研究生课程-学术英语写作-第五讲讲义

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学术英语综合 Unit 5 PPT

学术英语综合
Academic English — An Integrated Course
Unit 5
Philosophy
Unit Contents
Unit objectives Text A Text B Text C Academic language and discourse Listening Speaking Writing
Unit 5
Philosophy
Text A Lead-in
The American science fiction movie Matrix （黑客帝国） describes a world dominated by robots who manipulated human beings.
Do you think such a world would one day come to reality? Why or why not?
大家应该也有点累了，稍作休息
大家有疑问的，可以询问和交流
10
Unit 5
Philosophy
Text A Supplementary information
2. Behaviorist
Behaviorists are people who believe in behaviorism. Behaviorism is a philosophical theory which believes that mental states can be analyzed in terms of publicly observable actions; in other words, behavior can be described and explained without reference to mental events or psychological processes. This school of thought tends to emphasize the external sources of behavior and dismiss the internal sources (the mind). The mind hence has no independent significance.

研究生学术英语读写教程unit5

Unit 5: Academic WritingAcademic writing is an essential skill for graduate students. Whether it's writing research papers, essays, or dissertations, the ability to conveyplex ideas in a clear and organized manner is crucial for success in academia. In this unit, we will delve into the keyponents of academic writing, including structure, language, and style, and offer practical tips for developing your skills in this area.1. Understanding the Structure of Academic WritingAcademic writing typically follows a specific structure that includes an introduction, body, and conclusion. The introduction should provide background information on the topic and clearly state the purpose of the paper. The body should present evidence, arguments, and analysis to support the m本人n thesis, while the conclusion should summarize the key points and reiterate the significance of the research. Understanding and following this structure is essential for producing coherent and persuasive academic writing.2. Developing an Academic Writing StyleAcademic writing requires a formal and objective tone. This means avoiding colloquial language, personal opinions, and emotional language. Instead, focus on using clear, precise, and formal language to convey your arguments and ideas. Additionally, pay attention to the use of citations and referencing to acknowledge the sources of your information and evidence. Developing a strong academic writing style takes practice, but it is a crucial skill for graduate students to master.3. Using Language Effectively in Academic WritingIn academic writing, it is important to use language that is precise and unambiguous. Avoid vague or ambiguous language, as this can weaken the clarity and effectiveness of your writing. Additionally, pay attention to the use of transitions and cohesive devices to ensure smooth and logical connections between ideas. By using language effectively, you can enhance the coherence and flow of your academic writing.4. Incorporating Research and EvidenceAcademic writing is heavily reliant on research and evidence tosupport arguments and cl本人ms. As a graduate student, it is important to develop strong research skills and the ability to critically evaluate sources. This includes identifying reliable and credible sources, synthesizing information from multiple sources, and effectively integrating evidence into your writing. By incorporating research and evidence, you can strengthen the validity and persuasiveness of your academic writing.5. Editing and Revising Academic WritingEffective academic writing is the result of careful editing and revision. After drafting your paper, take the time to review and revise it for clarity, coherence, and organization. Pay attention to the overall structure and flow of the paper, as well as the language, style, and tone. Additionally, proofread your work for grammar, punctuation, and spelling errors. By editing and revising your academic writing, you can ensure that it meets the highest standards of clarity and accuracy.ConclusionAcademic writing is a fundamental skill for graduate students, and mastering this skill is key to success in academia. Byunderstanding the structure of academic writing, developing a formal and objective writing style, using language effectively, incorporating research and evidence, and editing and revising your work, you can produce high-quality academic writing that is clear, coherent, and persuasive. With practice and dedication, you can continue to refine your skills in academic writing and excel in your academic pursuits.。

写作课讲义 5

Unit 6 Coherence Objectives: To ensure the smooth flow of ideas within a paragraph, you can use pronouns, repeat key words or phrases, avoid pronoun shifts and resort to transitional signals.
Sample 2: Good writers want to be correct. They know that if they use incorrect spelling, sloppy punctuation, erratic grammar and rough syntax they will destroy the effect of their writing… But professional writers never assume that correctness is enough itself. They want to engage readers and keep them engaged. The Repetition of Key Nouns and K: English is considered an international language. It is spoken by more than 260 million people all over the world. The Use of Pronouns: Pronouns stand for nouns that appear earlier in the previous sentence. Using pronouns in proper places prevents monotony and promotes clarity.

研究生英语上课课件Unit 5

Para 1-2: By introducing the international response to the new VSE, the authors put forward their viewpoint of three top issues. Para 3-11: A detailed analysis of these significant top-level issues has been made. Para 12: The new scenarios of human space exploration depend much on the US strategy.
2005/5：国际空间站将遭弃置最后期限迫在眉睫
上世纪90年代初，俄罗斯曾答应帮助伊朗在其境内建设布什尔核电站。俄、伊在核能领域的合作引起了美国的不安。2000年，美国国会通过的《防止向伊朗扩散法》规定，在美国确定俄罗斯没有向伊朗出口核武器和生化武器技术之前，美国将不得购买任何有关俄罗斯的太空技术和其提供的太空服务。因此，根据这个法律，美方向俄罗斯支付飞船运送费用的行为属于违法行为。虽然一些国会议员希望能够有新的协议允许更多的俄罗斯“联盟”号载人飞船担任空间站的运输任务，但是如果不能够很好地处理好《防止向伊朗扩散法》对购买俄罗斯太空技术的限制，问题将是“棘手的”。美国国会科学委员会主席雪伍· 德波特说：“如果我们不能够与俄罗斯达成一致的话，那么我们在空间站工作的宇航员将不能够支持太久。” 自2003年2月“哥伦比亚”号航天飞机发生空中解体事故后，美国暂时停止了一切航天飞机的飞行，而代之以使用俄罗斯的载人和货运飞船向国际空间站运送宇航员和物资。豁免《防止向伊朗扩散法》，11艘俄罗斯“联盟”号载人飞船帮助美国向国际空间站运送宇航员。最后一艘“联盟”号将在今年9月份携带一名美国宇航员飞往空间站，预计于2006年4月返回地球。从此以后，美国宇航局将必须依靠自己的飞船运送宇航员等。但是即便是美国的航天飞机恢复正常飞行，美国宇航员也不能在国际空间站作长时间停留，因为只有俄罗斯的“联盟”号载人飞船被美国宇航局获准可以在国际空间站进行永久性的对接和救援服务。这样一来，美国科学家和宇航员承担的有关人类长时间失重状态的课题研究就可能被无限期地拖延下去。

学术英语综合Unit5精品PPT课件

Compare the views in the text with your own answers.
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Unit 5
Philosophy
Text B Text analysis
1. What is the writer’s focus? Philosophy in general or any branch of philosophy?
2. Reading
• Summarize the main idea of a text and grasp the two sides of an argument
• Understand difficult sentences (e.g. sentences with abstract meaning or ambiguous reference)
1. Mentalist
Mentalists are people who believe in mentalism. Mentalism is a school of philosophy which believes that mental phenomena cannot be explained by physical laws; instead, physical things can be explained in terms of mental things which exist in a real sense. Some mentalists claim that physical objects are merely sensations or perceptions, or that the whole material world is mental in nature.

学术论文写作讲义第4-5讲

5.3读书笔记的载体
1．写在书上 “眉批“。金圣叹《西厢记》、脂砚斋《石头记》。毛泽东点评二十四史 2．写在卡片上 3．写在本子上
汪辟疆
4．输入计算机
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5.4 写读书笔记的注意事项
1．一定要注明出处 2．来自实践中的信息也可写入笔记朱自清 3．应当有指引卡或编索引 4．最好单面写 5．一张卡片只抄一条资料 6．要勤笔免思刘乃和介绍陈垣郑天挺(捉贼) 胡适(勤笔助我思想) 7．将引文与自己的话严格区分开来 8．用什么方法应当先具体分析一下
第四讲怎样Βιβλιοθήκη 书4.1 4.2 4.3 4.4 4.5 泛读精读读书要思考读书要有目的如何读论文
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4.1泛读 4.1.1什么是泛读 4.1.2泛读的意义 4.1.3 4.1.3怎样泛读
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4.1泛读
4.1.1什么是泛读所谓泛读就是博览群书，广泛涉猎开卷有益撑起肚皮吃饭(上联) ( ) 放开眼界读书(下联)
4.3.1 读书而不思考作用不大 4.3.2 学有所得关键在思考 4.3.3 思考的标志是能提出问题 4.3.4 提出问题要有怀疑一切的精神 4.3.5 要疑人之所不疑
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4.3 读书要思考
4.3.1 读书而不思考作用不大 4.3.2 学有所得关键在思考孔子说：“学而不思则罔，思而不学则殆。 ” 陆桴亭《思辨录》陆桴亭《思辨录》 4.3.3 思考的标志是能提出问题《礼记·中庸》云：“博学之，审问之，慎思之，明辨之，笃行之。” 朱熹戴震陈寅恪逸事
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新时代研究生学术英语教程1第五单元

第五单元：学术写作中的逻辑连接本单元将重点介绍学术写作中常用的逻辑连接词和句式，这些连接词和句式能够帮助学术作者更好地组织文章结构，使文章逻辑性更强，层次更清晰。

1. 逻辑连接词的作用逻辑连接词是学术写作中不可或缺的一部分，它们可以连接句子、段落，甚至整篇文章，使文章的结构更加完整和紧凑。

常用的逻辑连接词包括but, however, therefore, moreover, furthermore等，它们在学术文章中起着承接、转折、因果、并列等不同的作用，帮助作者表达观点、构建论证。

2. 常用逻辑连接词及其使用方法2.1 but和howeverbut表示转折关系，常用于连接两个对立的观点，如“It is a challenging task, but it is worth trying.”而however则表示转折或对比，一般用在句子中部分，用逗号隔开，“The weather was bad, however, we still went out for a walk.”2.2 therefore和thustherefore表示因果关系，常用于引出结论，“The exp eriment f本人led, therefore we need to make some changes.”而thus则表示结果，“The research is promising, thus it deserves further study.”2.3 moreover和furthermoremoreover用于句首，表示补充，“Moreover, there are other factors that need to be considered.”而furthermore用于句中，表示进一步的论证，“The data is consistent, furthermore, the conclusion is reliable.”3. 逻辑连接句式的应用除了逻辑连接词外，逻辑连接句式也是学术写作中常用的工具，通过适当的句式安排，可以使文章结构更加清晰和紧密。

研究生学术英语写作

研究生学术英语写作研究生学术英语写作是一门针对研究生阶段学生开设的课程，旨在提高学生的英语写作能力，使其能够熟练运用英语进行学术研究和交流。

本文档将详细介绍该课程的教学内容、教学目标、教学难点与重点、教具与学具准备、教学过程、板书设计、作业设计以及课后反思及拓展延伸。

一、教学内容1. 学术英语写作的基本原则与技巧2. 学术论文的构思与组织3. 论文结构的合理安排4. 学术英语写作中的语法与句式运用5. 学术英语写作中的词汇选择与搭配6. 学术英语写作的修改与完善二、教学目标1. 使学生掌握学术英语写作的基本原则与技巧。

2. 培养学生独立构思与组织学术论文的能力。

3. 提高学生学术英语写作中的语法、句式运用能力。

4. 丰富学生的学术英语词汇，提高词汇搭配能力。

5. 培养学生对学术英语写作的修改与完善能力。

三、教学难点与重点1. 学术英语写作的基本原则与技巧。

2. 学术论文的构思与组织。

3. 学术英语写作中的语法与句式运用。

4. 学术英语写作中的词汇选择与搭配。

四、教具与学具准备1. 教材：研究生学术英语写作教材。

2. 投影仪：用于展示教材内容、例题和随堂练习。

3. 电脑：用于展示相关学术资料和网络资源。

4. 投影胶片：用于展示教材内容和例题。

5. 笔记本和笔：用于学生做笔记。

五、教学过程1. 引入：通过介绍一些成功的学术英语写作案例，激发学生的学习兴趣。

2. 讲解：详细讲解学术英语写作的基本原则与技巧，结合实际案例进行分析。

3. 练习：布置随堂练习，让学生运用所学知识进行实际操作。

4. 讨论：组织学生进行小组讨论，分享写作经验和心得。

5. 修改：让学生对彼此的作业进行互相修改，提高写作能力。

六、板书设计1. 学术英语写作基本原则与技巧。

2. 学术论文构思与组织步骤。

3. 学术英语写作中的语法与句式运用。

4. 学术英语写作中的词汇选择与搭配。

七、作业设计答案：（1）研究生学术研究的重要性；（2）学术英语写作在研究生教育中的作用；（3）如何提高学术英语写作能力。

研究生学术英语写作教程Unit5ReportingResults

研究⽣学术英语写作教程Unit5ReportingResultsUnit 5 Reporting ResultsObjectives:-Understand the function and the major elements of the results section;-Learn the major steps to deal with the results section;-Use the tips for describing graphic information;-Grasp the tips for making comparison and contrast;-Learn the skills for choosing appropriate graphs and making graphs.Contents:- Teacher?s introduction;- Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors;- Language focus: graphic description; comparison and contrast;-Writing practice: using graphs and describing graphs (tables and charts);- Rewriting practice: grasping the major moves for outlining the results section;- Classroom extension: descriptions of data and graphs when reporting results.1.Reading Activity1.1 Pre-reading TaskDo you know how to report the results of your research? The standard approach to the results section of a research paper is to present the results with the statisticaltechniques such as tables and charts. This does not mean that you do not need any text to describe data presented in graphs.Think about the following questions before reading the text and then have a discussion with your classmates.1. What is the function of the results section?2. What are the major elements included in the results section?3. What are the major steps for you to deal with the results section?4. How do you describe graphic information in the results section?5. How do you compare and contrast the data presented in graphs?The following is part of the results section of a research paper which investigated how EFL learners? type s of language for thinking influence their lexical collocational errors in speech.1.2 Reading PassageResultsTypes of Language for Thinking and Lexical Collocational Errors1One key issue in this study was whether a learner?s type of language for thinking influences lexical collocational production. 2 This issue was explored by examining one retrospective report on the qu estionnaire, ……When tape recording, what language did you mainly use for inner speech 3Based on their responses, the 42 participants were classified into four language groups: Chinese, English, Chinese mingled with English, and other languages. 4The par ticipants? inaccuracy rates were compared, which were obtained by dividing the number of errors by the overall number of lexical collocations they produced individually, among the language groups.The preliminary analysis discovered that the 42 participants produced a total of 2,491 lexical collocations, and each participant created approximately 29 lexical collocations per minute. Regarding learner errors, 263 incorrect collocations were found among the 2,491 lexical collocations, resulting in an inaccuracy rate of 10.56. To report the effect of language for thinking on the production of lexical collocations in speech, Table 1 records the fact that 5 students stated that their type of language for thinking was for the most part Chinese. As Table 1 shows, 17 mainly used English for thinking, 20 primarily thought in Chinese mingled with English, and none thought in other languages. The inaccuracy rate of oral lexical collocations in each language group was calculated by dividing the total number of lexical collocational errors by the total number of lexical collocations produced. Descriptive statistics demonstrated that those who mainly thought in their native language (Mandarin Chinese) produced the highest inaccuracy rate of lexical collocations (M=15.17), followed by those who primarily thought in English (M=12.40) and those using a combination (M=8.44).Results of a one-way analysis of variance (ANOVA) further displayed that the difference among these three groups reached a significant level, F(2,39)=4.07, p<.05. This result supports the notion that EFL learners? type of language for thinking appreciably influences their oral production of lexical collocations.To probe intergroup differences, the Fisher Least Significant Difference (LSD) posthoc test was adopted, which aims at discerning whether the comparison between groups reaches the significance level. The LSD test showed that the Chinese-mingled-with- English group had a markedly lower inaccuracy rate than the Chinese or English groups, while the difference between the Chinese and English groups was not significant. Thinking in both Chinese and English was more beneficial and effective to the EFL learners? oral production of lexical collocations.Table 1: Types of Language for Thinking and Inaccuracy Rates of Lexical CollocationsNote: Mean shows the average inaccuracy rate of collocations in each group.*P<.05(Hung-ChunWang & Su-Chin Shih, 2011) 1.3 Reading Comprehension1.3.1 Read the first paragraph and identify the information elements you find in each sentence of the text.1.3.2 Some verbs can be used to locate the results of the research, such as “show”and “indicate”. Read the second and third paragraphs carefully and think of the question: Which verbs did the authors use for locating the results?1.3.3 Read the second and third paragraphs carefully and think of the question: What is the function of the last sentence in the 2nd and 3rd paragraph s respectively?2Language Focus2.1 Graphic descriptionThe results section clearly presents the findings of your study. It is usually presented both in graph and text. First, prepare the graphs as soon as all the data are analyzed and arrange them in the sequence that best presents your results in a logical way. Then, as the results section is text-based section, the description of graphs is of great importance in paper writing. Good descriptions can help the readers understand your research better while using a single sentence pattern to describe the statistical and graphic information in a research paper will make your readers feel too bored and lose interest in reading on, so we need to pay more attention to the language use when describing the statistical and graphic information.Here we will introduce some useful words, phrases or sentence patterns which can be used in different situations of graphic description.If you need to highlight significant data in a table/chart, you may use some adjectives such as “apparent”, “clear”,“interesting”, “obvious”, “revealing”and “significant” to make your viewpoint known and meanwhile attract readers? attention. The following sentence patterns are useful for you when you report significant results or findings.1. It is apparent from Table 2 that...2. Table 5 is quite revealing in several ways.3. From Chart 5 we can see that Experiment 2 resulted in the lowest value of ...4. What is interesting in this data is that ...5. In Figure 10, there is a clear trend of decreasing ...6. As Table 2.1 shows, there was a great deal of difference between theexperimental group and the control group.7. As shown in Table 6.3, chunk frequency also has significant correlation withthe indices of oral proficiency.8. There was no obvious difference between Method 1 and Method 2.2.1.1 The following table lists results of a questionnaire concerning students? interestand performance in class.Question 1: You are very interested in the English writing course.□Strongly agree □agree □I don?t know □disagree □strongly disagr ee Question 2: You are active in group discussion in the classroom.□Strongly agree □agree □I don?t know □disagree □strongly disagr eeNote: N=number; P=percentageNow you are required to report results from the interview. The following sentence patterns may be used in your report.1. Of all the subjects, 70 completed and returned the questionnaire form.2. The majority of respondents felt that …3. Over a half of those surveyed indicated that …4. A small number of respondents …5. A minority of participants (%) indicated ...6. In response to Question 1, most of those surveyed indicated that ...7. The overall response to this question was very positive.8. It is apparent from the table above that...____________________________________________________________________ 2.1.2 The following line graph shows an upward trend in growth rate of Ford car production during the period from January to December 2011.Look at the line graph carefully first and then do the following exercises.A. Mark the following places in the graph.a) The bottom of the line;b) The peak of the line;c) The fluctuating part.B. Describe the growth rate of Ford car production in the following months respectively. Try to use the phrases or sentence patterns of graphic description you learned in this section.a) In January: _________________________________________________________.b) From March to April:_________________________________________________.c) From May to September:______________________________________________.d) From October to December:___________________________________________.C. What does the overall line graph reveal in the growth rate of Ford car production during the period from January to December 2011?__________________________.2.2 Comparison and contrastWhen you are writing the reports section, you need to do much more than just give data. What you should always try to do is to convey more information with the data. Comparing and contrasting is a common way to deal with the data. The purpose of comparison is to show similarities while contrast is used to show differences. Through comparison or contrast between two or more things, the reader can understand them better.Here are some key words commonly used to express comparison or contrast.Note: Comparison and contrast is often used in graph description. Here are some points for you to pay special attention to.1) Not all the information has to be compared or contrasted with each other. It is common to introduce the most significant or important information and compare or contrast it. If necessary, you must make some calculation before comparing or contrasting the data.2) When comparing or contrasting information in the graphs, it is not necessary to lay equal emphasis on every change. Just give stress to those dramatic changes or to those that are of special interest to you, or those that you want your readers to pay more attention to and ignore the less important parts.3) The comparison/contrast should be supported by concrete and relevant facts or data.2.2.1 The tables below are the results of a research which examines the average marks scored by boys and girls of different ages in several school subjects. Write a report for a university lecturer describing the information below.You should write a minimum of 150 words.Boys:Girls:3.Writing Practice3.1 Using graphsGraphs are commonly used in reporting the results of your research. A graph is a diagram, usually a line or a curve, which shows how two or more sets of numbers and measurements are related. Graphs usually include bar/column charts/graphs, pie charts, line graphs and tables.Generally speaking, bar charts are diagrams with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. However, they more clearly show the relationship of different parts of the sample to each other. They do not clearly show the parts in relation to the whole. The following bar chart shows the teachers with master?s degree or above in Northwestern College according to gender.A pie chart is a circle divided into segments. Pie charts can be used to show the sizes of various parts of the results in relation to each other and in relation to the whole sample. They are usually used to show percentages. The following pie chart shows the percentage of living costs per month in a family.A line graph is a type of graph displaying information as a series of data points connected by continuous lines. It can show a pattern or trend which usually takes place over a period of time. The following line graphshows the change of annual income of an average family in a certain city in China. .A table is a set of facts and figures arranged in columns and rows. A table is a very useful way of organizing numerical information. Tables are efficient, enablingthe researcher to present a large amount of data in a small space. They can show exact numerical values and present quantitative data. They emphasize the discrete rather than the continuous. Here is a table which shows the percentage of the use of transportation vehicles in Northwestern College.Table Use of transportation vehicles in Northwestern CollegeTurn the table above into other graphs for your different research purposes.3.2 Describing a graphThe description of graphs is of great importance in paper writing because it can help the readers understand your research better. How do you describe a graph? Here are the major steps for you to follow:Step 1: Introduce the graphic information briefly and indicate the main trend.Normally it includes the place, time, content and purpose of the graph.Step 2: Describe the relevant and most important or significantdata and makesome comparison if necessary. Words and expressions for describing a curve or a trend are very useful in presenting graphic information.Step 3: Summarize the data/trends.3.2.1 The line graph below shows the sales amount of an online shop from Monday to Friday. Match the descriptive statements with the graph. Which are the correct statements describing the graph?A. The sales amount increased sharply from Monday to Tuesday.B. The sales amount reached a peak on Friday.C. There was a fluctuation in the sales amount.D. The sales amount dropped drastically from Wednesday to Thursday.3.2.2 Write a short passage describing the sales amount of an online shop from Monday to Friday with the information presented in the graph above.3.3 Describing a tableThe table below shows the results of the interviews on the teaching language(s) used by English teachers in class. Answer the following questions first and then according to the answers, describe the information in the table. Pay attention to the use of different sentence patterns when reporting the data.Table 1 Teaching l anguage(s) used by English teachers in classQuestions:1. What does the table show us?2. How many teaching languages are mentioned in the table?3. What language is used most frequently by English teachers in class?4. Do English teachers in class often use Chinese?5. In summary, what impression do you have on the teaching language(s) used by English teachers in class?3.4 Describing chartsThe following is a result from a market survey of personal computers. Report the result from a university student?s perspective. First, describe the student?s needs in personal computers. Then, compare and contrast the three types of personal computers in the items listed in the table below. Finally, conclude by stating which computer seems to be th e most suitable for the student?s needs you have described.Table 2 A market survey of personal computers4. Writing project4.1 Get prepared for writing the results sectionBefore you write the Results Section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.1. Read the literature review section and the method section carefully and rethink about the research questions;2. Review you results and check whether they have answered all the research questions;3. Organize your results in a logical manner (For example, according to priority of the appearance of research questions);4. Prepare tables and/or other diagrams;5. Select appropriate language style and pay attention to the use of grammar;Work in groups and discuss what other preparations you can make for writing the results section of your research paper.4.2 Outlining the results sectionWhen outlining a results section, there are usually four major moves to follow.Move 1: Preparing informationThis move functions as a reminder and connector between the method section and the results section, as it provides relevant information for the presentation of results. It provides a review of issues mentioned in the method section, the location of tables or graphs where results are displayed and a general preview of the section. However, it is not obligatory because there are also results sections that do not have this move.Move 2: Reporting resultsMove 2 is the core element. It is the move in which the results of a study are presented, normally with relevant evidence such as statistics and examples. In this move, the authors need to locate where the results are and clearly describe the findings of the study both in diagrams and text.Move 3: Commenting on resultsThis move serves the purpose of establishing the meaning and significance of the research results in relation to the relevant field. It includes information and interpret ations that go beyond the “objective” results. This can involve how the results can be interpreted in the context of the study, how the findings contribute to the field (often involving comparison with relatedliterature), what underlying reasons may account for the results, or comments about the strength, limitations or generalizability of the results. As indicated by the frequency of moves and steps, this section is highly cyclical.Move 4: Summarizing resultsIn this move, the major results obtained are summarized in order to help readers understand the research better. This move is optional in a research paper due to the limited length while it is a must for a dissertation or thesis.Now, you are required to outline the results section of a research paper entitled Astudy of the effect of Chinese language on English writing with the moves given below.4.3 Drafting your results sectionBegin your writing now with the information you have just obtained from your survey.5. Final ChecklistHere are some useful questions to ask yourself about writing the results section of your paper:。

研究生英语学术论文写作课件

Plagiarism
To use another person‟s ideas or expressions in your writing without acknowledging the source is to plagiarize. plagiarism, then, constitutes intellectual theft. In writing your research paper, then, you should document everything that you borrow ___ not only quotations and paraphrases but also information and ideas.
英国诗歌研究存在的问题

在文本的阐释与文学理论的介入方面还存在一些问题。英国诗歌研究缺乏“问题意识”，缺乏 “本土”视角，缺乏有个性的洞见与观点。对诗歌作品的研究中，同一水平的重复现象比较多，观点陈旧，缺乏新意。英国各个时期诗歌的整体或专题研究较少
未来英语诗歌研究的走向
在多元文学批评的视域下，继续加强对经典诗歌的研究．加强对当代诗歌的研究：多元文化背景下的当代英国诗歌研究、当代英国诗人群体研究（爱尔兰诗人、苏格兰诗人、女诗人、少数族裔等）、当代诗歌语言与大众文化研究、当代英国诗歌的民族性研究．加强诗人的诗学理念研究．加强英国诗歌史的研究．
美国小说研究

突出的研究领域是：华裔小说、黑人小说、犹太小说和后现代小说受到关注最多的作家分别是：海明威、莫里森、福克纳、纳博科夫、索尔· 贝娄、德莱塞、谭恩美等人最常见的研究视角分别是：社会文化批评、性别研究（gender studies）、种族文学、后现代特征、叙事技巧、区域特征等。其他研究视角还包括文学语言、叙事技巧、小说类型、文化心理、宗教伦理、生态意识、跨文化冲突。

研生学术英语写作教程Unit 5 Reporting Results

Unit 5 Reporting ResultsObjectives:-Understand the function and the major elements of the results section;-Learn the major steps to deal with the results section;-Use the tips for describing graphic information;-Grasp the tips for making comparison and contrast;-Learn the skills for choosing appropriate graphs and making graphs.Contents:- Teacher’s introduction;- Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors;- Language focus: graphic description; comparison and contrast;-Writing practice: using graphs and describing graphs (tables and charts);- Rewriting practice: grasping the major moves for outlining the results section;- Classroom extension: descriptions of data and graphs when reporting results.1.Reading Activity1.1 Pre-reading TaskDo you know how to report the results of your research? The standard approach to the results section of a research paper is to present the results with the statisticaltechniques such as tables and charts. This does not mean that you do not need any text to describe data presented in graphs.Think about the following questions before reading the text and then have a discussion with your classmates.1. What is the function of the results section?2. What are the major elements included in the results section?3. What are the major steps for you to deal with the results section?4. How do you describe graphic information in the results section?5. How do you compare and contrast the data presented in graphs?The following is part of the results section of a research paper which investigated how EFL learners’ type s of language for thinking influence their lexical collocational errors in speech.1.2 Reading PassageResultsTypes of Language for Thinking and Lexical Collocational Errors1One key issue in this study was whether a learner’s type of language for thinking influences lexical collocational production. 2This issue was explored by examining one retrospective report on the qu estionnaire, ‘‘When tape recording, what language did you mainly use for inner speech?’’ 3Based on their responses, the 42 participants were classified into four language groups: Chinese, English, Chinese mingled with English, and other languages. 4The par ticipants’ inaccuracy rates were compared, which were obtained by dividing the number of errors by the overall number of lexical collocations they produced individually, among the language groups.The preliminary analysis discovered that the 42 participants produced a total of 2,491 lexical collocations, and each participant created approximately 29 lexical collocations per minute. Regarding learner errors, 263 incorrect collocations were found among the 2,491 lexical collocations, resulting in an inaccuracy rate of 10.56. To report the effect of language for thinking on the production of lexical collocations in speech, Table 1 records the fact that 5 students stated that their type of language for thinking was for the most part Chinese. As Table 1 shows, 17 mainly used English for thinking, 20 primarily thought in Chinese mingled with English, and none thought in other languages. The inaccuracy rate of oral lexical collocations in each language group was calculated by dividing the total number of lexical collocational errors by the total number of lexical collocations produced. Descriptive statistics demonstrated that those who mainly thought in their native language (Mandarin Chinese) produced the highest inaccuracy rate of lexical collocations (M=15.17), followed by those who primarily thought in English (M=12.40) and those using a combination (M=8.44).Results of a one-way analysis of variance (ANOVA) further displayed that the difference among these three groups reached a significant level, F(2,39)=4.07, p<.05. This result supports the notion that EFL learners’ type of language for thinking appreciably influences their oral production of lexical collocations.To probe intergroup differences, the Fisher Least Significant Difference (LSD) posthoc test was adopted, which aims at discerning whether the comparison between groups reaches the significance level. The LSD test showed that the Chinese-mingled-with- English group had a markedly lower inaccuracy rate than the Chinese or English groups, while the difference between the Chinese and English groups was not significant. Thinking in both Chinese and English was more beneficial and effective to the EFL learners’ oral production of lexical collocations.Table 1: Types of Language for Thinking and Inaccuracy Rates of Lexical CollocationsNote: Mean shows the average inaccuracy rate of collocations in each group.*P<.05(Hung-ChunWang & Su-Chin Shih, 2011) 1.3 Reading Comprehension1.3.1 Read the first paragraph and identify the information elements you find in each sentence of the text.1.3.2 Some verbs can be used to locate the results of the research, such as “show”and “indicate”. Read the second and third paragraphs carefully and think of the question: Which verbs did the authors use for locating the results?1.3.3 Read the second and third paragraphs carefully and think of the question: What is the function of the last sentence in the 2nd and 3rd paragraph s respectively?2Language Focus2.1 Graphic descriptionThe results section clearly presents the findings of your study. It is usually presented both in graph and text. First, prepare the graphs as soon as all the data are analyzed and arrange them in the sequence that best presents your results in a logical way. Then, as the results section is text-based section, the description of graphs is of great importance in paper writing. Good descriptions can help the readers understand your research better while using a single sentence pattern to describe the statistical and graphic information in a research paper will make your readers feel too bored and lose interest in reading on, so we need to pay more attention to the language use when describing the statistical and graphic information.Here we will introduce some useful words, phrases or sentence patterns which can be used in different situations of graphic description.If you need to highlight significant data in a table/chart, you may use some adjectives such as “apparent”, “clear”, “interesting”, “obvious”, “revealing”and “significant” to make your viewpoint known and meanwhile attract readers’ attention.The following sentence patterns are useful for you when you report significant results or findings.1. It is apparent from Table 2 that...2. Table 5 is quite revealing in several ways.3. From Chart 5 we can see that Experiment 2 resulted in the lowest value of ...4. What is interesting in this data is that ...5. In Figure 10, there is a clear trend of decreasing ...6. As Table 2.1 shows, there was a great deal of difference between theexperimental group and the control group.7. As shown in Table 6.3, chunk frequency also has significant correlation withthe indices of oral proficiency.8. There was no obvious difference between Method 1 and Method 2.2.1.1 The following table lists results of a questionnaire concerning students’ interestand performance in class.Question 1: You are very interested in the English writing course.□Strongly agree □agree □I don’t know □disagree □strongly disagr ee Question 2: You are active in group discussion in the classroom.□Strongly agree □agree □I don’t know □disagree □strongly disagr eeNote: N=number; P=percentageNow you are required to report results from the interview. The following sentence patterns may be used in your report.1. Of all the subjects, 70 completed and returned the questionnaire form.2. The majority of respondents felt that …3. Over a half of those surveyed indicated that …4. A small number of respondents …5. A minority of participants (%) indicated ...6. In response to Question 1, most of those surveyed indicated that ...7. The overall response to this question was very positive.8. It is apparent from the table above that...____________________________________________________________________ 2.1.2 The following line graph shows an upward trend in growth rate of Ford car production during the period from January to December 2011.Look at the line graph carefully first and then do the following exercises.A. Mark the following places in the graph.a) The bottom of the line;b) The peak of the line;c) The fluctuating part.B. Describe the growth rate of Ford car production in the following months respectively. Try to use the phrases or sentence patterns of graphic description you learned in this section.a) In January: _________________________________________________________.b) From March to April:_________________________________________________.c) From May to September:______________________________________________.d) From October to December:___________________________________________.C. What does the overall line graph reveal in the growth rate of Ford car production during the period from January to December 2011?__________________________.2.2 Comparison and contrastWhen you are writing the reports section, you need to do much more than just give data. What you should always try to do is to convey more information with the data. Comparing and contrasting is a common way to deal with the data. The purpose of comparison is to show similarities while contrast is used to show differences. Through comparison or contrast between two or more things, the reader can understand them better.Here are some key words commonly used to express comparison or contrast.Note: Comparison and contrast is often used in graph description. Here are some points for you to pay special attention to.1) Not all the information has to be compared or contrasted with each other. It is common to introduce the most significant or important information and compare or contrast it. If necessary, you must make some calculation before comparing or contrasting the data.2) When comparing or contrasting information in the graphs, it is not necessary to lay equal emphasis on every change. Just give stress to those dramatic changes or to those that are of special interest to you, or those that you want your readers to pay more attention to and ignore the less important parts.3) The comparison/contrast should be supported by concrete and relevant facts or data.2.2.1 The tables below are the results of a research which examines the average marks scored by boys and girls of different ages in several school subjects. Write a report for a university lecturer describing the information below.You should write a minimum of 150 words.Boys:Girls:3.Writing Practice3.1 Using graphsGraphs are commonly used in reporting the results of your research. A graph is a diagram, usually a line or a curve, which shows how two or more sets of numbers and measurements are related. Graphs usually include bar/column charts/graphs, pie charts, line graphs and tables.Generally speaking, bar charts are diagrams with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. However, they more clearly show the relationship of different parts of the sample to each other. They do not clearly show the parts in relation to the whole. The following bar chart shows the teachers with master’s degree or above in Northwestern College according to gender.A pie chart is a circle divided into segments. Pie charts can be used to show the sizes of various parts of the results in relation to each other and in relation to the whole sample. They are usually used to show percentages. The following pie chart shows the percentage of living costs per month in a family.A line graph is a type of graph displaying information as a series of data points connected by continuous lines. It can show a pattern or trend which usually takes place over a period of time. The following linegraph shows the change of annual income of an average family in a certain city in China. .A table is a set of facts and figures arranged in columns and rows. A table is a very useful way of organizing numerical information. Tables are efficient, enablingthe researcher to present a large amount of data in a small space. They can show exact numerical values and present quantitative data. They emphasize the discrete rather than the continuous. Here is a table which shows the percentage of the use of transportation vehicles in Northwestern College.Table Use of transportation vehicles in Northwestern CollegeTurn the table above into other graphs for your different research purposes.3.2 Describing a graphThe description of graphs is of great importance in paper writing because it can help the readers understand your research better. How do you describe a graph? Here are the major steps for you to follow:Step 1: Introduce the graphic information briefly and indicate the main trend.Normally it includes the place, time, content and purpose of the graph.Step 2: Describe the relevant and most important or significantdata and makesome comparison if necessary. Words and expressions for describing a curve or a trend are very useful in presenting graphic information.Step 3: Summarize the data/trends.3.2.1 The line graph below shows the sales amount of an online shop from Monday to Friday. Match the descriptive statements with the graph. Which are the correct statements describing the graph?A. The sales amount increased sharply from Monday to Tuesday.B. The sales amount reached a peak on Friday.C. There was a fluctuation in the sales amount.D. The sales amount dropped drastically from Wednesday to Thursday.3.2.2 Write a short passage describing the sales amount of an online shop from Monday to Friday with the information presented in the graph above.3.3 Describing a tableThe table below shows the results of the interviews on the teaching language(s) used by English teachers in class. Answer the following questions first and then according to the answers, describe the information in the table. Pay attention to the use of different sentence patterns when reporting the data.Table 1 Teaching l anguage(s) used by English teachers in classQuestions:1. What does the table show us?2. How many teaching languages are mentioned in the table?3. What language is used most frequently by English teachers in class?4. Do English teachers in class often use Chinese?5. In summary, what impression do you have on the teaching language(s) used by English teachers in class?3.4 Describing chartsThe following is a result from a market survey of personal computers. Report the result from a university student’s perspective. First, describe the student’s needs in personal computers. Then, compare and contrast the three types of personal computers in the items listed in the table below. Finally, conclude by stating which computer seems to be th e most suitable for the student’s needs you have described.Table 2 A market survey of personal computers4. Writing project4.1 Get prepared for writing the results sectionBefore you write the Results Section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.1. Read the literature review section and the method section carefully and rethink about the research questions;2. Review you results and check whether they have answered all the research questions;3. Organize your results in a logical manner (For example, according to priority of the appearance of research questions);4. Prepare tables and/or other diagrams;5. Select appropriate language style and pay attention to the use of grammar;Work in groups and discuss what other preparations you can make for writing the results section of your research paper.4.2 Outlining the results sectionWhen outlining a results section, there are usually four major moves to follow.Move 1: Preparing informationThis move functions as a reminder and connector between the method section and the results section, as it provides relevant information for the presentation of results. It provides a review of issues mentioned in the method section, the location of tables or graphs where results are displayed and a general preview of the section. However, it is not obligatory because there are also results sections that do not have this move.Move 2: Reporting resultsMove 2 is the core element. It is the move in which the results of a study are presented, normally with relevant evidence such as statistics and examples. In this move, the authors need to locate where the results are and clearly describe the findings of the study both in diagrams and text.Move 3: Commenting on resultsThis move serves the purpose of establishing the meaning and significance of the research results in relation to the relevant field. It includes information and interpret ations that go beyond the “objective” results. This can involve how the results can be interpreted in the context of the study, how the findings contribute to the field (often involving comparison with related literature), what underlying reasons may account for the results, or comments about the strength, limitations or generalizability of the results. As indicated by the frequency of moves and steps, this section is highly cyclical.Move 4: Summarizing resultsIn this move, the major results obtained are summarized in order to help readers understand the research better. This move is optional in a research paper due to the limited length while it is a must for a dissertation or thesis.Now, you are required to outline the results section of a research paper entitled Astudy of the effect of Chinese language on English writing with the moves given below.4.3 Drafting your results sectionBegin your writing now with the information you have just obtained from your survey.5. Final ChecklistHere are some useful questions to ask yourself about writing the results section of your paper:。

研究生英语高级写作五课件

决定再次提高公共汽车费，势必使更多的人用私人汽车，从而加剧停车场紧张的局面。由于which引导的分句同本句中心内容无关，故应删去。
2) 对于结构过于松散，未能明白地表示中心思想的句子应加以改写。例如：
I worry about whether I will get a job, and I am convinced that new opportunities will open up before the end of spring.
2) 一致性是对句子结构的首要要求，全句使用的词语都要紧密地围绕一个中心思想，凡未达到这项要求的句子都应改写。例如对上面例子中那个学生的作文可作必要的增删：
I got up early Monday morning. Mom told me that
there was always heavy traffic, and as our car was a
most beautiful in the state, has become completely
made inadequate, and recently the city council voted to
increase but fates again研.究生英语高级写作五
3
此句的中心内容是讲停车场已经非常紧张，市府
也可以再增加一个分句，从而使全句的中心思想明白地表现出来:
I worry about whether I will get a job. Although I am convinced that new opportunities will open up before the end of spring, I still can’t help being anxious about my prospects.