急求一份英语小论文Select three websites with totally different busine

急求一份英语小论文
Select three websites with totally different business models and describe each website,its business model and any current traditional business practices.Write 500 – 750 words for each site / company discussing the business model or models used and the eCommerce type or types.(Make sure that you investigate one or more of the Chinese super stores).
今天要用啊,谢谢个位大侠了!

写不完,你有email 可以传你一份.
Several existing websites dedicated to EAP teaching and learning are reviewed in
terms of their contents and special features for the purpose of strengthening the design
of the online unit. The focus of the review will be on the parts of academic writing.
The first three websites provide guidance and resources for general academic English,
then there are two specifically dedicated to the writing of research articles.
The Using English for Academic Purposes website constructed by Andy Gillett of the University of Hertfordshire
Hatfield, aims to provide guidance and resources for international students to consult.
The main content of the website contains 1) Improving accuracy for EAP, 2)
Assessing EAP, 3) Background reading for EAP, 4) Useful EAP links, 5) Four
language skills (Listening, Speaking, Reading, Writing) for EAP study, 6) Vocabulary
in EAP, and 7) EAP learning and teaching materials. Sections relating to our study
are the sections “Writing skills for EAP” and “Vocabulary in EAP” since the purpose
of this study is to equip EFL graduates with essential knowledge for writing research
paper abstracts. For the content of the two sections, only short and general
descriptive information is provided. Moreover, exercises are in the form of yes-no
questions and short Hot Potatoes quizzes. One feature about this website is that it
gathers plenty of web links to users’ questions and problems. The strong design
feature might, on the other hand, become a weak point of the design. Students might
jump to link after link, and finally lose their orientation in the endless hyperlinks.
Although there are exercise units devoted to abstracts of research papers, they only
test learner’s matching ability to match the abstract to four related fields presented on
the webpage. As long as the learners can grab key points of the abstract, it is not a
difficult task for them to match the abstract to the discipline it belongs to. Learners in
Taiwan may need more guidance in the move structure and phraseology than the ones
designed in this site.
The Online Writing Lab (OWL) of Purdue University serves as resources where students can find materials for help. It also
offers e-mail tutoring for brief questions about writing. The handouts and material it
provides includes 1) ESL handouts and resources, 2) General writing concerns
handouts, 3) Grammar handouts, 4) Interactive exercise for ESL and grammar,
punctuation and spelling, 5) Professional writing handouts, 6) Research and
documenting source handouts, 7) Writing across the curriculum (WAC) resources, and
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8) Interactive Quizzes for ESL and grammar, punctuation and spelling. Further,
OWL offers printer-friendly PDF files for learners to download. Fairly detailed and
thorough information and resources are on the website for learners to select according
to their needs. The section which concerns us is section 6, “Research and
documenting source handouts”. The main contents of section 6 are about APA/MLA
format, searching and evaluating data sources, paraphrasing, quoting, and
summarizing, a step-by-step writing checklist of research paper, and using statistics.
While the website might serve as a good resource for our undergraduate or graduate
students who have questions about general writing and language problems, no section
is devoted to the explicit teaching of writing academic journal papers like that in
Swales and Feak (2004).
The EAP webpage of Hong Kong Polytechnic University is one sub-section of
the Center for Independent Language Learning webpage designed for distant
self-learning The six units in this website
are “Participating in academic discussion”, “Developing academic writing skills”,
“Giving oral presentation”, “Using sources in academic writing”, “Organizing
extended academic texts”, and “Achieving academic writing skills”. One thing
worth noticing is that some of the material on the page is directly taken from some
EAP workbooks. In this website, more sections are directly related to writing
academic papers. Moreover, the website contains not only useful computer program
tools (e.g. organization tool, error detector, Pros and Cons calculator) to aid the
writing process, but also contains a list of useful phraseology and writing format that
are commonly used in the sections of a research article (Abstract, Introduction,
Literature Review, Method, Discussion, Conclusion, and also content page,
acknowledgement). An organization tool helps the users re-organize ideas, for
example, lists of topics to put in essays. Pros and Cons calculator provides space to
type in arguments for and arguments against the issue to help users determine on
issues by calculating the strength of points they type in. The website even offers
exercises to help learners remember the content and structure of the introduction and
the conclusion section in an academic paper. However, content on other sections
(e.g. Abstract, Discussion) of an academic paper is missing.
The three websites all aim at general academic writing ability, that is, they either
collect web link resources for further searching of information or provide exercises
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for paragraph writing, punctuations, and citations. While they are suitable for distant
and self-learning, seldom have they narrowed down their focus to only the specific
aspect of academic writing. Our graduate students might be lost in the information
sea, or overwhelmed by the information presented in the website. The following two
EAP websites we are about to describe are found to devote exclusively for the writing
of academic journal papers. The first one was developed by Hong Kong Polytechnic
University, but has no URL accessible to us. We can only catch a glimpse of it
through text description. The second website developed by Nation Chiao Tung
University in Taiwan is for learning of scientific research articles, and English for
science and technology (EST).
A web-based resource of online writing network of information (OWN) has been
developed to provide academics in the School of Nursing at the Hong Kong
Polytechnic University with research writing support in English by a research team
(Sengupta, 2003). Five points were identified after the initial needs analysis: 1)
researchers have little time available to go to the library, 2) logic and organization are
key factors posing difficulties when writing, 3) researchers need to convince the
journal editors that the study is worthwhile, 4) using the right words for convincing
and selling researchers’ research, and 5) the use of tenses poses difficulties in
reviewing the literature. In response to the needs of the academics, OWN-NHS
(Online Writing Network for Nursing and Health Science) was developed. The
special features of OWN-NHS: 1) general information regarding the top journals, 2)
specific information on language-related issues, and 3) Site Search, Site Map, and
Useful Links were incorporated in the system.
There are five information banks in OWN-NHS. The first one is Journal
Library, which contains web links, content and language analyses, guidelines to
authors and subscribers, and organizational structure. Tasks are chosen in order to
provide opportunity to examine one’s own language awareness. Corpus Findings
provides information to users as to how other NHS writers in the selected journals use
specific words. Annotated Bibliography summaries published research in the field,
while Language Explanations gives information related to each section of a research
article. Two Questionnaires were administered to the faculty users to evaluate the
usefulness of the links provided in OWN-NHS. The first questionnaire was sent out
to 30 academic staff asking them to rate the usefulness of each link, and 23 responded.
After the database was ready, another questionnaire was sent to the 23 users asking
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them which link they were most likely to use, and all the respondents responded. In
addition, editors of the 12 journals featured in OWN-NHS were sent a questionnaire
to investigate whether language issues were seen as important.
Results showed that, Journal Library’s average score was 3 (the highest score),
strongly agree. Respondents rated Tasks relatively low, averaging 1.5; many of them
questioned the usefulness of tasks. Corpus Findings was rated with an average of
2.5, very useful links. In the later version of OWN-NHS Corpus Findings it allows
individual search and can enhance the users’ motivation for learning. However,
Annotated Bibliography was rated the lowest, average 1, the least useful link; users
said they seldom had time to look into it. Language Explanation, with an average
of 3, was very useful; 10 of the respondents reported that they read the explanations
very carefully. As for journal editors’ views, though only 3 of the 12 responded,
they felt that language did influence decisions regarding acceptance of a submission.
The author concluded that OWN-NHS served as an initial support in developing
good habits of writing in new writers, but not for a long term function as it was
originally designed as a general writing aid to academics. Moreover, the kind of
support users will get from OWN-NHS is unique for each person; the information
provided can serve different purposes at different stages of writing process. Lastly,
OWN-NHS functions as an excellent database for graduate students.
One unexpected result of this study is that several academic faculties commented
that OWN-NHS was good for novice writer, but might not be as a good tool for
experienced academics. Indeed, for both native and non-native English writers, the
conventions or rules of the academic circle need to be explicitly taught. The kind of
knowledge will not accumulate simply by exposure to a large amount of reading.
However, for experienced academic, they might already have this training on
academic writing when they were graduate or doctoral students. That is probably
why the academic faculty viewed OWN-NHS an excellent database for graduate
students.
If the OWN system were to be adapted for the use of graduate students in Taiwan,
some changes are needed. From the respondents’ comment, Tasks and Annotated
Bibliography were rated as the lowest two information banks. For teaching purposes,
Annotated Bibliography may be removed, but Tasks cannot, for the reason that Tasks
are designed to raise writers’ language awareness in order to notice the form and
function of the academic genre. Tasks will take time to develop. For the Journal
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Library (or something like that), it might contain content and language analyses,
guidelines to authors and subscribers, and organizational structure. In Corpus
Finding, NLP-based tools are needed; therefore, I hope we can provide a search
engine to search for typical structures in abstracts. Language Explanations might
just be embedded in language analyses of a Journal Library section.
Under the main page of the NCTU English learning website
there are two external links that are related to academic
English: one is for learning of scientific research articles the other is for English for science and technology The two websites are both constructed by
Professor. Chih-Hua Kuo, who has been devoted to EAP teaching for many years.
The first website contains frequency-based scientific word lists categorized according
to scientific research fields on the basis of the Corpus of Scientific Journal Articles
(CSJA). The word lists are also available for free download for free in word file
format. In addition to the word lists, the phraseology of scientific journal articles is
introduced in this website. A collection of phraseology in scientific journal articles
is classified according to their distribution in the major sections of the journal articles
and their communicative functions in the articles. This website provides as excellent
resources for students to consult with. The second website dedicated to EST is for
instructional use, and thus requires an account ID and passwords to log in for the
convenience of course management. It provides textual explanation for the
organization of research articles (Abstract, Introduction, Method, Result, Conclusion),
serving as supplement materials for classroom instruction. However, there are no
concrete examples illustrating the move structures of abstracts, only textual
explanation was provided. This might be due to the supplement nature of the
website.
In this section, five EAP websites are reviewed with a focus on academic writing,
especially for the section of abstracts. All the websites have their own distinct
features. The first three (UEfAP, OWL, webpage of KHPU) provide guidance and
resources for general academic English writing. The NHS-OWN platform offers a
more thorough set of “information banks” to help target users with their academic
writing. The English learning website of NCTU is more suitable for classroom
supplement materials. However, these sites either are not specific enough in terms
of research paper writing conventions or are designed for a small group of people only.
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It is the goal of this study to develop an open source accessible to those who have
internet access, and for our local target users with their abstract writing process in
particular.
4.5 Design principles and proposed instructional design of online unit
The structure of the abstract unit is outlined as in Figure 4.1. This abstract
learning unit is designed for self-learning, target learners can proceed at their own
pace. Learners can further form a learning community through the link of
asynchronous discussion forum. If embedded into a teacher’s lesson plan, it can also
serve as an adjunct to traditional classroom teaching. Overall, there are four parts in
this online learning unit: a prequestioning poll, lessons, web resources, and tasks.
The online unit basically adopted a framework similar to that of OWN-NHS,
including elements like textual explanation of structure, categorized online resources,
and learning tasks. It further expands with a prequestioning part to raise learner’s
language awareness, and two tutorial lessons for useful computer tools. What makes
this abstract learning unit different from the website reviewed in the previous section
are the textual content based on the comparison and contrast of textual analysis, and
computer tools it incorporates. This online unit is equipped with explicit detailed
textual explanations accompanied by authentic examples from the self-compiled
Applied Linguistics corpora (JPA and CPA) about the move structure of an abstract.
Moreover, an EAP concordancer, and a peer online writing and editing platform were
integrated in the online unit. The EAP concordancer, CARE, makes searching for
authentic examples within seconds, while POWER provides a platform for students to
peer edit and publish their writing. The following section provides information
about the computer platform and tools we employ. Then, the content and
organization of each part are described in details.