研究生學(xué)術(shù)英語寫作 課件 Chapter 7 Abstract;Chapter 8 Citation and Reference

Chapter7Abstract

GraduateAcademicEnglishWriting

ContentsDefinitionofanAbstract123TypesofAbstractsStructureofAbstractsCharacteristicsofAbstracts45ReadingandWritingStepsofAbstracts6VerbTensesinWritingAbstracts1.DefinitionofanIntroductionAnabstractisaconcisesummaryofapaper,coveringthepurpose,methods,results,andconclusions.Itshouldbeobjectiveandtypicallybetween150to300words,varyingbydisciplineandjournal.Reviewersusetheabstracttojudgeapaper'spublicationvalue,impactingitschancesofbeingpublished.Ithelpsreadersquicklyunderstandthepaper'scorecontent,increasingcitationpotential.Theabstractfacilitatesliteraturesearches,affectingthepaper'sretrievalandcitationrates.Theabstracthelpsreadersquicklydecideiftheyneedtoreadthefullpaperandaidsintheselectionandcompilationofsecondaryliterature.2.

TypesofAbstractsDescriptive

TypesDescriptiveabstractisgenerallybrief,andmostof

themconsistofsuchpartsasthebackground,the

purpose,andmainquestions/topicsofthearticle.Thedescriptiveabstractlacksdetailedresults,necessitatingaccesstothefulltextforcomprehensiveunderstanding.Example12.

TypesofAbstractsInformative

Types

Informative

abstractincludesthebackground,theaimorpurposeoftheresearch,themethod

used,thefindings/results,andtheconclusion.Informativeabstractsfurnishpreciseresearchdata,particularlyresults,akintobriefpapersofferingkeyinsights,possiblyobviatingtheneedforfulltextreading.Example22.

TypesofAbstractsStructured

Types

Structuredabstractconsistsoffourparts:

Introduction/Background,MaterialsandMethods,

Results/Finding,andConclusion.AstructuredabstractwithlabeledIMRACsections(Intro,Methods,Results,Conclusion)aidsrapidcomprehension,reflecting

scientificdiscovery.Itbenefitsauthors/readersbyprecisesummarization,streamliningpeer-review,andboostingcomputerizedsearch.Example33.

Structure

ofAbstractsBackgroundoftheresearchAbstractconsistsoffivepartsShortcomingsofthepreviousresearchMethodologyConclusionSignificanceoftheresearch3.

Structure

ofAbstractsExample4Background:Thequalityofmedicaleducationisakeyfactor.Thefactthatmostly

physiciansteachtomorrow’sphysicianswithoutacquiringpedagogicalskillsbefore

becomingateacherisacauseofconcern.Shortcomings:InHungary,wheretraditionalteachingmethodsarecommon,and

teachershavenothadpedagogicalcoursesinmedicaleducationtherehasnotbeenanyresearchdealingwiththeissue.Objectives:Ontheonehand,weaimedwiththiscross-sectionalstudytoexamine

theattitudesofteacherstowardslearningoutcomesofmedicalstudentstogetaview

abouttheopinionsabouttheirimportanceandrateofdelivery.Ontheotherhand,we

analyzedthepedagogicalskillsofteachersfromthestudents’andteachers’perspective

inHungary.3.

Structure

ofAbstractsExample4Methods:Datacollectionthroughself-reportedquestionnairesinonlineformin

allthefourHungarianhighereducationinstitutionsofferingmedicaleducationwas

carriedoutamongteachersandstudentswithactivestudentlegalstatusin2017.We

validatedthequestionnairesofthetworespondents’groups.Weusedgapmatricesto

representthecorrespondencesofthedeliveryandperceivedimportanceofthelearning

outcomes.Wecalculatedaveragesofthepedagogicalskillsandcomparedthemwith

t-tests.Results:Theresultsindicatethelackofconcordancebetweentheratesofthe

learningoutcomesintermsoftheirimportanceanddelivery—nopositivegapcan

beobserved—andtheneedforpedagogicalskillsamongteachersandstudents.The

opinionsofstudentscomparedtoteachers’areallstatisticallyhigheraccordingtothe

averages.Conclusionandsignificance:Thestudyresultsunderlinethenecessityofa

transitionandparadigmshiftinmedicaleducationfromdeliveringsolelyprofessional

knowledgetowardspedagogicallypreparedpracticeandpatientorientedteaching

methodsaswellasacquiringpedagogicalknowledgeaspartofthetrainingofmedical

teachersinHungary.4.

Characteristics

ofAbstractsThreecharacteristicsAccuracyObjectivityNormalization4.

Characteristics

ofAbstractsAccuracyCorrespondenceandCompleteness:An

abstractshouldaccuratelyreflectthecontentofapaper,includingallimportantaspectswithoutdeviatingintounrelatedtopics.Itensuresthatthemaincontentofthepaperiscomprehensivelycovered.ClarityandTerminology:Thelanguageusedintheabstractshouldbeconsistentwiththeoriginalresearch,employingclearandprecisetermstoavoidambiguityormisunderstandings.Forspecificfields,itisimperativetoutilizeaccurateandauthoritativeterminology.DataAccuracyandEthicalConsiderations:Theabstractmustadheretostrictaccuracyinpresentingdata,experimentalresults,andconclusions.Allinformationmentionedmustbethoroughlyverifiedtopreventerrorsormisleadingstatements.Furthermore,itupholdsethicalstandardsbyensuringtheaccuracyandcompletenessofcitedliterature,thusavoidingacademicmisconduct.4.

Characteristics

ofAbstractsHighlightOriginality&Innovation:Anabstractshouldemphasizethepaper'soriginalandmostinnovativeaspects,showcasingthenovelcontributions.MaintainObjectivity:Thecontentoftheabstractmustbefactualandunbiased,avoidingsubjectiveopinions,comments,orself-evaluations.Statementslike"domesticinnovation,""fillingthegap,"or"reportingforthefirsttime"shouldbeomittedtopreventexaggeratedevaluations.Letauthoritativeacademicinstitutionsorexpertsassessthepaper'sacademicvalue.SeriousTone&Impartiality:Theabstractshouldreflectthepaper'sviewpointswithaserious,objective,andimpartialtone.Avoidusingliterarydeviceslikerhetoric,metaphors,interrogativesentences,exclamations,ordescriptivelanguage.It'sunnecessaryandinappropriatetoevaluatethepaperhighlywithintheabstract,andphraseslike"thisarticlesurpassespreviousresearch"or"thisarticlecomprehensivelydiscussesthisissue"shouldnotbeincluded.Objectivity4.

Characteristics

ofAbstractsConciseandStandardizedLanguage:Theabstractshouldbewrittenconciselywithstandardizedterminologyandappropriateuseofabbreviations.Abbreviationsforwell-knowncountries,institutions,andspecializedterminologyshouldbeusedtokeepthetextsuccinct.ProperAnnotationandAvoidanceofUnnecessaryElements:Specialterms,abbreviations(excludingmeasurementunits),andnewtermswithoutsuitableChineseequivalentsshouldbeannotatedinparentheseswiththeiroriginalortranslatedtext.Theabstractshouldrefrainfromcitations,examples,illustrations,tables,referencenumbers,mathematicalformulas,andchemicalstructuralformulas,unlessabsolutelynecessary.SubjectFocus:Thesubjectoftheabstractshouldnotbephrasedinfirst-persontermslike"thisarticle,""thisresearch,""thisauthor,"or"author."Instead,itshouldfocusontheobjectofresearchpresentedinthepaper,maintaininganobjectiveandresearch-centeredtone.Normalization5.

ReadingandWritingStepsofAbstractsReadingStepsStep1:Readthebackground/introduction,includingthepurposeofthestudy,the

significanceofthestudy,theresearchstatus,etc.Step2:Readthemethodsandmaterials,includingtheresearchdesign,the

researchsteps,the

materialsandtoolsused,etc.Step3:Readtheresults/findings,includingthequantitativeandqualitativeresults,

andtheclearanalysisandexplanationofresults/findings.Step4:Readtheconclusions,includingthe

implications,andthetheoreticaland

practicalmeaning.5.

ReadingandWritingStepsofAbstractsWritingStepsStep1:Brieflydeclaretheresearchtopicinonetotwosentences,andintroduce

thebackgroundoftheresearch,includingtheaimsofthestudy,theproblemstobe

solvedandthesignificanceofthestudy.Step2:Brieflydescribetheresearchdesign,themethods,materialsused,introduce

theprocedureoftheresearch,explaintheresearchresults,andfinallypresentthe

researchconclusionsandimplications.Step3:Revisetheabstract,includingthefollowingsteps:readtheabstractand

ensurethatitcoverstheessentialelementsofthepaper,removethesuperfluous

information,addtheinformationoriginallyleftout,checkforgrammaticalandspelling

mistakes,payattentiontotheproperuseofconjunctionstomaketheabstractcoherent,

checkthewordlength,avoidredundancyandwordinesstomaketheabstractconcise

andreadable.5.

ReadingandWritingStepsofAbstractsWritingTipsThedescriptionofthebackgroundinformationshouldbeconcise.Theirrelevantinformationshouldnotbementionedintheabstract.Termsorconceptsshouldnotbeexplainedordefinedintheabstract.Citationsshouldnotbeincludedintheabstract.Ellipticalforms,abbreviations,acronyms,figureortable

shouldnotbeusedintheabstract.Thefirstperson“I”shouldnotbeusedinacademicwriting.6.

VerbTensesinWritingAbstractsThesimplepresentorpresentperfecttenseisoftenusedtostatethebackgroundortheproblemoftheresearch.Auditoryperformanceoutcomeofchildrenwithhearingimpairmenthas

beenwidelystudied,andtherelatedfactorsoftheperformancehavebeen

exploredamongdifferentagegroupsforEnglishspeaking-hearingimpaired

children.Manypatientswithsevereaorticstenosisandcoexistingconditionsarenot

candidatesforsurgicalreplacementoftheaorticvalve.Recently,transcatheter

aortic-valve

implantation(TAVI)hasbeensuggestedasalessinvasive

treatmentforhigh-riskpatientswithaorticstenosis.6.

VerbTensesinWritingAbstractsThispaperaimstostudytherelationshipbetweenhighereducationaccreditation

andteachingandlearningenhancementsinacademicinstitutions.Thesimplepasttenseisoftenusedtodescribethemethodologyormaterialsof

theresearch.Thesimplepresenttenseisoftenusedtostatethepurposeorobjectiveofthe

research.ThreeArabicquestionnairestargetingtheauditory

abilitieswereconstructedby

selectingitemsfromdifferentEnglish-basedquestionnairesandtranslatingthem

intoArabicandadaptedtoEgyptianculture.6.

VerbTensesinWritingAbstractsTherewerenon-significantdifferencesbetweencochlearimplantedchildren

andchildrenwithhearingaidsregardingauditoryabilitiesperformances.

Languageageandaidedpuretoneaudiometrywereconsideredthebest

predictorsofauditoryabilitiesofhearing-impairedEgyptianchildren.Thisresultindicatesthatevenafteralmostsevenyearsofdeviceuse,thespeech

ofHIchildrenstilldiffersfromthespeechofNHchildren.Thesimplepresentorpasttenseisoftenusedtopresenttheresultsandthe

findingsoftheresearch.6.

VerbTensesinWritingAbstractsThesimplepresentorpasttenseisoftentostatetheconclusionsandapplications

oftheresearch.ListenersagreethatthespeechofNHchildrensoundsbetterthanthespeechof

HIchildren.ModernTCMexpertshavede-emphasizedtheitemsonphysicalandtongue

expressionsandhaveadoptedinsteadthosefromWesternmedicine.Intra-expertagreementacrossitemswaslow,andeachexperttendedtosticktoher/

hisoriginalopinions.Thank

You！

Chapter8CitationandReferenceGraduateAcademicEnglishWriting

ContentsDefinitionsofCitationandReference1ImportanceofCitationandReferencing

2MethodstoCiteandReference3ReferencingSystems4ReferencingManagement51.DefinitionsofCitationandReferenceCitationcanbedefinedasthewordsorlinestakenfromatextoraspeech.Referenceisanotetorecognizeasourceofinformationorofaquotedpassage.Botharedirectorindirectacknowledgmentsofothers’wordsorideasinasuitableformat.toacknowledgetheworkofotherwriterstodemonstratethebodyofknowledgeonwhichyouhavebasedyourworktoenableotherresearcherstotraceyoursourcesandleadthemontofurtherinformation2.ImportanceofCitationandReferencingRefertothesourceinyourtext(thecitation).Givefulldetailsofthesourceinyourbibliographyorlistofreferencesattheendofyourwork(thereference).3.

MethodstoCiteandReferenceHowtocitesourcesinyourworkParaphrasingSummarizingReferringtoasourceQuotingUsingstatisticsordatafromasource

3.

MethodstoCiteandReferenceHowtocreateyourlistofreferencesorbibliographyAlistofreferencesgivingfulldetailsofalltheitemsyouhavecitedinthetextofyouressayorassignment.Onlysourceswhichmatchcitationsinthetextwillbeincluded.(Sometutorsrefertothisasa“bibliography”).Abibliographygivingfulldetailsofallitemscitedinyourtextplusanyotherrelevantitemswhichyouhaveconsultedforbackground.3.

MethodstoCiteandReference4.

ReferencingSystemsFormat:Fields:Format:Fields:MLAFormatUsedinEnglish,foreignlanguage,literaturecourses,humanities.APAFormatUsedinsocialsciences,education,engineeringandbusiness.ChicagoFormatUsedinhistory,economicsandsocialsciences.AAAFormatUsedinanthropologyandethnography.CSEFormatUsedinbiologicalsciences.AMAFormatUsedinBiomedicalsciences,medicineandnursing.ACSFormatUsedinchemistry.AIPFormatUsedinphysics.BluebookFormatUsedinAmericanacademiclegalwriting.1.MLAStyleMLACoverPage:Thispageisdoublespacedandthelettersarecentered.Font:TimesNewRomanFontsize:12Thefirstletterofeachwordshouldbecapitalizedwiththeexceptionof:articles(a/an/the);conjunctions(and/for/but/or/nor);shortpreposition(nomorethan4words);toin“todo”Note:thefirstletterofthefirstwordshouldbecapitalized,regardlessofwhatkindofworditis.Typethenameofyouruniversityorcollege.Skiptoaboutone-thirdofthepageandtypeyourresearchpapertitle,includeasubtitleifyouhave.Skipseverallinesdownandtypeyourname,yourcoursenameandnumber,yourinstructornameandyourpaper’sduedate.4.

ReferencingSystems1.MLAStyleMLAFormatHeading:1.TheOpeningPage2.TheInnerPages3.TheWorksCitedpage4.

ReferencingSystems1.MLAStyleMLAIn-textCitations:1.Author’sNameinParentheses:Whenpeoplemarrynow“thereisanimportantsenseinwhichtheydon’tknowwhattheyaredoing”

(Giddens46).

2.Author’sNameinDiscussion:Giddens

claimsthatwhenpeoplemarrynow“thereisanimportantsenseinwhichtheydon’tknowwhattheyaredoing”

(46).

3.GeneralReference:

Ageneralreferencereferstoasourceasawhole,toitsmainideas,ortoinformationthroughout;itneedsnopagenumber.Inparentheses:

Manyspeciesofanimalshavecomplexsystemsofcommunication(Bright).Indiscussion:

As

MichaelBright

observes,manyspeciesofanimalshavecomplexsystemsofcommunication.

4.

ReferencingSystems4.SpecificReference:

Aspecificreferencedocumentswords,ideas,orfactsfromaparticularplaceinasource,suchasthepageforaquotationorparaphrase.Quotation:

Dolphinscanperceiveclickingsounds“madeupof700unitsofsoundpersecond”

(Bright52).Paraphrase+Facts:

Bright

reportsthatdolphinsrecognizepatternsconsistingofsevenhundredclickseachsecond

(52).

5.OneAuthor:

Providetheauthor’slastnameinparentheses,orintegrateeitherthefullnameorlastnamealoneintothediscussion:AccordingtoMaureenHoney,governmentpostersduringWorldWarIIoftenportrayedhomemakers“asvitaldefendersofthenation’shomes”

(135).

6.TwoorThreeAuthors:TheitemisnotedinapartiallistofFrancisBacon’sdebtsfrom1603on

(JardineandStewart275).Forthreeauthors:

(Norman,Fraser,andJenko209).

MLAFormatWorksCitedTemplates/Formulas:4.

ReferencingSystems4.

ReferencingSystems4.

ReferencingSystems4.

ReferencingSystems2.APAStyleprofessionalpaperstudentpaperthetitleofthepaper,theauthor’sname,andtheinstitutionalaffiliationthetitleofthepaper,theauthor’sname,andtheinstitutionalaffiliation

thecoursenumberandname,instructorname,andassignmentduedateauthornote：theORCIDiD(OpenResearcherandContributorIdentifier),andtheURL(UniformResourceLocation)4.

ReferencingSystemsAPACitationBasics1.ShortQuotationsAccordingtoJones(1998),“studentsoftenhaddifficultyusingAPAstyle,especiallywhenitwastheirfirsttime”(p.199).Jones(1998)found“studentsoftenhaddifficultyusingAPAstyle”(p.199);whatimplicationsdoesthishaveforteachers?Shestated,“StudentsoftenhaddifficultyusingAPAstyle”(Jones,1998,p.199),butshedidnotofferanexplanationastowhy.4.

ReferencingSystems2.LongQuotations

Startthequotationonanewline.Indented1/2inchfromtheleftmargin,i.e.,inthesameplaceyouwouldbegina

newparagraph.Typetheentirequotationonthenewmargin,andindentthefirstlineofany

subsequentparagraphwithinthequotation1/2inchfromthenewmargin.Maintaindouble-spacingthroughout,butdonotaddanextrablanklinebeforeor

afterit.Theparentheticalcitationshouldcomeaftertheclosingpunctuationmark.4.

ReferencingSystems3.

QuotationsfromSourcesWithoutPagesJones(1998)foundavarietyofcausesforstudentdissatisfactionwithprevailingcitationpractices(paras.4–5).Ameta-analysisofavailableliterature(Jones,1998)revealedinconsistencyacrosslarg