Overview of the CELESE Program · 2020-06-14 · AntConc (Anthony, L., 2012) 28 Task 1: Overview of...

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CELESE Tutorial Session September 20, 2013

Afternoon Schedule 14:30 - 16:00 Using Course N@vi / CELESE Website, Web tools, ... 16:00 - 17:00 Elective & Graduate Courses 18:00 - Party

Overview of the CELESE Program

2

4th

year

3rd

year

2nd

year

1st

year

Communication Course

Academic Course

Communication Strategies 1/2

Academic Lecture Comprehension 1/2

Concept Building and Discussion 1/2

Academic Reading 1/2

Special Topics in Functional English

Technical Presentation

Technical Writing 1/2

Required Courses for All

Students

Undergraduate Program (B.Sc.)


3

2nd

year

1st

year

2nd

year

1st

year

Advanced Technical Presentation

Workplace English 1/2

Graduate Program (M.Sc., Ph.D.)

Professional Communication 1/2

Advanced Technical Reading and Writing 1/2

Advanced Technical Presentation

Workplace English 1/2 Students

from non-CELESE undergraduate

programs

(ELECTIVE)

Students

from CELESE undergraduate

programs

(ELECTIVE)

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Course goals lecture understanding

note-taking

summary writing

discussion

debate

1st Year Courses: Academic Lecture Comprehension 1/2・ Communication Strategies 1/2

Communication

Strategies

5

Course goals

Reading & Writing

Group & Individual projects

processes/chart explanations

avoiding plagiarism

Internet searching

discussion

Presentation

PowerPoint slide design

presentation basics

2nd Year Courses: Academic Reading 1/2・ Concept Building and Discussion 1/2

6

Course goals Research paper English

organization flow & style specialist vocabulary

Presentation English understanding the

audience effective delivery

methods useful expressions ...

3rd & 4th Year Courses: Technical Writing 1/2・ Technical Presentation

2

7

Course goals Research paper English

organization flow & style specialist vocabulary

Presentation English understanding the

audience effective delivery

methods useful expressions ...

3rd & 4th Year Courses: Technical Writing 1/2・ Technical Presentation

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SF6 Gas（C-GIS） Solid（SIS）

SFSF6 6 Gas Free, Good for the environmentGas Free, Good for the environment

In Order to Reduce SF6 Gas in Switchgear.

Solid is going to take the place of SF6 gas.

Solid

Switch

SF6 Gas

Metal Box

１．１．Water pollution Water pollution by N and P

・Waste water contained N and P is harmful to water environment.

Fig.1. seahttp://www.slzx.cn/ct/szweb/cc/

Fig.2. lake http://www.flickr.com/photos/lllocolll/256302411/

low concentration some diseases are caused by them.

high concentration creatures die, visible changes happen

in the lake and see.

・It is important to treat waste water.

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Undergraduate Grades (2013)

1st Semester Grading (2013)

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Graduate Grades (2013)

1st Semester Grading (2013)

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4th

year

3rd

year

2nd

year

1st

year

Communication Courses

Academic Courses









Students

Undergraduate Program (B.Sc.)

11

Technical Presentation (TP/ATP)

Files uploaded to the CELESE website

12


Course Objectives

present research results at an international conference level

Course Outline

Part 1: Presentation Strategies

Introduction to SciTech presentations

APOFSD

Goal: 5-10 min. presentation on research background

Part 2: Presentation Language

Introductions and Summaries

Materials and Methods

Results and Discussion

Q&A

Goal: 7-15 min. presentation on research details

3

13

Technical Presentation (Can-Do List)

understand the importance of presentations and their inherent problems control nerves and deliver a presentation with confidence and authority design clear and attractive visual aids use popular presentation software packages identify the audience, purpose, organization, flow, style, and delivery of

presentations deliver a presentation from a prepared speech or notes with comprehensible

pronunciation and intonation use natural-sounding linking phrases and expressions when navigating and

explaining presentation content understand how to deal with questions from the audience learn how to cite and reference presentation resources and data

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Important points for the 2nd semester course (AY2013) One semester course (repeated in the 2nd semester)

Classes will comprise of both 3rd and 4th year students

In class study: 14 weeks (45 hrs total study)

No changes to the TP textbook

Presenting Research in Science and Engineering

Available from the COOP (1600 yen)

Students numbers are capped at 30

10 PCs available for use by CELESE faculty only

reserve in the Teacher’s Office

3 video cameras available for general use


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Syllabus Design (Option 1) Week (Thu) Description

Sept. 26 general introduction, overview of oral presentations, practice 1 & 2

Oct. 3 audience, purpose, organization (1)

Oct. 10 organization (2), flow, style

Oct. 17 delivery (slide design, pronunciation)

Oct. 24 Presentation 1 (Session 1)

Nov. 7 Presentation 1 (Session 2)

Nov. 14 Presentation 1 feedback

Nov. 21 Explaining the title, outline, and summary

Nov. 28 Explaining the background and problem

Dec. 5 Explaining the materials, methods, and processes

Dec. 12 Explaining and discussing data in the form of figures and tables

Dec. 19 Understanding and answering questions from the audience

Jan. 9 Presentation 2 (Session 1)

Jan. 16 Presentation 2 (Session 2)


Requests to teachers

Teach to the goals of the course

Make sure students read and understand the course syllabus

Make sure students purchase a textbook

Make sure that students sign a permission agreement before you collect and/or record (video) student presentations

Submit a copy of all students' mid-term and final presentation slides to the CELESE coordinator (Anthony)

ask students to submit .ppt(x) or PDF files to Course N@vi

collect the student presentation files via Course N@vi

send to <[email protected]>:

the Course N@vi zip file of the student presentation files

the Course N@vi zip file password (in a separate email)

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17


4th

year

3rd

year

2nd

year

1st

year

Communication Courses

Academic Courses









Students

Undergraduate Program (B.Sc.) 18

Technical Writing (TW)

Files uploaded to the CELESE website

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19


Course objectives

moving from explicit to implicit learning

moving from templates to original writing

moving from generic research papers to specialized research papers

Course Overview (TW 1)

Part 1: Writing principles

APOFSP

Part 2: Writing development

TAIMRDR

Final Goal

a 4-5 page research paper written at the level of an local conference proceedings 20


Course objectives

moving from explicit to implicit learning

moving from templates to original writing

moving from generic research papers to specialized research papers

Course Overview (TW 2)

Part 1: Writing principles

APOFSP, Introduction to corpus analysis

Part 2: Writing development

TAIMRDR

Final Goal

a 4-5 page research paper written at the level of an international conference proceedings

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Technical Writing 1 (Can-Do List)

• Understand the concepts of research and the research process • Understand the importance of audience, purpose, organization, flow, style, and

presentation in the construction of a science and engineering research paper • Understand research journal “Instructions for Authors” guides • Write the title, introduction, materials and methods, results, and discussion sections

of a research paper • Explain information in figures and charts • Know how to strengthen or weaken interpretations of research findings using

hedging devices • Follow common conventions for citing and referencing information in a research

paper to avoid plagiarism

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Technical Writing 2 (Can-Do List)

• Understand the importance of English in the fields of science and engineering. • Understand common problems associated with using technical vocabulary in specialist

fields. • Use effective strategies to learn technical vocabulary in specialist fields. • Use text analysis tools to identify differences in the audience, purpose, structure, style,

and presentation of technical texts in different fields. • Identify the structure of technical research papers in specialist fields. • Understand research journal Call for Papers and Instructions for Authors. • Write the title, abstract, introduction, materials/methods, results,

discussion/conclusion sections of a research paper in a specialist field. • Write simple and extended definitions. • Explain methods and processes. • Explain information in figures and tables. • Know how to strengthen or weaken the interpretation of research

findings through hedging. • Understand the importance of references, citations, and avoidance of

plagiarism. • Follow common conventions for citing and referencing information in a

research article.

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Technical Writing 2 (TW2)

Important points for the 2nd semester course (AY2012)

TW1 and TW2 are separate courses

Classes will comprise of both 3rd and 4th year students

Some students will take both courses, others will take only one

In class study: 14 weeks (45 hrs. total study)

Students will have an in-house published textbook

Writing Up Research in Science and Engineering - Developments

Available at the Teachers' Office

Students numbers are capped at 50

10 PCs available for use by CELESE faculty only


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Syllabus Design (Option 1) Week Description

Sept. 26 Introduction to Technical Writing. Review of Technical Writing 1: What is research/How do you structure a research paper

Oct. 3 Basic Principles in Technical Writing: Audience, Purpose, Organization, Flow, Style, Presentation

Oct. 10 Introduction to text analysis tools (1): Analyzing research paper biographies-part 1

Oct. 17 Introduction to text analysis tools (2): Analyzing research paper biographies-part 2

Oct. 24 First steps in text analysis (1): Building a corpus of research papers

Nov. 7 First steps in text analysis (2): Creating vocabulary lists, searching for words, phrases, and grammar patterns

Nov. 14 Writing a research paper proposal: Brainstorming topics, narrowing the scope, finalizing the decision

Nov. 21 Writing a research paper title: Keywords, noun phrases, and prepositions

Nov. 28 Writing a research paper introduction (1): Characteristic features and structure of introductions

Dec. 5 Writing a research paper introduction (2): Explaining the situation, describing problems/limitations, describing the response

Dec. 12 Writing a research paper methods section: Explaining methods and processes

Dec. 19 Writing a research paper results section: Deciding the type of visual aid, explaining figures and tables

Jan. 9 Writing a research paper discussion/conclusion section: Summarizing results, adjusting the strength of interpretations using hedging

Jan. 16 Writing a research paper abstract: Choosing between indicative and informative abstracts

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Teaching TW2 using a Data-Driven Learning (DDL) Approach

Curriculum/Syllabus Design Questions

How do we teach the characteristic patterns of research paper writing in 17 different specialist fields?

How do we empower students to be able to identify the characteristic patterns of language use in other text types after graduation?

e.g. email writing, memos, technical reports, proposals, ...

Adopt a Data-Driven Learning (DDL) Approach to technical writing using corpus tools

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Teaching TW2 using a DDL Approach Definition

A focus on the exploitation of authentic materials

A focus on real, exploratory tasks and activities

A focus on learner-centered activities

A focus on the use and exploitation of tools

(Bernd Rüschoff, 2010)

Authentic materials (corpora): international journal research papers (IEEE, Elsevier, CELL, …)

Tasks/activities (focused on): audience, purpose, organization, flow, style, delivery

Tools: AntConc concordancer (Anthony, L.)

GoTagger Part-of-Speech (POS) Tagger (Goto, K.)

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Teaching TW2 using a DDL Approach Corpus Tools

GoTagger 0.7 (Goto, K., 2006)

AntConc (Anthony, L., 2012)

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Task 1: Overview of Research Paper Biographies

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Laurence Anthony received the M.A. degree in TESL/TEFL, and the Ph.D. in applied linguistics from the

University of Birmingham, Birmingham, U.K., and the B.Sc. degree in mathematical physics from the

University of Manchester Institute of Science and Technology (UMIST), Manchester, UK. He is a Professor in

the Faculty of Science and Engineering at Waseda University, Tokyo, Japan. His primary research interests

are in educational technology, corpus linguistics, and natural language processing.

George V. Lashkia received the M.S. and Dr. Sci. degrees from Moscow State University, Moscow, Russia, in

1984 and 1988, respectively. He is Professor in the Department of Computer Science at Chukyo University,

Toyota, Japan. His current research interests include machine learning, automata and language theory, data

mining, and network computing.

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Laurence Anthony received the M.A. degree in TESL/TEFL, and the Ph.D. in applied linguistics from the University of Birmingham, Birmingham, U.K., and the B.Sc. degree in mathematical physics from the University of Manchester Institute of Science and Technology (UMIST), Manchester, UK. He is a Professor in the Faculty of Science and Engineering at Waseda University, Tokyo, Japan. His primary research interests are in educational technology, corpus linguistics, and natural language processing.

George V. Lashkia received the M.S. and Dr. Sci. degrees from Moscow State University, Moscow, Russia, in 1984 and 1988, respectively. He is Professor in the Department of Computer Science at Chukyo University, Toyota, Japan. His current research interests include machine learning, automata and language theory, data mining, and network computing.

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Laurence Anthony received the M.A. degree in TESL/TEFL, and the Ph.D. in applied linguistics from the University of Birmingham, Birmingham, U.K., and the B.Sc. degree in mathematical physics from the University of Manchester Institute of Science and Technology (UMIST), Manchester, UK. He is a Professor in the Faculty of Science and Engineering at Waseda University, Tokyo, Japan. His primary research interests are in educational technology, corpus linguistics, and natural language processing.

George V. Lashkia received the M.S. and Dr. Sci. degrees from Moscow State University, Moscow, Russia, in 1984 and 1988, respectively. He is Professor in the Department of Computer Science at Chukyo University, Toyota, Japan. His current research interests include machine learning, automata and language theory, data mining, and network computing.


1. From the image in Example 1, What can you say about the presentation? Position in paper

end of paper, (bottom of first page)

Layout of information

photo on left

name in bold

names ordered as in title (*not* alphabetically)

2. The IEEE states... It what ways do the biographies in Example 2 follow the guidelines?

name, education/major, work/position, research interests

It what ways do the biographies in Example 2 ignore the guidelines?

place of birth, date of birth, publications, membership, awards, work for IEEE 33 34


3. Look at a sample of biographies from your own specialist field.

What similarities/differences do you find to the biographies in computer science?

[Similarities]

...

[Differences]

...

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Writing Principles

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Audience

Purpose

Organization Style

Flow

Presentation

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1. Overview of Biographies in Computer Science Research Journals

Audience

written for the readers (or editors) of the journals. Purpose

inform the readers about the name, education/work background, position, and interests of the author(s)

Organization

follows the order stated in the journal instructions for authors Flow

lists information in the order stated by the journal with few linking phrases

Style

adopts formal academic writing style. Presentation

appears at the end of a journal paper (or not at all)

sometimes includes a photograph (to the left)

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2. Getting Started with Text Analysis

It you want to learn to write in a specialist field, you need a large sample of texts that is representative of the target language (i.e., a corpus)

a large sample of (electronic) texts that is representative of the target language

You also need a tool to analyze your sample of texts (i.e., a corpus analysis tool or concordancer)

a software tool designed for text analysis

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Task 2: Corpus Design

Step 1

Estimate the size of the complete set of top research journal papers

Step 2

Select a subset of journal papers that you expect will represent the complete range of biographies in your field.

Steps 3-5

Download (interesting) research papers from your field

Save as a PDF and TEXT file

Step 6

Save each biography as a TEXT file

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Task 3: Obtaining a Corpus Analysis Tool (Concordancer)

Part 1

Download AntConc (ver. 3.3.5) from http://www.antlab.sci.waseda.ac.jp/software.html

Part 2

Launch AntConc and open your corpus of biographies into the software from the File menu.

Part 3-5

Check that the program has loaded the files correctly by viewing them with the AntConc File View tool.

(Common character encodings are Latin 1, UTF-8, and Shift-JIS)

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Task 4: The Organization of Biographies

Part 1: Using the AntConc File View Tool, quickly scan through your corpus and note down the information given in the first lines of the biographies.

What do you notice?

Part 2: What information is usually given in the second lines of the biographies?

Is the second line giving more information about the topic in the first line, or is it describing something different?

Part 3: What other information is given in the biographies?

List the most common information that the authors describe.

Do the authors follow the journal guidelines?

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Task 5: The Language of Biographies: Educational Background

Part 1: Based on your analysis in Task 4, what subjects and verbs do authors use when describing their educational background?

Part 2:

1. Using the AntConc Concordance Tool, search for the verbs you listed in Part 1.

Note that you can search for strings (word fragments) and do case-sensitive searches using the search options.

What is unusual about the results display?

2) Sort the results by selecting the following KWIC (key word in context) sort options:

Level 1: 0 (target word)

Level 2: 1R (one word to right)

Level 3: 2R (two words to right)

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Task 6: The Language of Biographies: Current Position

Part 1: Based on your analysis in Task 4, …

What subject do authors usually use when introducing their working experience?

What verbs and verb tenses do authors use when describing their working experience?

Part 2:

1. Using the AntConc Concordance Tool, search for the subjects you listed in Part 1.

Note that you might want to use a case-sensitive search (e.g., to search for "He" instead of "he").

2) Sort the results using the same settings as in the previous task.

What patterns do you notice?

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Task 7: The Language of Biographies: Research Interests

Part 1: Based on your analysis in Task 4, what subjects do authors usually use when introducing their research interests?

What expressions are used when introducing research interests?

Part 2: 1. Using the AntConc Concordance Tool, search for the expressions

you listed in Part 1. Note that you might want to use a case insensitive search.

Sort the results so that the subjects of the sentences are clearly visible.

(You may need to sort the results using words to the left as well as the right).

2) Were your observations about common subjects correct? What do the results suggest about the gender patterns of researchers in

your field?

3) What other patterns do you notice in the way authors explain their research interests?

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Task 8: Writing a Biography

Part 1: List up your biographic information in note form. At this stage, you do not need to write in sentences.

Name

Educational background

Work experience

Research interests

Other information

Part 2: Using the information you wrote in part one, write a one-paragraph biography following the conventions of the IEEE.

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Corpus files uploaded to the CELESE website

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Teaching mathematics students in TW

A definition of mathematics

"The science of numbers and their operations, interrelations, combinations, generalizations, and abstractions and of space configurations and their structure, measurement, transformations, and generalizations."

(Merriam-Webster, 2012)

47

Teaching mathematics students in TW

Research questions

Does mathematics research article writing divert from the 'norm' of science and engineering in terms of macro-level structuring

title, abstract, introduction, methods, results, discussion

Does mathematics research article writing divert from the 'norm' of science and engineering in terms of micro-level writing

formal academic writing style

Teaching mathematics students in TW: Model of mathematics article structure (intuitive approach)

Analytical papers (theory) Title Abstract Introduction

general literature review

Background background to the method and/or

statement of results

Methods analytical tools/methods/lemmas

Results study closure

Discussion/Conclusion (optional) restatement of the points of the

introduction allusion to applications

Application Papers Title Abstract Introduction

general literature review

Background historical perspective on application introduction of model useful concepts

Methods analytical tools/methods/lemmas

Results [Analytical] math – a set of relationships [Experimental] experiment to check the

relationships in the real-world [Computational] simulation to check the

relationships

Discussion/Conclusion (optional) discussion of related properties impact of results on the application

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Teaching mathematics students in TW: Corpus design

Journal selection procedure (target corpus - mathematics) Top 10 highest impact factor ranked journals in area of applied

mathematics (ISI Web of Knowledge)

Not a review article journal (e.g., SIAM Review)

Not specific to a certain approach or domain of application (e.g. imaging sciences, chaos, …)

Covers both pure and applied mathematics ( a broad audience)

Journal selection TITLE: Nonlinear Analysis: Real World Applications (NARWA)

PUBLISHER: Elsevier

IMPACT FACTOR (2012): 2.043

DATES: February 2010 - December 2010 (Volume 11: Issues 1-6)

SAMPLING: Whole population approach (410 articles - 1 entire year)

CORPUS SIZE: 1,917,422 tokens; 30,700 types 50

Teaching mathematics students in TW: Corpus design

Journal selection procedure (reference corpus - engineering) Top 10 highest impact factor ranked journals in area of mechanical

engineering (ISI Web of Knowledge)

Not a review article journal (e.g. Applied Mechanics Reviews)

Not specific to a certain approach or domain of application (e.g. plastics, machining, …)

Covers both pure and applied mechanics ( a broad audience)

Journal selection TITLE: Journal of Engineering Materials and Technology (JEMT)

PUBLISHER: ASME

IMPACT FACTOR (2012): 0.56

DATES: January 2000 – December 2000 (Volume 122: Issues 1-4)

SAMPLING: Whole population approach (318 articles - 1 entire year)

CORPUS SIZE: 1,643,576 tokens; 24,637 types

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Teaching mathematics students in TW: Results: Macro-Level Structuring

Number of sections (NARWA)

Most NARWA research articles have less than six separate sections.

0 10 20 30 40 50 60 70 80 90 100

References

Acknowledgements

Appendix

10

9

8

7

6

5

4

3

2

1

Abstract

Title

%

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Section title variation (NARWA)

5

6

8

9

15

16

16

55

85

96

100

100

0 20 40 60 80 100

numerical simulations

proof of

discussion

main results

conclusions

conclusion

preliminaries

acknowledgements

references

introduction

abstract

title

%

Titl

e,

Ab

stra

ct a

nd

Top

10

Se

ctio

n T

itle

s

NARWA research articles have few common section titles.

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Section title variation (NARWA)

NARWA research articles use 951 different section titles. Not deviating from the 'norm': JEMT corpus of 318 articles has over 1300 section titles NARWA research articles use 951 different section titles. Not deviating from the 'norm': JEMT research articles have over 1300 section titles

Teaching mathematics students in TW: Summary of NARWA heading analysis

Section 1 (Introduction)

introduction

introduction and main results

introduction and preliminaries

Section 2 (Background/Methods)

Analytical

main results

preliminary results

Experimental

the model

mathematical model

problem formulation

model formulation

governing equations

mathematical formulations

Sections 3 (Methods/Results)

Analytical

proof of the main result

solution of the problem

main result and its applications

linear stability and Hopf bifurcation analysis

direction and stability of the Hopf bifurcation

existence and uniqueness of theorem/solutions

Experimental

analysis of the data/model/problem

a priori estimates of positive solutions

existence of a positive periodic solution

the main result/results

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10


Sections 4 (Results/Application)

Analytical

existence and uniqueness of equilibrium point

existence and uniqueness of limit cycle

direction and stability of the Hopf bifurcation

convergence of the series solutions

asymptotic expansion of the solution

Experimental

application

equation for the pressure

control design for the RTAC system

results and discussion

Sections 5 (Results/Application)

Analytical

proof of the principal theorem

nonexistence of nonconstant positive solution

asymptotic behavior of the positive steady state

periodic solutions

Experimental

numerical results and discussion

numerical results

numerical simulations

simulation results

experimental results


illustrative example

an example

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Sections 6 (Conclusions)

Analytical

concluding remarks

final remarks


proof of xxx

Experimental

concluding remarks

final remarks


numerical examples

numerical results

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Teaching mathematics students in TW: Formal vs. Informal Style (intuitive approach)

NARWA corpus showed apparently frequent use of informal expressions It is easy to verify that U and F satisfy the operator equation.

There you can see the precise conditions (algebraic relations between the coefficients of f(x) and g(x)) to get EQT and its infinitesimal generators.

Here, you note that the condition (%%%) above is satisfied.

In conclusion, on the one hand, these works tell us that we cannot only focus on the epidemic thresholds to estimate the corresponding incidences, but should be to make further isolated analysis.

We could see that our method improves the telegraph-diffusion method, which has many spots left

Anyway, we have that EQT is bounded ... Now, the equation.

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Teaching mathematics students in TW: Formal vs. Informal Style (data-driven approach)

Vague Language NARWA corpus

"easy" accounts for 0.46% of all adjectives (552 hits)

e.g. "An easy calculation shows ..."

e.g. "It is easy to check that ..."

e.g. "It is easy to deduce that ..."

total adjectives in corpus: 119,687

JEMT corpus

"easy" accounts for 0.04% of all adjectives (52 hits)

e.g. "It is not easy to simulate ratchetting accurately, since ..."

e.g. "These algorithms are easy to implement and are capable of ..."

e.g. "The easy way to explain this result is to ..."

total adjectives in corpus: 137,362

But, "you", "anyway", "see", "now", ... NOT deviant from the 'norm'

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Phrasal verb usage NARWA corpus

19% of all verbs appear in phrasal verb patterns

e.g., given by, based on, follows from, given in, defined by, corresponding to, leads to

total verb types: 2,288; total verb tokens: 25,653

1,454 verbs types used in phrasal verb patterns

4,697 verb tokens used in phrasal verb patterns

JEMT corpus

16% of all verbs appear in phrasal verb patterns

e.g., shown in, based on, used in, given by, obtained from, obtained by, used for, associated with

total verb types: 6140; total verb tokens: 210,140

7784 verb types used in phrasal verb patterns

46,916 verb tokens used in phrasal verb patterns

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Informal connectives ("And," "But," "So") NARWA corpus

7.6% of connectives follow an informal style

"And" (162 => 1.6%)

"But" (197 => 1.9%)

"So" (405 => 4.0%)

total connectives: 10,020

JEMT corpus

2.4% of connectives follow an informal style

"And" (32 => 0.61%)

"But" (44 => 0.84%)

"So" (51 => 0.97%)

total connectives: 5,232

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Teaching mathematics students in TW: Summary of mathematics writing

At the macro level, mathematics papers ...

can be divided into analytical (theoretical) and experimental studies

follow the introduction, methods, results, discussion (IMRD) model but only in a very general sense

rarely use IMRD section headings

At the micro level, mathematics papers ...

use many informal style features (as do some other science/engineering papers)

"easy", "you", "anyway", "now"

phrasal verbs

informal connectives ("and", "but", "so")

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Requests to teachers Teach to the goals of the course

Make sure students read and understand the course syllabus

Make sure students receive a textbook (collect student textbooks from the Teacher's Office in the 2nd week of class)

Make sure that students sign a permission agreement before you collect their report writing

Submit a copy of all students' final papers to the CELESE coordinator (Anthony)

ask students to submit .doc(x) or PDF files to Course N@vi

check the files with the Course N@vi Turnitin plagiarism detector

collect the student report files via Course N@vi

send to <[email protected]>:

the Course N@vi zip file of the student presentation files

the Course N@vi zip file password (in a separate email) 62

Overview of the CELESE Program · 2020-06-14 · AntConc (Anthony, L., 2012) 28 Task 1: Overview of...

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