江蘇大學(xué)研究生英語(yǔ)學(xué)術(shù)論文寫(xiě)作復(fù)習(xí)重點(diǎn)2019修訂

考試題型：回答問(wèn)題文體對(duì)比stylisticfeatures:subjective(主觀的)/objective(客觀的)語(yǔ)篇分析textualdevelopment/analogy語(yǔ)篇改寫(xiě)句子和句子之間銜接詞語(yǔ)少了Therearenumerousreasonsfor……atfirst,…….secondly,….Inaddition,/additionally,/furthermore,…/whatismore,Chapter1IntroductiontoAcademicResearchWritingThenatureofAcademicResearchScientific:UnbiasedandobjectiveconclusionRigorous:Relevance,accuracy,andcompletenessSystematic:OrganizationofprocedurefollowingacertainlogicalsequenceValid&reliable:EssentialscientificproofforjustifiabilityReplicable:SameresultsyieldedifrepeatingexactlythesameprocedureOriginal:ContributingtotheexistingstockofknowledgeResponsible:AcknowledgesourcesCritical:Opennesstocriticalscrutiny1.3TypesofAcademicPaperAprofessionalpaperisaformalprinteddocumentinwhichprofessionalspresenttheirviewsandresearchfindingsonanydeliberatelychosentopic.1)Researchpaper2)AcademicReport3)ReviewArticle4)Brief/RapidCommunication5)Coursepaper6)Thesis&Dissertation1.4TheStyleofEnglishAcademicWriting（記憶方法AbCCEFR）Generally,EnglishAcademicwritingis:1)formality(正式性)--toavoidusingcontractions,colloquialisms,abbreviationsandacronyms,phrasalverbs,askingquestionsandsecondpersonpronoun(you)inaddressingreaders.2)complexity(復(fù)雜性)--WrittenlanguageisrelativelymorecomplexthanspokenlanguageGrammatically:moreclausesandembedding;moreattributingadjectives;moreprepositionalphrases;morepassivethanspokenlanguage.Lexically:fewerbutlongerwords/phrases;morenominalizations;morelexicalvariation.3)explicitness(表意清楚)—avoidingvagueexpressionorambiguity.Explicitinexpressingideas;Explicitinsignpostingtheorganizationoftheideas;Explicitinacknowledgingthesources.4)accuracy(準(zhǔn)確)--Academicwritingusesvocabularyaccurately.Mostsubjectshavewordswithnarrowspecificmeanings.6)conciseness(簡(jiǎn)潔明了)UsemorecontentwordsratherthanfunctionwordsEliminateunnecessaryqualifiersInvolvelesspassivesentences6)impersonalandobjective(客觀性)--Writtenlanguageisingeneralobjectiveratherthanpersonal.Itthereforehasfewerwordsthatrefertothewriterorthereader.Thismeansthatthemainemphasisshouldbeontheinformationthatyouwanttogiveandtheargumentsyouwanttomake,ratherthanyou.Impersonality:PronounsareuncommonwhilepassivecommonHedging:theavoidanceoftoodefinitestatementsorconclusionstomakethewritingsaferandmoreobjectiveLanguageusedinhedging:1)Introductoryverbse.g.seem,tend,looklike,appeartobe,think,believe,doubt,besure,indicate,suggest2)Certainlexicalverbse.g.believe,assume,suggest3)Certainmodalverbse.g.will,must,would,may,might,could4)Adverbsoffrequencye.g.often,sometimes,usually5)Modaladverbse.g.certainly,definitely,clearly,probably,possibly,perhaps,conceivably,likely6)Modaladjectivese.g.certain,definite,clear,probable,possible7)Modalnounse.g.assumption,possibility,probability8)Thatclausese.g.Itcouldbethecasethat...Itmightbesuggestedthat...Thereiseveryhopethat...9)To-clause+e.g.Itmaybepossibletoobtain...Itisimportanttodevelop...Itisusefultostudy...Herearesomeexamplesofcautiousortentativestyle.7)responsibility(負(fù)責(zé)任)Academicwritingreferstoinformationfromarangeofprint,digitalandothersources,allofwhichmustbeclearlyreferencedinyourtextreferencesotherwriters’work.Plagiarism(剽竊)Thedefinitionofplagiarism：Plagiarismistheactofusinganotherperson’slanguageorideaswithoutacknowledgment.(ThewordplagiarismisderivedfromaLatinwordforkidnapper.)Adictionarydefinesitas'theuseorimitationofwordsandideasofanotherpersonandtherepresentationofthemasone'soriginalwork.'Twotypesofplagiarism:①deliberate②unintentionalToavoidplagiarism:①paraphrasing②summary③synthesisTwowaysprovidethecorrectacknowledgement: 1.Summaryandcitation:Smith(2009)claimsthatmodernstatespowerinnewways. 2.Quotationandcitation:AccordingtoSmith:'Thepointisnotthatthestateisinretreatbutthatitisdevelopingnewformsofpower...'(Smith.2009.103)如果遇到分析題，就是先判斷是否屬于剽竊，再寫(xiě)剽竊的定義，再FOREXAMPLE。1.5StructureofAcademicResearchpaper1.5.1GeneralStructure—TheIMRaDModelHourglass(沙漏結(jié)構(gòu))1.5.2PartsofanAcademicResearchPaper1)Title:summarizethecontentssuccinctlyforindexingpurposesandattractthereadersAuthors&Affiliation2)Abstract:aconciseoverviewofthestudy3)Keywords:highlightingthefocusofthepaper4)Introduction:providethebackground;identifytheproblemunderstudy;evaluatepreviousstudies;identifytheresearchgap;statetheresearchobjectives5)Materials&Methods:describeproceduresandstepsoftheresearch6)Results&findings:findingsofthestudy(presentedusingfiguresandtables)7)Discussions:summaryofthemajorresults;probeintotheunderlyingcauses;comparetheresultswiththepreviousstudies;summarizethesignificanceoftheresearch8)Conclusion:mentionthelimitationsoftheresearch;suggestionsforfuturestudy9)Acknowledgements:indicatingothers’contributions10)References/Bibliography:providecontextofyourwork11)Appendices1.5.3RecommendWritingSequence(7Steps)Step1:Prepareanddescribedata,includingFiguresandTablesStep2:WriteResults,DiscussionandConclusionStep3:WriteMethodsStep4:WriteIntroductionStep5:WriteAbstractStep6:SelectKeyWordsStep7:EntitlethePaperQuestion&Exercises：Readthefollowingtwopassagesandtrytofindoutthestylisticfeaturesofeach.Answer:Comparedwiththesetwopassages,Ifindthattherearedifferencesinstyles,passage1isinformal,subjective,forexample:“I’m”，“don’t”Whilethesecondpassageisascientificresearchpaper,it’sformal,objectiveandcomplex,forexample,(長(zhǎng)句，被動(dòng)語(yǔ)態(tài)等）(subjectiveobjective,simplecomplex,forexample)Chapter2PrewritingSkills2.1.InformationCollecting2.2.AcademicReading2.2.1TypesofAcademicReadingMaterials2.2.2StrategyofAcademicReading2.3.NoteTaking2.4.ConstructingAnnotatedBibliography2.4.1DefinitionofAnnotatedBibliography2.4.2StepsofConstructinganAnnotatedBibliographySCIPaperWritingStrategy:ChoosingaTopicThefirstchallengeintheprocessofacademicwritingChoosingasubjectofinterestAsubject:"abroadareaofInterestfromwhichamorespecifictopiccanbechosen"Atopic:"arelativelynarrowareaofinterestthatcanbethoroughlyresearchedanddiscussedwithinthepagelengthguidelinesgivenbyyourinstructor."ConductingapreliminarytopicoverviewDiscoverwhatisalreadyknownandwhatresearchquestionsremainregardingyourtopic.Yourresearchquestionsprobablyderivefromtherecentliteratureyoureviewed.NarrowingyoursubjectintoaspecifictopicIntheformofaquestion"What","How","Why","Who","Where","When"opendifferentscopesforyourresearch.Criteriaofchoosingatopic:research-worthy,intriguing(interesting),feasible,manageableExercises：Readthetopicsinthefollowing,anddeterminetheextentoftheirscope:toobroad,toonarrow,orjustright.Chapter3Results,DiscussionandConclusions3.1ResultsThesectionofresultsisatext-basedpresentationofthekeyfindingswhichincludesreferencestoeachofthetablesandfigures.3.1.1Usingsubheadingstostreamlinereports3.1.2CaptioningandreferencingfiguresandtablesUsingincompletegrammaticalsentencesandsometimeendingwithperiodsfortableheadingsandfigurelegends3.1.3Typicalsentencepatternstodescriberesults3.2DiscussionThediscussionsectiongetstotherootofyourresearchquestionbyinterpretingtheresearchresultsandguidingthereadersbylogicalstepstoseephenomenafromyourpointofview.3.2.1PurposeofDiscussionDifferencebetweenResult&Discussion:ComparedwiththeResultsectionthatisjustadescriptivepresentationofthedataandfacts,Discussionprovidesyourinterpretiveunderstandingoftheresults,tryingtoanswer“Whatdothedataandfactsmean?”Itisherethatthefindingsarewoventogetherandthemajorissuesorthemesareidentifiedanddiscussed.FourpurposesofDiscussionSection:(1)Interpretyourresult(2)Answeryourresearchquestion(3)Justifyyourapproach(4)Criticallyevaluateyourstudy3.2.2MainelementsofDiscussionThefollowingsixmainelementsthatarelogicallystatedshouldneverbeneglected.(1)Reiteratingyourresearchquestion(s)andthemethods(2)Elaboratingonyourmajorfindingsandadditionalfindings(3)Relatingthefindingstosimilarstudies(4)Pointingoutlimitationsofthestudy(5)Statingfuturedirections(6)Makingyouroverallconclusion3.2.3WritingRequirementsforDiscussionFirstly,youshouldsufficientlyanalyzethepresenteddataandpointoutthefactualrelationships.Secondly,sincethepurposeoftheprofessionalpaperistoconfirmthe’author’sresearchwork,itisbeneficialforhimtofullyreviewwhathehasdoneinhiswork.Thirdly,thewriterhastoadmithisweakpointsorfailurefrankly.Fourthly,briefandforcefulexpressionsshouldbeusedinthesectionofdiscussion.Finally,keepinmindnevertowritemorewordsthannecessary.3.2.4Typicalsentencepatternstodescribediscussion3.2.5CasestudyofDiscussionSection3.3Conclusion3.3.1Conclusionsbasedonsoundevidence3.3.2AReferencetothemainpurposeorhypothesisofthestudy3.3.3ABriefsummaryofthemainidealsinthepaper3.3.4Commentsonthemainidealsinthepaper3.3.5Predictionforfuturedevelopmentsofthetopic3.3.6Limitationoftheworkcoveredbyyourpaper3.3.7MentionoffurtherresearchSCIPaperWritingStrategy:DataPresentationLanguagetipsUsingVerbTensestoDescribeResultsUsethepasttensewhenpresentingthefindings.Usethepresenttensewhencomparingresultswiththoseofotherstudies.Usethepresenttensetorefertotablesandfigures.Usethepresenttensetentativeverbsormodalverbswhencommentingonresults.Usethepresenttensewhendiscussingtheimplicationsofyourresults.Exercises：Readthefollowingdiscussionsectionandidentifythemainstructuralelementsinit.Chapter4Methodology4.3.SentenceConstructionsinDescribingMethodology1)Brieflyexplainthegeneraltypeofprocedureyouused.2)Describewhatmaterials,subjectsandequipmentyouused.3)Explainthestepsyoutookinyourexperiments.SCIPaperWritingStrategy:UsingVerbTensestoDescribeMaterialsandDataUsethepresenttensewhenstatingorreferringtoanestablishedfact.Usethepasttensewhendescribingthemethodsofyourstudy.Usethepresenttensewhenexplainingtheessentialdetailsofconventional(unmodified)materialsormethodsusedinyourstudy.Usethepasttensewhendescribingthematerialsinyourstudythatyoumodified,alteredorchangedinanyway.Usethepresenttensewhenreportingfactsaboutageneralpopulation.Usethepasttensewhenreportingsampledataobtainedthroughtheresearchyouconductedorfromyourliteraturereview.Exercises：Completethesentencesbelowwiththeverbs.Changetheformwhennecessary.Chapter5Introduction5.1StructuralElementsofIntroductions1)Introduceyourtopicandprovidetherelevantbackgroundinformation/contextofthetopicfield(includingtheimportanceoftheresearch)2)Givecleardefinitionsofthekeyterms3)Reviewthepreviousrelatedstudiesandpointouttheirlimitationsifpossible4)Statethepurpose/objectiveofyourstudyandsetouttheresearchquestionstobeaddressed5)Introducethetheoreticalperspectivesand/orthemethodstobeused6)Explainhowthepaperwillbeorganized(theoutlineofthepaper)5.2.StructuralFeaturesofIntroduction(結(jié)構(gòu)特點(diǎn)和慣用表達(dá))(一篇文章能找出哪些是背景、哪些是前任工作的優(yōu)缺點(diǎn)和將要進(jìn)行的工作的焦點(diǎn))Theintroductionsectionusuallyhasa“funnel(漏斗)”shape,movingfrombroadandgeneraltonarrowandspecific.Itstartswiththeinformationofthetopicinthebroadcontextandnarrowsdowntotheinformationmorespecificallyrelatedtotheproposedresearch.5.4TaxonomyofLiteratureReviewWhatisLiteratureReview?WhatisDependentLiteratureReview?5.4.2DependentLiteratureReview5.5WritingaLiteratureReview(文獻(xiàn)綜述)Fourelementsshouldincludeinadependentliteraturereview:SummarizingpreviousresearchIndicatingtheweaknessinthepreviousresearchExplaininghowyourprojectislinkedtothepreviousresearchPresentinganoverviewoftheknowledgeonyourtopic/presentingtheinnovativeidealsofthestudy5.5.1IntegrationandCaseBuilding5.1.1TheskillstodoathoroughreviewFirst,youneedknowledgeaboutthestructureandfunctionofanintegrativereview.Next,criticalthinkingskillsarerequiredtonotonlysimplyreviewliteraturebutalsounder-standanddiscusstheliterature.Finally,integrativewritingskillsarerequiredtoestablishacogentrationaletobuildacasefortheimportanceofyouruniquestudythatbuildsonthepreviousliteratureinalogicalway.5.1.2ThedefinitionofliteraturereviewReviewarticlesarecriticalevaluationsofmaterialthathasalreadybeenpublished.5.2StructuralElementsinWritingaLiteratureReviewAliterature-reviewchapterrequiresanumberofstructuralelements,whichhelpguidethereaderfromonesentenceandparagraphtothenextinalogicalandseamlessfashion.1.Thechapterstartswithanintroductoryparagraphthatfocusesonthetopic.2.Aroadmapshouldbeincludedasan“advancedorganizer”.3.Thechaptershouldbedividedintosectionsandsubsections.4.Eachparagraphshouldbeginwithaclearandexplicittopicsentence.5.Eachmajorsectionshouldclosewithatransition.6.Finallyasummaryandconcludingsectionshouldbringthereviewtogetherattheend.5.3TheFunnel(漏斗結(jié)構(gòu))Aliteraturereviewforathesisordissertationshouldalsobeconstructedintheshapeofafunnelstartingverybroadlybyintroducingthetopic,thenmovingintothefocusofthereview,and,towardtheend,developingarationale(基本原理)foryourhypotheses.5.4.IntroductionandFocusoftheTopicThechaptershouldimmediatelyintroducethetopicandclearlyindicatethepurposeofthepaper,thescopeand/orlimitationsofthereview,andessentialdefinitionsifappropriate.5.5.RoadMapsAveryclearstructureofwhatistocomeinthereviewisrequiredtoorientthereader,awayofcommunicatingwhatinformationwillfollow,andevenhowtherestofthepaperisstructuredordividedintosections.Aroadmapshouldbepartoftheintroductionofyourliteraturereview.5.8Transition這種題型一般是，讓改寫(xiě)一段話，這段缺少必要的過(guò)渡(transition/transiting)詞語(yǔ)，需要加上”firstly,,secondly,,finally(最后一個(gè)必須用finally),...”,”but,”,”however,”等等。5.9SummaryandConclusionsThesummaryprovidestheconcludingremarksthatcapturetheessentialpartsofwhatyouwantthereadertotakeawayfromthesection.5.10Description,AnalyzingandSynthesizingtheLiterature.Cleartopicofeachparagraph.Summary,concludingparagraph.Transition.SCIPaperWritingStrategy:TensesintheIntroductionCurrentKnowledge1)Usethepresenttensewhenstatingorreportingestablishedfacts2)UsethepresentperfecttensewhenreportingfindingsfrommultiplepreviousstudiesLiteratureReview1)Usethepresenttensewhenreportingestablishedfacts2)Usethepasttensewhenrefertoasingle,previousstudy3)Ifthefindingofthestudywasestablishedasafact,theverbcomplement(thesecondverbinthesentence)iswritteninthepresenttenseKnowledgeGap1)Usethepresenttensewhenreportingfactsandcurrentlyacceptedmethods2)UsethepresentperfecttensewhenreferringtomultiplepreviousstudiesExercise2.Analyzethefollowingintroductions,followingthedirectionsifpossible.2.1.Underlinethepartstatingtheresearchbackground.“____”2.2.Parenthesizethepartpointingtotheexistingproblem.“（）”2.3.Drawaboxaroundthepartfocusingonthepresentresearch.“”TranslatethefollowingsentencesintoChinese,payingattentiontothesentencestructureofeach.Strategyisanartofplanningthebestwaytogainanadvantageortoachievesuccess.策略是采用最佳方式獲取優(yōu)勢(shì)或者成功的一門(mén)藝術(shù)。Herethepointofviewisthetermgenerallyusedtoindicatethepointfromwhichthepaperiswritten.這里所說(shuō)的觀點(diǎn)一般是用來(lái)表達(dá)書(shū)面語(yǔ)的一種說(shuō)法。Subordinationisthetechniqueofplacingthelessimportantthoughtinasubordinateposition.從屬法就是把不重要的信息放在次要位置的一種方法。Thisformulaisdevelopedonthebasisofthepreviouslydiscussedtheory.該公式是根據(jù)先前討論的理論推導(dǎo)出來(lái)的。ItisconcludedthatsomeoftheparameterscannotbeobtainedbyusingthemethodshowninSectionIV.我們得出的結(jié)論是，許多參數(shù)無(wú)法通過(guò)采用第四部分的中所闡述的方法來(lái)獲得。Connecttheequipmenttothemachine.Turnofftheswitch.Adjustinputvoltageto10V.Andnotedowntheoutputcurrent.把該設(shè)備連接到機(jī)器上，切斷電源，把輸入電壓調(diào)制到10V，最后記下輸出電流。PutthefollowingintoEnglish.從上例可以看出Itcanbeseenfromtheexampleabovethat一般認(rèn)為Itisgenerallyacceptedthat/Itisuniversallyacknowledgedthat希望Itishopedthat/ItisanticipatedthatChapter6TextualDevelopmentattheSyntacticalLevel6.1SentenceConstructionsofProfessionPapers6.1.1IndicativeSentences(陳述句)Inacademicwriting,writersareoftenrequiredtodescribeexperimentsorinvestigationperformed;statethequalityorpropertyofthematterused;andconfirmlawsorelaborateprinciples.Toachievethispurpose,indicativesentencesarepreferabletointerrogativesentencesandexclamatorysentences.Forexample:Frictionisintimatelyrelatedtobothadhesionandwear.Allmattersconsistofmolecules.Smeltingofironoretakesplaceinablastfurnace.Amastfailureatseacancauseapotentiallycatastrophiccommunicationbreakdown.6.1.2ImperativeSentences(祈使句)Command-likeimperativesarecommoninscientificresearchpapers.Forexample:SeeFig.Ibelow.AnalyzetheresultsinTable2.NoticetherelationshipbetweenAandB.Prepare5ccofdistillate.However,itisnoteworthythatimperativesentencesmaycauseoffenseandupsetthedelicaterelationshipbetweenthewriterandthereader.Despitethisfact,therearesomeverbswidelyusedinresearchpapers,suchaslet,suppose,andassume,etc.Letpstandfortheprice-costratio.NowletNequalthenumberofconsumers.SupposeLisaLaplacianmatrix.AssumethatFisthesameasB,thenX=F/B=1.6.1.3ComplexSentences(復(fù)雜句)Asweknow,thefunctionofprofessionalpapersistorevealthelawsofnature,demonstrateresearchachievements,andpresentthelatestresearchinformation.Theargumentsinprofessionalpaperswillbeconvincingiftheyarepresentedconciselyandconcretely.Complexsentencestructuresarethereforemoreoftenusedtomeetthisrequirement.Lookatthefollowingexampleswithsubordinateclauses.Itisgenerallybelievedthataninfectiousagent,suchasabacteriaoravirus,hastohavenucleicacidsastheirgeneticcodesoitcanmultiplyinthehost.Becausenonverbalbehaviorisregardedasamoreaccuratemeasureofhowanindividualactuallyfeelsthanwhatissaid,itisreasonabletoassumethattheindividualinconflictwiththewomanintheaboveexamplewillrespondtohergesturesinsteadoftoherwords.Enrichedlearningexperiencesarecrucialduringthe“windowsofopportunity"whichoccurintheyounggrowingchild'andifthesecriticaltimesarenottakenadvantageof,thechildisnotevenadequatelypreparedforpreschool.OlderbeginnersaregenerallyfoundtohaveaninitialadvantageoveryoungerOnes,butthelattereventuallyovertaketheformer;however,noevidencesuggestthattheabilitytoacquirenewvocabularybecomesinoperativeatanyage.6.1.4It+be+adj./participle+thatclause...Inordertokeepasentencewell-balancedandretainitsobjectivity,thesentencestructure"It+be+adj./participle+thatclause"isoftenusedinacademicwriting,inwhich“it”istheformalsubjectwhiletheclauseintroducedby“that”istherealsubject.Theextrapositionofitis“morefrequentinacademicwritingthaninspeechandsomeotherregisters.”ForexampleItisclearthatadoptingfarmingmethodsthatenhancepopulationdensityofwildplantandanimalspeciesonfarmlandisbeneficialtobiodiversity,providedthatthechangeofwildlife-friendlyfarmingdoesnotrequireareductionincropyield.Itisnecessarytocarryoutmultifactorialorthogonalexperimentsthatimprovethequalityofrefinedbio-oil.Itisgenerallyassumedthatbeforeoneundertakestowritearesearchpaper,hehasmasteredtheartofwritingtheshorterthemeortheessay.6.1.5ShortFormSentencesLedby"As"Inacademicwriting,shortformsentencesledby“as”arefrequentlyadoptedbywritersavoidrepetitionwhichmaysoundmonotonousandthereforebeabletoachievecoherence.Forexample:Asshownabove…Asthenameimplied…AsdescribedinMaterialsandMethod,…Asreportedby…Asdiscussedearlier,…6.1.6Tenses(時(shí)態(tài))Therearenoestablishedconventionsfortensesinacademicwriting.Generallyspeaking,thepasttenseshouldbeusedwhendescribingMethodsandResults.Thepresenttenseisappropriateforacceptedfacts,suchasthebackgroundinformationpresentedintheIntroduction.Inaddition,itrequiresthepresentperfecttenseforexperimentsorconditionsthathavebeenreportedandarestillvalid.Forexample:Whenahighproteindietwasfedtorabbits,theygrewrapidly.Technologicaladvancesinthe1990senabledentirelynewwaysofconductingbusinessintheU.S.andthroughouttheworld.Breastfeedingnotonlychildren'shealthbutalsohasprofoundeffectsonthehealthandwell-beingoftheirmothers.Benson(1997)reportedthatoneinfivewomenwasdestinedforbreastcancer.Hisstudyisconsideredaccurateandhasbeenthebasisofextensivereevaluationofwomen'sdiseaseprevention.6.1.7PassiveVoiceandActiveVoice(被動(dòng)語(yǔ)態(tài)和主動(dòng)語(yǔ)態(tài))InEnglish,verbshavetwovoices—activeandpassive.Insomesentences,thepassivevoicecanbeperfectlyacceptableandfrequentlyadopted,mostnotablyinMaterialsandMethods.Forexample:Thesodiumhydroxidewasdissolvedinwater.Thissolutionwasthentitratedwithhydrochloricacid.Thecombinedaqueousextractwasfiltrated,condensedat50~60℃,andprecipitatedwithethanol(toafinalethanolconcentrationof)overnight.Thesupernatantwasthencollectedandconcentratedinvacuum(40℃).However,theactivevoicehasthepriorityinacademicwriting;fortheclaimthatthepassivevoicemakesawriterseemobjectiveisamyth.Onthecontrary,thepassivevoicetendstobewordy,indirect,andawkward.Tomakeyouracademicpapermoredirectandmoreconcise,youshouldchangethepassivevoicetotheactivevoicewhenpossibleandappropriate.Forexample:Inthispaper,astructureissuggestedforthesaltofdeoxyribosenucleicacid(D.N.A.).Wewishtosuggestastructureforthesaltofdeoxyribosenucleicacid(D.N.A.).Thesecondsentenceusingtheactivevoiceispreferablebecauseitissimple,direct,andclear,whileinthefirstsentencethepassivevoicesoundscomplicated,indirect,andobscure.Therefore,thesolutiontotheoveruseofthepassivevoiceinacademicwritingisto“alternatepassivevoicewiththeactive”.Forexample:Thereisanincreasinginterestinnaturalantioxidantproductsforuseasmedicinesandfoodadditives.VitaminC,vitaminEandcarotenoidsaresomeofthesewidelyusednaturalantioxidants.Antioxidantsplayedanimportantroleinloweringoxidativestressescausedbyreactivespecies(ROS).ROSincludingsuperoxideanionradical,hydroxylradicalandhydrogenperoxidearegeneratedunderphysiologicalandpathologicalstressesinhumanbody.6.1.8SubjunctiveMood(虛擬語(yǔ)氣)Itisbelievedthatacademicwritingisfactual,i.e.,basedonfacts.Itisnecessarytomakeitcleartoreaderswhatopinionwritersholdorwhatpositionswriterstakewithregardtoacertainissue.Writersneedtotakeastanceorpositioninrelationtothesituationorthefacts.However,chancesarethattheremaybeinformationorevidenceinacademicpapersthatwritershavenotdiscoveredanexceptiontothedrawnconclusion.Inthiscase,cautiousortentativelanguagemustbeexercisedtoavoidover-generalizationorabsoluteness,becauseveryoftenthereisnoabsolutelyrightanswerornoperfectsolutiontotheissuesunderdiscussion.Thiscautioncanbereflectedwiththeuseofconditionalsentences,modalverbsandthesubjunctivemood.ForexampleYetoftenitcannothavebeenthecasethatarecalcitranttrusteeremainedinpossessionofthepropertyentrustedtohim.Theremightbenodifficultyinexplaininghowthestructurecontributestohighsurvival;butthedifficultyisinthinkingofaseriesofstepsbywhichitcouldhavearisen.Veryhighradiationdosesmightdestroybodyfunctionsandleadtodeathwithin60days.SCIPaperWritingStrategy:ErrorsatSententialLevel1)Incorrectdiction2)WronguseoftenseThesimplepresenttenseisusedtointroducetheresearchbackgroundandtheconclusion(s)fromthepresentresearchwhilethesimplepasttenseisemployedformethodsandresearchfindings.3)Excessiveuseofpassivevoice4)Faultyrun-onsentences5)ToolongsentencesReflectionsandPractice(1)1.Howdoyouunderstandthefunctionoftheexperimentaldescription?（7.1）2.Whatmaybeinvolvedinwritingtheexperimentalprocess?（7.2）3.Listtheitemswhichmaybeincludedinthesectionofequipmentdescriptionofapaper?1）.TechnologyInvolvedintheExperiment2）.MaterialsUsedintheExperiment3）.EquipmentIntroducedintheExperimentII.Findanoriginalexperimentalpaperfromamajorjournalinyourfieldandstudyhowthedevelopmentofitsbodyisdone.III.Revisethebodyofyourpaperofexperimentalnaturewiththeskillillustratedinthisunit.Chapter7AbstractDefinitionofAbstract:Anabstractisabriefandself-containedsummaryandanaccuraterepresentationofthecontentsofadocumentsuchasaresearchpaper,ajournalarticle,thesis,review,conferenceproceeding,andotheracademicdocuments.Thetwomainfunctionsoftheabstractareforselection(quicklygrasptheessenceofthewritinganddetermineitsrelevance)andforindexing.7.1GeneralStructureofAbstract7.1.1InformationElementsofAbstractBackground(orIntroduction/Motivation/Situation...)Topic(orSubject/Purpose/Aim/Problemstatement...)Approach(orMethod/Procedures/Materials...)Results(and/orMajorfindings/Discussion...)Conclusion(and/orSignificance/Contribution/Recommendation/Implications/Origi