通用学术英语综合教程-读写 课件 大学英语IV 7-2 Inconvenient Truth About Choice

通用学术英语综合教程（读写）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter1InconvenientTruthAboutChoiceReading1Reading2LearningObjectivesTograsptheuseofconditionalifandvariousprefixesinevaluativelanguageToidentifytheauthor’sstanceinevaluativelanguageTounderstandhowtocompareone’sfindingswiththoseofothersTounderstandwaystohighlightcontributionandsignificanceofthestudy

TheInfluenceofMinorityPeerEffectsandAttritionfromtheSciencesUCASReading2PeerEffectsandAttritionfromtheSciencesMarcLuppinoandRichardSander

UCASReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsTheMagicofRealityWarming-upgLookatthecartoonbelowanddiscussthisquestion:Doyouthinkitisfairfortheboyinthecartoontosay“That’ssounfair’”?

UCASAffirmativeActionBeforeYouRead

MenuTheMagicofRealityInformationabouttheauthorseattyStoreUCASMarcLuppino(Economist)RichardSander(LawProfessoratUCLA)AffirmativeactiondebateEqualitydenotesthateveryoneisatthesamelevel.Everythingissharedwithexactdivision.Equityreferstothequalitiesofjustness,fairness,impartialityandevenhandedness.BeforeYouRead

MenuWhileYouReadTheMagicofRealityUCASUnderstandingtheessaystructureReadCH7-2anddividethearticleintoBPSE(Background,Problem,SolutionandEvaluation)format.Background(paragraphs1-2)BackgroundandcontextfortheproblemProblem(paragraphs2-4)HighlightresearchaimsandmethodsSolution(paragraphs5-9)DisplaymajorfindingsinresponsetoresearchaimsEvaluation(paragraphs10-11)ComparethefindingswiththoseoftheothersMenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskillsReadCH7-2againanddiscussthefollowingquestions.1.Whatseemstobetheresearchgapinthecurrentliterature?2.Howdidtheauthorsexaminethemajorchoiceandfinalcollegeoutcomes?3.Whatcantheyobservefrominteractionsbetweenstudents’ownabilityandpeerability?4.Whatarethemajorcontributionsofthisresearch?MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskillsReadCH7-2againanddiscussthefollowingquestions.1.Whatseemstobetheresearchgapinthecurrentliterature?Thoseminoritiesbenefitedfromaffirmativeactionpoliciescouldhavetroublesinskillsanddevelopment,whichisinlinewithmismatchtheory.2.Howdidtheauthorsexaminethemajorchoiceandfinalcollegeoutcomes?Theycollectedfourtypesofdatafromanine-year,eight-campusdatabase:cumulativeGPA,persistenceinsciences,likelihoodofgraduation,andlikelihoodofgraduationandpersistenceinsciences.3.Whatcantheyobservefrominteractionsbetweenstudents’ownabilityandpeerability?Thestrongerpeerabilityis,thelesslikelyonecangraduatewithasciencedegree.STEM“finalmajor”dropsmoresharplyforlowmathperformersthanhighmathperformers.MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskills4.Whatarethemajorcontributionsofthisresearch?Toanswerthisquestion,pleasecomparetwoversionsofevaluationandselecttheonethatconvincesyoumore.

Wefindthatweakerstudentsareadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Wealsofindthatunderrepresentedminoritiesdonotlikenon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.ThoseminoritystudentsinterestedinsciencedropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakelowGPAs.Whataccountsforthisraceeffect?Becausetheyhaveastrongercommitmenttopursuingscienceandbeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifonebearstheriskofnotsuccessfullycompletingadegree,minoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.

Wefindthatweakerstudentsareparticularlyadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Perhapsmoststriking,wefindthatunderrepresentedminoritiesaremuchlesslikelythannon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.Instead,minoritystudentsinterestedinsciencearemuchmorelikelytodropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakeaverysubstantialhitontheirGPAs.Whataccountsforthisraceeffect?Perhapsminoritystudentshaveastrongercommitmenttopursuingscienceandarewillingtobeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifoneweretotaketheriskofnotsuccessfullycompletingadegree,itwouldappearthatminoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.A.B.MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskills4.Whatarethemajorcontributionsofthisresearch?Toanswerthisquestion,pleasecomparetwoversionsofevaluationandselecttheonethatconvincesyoumore.

Wefindthatweakerstudentsareadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Wealsofindthatunderrepresentedminoritiesdonotlikenon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.ThoseminoritystudentsinterestedinsciencedropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakelowGPAs.Whataccountsforthisraceeffect?Becausetheyhaveastrongercommitmenttopursuingscienceandbeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifonebearstheriskofnotsuccessfullycompletingadegree,minoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.

Wefindthatweakerstudentsareparticularlyadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Perhapsmoststriking,wefindthatunderrepresentedminoritiesaremuchlesslikelythannon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.Instead,minoritystudentsinterestedinsciencearemuchmorelikelytodropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakeaverysubstantialhitontheirGPAs.Whataccountsforthisraceeffect?Perhapsminoritystudentshaveastrongercommitmenttopursuingscienceandarewillingtobeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifoneweretotaketheriskofnotsuccessfullycompletingadegree,itwouldappearthatminoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.A.B.EvaluativeLanguageMenuTheMagicofRealityInformationaboutMismatchTheoryWatchavideoabout“Affirmativeactionhurtsminorities”andanswerthefollowingquestions:1.Whatismismatch?2.WhydidHarvardadmitJoseph?3.HowareChinesestudentsaffectedbyAffirmativeactionpolicies?

UCASMenuAfterYouReadMenuAffirmativeaction&MismatchTheoryWhatismismatch?WhydidHarvardadmitJoseph?HowareChinesestudentsaffectedbyAffirmativeactionpolicies?LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASEvaluativeprefixesPleaseidentifytheprefixesinthefollowingsentencesandproducemoresimilarwords.Perhapstheyunderestimatethepotentialrisksoffailingtomeetgraduationrequirementswhenpursuingdifferenttypesofdegrees.However,avarietyofstudieshavesuggestedthatlargepreferencesmayhavecounterproductiveeffects(Sowell,1972;Loury&Garman,1995).Conversely,affirmativeactionpolicieswouldpotentiallyhavetheperverseeffectofunderminingdiversityinthesciencesifnetpeereffectsarenegativeinuniversity-levelSTEMcourses.OverdramatizingculturaldifferencesandstereotypingEFLstudentscategoricallyislikelytobegenerallyhelpful.Hisinclusionatthatpointcanbeextremelymisleadingbecausesegregationwasevenmoreprevalentinthedecadesthatfollowed.underestimatecounterproductiveunderminingOverdramatizingmisleadingMenuLanguageFocusTheMagicofRealityUCASEvaluativeprefixesPleaseidentifytheprefixesthatprojectanevaluationoverthing,action,orstatusinthefollowingsentencesandproducemoresimilarwords.underrepresentedunderestimateundermineundersizeunderscoreoveremphasizeoverrateoveractovercrowdedoverlookcounterproductivecounterintuitivecounteractivecounterblastcoounterattackmismatchmisstatemisleadingmisunderstandmisconductMorewordsMenu1.However,thosestudieshavelookedatleadconcentrationsinblood,notbonelead,abetterindicatorof

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LanguageFocusUCASVocabularyaffirmative,attrition,cumulative,deficits,evolving,exacerbate,maneuver,moderate,perverse,rigid

attritionmaneuvermoderated

perverserigidexacerbateddeficitsevolvingcumulativeaffirmativeMenuTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASHighlightingYourContributionYourworkmayhaveusedadifferentmethodtoproducesimilarresults,whichwouldaffecttheperceptionofexistingmethods;itmayconfirmtheresultsobtainedinapreviousstudy;itmaycontradictandthereforediscreditresultsobtainedinapreviousstudy;itmayofferacompletelydifferentornewapproachoritmay,asinthiscase,extendtheresultsandthereforeconfirmtheimplicationsofpreviousstudies(Glasman-Deal,2010:173-74).Alltheworkisyourcontribution,andtheymaybecomeclearerwhenyouhighlightthevocabularyforthem.e.g.Consistentwithmismatchtheories,wefindthatweakerstudentsareparticularlyadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Youcanalsospecifythenatureofyourcontributionbyusingpositivelanguagethatclearlypresentsthebenefitsoradvantages(Glasman-Deal,2010:174).Don’tbeshyaboutstatingyourcontribution.e.g.Thekeycontributionofourworkisthatweareabletotakeadvantageofarichdatasetthatallowsustotakeanumberofstepstoensurethatourfindingsarenotcontaminatedbyselectionbias.AcademicLiteracySkillsMenuTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASIdentifythehighlightingphrasesinthesentencesbelow.Perhapsmoststriking,wefindthatunderrepresentedminoritiesaremuchlesslikelythannon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.Inaccordwiththemismatchhypothesis,wefindthatastudent’spersistenceinscienceisparticularlyhurtbystrongerpeerswhenthestudent’sownmathabilityisrelativelylow.Thispaperisoneofthefirststudiestoempiricallytesthowthecompetitiveenvironmentfoundinuniversity-levelSTEMcoursesmediatestheinfluenceofpeerqualityonthecollegeoutcomesofintendingsciencemajors.Becauseoftheextremelyrichdatawehaveonapplicationandadmissionpatternsacrossalleightcampuses,weareabletoeffectivelyaddressselectionproblemsbybuildinguponandimprovingonthestrategyusedbyDaleandKrueger(2002)intheirwell-knownstudyoftheeffectsofcollegeelitenessonearnings.Wefindstrongsupportfortheroleofpeereffects,andsignificantsupportforthemismatcheffectasitisusuallydefined.OurpaperhelpstobetterunderstandhowpeerqualityinfluencesthemajorchoiceandfinalcollegeoutcomesofminoritiespursuingSTEMmajors.AcademicLiteracySkillsMenuTheMagicofRealityUCASHighlightingyourcontributionsTask3Thefollowingstatementsallhighlightthecontributionoftheauthors’work.Pleasesupplyonesuitablewordintheblank,andthenidentifywhichkindofcontributioneachstatementrepresentsbyfillingintheboxbelow.

Unlikethesepapers,oursharedanalystmethodis_______(likely/possibly)toidentifypeerfirmsthataredirectcompetitorandpeersinastrategicsense.Consistentwiththegeneralp