學(xué)術(shù)論文寫作-Unit5

EnglishAcademicWritingforGraduateStudents東南大學(xué)外國語學(xué)院制作1hUnit5Results&Discussion2hUnitFiveTounderstandthefunctionandthemajorelementsoftheresultsanddiscussionsection;Tolearnhowtodescribegraphicinformation;Tograspthetipsformakingcomparisonandcontrast;Tolearnhowtopresentthecauseandeffectrelationship;Tolearnhowtostrengthenandweakenaclaim.LearningObjectivesUnitFiveWhatisthefunctionoftheresultsanddiscussionsection?Whatarethemajorelementsincludedintheresultsanddiscussionsection?Howdoyoudescribegraphicinformationintheresultssection?Howdoyoucompareandcontrastthedatapresentedinthegraphs?Howdoyoupresentacauseandeffectrelationship?Howdoyoustrengthenorweakentheclaims?I.Warm-upUnitFive1.Readthefirstparagraphintheresultspartandidentifytheinformationelementsyoufindineachsentenceoftheparagraph.II.SampleReadingSentencesInformationElementsSentence1

Sentence2

Sentence3

Sentence4

ReviewoftheresearchissueReviewofthemethodReviewofthemethodReviewofthemethodUnitFive2.Someverbscanbeusedtolocatethe

resultsoftheresearch,suchas“show”and“indicate”.Readthesecondandthirdparagraphsin

theResultspart

carefullyandthinkofthequestion:Whichverbsdidtheauthorsuseforlocatingtheresults?1.______________________3.______________________4._______________________5.______________________6._______________________2._______________________discoveredshowsfounddisplayedshoweddemonstratedII.SampleReadingUnitFive3.ReadtheDiscussionpartcarefullyandmatchtheinformationelementswiththesentencesfromthissection.Putthecorrectletterbeforethecorrespondingsentence.A.possibleexplanationsforthefinding(s);B.thenewfindingwhichisdifferentfrompreviousstudies;C.areferencetothemainpurpose/researchquestionsofthestudy;D.areviewofthemostrelevant/importantfinding(s);E.thecomparisonwithexpectedresultsandotherstudies;F.asummaryofthefinding(s).II.SampleReadingUnitFive___1.Thefirstresearchquestioninvestigatedhowlearners’choiceoflanguageforthinkinginfluenceslexicalcollocationproduction.___2.StatisticallysignificantresultsrevealedthatlearnersprimarilyusingChinesemingledwithEnglishinthinkinghadthelowestinaccuracyrate,supportingtheassumptionthattypeoflanguageforthinkingdirectlyimpactsorallexicalcollocation.___3.ThisfindingaccordswithGoh’s(2002)assumptionthattranslationasacognitivetacticslowsdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues.___4.AnothercrucialimplicationthatmaybedrawnfromourfindingontheeffectoflanguageforthinkingisthatmetacognitiveskilltrainingshouldbeincorporatedintoESL/EFLclassrooms.___5.Thisstudyindicatedaninterestingfinding:ThinkingmainlyinEnglishwasnotbeneficialfororalproductionoflexicalcollocations,evenwhenlearnerswereatadvancedlevelofproficiency.___6.Tosumup,althoughtaskeffectwasnotsignificant,comparingtheinaccuracyratesinthethreetasksindicatesthatprocessingdemandsoforalelicitationtaskmayinfluencethequalityoftalk,includingcollocationalaccuracy.D

C

B

AE

F

UnitFiveA.ComparisonandContrast

a.Thepurposeofcomparison:toshowsimilaritiesb.Thepurposeofcontrast:toshowdifferencesIII.LanguageFocusUnitFivec.SomekeywordsandexpressionscommonlyusedtoexpresscomparisonorcontrastIII.LanguageFocusWordsandexpressionsshowingcomparisonWordsandexpressionsshowingcontrastliketoosimilarassimilarlybothlikewiseaswellasalsointhesamewayhave…incommonthesameas

althoughyetwhereashoweverbutwhileinsteadunlikeunlessbedifferentfromthereversediffercontrarytoconverselyeventhoughonthecontraryontheotherhandA.ComparisonandContrastUnitFived.Tipsformakingcomparison/contrast

1)Notalltheinformationhastobecomparedorcontrastedwitheachother.

2)Whencomparingorcontrastinginformationinthegraphs,itisnotnecessarytolayequalemphasisoneverychange.

3)Thecomparison/contrastshouldbesupportedbyconcreteandrelevantfactsordata.III.LanguageFocusA.ComparisonandContrastUnitFiveComparisonandcontrast1.Identifythepartswhichusethetechniquesofmakingcomparisonandcontrastinthefollowingsentencesadaptedfromthesampletext.

1)Bycontrast,ifalearnerprimarilyresortstohisorherL1,thenoralproductioninEnglishwilldependondirecttranslation,causingagreatdealofL1interferenceatalllinguisticlevels.2)ThisfindingaccordswithGoh’s(2002)assumptionthattranslationasacognitivetacticslowsdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues.3)Resultsrevealedahigherinaccuracyrateinpreparedspeechthaninpicture-cuedtasks.III.LanguageFocus_________________________UnitFive2.Thefollowingisaresultfromamarketsurveyofpersonalcomputers.Reporttheresultfromauniversitystudent’sperspective.First,describethestudent’sneedsinpersonalcomputers.Then,compareandcontrastthethreetypesofpersonalcomputersintheitemslistedinthetablebelow.Finally,concludebystatingwhichcomputerseemstobethemostsuitableforthestudent’sneedsyouhavedescribed.III.LanguageFocusTypesPrice(yuan)HardDiskScreenSize（inch）PC12850500GB14PC266001000GB15.6PC339201000GB14Note:PC:personalcomputer

Table2Amarketsurveyofpersonalcomputers

A.ComparisonandcontrastUnitFivePossibleKeys：Nowadays,personalcomputersarecommonlyusedamonguniversitystudentsinresearchworkordealingwithdifferentdocumentsinandoutofclass.Tochooseasuitablepersonalcomputerisnoteasy.Youhavetoconsidermanyfactorssuchasthepriceandthefunctionswhencomparingdifferenttypesofpersonalcomputers.Tomostuniversitystudentswhohavenoincome,it’snecessarytomakeamarketsurveybeforetheirpurchaseofapersonalcomputer.Table2showstheresultfromamarketsurveyofpersonalcomputers.Inthesurvey,threepersonalcomputers,PC1,PC2andPC3,arecomparedwithrespecttothefollowingfactors:price,processorspeed,sizeofharddiskandscreensize.PC1costing2850yuan,isbyfarthecheapestofthethreeandPC2isthemostexpensive.Regardingthesizeofharddisk,PC2hasthesameharddisksizeasPC3,1,000GB,whereasPC1isthesmallestat500GB.Besides,amongthethreetypesofpersonalcomputers,PC2hasthelargestscreen,15.6".ThescreensizeofPC1is14",whichisthesameasthatofPC3.Amongthethreetypesofpersonalcomputers,PC1hastheadvantageinprice.PC2functionsbesthoweverit’stooexpensiveformostuniversitystudents.Ingeneral,PC3couldbeagoodchoiceformostuniversitystudentsconsideringitspriceandfunctions.UnitFiveB.Causeandeffect1.Thefollowingsentencesareexcerptedfromthesampletext.Identifythepartswhichshowcausesandeffects.Regardinglearnererrors,wefound263incorrectcollocationsamongthe2,491lexicalcollocations,resultinginaninaccuracyrateof10.56.2)Theypossessedlesscapacitytoworkoutlinguisticstructures,whichresultedinmorecollocationalerrorsinpreparedspeech.

III.LanguageFocus

Keys:263incorrectcollocationsamongthe2,491lexicalcollocations:Showingthecause

aninaccuracyrateof10.56:ShowingtheeffectKeys:Theypossessedlesscapacitytoworkoutlinguisticstructures:ShowingthecauseShowingtheeffect

morecollocationalerrorsinpreparedspeech:UnitFiveB.CauseandeffectA

cause-effectrelationship

isa

relationship

inwhichoneevent(the

cause)makesanothereventhappen

(theeffect).Forexample:■Thedeathratefromcancerisincreasingbecausepeoplearesmokingmore.■Theweatherwascold.Therefore,Sallyputonhercoat.■Manyhairproblemsresultfromwhatyoueat.■Thesportsmeetingwaspostponedbecauseof/duetotherain.

III.LanguageFocusUnitFive2.Completethefollowingparagraphbyfillinginmissingcausalwords.Recurringheadachescanhaveinitiatedisruptiveeffectsinaperson'slife.

Firstly,inmanycases,theseheadachesmakeapersonnauseoustothepointthatheorshemustgotobed.Furthermore,sleepisofteninterrupted(1)___________thepain.

Disruptedsleepworsensthephysicalandemotionalstateofthesufferer.

Forthosewhotrytomaintainanormallifestyle,drugsareoftenreliedontogetthroughtheday.

Suchdrugs,ofcourse,(2)__________othernegativeeffects.

Drugscaninhibitproductivityonajob,perhapseven(3)_________regularabsences.

Notonlyisworkaffected,buttheseeminglyunpredictableoccurrenceoftheseheadaches(4)_______disruptioninfamilylife.

Theinterruptiontoaperson'sfamilylifeisenormous:cancellingplansinthelastminuteandstrainingrelationshipswithfriendsandfamily.

Itisnowonderthatmanyofthesepeoplefeeldiscouragedandevendepressed(5)________thecycleofmiseryreoccurringheadachescause.III.LanguageFocusbecauseofcanleadtocausingcausesduetoB.CauseandeffectUnitFivea.IntroductionofgraphsThedefinition

－Agraphisadiagram,usuallyalineoracurve,whichshowshowtwoormoreandsetsofnumbersmeasurementsarerelated.Thetypes

－Graphsusuallyincludebar/columncharts/graphs,piechartsandlinegraphs.

IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFiveb.UseofgraphsintheresultssectionPreparethegraphsassoonasallthedataareanalyzedandarrangetheminthesequencethatbestpresentsyourresultsinalogicalway;Describethegraphswellbecausegooddescriptionscanhelpthereadersunderstandyourresearchbetter.

IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFivec.Usefulwords,phrasesorsentencepatternsindifferentsituationsofgraphicdescriptionIV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFiveSituationsExpressionsWhenintroducingthegraphicinformationandmakingageneralstatementThechartshowsthepercentageof…Theverticalaxisshows…Thehorizontalaxiscompares…

WhenreferringtoagraphAscanbeseen/Itcanbeseenfromthegraph…AsshowninGraph3,…Fromthegraphabove,itmay/canbeseen/concluded/shown/estimated/calculated/inferredthat…Thegraphbelow/Thepiechartaboveshows/illustrates…AccordingtoTable1,…

WhendescribingagraphTherewasaminimal(slight,slow,gradual,steady)rise.Therewasarapidincrease.Therewasa(an)marked(large,dramatic,steep,sharp,abrupt)decrease(decline,reduction,fall,drop).Therewasasuddenfluctuation.

Whendescribingacurveoratrendagradual/slightincrease;asharp/steeprise;thepeakarapid/abruptfall;aslightdip;nochange;slowfallItshowsanupwardtrend.Itshowsadownwardtrend.

Whenmakingaconclusiontosumup;inconclusion;Itappearsthat…Thetwochartsclearlyshow…UnitFived.DescriptionofGraphsStep1:Introducethegraphicinformationbrieflyandindicatethemaintrend.Normallyitincludestheplace,time,contentandpurposeofthegraph;Step2:Describetherelevantandmostimportantorsignificantdataandmakesomecomparisonifnecessary;Step3:Summarizethedata/trends.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFivee.Expressionsforhighlightingsignificantdatainatable/chart

－Someadjectivessuchas“apparent”,“clear”,“interesting”,“obvious”,“revealing”and“significant”

IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive■ItisapparentfromTable2that...■Table5isquiterevealinginseveralways.■FromChart5wecanseethatExperiment2resultedinthelowestvalueof...■Whatisinterestinginthisdataisthat...■InFigure10,thereisacleartrendofdecreasing...■AsTable2.1shows,therewasagreatdifferencebetweentheexperimentalgroupandthecontrolgroup.■AsshowninTable6.3,chunkfrequencyalsohassignificantcorrelationwiththeindicesoforalproficiency.■TherewasnoobviousdifferencebetweenMethod1andMethod2.

UnitFive1.ThefollowinglinegraphshowsanupwardtrendinthegrowthrateofFordcarproductionin2018.Analyzethelinegraphandfulfillthefollowingtasks.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive1)Markthefollowingpositionsinthegraph.a.Thebottomofthelineb.Thepeakofthelinec.Thefluctuatingpart2)DescribethegrowthrateofFordcarproductioninthefollowingmonthsrespectively.Trytousethephrasesorsentencepatternsofgraphicdescriptionthatyoulearnedinthissection.a.InJanuary:__________________________________________________________________b.FromMarchtoApril:______________________________________________________________________________________________________________________c.FromMaytoSeptember:________________________________________________________________________________________________________________d.FromOctobertoDecember:___________________________________________________________________________________________________________________________－inJanuary－inDecember－fromMaytoSeptember

InJanuaryof2011,thegrowthrateofcarproductionwasinthebottomofthewholeyear.

Itbottomedoutataround1.2%inMarchof2018.Then,thegrowthraterosesharplyfrom1.2%tonearly4.5%inAprilof2018.

InthenextfivemonthsfromMaytoSeptemberin2018,therewasafluctuationinthegrowthrateofcarproductionbetween2.8%and4.6%.

Itreachedalevelat4.1%inOctoberof2018andthen,itincreasedrapidlyinthegrowthrateofcarproductionandreachedthepeakat6.3%inDecemberof2018.UnitFive3)WhatdoestheoveralllinegraphrevealinthegrowthrateofFordcarproductionin2018?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ThegraphshowsanupwardtrendinthegrowthrateofcarproductionforFordduringtheperiodofJanuaryin2018toDecember2018.Thegraphrevealstwoimportantrisingperiodsduringthewholeyear.

UnitFive2.Thefollowingsentencesaretakenfromthesampletext.Underlinetheexpressionsthatareappliedtohighlightthesignificantdataoftheresearch.1)Descriptivestatisticsdemonstratedthatthosewhomainlythoughtintheirnativelanguage(MandarinChinese)producedthehighestinaccuracyrateoflexicalcollocations(M=15.17),followedbythosewhoprimarilythoughtinEnglish(M=12.40)andthoseusingacombination(M=8.44).2)Resultsofaone-wayanalysisofvariance(ANOVA)furtherdisplayedthatthedifferenceamongthesethreegroupsreachedasignificantlevel,F(2,39)=4.07,p<0.05._______________IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive3)TheLSDtestshowedthattheChinese-mingled-with-EnglishgrouphadamarkedlylowerinaccuracyratethantheChineseorEnglishgroups,whilethedifferencebetweentheChineseandEnglishgroupswasnotsignificant.4)StatisticallysignificantresultsrevealedthatlearnersprimarilyusingChinesemingledwithEnglishinthinkinghadthelowestinaccuracyrate,supportingtheassumptionthattypeoflanguageforthinkingdirectlyimpactsorallexicalcollocation.5)Bycontrast,ifalearnerprimarilyresortstohisorherL1,thenoralproductioninEnglishwilldependondirecttranslation,causingagreatdealofL1interferenceatalllinguisticlevels.______________________________________________UnitFivea.Thedefinition

－Claimsarestatementsaboutideasanddatafromyouandotherpeople.IV.AcademicWritingSkillsB.Strengtheningorweakeningofyourstatementsb.Thefunction

－Whentheproofofyourideaordataisclear,youshouldstrengthenyourclaim.Whentheevidenceislesscertain,youshouldlimitorweakenyourclaim.UnitFivec.Expressionsforstrengtheningorweakeningthestatements

1)PossiblewordsforstrengtheningaclaimNouns:certainty,evidence,thefactthatVerbs:show,prove,establish,confirm,conclude,determine,itisclearthat,itisobviousthat

Adjectives:key,central,crucial,basic,fundamental,major,principal,essential,significantAdverbs:very,pretty,quite,clearly,obviously,undoubtedly,certainly,ofcourse,indeed,inevitably,invariably,always,literally

2)PossiblewordsforweakeningaclaimVerbs:appear,argue,doubt,estimate,seen(as),seem,speculate,suggestAdverbs:largely,likely,mainly,maybe,perhaps,possible/possibly,probable/probably,rather,relatively,seemingly,somewhat,sometimes

UnitFive1.Thefollowingsentencesaretakenfromthediscussionsectionofaresearchpaper.Underlinetheexpressionsthatareappliedtostrengthenorweakenclaims.Thenmarktheminthebracketsattheendofeachsentence.Thefirstoneisgivenasanexample.1)Weobservedborderlinestatisticallysignificantelevatedrisksfor...(strengtheningaclaim)2)Weobservedastrongerpositiveassociationfor...(）3)Itispossiblethatthereferentgrouphadasmaller-than-expectedcancerincidencebychance.()4)Weobservedasuggestionofanelevatedriskforadvancedprostatecancerwithbothmeattypes.()_________________________________________________________________strengtheningaclaimweakeningaclaimweakeningaclaimIV.AcademicWritingSkillsB.StrengtheningorweakeningofyourstatementsUnitFive5)Incontrasttoourfindings,childhoodleukemiahasbeenpositivelyassociatedwithintakeofprocessedmeatsinacase-controlstudy.()6)Associationsbetweensaturatedfatandcancerarelikelytoberelatedtoenergybalanceingeneral,whereasironisthoughttocontributetocarcinogenesisspecificallybygeneratingfreeradicalsandinducingoxidativestress.()7)Thiscouldexplainsomeoftheinconsistenciesintheliteratureasmostpreviousstudieshavenotspecificallyaddressedadvancedprostatecancer.()8)Itlendsstrongsupportto...()9)Wefoundapositiveassociationbetweenredmeatintakespecificallyandcancersoftheesophagusandliver...()________________________________________________strengtheningaclaimstrengtheningaclaimstrengtheningaclaimweakeningaclaimweakeningaclaimUnitFive2.Thefollowingsentencesaretakenfromthesampletext.Trytowritedownthereasonswhytheauthorsweakenedtheclaims.1)AnothercrucialimplicationthatmaybedrawnfromourfindingontheeffectoflanguageforthinkingisthatmetacognitiveskilltrainingshouldbeincorporatedintoESL/EFLclassrooms.2)Whenfacingthisdilemma,ourparticipantsseeminglyfocusedonideationalstructures.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B.StrengtheningorweakeningofyourstatementsPossiblekeys：

Theauthorsweakenedtheclaimsbecausetheyexplainedthepossiblereasonsfortheresultstheygotfromtheirresearch.Theywerenotcertainaboutthereasons/causes.Atthismoment,theypreferredtoweakentheclaimsforkeepingobjective.IV.AcademicWritingSkillsUnitFiveFourmajormovestofollow：Move1:Preparetheinformation.Move2:Reportresults.Move3:Commentontheresults.Move4:Summarizetheresultsandthediscussion.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove1:Preparetheinformation.Thefollowingstepsmaybehelpfulforyourpreparation.?Step1:Reviewyouresultsandcheckwhethertheyhaveanswe