MAES Module 44237

STUDENT’S NAME: JOHN CLYDE PEREZ

ACTIVITY DOSSIER (II): ANSWER KEY

THE RESEARCH ARTICLE

1. a4: outline of how the thesis is organised

b2: brief review of previous studies on the topic
c4: explanation of how the study will fill a gap, overcome limitations, or solve a
problem

2. 2. b2
3. b1
4. c1
5. c2

3. 1. b
2. a
3. c
4. d

4. 1. b
2. d
3. a
4. c

The writer has chosen to present contrasting positions of the topic.

5. 1. c
2. a
3. e
4. d
5. b

6. 1. c
2. e
3. b
4. h
5. j
6. f
7. a
8. i
9. d
10. g

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7. 1. 1, 3, 4
2. 2
3. 5
4. NONE
5. 6, 7, 8
6. 9, 10, 11
7. 12, 13, 14, 17, 18, 19
8. 15, 16
9. 20
10. 21

8. Explain results: 4, 11
Give general or important results: 8, 6, 2
Give details of results: 10, 12, 3
Introduce topic of section: 5
Direct readers to a figure: 1, 7, 9

9. a) By giving a brief description of the figure, introduced by an interpretive verb

(Figure 20 presents…), by directly stating the figure (Figure 2.7), and by
directing the reader to the figure with the use of a directive verb “see” (see
Figure 2.8).
b) Because the results should be open for interpretation and further study that is
why to indicate this caution, hedges are used in the explanation in Text 1.
c) No, because it is no longer necessary as they are already projected in the
figure. The purpose of the figure is to summarize the results in order to see its
pattern.
d) Giving general or important results and it appears in Text 1.

10. The results section reports the results with the use of leading statements to figures
or table and just the mere results. On the other hand, the discussion section interprets
the results with the use of hedges and links the results to another research.

11. A. Compare a result with previous research: 5

B. Report a result: 2, 6
C. Summarise main results: 1
D. Suggest further research: 10
E. Relate a result to theory: 4, 3
F. Note a limitation of the research: 8, 9
G. Interpret a result: 7

12. A. Methods
B. Introduction
C. Results
D. Procedure

13. Move 1: Paragraph 3

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 Move 2: Paragraph 1
Move 3: Paragraph 2
OTHER ACADEMIC GENRES

1. 1. purpose of this work was to

2. was conducted
3. results showed
4. analysis also demonstrated
5. a significant role
6. these results, it may be stated

2. Abstract 1: Introduction, Methods, Conclusion

1. C
2. A
3. B

Abstract 2: Introduction, Purpose, Methods, Results, and Conclusion

1. A
2. D
3. F
4. C
5. E
6. B

3.
Recent approaches to English Language Teaching show that learning a language should
not just involve linguistic competence but also include intercultural competence. The
linguistic aspect of language learning has been played down in favour of an intercultural
competence framework where learners can acquire skills that enable them to explore
cultural complexity and enhance cultural understanding. It is widely acknowledged that
literary texts may offer learners opportunities to develop critical reading skills that help
them understand other cultures, thus acquiring new cultural frames of reference and a
transformed world view. The purpose of this paper is to show how to foster students’
intercultural competence by having them read literary texts in English within a CLIL
context. The approach presented here aims at working with literary texts both on a
cognitive and an affective level by offering creative and challenging tasks focused on
developing intercultural competence inscribed in this content-based teaching
methodology. In order to do so, the present article describes a case study in which a unit
entitled “Gender Roles” has been developed for and implemented with students of
English. Their responses have been monitored and analysed, evidencing the initial
hypothesis of the relevance of literary texts for the enhancement of intercultural
awareness.

Introduction
Purpose

3
Methods
Results
Conclusion

4 1. Introduction
2. Aims and Objectives
3. Methods
4. Ethical considerations
5. Timescale
6. References

5. 1. Introduction: 17, 2, 6, 7, 14
2. Aims and Objectives: 13, 1, 10, 13
3. Methods: 4, 8, 9, 12, 16
4. Ethical considerations: 3, 15
5. Timescale: 5
6. References: 11

6. a. 6, 7, 9
b. 2, 3, 4, 8
c. 1, 5

7. The overall tone of the review is balanced as the writer did constructive feedback at
the end of the review. He was able to point out the positive and negative aspects of the
book fairly.

8. a. 1, 4
b. 9
c. 2, 5, 7,
d. 6, 8,
e. 3, 10

CONVENTIONS OF ACADEMIC WRITING

1. 1. It is generally accepted that an insufficient food supply causes food insecurity.

2. Worldwide, up to two billion people regularly face food insecurity. (FAO,
2003)
3. Vast amounts of food are destroyed by rats, mice, and other rodents.
4. The outbreak of a disease can destroy entire crops.
5. Globalisation may lead to continued food insecurity and poverty in rural
communities.
6. Smallholder farmers have an important role to play in eradicating hunger and
poverty.
7. Further details of the World Food Summit of 2009 can be found in Jackson
(2011).
8. The most significant problem is not food production, but food distribution.
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 9. People who rent a farm rather than own it do not have much incentive to
improve the land.
10. It seems that farming does not receive the attention it deserves.
11. It is ironic that so many people are overweight in developed countries when
so many people in developing countries go hungry.
12. People can be considered food-secure when they do not live in fear of hunger
or starvation.

2. 1. may in part be
2. would, likely
3. It is possible

3. 1. It is assumed that playing violent video games may cause more aggression,
bullying, and fighting.
2. Mars is certainly the focus of much scientific study and often considered the
foremost planet for human colonization.
3. It could be the case that certain news reports can never be because of the
possibility of media bias, journalist interpretation and agenda setting.
4. It could be suggested that the main concerns for the future generations are
probably going to be global food supplies and population growth. This seems to
suggest that both should be addressed by international leaders within the next
five years.
5. It is generally believed that climate change is caused by human activities.
6. It could be the case that one key factor of divorce is gender hierarchy and
gender inequality.
7. The impact of the UK’s ageing population will arguably lead to increased
welfare costs. Consequently, this will probably result in higher taxes and an
increased retirement age for many younger people.
8. Evidence indicates that the main cause of the financial crash was subprime
mortgage lending.

4. 1. comprehensive
2. stimulating
3. simplistic
4. thorough
5. convincing
6. restricted
7. original
8. systematic

5. Research shows that adherence to medication is linked to patients’ beliefs about their
illnesses (Ogden, 2007). Those who believe that their illnesses are uncontrollable are
less likely to adhere to medication.

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6. Levels of physical activity are lower for Irish women than for Irish men (Morgan et
al., 2008). Evidence regarding the relationship between gender and physical activity will
be reviewed in order to attempt to explain the gender difference.

7. a. argues, because the theory is proposed, research would be needed to draw

conclusions. While the authors may discuss evidence, ideas or issues, the theory
itself does not.
b. reported, because the research findings are being described. The sentence
does not imply a discussion and nor is an argument being put forward or
described.
c. explains, because as it is well known that there are several versions of
Grounded Theory, this is not an argument or suggestion on the part of Willig,
but rather a statement of fact.
d. discuss, because the authors are analysing the evidence
conclude, because conveys the sense of a conclusion based on a discussion to
review of the evidence