英文論文的結(jié)論部分寫(xiě)作要點(diǎn)

1、英文論文的結(jié)論部分寫(xiě)作要點(diǎn)( 結(jié)論、致謝)8.1 如何寫(xiě)結(jié)論學(xué)術(shù)文章的結(jié)論部分(Conclusion)是作者對(duì)有關(guān)研究課題進(jìn)行的總體性討論。結(jié)論必須具有 嚴(yán)密的科學(xué)性和客觀性，它反映本研究課題的價(jià)值，同時(shí)對(duì)以后的研究具有指導(dǎo)意義。如果文 章中的Discussio n節(jié)已對(duì)研究結(jié)果進(jìn)行了全面的分析、綜合、歸納、推理和總結(jié)，那么Con elusion 則可以比較簡(jiǎn)短。從某種意義上說(shuō)， Conclusion 與 Introduction 遙相呼應(yīng)， 因?yàn)?Introduction 部分介紹了本課題 的研究目的，那么 Conclusion 要告訴讀者這些目的是否達(dá)到，在研究中做了哪些工作，取得了 什么

2、結(jié)果，這些結(jié)果說(shuō)明了什么問(wèn)題，有何價(jià)值和意義，研究過(guò)程中存在或發(fā)現(xiàn)了哪些問(wèn)題， 原因是什么，建議如何解決等。8.1.1 結(jié)論部分的內(nèi)容與結(jié)構(gòu)布局一般來(lái)說(shuō)，結(jié)論部分的具體內(nèi)容及其組織框架如下。(1) 概括說(shuō)明本課題的研究?jī)?nèi)容、結(jié)果及其意義與價(jià)值。(2) 比較具體地說(shuō)明本研究證明了什么假設(shè)或理論，得出了什么結(jié)論，研究結(jié)果有何實(shí)用價(jià)值， 有何創(chuàng)造性成果或見(jiàn)解，解決了什么實(shí)際問(wèn)題，有何應(yīng)用前景等。(3) 與他人的相關(guān)研究進(jìn)行比較。(4) 本課題的局限性、不足之處，還有哪些尚待解決的問(wèn)題。(5) 展望前景，或指出進(jìn)一步研究的方向。在上面五項(xiàng)內(nèi)容中，第一、二項(xiàng)是必不可少的。第三、四、五項(xiàng)內(nèi)容可以根據(jù)需要而

3、定。例Overall, our study has revealed a variety of patterns at the community and population levels, none of which seem to indicate obvious decline in southeasternOhios oak-hickory (橡樹(shù)與山核桃科樹(shù)木 ) forests. 2Clearly, sporadic insect outbreaks, pathogens (病菌 ), and climatic events have caused excessive morta

4、lity of certain species in certain stands (樹(shù)林). 3Some stands exhibited mortality as high as 40%. 4However, an average of 20% dead stems in a stand appears to be reasonable without inferring excessive mortality or decline. 5Likewise, certain species were in an obvious state of decline, but these gene

5、rally had a clear pathogenic explanation. 6Changes occurring due to insects and pathogens may be a natural and necessary phenomenon (Castello et al. 1995). 7Evaluation of decline symptoms in smaller size classes might provide additional useful information to be used in understanding the oak regenera

6、tion problem.分析：例 3 摘自一篇關(guān)于俄亥俄東南部地區(qū)橡樹(shù)與山核桃科樹(shù)木生長(zhǎng)狀況的研究論文。第 1 句：對(duì)研究?jī)?nèi)容的總體概括。第25句：總結(jié)研究結(jié)果，即某些樹(shù)種死亡的原因是害蟲(chóng)、病菌和氣候。其中第2句概括這些原因，第35句是具體結(jié)果及原因：有些林區(qū)的樹(shù)木死亡率為 40%，但是20%屬于正常現(xiàn)象； 有些樹(shù)種死亡現(xiàn)象明顯，原因是病菌的侵害。第 6 句：引用他人的研究結(jié)果和觀點(diǎn)，以解釋上述結(jié)果。害蟲(chóng)和病菌的侵襲所造成的樹(shù)木死亡 是一種自然和必然的現(xiàn)象。第 7 句：指出以后的研究方向。從例子可以看出，通過(guò)一項(xiàng)研究工作，可能會(huì)得出幾條結(jié)論，這些結(jié)論的主次輕重可以從字里行間表現(xiàn)出來(lái)。如通過(guò)使

7、用has the stro ngest relatio nship 點(diǎn)出了最主要的結(jié)論，而運(yùn)用also 這個(gè)詞，來(lái)表示遞進(jìn)關(guān)系，說(shuō)明這句話陳述的內(nèi)容是研究結(jié)論之二。有時(shí)為了清楚醒 目，可以將結(jié)論列成幾條。10.1.2 結(jié)論部分的語(yǔ)言運(yùn)用技巧 結(jié)論部分的語(yǔ)言除要嚴(yán)謹(jǐn)、連貫、精煉、確切以外，還要具有高度的概括性。結(jié)論部分與其他各部分不同的是，現(xiàn)在時(shí)態(tài)（特別是一般現(xiàn)在時(shí)和現(xiàn)在完成時(shí) ） 使用頻率很高，這是因?yàn)榻Y(jié)論部分總結(jié)研究者到前為止做了些什么工作，得出了什么結(jié)果，這些結(jié)果對(duì)現(xiàn)在來(lái) 說(shuō)有什么影響、意義和價(jià)值，能夠應(yīng)用于什么地方，解決什么問(wèn)題等。結(jié)論中的句子既可以用主動(dòng)語(yǔ)態(tài)，也可以用被動(dòng)語(yǔ)態(tài)，總體上說(shuō)

8、，兩種語(yǔ)態(tài)的使用頻率差別無(wú)幾。但有時(shí) 結(jié)論部分側(cè)重于研究?jī)?nèi)容、對(duì)象或結(jié)果，所以，往往將研究?jī)?nèi)容置于句首作主 語(yǔ)，于是，謂語(yǔ)動(dòng)詞自然要使用被動(dòng)語(yǔ)態(tài)。用主動(dòng)語(yǔ)態(tài)時(shí)，常常用 this paper, this investigation, this study, this survey, the results, theanalysis 或 we, I 等作主語(yǔ)。例9a. This study clearly demonstrates thatb. This investigation discovers thatc. This study reveals thatd. We have describ

9、ed1 / 13e. We have shownf. In this paper we have proposed/discussedg. These results represe nt例 9 中的 a, b, c, g 四個(gè)句子中，分別用了 dem on strate discover, reveal, represe nt 作謂語(yǔ)， 表示作者對(duì)研究結(jié)果所持的態(tài)度明確、肯定。值得指出的是,作者有時(shí)對(duì)自己研究結(jié)果采取慎重的態(tài)度,不那么肯定地說(shuō) “結(jié)果說(shuō)明了”、證明了”等，往往對(duì)動(dòng)詞加以修飾，表示作者不太肯定或慎重的態(tài)度，或者用以 緩和語(yǔ)氣。技巧如下。技巧 1：用情態(tài)動(dòng)詞最常用情態(tài)動(dòng)詞有 wi

10、ll , can, may,及其過(guò)去式would, could, might等，表示可能”之意。這 三個(gè)情態(tài)動(dòng)詞語(yǔ)氣依次減弱。同一情態(tài)動(dòng)詞的過(guò)去式比現(xiàn)在式語(yǔ)氣弱。例 10a. Evaluation of decline symptoms in smaller size classes might provide additional useful information to be used in understanding the oak regeneration problem.b. Changes occurring due to insects and pathogens may be

11、 a natural and necessary phenomenon. 技巧 2：用某些形容詞和副詞不同的形容詞和副詞表達(dá)作者不同的態(tài)度和語(yǔ)氣。 如 certainly, of course, absolutely, definitely, clearly 等詞用來(lái)加強(qiáng)語(yǔ)氣,表示作者態(tài)度肯定； almost certain, probably, highly likely 次之。而 likely , unlikely , possible, possibly, perhaps等詞表示作者沒(méi)有把握，語(yǔ)氣比較弱。例： Perhaps changes occurring due to insect

12、s and pathogens are a natural and necessary phenomenon. 技巧 3：用 seem, appear, tend 等動(dòng)詞 這三個(gè)動(dòng)詞用在另一動(dòng)詞之前,構(gòu)成 seem to+dobehave, appear to dobehave, tend to do/be/have的結(jié)構(gòu)，表示陳述的現(xiàn)象、內(nèi)容或觀點(diǎn)還有進(jìn)一步探討的余地。我們還以例3和例4中的句子為例：例 12a. However, an average of 20 % dead stems in a stand appearsto be reasonablewithout inferring

13、 excessive mortality or decline.b. Science projects appear to be an important part of science education.下面的句子語(yǔ)氣依次減弱： 例 13a. Science projects are an important part of science education.3 / 13b. Science projects tend to be an important part of science education.c. Science projects appear to be an impo

14、rtant part of science education.d. Science projects seem to be an important part of science education.e. It would appear that science projects are an important part of science education.技巧 4：選用不同的動(dòng)詞在分析、 綜合、歸納、推理過(guò)程中， 常常會(huì)使用 show，prove, illustrate，reveal，suggest，indicate， support，clarify ， verify 等動(dòng)詞。這

15、些動(dòng)詞含義不同，所表示的語(yǔ)氣或態(tài)度也不同。在使用同義 詞或近義詞時(shí)， 要注意區(qū)分它們的含義。 例如，表達(dá)形成某現(xiàn)象的原因時(shí)， 相近的動(dòng)詞有 cause， lead to，contribute to，be the reason o，f be the root of 等。選用不同動(dòng)詞都會(huì)對(duì)整個(gè)句子的意思產(chǎn) 生影響。試比較以下句子：例 14a. Clearly, sporadic in sect outbreaks pathoge ns 病菌）,and climatic eve nts have caused excessive mortality of certain species in cer

16、tain stands （表示直接原因，負(fù)全部責(zé)任 ）b. C1early, sporadic insect outbreaks pathogens病菌）,and climatic events have lead to excessive mortality of certain species in certain stands. （有一個(gè)變化過(guò)程，表示間接原因 ）a. C1early, sporadic insect outbreaks, pathogens病菌）,and climatic events have contributed to excessive mortality of

17、 certa in species in certa in sta nds表示部分原因，一定還有別的原因 ）結(jié)論中常用的句型框架還有：例15a. Further in vestigations are un der way to b. Further refi neme nt of the models is n eeded toc. Experime nts have bee n desig ned tod. Analytical models have been developed usinge. It is found thatf. It is further concluded tha

18、tg. In this paper, arereviewed/investigated/observed/studied.h. The presented study is conducted by using10.2 如何寫(xiě)致謝 為了向論文的寫(xiě)作過(guò)程提供過(guò)幫助的組織和個(gè)人表示感謝，作者在結(jié)論之后，可寫(xiě)一段致謝(Ack no wledgeme nts)。致謝的對(duì)象根據(jù)情況而定，如資助單位或個(gè)人，指導(dǎo)教師以及其他為論文 作者提出過(guò)建議或思想的人員等。致謝的對(duì)象要按一定的順序，一般來(lái)說(shuō)，項(xiàng)目資助單位或個(gè) 人在前，其他人員在后。例 16AcknowledgementsSupport for this

19、 program is provided by the Ohio State University Extension and the Ohio Agricultural Researchand Development Center. Additional support has been provided by the US Department of Agriculture.例 17ACKNOWLEDGEMENTS: This research was partially supported by the National Science Foundation under Grant MS

20、S8912521 and by the Gray Research and Development Office.例 18I wish to thank Professors Sheldon Grebstein and John Hagopian for their valuable suggestions. I also thank Professor Sylvia Bowman for her comments on the manuscript. In addition, I owe an obligation to my friend Francis Hanks for his con

21、stant assistance in the course of the research. 這里我們介紹一些致謝中的常用英語(yǔ)句型。(1) 感謝贊助單位或個(gè)人a. Support for this program/project/study is provided byb. Funding for this program is provided by c. I thank for giving financial Support for this study.d. Additional support is provided bye. Research for this paper was

22、 partially supported byf. This research was funded by(2) 感謝提供資料的單位或個(gè)人a. Data were supplied/provided byb. Permission to quote from material protected by copyright has been granted byc. I thank for the permission to quote from material protected by copyright.(3) 感謝提出建議和幫助的個(gè)人a. I thank for comments on

23、the manuscript.5 / 13b. In addition, I am grateful to - for their valuable suggestions,and to - for her patienee and good counsel.e. For help in the tech ni eal assista nee, I tha nkd. We thank the following people for their helpful eomments on drafts of this paper:e. In addition, I wish to thank fo

24、r his valuatibolness. uggesf. For their eneouragement,support, and researeh assistanee,I would like to thank the following individuals who have eontributed substantially to the eompletion of this study/paper/work.（4）感謝不知名的審稿人a. The anonymous reviewers have also eontributed eonsiderably to the publie

25、ation of this paper.b. In addition, I would like to thank the anonymous reviewers who have helped to improve the paper.（5）感謝其他人a. I also owe an obligation tob. Also I wish to thank for their many eourtesies.e. Thanks is abo exte nded to who d. I wish to thank for his 10.3 如何寫(xiě)參考文獻(xiàn) 參考文獻(xiàn)包括正式出版的書(shū)籍、期刊雜志或

26、學(xué)術(shù)會(huì)議文章以及學(xué)位論文。寫(xiě)作時(shí)所參考過(guò)的文 獻(xiàn)都要標(biāo)注來(lái)源，并在論文的最后參考文獻(xiàn)(Refere nces一部分列出詳細(xì)內(nèi)容。參考文獻(xiàn)也可叫引用文獻(xiàn)(Literature Cited或Works Cited)。目前常用的參考文獻(xiàn)標(biāo)注方法有兩種。一種是按參考 文獻(xiàn)出現(xiàn)的順序用數(shù)字編排；另一種是作者 +出版年編排法。下面分別加以介紹。 10.3.1順序編碼體系這種標(biāo)注體系按文獻(xiàn)出現(xiàn)的先后順序編號(hào)， 置于指引部分的右上角 (可加方括號(hào))。被引用的作者、 文獻(xiàn)名、出版時(shí)間、地點(diǎn)等詳細(xì)內(nèi)容列人論文后面的參考文獻(xiàn)中。其順序要與正文中標(biāo)注的順 序一致。例 19Forecasts of the tracks

27、 of hurricanes have improved steadily over the past three decades1, owing to a comb in ati on of better observatio ns and much improved nu merical models.I n con trast to the improvements in track forecasts, there has been comparatively little advance in predictions of intensity1, in spite of the so

28、phisticated numerical models. The best intensity forecasts today are statistically based2. Most of the research literature on hurricane intensity focuses on the pre-storm sea surface temperature and certain properties of the atmospheric environment3.注：兩處出現(xiàn)編碼“ 1”表示這兩處指引部分出處相同，詳細(xì)內(nèi)容都列在References中的第1項(xiàng)。R

29、eferences1. Landsea, C. W. & Pielke, R. A. Jr. Normalized Hurricane Damages in the United States: 1925-95. Weather Forecast. 13,621-631(1994).2. Bosart, L. F. et al. Environmental Influences on the Rapid Intensification of Hurricane Opal over the Gulf of Mexico. Preprints of the 23rd Conference on H

30、urricanes and Tropical Meteorology 983-984 (American Meteorological Society, Boston, 1999).3. DeMafia, M.&Kaplan, J. A Statistical Hurricane IntensityPrediction Scheme for Atlantic Basin. Weather Forecast. 9, 209-220(1994). 各類文獻(xiàn)順序編碼體系基本格式如下。(1) 書(shū)籍基本格式如下： 作者姓，作者名書(shū)名 (斜體)出版地：出版單位，出版年代例 20Breyer S. Brea

31、king the Vicious Circle: Toward Effective Risk Regulation. Cambridge, MA: Harvard7 / 13University Press, 1995.（2）期刊或會(huì)議文章 期刊或會(huì)議文章與書(shū)籍的標(biāo)注方法有同有異。作者或編者的注法、出版年代等與書(shū)籍注法相同。 不同的是，期刊文章既要注上文章名，又要注上刊物名，還有刊物的第幾期、第幾卷、文章登 在第幾頁(yè)等。會(huì)議文章要注上會(huì)議名稱?；靖袷饺缦拢鹤髡咝?，作者名標(biāo)題名 （正體，引號(hào) ）刊物名稱 /會(huì)議名稱 （斜體 ），出版年代，卷 （期）：起至頁(yè) 碼例 21a. Tytler, R.

32、 Independent Research Projects in School Science. International Journal of Science Education, 1992, 14: 393-411.b. Onof, P. And Adenle, J. B. Practical Teaching of Electronics Systems Design. Proceedings of the 5th International Conference on Engineering Education, Naples, 1998, 397-402.c. Bassac, C

33、. Experimental Uses of Electric Vehicles in France. The 9th International Electric Vehicle Symposium, Toronto, 1998.（3）收集在書(shū)中的文章 收集在書(shū)中的文章要結(jié)合書(shū)籍與期刊文章的標(biāo)注方法，基本格式如下： 作者姓，作者名標(biāo)題名（正體，引號(hào)），In編者姓名（ed.）書(shū)名（斜體）出版地：出版單位，出 版年代，起至頁(yè)碼例 22Canale, M. From Communicative Competence to Communicative Performance. In Richards

34、, J. andSchmidt, R. （eds.） Language and Communication. New York: Longman, 1983, 274-301.（4）報(bào)告基本格式如下：作者姓，作者名.標(biāo)題名 （正體，引號(hào) ），報(bào)告序號(hào).組織名，所在地，年代.例 23Jones,D. and Evans.D. Survey of Small Engineering Enterprises in Wales, Report R72. Welsh Council for Engineering, Cardiff, 1997.（5）學(xué)位論文基本格式如下：作者姓，作者名.標(biāo)題名 （正體，

35、引號(hào) ），學(xué)位論文，學(xué)位授予單位，年代.例 24Yoder, C. O. The role of Biological Indicators in a Water Quality Management Process, Ph. D. dissertation, University of Illinois, 1998. 各類參考文獻(xiàn)除了以上基本格式外，還要遵守以下原則。(1) 如果同一本書(shū)有兩個(gè)作者， 則將兩個(gè)作者用 and ()連接；如果有三個(gè)以上作者， 則在第一作 者后加et al.字樣，表示 等人”(2) 如不是第一版，要注明版本。(3) 如果參考的是譯著，則把譯者放在前面，譯者后面注上

36、(trans. ), 接著注上原作者。如果一本書(shū)是由主編收集的文章，貝U在主編后注上(ed.),為editor的縮寫(xiě)；如果有兩個(gè)以上編者則注上 (eds.)。(5) 參考的章節(jié)或頁(yè)碼,貝注在出版單位之后?，F(xiàn)分別舉例如下：例 25a. Foster, K. R. and Bemstein, D. E. Phantom Risk: Scientific Inference and the Law. Cambridge, MA: MIT Press, 1993.(兩個(gè)作者)b. Berry, W. et al. The Hidden Word. San Francisco: North Point

37、Press, 1989三. (個(gè)以上作者 )c. Lorenz, Konrad. (trans.) On Aggression. By Marjorie Kerr Wilson. 1966. New York: Bantam, 1969. (譯著)d. Akmajian, A. et al. Linguistics, 4th ed. Cambridge, MA: MIT Press, 1995. (第四版 )e. Ball, S. J. and Goodson, I. F. (eds. ) Teachers Lives and Careers. Lewes: Falmer Press, 198

38、5兩. 個(gè)( 編者)f. Johnson, J. A. Writing Strategies for ESL Students. New York: Macmillan Publishing Co., 1983. Chapter 5. (參考此書(shū)中第五章 )以上各條原貝同樣也適用于作者十出版年體系。8.3.2 作者+出版年體系 這種標(biāo)注體系在每一處指引部分的后面標(biāo)上作者和年代,放在圓括號(hào)內(nèi)。而詳細(xì)內(nèi)容按照作者 姓的字母順序列在文章后面的Refere nces中。例 26Science projects are supported by the Academy of Science. The a

39、cademy recommends science projects for all students regardless of any academic standing or handicap (Mann 1990:10). Many students participating in science fairs do so because they are required by a teacher to complete a science fair project and many report that their science fair project counted tow

40、ard their course grade in science9 / 13（Czerniak and Lumpe 1996）. Completing a science project and attending a science fair were purported to have many positive effects for students and their future in science （Mann 1990）, however, there exists little research on scie nee fair projects （Slisz 1989）R

41、eferencesCzemiak, C. M. 1996. Predictors of Achievement of 7-12 Grade Students in a District Science Fair Competition. School Science and Mathematics, 96: 21-27.Mann, J. Z. 1990. Science Day Guide. Ohio Academy of Science, Columbus, OH.Slisz,J. 1989. Establishing the Goals of a Science Fair Based on

42、 Sound Research Studies. International Journal of Science Education. 14: 393-411.按作者十出版年體系編排參考文獻(xiàn)，一般要遵循以下原則。 （1）文獻(xiàn)編排順序按照作者姓的字母順序。（2）如果參考文獻(xiàn)中有中文撰寫(xiě)的文章或書(shū)籍，有兩種方法處理。一是用漢語(yǔ)拼音寫(xiě)作者名，并 將其他內(nèi)容譯成英語(yǔ)，按字母順序與其他文獻(xiàn)統(tǒng)一排列。第二種方法是將中英文文獻(xiàn)分別按字 母順序排列。其他原則與順序編碼體系完全相同 （見(jiàn) 8.3.1 節(jié)）。書(shū)籍、期刊論文、會(huì)議論文等文獻(xiàn)的標(biāo)注格式 分別舉例如下 （按作者姓的字母順序編排 ）：例 27Akmaj

43、ian, A. et al. 1995. Linguistics, 4th ed. Cambridge, MA: MIT Press. （書(shū)）Ball, S, J. and Goodson, I. F. （eds.） 1985. Teachers Lives andCareers. Lewes: Falmer Press.書(shū)）Bassac, C. 1998. Experimental Uses of Electric Vehicles in France. The 9th International ElectricVehicle Symposium, Toronto. （會(huì)議論文 ）Berr

44、y, W. et al. 1989. The Hidden Word. San Fran cisco: North Poi nt Press書(shū)）Breyer S. 1995. Breaking the Vicious Circle: Toward Effective Risk Regulation. Cambridge, MA: Harvard University Press. （書(shū)）Canale, M. 1983. From Communicative Competence to Communicative Performance. In Richards, J. and Schmidt,

45、 R. （eds.） Language and Communication. New York: Longman, 274-301.收（ 集在書(shū)中的 文章）Foster,K.R. and Bemstein,D.E. 1993. Phantom Risk: Scientific Inference and the Law. Cambridge, MA:MIT Press.（書(shū)）Johnson, J.A. 1983. Writing Strategies for ESL Students. New York: Macmillan Publishing Co.,10 / 13Chapter 5. (

46、書(shū)中的章節(jié) )Lorenz, Konrad. (trans.) On Aggression. By Mariorie Kerr Wilson. 1966. New York: Bantam, 1969. (譯著)Onof, P. And Adenle, J. B. 1998. Practical Teaching of Electronics Systems Design. Proceedings of the 5th International Conference on Engineering Education, Naples, 397-402. (收集在會(huì)議論文集中 的文章)Tytle

47、r, R. 1992. Independent Research Projects in School Science. International Journal of Science Education, 1992, 14:393-411. 期( 刊上發(fā)表的文章 )Yoder, C. O. 1998. The role of Biological Indicators in a Water Quality Management Process, Ph.D. dissertation, University of Illinois. ( 學(xué)位論文 ) 不同的學(xué)術(shù)刊物或?qū)W術(shù)會(huì)議對(duì)參考文獻(xiàn)的格式

48、或體系有明確規(guī)定，例如，有的規(guī)定出版年應(yīng)緊 跟在作者后，而有的則規(guī)定將出版年放在出版單位之后，有的規(guī)定出版年代要用括號(hào)，有的則 規(guī)定不使用任何標(biāo)點(diǎn)。作者必須按照規(guī)定加以標(biāo)注。如果沒(méi)有明確規(guī)定，作者自己要做到統(tǒng)一、 固定、前后一致。思考題一、下面一則結(jié)論摘自函授培訓(xùn)班學(xué)習(xí)效果研究的論文。分析其內(nèi)容與結(jié)構(gòu)，指出每一句話的 作用。The overall results indicate that Quality Water for Home and Farm correspondence program met the objective set for the program and was an

49、 effective method to deliver water quality and management training. 2pretest and post results show participants increased their understanding of water and management principles in most major areas. 3However, additional training may be needed in disinfection alternatives, iron and hydrogen sulfide re

50、moval, and proper well construction.分析：第 1 句：第 2 句： 第 3 句：二、下面一則結(jié)論摘自一篇關(guān)于颶風(fēng)強(qiáng)度預(yù)測(cè)的論文，將括號(hào)中的動(dòng)詞變成合適的形式。ConclusionsThe simulati ons prese nted here ( 1 )(suggest) that, once tropical cyclon e 熱帶旋風(fēng)) (2)(reach) tropical-storm strength, their intensity evolution (3)(control) mostly by their initial intensity

51、together with the thermodynamic profile ( 熱力曲線 ) of the atmosphere and upper ocean through which they move. Storm intensity is particularly sensitive to the thermodynamic structure of the upper ocean, and it (4) (be) evident that in at leastsome cases the climatological specification ( 氣 象 特 性 曲 線 )

52、 of the ocean thermal structure (5) (be) insufficient. Accurate prediction of hurricane intensity in these eases probably(6) (require) accurate measurementof the upper-ocean thermal structure ahead of thestorm. The simulations presented here (7) (offer) hope that even with a very simple model,hurric

53、ane intensity (8) (predict) with useful skill as far in advance as an accurate trackprediction (9)(make). Such track predictions (10) (require)three-dimensional models able to account for the full range of interactions between the storm and its environment.三、將下列兩組句子片斷連接成一則研究論文的結(jié)論。注意時(shí)態(tài)與語(yǔ)態(tài)的正確運(yùn)用。A 組：1. Develop a PIV