The introduction of the academic writing
academic writing 范文
academic writing 范文Academic Writing: An IntroductionIntroduction:Academic writing is a crucial skill that students need to develop throughout their educational journey. It entails the ability to present well-researched and well-structured arguments in a clear and coherent manner. This article aims to provide an overview of academic writing and its key elements.1. Purpose of Academic Writing:The primary purpose of academic writing is to communicate ideas, theories, and research findings to a specific audience. It is crucial to understand the purpose of your writing before starting a project. Academic writing can serve various purposes such as informing, persuading, or arguing a specific point of view.2. Structure of Academic Writing:Academic writing follows a specific structure that helps readers navigate the information efficiently. Most academic papers consist of an introduction, body paragraphs, and a conclusion. The introduction provides background information and states the research question or thesis statement. Body paragraphs present evidence, arguments, and analysis to support the main idea. Finally, the conclusion summarizes the key points and provides a final perspective on the topic.3. Use of Formal Language:Academic writing requires the use of formal language. This means avoiding contractions, slang, jargon, and colloquial expressions. Instead, writers should aim for precision, clarity, and objectivity. Using an appropriate tone and diction helps maintain the credibility and professionalism of the writing.4. Research and Citations:A fundamental aspect of academic writing is the integration of research and citations. Academic papers should be based on substantial evidence from credible sources such as scholarly articles, books, or reputable websites. Citations should follow a specific referencing style, such as APA, MLA, or Chicago, to give credit to the original authors and avoid plagiarism.5. Critical Thinking:Academic writing requires critical thinking skills. It is not simply about summarizing information but rather about analyzing, evaluating, and synthesizing ideas. Critical thinking helps writers develop a well-informed perspective on a given topic and allows them to present balanced arguments and counterarguments.6. Coherence and Cohesion:Academic writing should have logical coherence and cohesion. This means that ideas should flow smoothly from one paragraph to another, and there should be clear connections between sentences and paragraphs. Transitional words and phrases can help achieve this flow and ensure that the writing is easy to follow.7. Editing and Proofreading:After completing the initial draft, it is crucial to edit and proofread the academic writing thoroughly. This involves checking for grammatical errors, sentence structure, spelling mistakes, and overall clarity. Editing helps improve the overall quality of the writing and ensures that the message is effectively conveyed to the audience.Conclusion:Academic writing is a skill that is essential for students in various fields of study. It requires a structured approach, formal language, critical thinking, and proper research. By mastering academic writing, students can effectively communicate their ideas and contribute to the academic community.。
Introduction to Academic Writing
Academic WritingAcademic writing is a formal writing. The main aim of academic writing is to inform or to persuade and not entertain like creative writing. Both academic writer and academic readers have no time to be entertained but they rush for useful information they are looking for. Academic writing comprises many different types of text, ranging from a research article written for publication in an academic journal to a MSc dissertation to an essay written for a university course.There are certain features which appear to be typical of academic writing. For example, academic texts answer a specific question, or questions, using a set of well-structured, logical arguments. The arguments are often based on research carried out by the writer or other researchers. Academic texts contain references to previous research, which are documented at the end of the text. Academic texts are written in an impersonal, objective style, and are characterized by certain language features such as the avoidance of personal and contracted forms, a high lexical density, frequent nominalisations and the use of the passive.Academic Writing StyleA. Academic writing is formal.1) Try to use full forms, avoid contractions.e. g. don’t should be do not2) Use single-word verbs; avoid phrasal verbs wherever possible because phrasal verbs are generally more colloquial and informal than single word verbs.e. g. put up with should be tolerate3) Use standard or formal words and expressions; avoid informal or nonstandard words and expressions such as colloquialism, slang, and taboowords and expressions.e. g. Informal words formal wordsleave departquit resigntired fatiguedflunk faillab laboratory4) Use concrete words and expressions; avoid vague or imprecise terms. Words like thing should be banned. “The right thing”would be better expressed as “the right action” or “the right procedure”.e.g. Several things must be borne in mind when evaluating EFL textbooks.Several points must be considered when evaluating EFL textbooks.A nice addition to the collectionA popular/ prestigious addition to the collectionB. Academic style is objective.1) Avoid th e first person pronoun “I”.I have considered...Consideration has been given to...I suggest that...The suggestion is made that...I have observed... It has been observed that...If the first person pronoun cannot be avoided, use “we” instead of “I”, or use third person reference, like “the writer, the present author, or this author”.2) When expressing an opinion or belief, try to use impersonalconstructions.e.g. you can see--- it can be seen thatI believe --- it is commonly believed thatI hear --- it is saidC. Academic style is concise.1) Find the most direct way to express the idea. Use as few words aspossible.2) Avoid repetition of ideas.3) Concentrate on the topic. Anything that is irrelevant and unnecessary,no matter how well written, should be deleted.e.g. We should exercise centralized control over the management of foreign exchange and foreign debts and centralize such power in the hands of central authorities. --- The power to manage foreign exchange and debts should be placed in the hands of central authorities.D. Academic style is varied.1) Use a variety of words, or substitute with synonyms, or different forms.Avoid as much as possible repetition of the same words.2) If there is a special word that must be repeated, find ways to refer to itwithout repeating, e.g.: the above-mentioned point.3) Use a variety of sentence structures. Avoid overuse of one favoritestructure or linking words.E. Academic style is tentative and cautious.1) Use affirmative structures only when there is complete certainty. E.g. Itis true that… it has been proved that…2) Use tentative structures if there is no complete certainty. Modal verbs,adverbs, and other expressions often help to achieve this purpose. E.g.It is commonly accepted that… There is evidence to suggest that ….The author tends to believe that….F. Academic style is well-linked and connected.1) Use signaling devices to indicate what the next sentence might be. E.g“besides, in addition” to show additional information; “on the other hand, however, whereas” to show contrast; “as a result, consequently, therefore” to show cause and effect; “for example, for instance” to show exemplification.2) Introduce different sections clearly.3) Create logical connections between sentences and paragraphs.Why is the following text not a good example of academic style?Today being fat is totally bad for your health. About 30,000 fat people die every year in the UK and lots more fat people die in the USA. By 2015 more people will die of being fat than smoking and it doesn’t have to be this way, this could easily be prevented, couldn't it?The number of deaths per year attributable to obesity is roughly 30,000 in the UK and ten times that in the USA, where obesity is set to overtake smoking in 2015 as the main preventable cause of illness and premature death.Characteristics of Good Academic WritingUnity: all parts or elements of the writing constituting an organic and harmonious wholeCoherence: all parts or elements well connected to show clear logical relations Emphasis: special and significant stress given to important ideas by means of position, repetition, or other indicationDevelopment: adequate elaboration and sufficient expansionClarity: precise, concise, and lucid in styleUnderstanding the elements of writingWriting is a way of communicating a message for a pupose to readers. Communicating in writing means sending a message that has a destination. The message of the writing is its content, which originates in your engaging in one or more of the processes of observing, remembering, reporting, explaining, exploring, interpreting, speculating, and evaluating. Purposes for writing can be many. Readers, also called your audience, are the deatination your writing must reach. Taking readers into account as you write is crucial to your success as a communicator.Purposes for writing concern a writer’s goals,sometimes called aims of writing or writing intentions. Purposes for writing originate from the motivating forces behind what is being written.●To express yourself●To inform a reader●To persuade a reader●To create a literary workThese purposes of writing offer you the pleasure of writing for yourself as audience and of creatively composing a work of literature for others to read.Expressive writing allows you to express your thoughts and feelings.(When expressive writing is intended for public reading, it becomes more like literary writing.)When we lived in Maine, the fall and winter holidays were my touchstones---the calendar moved along in comforting sequence. I wrpped the snow and foods and celebrations around me like a sofe blanket. I burrowed in. Now that we live in New Mexico, I don’t need that blanket. But I surely do miss it.Informative writing seeks to give information and, often, to explain it.Informative writing can also be called expository writing because it expounds on, or sets forth, ideas or facts. Informative writing includes reports of observations, ideas, scientific data, facts, and statisitics. It can be found in textbooks, encyclopedias, technical and business reports, non-fiction, newspapers, and magazines.When writing to inform a reader, you are expected to offer information with a minimum of bias. Your aim is to relay material that can educate. Your goal here is not to persuade your reader. Like all effective teachers, you need to present the information completely, clearly, and accurately. Readers should be able to verify your material by additional reading, talking with others, or personal experiences.In 1914 in what is now Addo Park in South Africa, a hunter by the name of Pretorius was asked to exterminated a herd of 140 elephants. He killed all but 20, and those survivors became so cunning at evading him that he was forced to abandon the hunt. The area became a preserve in 1930, and the elephants have been protected ever since. Nevertheless, elephants now four generations removed from those Pretorius hunted remain shy and strangely nocturnal（夜间的）. Young elephants evidently learn from the adult’s trumpeting alarm calls to avoid humans.This passage is succcessful because it communicates (transmits) a message (about young elephants learning to avoid humans) to a reade r (a person who might become or already is interested in the subject) for a purpose (to inform). In this passage, the writer’s last sentence states the main idea. The other sentences offer support for the main idea.Persuasive writing seeks to convince readers about a matter of opinion. This writing is sometimes called argumentation because some forms of it argue a position.When you write to persuade, you deal with the debatable, which has other sides to it. Persuasive writing seeks to change your reader’s mind or at least to br ing your reader’s point of view closer to yours. Even you feel quite certain that your reader’s position on the subject will never change, you are expected to present your position as convincingly as possible. How do you persuade convincingly? You go beyond merely stating an opinion. You offer convincing support for that opinion. Such support relies on clear presentation of whatever information your readers needs to understand your topic, your position on that topic, and your evidence ---such as examples and reasons---that backs up your point of view. Only with support can you hope to convince readers.The search for some biological basis for math ability or diability is fraught with logical and experimental difficulties. Since not all math underachievers are women, and not all women are mathematics-avoidant, poor performance in math is unlikely to be due to some genetic or hormonal difference between the sexes. Moreover, no amount of research so far has unearthed a “mathematical competency”in some tangibl e, measurable substance in the body. Since “masculinity”cannot be injected into women to test whether or not it improves their mathematics, the theories that attribute such ability to genes or hormones must depend for their proof on circumstantial evidence旁证.So long as about 7 percent of the PhDs in mathematics are earned by women, we have to conclude either that these women have genes, hormones, and brain organization different from those of the rest of us, or that certain positive experiences in their lives have largely undone the negative fact that they are female, or both.This passage is successful because it sends a message(about math ability and disability) to a reader (a person who might become or already is interested in the subject) for a purpose(to persuade the reader that math ability ordisability is not related to gender). The writer’s first sentence summarizes the point of view that she argues in the rest of the paragraph. The other sentences support the writer’s assertion.Writing is a process●Planning calls for you to gather ideas and think about a focus.●Shaping calls for you to consider ways to organize your material.●Drafting calls for you to write your ideas in sentences and paragraphs.●Revising calls for you to evaluate your draft, and based on your decisions,rewrite it by adding, cutting, replacing, moving---and often totally recasting material.●Editing calls for you to check the technical correctness of your grammar,spelling, punctuation, and mechanics.●Proofreading calls for you to read your final copy for typing errors orhandwriting legibility.Writing begins with thinking about each writing situation. Your thinking involves answering the following questions.●Topic: What will you be writing about in this situation?●Purpose: What will be your writing purpose in this situation?●Audience: Who will be your audience in this situation?●Special requirments: How much time were you given, and how longshould the paper be?The topic is the foundation of each writing situation. You may choose your own topic or narrow an assigned topic. Whatever the topic, you are the starting place for your writing. Draw on yourself as a source. Whatever you have seen, heard, read, and even dreamed contributes to your fund of ideas and prior knowledge. As you think about your topic, remember that in your writing, you will need to include specific support for the points you intend to make.The purpose of your college writing is usually to inform or to persuade.Effective writing reflects a sense of its purpose. Some writing assignments include or clearly imply a statement of purpose. For example, your purpose is informative if you are writing about the dangers of smoking. Conversely, your purpose is persuasive if you are writing an argument against smoking. When an assignment does not stipulate the writing purpose, you must choose either an informative or a persuasive purpose, based on the topic, what you want to say about it, and how you intend to develop the topic.Tourism is a booming business in China. However, some people worry that too many tourists may bring harm to the environment, while others don’t think so. What is your opinion?Write a composition of about 200 words on the following topic: Will Tourism Bring Harm to the Environment?。
学术英语写作课件Academicwriting概要
目录
• Writing Techniques for Academic Papers • Publication and evaluation of academic
papers
01
Introduction to Academic English
Writing
The Definition of Academic English Writing
VS
Method
Critical evaluation of the strengths and weaknesses of past research, and how the current study builds upon or challenges existing knowledge.
Research Method
对于学生和研究者来说，良好的学术 英语写作能力是获得学位、发表论文 和提升职业发展的关键因素。
Norms and Requirements for Academic English Writing
01
学术英语写作应遵循准确、清晰、简洁和规范的语言表达原则。
02
文章结构应包括引言、文献综述、方法、结果和结论等部分，
Academic English Writing
Courseware Academic Writing
Summary
目录
• Introduction to Academic English Writing • The structure and organization of academic
papers • The Language Characteristics of Academic
Academic Writing(学术英语写作)中国大学mooc课后章节答案期末考试题库2023年
Academic Writing（学术英语写作）中国大学mooc课后章节答案期末考试题库2023年1.__________ is a very unique genre in academic context for it recalls what youhave learned.答案:Reflective writing2.__________ will contain raw data and other materials not central to the mainwork.答案:Appendix3.__________are a way of combing two sentences which have a close relationshipinto one.答案:Semicolons4.What is problem in the following statement?"Many people like large families."答案:Unspecific language5.What hedgin g language is used here to show the author’s degree ofconfidence?“One of the main functions of the pancreas is to produce hormones.”答案:Adjective6.The words “this”, “which” and “likewise” can be used as __________.答案:reference7.Read the following definition and identify the problem in it."By commercial advertisements, I mean these tricks and traps manufacturers use to advocate their products in all kinds of mass media."答案:Loaded definition with negative emotions8.Which of the following is NOT true about a paragraph developed byclassification?答案:Items from different classes can be discussed here.9.Read the following sentences and decide what kind of causal analysis thesesentences follow?"What has sparked the increasing interest in exercise? Firstly, people have gained a greater awareness of the need for physical fitness. Furthermore, the constantly improving standard of living enables Chinese people to patronize the increasing number of recreational venues. The main thing perhapscenters on the healthcare and psychological benefits exercise provides."答案:One single effect is caused by multiple causes.10.When we are planning to write an essay developed by comparison orcontrast, what should we consider as the first step?答案:Points of comparison11.Which of the following is NOT a function of the Conclusion?答案:It adds some new evidence or ideas to the essay.12.Read the following short paragraph and decide which arguing approach is used here."Autonomous vehicles (AVs) are imperfect, but they are likely to eventually become safer drivers than humans. According to data of automotive fatalities from the World Health Organization in 2018, 1.35 million humans died in car accidents, with tens of millions more injuries and disabilities (World Health Organization, 2018). Few of those deaths were the results of part failure or bad luck; the majority results from intoxication, texting while driving, and other distractions."答案:deductive13.Look at the copyright page of a book. What is the publishing house?答案: Routledge14.Look at the copyright page of a book, who is the author of the book?答案:Stephen Bailey15.In general, titles of science papers have around __________ words.答案:10-1516.When writing the Results section, we should consider the following steps__________:①summarize your findings with the relevant data②determine which results to present③present the data in an appropriate way④organize the data in order答案:②④③①17.From specific to general, a conclusion should contain: ____________,_______________, __________, _______________.①restatement of research purpose②limitation and recommendation③implications and significance④synthesis of main results答案:①④③②18.Which of the following is correct when the same author is cited for twopapers published within the same year?答案:Ellis, 2019a; Ellis, 2019b19._________ can include a general topic in the first part and a specific topic abouta distinctive feature of the study in the second part, which are oftenconnected by a colon.答案:Two-part titles20.__________ is a series of words that will often appear together.答案:Collocation21.“Replacing some of the author’s words in your text with synonyms, butmaintaining the overall structures and the vocabulary of the original” is not considered as plagiarism.答案:错误22.Academic writing is complicated.答案:错误23.In your academic writing, you should try to maximize the number of contentwords. One way to do this is to increase the number of nouns or nounphrases.答案:正确24.Many collocations in English contain function words, such as nouns, verbs,adjectives and adverbs.答案:错误25.Only transitional words, such as “because” and “thus”, can be regarded asgood transition to achieve coherence.答案:错误26.In an essay developed by comparison and contrast, the block pattern ispreferable in long writing in which there are numerous points underdiscussion.答案:错误27.When we write a conclusion for a process essay, we only need to repeat theinformation mentioned in the essay without providing any specific details.答案:正确28.An argumentative essay is an essay in which you agree with an issue andsupport it with evidence.答案:错误29. A thesis statement may state not only the author’s own point of view but a lsothe view from the other side.答案:正确30.An annotated bibliography include the list of all your sources and thesummary of the content of each source.答案:正确31.The following is an acceptable direct quotation:Gould and Brown (1991) explained that Darwin used the metaphor of thetree of life "to express the other form of interconnectedness–genealogicalrather than ecological” (p. 14).Reference:Gould, J. & Brown, A. (1991). The mating mind. Behavior Ecology,22(3),10-19.答案:正确32.Titles need to keep short and concise, and attracts the reader’s attention.答案:正确33.The abstract is the first thing you write.答案:错误34.An abstract should be fully understandable on its own to someone whohasn’t read your full paper or related sources.答案:正确35. A formal review of literature should be in the Introduction section of aresearch paper.答案:错误。
引言 范文英语
引言范文英语In the realm of academic writing, the introduction often serves as the first and foremost impression, setting the tone and direction for the entire essay. As the saying goes, "A good beginning is half done," and this could not be truer when it comes to essay introductions. The art of writing an engaging introduction lies in its ability to captivate the reader's attention, provide a clear overview of the topic, and preview the main points to be discussed. This is where the power of model essays in English comes into play.Model essays in English, especially those with exemplary introductions, offer a valuable resource for writers seeking to enhance their own skills. By studying these models, writers can learn how to craft anintroduction that is both informative and engaging. The key elements of a strong introduction include a clear statement of the topic, a hook to grab the reader's interest, and a preview of the main arguments or points to be made in the essay.For instance, a model essay might begin with a thought-provoking quote or statistic that immediately captures the reader's attention. This hook is designed to make the reader curious and interested in reading further. Following the hook, the writer then provides a brief overview of the topic, explaining its relevance and significance. This overview helps the reader understand the context of the essay and what to expect in the following paragraphs.In addition to the hook and overview, a strong introduction also includes a clear statement of the main arguments or points that will be discussed in the essay. This preview gives the reader a sense of direction and allows them to anticipate the flow of ideas throughout the piece. By doing so, the writer establishes a clear path for the reader to follow and ensures that the essay remains focused and coherent.The power of model essays lies not only in theirability to guide writers but also in their potential to inspire. By reading well-written introductions, writers can gain insight into the thought processes and techniques usedby experienced writers. This can help them develop their own writing style and improve their own skills over time. Moreover, model essays can serve as a source of motivation for writers facing challenges or difficulties in their writing process. By looking at how others have successfully tackled similar issues or topics, writers can draw inspiration and find new ways to approach their own writing tasks.In conclusion, the introduction is a crucial component of any academic essay, and the power of model essays in English cannot be overstated. By studying and learning from these models, writers can enhance their own writing skills and produce more engaging and effective essays. The next time you sit down to write an essay, consider taking a moment to reflect on the power of the introduction and how you can use model essays to make your own introduction stand out.**引言的魅力：范文英语的力量**在学术写作领域，引言往往作为第一印象出现，为整篇文章定下基调和方向。
Academic_writing_Introduction 引言的写作
Writing An Introduction of A Research PaperI. Some conventions(一些规则)Every professional paper should have at least one or two introductory paragraphs. In the Introduction the writer sets the stage for the main topic. It provides information for the reader about the paper, without giving the details of the work and conclusions. Often the Introduction is used to put the research into perspective, by stating how it relates to other technical and institutional work. The Introduction can range from half of a page to two pages.The purpose of the Introduction is to supply sufficient background information to allow the reader to understand and evaluate the results of the present study without referring to previous publications on the topic. The introduction should also provide the rationale for the present study. The writer should state briefly and clearly his purpose in writing the paper. Much of the Introduction should be written in the present tense because the writer will be referring primarily to the problem and the related established know-ledge at the beginning of the work.(i) It should present the nature and scope of the problem investigated. Since there might be many perspectives from which the writer can approach the problem, narrowing down the scope of work and de-limiting the boundary of the study becomes necessary.(ii) The Introduction is the proper place to define any specialized terms or abbreviations intended to be used.(iii) The Introduction should also inform the reader of the general purpose of the paper and illustrate the primary objectives of the research.(iv) It should review the pertinent literature to orient the reader. In science and engineering studies the literature is reviewed for several reasons, for example, to learn from the work of others, to give credit to similar and relevant studies, to help the reader in further study to the topic, problem or theory. In professional work it is essential to make it clear what contributions have been made by others, and what the cur-rent work has achieved and contributed to further understanding. The reader must never be in doubt what has already been established in the literature before, and what the reported study has contributed. (v) The Introduction may also talk of the arrangement of the writing at the end of the Introduction. In long papers, the mention of the arrangement of the writing enables the reader to understand the pa-per more easily, and can make the reader feel convenient in further reading.II. Stabilized structure(固定的结构)1．Establishing the scope of research(表示研究／讨论范围)Step l Claiming centrality(表明讨论中心话题)and／orStep 2 Making topic generalization(s)(总括所研究话题的现状)and／orStep 3 Reviewing previous research(综述前人研究)2．Establishing a niche(确立研究／讨论话题)Step l A Counter—claiming(反驳前人观点)OrStep l B Indicating a gap(表明前人研究空白)OrStep l C Question—raising(提出问题)OrStep l D Continuing a tradition(继续前人研究)3．Occupying the niche(研究／讨论具体切人点)Step l A Outlining purposes(表明研究目的)OrStep l B Announcing present research(表明当前研究重点)Step 2 Announcing principal findings(表明主要发现)Step 3 Indicating the research article structure(表明文章结构)1．Establishing the scope of research(确定研究／讨论范围)Step 1 centrality claims: In the introduction, centrality claims are typically expressed in one sentence, but can also be in two or more sentences. Typically, they are put at the beginning of the Introduction. The author can introduce centrality claims by claiming interest or importance, referring to the main character of the issue, or claiming that there are many other investigators active in the area.Some typical examples are:~ Recently, there has been a spate of interest in how to...~ In recent years, applied researchers have become increasingly interested in...~ The possibility...has generated interest in...~ Recently, there has been wide interest in...~ The time development ...is a classic problem in fluid mechanics.~ The well-known...phenomena...have been favorite topics for analysis both in...~ Knowledge of ...has a great importance for...~ The study of...has become an important aspect of...~ The effect of...has been studied extensively in recent years.~ Many investigators have recently turned to...~ The relationship between ...has been studied by many authors.~ A central issue in...is the validity of...The Introduction can also begins with step 2Step 2: making a topic generalization. Statements of topic generalizations generally fall into two categories: statements about knowledge or practice, or statements about phenomena. Typical examples of the first group are:~ There is now much evidence to support the hypothesis that...~ The ...properties of...are still not completely understood.~ A standard procedure for assessing has been...~ Education core courses are often criticized for...Typically these statements express in general terms the current state of knowledge, of technique, or of current requirements for further progress.The second group of topic generalizations refers to phenomena:~ ...is a common finding in patients with...~ An elaborate system of...is found in the ...~ English is rich in related words exhibiting "stress shifts".~ There are many situations where examination scripts are marked and then re-marked by another examiner.Step 3 Reviewing previous researchWhen reviewing previous research, the author needs to relate what has been found (claimed) with who has found it (claimed it). There are generally two forms of citation: integral and non-integral. In the text of a report, integral citation usually names the author in text and the year of publication in parentheses. Non-integral citation puts references at the end of a sentence or paragraph inside parentheses. If there is just one author, the integral citation form is Jones (1987), and the non-integral citation form is (Halliday, 1987). If there are two authors the citation should be Jones and Smith (1987) or (Jones and Smith 1987). And when there are three or more authors, the citation should be Jones et al. (1987) or (Jones et al., 1987). It should be noted that there is no period after the word "et". If there are two or more references by the same authors and from the same year, they are marked with an "a" and "b" etc. (Jones, et al., 1987a; Jones, et al., 1987b). A semicolon (;) is used between references when you refer to more than one at the same time.A literature review should not be a laundry list, meaning that it should not be listing of unrelated items.A literature review should be a coherent review of the main ideas and results of published materials, as they relate to the topic or problem of the report being written. The length of Literature Review is highly variable, from a paragraph to a few pages.The main patterns are illustrated with the following examples: Examples of integral citation forms (直接引用方式)~ Bile (1988) showed/shows that the moon is made of cheese.~ The moon's cheesy composition is established by Bile (1988).~ Brie's theory (1988) claims/claimed that the moon is made of cheese.~ Brie's (1988) theory of lunar composition has general support.~ According to Brie (1988), the moon is made of cheese.Examples of indirect citation forms (间接引用方式) ..~ Previous research has shown that the moon is made of cheese (Brie, 1988).~ It has been shown that the moon is made of cheese (Brie, 1988).~ It has been established that the moon is made of cheese (Brie, 1988).~ The moon is probably made of cheese (Bile, 1988).~ The moon may be made of cheese (of. Rock, 1989).2. Establishing a niche (确定研究/讨论话题)To establish a niche, the author usually starts with an adversative sentence-connector, most commonly with however but also with such signals as but, nevertheless, yet, and unfortunately. Step l A Counter-claiming e.g. However, the use of... results in such a degree of ... that ... has become necessary.OrStep 1B Indicating a gap e.g. However, the use of...results in a significant amount ofOrStep 1C Question-raising e.g. However, it is not clear whether the use of...can be modified to OrStep 1D Continuing a tradition e.g. The remaining issue is to find a way of better controlling In this part, the author most typically starts with step 1B, indicating a gap. The author does not counter-claim that the previous work is hopelessly misguided, but rather "suffers from some limitations". Typical sentence patterns used to indicate a gap are listed below:~ No research has been done on ...~ Little effort has been spent on the study of...~ (Very) few researchers have investigated...~ The nature of...is overlooked.~ Researchers have failed to notice that...~ The result is misleading/questionable/inconclusive/limited.~ The result off. _has several limitations.~ The research can rarely cover...3. Occupying the niche (研究/ 讨论具体切入点)Step 1A outlining purposesOrStep 1B Announcing present researchStep 2 Announcing principal findingsStep 3 indicating the research article structureIn this part, step 1 is the obligatory element. In other words, either Step 1A or Step 1B must occur in the Introduction. Step 1A indicates the author's main purpose or purposes. Step 1B describes what the author considers to be the main features of his research.Typical examples are:~ This paper reports on the results obtained...~ The aim of the present paper is to give...~ The main purpose of the experiment reported here was to...~ This study was designed to evaluate...~ This paper aims to report the interaction of...Most research article introductions end with Step 1. However, some may also end with Step 2 or Step 3. If Step 3 occurs, it always occurs at the end of the introduction.Examples are:~ We have organized the rest of this paper in the following way...~ This paper is structured as follows...~ The remainder of this paper is divided into five sections. Section II describes...III. Example outline structures (结构范例)Outline structure 1Recently, there has been a considerable interest in...Yet, there is a dearth of information. (2 direct questions) Recent studies have begun to explore these questions at...level. The existence of... may be inferred from recent studies by ...The work of these researchers sheds light on ...However, understanding ...in the context of... is as yet unexplored territory. This study attempts to enter this territory by...Our focus will be on...The changes that...show a skilled novice learning of...Outline structure 2Recently, the relationships between ...have been explored by scholars from a number of disciplines. However, the precise nature of...has not been delineated a considerable amount of research has been made into.., but little research...As a result, no comprehensive theory appears to exist. (review previous researches) Taken together, these studies indicate...The purposes of the present study were two-fold: one is...; the other is... The study thus extends the findings of previous work by examining...Outline structure 3Despite the announced importance of... few researchers have experimentally tested... Many studies have examined...No study, however, has used an experimental design. In the light of this absence of experimental work, we conducted a pilot study (Rosen, 1985)...We subsequently designed the present study,an experiment to test... Our two research questions were...IV. Distinction of Abstract and Introduction (摘要和引言的区别)Generally there are three distinctions between Abstract and Introduction:(1) Discussions of previous research are rarely found in abstracts, whereas it is an important part of the research article introductions.(2) Indication of methodology, experimental procedures, data collection, etc. used for present research is considered crucial in research abstracts, but rare in article introductions.(3) Reporting of results or findings of research is considered as an important part of abstracts, but it is rare in article introductions.V. An example introduction (引言范例)During the past 50 years, the United States has experienced the integration of the computer into society. Progress has been made to the point that small, inexpensive computers with expanded capabilities are available for innumerable uses. Many schools have purchased and are purchasing microcomputers for infusion into their directed learning programs.Most individuals seem to agree that the microcomputer will continue to hold an important role in education. Gubser (1980) and Hinton (1980) suggested phenomenal increases in the numbers of computers both in the school and the home in the near future. There are always problems with a sudden onslaught of new technology. Like any new tool that has not been fully tried and tested, the role of the computer is in question. How should the computer be used in the classroom? Should the computer be the teacher or a tool in the classroom in the same way as an overhead projector? Can teachers do a better job of teaching certain types of materials with the microcomputer than with conventional teaching methods? Will the microcomputer have different effects on students with varying levels of experience? Schmidt (1982) identified three types of microcomputer use in classrooms: the object of a course, a support tool and a means of providing instruction. Foster and Kleene (1982) cite four uses of microcomputers in vocational agriculture: drill and practice, tutorial, simulation and problem solving.The findings of studies examining the use of various forms of computer-assisted instruction (CAI have been mixed. Studies by Hickey (1968) and Honeycutt (1974) indicated superior results with CAI while studied by Ellis (1978), Caldwell (1980) and Belzer (1976) indicated little or no significant effect. Although much work has been done to date, more studies need to be conducted to ascertain the effects of microcomputer-assisted instruction in teaching various subjects in a variety of learning situations.The purpose of this study was to ascertain the effect of using micro-computer-assisted instruction as compared to a lecture-discussion technique in teaching principles and methods of cost recovery and investment credit on agriculture assets to graduate students in agricultural education (Rohrbach, 1983). This topic was identified as being of importance to teachers in providing them the necessary background to teach lessons in farm records.ExerciseThe following two excerpts are taken from the same academic article. Which is the Abstract and which is the Introduction? Why?Excerpt 1The continental terrace of Israel consists of a 1-2-km-thick Pliocene-Quaternary sediment wedge that narrows (from 60 to 16 km), steepens (2.5-3 to 6-8 ) and deepens (900-1200m) from south to north. Thecontinental terrace is the combined product of Nile-derived sedimentation whose bulk and rate of deposition decrease with increasing distance from the Nile Delta, and vertical tectonic uplift of Israel and Lebanon vs the subsidence of the adjacent submarine Levantine Basin. The tectonic influence increases while the sedimentary influence decreases from south to north (Neev et al., 1976; Almagor & Hall, 1984). Halokinetic slumping caused by extensive mass movement over deep strata of Messinian (Late Miocene) evaporites scarred and steepened the entire continental terrace of northern Israel and southern Lebanon (Almagor& Garfunkel, 1979; Garfunkel & Almagor 1985, 1987; Almagor 1993). In the south, a balance between continuous hemipelagic sedimentation and episodic dispersal of sediment, mostly by earthquake-induced slumping, creates a smooth gentle bathymetry (Almagor, 1980, 1984, 1986; Almagor & Michaeli, 1985). Along the steep slope north of Mount Carmel promontory mass transport processes have shaped a scarred and canyon-fur-rowed morphology. These processes were described in detail by Almagor(1992, 1993).The present study deals with the small-scale sedimentary structures as found in more than 60 sediment cores taken along the entire continental margin of Israel (Fig. 1) with special emphasis and greater sampling density on the more dynamic northern continental slope (Fig. 2)Excerpt 2The continental terrace of Israel consists of Nile-derived sediments. They are classified into three major groups, according to their structures: (1) irregularly too wavy laminated, coarse-grained sediments (quartz and skeletal debris) of the flat outer shelf and upper bend of the slope (10-20% of the bulk) which are influenced by currents. These sediments are bioturbated to various degrees. Smectitic silty clays (80-90%) form two structural groups: (2) laminated, turbiditic sediments which accumulate on the slope, particularly in the canyons of the northern slope. Irregular, wavy, thickly laminated, coarse-grained sediments of the up-per slope and canyon heads merge down-slope with parallel, thinly laminated, fine-grained sediments. Toward the foot of the slope and on the adjacent deep-sea floor lamination becomes indistinct and sediment is visually homogeneous. (3) Slump-generated mud lumps of various sizes, which accumulate on the lower slope, and along the transport axes of the canyons. These are the most visible evidence for large-scale slumping mass movement.Transportational and depositional processes are far more intensive over the steep northern continental slope of Israel, and especially in its canyons than over the gentle southern slope.Very stiff over-consolidated sediments unconformably overlain by the ubiquitous recent silty-clayey sediment were cored on steep sections of the middle continental slope and along the canyon walls. Their pre-consolidation stress values suggest that these sections were formerly overlain by more than 40m of sediment and now are exposed by slumping. The down-sliding slabs usually disintegrated into small fragments although several huge fragments could be indentified along the canyon axes.。
雅思AWL词汇表,最全版
1An Introduction to the Academic Word ListAveril Coxhead, Massey University, New ZealandThe Academic Word List (AWL) is a list of 570 word families that are commonly found in academic texts. This list was selected by examining a large corpus (or collection) of written academic texts and selecting the words that occurred:1 In texts from all four academic facultysections: Arts, Commerce, Law and Science. 2 Over 100 times in the corpus overall.3 At least 10 times in each academicfaculty section.4 Outside the 2000 most frequent wordson Michael West’s General Service List(GSL). The GSL includes everyday wordssuch as I, house and do.These principles ensured that only words that occurred reasonably frequently in a variety of study areas were selected.The AWL targets vocabulary that occurs most often in written academic texts. These words also occur in newspapers but not as often as they do in textbooks. The AWL words appear even less in fiction. If your focus is learning academic vocabulary, you need to make sure you read academic textbooks so that you encounter these words in context.The AWL is organized into Word Families. Word families are made up of the ‘parent word’ and ‘family members’. Take for example the word maximise. Its family members include inflections of the verb such as maximised,maximises and maximising as well as the noun maximum. The word family also includes the British spelling of the noun maximisation, as well as maximization, the US spelling.If you learn the verb maximise, you will be able to recognise other family members such as maximised when you encounter them in your reading. These words are closely related and the meaning is likely to be the same or similar. When you are looking for words in this dictionary, think about other word family members too. Finally, there are some academic words thatdo not have a word family. These words occur on their own and do not have any inflections. Examples include nonetheless,so-called and behalf.The AWL is intended as a reference for students who are studying or preparing to study at a tertiary level in English. As a university lecturer, I was aware of the difficulties that students had in mastering the vocabulary necessary for written assignments. The AWL does not include ‘content’ vocabulary for particular subjects which students obviously need to learn as well. The AWL focuses instead on the non-subject-specific vocabulary that students of any discipline will need to master in order to produce coherently-structured written assignments.The AWL covers up to 10% of the vocabulary covered in written academic texts. This means that, on average, one word in 10 in an academic textbook is in the AWL. Look at the following extract from an academic text:EUROPEAN ENVIRONMENTAL POLICY Environmental issues are truly global. Many of the problems, like the releasingof CFCs into the atmosphere, have global effects and require global action. Some problems link to the exploitation of global commons – the resources shared by the international community suchas ocean beds and the atmosphere. Sometimes small local problems, suchas poisonous gases leaking from landfills and water pollution, are multiplied so many times in any local contexts thatthey become major world hazards. The environment is a global concern requiring global policies.Academic Word ListAcademic Word List2The highlighted words are all on the AWL.This sample illustrates clearly that the AWLcan help with decisions about which words are important for you to learn if you are studying in an English-speaking country.Knowledge of academic vocabulary is vital for students studying at an English-speaking university, particularly for reading and writing.If you compare estimates of how many words a native English speaker might know by the age of 18 (approximately 18,000 to 20,000 words) and how many a learner who has had two or three hours of schooling in English overseveral years (roughly 2000 to 3000 words depending on the language background of the student), this gap is enormous. In order to read and write successfully you need to be able to recognize as many words as possible in your textbooks and use as many as possible in your essays. The bigger your vocabulary, the more you will be able to cope with the high reading and writing demands of your studies.Academic writing tends to be quite formal in style. The vocabulary items that you use in your writing can affect the level of formality. Writers need to know whether a word can be used in a particular situation. T ake for example consequent. This is marked as formal. You would probablynot choose to use this word when speaking with friends but you should use it in written English to take your language to a higher level of formality. The AWL will help you to focus on issues of formality. Look out for the formal label in this dictionary.Remember that the AWL covers approximately 10% of all vocabulary in a piece of academic writing. You should aim to have roughly the same percentage in your own academic writing too. If you go to the AWL highlighter websiteby Sandra Haywood (http://www.nottingham. /~alzsh3/acvocab/awlhighlighter.html) you can copy and paste your text into it and it will highlight the AWL words for you. This will enable you to see how many AWL words you are using overall and whether you repeat the same words many times in your writing.When looking up words from the AWL in this dictionary you should also focus on the bold phrases that are highlighted. These show you the key grammatical patterns and collocations for that word. Collocations are words that commonly occur together or near each other in a text, for example ‘effect on’. Collocations and phrases are important because they help with fluencyin writing and indicate that you are working at a higher level with academic vocabulary than just using a word from your own language and its translation. The collocations in the following text have been highlighted in blue.DECLINING BIODIVERSITYWhatever the effects on this planet’s climate, rain-forest clearance has another undeniable impact. The disappearance of rain forests is a major factor eroding the earth’s biodiversity, or, more simply causing many thousands of species of plant and animal life to disappear forever. While rain forests account for just seven percent of the earth’s surface, they are home to almost half of this planet’s living species. Estimatesof the total number of species of animalsand plants range from 1.5 million to as high as 30 million. Researchers, in fact, have identified more than 1,000 species of ants alone (Wilson, 1991).Remember that building your vocabulary takes time. You are not likely to learn everything you need to know about a word the very first time you see it. And don’t expect to remember everything about a word after looking it up in a dictionary once. Try some of these ideas to help you with vocabulary building:• Make the most of the information given in this dictionary to build up your knowledge of a word. Look at the bold phrases highlighted in the entry. These show important grammatical patterns and collocations. Learn these rather than the word in isolation.• Even if you think you already ‘know’ a word, look it up in the dictionary to see if there is any additional information that you don’t know.• Research has shown that repetition helps people to remember things. Make sure you build repetition into your learning. You could do this through using word cards to test yourself or by keeping a vocabulary notebook.Academic Word List3• Studying words ‘actively’ will help yourlearning. People do learn words through reading but the chances of remembering vocabulary is higher when you focus on the words and make a conscious effort to learn them.• Look out for common collocations, phrases and grammatical patterns of words when you are reading academic texts.• Work with the AWL alongside you when you are writing. Try to use words from the list that are relevant to your writing. The words on the AWL are marked with in this dictionary.The AWL does not include the 2000 most frequent words used in general everyday English. In this dictionary, however, the 3000 most frequent words in written English are also marked with 12and 3and the 3000 most frequent words in spoken English are marked with and .In some cases, these overlap with the AWL.Averil Coxhead is a lecturer in English for Academic Purposesat Massey University, Palmerston North, New Zealand. Shecompiled the AWL in 2000. For further information on the AWL go to Averil’s website at /staff/awl/index.shtml.Acknowledgement: Extracts on the subject of European environmental policy and declining biodiversity are reproduced with permission from Sociology:A Global Introduction, third edition, by John J. Macionis and Ken Plummer,©Pearson Education Limited 2005.abandon1v abandoned adj abnormal adj abstract1adj abstract2n abstract3v abstraction n academic1adj academic2n academy n access1n access2v accessible adj accommodate v accommodation n accompaniment n accompany v accumulate v accuracy n accurate adj achieve v achievement n acknowledge v acknowledgement n acquire v acquisition n adapt v adaptable adj adaptation n adequate adj adjacent adjadjust vadjustment nadministration nadministrative adjadult1nadult2adjadvocacy nadvocate1vadvocate2 naffect vaggregate1 naggregate2 adjaggregate3 vaid1 naid2 valbeit conjallocate vallocation nalter valteration nalternate1 adjalternate2 valternative1 adjalternative2 nambiguity nambiguous adjamend vamendment nanalogous adjanalogy nanalyse vanalysis nanalyst nanalytical adjanalyze vannual1 adjanticipate vanticipation napparent adjappend vappendix nappreciable adjappreciate vappreciation napproach1 vapproach2 nappropriate1 adjapproximate1 adjapproximate2 vapproximation narbitrary adjarea naspect nassemble vassembly nassess vassessment nassign vassignment nassist1 vassistance nassume vassuming conjassumption nassurance nassure vattach vattachment nattain vattainment nattitude nattributable adjattribute1 vattribute2 nauthor1 nauthor2 vauthoritative adjauthority nauthorship nautomate vautomated adjautomatic1 adjautomatically advautomation navailable adjaware adjawareness nAcademic Word ListThe following is a list of the words from the Academic Word List that are highlighted in this dictionary. Words shown in bold are one of the ‘parent words’.Academic Word List4behalf n beneficial adj beneficiary n benefit1 n benefit2 vbias1 nbias2 vbiased adjbond1 nbond2 v brevity nbrief1 adjbrief2 nbrief3 v briefing n briefly advbulk1 nbulky adjcapability n capable adj capacity n category n cease1 v challenge1 n challenge2 v challenging adj channel1 n channel2 v chapter nchart1 nchart2 v chemical1 n chemical2 adj circumstance n citation ncite vcivil adj clarification n clarify vclarity n classic1 adj classic2 n classical adj clause ncode1 ncode2 vcoded adj coding n coherence n coherent adj coincide v coincidence n coincident adj coincidental adj collapse1 v collapse2 n colleague n commence v commencement n comment1 ncomment2 vcommentary ncommentator ncommission1 ncommission2 vcommit vcommitment ncommitted adjcommodity ncommunicable adjcommunicate vcommunication ncommunicative adjcommunity ncompatibility ncompatible1 adjcompensate vcompensation ncompensatory adjcompilation ncompile vcomplement1 ncomplement2 vcomplementary adjcomplex1 adjcomplex2 ncomplexity ncomponent1 ncomponent2 adjcompound1 ncompound2 vcompound3 adjcomprehensive adjcomprise vcomputation ncompute vcomputer ncomputing nconceivable adjconceive vconcentrate1 vconcentration nconcept nconception nconceptual adjconclude vconcluding adjconclusion nconclusive adjconcurrent adjconduct1 vconduct2 nconfer vconference nconfine vconfined adjconfirm vconfirmation nconflict1 nconflict2 vconform vconformation nconformist adjconformity nconsensus nconsent1 nconsent2 vconsequence nconsequent adjconsequently advconsiderable adjconsiderably advconsist vconsistency nconsistent adjconstancy nconstant1 adjconstant2 nconstantly advconstituency nconstituent1 nconstituent2 adjconstitute vconstitution nconstitutional1 adjconstrain vconstrained adjconstraint nconstruct1 vconstruct2 nconstruction nconstructive adjconsult vconsultancy nconsultant nconsultation nconsultative adjconsume vconsumer nconsumption ncontact1 ncontact2 vcontact3 adjcontemporary1 adjcontemporary2 ncontext ncontextual adjcontextualize vcontract1 ncontract2 vcontractor ncontradict vcontradiction ncontradictory adjcontrary1 ncontrary2 adjcontrast1 ncontrast2 vcontrasting adjcontribute vcontribution ncontributor ncontroversial adjcontroversy nconvene vconvention nconventional adjconverse3 adjconversely advconversion nconvert1 vconvertible 1 adjconvince vconvinced adjconvincing adjcooperate vcooperation ncooperative1 adjcoordinate1 vcoordinate2 ncoordinate3 adjcoordination ncoordinator ncore1 ncore2 adjcore3 vcorporate adjcorporation ncorrespond vcorrespondence ncorresponding adjcouple1 ncouple2 vcreate vcreation ncreative1 adjcreativity ncreator ncredit1 ncredit2 vcreditor ncriterion ncrucial adjcultural adjculturally advculture1 ncurrency ncycle1 ncycle2 vcyclic adjdata ndebatable adjdebate1 ndebate2 vdecade ndecline1 ndecline2 vdeduce vAcademic Word List 5deduction n define vdefinite adj definitely adv definition n definitive adj demonstrable adj demonstrate v demonstration n demonstrative adj demonstrator n denial ndenote vdeny vdepress v depression n derivation n derivative1 n derivative2 adj derive vdesign1 ndesign2 v designer1 n despite prep detect v detection n detective n detector n deviate1 v deviation n device ndevote v devoted adj devotion n differentiate v dimension n diminish v diminution n discrete adj discretion n discretionary adj discriminate v discrimination n disestablish v displace v displacement n display1 n display2 v disposable adj disposal n dispose v disproportion n disproportionate adj dissimilar adj distinct adj distinction n distinctive adj distinctly adv distort v distribute v distribution ndistributive adjdiverse adjdiversify vdiversity ndocument1 ndocument2 vdocumentation ndomain ndomestic1 adjdomesticate vdomesticated adjdominance ndominant1 adjdominate vdraft1 ndraft2 vdraft3 adjdrama ndramatic adjdramatist ndramatize vduration ndynamic1 adjdynamic2 neconomic adjeconomical adjeconomically adveconomics neconomist neconomy1 nedit vedition neditor neditorial1 adjeditorial2 nelement neliminate velimination nemerge vemergence nemergent adjemerging adjemphasis nemphasize vemphatic adjempirical adjempiricism nenable venabling adjencounter1 vencounter2 nenergetic adjenergy nenforce venforced adjenforcement nenhance venhanced adjenormity nenormous adjenormously advensure ventity nenvironment nenvironmental adjenvironmentalist nequate vequation nequip vequipment nequivalent1 adjequivalent2 nerode verosion nerroneous adjerror nestablish vestablished adjestablishment nestate nestimate1 nestimate2 vestimation nethic nethical adjethnic1 adjethnic2 nevaluate vevaluation neventual adjeventuality neventually advevidence1 nevident adjevidential adjevidently advevolution nevolutionary adjevolve vexceed vexclude vexcluding prepexclusion nexclusive1 adjexclusively advexhibit1 vexhibit2 nexhibition nexpand vexpansion nexpansionism nexpansive adjexpert1 nexpert2 adjexpertise nexplicit adjexploit1 vexploitation nexport1 nexport2 vexporter nexpose vexposed adjexposure nexternal adjexternalize vextract1 vextract2 nextraction nfacilitate vfacilitator nfacility nfactor1 nfactor2 vfeature1 nfeature2 vfederal adjfederation nfee nfile1 nfile2 vfiling nfinal1 adjfinal2 nfinality nfinalize vfinally advfinance1 nfinance2 vfinancial adjfinancier nfinite adjflexibility nflexible adjfluctuate vfluctuation nfocus1 vfocus2 nfocussed adjformat1 nformat2 vformula nformulate vforthcoming adjfound2 vfoundation nfounder1 nfounding nframework nfunction1 nfunction2 vfunctional adjfund1 nfund2 vfundamental adjfundamentally advfunding nAcademic Word List6furthermore advgender n generate v generation n globalization n globe ngoal ngrade1 n grade2 v graded adj grant1 vgrant2 n guarantee1 v guarantee2 n guideline nhence adv hierarchical adj hierarchy n highlight1 v hypothesis n hypothesize v hypothetical adj identical adj identifiable adj identification n identify v identity n ideological adj ideology n ignorance n ignorant adj ignore v illegal1 adj illogical adj illustrate v illustration n illustrative adj image n imagery n immature adj immigrant n immigrate v immigration n impact1 n impact2 v implement1 v implement2 n implicate v implication n implicit adj imply v impose v imposition n imprecise adj inaccessible adj inaccuracy n inaccurate adj inadequacy ninadequate adjinappropriate adjincapable adjincapacitate vincentive nincidence nincident nincidentally advinclination nincline1 vincline2 nincoherent adjincome nincompatible adjinconceivable adjinconclusive adjinconsistency ninconsistent adjincorporate vincorporated adjindefinite adjindefinitely advindex1 nindex2 vindicate vindication nindicative1 nindicative2 adjindicator nindiscretion nindistinct adjindividual1 adjindividual2 nindividualism nindividualist nindividuality nindividually advinduce vinduction ninevitability ninevitable adjinevitably advinfer vinference ninfinite adjinfinitely advinflexible adjinfrastructure ninherent adjinhibit vinhibition ninitial1 adjinitially advinitiate1 vinitiation ninitiative ninitiator ninjure vinjured adjinjury ninnovate vinnovation ninnovative adjinnovator ninput1 ninput2 vinsecure adjinsert1 vinsertion ninsight ninsightful adjinsignificant adjinspect vinspection ninspector ninstability ninstance1 ninstance2 vinstitute1 ninstitute2 vinstitution ninstitutional adjinstitutionalized adjinstruct vinstruction ninstructive adjinstructor ninsufficient adjintegral adjintegrate vintegrated adjintegration nintegrity nintelligence nintelligent adjintense adjintensify vintensity nintensive adjinteract vinteraction ninteractive adjintermediate1 adjinternal adjinternalize vinterpret vinterpretation ninterpretative adjinterpretive adjinterval nintervene vintervening adjintervention nintrinsic adjinvalidate vinvalidity ninvariable adjinvariably advinvest vinvestigate vinvestigation ninvestigative adjinvestigator ninvestment ninvestor ninvisible adjinvoke vinvolve vinvolvement nirrational adjirrelevance nirrelevant adjirreversible adjisolate visolated adjisolation nisolationism nissue1 nissue2 vitem njob njournal njustifiable adjjustification njustified adjjustify vlabel1 nlabel2 vlabor nlabored adjlabour1 nlabour2 vlaboured adjlayer1 nlayer2 vlecture1 nlecture2 vlecturer nlegal adjlegality nlegally advlegislate vlegislation nlegislative adjlegislator nlegislature nlevy1 vlevy2 nliberal1 adjliberal2 nliberalism nliberalize vliberally advliberate vliberated adjlicence nlicense vAcademic Word List 7licensed adj likewise adv link1 vlink2 n linkage n locate v location n logic n logical adj logician n maintain v maintenance n major1 adj majority n manipulate v manipulative adj manual1 adj manual2 n margin n marginal adj marginally adv maturation n mature1 adj mature2 v maturity n maximize v maximum1 adj maximum2 n mechanism n media n mediate v medical1 adj medium1 adj medium2 n mental adj mentality n method n methodical adj methodology n migrant n migrate v migration n migratory adj military1 adj military2 n minimal adj minimize v minimum1 adj minimum2 n ministerial adj ministry n minor1 adj minority n misinterpret v mode n modification n modify v monitor1 v motivated adj motivation nmotive1 nmotive2 adjmutual adjmutually advnegate vnegative1 adjnegative2 nnetwork1 nnetwork2 vnetworking nneutral1 adjneutrality nneutralize vnevertheless advnonconformist nnonetheless advnorm nnormal1 adjnormal2 nnormality nnormalize vnormally advnotion nnotwithstanding prepnuclear adjobjective1 nobjective2 adjobjectively advobtain vobtainable adjobvious adjobviously advoccupancy noccupant noccupation noccupational adjoccupier noccupy voccur voccurrence nodd adjodds noffset1 vongoing adjoption noptional adjorient1 vorientate vorientated adjorientation noriented adjoutcome noutput1 noutput2 voverall1 adjoverall2 advoverestimate1 voverestimate2 noverlap1 voverlap2 noverseas1 advoverseas2 adjpanel nparadigm nparagraph nparallel1 nparallel2 adjparallel3 vparameter nparticipant nparticipate vparticipation nparticipatory adjpartner1 npartnership npassive1 adjpassive2 nperceive vpercent1 adjpercent2 npercentage nperception nperiod1 nperiodic adjperiodical npersist vpersistence npersistent adjperspective nphase1 nphase2 vphenomenal adjphenomenon nphilosopher nphilosophical adjphilosophize vphilosophy nphysical1 adjphysically advplus1 prepplus2 nplus3 adjpolicy nportion1 npose1 vpose2 npositive1 adjpositively advpotential1 adjpotential2 npotentially advpractitioner nprecede vprecedence nprecedent npreceding adjprecise adjprecisely advprecision1 nprecision2 adjpredict vpredictable adjprediction npredominance npredominant adjpredominantly advpredominate vpreliminary1 adjpreliminary2 npresumably advpresume vpresumption nprevious adjpreviously advprimacy nprimarily advprimary1 adjprime1 adjprincipal1 adjprincipally advprinciple nprincipled adjprior1 adjprioritize vpriority1 nprocedural adjprocedure nproceed vproceeding nproceeds nprocess1 nprocess2 vprocessed adjprofessional1 adjprofessional2 nprofessionalism nprofessionally advprohibit vprohibition nprohibitive adjproject1 nproject2 vprojection npromote vpromoter npromotion nproportion1 nproportional adjproportionate adjprospect1 nprospective adjprotocol npsychological adjpsychologist npsychology npublication nAcademic Word List8publish v publisher n publishing n purchase1 v purchase2 n pursue v pursuit n qualitative adj quotation n quote1 v quote2 n radical1 adj radical2 n random adj range1 n range2 vratio n rational adj rationalism n rationalize v react v reaction n reactionary1 adj reactionary2 n reactivate v reactive adj reactor n readjust v reassess v reconstruct v reconstruction n recover v recovery n recreate v redistribute v redistribution n refine v refined adj refinement n regime n region n regional adj register1 n register2 v registration n regulate v regulation 1 n regulator n regulatory adj reinforce v reinforcement n reinvest v reject1 v rejection n relax v relaxation n release1 v release2 n relevant adjreliable adjreliance nreliant adjrelocate vreluctance nreluctant adjrely vremovable adjremoval nremove1 vremove2 nrequire vrequirement nreschedule vresearch1 nresearch2 vreside vresidence nresident1 nresident2 adjresidential adjresolution nresolve1 vresolve2 nresource1 nresource2 vresourceful adjrespond vrespondent nresponse nresponsive adjrestoration nrestore vrestored adjrestrain vrestraint nrestrict vrestricted adjrestriction nrestrictive adjrestructure vretain vretainer nretention nretentive adjreveal vrevealing adjrevelation nrevenue nreversal nreverse1 vreverse2 nreverse3 adjreversible adjrevise vrevision nrevolution nrevolutionary1 adjrevolutionary2 nrevolutionize vrigid adjrole nroute1 nroute2 vscenario nschedule1 nschedule2 vschematic adjscheme1 nscheme2 vscope1 nsection1 nsection2 vsector nsecure1 adjsecure2 vsecurely advsecurity nseek vselect1 vselect2 adjselection nselective adjselector nsequence nsequencing nsequential adjseries nsex1 nsexism nsexual adjsexuality nshift1 vshift2 nsignificant adjsignificantly advsignify vsimilar adjsimilarity nsimilarly advsimulate vsimulated adjsimulation nsite1 nsole1 adjsolely advsomewhat advsource1 nsource2 vspecific1 adjspecific2 nspecifically advspecification nspecify vsphere nspherical adjstability nstabilize vstable1 adjstatistic nstatistician nstatus nstraightforward adjstrategic adjstrategist nstrategy nstress1 nstress2 vstressed adjstressful adjstructural adjstructure1 nstructure2 vstructured adjstyle1 nstyle2 vstyling nstylish adjstylized adjsubmission nsubmit vsubordinate1 adjsubordinate2 nsubordinate3 vsubsequent adjsubsequently advsubsidiary2 adjsubsidize vsubsidy nsubstitute1 nsubstitute2 vsubstitution nsuccession nsuccessive adjsuccessor nsufficiency nsufficient adjsum1 nsum2 vsummarize vsummary1 nsummary2 adjsummation nsupplement1 nsupplement2 vsupplementary adjsurvey1 nsurvey2 vsurvival nsurvive vsurvivor nsuspend vsuspension nsustain vsustainable adjsustained adjsustenance nsymbol n。
Intro to Academic Writing(适合学术英语写作、四六级考试)
Dear students,A Brief Introduction to the Course ofAcademic WritingLet me begin by informing you that your success in this course will depend a lot on the extent to which you understand this introduction; always keep it in mind, and always apply it in your writing homework assignments and other essays written under the course.A) Alternative Names for the CourseThe following alternative names that we may use for this course may help you get an idea of what this course is all about and the method, style, or approach that we are going to be using in our essays.i)Academic Essay Writingii)Research Project Writingiii)Research Methodologyiv)Thesis Writingv)Position Paper Writingvi)ArgumentationB) Some General Things to Keep in Mind aboutAcademic Writing1) Academic Writing is Different from other forms of writing.The first thing I would like you to keep in mind about Academic Writing is that, as its name suggests, it is DIFFERENT from the other forms of writing such as literature and/or fiction; including prose, poetry, play/drama etc. Unlike the other forms of writing in which the writer may just express his/her emotions and imaginations, and use any style that pleases him/her including description, narration and suspense, Academic Papers, Writings, Works, or Projects are usually based on existing social realities, issues, and facts.2) Academic Writing is not Creative Writing, and there is no fiction in it.It is worth reiterating that Academic Writing is “not Creative Writing”like fictions in which the writer can apply his/her imaginative skills and use a lot of imaginary or “made up” information. Virtually all the academic essays that you will ever write will be about and/or base on real social phenomena and issues, and not imagined ones. That is why all your essays would be based on facts, reasoning or logic, andevidences.3) In Academic Writing, we use the Research and Writing methods used in the Social Sciences.Given that virtually all the topics, issues, and phenomena to be written about in Academic Writing are social realities, I will be teaching you (and requiring you to use) the research and writing methods used in the Social Sciences, and not those “free-style”methods used in the in the Arts, including literature, and neither the simple description and narration used in the Natural Sciences. I would advice you to prepare yourselves for thinking or reasoning and writing like Social Science students. They are logical, analytical, convincing (with persuasion and evidence), and coherent in their presentations. And since their information and pieces of evidence are never based on imagination, they always acknowledge their sources through paraphrases and quotations which are further documented in their footnotes or endnotes.4) The main, if not the only writing style used in Academic Writings is that of Argumentation – It is like debating by way of writing. Having said that Academic Writing is not Creative Writing, and thus the writing style used is not “free-style”, let’s look at the style used in Academic Writing. It is called “Argumentation”. It has been mentioned above (perhaps repeatedly) that virtually all our academic essays will be based on real social topics, phenomena, and/or issues. And, as you know, virtually all social topics are controversial and thus debatable. So, Academic Writing is like Debating, though this time, it is done in writing. Every debater or academic writer must be able to begin by quickly presenting the topic and its “Problematic”or the controversy and then “making a clear or unambiguous and balanced argument”or “taking a clear or unmistakable stance”, or call it “a clear and unequivocal position”, or stating a clear thesis”. With this method of Argumentation, the writer must state his/her argument/thesis/stance/position on the issue as early as possible before using the rest of the essay to explain, substantiate, support, and/or prove that his/her argument is correct and the best. The Thesis (usually stated in the introduction or very early in the essay) is the main argument of the essay. But within the essay, the writer will use many smaller arguments to support the big or main argument. And the writer must conclude by making a summary of all such smaller arguments which he/she has used to support and prove his/her main argument as correct. –see the section on the Structure of an Academic Essay.5) An academic Writing must be an unbiased or objective and comprehensive or holistic analysis of the topic or issue under discussion.In addition to being coherent and logical, any Academic Writer that would like to be respected must do his/her best to be a neutral or unbiased and objective analyst. The academic writer must try to keep all personal emotions and sentiments out of his/her analyses. For example, he/she must not support Country X simply because he/she is a citizen or national of the country; he/she must not support the students or the school administrators simply because he/she is one of them; she must not support women simply because she is female, and he must not support the men simply because he is male. He/or she has to be rational, objective, and honest with the facts.6) The academic writer must demonstrate critical thinkingThis is connected to being comprehensive and holistic as mentioned above. But it goes beyond that. The analyses in an academic essay should not only examine all the sides of the issue, but should also critically examine the truthfulness of all assertions and claims. The academic writer must not just assume that some statement or assertion is true. There should be a reason to believe it, and such a reason should be expressed to convince the reader.7) The Academic Writing Course does not only teach you how to write short essays. It prepares you for the writing of Long Essays or Research Projects and even Social Science books, why not? In fact, the essays we will be writing in class or as homework assignments would be microcosms (or very small versions) of books. The scopes of the topics can be expanded, and the paragraphs can be turned into chapters.8) Academic writers must acknowledge the sources of any information in their writings, which is not from their personal firsthand observation and interpretation.Plagiarism or copying/stealing of information from some existing materials without acknowledging the author and source would be allowed.C) On the Structure of an Academic EssayI think it is well know to all of your that all essays have three main structural parts, which are the Introduction; the Body; and the Conclusion.(1) The Introduction of an Academic EssayI would like remind you that the most important structural part of an essay is the introduction, and it usually contains the two most important statements or sentences of an academic essay – that is, the Topic Statement and the Thesis Statements.A. The Topic Statement. This should be the very first sentence of your introduction and, therefore, the very first sentence of your whole essay or book. The topic statement should serve as “The Problematic”for your essay (research project or book). The Problematic refers to the problem(or host of problems) about some topic or issue, which urge you to write and provide a solution. The Problematic could also be some worry (or worries), some doubt(s), some confusion, and/or some controversy (or controversies) that you as a thinker and writer would like to clarify, explain, and or settle –hopefully, once and forever. The problematic should serve as the basis, the foundation, the root, the premise, the starting point, the springboard, the watershed, and/or “the reason to be” of your research project or book. After reading through the first sentence of your introduction, the reader should be able to immediately know or guess why you are writing the paper, research project, or book (or what urges you to write it). For you to feel inspired to write (or just to find your writing process interesting and worth enduring), you have to have “the problematic”–you have to have a problem to solve. Y ou have to feel that your research project or book would be useful or helpful to some people out there, and you have to show clearly, through your topic statement, who those beneficiaries are or would be. In fact there would be no need to write an Academic Essay or a Research Project if you can’t feel and show that you have a contribution to make not just to knowledge, but also to providing a solution to some existing academic or social or cultural problem(s).Talking about social problems, I would like to remind you again, that youwould be using the research methodology used in Social Sciences and not the methodology used in the Natural Sciences. So, I expect you to rely more on the style and skills of argumentation and not simple description and narration. Even though you are students of English Language, a subject that would be classified as belonging to the arts, your research projects would mainly be about socio-cultural issues and topics, virtually all of which are controversial or debatable. This is why you should use the method of argumentation and not simple narration or description.Y our topic statement should be a comprehensive, technical, and encompassing sentence that says as much as possible about the problem(s) that make the research project necessary. So I don’t expect to see a topic sentence that is made of only five words or so. Well, the topic sentence may immediately be followed by a few other sentences that help to show that the problem(s) really exist, are serious or relevant, and really deserve(s) the attention of both the researcher/writer and the readers.B. The Thesis Statement.After using the topic statement and a few supporting sentences to show the problems or controversies that form the basis or premise and reason-to-be of your paper or research project, you need to clearly state your thesis – your argument, position, point of view, belief, or opinion about the issue or controversy in question.Y our thesis statement should be followed by a brief statement or mention of the underlying assumptions, reasons, or beliefs that lead you to believe that your argument is the correct and is the best. Y ou may link your Thesis statement and your underlying assumptions or beliefs with such words or phrases like: “because”, “given that”, “considering that” etc.(2) The Body of an Academic Essay-The body of an essay is that section (after the introduction) in which the writer uses many paragraphs to make smaller arguments and/or analyze and interpret pieces of evidence in support of the main argument (the thesis) of the essay.-Each paragraph should begin with a Topic Sentence, which clearly introduces the reader to its content and purpose. The Topic Sentence (the first sentence of the paragraph) or the last sentence of the paragraph should also perform two other functions. The first is to create a sense of coherence by linking the current previous one and showing that the latter is a logical follow-up of the former. The second is to show that the information is the paragraph is relevant to the topic and especially to the main argument or thesis of the essay. The important duty of illustration or demonstrating relevance and coherence may also be performed by the last sentence of the paragraph.(3) The Conclusion of an Academic EssayAs mentioned earlier, an academic essay must end with a conclusion – a final paragraph which begins with a brief summary that serves as a reminder to the reader of the various points or arguments and main pieces of evidence that have been used to support and/or prove the case or main argument/thesis of the writer. The write r mustthen reconfirm his/her thesis (the original argument of the essay) by asserting that the just summarized points naturally and logically lead to such a stance or position on the controversial issue.- Keep in mind that the conclusion of an essay should only be one paragraph, and no new smaller arguments or claims should be made in the conclusion because there would be no more time and space to defend them. Any new points, arguments, or pieces of evidence should be introduced and discussed in paragraphs before the final and concluding one.D) The Practical Significance or Importance ofLearning the Skills of Academic WritingThis course will teach the students how to study, examine, and/or analyze all the aspects or sides of a controversial social issue or phenomenon before “taking an informed stance or position”, or “making an informed and well-considered choice or decision”, or “offering a well-informed opinion”. This is very important given that virtually all issues (even the very little ones) in our society and daily lives have many sides or aspects and thus are controversial to certain extents. But the course does not only teach you to take clever or informed stances or positions on issues, or make informed social choices or decisions, it also teaches you to defend your position, stance, or decision and to convince others that such a stance/position or decision is the best. By teaching you to make informed choices and decisions, and to defend your positions and convince others to agree with you, this course prepares you for better leadership in families, enterprises, and the government. Good leaders must be able to study controversial issues, make informed decisions or take clever stances/positions, and convince their co-workers and everyone concerned that his/her decision was the best.This course will teach you to research a topic, think critically, make an argument, organize your thoughts, and present them in a clear and forceful writing.。
Academic Word List(学术写作单词表)
1An Introduction to the Academic Word ListAveril Coxhead, Massey University, New ZealandThe Academic Word List (AWL) is a list of 570 word families that are commonly found in academic texts. This list was selected by examining a large corpus (or collection) of written academic texts and selecting the words that occurred:1 In texts from all four academic facultysections: Arts, Commerce, Law and Science. 2 Over 100 times in the corpus overall.3 At least 10 times in each academicfaculty section.4 Outside the 2000 most frequent wordson Michael West’s General Service List(GSL). The GSL includes everyday wordssuch as I, house and do.These principles ensured that only words that occurred reasonably frequently in a variety of study areas were selected.The AWL targets vocabulary that occurs most often in written academic texts. These words also occur in newspapers but not as often as they do in textbooks. The AWL words appear even less in fiction. If your focus is learning academic vocabulary, you need to make sure you read academic textbooks so that you encounter these words in context.The AWL is organized into Word Families. Word families are made up of the ‘parent word’ and ‘family members’. Take for example the word maximise. Its family members include inflections of the verb such as maximised,maximises and maximising as well as the noun maximum. The word family also includes the British spelling of the noun maximisation, as well as maximization, the US spelling.If you learn the verb maximise, you will be able to recognise other family members such as maximised when you encounter them in your reading. These words are closely related and the meaning is likely to be the same or similar. When you are looking for words in this dictionary, think about other word family members too. Finally, there are some academic words thatdo not have a word family. These words occur on their own and do not have any inflections. Examples include nonetheless,so-called and behalf.The AWL is intended as a reference for students who are studying or preparing to study at a tertiary level in English. As a university lecturer, I was aware of the difficulties that students had in mastering the vocabulary necessary for written assignments. The AWL does not include ‘content’ vocabulary for particular subjects which students obviously need to learn as well. The AWL focuses instead on the non-subject-specific vocabulary that students of any discipline will need to master in order to produce coherently-structured written assignments.The AWL covers up to 10% of the vocabulary covered in written academic texts. This means that, on average, one word in 10 in an academic textbook is in the AWL. Look at the following extract from an academic text:EUROPEAN ENVIRONMENTAL POLICY Environmental issues are truly global. Many of the problems, like the releasingof CFCs into the atmosphere, have global effects and require global action. Some problems link to the exploitation of global commons – the resources shared by the international community suchas ocean beds and the atmosphere. Sometimes small local problems, suchas poisonous gases leaking from landfills and water pollution, are multiplied so many times in any local contexts thatthey become major world hazards. The environment is a global concern requiring global policies.Academic Word ListAcademic Word List2The highlighted words are all on the AWL.This sample illustrates clearly that the AWLcan help with decisions about which words are important for you to learn if you are studying in an English-speaking country.Knowledge of academic vocabulary is vital for students studying at an English-speaking university, particularly for reading and writing.If you compare estimates of how many words a native English speaker might know by the age of 18 (approximately 18,000 to 20,000 words) and how many a learner who has had two or three hours of schooling in English overseveral years (roughly 2000 to 3000 words depending on the language background of the student), this gap is enormous. In order to read and write successfully you need to be able to recognize as many words as possible in your textbooks and use as many as possible in your essays. The bigger your vocabulary, the more you will be able to cope with the high reading and writing demands of your studies.Academic writing tends to be quite formal in style. The vocabulary items that you use in your writing can affect the level of formality. Writers need to know whether a word can be used in a particular situation. T ake for example consequent. This is marked as formal. You would probablynot choose to use this word when speaking with friends but you should use it in written English to take your language to a higher level of formality. The AWL will help you to focus on issues of formality. Look out for the formal label in this dictionary.Remember that the AWL covers approximately 10% of all vocabulary in a piece of academic writing. You should aim to have roughly the same percentage in your own academic writing too. If you go to the AWL highlighter websiteby Sandra Haywood (http://www.nottingham. /~alzsh3/acvocab/awlhighlighter.html) you can copy and paste your text into it and it will highlight the AWL words for you. This will enable you to see how many AWL words you are using overall and whether you repeat the same words many times in your writing.When looking up words from the AWL in this dictionary you should also focus on the bold phrases that are highlighted. These show you the key grammatical patterns and collocations for that word. Collocations are words that commonly occur together or near each other in a text, for example ‘effect on’. Collocations and phrases are important because they help with fluencyin writing and indicate that you are working at a higher level with academic vocabulary than just using a word from your own language and its translation. The collocations in the following text have been highlighted in blue.DECLINING BIODIVERSITYWhatever the effects on this planet’s climate, rain-forest clearance has another undeniable impact. The disappearance of rain forests is a major factor eroding the earth’s biodiversity, or, more simply causing many thousands of species of plant and animal life to disappear forever. While rain forests account for just seven percent of the earth’s surface, they are home to almost half of this planet’s living species. Estimatesof the total number of species of animalsand plants range from 1.5 million to as high as 30 million. Researchers, in fact, have identified more than 1,000 species of ants alone (Wilson, 1991).Remember that building your vocabulary takes time. You are not likely to learn everything you need to know about a word the very first time you see it. And don’t expect to remember everything about a word after looking it up in a dictionary once. Try some of these ideas to help you with vocabulary building:• Make the most of the information given in this dictionary to build up your knowledge of a word. Look at the bold phrases highlighted in the entry. These show important grammatical patterns and collocations. Learn these rather than the word in isolation.• Even if you think you already ‘know’ a word, look it up in the dictionary to see if there is any additional information that you don’t know.• Research has shown that repetition helps people to remember things. Make sure you build repetition into your learning. You could do this through using word cards to test yourself or by keeping a vocabulary notebook.Academic Word List3• Studying words ‘actively’ will help yourlearning. People do learn words through reading but the chances of remembering vocabulary is higher when you focus on the words and make a conscious effort to learn them.• Look out for common collocations, phrases and grammatical patterns of words when you are reading academic texts.• Work with the AWL alongside you when you are writing. Try to use words from the list that are relevant to your writing. The words on the AWL are marked with in this dictionary.The AWL does not include the 2000 most frequent words used in general everyday English. In this dictionary, however, the 3000 most frequent words in written English are also marked with 12and 3and the 3000 most frequent words in spoken English are marked with and .In some cases, these overlap with the AWL.Averil Coxhead is a lecturer in English for Academic Purposesat Massey University, Palmerston North, New Zealand. Shecompiled the AWL in 2000. For further information on the AWL go to Averil’s website at /staff/awl/index.shtml.Acknowledgement: Extracts on the subject of European environmental policy and declining biodiversity are reproduced with permission from Sociology:A Global Introduction, third edition, by John J. Macionis and Ken Plummer,©Pearson Education Limited 2005.abandon1v abandoned adj abnormal adj abstract1adj abstract2n abstract3v abstraction n academic1adj academic2n academy n access1n access2v accessible adj accommodate v accommodation n accompaniment n accompany v accumulate v accuracy n accurate adj achieve v achievement n acknowledge v acknowledgement n acquire v acquisition n adapt v adaptable adj adaptation n adequate adj adjacent adjadjust vadjustment nadministration nadministrative adjadult1nadult2adjadvocacy nadvocate1vadvocate2 naffect vaggregate1 naggregate2 adjaggregate3 vaid1 naid2 valbeit conjallocate vallocation nalter valteration nalternate1 adjalternate2 valternative1 adjalternative2 nambiguity nambiguous adjamend vamendment nanalogous adjanalogy nanalyse vanalysis nanalyst nanalytical adjanalyze vannual1 adjanticipate vanticipation napparent adjappend vappendix nappreciable adjappreciate vappreciation napproach1 vapproach2 nappropriate1 adjapproximate1 adjapproximate2 vapproximation narbitrary adjarea naspect nassemble vassembly nassess vassessment nassign vassignment nassist1 vassistance nassume vassuming conjassumption nassurance nassure vattach vattachment nattain vattainment nattitude nattributable adjattribute1 vattribute2 nauthor1 nauthor2 vauthoritative adjauthority nauthorship nautomate vautomated adjautomatic1 adjautomatically advautomation navailable adjaware adjawareness nAcademic Word ListThe following is a list of the words from the Academic Word List that are highlighted in this dictionary. Words shown in bold are one of the ‘parent words’.Academic Word List4behalf n beneficial adj beneficiary n benefit1 n benefit2 vbias1 nbias2 vbiased adjbond1 nbond2 v brevity nbrief1 adjbrief2 nbrief3 v briefing n briefly advbulk1 nbulky adjcapability n capable adj capacity n category n cease1 v challenge1 n challenge2 v challenging adj channel1 n channel2 v chapter nchart1 nchart2 v chemical1 n chemical2 adj circumstance n citation ncite vcivil adj clarification n clarify vclarity n classic1 adj classic2 n classical adj clause ncode1 ncode2 vcoded adj coding n coherence n coherent adj coincide v coincidence n coincident adj coincidental adj collapse1 v collapse2 n colleague n commence v commencement n comment1 ncomment2 vcommentary ncommentator ncommission1 ncommission2 vcommit vcommitment ncommitted adjcommodity ncommunicable adjcommunicate vcommunication ncommunicative adjcommunity ncompatibility ncompatible1 adjcompensate vcompensation ncompensatory adjcompilation ncompile vcomplement1 ncomplement2 vcomplementary adjcomplex1 adjcomplex2 ncomplexity ncomponent1 ncomponent2 adjcompound1 ncompound2 vcompound3 adjcomprehensive adjcomprise vcomputation ncompute vcomputer ncomputing nconceivable adjconceive vconcentrate1 vconcentration nconcept nconception nconceptual adjconclude vconcluding adjconclusion nconclusive adjconcurrent adjconduct1 vconduct2 nconfer vconference nconfine vconfined adjconfirm vconfirmation nconflict1 nconflict2 vconform vconformation nconformist adjconformity nconsensus nconsent1 nconsent2 vconsequence nconsequent adjconsequently advconsiderable adjconsiderably advconsist vconsistency nconsistent adjconstancy nconstant1 adjconstant2 nconstantly advconstituency nconstituent1 nconstituent2 adjconstitute vconstitution nconstitutional1 adjconstrain vconstrained adjconstraint nconstruct1 vconstruct2 nconstruction nconstructive adjconsult vconsultancy nconsultant nconsultation nconsultative adjconsume vconsumer nconsumption ncontact1 ncontact2 vcontact3 adjcontemporary1 adjcontemporary2 ncontext ncontextual adjcontextualize vcontract1 ncontract2 vcontractor ncontradict vcontradiction ncontradictory adjcontrary1 ncontrary2 adjcontrast1 ncontrast2 vcontrasting adjcontribute vcontribution ncontributor ncontroversial adjcontroversy nconvene vconvention nconventional adjconverse3 adjconversely advconversion nconvert1 vconvertible 1 adjconvince vconvinced adjconvincing adjcooperate vcooperation ncooperative1 adjcoordinate1 vcoordinate2 ncoordinate3 adjcoordination ncoordinator ncore1 ncore2 adjcore3 vcorporate adjcorporation ncorrespond vcorrespondence ncorresponding adjcouple1 ncouple2 vcreate vcreation ncreative1 adjcreativity ncreator ncredit1 ncredit2 vcreditor ncriterion ncrucial adjcultural adjculturally advculture1 ncurrency ncycle1 ncycle2 vcyclic adjdata ndebatable adjdebate1 ndebate2 vdecade ndecline1 ndecline2 vdeduce vAcademic Word List 5deduction n define vdefinite adj definitely adv definition n definitive adj demonstrable adj demonstrate v demonstration n demonstrative adj demonstrator n denial ndenote vdeny vdepress v depression n derivation n derivative1 n derivative2 adj derive vdesign1 ndesign2 v designer1 n despite prep detect v detection n detective n detector n deviate1 v deviation n device ndevote v devoted adj devotion n differentiate v dimension n diminish v diminution n discrete adj discretion n discretionary adj discriminate v discrimination n disestablish v displace v displacement n display1 n display2 v disposable adj disposal n dispose v disproportion n disproportionate adj dissimilar adj distinct adj distinction n distinctive adj distinctly adv distort v distribute v distribution ndistributive adjdiverse adjdiversify vdiversity ndocument1 ndocument2 vdocumentation ndomain ndomestic1 adjdomesticate vdomesticated adjdominance ndominant1 adjdominate vdraft1 ndraft2 vdraft3 adjdrama ndramatic adjdramatist ndramatize vduration ndynamic1 adjdynamic2 neconomic adjeconomical adjeconomically adveconomics neconomist neconomy1 nedit vedition neditor neditorial1 adjeditorial2 nelement neliminate velimination nemerge vemergence nemergent adjemerging adjemphasis nemphasize vemphatic adjempirical adjempiricism nenable venabling adjencounter1 vencounter2 nenergetic adjenergy nenforce venforced adjenforcement nenhance venhanced adjenormity nenormous adjenormously advensure ventity nenvironment nenvironmental adjenvironmentalist nequate vequation nequip vequipment nequivalent1 adjequivalent2 nerode verosion nerroneous adjerror nestablish vestablished adjestablishment nestate nestimate1 nestimate2 vestimation nethic nethical adjethnic1 adjethnic2 nevaluate vevaluation neventual adjeventuality neventually advevidence1 nevident adjevidential adjevidently advevolution nevolutionary adjevolve vexceed vexclude vexcluding prepexclusion nexclusive1 adjexclusively advexhibit1 vexhibit2 nexhibition nexpand vexpansion nexpansionism nexpansive adjexpert1 nexpert2 adjexpertise nexplicit adjexploit1 vexploitation nexport1 nexport2 vexporter nexpose vexposed adjexposure nexternal adjexternalize vextract1 vextract2 nextraction nfacilitate vfacilitator nfacility nfactor1 nfactor2 vfeature1 nfeature2 vfederal adjfederation nfee nfile1 nfile2 vfiling nfinal1 adjfinal2 nfinality nfinalize vfinally advfinance1 nfinance2 vfinancial adjfinancier nfinite adjflexibility nflexible adjfluctuate vfluctuation nfocus1 vfocus2 nfocussed adjformat1 nformat2 vformula nformulate vforthcoming adjfound2 vfoundation nfounder1 nfounding nframework nfunction1 nfunction2 vfunctional adjfund1 nfund2 vfundamental adjfundamentally advfunding nAcademic Word List6furthermore advgender n generate v generation n globalization n globe ngoal ngrade1 n grade2 v graded adj grant1 vgrant2 n guarantee1 v guarantee2 n guideline nhence adv hierarchical adj hierarchy n highlight1 v hypothesis n hypothesize v hypothetical adj identical adj identifiable adj identification n identify v identity n ideological adj ideology n ignorance n ignorant adj ignore v illegal1 adj illogical adj illustrate v illustration n illustrative adj image n imagery n immature adj immigrant n immigrate v immigration n impact1 n impact2 v implement1 v implement2 n implicate v implication n implicit adj imply v impose v imposition n imprecise adj inaccessible adj inaccuracy n inaccurate adj inadequacy ninadequate adjinappropriate adjincapable adjincapacitate vincentive nincidence nincident nincidentally advinclination nincline1 vincline2 nincoherent adjincome nincompatible adjinconceivable adjinconclusive adjinconsistency ninconsistent adjincorporate vincorporated adjindefinite adjindefinitely advindex1 nindex2 vindicate vindication nindicative1 nindicative2 adjindicator nindiscretion nindistinct adjindividual1 adjindividual2 nindividualism nindividualist nindividuality nindividually advinduce vinduction ninevitability ninevitable adjinevitably advinfer vinference ninfinite adjinfinitely advinflexible adjinfrastructure ninherent adjinhibit vinhibition ninitial1 adjinitially advinitiate1 vinitiation ninitiative ninitiator ninjure vinjured adjinjury ninnovate vinnovation ninnovative adjinnovator ninput1 ninput2 vinsecure adjinsert1 vinsertion ninsight ninsightful adjinsignificant adjinspect vinspection ninspector ninstability ninstance1 ninstance2 vinstitute1 ninstitute2 vinstitution ninstitutional adjinstitutionalized adjinstruct vinstruction ninstructive adjinstructor ninsufficient adjintegral adjintegrate vintegrated adjintegration nintegrity nintelligence nintelligent adjintense adjintensify vintensity nintensive adjinteract vinteraction ninteractive adjintermediate1 adjinternal adjinternalize vinterpret vinterpretation ninterpretative adjinterpretive adjinterval nintervene vintervening adjintervention nintrinsic adjinvalidate vinvalidity ninvariable adjinvariably advinvest vinvestigate vinvestigation ninvestigative adjinvestigator ninvestment ninvestor ninvisible adjinvoke vinvolve vinvolvement nirrational adjirrelevance nirrelevant adjirreversible adjisolate visolated adjisolation nisolationism nissue1 nissue2 vitem njob njournal njustifiable adjjustification njustified adjjustify vlabel1 nlabel2 vlabor nlabored adjlabour1 nlabour2 vlaboured adjlayer1 nlayer2 vlecture1 nlecture2 vlecturer nlegal adjlegality nlegally advlegislate vlegislation nlegislative adjlegislator nlegislature nlevy1 vlevy2 nliberal1 adjliberal2 nliberalism nliberalize vliberally advliberate vliberated adjlicence nlicense vAcademic Word List 7licensed adj likewise adv link1 vlink2 n linkage n locate v location n logic n logical adj logician n maintain v maintenance n major1 adj majority n manipulate v manipulative adj manual1 adj manual2 n margin n marginal adj marginally adv maturation n mature1 adj mature2 v maturity n maximize v maximum1 adj maximum2 n mechanism n media n mediate v medical1 adj medium1 adj medium2 n mental adj mentality n method n methodical adj methodology n migrant n migrate v migration n migratory adj military1 adj military2 n minimal adj minimize v minimum1 adj minimum2 n ministerial adj ministry n minor1 adj minority n misinterpret v mode n modification n modify v monitor1 v motivated adj motivation nmotive1 nmotive2 adjmutual adjmutually advnegate vnegative1 adjnegative2 nnetwork1 nnetwork2 vnetworking nneutral1 adjneutrality nneutralize vnevertheless advnonconformist nnonetheless advnorm nnormal1 adjnormal2 nnormality nnormalize vnormally advnotion nnotwithstanding prepnuclear adjobjective1 nobjective2 adjobjectively advobtain vobtainable adjobvious adjobviously advoccupancy noccupant noccupation noccupational adjoccupier noccupy voccur voccurrence nodd adjodds noffset1 vongoing adjoption noptional adjorient1 vorientate vorientated adjorientation noriented adjoutcome noutput1 noutput2 voverall1 adjoverall2 advoverestimate1 voverestimate2 noverlap1 voverlap2 noverseas1 advoverseas2 adjpanel nparadigm nparagraph nparallel1 nparallel2 adjparallel3 vparameter nparticipant nparticipate vparticipation nparticipatory adjpartner1 npartnership npassive1 adjpassive2 nperceive vpercent1 adjpercent2 npercentage nperception nperiod1 nperiodic adjperiodical npersist vpersistence npersistent adjperspective nphase1 nphase2 vphenomenal adjphenomenon nphilosopher nphilosophical adjphilosophize vphilosophy nphysical1 adjphysically advplus1 prepplus2 nplus3 adjpolicy nportion1 npose1 vpose2 npositive1 adjpositively advpotential1 adjpotential2 npotentially advpractitioner nprecede vprecedence nprecedent npreceding adjprecise adjprecisely advprecision1 nprecision2 adjpredict vpredictable adjprediction npredominance npredominant adjpredominantly advpredominate vpreliminary1 adjpreliminary2 npresumably advpresume vpresumption nprevious adjpreviously advprimacy nprimarily advprimary1 adjprime1 adjprincipal1 adjprincipally advprinciple nprincipled adjprior1 adjprioritize vpriority1 nprocedural adjprocedure nproceed vproceeding nproceeds nprocess1 nprocess2 vprocessed adjprofessional1 adjprofessional2 nprofessionalism nprofessionally advprohibit vprohibition nprohibitive adjproject1 nproject2 vprojection npromote vpromoter npromotion nproportion1 nproportional adjproportionate adjprospect1 nprospective adjprotocol npsychological adjpsychologist npsychology npublication nAcademic Word List8publish v publisher n publishing n purchase1 v purchase2 n pursue v pursuit n qualitative adj quotation n quote1 v quote2 n radical1 adj radical2 n random adj range1 n range2 vratio n rational adj rationalism n rationalize v react v reaction n reactionary1 adj reactionary2 n reactivate v reactive adj reactor n readjust v reassess v reconstruct v reconstruction n recover v recovery n recreate v redistribute v redistribution n refine v refined adj refinement n regime n region n regional adj register1 n register2 v registration n regulate v regulation 1 n regulator n regulatory adj reinforce v reinforcement n reinvest v reject1 v rejection n relax v relaxation n release1 v release2 n relevant adjreliable adjreliance nreliant adjrelocate vreluctance nreluctant adjrely vremovable adjremoval nremove1 vremove2 nrequire vrequirement nreschedule vresearch1 nresearch2 vreside vresidence nresident1 nresident2 adjresidential adjresolution nresolve1 vresolve2 nresource1 nresource2 vresourceful adjrespond vrespondent nresponse nresponsive adjrestoration nrestore vrestored adjrestrain vrestraint nrestrict vrestricted adjrestriction nrestrictive adjrestructure vretain vretainer nretention nretentive adjreveal vrevealing adjrevelation nrevenue nreversal nreverse1 vreverse2 nreverse3 adjreversible adjrevise vrevision nrevolution nrevolutionary1 adjrevolutionary2 nrevolutionize vrigid adjrole nroute1 nroute2 vscenario nschedule1 nschedule2 vschematic adjscheme1 nscheme2 vscope1 nsection1 nsection2 vsector nsecure1 adjsecure2 vsecurely advsecurity nseek vselect1 vselect2 adjselection nselective adjselector nsequence nsequencing nsequential adjseries nsex1 nsexism nsexual adjsexuality nshift1 vshift2 nsignificant adjsignificantly advsignify vsimilar adjsimilarity nsimilarly advsimulate vsimulated adjsimulation nsite1 nsole1 adjsolely advsomewhat advsource1 nsource2 vspecific1 adjspecific2 nspecifically advspecification nspecify vsphere nspherical adjstability nstabilize vstable1 adjstatistic nstatistician nstatus nstraightforward adjstrategic adjstrategist nstrategy nstress1 nstress2 vstressed adjstressful adjstructural adjstructure1 nstructure2 vstructured adjstyle1 nstyle2 vstyling nstylish adjstylized adjsubmission nsubmit vsubordinate1 adjsubordinate2 nsubordinate3 vsubsequent adjsubsequently advsubsidiary2 adjsubsidize vsubsidy nsubstitute1 nsubstitute2 vsubstitution nsuccession nsuccessive adjsuccessor nsufficiency nsufficient adjsum1 nsum2 vsummarize vsummary1 nsummary2 adjsummation nsupplement1 nsupplement2 vsupplementary adjsurvey1 nsurvey2 vsurvival nsurvive vsurvivor nsuspend vsuspension nsustain vsustainable adjsustained adjsustenance nsymbol n。
学术英语写作与沟通
学术英语写作与沟通Academic Writing and Communication: An OverviewAcademic writing and communication play an essential role in the academic world. Effective writing and communication skills are crucial for success in various academic fields, such as research, teaching, and publishing. This article aims to provide an overview of the key aspects of academic writing and communication.What is Academic Writing?Academic writing refers to the style of writing used in academic disciplines, such as science, humanities, and social sciences. The primary purpose of academic writing is to communicate ideas, concepts, and findings to a specific target audience. Therefore, academic writing needs to be precise, objective, and well-structured. Academic writing has several features that distinguish it from other forms of writing. These features include:1. Formal tone and styleAcademic writing requires a formal tone, which means the use of objective language, avoiding slang, and jargon. The writer should use concise and clear language to convey their ideas.2. Evidence-basedAcademic writing should be evidence-based, which means that the writer needs to support their claims with reliable references and sources.3. Clear and conciseAcademic writing should be clear and concise, avoiding unnecessary jargon and complicated sentences.4. StructuredAcademic writing should have a clear structure, with a well-defined introduction, main body, and conclusion.Types of Academic WritingAcademic writing can take various forms depending on the purpose and audience. Some of the common types of academic writing include:1. Research papersResearch papers are the most common form of academic writing. They are detailed reports of research findings, including an abstract, introduction, methods, results, and discussion sections.2. Literature reviewsLiterature reviews summarize and analyze the existing literature on a particular topic. They provide a critical analysis of the existing research, identifying gaps, and suggesting future research directions.3. EssaysEssays are written to express an author's personal standpoint, opinions, or arguments on a particular topic. They usually consist of an introduction, body, and conclusion and may include citations and references.4. Lab reportsLab reports describe the procedures, results, and conclusions of scientific experiments. They require an objective and detailed description of the experiment, including data analysis and conclusion.Academic CommunicationAcademic communication involves the exchange of ideas and information between scholars, researchers, and other members of the academic community. Effective communication involves both speaking and writing skills. Scholars use various forms of academic communication, including:1. ConferencesConferences provide opportunities for scholars to present their research findings, exchange ideas and knowledge, and network with other scholars in their field.2. SeminarsSeminars are smaller meetings, where scholars discuss their research projects or exchange ideas on specific topics or areas of research.3. WorkshopsWorkshops are training sessions that help scholars develop professional and academic skills, such as writing, publishing, and grant writing.4. EmailsEmails are essential tools for academic communication, allowing scholars to communicate quickly and effectively with colleagues, collaborators, and potential research partners.Communication skills, such as active listening, effective speaking, and clear writing, are fundamental for successful academic communication. Scholars should also develop skills in other non-verbal communication techniques, such as body language, eye contact, and vocal delivery.ConclusionAcademic writing and communication play a critical role in the academic world. Scholars need to develop effective writing and communication skills to succeed in their academic fields. Academic writing requires precision, structure, and evidence-based arguments, while academic communication involves various forms of exchanges of ideas and information. Developing effectivewriting and communication skills will help scholars achieve success in their academic careers.Academic WritingAcademic writing is a crucial aspect of the academic world, regardless of the discipline or area of study. Scholars use academic writing to communicate their ideas, arguments, and research findings to their peers, students, or other researchers. Academic writing is not limited to research articles or papers, as it can also include academic books, book chapters, dissertations, or theses.The primary purpose of academic writing is to contribute to the development of knowledge in a particular field by providing new insights, supporting existing knowledge or challenging it. Therefore, academic writing requires precision, clarity, and objectivity to convey the intended message effectively. Academic writing is different from other types of writing, such as creative writing, journalism, or business writing, due to its structure, tone, and style.Structure of Academic WritingAcademic writing should have a clear and logical structure to ensure that readers can follow the author's arguments or ideas effortlessly. The typical structure of academic writing includes: 1. IntroductionThe introduction of an academic paper should provide context for the research, highlight the research question or problem, and provide a brief overview of the research aims and objectives. Theintroduction should also explain the significance of the research to the field of study and introduce any relevant theories or concepts.2. Literature ReviewThe literature review is a critical component of academic writing, as it provides an overview of the existing research literature regarding the research question. The literature review should focus on primary and secondary sources, where relevant, and should consider the strengths and limitations of the previous findings.3. MethodologyThe methodology section should outline the research design, data collection methods, and data analysis techniques used in the study. The methodology should justify the chosen approach and explain how it contributes to the achievement of the research objectives.4. ResultsThe results section should present the research findings or results, using appropriate tables or figures, where necessary. The results section should also explain the key findings and their significance to the study.5. DiscussionThe discussion section should interpret the research findings and relate them to the existing literature. The discussion should identify the key insights, limitations, and implications of the findings.Scholars should also include recommendations for future research based on their results.6. ConclusionThe conclusion should summarize the key findings and their significance, and provide an overview of the main contributions of the research. The conclusion should also highlight any limitations and future research directions.Style and Tone of Academic WritingAcademic writing requires the use of a formal and objective tone to ensure that the author's message is conveyed accurately. The choice of words and phrases should be precise and clear, avoiding the use of jargon or ambiguous language. The tone should also be respectful and professional, avoiding personal biases or emotions.Scholars should use the following guidelines to ensure their writing style and tone is appropriate for academic writing:1. Use formal and objective language to convey their ideas2. Avoid colloquialisms, slang, or clichés3. Use active voice instead of the passive voice4. Use appropriate diction for the audience and purpose of the writing5. Use clear and concise language6. Avoid using first or second-person pronouns unless necessaryAcademic CommunicationAcademic communication refers to the exchange of ideas, research findings, or information between scholars, students, or other members of the academic community. Academic communication can take various forms, such as conferences, seminars, workshops, or emails. Effective academic communication involves both speaking and writing skills, as well as non-verbal communication techniques, such as body language, eye contact, and vocal delivery.Scholars use academic communication to present their research findings, collaborate with their peers, or seek feedback on their work. Academic communication plays a crucial role in the development of knowledge in a particular field, as it allows scholars to exchange ideas and knowledge, seek critical feedback, and build networks among their peers.Forms of Academic Communication1. ConferencesConferences are one of the most common forms of academic communication, as they provide scholars with the opportunity to present their research findings, engage with other researchers, and receive feedback on their work. Conferences can be local, national, or international, and can focus on specific topics or themes.2. SeminarsSeminars are smaller meetings that allow scholars to present their research projects or exchange ideas on specific topics or areas of research. Seminars can be organized by universities, research centers, or academic departments.3. WorkshopsWorkshops are training sessions that help scholars develop professional and academic skills, such as writing, publishing, and grant writing. Workshops can be organized by universities, research centers, or academic departments.4. EmailsEmails are essential tools for academic communication, as they allow scholars to communicate quickly and effectively with colleagues, collaborators, and potential research partners. Scholars should use email etiquette to ensure that their messages are professional, polite, and effective.Communication Skills for Academic CommunicationEffective academic communication requires scholars to develop various skills, such as active listening, effective speaking, and clear writing. Scholars need to develop these skills to ensure that their message is conveyed accurately, and they understand the feedback provided by their peers or collaborators. Scholars should alsodevelop non-verbal communication techniques, such as body language, eye contact, and vocal delivery, to convey their message effectively.ConclusionEffective academic writing and communication skills are crucial for success in the academic world. Scholars need to develop these skills to contribute to the development of knowledge in their respective fields and build networks among their peers. Academic writing requires precision, clarity, and objectivity, while academic communication involves various forms of exchanges of ideas and information. Scholars should develop effective writing and communication skills to achieve success in their academic careers.。
学术英语交流哈工程慕课答案2023
1.11.Different from personal writings, academic writings must be professional, objective, formal and logical. (对)1.21.What are the main features of academic writing? 全选Objectivity formality explicitness responsibility hedging2.You’d better make strong claims in your academic writing. (错)1.31. IMRad structure is good for all the journal articles in all the disciplines. (错)2. IMRaD structure includes the following parts:(全选)Methods Results discussion introduction第一章章节测试General introduction1.The structure of the journal article in all disciplines is the same.(错)2.If you are writing a paper in order to answer a specific question subjectively, the IMRaD structure willmost likely serve your purposes best.（错）3.The goal of using the IMRaD format is to present facts objectively, demonstrating a genuine interestand care /in developing new understanding about a topic. (对)4.Many disciplines tend to combine the results and discussion section, instead of dividing findings frominterpretations of these findings. (对)5.The tone of academic writing can be very different depending on the discipline you are writing for.(对)6.Discussion illustrates ().what the findings mean.7.To be objective, which is the best choice in academic writing? ()It is a very challenging study.8.The main purpose of the method section is to tell () you did it . how9.Which are the features of academic ? (全选)formality explicitness responsibility objectivity10. The Introduction tells () and () you did the research, What why2.1.11. The title is the most-read and first-read part of an academic paper. (对)2. A good title for a research paper should accomplish the following goals :(全选)A good title predicts the content of the research paper. A good title should be interesting to the reader. A good title should reflect the tone of the writing. A good title contains keywords that will make it easy to access by a computer search.2.1.2A long title with too many descriptive words or terms with multiple meanings may lead to misunderstandings. (对)2.2.1The title is the first-read part of the paper , so it is better to create the title first and then write the article. (错)“COVID-19 face masks: A potential source of microplastic fibers in the environment” is not a good titl e, because we can never use abbreviations or acronyms in the research paper titles. (错)One of the rules of title writing is to use the right capitalization, which is the best choice for you when submitting your paper? ()The guidelines to the authors of your target journal are the best directions for you to make the decision. So follow them strictly.2.2.2We usually have () steps to create a good title.5The questions we usually ask ourselves when start to create a final title are (), (), () and ().全选What is my research paper about? What methods/techniques were used? What or who was the subject of my study? What were the results?第二章章节测试Title1.A wrong title choice can break the quality of the paper you submit.. (对)2.The general title is much better than the detailed one. (错)3.“AE and Related NDE techniques in the fracture mechanics of concrete” is not a good title, because we can never use abbreviations or acronyms in the research paper titles. (错)4.It is not good to contain keywords in the title, because they are usually too difficult to understand. (错)5.We usually use the parallel structure to make the title unified. (错)6.()is the most frequent structures occurred in the research paper titles in sciences. The nominal group construction7.To make the title easier to access by a computer search, we usually contain () in the title. important key words8.We’d better create the final title () the paper writing. After9.The main functions of the title are: ()Attracting the readers Presenting the core contents Indexing10.The requirements to make a good title are: (全选)Being descriptive Being brief and interesting Being standard Being unified.3.1.11.The abstract covers the following sections: Introduction, Method, Result, Discussion and conclusion,just the same of IMRaD structure. (对)2.An abstract is “a concise summary of the whole paper”,An abstract is “a concise summary of the wholepaper”, providing readers with a quick overview of the paper and its organization. (对)3.1.21.The main types of the abstracts are:(全选)Descriptive abstracts Informative abstracts Structuredabstracts All of the above2.The main features of the abstract are: (), (), and ().conciseness objectivity completeness3.1.31. An descriptive abstract is the condensed version of the whole paper, it usually has four key elements in the body of an abstract. They are: Introduction, Methods, Results, Discussion and Conclusion.错2.The () part should be the longest part of the informative abstract. Results3.2.11.Write the abstract after the draft is done. (对)2.Active voice should be avoided in an abstract writing, because it is too subjective. (错)3.The abstract is text-only writing. So never include Images, illustration figures and tables.对3.2.21.Reveal your findings by listing all the results from your Results section. This part will include thedescription of the results ofReveal your findings by listing all the results from your Results section.This part will include the description of the results of your research, whether you supported or rejecteda hypothesis.(错)2.The questions that you usually try to answer in the abstract are: (全选).What did you do and why?How did do? What did you find? What do the findings mean?第三章章节测试Abstract1.The abstract section can work as the decided part of a research paper to be published or not. (对)2.The abstract works as a marketing tool. It is selling your paper to the editors and readers, helpingthem to decide “whether there is something in the body of the paper worth reading”. (对)3.The abstract is text-only writing. So never include Images, illustration figures and tables. (对)4.The descriptive abstract includes information about the purpose, scope and methods , the majorfindings , results and conclusions of your research.(错)5.The informative abstract includes the results and discussions of the research, but the descriptive onedoes not. (对)6.The sequence of questions that you usually try to answer in the abstract are: (A )1）What did you do and why?2）How did do?3）What did you find?4）What do the findings mean? A. 1）-2) - 3) -4）7. Which kind of the abstract is it? () “Various studies in inspection have demonstrated the usefulness of feedforward and feedback in improving performance. However, these studies have looked at the search and decision making components separately. Hence, it is difficult to draw generalized conclusions on the effects of feedforward and feedback for inspection tasks that have both search and decision making components. In response to this need, this study evaluates the individual and collective effect of feedforward and feedback on an inspection task that has both the search and decision-making components. For this purpose, the study used a computer simulated inspection task generated by the VisIns program. Twenty-four subjects, randomly assigned to various conditions, performed an inspection task wherein the feedforward and the feedback conditions were manipulated between subjects. Defect probability and the number of defects were also manipulated within subjects. Subsequently, the search and decision-making performances were analyzed and interpreted .”descriptive8.Which kind of the abstract is it? (). As humans accelerate the pace of marine development, autonomous underwater vehicles () are increasingly attracting worldwide attention. Due to the limitations of carrying energy and battery technology, AUV's endurance is nonideal. Therefore, designers usually make AUVs more streamlined to reduce drag. Here we show that when a layer of porous material is attached to an AUV's surface, the AUV's drag changes significantly. In this paper, simulations of the basic body of a REMUS100 and SUBOFF submarine model were carried out under multiple conditions. It is found that the drag increases as the porous viscosity coefficient or the thickness of the porous material increases. When REMUS100 and SUBOFF models are attached to the porous material with suitable porous viscosity coefficient, their drag becomes smaller. Boundary layer theory is also used to explain and analyze the phenomenon of the proportional increase of viscous pressure drag when using porous material, which is verified by vertical plate numerical simulations. Finally, we tested the mechanical properties of porous nickel and aluminum alloy 6061, and found that the porous material does have an effect of drag reduction, and can reduce the fluctuation range of the drag during the movement. Informative9.The () part should be the second-longest part of the informative abstract ? Methods10.The abstract should express your central idea and your key points, including the () or () of the researchyou discuss in the paper. Implications Applications4.1.11.Based on introduction, the readers can know the clues of your critical thinking. (对)2.Introduction cannot show the purpose clearly. (错)4.1.21. Introduction includes () parts in an academic paper. 52. In background, we need to introduce the general situation of the research field. (对)4.2.11. Even a broad opening needs to be clearly related to your topic. (对)2. We usually use three tenses in the section of Introduction. They are (), (), and (). simple present simple past present perfect4.2.21. In literature review, we’d better develop it from the more general context to the more specific topic. (对)2. The words like () and () are used to express people’s interest and significance of the study.Attention importance4.2.31. The sentence like “… has been studied extensively in recent years” is usually used to show () in Introduction. Background2. The sentence like “The present study will mainly explore…” is usually used to describe () in Introduction. purpose第四章章节测试Introuduction1. Introduction leads the audience from a general topic area to a certain topic of inquiry.对2. Introduction tells the readers why they make the investigation, where they start, and where they intend to go to. (对)3. Even a broad opening needs to be clearly related to the topic. (对)4. In the section of literature review, we’d better develop it from the more specific topic to the more general context. (错)5. We can use logical connectives to relate the information into a whole part. (对)6. The section of purpose clearly indicates the specific () that guides the research. Objective7. Literature review is about the () studies. Previous8. In the part of research gap, we display the points that (). are not studied yet9. Which are the functions of Introduction? () creating a first impression highlighting the topiclimiting the research scope10. The research background is usually presented with ( ) and ( ). reviewed literature recent development5.1.11. There are () common types of literature reviews. 22. A literature review usually has () functions. 65.1.21.The four organizational methods in literature review are (), (), () and ().全选by chronological orderby theoretical perspective by the themes to be addressed by methodology5.2.11. Criticizing other’s work without any basis can be beneficial to your paper. (错)2. There are () steps to develop a literature review. 45.2.21. “Summarizing” is a good way to avoid plagiarism. (对)2. To avoid using convoluted sentences can help us to achieve coherence.(对)5.2.31. The sentence like “… have been developed to do…” can be used to emphasize th at certain topic is used for certain purpose. (对)2. We usually use three tenses in writing a literature review. They are: (), (), and (). simple present simple past present perfect第五章章节测试Literature review1. Literature reviews are aimed to summarize some sources and provideLiterature reviews are aimed to summarize some sources and provide necessary information about a topic. (对)2. To organize the literature review by chronological order is to trace the development of the topic over time from the latest work to the earliest. (错)3. A well-written literature review is about a simple summary of prior works. (错)4. We must point out the shortcomings of previous works. (错)5. We need to avoid too much direct quoting. (对)6. When we summarize the main idea, () is a good and common method. Paraphrasing7. To make our review cohesive, we can repeat (), or use some addition connectors. key words8. There are () central techniques to show attitude or stance. 59. In the section of literature review, we collect information and sources of relevant topics from (), (), (), and so on.scholarly articles academic conference speeches dissertations/theses10. The two types of citations are () and (). information prominent citation author prominent citation6.1.11. The investigation method is used to collect materials about the current situation or historical situation of the research topic. (对)2. Academic norms are some basic procedures, methods and requirements that researchers should follow in the process of scientific research. (对)6.1.21. We need to describe the procedure employed in chronological order. (对)2. The three moves for writing Materials and methods are (), (), and (). contextualizing study methodsdescribing the study analyzing data.6.2.11. If you use anyone else's work to help you apply your methodology, discuss those works and show how they contribute to your own work. (对)2. We don’t need to discuss the weaknesses or criticisms of the methods you've chosen. (错)6.2.21. The description of the research procedure and the various materials used in each step is usually used with the simple past tense. (对)2. According to Ben Mudrak, there are () rules to write a good Materials and methods section. 4第六章章节测试Materials and methods1. The section of Materials and methods is a description of what was actually done. (对)2. The investigation method is used to just collect materials about the current situation. (错)3. Research methods in arts and science are different. (对)4. You must include enough detail that your study can be replicated by others in your field. (对)5. Reading other research papers is a good way to identify potential problems that commonly arise with various methods. (对)6. In terms of Data Analysis, it tells the reader how the () were analyzed. Data7. The description of the research procedure and the various materials used in each step is usually used with (). the simple past tense8. If the research material is conventional and not a specific material reported in the paper, we use (). the simple present tense9. The qualitative method refers to use (), (), and () to process the obtained materials. induction and deduction analysis and synthesis abstraction and generalization10. The three moves for writing Materials and Methods include (), (), and ().contextualizing study methods describing the study analyzing data7.1.11. 1. Results section in a journal paper is about“what was found” in the experiment.对2. Common non-textual elements may include ().graph histogram matrix7.1.21. Non-textual elements may be used as many as you like. (错)2. Non-textual elements should follow the following guideline: () cite the source7.2.11. Non-textual elements may be used as many as you like. (错)2. Non-textual elements should follow the following guideline: () cite the source7.2.21. In results section, abbreviations are not preferred to be used frequently. (对)第七章章节测试Results1. Figures and tables are the main aids in illustrating the results section . (对)2. A chart or a table may help you highlight the important pieces of information in your paper. (对)3. Data listed in the results section should be carefully selected and revised in the journal paper. (错)4. In results section, background information should be reported again in order to facilitate the comparison or contrast of those specific results. (错)5. How to design your graphs in your journal paper?() Make each line on a graph as easily distinguishable as possible6. Non-textual elements are used for _____. () a certain purpose7. It is necessary to ______ your results in detail in the results section. () list8. Embedding a chart, a table or other non-textual elements into the paper can bring added _____to the research. () clarity9. Results section includes the following elements: () an introductory context a summary of the key findings an inclusion of non-textual elements10. For most research paper formats, there are the following ways to present and organize the results. ()Presenting the results followed by a short explanation of the findings. Presenting a section and discussing it.8.11. We learned that the result section answers the question“W-H-A-T”, and then the discussion section answers the most important question, namely, ____. SO WHAT2. In some papers, results section and discussion section are combined into one. (对)8.2.11. You may repeat the information you have already got in the results section once again in the discussion section in detail. (错)8.2.21. An effective way to develop your discussion section is to _____. () acknowledge the limitations2. An effective writing style of limitations in discussion section is to assess the impact of each limitation. (对)8.2.31. All Discussion sections are analytical, but not descriptive.对8.2.41. When we want to interpret the results, which tense is preferred? () past tense2. In this lecture , we mainly focus on the following aspects: (全选)tense voice diction第八章章节测试Discussion1. The discussion section can most effectively show your ability as a researcher to think critically about the issue studied. ()The discussion section can most effectively show your ability as a researcher to think critically about the issue studied. (对)2. The discussion section helps to engage the readers in thinking critically about issues based upon an evidence-based interpretation of findings.(对)3. It is not necessary to identify the relationship, patterns and corralations among the received data. (错)4. It is not necessary to discuss the reasons why you have got some unexpected data and defin their importance. (错)5. According the IMRAD format, discussion section is the _____ part of the body. () fourth6. Discussion section usually presents the underlying meaning of your research, which means_____?() Making the implications7. While we summarize the main findings in the discussion section, what should be done? () Present a comparison or a contrast with the published studies.8. Which of the following expression is true? () If access is denied or limited in some way , describe the reasons.9. When we focus on the discussion section, we mainly talk about the following elements?(全选) interpretation implication limitation and recommendation10. When discussing th limitations of your research, make sure to _____? (全选) explain why each limitation exists describe each limitation in detailed but concisely provide the reasons why each limitation could not be overcome9.11. The writing of introduction goes from specific to general, while the writing of conclusion goes from general to specific. (错)2. What would you do after evaluating the research results in conclusion?() restate the research purpose9.21. Present tense is often used by the author to restate the aim of the paper of tell readers his work done earlier. (错)2. The writers ought to ______ the major points already mentioned in the introduction of the synthesize第九章章节测试Conclusion1. You need to write a long and complex conclusion with enough details in order to make the paper appear professional。
A Lecture on English_Academic_Writing(2012)
Step 5: Revision, Editing and References
Revise content and organization Adjust style and tone
Correct diction, spelling, grammar, punctuation as necessary Document all the sources quoted Step 6: Preparation of Abstract Observe abstract word limit Ensure accuracy, brevity and clarity Step 7: Preparation of Final Details Assemble all parts Make final revision Prepare References section Write acknowledgements
What is a thesis?
• A thesis is a research paper. • Research is an active process of learning from others. As we research, we read, borrow, and synthesize ideas and facts from others. • More importantly, as researchers, we make our contributions to the field or issue by means of new findings or new perspectives.
2.6 Cause and Effect
2.6.1 Cause-Effect Paragraph Development Pattern: Effect 1 Cause → Effect 2 Effect 3 2.6.2 Effect-Cause Paragraph Development Pattern: Cause 1 Effect → Cause 2 Cause 3
学术论文写作报告(英文版)
学术论文写作报告（英文版）1. IntroductionWriting an academic paper requires careful consideration of various elements such as topic selection, research methodology, data analysis, and proper citation. This report provides a comprehensive guide to academic paper writing, focusing on the key steps involved and the necessary components to include. The report aims to assist researchers and students in effectively structuring and presenting their work in an organized and coherent manner.2. Topic SelectionThe first step in writing an academic paper is selecting an appropriate topic. The topic should be specific yet broad enough to allow for thorough research. It is essential to choose a topic that is relevant to the field of study and of interest to the writer. Consideration should also be given to the availability of reliable sources and potential research gaps that can be addressed.3. Literature ReviewAfter selecting a topic, conducting a literature review is crucial to identify the existing research and establish the research gap. The literature review provides an overview of the current state of knowledge on the subject and helps the writer understand the key concepts, theories, and methodologies that have been used in previous studies. It also helps in formulating research questions and hypotheses.4. Research MethodologyOnce the research questions have been formulated, it is important to select an appropriate research methodology. The methodology should be aligned with the research objectives and should allow for the collection of relevant and reliable data. Common research methods include surveys, case studies, experiments, and observations. The chosen methodology should be adequately justified and explained in the paper.5. Data Collection and AnalysisAfter determining the research methodology, data collection can begin. This involves gathering relevant data through various sources such as interviews, surveys, experiments, or existing databases. The collected data should be analyzed using appropriate statistical or qualitative analysis techniques. The analysis should be presented in a clear and concise manner, highlighting any significant findings.6. Results and DiscussionThe results section of the academic paper presents the findings of the research. It should be presented using tables, charts, or graphs to aid in understanding. The discussion section focuses on interpreting the results in relation to the research questions and objectives. It involves critically analyzing the findings, comparing them with previous studies, and discussing their implications.7. ConclusionThe conclusion is a summary of the key findings and their implications. It should answer the research questions and provide insights into the broader significance of the research. The conclusion should also highlight any limitations of the study and suggest directions for future research.8. ReferencesProper citation and referencing are crucial in academic writing. The reference section should include all the sources used in the paper, cited in a consistent and accurate format. It is important to follow the specific citation style required by the journal or institution.9. Formatting and ProofreadingBefore submitting the academic paper, it is important to ensure proper formatting. This includes following the guidelines provided by the journal or institution regarding font type, font size, line spacing, and margins. Additionally, the paper should be thoroughly proofread to eliminate any grammatical or spelling errors. Using professional editing tools or getting feedback from peers can be helpful in improving the overall quality of the paper.ConclusionWriting an academic paper requires attention to detail and adherence to specific guidelines. This report has provided an overview of the key steps involved in academic paper writing, including topic selection, literature review, research methodology, data analysis, and proper citation. By following these guidelines, researchers and students can improve the quality of their academic papers and increase their chances of success.。
论文写作中的英文摘要范例
论文写作中的英文摘要范例AbstractThe abstract is a crucial component of academic writing, providing readers with a concise summary of the research paper. This article aims to demonstrate a sample format for writing an English abstract in academic papers.1. IntroductionIn academic writing, the abstract serves as a brief overview of the research topic, the methodology used, the main findings, and the overall conclusion. It is typically placed at the beginning of the paper, after the title and author information.2. Length and StructureThe length of an abstract can vary depending on the specific guidelines provided by the journal or conference. However, it is generally recommended to keep the abstract within 150 to 300 words. This ensures that the abstract remains concise and informative.3. ContentThe abstract should contain the following elements:- Research Problem: Clearly state the research problem or objective.- Approach/Methodology: Describe the methodology or approach used in the study.- Results: Summarize the main findings and outcomes of the research.- Conclusion: Present the key conclusions or implications of the study.4. Language and Style- Clear and Concise: Use clear and concise language to convey the main points of the research.- Avoid Abbreviations and Jargon: Use full terms instead of abbreviations, unless they are widely recognized.- Past Tense: Write the abstract in the past tense since the research has already been conducted.- Third Person: Write the abstract in the third person, using objective language.5. Example[The following is a fictional example of an abstract for a research paper on climate change.]Title: The Impact of Climate Change on Biodiversity in Tropical RainforestsAbstract:This research aims to investigate the impact of climate change on the biodiversity of tropical rainforests. The study utilized a combination of field surveys, satellite imagery analysis, and statistical modeling to assess changes in species diversity, habitat loss, and ecosystem stability. The results indicated a significant decline in species richness, increased habitat fragmentation, and heightened vulnerability of endemic species to climate-related events. These findings have important implications for conservationstrategies and the management of biodiversity hotspots in the face of climate change. By understanding the effects of climate change on tropical rainforests, policymakers can develop more targeted approaches to mitigate its impact and ensure the long-term survival of these vital ecosystems.6. ConclusionIn conclusion, writing an effective English abstract is crucial for an academic paper as it provides readers with a concise overview of the research. Following the recommended format and guidelines can help researchers communicate their findings accurately and succinctly. By adhering to the suggested structure and style, authors can ensure their abstracts are informative and engaging for readers.。
英语学术论文写作30题
英语学术论文写作30题1. In the introduction of an academic paper, which of the following is the best way to attract readers' attention?A. Presenting a long list of previous studies.B. Starting with a controversial statement.C. Using complex sentence structures.D. Describing personal experiences.答案：B。
解析：选项 A 呈现一长串以往的研究可能会让读者感到枯燥；选项 C 使用复杂的句子结构可能会增加读者的理解难度；选项 D 描述个人经历在学术论文引言中不太常见。
而选项 B 以有争议的陈述开头能够激发读者的兴趣和好奇心，从而吸引他们的注意力。
2. When elaborating the research background in the introduction, which of the following should be avoided?A. Citing recent and relevant studies.B. Overemphasizing minor details.C. Explaining the significance of the research.D. Connecting the research to existing theories.答案：B。
解析：选项 A 引用近期相关研究是必要的；选项 C 解释研究的重要性有助于突出研究价值；选项D 将研究与现有理论相联系能体现研究的科学性。
而选项B 过度强调次要细节会使重点不突出，分散读者注意力。
3. Which of the following is an appropriate opening sentence for the introduction of an academic paper?A. "This paper will discuss an important topic."B. "In recent years, there has been a growing interest in this field."C. "I have always been interested in this subject."D. "The aim of this study is to solve a long-standing problem."答案：D。
学术写作the introduction
7. 2. 2 Things must be established in the Introduction
a. Subject—identify one’s specific topic, and then define, limit, and narrow it to one issue;
the research and point the reader toward the eventual conclusion
( consult the sample of P38-39)
7. 2. 3 Strategies of Beginning an Introduction
7.2.3.1 Starting with a Quotation
Sample:
Sex and violence on the screen are not new issues. In the roaring Twenties there was increasing pressure from civic and religious groups to ban depictions of “immorality” from the screen. Faced with the threat of federal censorship, the film producers decided to clean their own house. In 1930, the Motion Picture and Distributors of America [MPDA] established the Production Code. At first, adherence to the Code was voluntary;
学术英语写作summary范文
学术英语写作summary范文全文共6篇示例，供读者参考篇1Title: An Introduction to Academic WritingHi guys! Today we are going to talk about academic writing. Academic writing is super important because it helps us communicate our ideas in a clear and organized way.First, let's talk about the structure of academic writing. Usually, it has three main parts: introduction, body, and conclusion. The introduction is where you introduce your topic and thesis statement. The body is where you support your thesis with evidence and arguments. And the conclusion is where you summarize your main points and wrap everything up.Next, let's talk about the language of academic writing. It is important to use formal language and avoid slang or contractions. Also, make sure to use proper grammar and spelling.Another important thing in academic writing is to use citations. This means giving credit to the sources you used inyour writing. You can use footnotes, endnotes, or in-text citations to do this.Finally, make sure to revise and edit your writing. Check for any errors in grammar, punctuation, or spelling. It's also a good idea to have someone else read your writing to get feedback.So, that's a basic introduction to academic writing. Remember to practice and keep improving your writing skills. Happy writing!篇2Summary:In the article "The Effects of Technology on Children's Learning", the author explores the impact of technology on children's education. The author discusses how technology can enhance learning by providing access to a vast amount of information and resources. However, the author also highlights the potential negative effects of technology, such as decreased attention span and limited social interaction.The author suggests that it is important for parents and educators to strike a balance between using technology as a learning tool and encouraging traditional forms of learning. Thearticle emphasizes the importance of monitoring children's screen time and ensuring that technology is used in a way that benefits their educational development.Overall, the article acknowledges the benefits of technology in education but also emphasizes the need for caution and moderation. By being mindful of how technology is used, parents and educators can help children to harness the benefits of technology while also promoting healthy cognitive and social development.篇3Summary:Today, I want to talk about academic writing. Academic writing is like the superhero of writing because it is smart, proper, and super cool! When you write academically, you need to use big words and long sentences to show how smart you are. But don't worry, you can always use a dictionary or ask your teacher for help if you get stuck.In academic writing, you need to follow the rules. This means you have to use references and citations to give credit to the people who came up with the ideas you are talking about. This isimportant because it shows that you are honest and respectful of other people's work.Another important thing in academic writing is to stay focused on your topic. You can't just write about whatever you want – you need to stick to the main point and support it with evidence. This can be hard sometimes, but don't give up! Just keep practicing and you'll get better.So, next time you have to write an academic paper, remember to be smart, follow the rules, and stay focused. With these tips, you'll be a superhero of academic writing in no time! Good luck!篇4SummaryLast week, my teacher asked us to write a summary of an academic article for our English class. The article was about the impact of social media on teenagers' mental health. I learned a lot from reading the article, and I want to share some of the key points with you.Firstly, the article discussed how social media can have both positive and negative effects on teenagers' mental health. On theone hand, social media can help teenagers connect with friends and family, express themselves, and find support during difficult times. However, on the other hand, it can also lead to feelings of loneliness, anxiety, and low self-esteem.Secondly, the article highlighted the importance of monitoring and limiting teenagers' use of social media. Excessive use of social media has been linked to a variety of mental health issues, including depression and addiction. Parents and educators play a crucial role in helping teenagers navigate the online world and develop healthy technology habits.Lastly, the article discussed the need for more research on the long-term effects of social media on teenagers' mental health. While some studies have shown a clear link between social media use and mental health problems, more research is needed to fully understand the complex relationship between the two.In conclusion, social media has a significant impact on teenagers' mental health, and it is important for parents, educators, and policymakers to address this issue. By promoting healthy online behaviors and supporting teenagers in developing positive coping strategies, we can help prevent the negative effects of social media on mental health.篇5Oh, hello everyone! Today I want to tell you about academic writing in English. Academic writing is like writing essays or reports for school, but it's more fancy and serious. You have to use big words and make sure your sentences are clear and logical.First, you need to have a good topic. It can be anything you want to learn more about, like animals, space, or even your favorite video game. Then, you have to do research to find information and facts to support your ideas. You can use books, articles, or the internet to find the information you need.Next, you have to organize your ideas into paragraphs. Each paragraph should have a topic sentence that tells the reader what the paragraph is about. You also need to use transition words like "first," "next," and "finally" to help your reader follow along.After you write your paragraphs, you need to write a conclusion to sum up what you've learned. This is where you tell your reader why your topic is important and what you want them to remember.Finally, you have to edit and revise your writing. Make sure your sentences are clear and easy to understand. Check for spelling and grammar mistakes, and make sure you've cited your sources correctly.So, that's how you write an academic paper in English. Remember to choose a good topic, do your research, organize your ideas, write a conclusion, and edit your work. You'll be writing like a pro in no time!篇6Today I read a really cool article about academic writing and I want to share a summary with you guys. The article talks about how to write a good academic paper and gives some tips and tricks.First, the article says that you should start by choosing a topic that interests you. This will make the writing process much more fun and you'll be more motivated to do a good job.Next, the article recommends doing some research on your topic. You should read a lot of books and articles to get a good understanding of the subject. This will help you come up with some original ideas for your paper.When you start writing, the article suggests making an outline first. This will help you organize your thoughts and make sure your paper flows well.After you finish writing, it's important to edit and proofread your paper. You should check for spelling and grammar mistakes, as well as make sure your ideas are clear and easy to understand.Overall, the article emphasizes the importance of writing clearly and concisely. You should avoid using too many fancy words or complicated sentences.I think these tips are really helpful and I'm going to try them out next time I have to write a paper. I hope you guys found this summary helpful too!。
论文英语引言类作文模板
论文英语引言类作文模板Title: Template for an English Introduction to an Academic Paper。
Introduction。
The introduction of an academic paper is a crucial part of the overall writing process. It serves as the first impression for the reader and sets the tone for the rest of the paper. A well-crafted introduction should provide background information on the topic, establish the significance of the research, and clearly state the purpose and objectives of the study. In this template, we will outline the key components of an effective introduction to an academic paper in English.Background Information。
The introduction should begin with a brief overview of the topic under investigation. This may include a historical context, relevant theories or concepts, and any previous research that has been conducted in the field. The purpose of providing background information is to orient the reader and ensure that they have a basic understanding of the topic before delving into the specifics of the study.Significance of the Research。
学位英语作文通用万能模板
学位英语作文通用万能模板Title: A General Universal Template for Academic English Writing。
Introduction:Academic writing in English is an essential skill for students pursuing higher education. Whether it is for essays, research papers, or thesis, having a structured and well-organized approach to writing is crucial. In this article, we will discuss a general universal template for academic English writing that can be applied to various types of assignments.I. Introduction。
The introduction is the opening paragraph of the academic paper and serves to provide the reader with an overview of the topic. It should include a hook to grab the reader's attention, background information on the topic, and a clear thesis statement. The thesis statement should clearly state the main argument or purpose of the paper.II. Body Paragraphs。
学术写作与研究方法知到章节答案智慧树2023年浙江理工大学
学术写作与研究方法知到章节测试答案智慧树2023年最新浙江理工大学第一章测试1.When you choose a topic, what kind of topics should be avoided？（）参考答案:The topics that are trivial.;The topics based on a single source.;Thetopics that are too big.;The topics that are so rare.2.The CSS principle in structured reading is . （）参考答案:to check, to skim, and to scan3.We are suggested to pick a topic we like, we are curious about, we are anexpert on, or we are genuinely in. （）参考答案:interested4.The research question leads to a research problem, an issue someone wouldlike to know more about or a situation that needs to be changed or addressed.（）参考答案:错5.The problem statement should "hook" the reader and establish a persuasivecontext for what follows. （）参考答案:对第二章测试1.Which of the following are useful tips to help us in paraphrasing? （）参考答案:Change the sentence structure.;Break the information into separatesentences.;Use synonyms.;Start your first sentence at a different point from that of the original source.2.Which of the following is not a typical feature of an effective topic sentence?（）参考答案:A topic sentence can be a question.3.Which of the following is not correct about a concluding sentence? （）参考答案:The concluding sentence may introduce a new idea to this paragraph.4.We can paraphrase other authors’ ideas without citing the sources. （）参考答案:错5. A topic sentence may be the second sentence or a sentence in the middle of aparagraph. （）参考答案:对第三章测试1.The CARS model for Introduction in an academic paper includes thefollowing moves ____. （）参考答案:Establishing a niche;Occupying the niche;Establishing a researchterritory2.In in-text citations, for a work with three or more authors, we should includethe name of only the first author plus ______. （）参考答案:et al.3.Which of the following is an optional step in writing the Introduction of anacademic paper? （）参考答案:Showing that the general research area is important, central,interesting, problematic, or relevant in some way.4.An Abstract should summarize the most important findings of the study. （）参考答案:对5.Plagiarism is the act of presenting the words, ideas, or images of another asyour own. （）参考答案:对第四章测试1.What are the commonly used ways to fix run-on sentences? （）参考答案:Use a subordinating conjunction to turn one of the independent clauses into a dependent clause.;Use a coordinating conjunction with orwithout a comma.;Use a semicolon and an adverbial conjunction (e.g.therefore, however meanwhile, besides, in addition).;Use a full stop (.) to split the run-on sentence into two or more smaller sentences.;Use asemicolon (;) to separate the independent clauses in a run-on sentence.2.Which of the following sentences is concise? （）参考答案:He nodded sympathetically in response to her complaint.3.In which of the following sentences is the article used incorrectly? （）参考答案:Idea can transform the world.4.Though repetition could be a commonly used literary device in prose andpoetry, it should be avoided in academic writing. （）参考答案:对5.“This essay is good.” This sentence is not effective because it is not specificenough. （）参考答案:对。
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There is no standard pattern for an introduction, since much depends on the type of research you are conducting and the length of your work, but a common framework is :a Definition of key terms, if needed.b Relevant background information.c Review of work by other writers on the topic.d Purpose or aim of the paper.e Your methods and results you found.f Any limitations you imposed.g The organization of your work.Certain words or phrases in the title may need clarifying because they are not widely understood, it is useful to remind the reader of the wider context of you work. This may also show the value of the study you have carried out. While a longer article may have a separate literature review, in a shorter essay it is still imptetant to show familiarity with researchs who have studied this topic previoously .this may also reveal agap in research that justifies your work. The aim of your research must be clearly stated so the readers knows what you are trying to do.The method demonstrate the process that you undertook to achieve th aimgiven before. You cannot deal with every aspect of this topic in an essay ,so you must make clear the boundaries of your study, Understanding the structure of your work will help the reader to follow your argument.Evaluate the experience of e-learning for students in higher education. Learning is one of the most vital components of the contemporary knowledge-based economy, with hte development of computing power an technology the internet has become an essential medium for knowledge transfer. Various researchers( Webb and Kirstin, 2003) have evaluated e-learning in a healthcare and business context, but little attention so far has been paid to the reactions of students in higher education to this method of teaching. The purpose of this study was examine students’experience of e-learning in a higher education context. A range of studies was first reviewed, and then a survey of 200 students was conducted to assess their experience of e-learning. Clearly a study of this type inevitably restricted by various constraints, notably the size of the students sample, and this was limited to students of Pharmacy and Agriculture. The paper is structured as follows. The first section presents an analysis of the relevant research, focusing on the current limited knowledge regarding the student experience. The second part...Time phrase topic developmentcurrently The control ofwater resources Has emerged as potential cause of international friction.Since 2008 Electric vehicles Have become a serious commercialproposition.The first few sentences should be general but not vague, to help the reader focus on the topic. They often have the following pattenTo detect author bias, ask yourself ....,1.Does the author fail to give evidence for certain claims?2.Is the author reliable on some points and not others?3.Is the author[s scope of vision limited by his or her age, country, or politics?4.Is the author a qualified expert oon this subject?5.Does the author’s biography indicate a special interest that would prejudice his or her judgment?The purpose of academic writingTo report on a piece of research the writer has conductedTo answer a question the writer has been given or chosenTo discuss a subject of common interest and give the writer’s viewTo synthesise research done by others on a topicThe format of long and short writing tasksShort essays may include Longer essays may includeIntroduction Main body conclusion IntroductionMain bodyLiterature reviewCase studyDiscussion Conclusion References appendicesConclusionsConclusions tend to be shorter and more diverse than introduction. Some articles may have a summary or concluding remarks. But student papers should generally have a final section that summarises the arguments and makes it clear to the reader that the original question has been answered. Which of the following are generally acceptable in conclusions?1.A statement showing how your aim has been achieved.2.A discussion of the implications of your research.3.Some new information on the topic not mentioned before.4.A short review of the main point of your study.5.Some suggestions for further research.6.The limitations of your study.parison with the results of similar studies.8.A quotation that appears to sum up your work.Match the extracts from conclusions elow with the acceptable components above.1.As always, this investigation has a number of limitations to be considered in evaluating its findings.2.These results suggest that the risk of flooding on this coast has increased significantly and is likely to worsen.3.Another line of research worth pursuing further is to study the importance of language for successful expatriate assignments.4.Our review of 13 studies of strikes in public transport demonstrates that3.Citing Sources of Academic WritingThe citing sources of the academic writing requires to be credible and authentic.Type of Source Works-Cited EntryBook with one author Massie,Robert. Peter the Great. His life and world.New York: Viking,1990.Encyclopedia article, no author. “Gorbachev, Mikhail Sergeyevich.”Encyclopedia American.1990 ed.Magazine article Franklin, Daniel. “The Soviet Economy.”TheEconomist 9 Apr. 1988: 48-49.Newspaper article Franklin, Daniel. “In the West Interest.”The NewYork Times 18 Feb.1987.Films and videotapes The Soviet People Speak Their Minds. Franklin,Daniel. MPI Production, 1984.Personal interviews Franklin,Daniel.Personal interview.5 Nov.1990. Introduction and conclusion of academic writing.The introduction and conclusion play a different role in academic.。