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Unit 12 With the Future in Mind
Skills focus
Vocabulary focus
Reading
• understanding how ideas in a
text are linked
Writing
•deciding whether to use direct
quotation or paraphrase
• incorporating quotations
• writing research reports
• writing effective
introductions/conclusions
•
•
•
verbs used to introduce ideas from
other sources (X contends/ suggests/
asserts that …)
linking words/phrases conveying
contrast (whereas), result
(consequently), reasons (due to), etc.
words for quantities (a significant
minority)
12.1 Vocabulary
12.2 Reading
12.3 Extending
skills
12.4 Extending
skills
12.1 Vocabulary
A Study the words and phrases in box a.
1 Does each item belong to the field of communication and multimedia
technology or psychology? Make two groups.
2 Check the stress and pronunciation.
3 Make smaller subgroups. Explain your decisions.
12.1 Vocabulary
A Study the words and phrases in box a.
Communications
and multimedia
'avatar
'chatter (n)
'gamer
people
'mobile tech'nology
'instant 'messaging(IM)
'texting
technology
'chat room
off'line
on'line
'virtual
face-to-'face
real-'life
un'moderated
environments
12.1 Vocabulary
Psychology
A Study the words and phrases in box a.
'bully (n)
'peers
'predator
'blackmail (n and v)
'bully (v)
'cyberbullying
'harassment
'teasing (n)
victimi'zation
people
behaviour
12.1 Vocabulary
B Read text A on the opposite page.
1 What problem is discussed in this article?
the psychological problems leading to and resulting from online
relationships.
12.1 Vocabulary
B Read text A on the opposite page.
2 Look at the highlighted words. Connect each word to the noun or phrase it
refers to. Example: they refers to previously mentioned noun (people)
A Virtual relationships
Recent advances in information technology have raised new issues in the field
of psychology. Communications and multimedia software have expanded the
boundaries of communities by making it possible for people to form
relationships with individuals they have never met face-to-face. But, for
some, these online friendships are as real as personal contact. We see this
when virtual relationships spill over into the real world, where they
sometimes result in long-term partnerships , sometimes in friendships, and
12.1 Vocabulary
B Read text A on the opposite page.
2 Look at the highlighted words. Connect each word to the noun or phrase it
refers to. Example: they refers to previously mentioned noun (people)
sometimes, unfortunately, in violence. Research into the influence of online
relationships on the emotional development of youths has shown that
adolescents who are isolated in their real lives are more likely to be
dependent on their online connections. This makes them extremely
vulnerable to victimization and deception. As mobile technology makes
virtual interaction more accessible, this may become an increasingly acute
problem.
12.1 Vocabulary
C Study the verbs in box b. They can be used to
introduce quotations or paraphrases/summaries.
1 Check the meanings of any words you don’t
know.
2 Which verbs have similar meanings?
3 Which verbs are not followed by that?
4 When can you use each verb?
Example:
accept = the writer (reluctantly) thinks this
idea from someone else is true
Vocabulary bank
Introductory verbs
Choosing the right introductory verb is important. Your choice of
introductory verb shows what kind of statement the writer is making.
Example:
Coastman (2009) observed that Nathalie had difficulty adapting to her
new school.
Your choice of introductory verb also shows what you think of another
writer’s ideas. This is an important part of academic work.
Example:
McDonald (2009) claims that online relationships are more important
for teenagers who have emotional problems in their real lives.
Verb
The writer
agree
thinks this idea from someone else is true
accept, concede
reluctantly thinks this idea from someone else is true
consider, emphasize, note,
observe, point out, state,
suggest*
argue, assert, claim,
contend, insist
cite
is giving his/her opinion
disagree, dispute
thinks an idea is wrong
suggest*
is giving his/her recommendation
describe
is giving a definition/description
illustrate, indicate, show
is explaining, possibly with an example
report
is giving research findings
is giving an opinion that others may not agree with
is referring to someone else’s ideas
*suggest can have two meanings
12.1 Vocabulary
C Study the verbs in box b. They can be used to
introduce quotations or paraphrases/summaries.
1 Check the meanings of any words you don’t know.
2 Which verbs have similar meanings?
accept, agree, concede
argue, assert, claim, contend, insist
consider, note, observe, point out, state
disagree, dispute
illustrate, indicate, show
3 Which verbs are not followed by that?
cite, describe, dispute, illustrate
12.1 Vocabulary
C Study the verbs in box b. They can be used to
introduce quotations or paraphrases/summaries.
Answers to Q4
Used when the writer …
accept
that
(reluctantly) thinks this idea from someone else is true
agree
that
thinks this idea from someone else is true
argue
that
is giving an opinion that others may not agree with
assert
that
is giving an opinion that others may not agree with
cite
+ noun
is referring to someone else’s ideas
claim
that
is giving an opinion that others may not agree with
concede
that
(reluctantly) thinks this idea from someone else is true
consider
that
is giving his/her opinion
12.1 Vocabulary
C Study the verbs in box b. They can be used to
introduce quotations or paraphrase/summaries.
Answers to Q4
Used when the writer …
contend
that
is giving an opinion that others may not agree with
describe
how; +noun
is giving a description
disagree
that ;
with+noun
thinks an idea is wrong
dispute
+ noun
thinks an idea is wrong
emphasize
that
is giving his/her opinion strongly
illustrate
how; +noun
is explaining, possibly with an example
indicate
that
is explaining, possibly with an example
insist
that
is giving an opinion that others may not agree with
12.1 Vocabulary
C Study the verbs in box b. They can be used to
introduce quotations or paraphrases/summaries.
Answers to Q4
Used when the writer …
note
that
is giving his/her opinion
observe
that
is giving his/her opinion
point out
that
is giving his/her opinion
report
that
is giving research findings
show
that
is explaining, possibly with an example
state
that
is giving his/her opinion
suggest
that ;
is giving his/her opinion tentatively;
+gerund or is giving his/her recommendation
12.1 Vocabulary
D Read text B on the opposite page. Look at the
highlighted sentences.
1 What is the purpose of each sentence?
Example: There is still considerable debate as to whether playing violent video
games increases aggressive behaviour. = fact
2 In an assignment, should you refer to the highlighted sentences by quoting
directly or paraphrasing?
3 Choose an appropriate introductory verb and write out each sentence as a direct
quotation or a paraphrase. Add the source references.
See Skills bank
Skills bank
Deciding when to quote and when to paraphrase
When referring to sources, you will need to decide whether to
quote directly or to paraphrase/summarize.
Quote
when the writer’s words are special or show a
particularly clever use of language. This is often the case with
strongly stated definitions or opinions.

Paraphrase/summarize descriptions and factual information.
12.1 Vocabulary
D Read text B on the opposite page. Look at the
highlighted sentences.
Original sentence
The writer
is …
Direct quote Suggested sentence
or
paraphrase?
a There is still considerable
debate as to whether playing
violent video games increases
aggressive behaviour.
making a
statement of
fact
b However, it is very likely
that video games make
players feel and behave
aggressively at a later stage,
even when the stimulus is no
longer present.
giving an
paraphrase
opinion or
recommendation
paraphrase
McDonald (2009) states that there is
disagreement about the connection
between acting out violence in video
games and aggression in real life.
McDonald (2009) considers that
hostile ideas could be provoked by
violent video games.
12.1 Vocabulary
Original sentence
D Read text B on the opposite page. Look at the
highlighted sentences.
The writer
is …
Direct quote
or paraphrase?
Suggested sentence
c There can be no doubt that
this is also the case for video
songs with provocative
lyrics.
giving a strong
opinion
paraphrase with
a direct
quotation of the
last five words,
which make a
‘special’ phrase
McDonald (2009) stresses that
‘video songs with provocative
lyrics’ prompt violent
behaviour.
(McDonald, 2009, p. 214)
d Fiske (as cited in Gross,
2005) … insisted that,
‘Research unequivocally
demonstrates that media
violence facilitates
aggression’.
quoting from
another writer;
the other writer
is making a
strong
statement
quote the other
writer directly
Fiske asserted that ‘Research
unequivocally
demonstrates
that media violence facilitates
aggression’ (Gross, 2005,
p. 506).
12.1 Vocabulary
E Look at headlines 1-5 on the opposite page.
1 Which words from Exercise A apply to the headlines about communication and
multimedia technology?
2 What issues are raised in each headline?
12.1 Vocabulary
E Look at headlines 1-5 on the opposite page.
Headline
Communication &
Issues
multimedia technology
1 Teenager rescued from
chat room
chatter
face-to-face
online
predator
real-life
online child protection
parental control software
online service providers’ responsibilities
data protection privacy
avatar
face-to-face
gamer
online
real-life
virtual
aggression and video games
virtual identity
social isolation
parental control software
online service providers’ responsibilities
online predator
2 My violent life: diary of a
young avatar
12.1 Vocabulary
E Look at headlines 1-5 on the opposite page.
Headline
Communication &
Issues
multimedia technology
3 Online gamer stalks virtual
opponent in real life
face-to-face
gamer
harassment
offline
online
real-life
virtual
virtual identity
social isolation
aggression and video games
cyberbullying
harassment
12.1 Vocabulary
E Look at headlines 1-5 on the opposite page.
Headline
Communication &
Issues
multimedia technology
4 Cyberbullying: who’s to
blame?
blackmail
bully
chat room
chatter
cyberbullying
face to face
harassment
instant messaging
mobile technology
offline
online
peers
real-life
teasing
texting
victimization
bully and victimization
virtual identities
social isolation
online child protection
parental control software
parental responsibilities
online service providers’ responsibilities
data protection privacy
12.1 Vocabulary
E Look at headlines 1-5 on the opposite page.
Headline
Communication &
Issues
multimedia technology
5 Are your children talking to
strangers?
chat room
chatter
face-to-face
instant messaging
mobile technology
offline
online
predator
real-life
texting
virtual identities
social isolation
online child protection
parental control software
parental responsibilities
online service providers’ responsibilities
data protection privacy
12.1 Vocabulary
F In what ways are young people influenced by
violent media?
1 Discuss in pairs.
2 Write a paragraph giving your recommendations. Include one of your
sentences from Exercise D, question 3.
According to McDonald (2009), frequent use of violent interactive games
encourages young people to be aggressive in real life. This is supported by Fiske,
who asserted that ‘Research unequivocally demonstrates that media violence
facilitates aggression’ (Gross, 2005, p. 506). This may be particularly the case for
children who have difficulty socializing in real life and who spend a considerable
amount of time playing video games online. Therefore, I suggest that service
providers should promote parental control software more widely, demonstrating
how parents can block or allow specific games, decide the content and level of
games, and restrict the amount of time their children spend playing online.
12.2 Reading
A Discuss the following questions.
1 Who do you think is most likely to be affected by cyberbullying?
I think the children, who have low self-esteem, are unpopular with their peers,
and have a problematic relationship with their parents, are most likely to be
affected by cyberbullying. They are most likely to be bullied online as well as
offline.
（The children most likely to be bullied online are the same children who are
bullied offline. They are often children who have low self-esteem, are unpopular
with their peers, and have a problematic relationship with their parents.）
2 What do you think are the differences between cyberbullying and traditional
bullying?
Cyberbullying is predominantly verbal, but may include sending threatening
or frightening images to the victim, whereas traditional bullying can also
involve physical abuse.
12.2 Reading
B Survey the text on the opposite page. What will
the text be about? Write three questions to which
you would like answers.
Teaching tips:
Remind students that surveying the text means scanning and skimreading to get an approximate idea of the text contents. They should:
• look at the title
• look at the beginning few lines and the final few lines of the text
• look at the first sentence of each paragraph
12.2 Reading
C Read the text. Does it answer your questions?
Teaching tips:
Set for individual work followed by pairwork discussion.
12.2 Reading
D Number the sentences on the right 1-13 to show
the order in which they happened.
12.2 Reading
3
12
D Number the sentences on the right 1-13 to show
the order in which they happened.
Nathalie joined the girls’ social networking website.
She was referred to a psychologist.
7
The group texted malicious gossip about Nathalie.
9
Nathalie visited unmoderated chat rooms.
5
The girls started to bully Nathalie.
4
A group of girls started to tease her.
1
Nathalie arrived at Hadford High School.
12.2 Reading
13
D Number the sentences on the right 1-13 to show
the order in which they happened.
The school improved its bullying policies.
8
Nathalie got anonymous threatening text messages.
11
Nathalie began to miss school.
10
She adopted false identities and bullied other people online.
6
The girls excluded her from their online conversations.
2
The other students seemed to accept Nathalie.
12.2 Reading
E For each paragraph:
1 Identify the topic sentence.
2 Think of a suitable title.
Topic sentence
Paragraph title
Para 1 Because she arrived at the school three
years after the other students had settled
in and made friends, she was faced with
the challenge …
Arrival at new school
Para 2 Although the other students seemed
to accept Nathalie at first
... a small group of girls began to
tease her and make cruel remarks
about her appearance a few weeks
after she arrived.
Bullying starts at school
12.2 Reading
Topic sentence
E For each paragraph:
1 Identify the topic sentence.
2 Think of a suitable title.
Paragraph title
Para 3 To make matters worse, the bullying Bullying continues online
continued online.
Para 4 One of the consequences of this Victim becomes perpetrator
continuous online harassment was of cyberbullying
that Nathalie began to visit
unmoderated chat rooms …
12.2 Reading
E For each paragraph:
1 Identify the topic sentence.
2 Think of a suitable title.
Topic sentence
Para 5 Nevertheless, being excluded from her
immediate social circle was affecting
Natalie’s self-esteem …
Paragraph title
Consequences of
cyberbullying
Para 6 ... the school authorities decided to School’s response to
introduce a programme to increase the problem
student, staff and parent awareness
of online bullying ...
12.2 Reading
F Look at the underlined words in the text.
What do they refer back to?
Word
Refers to
this
naturally quiet and introverted
this behaviour
teasing her and making cruel remarks about her appearance
their
the group
where
unmoderated chat rooms
her own aggressors the girls in the group and people in chat rooms
this
spreading lies and engaging in socially manipulative behaviour
its
online bullying
12.2 Reading
G Study the highlighted words and phrases.
1 What do they have in common?
They are all linking words and phrases.
2 What linking words or phrases can you use to show:
• addition?
• contrast?
• concession?
• result?
• reason?
Vocabulary bank
Linking ideas in a text
Linking words, which join ideas within a sentence or between sentences,
convey different meanings:
Contrast
Within sentences
Between sentences
but, whereas, while
However, In/By contrast, On the other
hand
Concession although, despite/in However, At the same time, Nevertheless,
spite of the fact that Despite/In spite of +noun, Yet
Result
so, so that
So, As a result, Consequently, Therefore
Reason
because, since, as
Because of +noun, Owing to +noun, Due to
+noun
12.2 Reading
G Study the highlighted words and phrases.
Answers to Q2
Between-sentence linking
words/phrases
Within-sentence linking
words/phrases
Addition (and)
Furthermore, …
In addition, …
Additionally, …
Added to this, …
... and ...
... too
... also ...
... along with ...
… together with …
Contrast (but)
used when comparing
However, …
In/By contrast,…
On the other hand, …
… but …
… whereas …
… while …
12.2 Reading
G Study the highlighted words and phrases.
Answers to Q2
Between-sentence linking
words/phrases
Concession (but)
used to concede/accept a
point which simultaneously
contrasts with the main point
of a sentence or paragraph
Within-sentence linking
words/phrases
… although …
However,
… despite/in spite of the
At the same time, …
fact that
Nevertheless, …
Despite/In spite of (this/noun), … … even though
Yet, …
12.2 Reading
G Study the highlighted words and phrases.
Answers to Q2
Between-sentence linking
words/phrases
Within-sentence linking
words/phrases
Result (so)
So, …
As a result,…
Consequently, …
Therefore, …
…, so …
… so that …
… with the result that …
Reason (for)
Because of (this/noun), …
Owing to (this/noun), …
Due to (this/noun), …
… because …
… since …
… as …
… due to/owing to the fact that
12.2 Reading
G Study the highlighted words and phrases.
3 Write the sentences with the highlighted items again, using other linking words
or phrases with similar meanings.
Since/As/Due to/Owing to the fact that she arrived at the school three years after
the other students had settled in and made friends, she was faced with the
challenge of trying to integrate with an established social group.
In addition/Additionally/Furthermore, her mother had become very protective
since they moved house, encouraging Nathalie to stay at home in the evenings,
while she went out to work.
12.2 Reading
G Study the highlighted words and phrases.
3 Write the sentences with the highlighted items again, using other linking words or
phrases with similar meanings.
Consequently/As a result/So/Therefore, it was almost impossible for the teenager
to build an independent social life and she compensated for this by spending her
evenings chatting online.
OR
Because of this/Owing to this/Due to this, it was almost impossible for the
teenager to build an independent social life and she compensated for this by
spending her evenings chatting online.
12.2 Reading
G Study the highlighted words and phrases.
3 Write the sentences with the highlighted items again, using other linking words
or phrases with similar meanings.
Despite/In spite of the fact that the other students seemed to accept Nathalie at
first, and she joined the girls’ social networking website, a small group of girls
began to tease her and make cruel remarks about her appearance a few weeks
after she arrived.
OR
The other students seemed to accept Nathalie at first, and she joined the girls’
social networking website. However/Nevertheless/In spite of this, a small group
of girls began to tease her and make cruel remarks about her appearance a few
weeks after she arrived.
12.2 Reading
G Study the highlighted words and phrases.
3 Write the sentences with the highlighted items again, using other linking words
or phrases with similar meanings.
She experimented with alternative online identities and intimidated other young
people in chat rooms from the safety of her anonymity, too.
OR
Along/Together with this, she experimented with alternative online identities and
intimidated other young people in chat rooms from the safety of her anonymity.
OR
Furthermore/ In addition/Additionally/Added to this, she experimented with
alternative online identities and intimidated other young people in chat rooms
from the safety of her anonymity.
12.2 Reading
G Study the highlighted words and phrases.
3 Write the sentences with the highlighted items again, using other linking words
or phrases with similar meanings.
However/On the other hand/But, being excluded from her immediate social
circle was affecting Natalie’s self-esteem, and she became convinced that she
was widely unpopular, both on and offline.
12.2 Reading
H Read the text on the right.
A student has written about some of
the factors that contributed to
Nathalie’s problems. The quotations
and paraphrases aren’t correct. Can
you spot the mistakes and correct
them?
Skills bank
Incorporating Quotations
• Use an introductory verb.
• Don’t forget the quotation marks.
• Make the quote fit the grammar of
the sentence.
• Show any missing words with ‘…’ .
• Copy the original words exactly.
• Add emphasis with italics and write
[emphasis added].
• Add words which are not in the original
but are necessary to fully understand
the quotation out of context. Put the
extra word(s) in brackets.
Do not quote more than one sentence within the body of a paragraph. If you want to
quote two or three sentences, put in a colon and write the quote as indented text, so
that it clearly stands out from the body of your essay.
However, think very carefully before you include a long quote. It is usually better to
paraphrase in this case.
12.2 Reading
H Read the text on the right.
Corrected version
Comments
As Coastman (2009) explains,
Nathalie ...
Coastman (2009) explains that
...
Note the grammar here: either As Coastman explains or
Coastman explains that, but not both. This is a common
mistake.
‘... her mother had become very 1 The words which are the same as the original need quotation
marks.
protective
...,
encouraging
Nathalie to stay at home in the 2 Some words have been left out. Where this happens, three
dots are used to signify an omission. It is important that a
evenings ...’ . (p. 36 )
quote is exactly the same as the original. Any changes (such
as omitting words) need to be clearly shown.
3 The page number should be given in brackets at the end of
the quote.
12.2 Reading
H Read the text on the right.
Corrected version
Comments
Some girls started teasing
Nathalie, but this ‘escalated
into
outright
bullying
[emphasis added]’. (p. 36)
1 Note that much of the information here has been paraphrased –
which is the better option for information.
2 If you want to emphasize a part of a quote, use italics and then
put [emphasis added] after the quote.
According to Coastman (ibid.),
the girls excluded Nathalie
from their online chats, ‘at
times, blocking her from their
conversations.’ (p. 36)
1 You do not need a verb of saying with According to.
2 When referring to the same place in the same source, use ibid.
instead of the full source reference. If it is the same publication
(but not the same place in the text), use op. cit. 3 It is important to
make a quotation fit the grammar of a sentence. Failing to do this
properly is a common mistake. 4 The quotation marks must be
added to the words which are the same as the source. 5 The page
number should be given in brackets at the end of the quote.
12.2 Reading
Possible Answers
I Write a paragraph for a university lecturer,
summarizing the psychological effects of
cyberbullying. Decide whether you should
quote or paraphrase the material from the text.
All forms of bullying are based on an imbalance of power, so it is not surprising that
cyberbullying and traditional bullying produce similar psychological effects. Both
types of harassment result in the victim’s isolation and powerlessness. However, an
important aspect of cyberbullying is that it typically takes place in the victim’s home
or on their mobile phone. This intrusion into their private space reinforces the
power of the bullies. For example, as Coastman (2009) points out, Nathalie was
alone at home when she was further isolated by being blocked from online chats. At
the same time, she was unable to protect herself against slander spread on mobile
phones. Without support networks, victims of bullying may distance themselves
12.2 Reading
Possible Answers
I Write a paragraph for a university lecturer,
summarizing the psychological effects of
cyberbullying. Decide whether you should
quote or paraphrase the material from the text.
from the source of harassment and isolate themselves even further. Nathalie
escaped into chat rooms, where she found more rejection and intimidation.
Interestingly, cyberbullying and traditional bullying have another effect in common.
In both cases, the victim often becomes a perpetrator of ‘own bullying’. That is they
become bullies themselves. Coastman (ibid.) observes of Nathalie, ‘... she spread lies
and engaged in socially manipulative chat, threatening and blackmailing other
chatters. This gave her a temporary sense of power and control over others that she
lacked in her real-life relationships.’ (Coastman, 2009 p. 36).
12.3 Extending skills
A Study the words in box a.
1 Check the pronunciation and grammar.
2 What are their meanings in a research report?
12.3 Extending skills
A Study the words in box a.
Word
Notes on pronunciation
and grammar
Meaning in a research report
con'duct
v (noun is pronounced:
'conduct )
do (some research, a survey, an experiment)
'data
pl n
information; can be numerical (quantitative) or
verbal (qualitative)
dis'cussion
n (U/C)
the title of the section in a research report which
discusses the findings; sometimes the discussion is
included in the Findings/Results section
the title of the section in a research report which details
what has been found out: each finding should be linked
with a research question; the title Results can also be
used for this section
'findings
pl n
impli'cation
n(C)
possible effect or result of the findings
'interview
n(C), v
noun: when someone is asked questions in a survey
verb: to ask someone questions in a survey
12.3 Extending skills
A Study the words in box a.
Word
Notes on
pronunciation
and grammar
Meaning in a research report
interview'ee
n(C)
the person being questioned
'interviewer
n(C)
the person asking the questions
limi'tation
n(C)
a problem with the research methods; an aspect which the
research could not address
'method
n(C)
title of the section in a research report which explains how the
research was carried out; in the plural it refers to the research
methods used
questionn'aire
n(C)
a written set of questions
'random
adj
in no fixed order; with no organizing principle
12.3 Extending skills
Word
Notes on
pronunciation
and grammar
A Study the words in box a.
Meaning in a research report
recommen'dation
n(C)
suggestion for action as a result of the findings of the research
re'search
question
n(C)
what the researcher wants to find out
re'spondent
n(C)
a person taking part in a questionnaire survey
re'sults
pl n
same as Findings; used more or less interchangeably
'sample
n(C), v
'survey
n(C), v
noun: the group of people taking part in the research
verb: ask research questions to a selected group of people
noun: a type of research in which the researcher sets out to
describe a situation or set of ideas or behaviours, by reading
a variety of documents or asking people questions
verb: conduct this type of research
under'take
v
do (some research, a survey)
12.3 Extending skills
B Read the two Method paragraphs on the right.
1 Copy them into your notebook. Put the verbs in brackets in the correct form.
2 Identify the original research questions, the research methods and other
important information.
12.3 Extending skills
B Read the two Method paragraphs on the right.
Method (A)
Research
questions
Research
method
Other important
information
A written questionnaire (design)
was designed to investigate the
frequency of harassment online
and by text, and to discover what
percentage of young people
(threaten) were threatened
online.
Two thousand questionnaires
(send) were sent to a random
sample of students at Hadford
University, of which 150(return)
were returned. In addition, 130
people (interview) were
interviewed at a conference on
‘Social networks and online
safety’.
1 How often are
young people
harassed or
threatened online?
written
questionnaire
2,000 questionnaires
random sample of
students at Hadford
University
150 returned
interview
130 people
interviewed
12.3 Extending skills
B Read the two Method paragraphs on the right.
Method (B)
Research questions
Research
method
Other important
information
In order to find out which safety
features were included in social
networking sites, a survey of their
websites (undertake) was
undertaken during the first week
of June.
The websites which (investigate)
were investigated were Face-toFace, ChatOnline and RealFriends.
What safety
features are
included in social
networking
websites?
Internet survey done in first week
of June
3 websites =
Face-to-Face,
ChatOnline and
RealFriends.
12.3 Extending skills
Section
Introduction
C What are the sections of a research report?
What order should they go in?
Order in a research report
Method
1
2
Findings/Results
3
Discussion
4
Conclusion
5
Skills bank
Structuring a research report
A research report is an account of some research which has been undertaken to
find out about a situation or a phenomenon, e.g., How widespread is cyberbullying?

Introduction introduce the topic; background information; reasons for research

Methods

Findings/results answers to research questions

Discussion
issues arising from findings; limitations of research

Conclusion
summary of main findings; implications; recommendations;
research questions; how research was carried out
possibilities for future research
Skills bank
Writing introductions and conclusions
Conclusion
Introduction
• Introduce the topic of the report. • Summarize the main points in the
report without repeating unnecessarily.
• Say why the topic is important.
• Make some concluding comments such
• Give background information.
as likely implications or
• Give an outline of the report plan.
Note: No substantial information; recommendations.
this belongs in the body of the Note: No new information; all the main
points should be in the body of the
report.
report.
12.3 Extending skills
D Read the Introduction and Conclusion to the
report on the opposite page.
1 Why was the report undertaken?
2 What action(s) does the report
recommend?
1 To discover the extent of online bullying.
2 Review and revise online safety features on an
international scale to match the development
of new technologies.
12.3 Extending skills
D Read the Introduction and Conclusion to the
report on the opposite page.
3 What are the elements of a good introduction and conclusion?
12.3 Extending skills
D Read the Introduction and Conclusion to the
report on the opposite page.
Good introduction
Example sentences
Introduce the topic.
Give some background
information.
In recent years, as Internet use has spread, it has become more
common for young people to meet their friends online after school
and at the weekend.
Say why the topic is
important.
One of the consequences of this is that bullying is no longer restricted
to the playground or the classroom. Additionally, chat rooms and
instant messaging (IM) have made it easier for vulnerable young
people to become victims of gossip, slander and threats.
Say what you will do in the
report.
Give a general statement of
the purpose of the research.
This report will describe a survey that was carried out to identify
young peoples’ experiences of online bullying and intimidation
through IM. It will also describe safety features on the three most
popular social networking websites. Finally, the report will suggest
ways in which minors can be prevented from engaging in risky online
activities.
12.3 Extending skills
D Read the Introduction and Conclusion to the
report on the opposite page.
Good conclusion
Example sentences
Give a general
summary/
restatement of
findings.
To conclude, it is clear that the vast majority of young Internet users have
little or no experience of bullying or intimidation online, with only a very
small percentage being threatened on a daily or weekly basis. However, a
significant proportion of young people are harassed online more than once
a month, which may suggest that virtual communities encourage bullying.
Say what your
recommendations
are.
Although the majority of service providers have implemented safety
features on their websites to reduce the risks of cyberbullying, it must be
remembered that the Internet is a dynamic environment. New
technologies generate new risks, and the review and revision of safety
systems on an international scale must be an ongoing project.
12.3 Extending skills
Good conclusion
D Read the Introduction and Conclusion to the
report on the opposite page.
Example sentences
Unless measures are taken to ensure that online security
Set out the
technologies are constantly up-to-date, many vulnerable
implications of
not taking action. young people may be at risk of Internet bullying.
12.4 Extending skills
A Describe the data in Figures 1 and 2.
Vocabulary bank
A/An
Referring to quantities and group sizes in a
report
overwhelming/large/
significant/slight/
small/insignificant/tiny
majority
minority
number
Over
More
Less
than
half
a quarter
a third
x%
(of +noun)
12.4 Extending skills
A Describe the data in Figures 1 and 2.
Possible Answer:
An overwhelming majority (90%) of
respondents said that they were never
threatened online.
Over 80% of respondents said they were
never excluded from online chats, teased
or slandered by other chatters.
A significant minority (30%) said they were
harassed online and insulted by other
chatters more than once a month.
A very small minority (5%) replied that they
were threatened online and excluded from
chats more than once a week or daily.
12.4 Extending skills
A Describe the data in Figures 1 and 2.
Possible Answer:
All social networking sites require
registration.
Overall, two thirds of the websites
surveyed require a date of birth at
registration, offer a blocking option and
use text scanning software to monitor
chat content.
Only one site (Face-to-Face) includes
all the features.
12.4 Extending skills
B Look at the first paragraph from the Findings
section of the report A.
1 Complete the spaces with
quantity phrases. Put the verbs in
the correct tense.
2 Write another paragraph, using
Figures 1 and 2.
12.4 Extending skills
B Look at the first paragraph from the Findings
section of the report A.
1 Complete the spaces with quantity phrases. Put the verbs in the
correct tense.
Findings
an overwhelming majority
Firstly, on the positive side _________________________________(90%)
of the young
said
people interviewed (say) _________
that they were never threatened online. Only
a tiny minority
______________________
(5%) (report) reported
__________ being intimidated in chat rooms and
claimed they were never teased or excluded
85% of the respondents (claim) __________
a large majority (70%) (report) __________
reported that they
from chats. In addition, ____________________
significant majority (60%)
never received anonymous text messages, and a _______________
stated that they were never harassed or insulted by other chatters.
(state) __________
12.4 Extending skills
B Look at the first paragraph from the Findings
section of the report A.
1 Complete the spaces with quantity phrases. Put the verbs in the
correct tense.
Findings
large
indicated that they were
Moreover, a ____________
number (80%) (indicate) ____________
never slandered online.
all the
Finally, the website survey revealed some positive aspects. Firstly, ________
two/two-thirds required a date
websites surveyed featured registration, and ____________________
one
of birth. Only _______website,
however, included all the security features.
12.4 Extending skills
B Look at the first paragraph from the Findings
section of the report A.
2 Write another paragraph, using Figures 1 and 2.
Possible answer:
Despite the generally positive note of the survey, there were also several negative
results. For example, Figure 1 shows that a significant minority (30%) of the
respondents claimed that they were harassed and insulted online more than once
a month; while a smaller minority (15%) reported being teased regularly by
other chatters. A very small number (10%) indicated that they were insulted
daily. A similar minority claimed that they received anonymous text messages
and were excluded from chats more than once a week.
12.4 Extending skills
B Look at the first paragraph from the Findings
section of the report A.
2 Write another paragraph, using Figures 1 and 2.
Possible answer:
Figure 2 shows that, although one social networking website provided a high
level of security for children, and another offered a reasonable degree of
protection, the third website offered only 50% of the possible security features.
11.4 Extending skills
12.4
C Look at the notes for the Discussion part of
the report on the opposite page. Write the
discussion paragraph.
11.4 Extending skills
12.4
Possible Answer:
C Look at the notes for the Discussion part of
the report on the opposite page. Write the
discussion paragraph.
Discussion
It is clear from the results of this survey that the majority of young people are
safe online. Threats are very rare, which raises the question of whether the
Internet is as dangerous as some would think. Teasing is also infrequent, possibly
because young people use their online communications for support and
friendship. On the other hand, while insults are quite common, they are probably
understood as friendly banter. Nevertheless, there is a significant amount of
harassment online, where it is easier to avoid retaliation. It is of some concern,
though, that not all websites insist on knowing the user’s date of birth or offer a
blocking option. A limitation of the research was that only 7.5% of the
questionnaires were returned, and only three websites surveyed, which was not
enough to produce reliable data.
12.4 Extending skills
D Cover the Conclusion section on the opposite
page.
1 What should the report writer say in the Conclusion?
Make some notes.
2 Read the Conclusion again and compare.
Tips for Reference
12.1 Vocabulary部分，学生通过查阅词典等完成练习A、C、D，教师课
堂让学生以小组讨论形式，完成练习B、E、F。
12.2 Reading部分，教师组织学生以对子方式讨论练习A的两个问题；深
度阅读文章“Hadford High School”，按顺序完成练习D、E、F、G；课
后完成H、I练习。
12.3 Extending skills部分，让学生课前完成练习A；课堂教师重点讲解
Skills bank 中 的 “ Structuring a research report ” 与 “Writing
introductions and conclusions”技能，并依次完成练习B、C、D。
12.4 Extending skills部分，教师课堂主要讲解研究报告中的结果、讨论
和结论的写法，并完成练习A、B、C、D。
谢谢欣赏！