1. 獨立的原創(chuàng)

上節(jié)課我們講到的嚴(yán)謹(jǐn)性，是一種學(xué)術(shù)的態(tài)度，即是EAP課程的教學(xué)過程中說應(yīng)該具有的，也是該課程追求的并致力實現(xiàn)的目的之一。舉例來說，這種態(tài)度，到底指的是“the ability of something to limit someone‘s “freedom very much”，還是“the quality of being impossible to change or persuade”（c.f. “the quality of being stiff, fixed, or impossible to bend”），或者就是“the qualities of being careful and accurate”。如果認(rèn)真地經(jīng)過調(diào)查、對比，并將原始信息在歸納與抽象后最終萃取，結(jié)合自己的理解形成了新的認(rèn)識與見解，那么就能真正理解我們說的嚴(yán)謹(jǐn)性，到底是rigidity還是strictness，抑或是precision（preciseness），這也是本課學(xué)習(xí)過程的重要意義之一。

以上過程的一開始，一定是個人獨立的行為，哪怕本課要涉及到“討論”，在此之前，每位討論的成員也必須帶著個人的成果與他人進(jìn)行交流。原創(chuàng)性有時的確可以是集體的成果，但須建立在個體成員的努力（或付出）之上。因此，獨立的觀點對于原創(chuàng)性是先天的，必須的，而原創(chuàng)性也是之后個人或團隊觀點證實的必經(jīng)之路——只有你或你的團隊才知道你們的命題是通過什么方式“證實”或“證偽”的，否則，我們?nèi)绾卧谟懻撝姓f服別人？

1. Independent originality

The rigor we talked about in the last lesson is an academic attitude, which is what the EAP course should have in the teaching process, and it is also one of the goals that the course pursues and strives to achieve. For example, this attitude refers to "the ability of something to limit someone's." freedom very much", or "the quality of being impossible to change or persuade" (c.f. "the quality of being stiff, fixed, or impossible to bend", or "the qualities of being careful and accurate". If you carefully investigate, compare, and finally extract the original information after induction and abstraction, and combine your own understanding to form a new understanding and insight, then you can really understand the rigor we say, whether it is rigidity or strictness, or precision (precision), which is also one of the important meanings of the learning process of this lesson.

At the beginning of the above process, it must be an act of personal independence, even if this lesson involves "discussion", before that, each member of the discussion must communicate with others with their personal results. Originality can sometimes be a collective product, but it must be based on the efforts (or contributions) of individual members. Therefore, independent ideas are innate and necessary for originality, and originality is also the only way to confirm the individual or team opinion later—only you or your team know how your proposition is "confirmed" or "falsified", otherwise, how can we convince others in a discussion?

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2. 批判的創(chuàng)新

這樣說來，我們還可以檢討自己做過的任務(wù)，從反思中總能學(xué)到知識。批判并不是我們通常理解的一個貶義詞，也并不完全就是“批評”（給別人挑刺？）。它在學(xué)術(shù)的語境中，多半是個中性詞，在本課的學(xué)習(xí)中，我認(rèn)為這就是個褒義詞。批判自己或他人的觀點，批判已有的共識，當(dāng)然要在提供充分證據(jù)的基礎(chǔ)上，是創(chuàng)造新的知識與觀點的重要途徑。

拿我們做過的任務(wù)舉例吧，例如，要學(xué)習(xí)英語，不可避免地要付出，要注重任務(wù)過程中的收獲，而非盡快完成任務(wù)本身。翻譯本身并不是把兩種語言換個方式表達(dá)而已，翻譯過程中的信息篩選與提取，語言內(nèi)容的歸納與抽象，才是學(xué)習(xí)本身嚴(yán)謹(jǐn)性的體現(xiàn)。如果要批判自己在上一個任務(wù)中是否有所收獲，只要問自己：我的任務(wù)成果是完全原創(chuàng)的嗎？還是找到百度翻譯直接復(fù)制粘貼就完成了？
事實上，我們還能做得更好，我們在批判自己任務(wù)完成的過程中，形成了個人的觀點：怎樣學(xué)才是最有助于自己真正的語言的提高，才是真正的收獲。有一些在形式上完成了任務(wù)，但事實上卻僅僅是完成了“老師的”任務(wù)；諸如此類的批判和思考，在這場討論后，還能讓我們不斷自我改進(jìn)，走得更遠(yuǎn)。
于是我們提到了更多的要素，如“依據(jù)”、“來源”等?！耙罁?jù)”是和佐證相關(guān)的，讓我們的觀點更扎實，而“來源”是和信息相關(guān)的，讓我們可以追溯到自己形成判斷的觀點到底受到了哪些其他因素的影響。簡單來講，我們在目前階段，只要能說清楚信息（數(shù)據(jù)）從哪里來，作者是誰，什么時候獲取的，或是什么時候創(chuàng)建的，就可以了。也許以后需要用到具體的格式來表現(xiàn)這種來源，但用在今天這節(jié)課的討論中，已經(jīng)“綽綽有余”。

2. Critical innovation

In this way, we can also review the tasks we have done and always learn from reflection. Criticism is not a pejorative term as we usually understand it, nor is it exactly "criticism" (picking on others?). ）。 It is mostly a neutral word in an academic context, and in the study of this lesson, I think it is a positive word. Criticizing one's own or others' views, criticizing existing consensus, of course, on the basis of providing sufficient evidence, is an important way to create new knowledge and perspectives.

Take the tasks we have done, for example, to learn English, it is inevitable to pay, and focus on the gains in the process, rather than completing the task itself as quickly as possible. Translation itself is not just a different way of expressing the two languages, the screening and extraction of information in the translation process, the induction and abstraction of language content, is the embodiment of the rigor of learning itself. If you want to criticize yourself for what you gained from your previous task, just ask yourself: Is the outcome of my mission completely original? Or find Baidu Translate and copy and paste it directly? In fact, we can do better, and in the process of criticizing the completion of our own tasks, we have formed a personal opinion: how to learn is the most conducive to the improvement of our real language, is the real gain. Some formally complete the task, but in fact only complete the "teacher's" task; Such criticism and thinking, after this discussion, can also allow us to continue to improve ourselves and go further. So we mentioned more elements, such as "basis", "source", etc. "Evidence" is related to supporting evidence, which makes our point of view more solid, while "source" is related to information, allowing us to trace back to other factors that influenced our own judgments. To put it simply, at this stage, we can clearly explain where the information (data) came from, who the author is, when it was obtained, or when it was created. Perhaps a specific format will be needed to represent this source in the future, but it is "more than enough" for the discussion in today's lesson.