奇书网>学术英语写作基础教程答案华南理工大学 > Section 2 Components of a Conclusion（第1页）
Section 2 Components of a Conclusion（第1页）
Seposofa
Masfeelthattheyhaveosayafterhavihepaper。Buttheyshouldbearinmindthattheisoftenwhatareaderremembersbest。Therefore，yourshouldbethebestpartofyouressay。
ssummaryformwhathasalreadybeehepaper。Thoughposofaayvary，agenerallysarestatemehesisiroduaryofkeypointsinthebody，andabroadstatemeioionsoreioc）。
Activity2-1:Analyzingtheposofa
&hetoanessay。Readcarefullyanddiscusswithyourpartaspectsofthepaperareaddressedbyeathe。
Sample1
&ions:ACaseStudyofTeachers’BeliefsandPractices
（1）ThisexploratorycasestudyiatedbeliefsandastrualpracticesoftwoexperieeachersofEnglishlanguageinaprimarysSihefindieachersdoiofplexbeliefsystemsthataresometimesheirpracticesforvariousplicatedreasolyrelatedtotextofteag。（3）Eventhoughgeionsofthiscasestudymaybeproblematiguageteachersmaylearnmuportanceofagteachers’beliefsandparingthesebeliefswithactualpractices。（4）ethatthiscasestudyactasacatalystinenablieacherstorefledexamiheirowtheirgrammarteagpractices。
&ionsfordis
Thehasihefolloects:
（1）_________________________________________________________________
（2）_________________________________________________________________
（3）_________________________________________________________________
（4）_________________________________________________________________
Activity2-2:Analyzingtheofanessayioitsintrodu
&heoftheessayouraluni。（Fortheintroduoftheessay，seeSampleIntrodu1ofActivity2-1inUnit3）Ahesenteedtotheintrodu。
Sample2
（1）Itisclear，therefore，thatnotonlydoemployeeshavetobetrainedfiralianmulticulturalworkplace，butmanagersalsorained。（2）Maeeffe-hprogramsareprrahattheybeiliarwiththeEnglishlaralianunisaralianworkculture。（3）Inaddition，AustraliannativeEnglishspeakersobemadeawareofthedifferingculturalvaluesoftheirarticularlythedifferentformsofnon-verbaluniusedbyothercultures。（4）Furthermore，allemployeesmustbeprovidedwithddetailedguidelipaions。（5）Theihmaaffrevealthatamajorityofmaalsincrossculturalunidinmanagingaculturallydiverseworkplace。（6）Aboveall，iominimizeunisandtomaintainaoleraandingaioiculturalworkplaagersohaveaivekheiremployees，touandhowtheirsoditioheirbeliefsaboutworkaheuniskillstodevelopdself-esteemamroups。（7）TheculturallydiverseAustralianworkplaeverbepletelyfreeofunis，however，furtherstudiestoideialproblemsandsolutiotertrainingincrossculturalunianagersandemployees，shouldresultinamuderstandingaivee。（230words）
Activity2-3:Identifyisofa
&hefollowisfroms。Identifywhipoedbelowhavebeeteheletters（A-E）。
（1）Iemptshavebeeosummarizeahetreseardsenicrigexclusivelywithagronomicallyimpenes。
（2）Anotherlihpursuiostudytheimportanguageforexpatriateassigs。
（3）Asalways，thisiionhasanumberoflimitationstobesiderediingitsfindings。
（4）Obviously，busiesefitfrombeiproblemfocusedgstrategiesaremoreeffesymptomfoes。
（5）Ourreviewofthirteerikesinpublioheeffectofastrikeonpublisportridershipvariesaherbetemporaryorperma。
（6）Theseresultsofthebiastudyreportedherearetwithothersimilarstudiesduothertries（BaronandNorman，1992）。
（7）Tobemoreprecise，thereositiverelatioolerantaproblemsolvingandallfourmeasuresofadjustmeera，workaivewell-being。
（8）Toempiricallytestthisjecture，weneedmoreatioionofthisresearch。
（9）Morereseareededtosupporttheseclaims，buttheresultsdescribedabovesuggestthatfurtherinquiryierarytheoryplays—aispreseolearners—inadvaeratureclassesmayproducemoredetailedais。
（10）Untilsuchtime，instructorsshouldsiderthebesofaedapproachtoliteraturestudiesandshouldpreseostudentsprepariudiesieredmanner。
A。Suggestionsforfurtherresearch
B。Summaryofmainbody
parisonswithotherstudies
D。Practicalimplidproposals
&ionsofresearch
