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•Tounderstandtheimportanceofsummarizinginacademicwriting;•Tobeskilledinparaphrasinginacademicwriting;•Tobeabletorestateyourthesisstatement;•Tobeabletowritealogicalconclusion.LearningObjectivesI.Warm-upInresearchpapers,theconcludingsectionmanifeststhevalueofyourresearchaswellasyourunderstandingofthematerialthatyouhavepresented.Allthematerialthatyouhavecollectedmeansnothingtoreadersuntilyoupresenttheconclusionasaresultofyourresearch.Conclusionnormallyservesthefollowingfunctions.Thefirstistosummarizeandbringtogetherthemainareascoveredinthewriting,whichmightbecalled“lookingback”.Thesecondistoanalyzeandevaluateyourmainpointsforreaders.Inaddition,youhavetopointoutthegeneralimplicationsandpossiblelimitationsofyourresearchintheconclusion.Finally,yourconclusionmayalsoincludemakingsuggestionsforimprovementandspeculatingonfuturedirections.Itshouldbeastrongrecapitulationofyourmajorpoints.Butneveraddanewideajustbecauseyouhavethoughtofitattheend!1.Readtheconcludingsectionofthesampletexttoidentifytheinformationelementsinthefollowingtable.Thendiscusstheirfunctions.II.SampleReadingInformationelementsRelevantdetailsSummaryoftheargumentFirstsentenceinParagraph1MajorfindingsoftheresearchSentence3totheendofPara.1ImplicationsoftheresearchSentence2inPara.1and1stsinPara.2LimitationsoftheresearchSentence2,3,4,5,6inPara.2RecommendationsforfurtherresearchLastsentenceinPara.2Conclusionshouldbethebestpartofyourpaperwhichnormallyservesthefollowingfunctions.Thefirstistosummarizeandbringtogetherthemainareascoveredinthewriting.Summarizingismorethanretelling;itinvolvesanalyzinginformation,distinguishingimportantfromunimportantelements.Thesecondistoanalyzeandevaluateyourmainpointsforreaders.Striveforanswerstoquestionsthatreaderslogicallyraise.Showyourreaderswhythisresearchisimportant.Inaddition,youhavetopointoutthegeneralimplicationsandpossiblelimitationsofyourresearchinconclusion.Finally,yourconclusionmayalsoincludemakingrecommadationsforimprovementandspeculatingonfuturedirections.Lookingtothefuturecanemphasizetheimportanceofyourpaperorredirectreaders'thoughtprocess.Itmayhelpthemseethingsmoreglobally.Itmanifeststhevalueofyourresearchaswellasyourunderstandingofthematerialthatyouhavepresented.II.SampleReading2.Whatverbtensesaremainlyusedinthisconclusionsection?Whichvoiceispredominantinthissection,theactivevoiceorthepassivevoice?Whendescribingactionsorsituationsthathappenedinthepast,orexpressingactionsthatfolloweachother,thesimplepasttenseisnormallyused.Amajorityofverbsinsummaryandlimitationsectionsareinthepast.Thesimplepresenttenseismorecommoninimplicationandrecommendationsections.Otherformscanalsobeusedifthereisagoodreasonfordoingso.Activevoicemeansthatifthesubjectofasentenceperformstheaction,theverbusedtoexpressthismeaningisactive.Ifthesubjectreceivestheactionoftheverb,theverbispassive.Passivevoiceisnormallyusediftheagentisarbitrary,ornotknown,andsometimes“by…”isomitted.Inthisreadingpassage,thepassivestructureispredominant.II.SampleReadingA.SummarizingTherearethreewaystoincludesourcematerialinacademicwriting:summarizing,paraphrasing,andquoting.Eachofthesestrategiescapitalizesondifferenttypesofinformationthatcanbeuseful.Tosummarizeistobringoutinyourownwordsashortenedversionofwrittenorspokenmaterial,statingthemainpointsandleavingoutanythingthatisnotessential.Summarizingismorethanretelling;itinvolvesanalyzinginformation,distinguishingimportantelementsfromunimportantones.III.LanguageFocusA.SummarizingHerearesomeusefultipsforsummarizing:•Startbyreadingashorttextandhighlightthemainpointsasyouread;•Readthetextagainandmakenotesofthemainpoints,leavingoutexamples,evidence,etc;•Rephrasethemainpointsbyusingdifferentwordsandphrases;•Donotaddyourownideas,opinions,orjudgmentofthearguments;•Includereferencestotheoriginalsources.III.LanguageFocus1.Readthefollowingparagraphandwriteasummaryaboutit.AstudentsummaryoftheoriginalpassageThewriterfeelswomeninCanadaareluckierthanIndianwomen,becausemostCanadiansthrowouttheconceptionofsexism.However,someCanadianfemalesmissthegoodolddays.Inthepast,gentlemenopeneddoorsforladies,andpulledouttheirchairs,etc.NowCanadianmenbelievewomenareequalandtheymustpayatrestaurant.Questionsfordiscussion:1.Whereisthewriterfrom?2.HaveallCanadiansabandonedsexistideas---orjustmostCanadians?3.Howdothesetwoexpressionsvaryinmeaning?(a)Menwouldoftenpulloutchairsforwomen.(b)Menwouldoftenpulloutwomens'chairs.4.Dowomentodayalwayshavetopayfortheirmealswhendiningout?III.LanguageFocus1.Readthefollowingparagraphandwriteasummaryaboutit.AccordingtoanIndianwhohaslivedinCanadaforseveralyears,someCanadianwomenfeelnostalgicaboutthedayswhentheyreceivedspecialcourtesiesfrommen.Now,mostCanadiansendeavortotreatmenandwomenequally.III.LanguageFocus2.Decidewhichversionisanacceptablesummaryandwhy.Version1=Plagiarism.Thestudenthasattemptedtodisguisethefactthatmostofthewordsandalloftheideasinthispassagehavebeencopieddirectlyfromtheoriginalbyalteringverbformsandchangingtheoriginalorderoftheideas.Thewordshighlightedaretheonlywordsnotplagiarizedfromtheoriginaltext.Ther