1 I am going to night school so that I can improve my English. IN ORDER TO
2 Mark changed jobs because he wanted to be nearer to home. SO AS TO
3 I phoned the Student Service as I wanted to get information on the tuition cost. TO
4 The teacher gave me some books to help me better prepare to the exam. SO THAT
5 You should write an outline of the article so that your scientific supervisor would see it. IN ORDER TO
Useful Vocabulary: Purpose (B2/C1)
We can use so as/in order (for something) + infinitive to talk about the purpose of an action. These phrases are placed at the beginning of a clause.
The government decided not to introduce the death penalty for fear (that) innocent people would die.
The government decided not to introduce the death penalty so that innocent people would not die.
The government decided not to introduce the death penalty so as to / in order to avoid the deaths of innocent people.
The government decided not to introduce the death penalty (in order) for innocent people not to fall victim.
We can use in order that, so that and so to talk about the purpose of an action. These phrases are put at the beginning of a clause.
So that we can meet the deadlines, we’d better get back to work.
We’d better get back to work in order that all the deadlines are met.
Some more formal ways of expressing purpose include prepositional phrases with the aim of, with the purpose of, with a view to.
Susan went to London with the aim of studying law.
A staff meeting has been held with a view to resolving the issue.
I have mentioned these examples with the sole purpose of overcoming the expert’s objection.
Exercise 3 (B2/C1)
Please, correct the mistakes.
1 So that to watch a meteor storm, the team stayed up all night.
2 A new advertising campaign kicked off in order that launch a new smart phone.
3 I am doing a PR course so to go into advertising.
4 I have drawn a chart for you in order to see the difference.
5 They are willing to sell the technology with a view of making a quick profit while the going’s good.
6 We have done research in order for to see which processed foods were most popular.
7 I always lock my drawer out of fear somebody looks in it overnight.
(Adapted from https://www.eslflow.com/)
UNIT 2. RESEARCH SKILLS
A EXPLORING A TOPIC
I Expressing an opinion (B1/B2/C1)
What is critical thinking? How is it related to academic research?
Comment on the following meaning and interpretation of critical thinking as explained to students at the website of the University of Canberra, Australia:
When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING
Interpreting according to a framework
Relating theory to practice
Making a claim and supporting it
Using appropriate evidence
Making links between ideas
Asking questions
Evaluating
Predicting
Describing
Analysing
Synthesising
Categorising
Establishing cause and effect
Comparing and contrasting
Identifying problems and solutions
Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.
All disciplines will require you to ask questions, relate theory to practice, find and use appropriate evidence, evaluate, find links, and categorise.
Science is often concerned with interpreting within a framework, describing, explaining, predicting, and identifying cause and effect.
Some techniques to help you read critically
- When you take notes, divide your notepad into two columns. Jot down the main ideas in the left hand column, and the supporting comments in the right hand column. Add your own comments in another colour, or in brackets.
- Talk to other people (anyone who is interested!) about what you have read.
- Relate this text to others by looking for similar or contrasting themes.
- Think of how you might explain what the text means to, say, a high school student. What would you have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
- Ask yourself: 'Is it possible to disagree with any of this?'
- Ask yourself: 'How can I convince my peers/teachers that I understand what this is about?'
The skills that you develop at university in critical thinking will support you in your future professional lives. Professionals constantly need to make decisions based on critical thinking, to evaluate processes and outcomes, and to reflect upon their practice.
(From Academic Skills: Learning Skills: Critical Thinking, University of Canberra)
II Related information (B1/B2/C1)
1. Define the meaning of the following terms: research, ethics, tool, venue, data collection, cybercommunity.
2. Read the fragment of the article Internet Research Ethics by Elizabeth A. Buchanan and Michael Zimmer from The Stanford Encyclopedia of Philosophy.
1) Explain the term Internet Research Ethics (IRE).
2) What makes Internet a tool?
3) What are Internet venues?
4) Explain the distinction between the “engaged web-based research” and “non-intrusive web-based research”.