponsibilitytothereader，Englishtothewriter[5].
ItmightbeobjectedthoughthatthisisrelevantonlytolanguagesandcultureswhichdiffergreatlytoEnglish.However，researanhasshownthatGermainginthesoceshasamuchlessliurethaotheextentthattheEnglishtranslatiobookwascriticizedashaphazardorevenerireviewers，whereastheinalhadreosuchreviewsontheEuropea[6].AcademicrespectabilityinEnglishisevideheappropriatediscoursestructurebutiheappropriatelevelofabstrailarly，academiishtextshavebeenshowhewaytheyuseedpreviewsandaremuchlessexpliEnglishintheirdrawingofs.Spanishalsohasasimilarpatterherefore，wouldseemtobeamore‘writer-responsible’laleastsomeotherEuropeanlanguages.
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