学术论文写作指导DiscussionofResults课堂
英语科技论文写作Unit 8 Result, Discussion and Conclusion PPT课件
– To bring about a solid foundation on which the whole paper rests
• While those with no meaningful functions should never appear in this section.
• The fool collects facts; the wise man selects them. (Dr. Jolin Powell)
Section of Discussion
• General Functions and Main Elements of Discussion
– To expound the interrelations among the observed facts
– To show the relationship between the facts, their underlying causes, their effects, and their theoretical implications
Section of Discussion
• General Functions and Main Elements of Discussion
– Expounding Viewpoints
• Give your judgment, evaluation, analysis, and show how your results and interpretations agree (or contrast) with previously published work.
英文学术论文写作-title(上课用)
英文学术论文写作 1 (标题)一般来说，一篇完整规范的学术论文由以下各部分构成：Title(标题)，Abstract(摘要)，Keywords(关键词)，Table of contents(目录)，Nomenclature(术语表)，Introduction(引言)，Method(方法)，Results(结果)，Discussion(讨论)，Conclusion(结论)，Acknowledgement(致谢)，Reference(参考文献)，Appendix(附录)1、标题的写法对论文题目的要求是：准确得体、简短精炼、外延和内涵恰如其分、醒目1.1 标题的长度大多为8—12个单词左右1.2 标题的用词用得最多的是名词(包括动名词)除名词外，用得较多的是介词，有时使用形容词、冠词、连词、副词。
1.3 标题的结构主要有三种结构：名词性词组(包括动名词)，介词词组，名词词组+介词词组。
(1)名词性词组名词性词组由名词及其修饰语构成。
例a．Severe Weather and the Automobile例b．Soil Behavior and Critical Soil Mechanics例c．High Speed Flow Sensor and Fluid Power Systems Modelling例d．Traditional Versus Adult Studies Students: the College(2)介词词组由介词十名词或名词词组构成例a．On the Distribution of Sound in a Corridor例b．On the Crushing Mechanism of Thin Walled Structures(3)名词／名词词组+介词词组例Dietary Supplement and Body Image in Female College StudentsKnowledge of Cardiovascular Disease in University StudentsDiversity in the Future Work ForceProgress on Fuel Cell and Its Materials(4)其他形式偶尔可用疑问句作为论文的标题，以点明整个论文讨论的焦点。
英文科技论文写作指导建议建议result部分培训课件
Option 3 Results and Discussion
Conclusion(s)
Option 4 Results or Data Analysis Discussion and Conclusion(s)
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1.3 Reas处o，n请s联fo系r网w站或ri本ti人n删g除a。results section
• Definition: how often a particular event or result occurred
• reliable result
– if a particular result occurred on every occasion a test was carried out
• a less reliable result
– if it sometimes occurred when the test was carried out
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• 1. Introduction of a Results Section 1.1 type of information 1.2 About the title 1.3 Reasons for writing a results section
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Option1 Results or Data Analysis Discussion
Conclusion(s)
Option 2 Results or Data Analysis Discussion
研究生学术英语写作教程Unit 6 Discussing Results
Unit 6 Discussing ResultsObjectives:- Understand the discussion section- Learn how to present your results- Learn how to compare your results with others- Learn how to interpret your results- Learn how to express opinions in the discussionContents:- Reading and discussion: a sample result section- Language focus: comparison and contrast; strengthening or weakening a claim- Signal words of comparison and contrast- Writing practice: writing comparison and contrast, and writing a short discussion section- Classroom extension: writing a result section for a classroom experiment.1.Reading Activity1.1 Pre-reading TaskThe results section presents your research findings, and the discussion section is an analysis of those findings. You may include a discussion section at the end of your results section to explain and contemplate the results. The discussion can either be a part of the results section or a separate section of its own, which should be in line with the practice of your target journal. Sometimes, the results, discussion and conclusion sections are combined in journal articles. Most articles do not contain all three sections.The function of the discussion part is to interpret your results in light of what has already been known about the subject of the investigation, and to explain our new understanding of the problem after taking your results into consideration. TheDiscussion will always be connected to the Introduction by way of the question(s) or posed hypotheses and cited literature, but it does not simply repeat or rearrange the Introduction. Instead, it tells how your study has moved us forward from the place you leave us at the end of the Introduction.Before reading the following sample discussion section, think about the following questions:How many elements does a discussion section include?What do those elements function?What expressions are typical in writing a discussion section?1.2Reading PassageIn this large, prospective investigation of red and processed meat intake in relation to cancer risk, we found elevated risks for colorectal and lung cancer with both meat types. Red, but not processed, meat intake was also associated with increased risk for cancer of the esophagus and liver. We observed borderline statistically significant elevated risks for advanced prostate cancer with both red and processed meat intake, for laryngeal cancer with red meat, and for bladder cancer and myeloma and with processed meat intake.The cancer site most consistently associated with meat intake has been the colorectum. A recent meta-analysis reported elevated risks in the highest category of consumption of meat. Our study included 1,000 colorectal cancer cases, and it lends strong support to implicate red and processed meat as risk factors for this malignancy. Consistent with previous studies, we observed a stronger positive association for rectal than colon cancer.We found a positive association between red meat intake specifically and cancers of the esophagus and liver, and a borderline significant positive association for laryngeal cancer. The first prospective study of meat intake and esophageal cancer was published recently; that study had only 65 cases and found a positive association for processed meat, but not red meat, with esophageal adenocarcinoma. Our study suggests a threshold effect for red meat intake on esophageal cancer risk, beginning at a low level of intake, with no further increase in risk with higher intakes, as reflected in the p-trend (p = 0.13), although it is possible that the referent group had a smaller-than-expected cancer incidence by chance. Data on meat intake and cancers of the liver and larynx are limited, and our study is the first prospective investigation to report on these associations. Two case-control studies reported elevated risks for laryngeal cancer for those in the highest intake categories of red meat intake and fried beef/veal.Unexpectedly, we found an inverse association between red meat intake and endometrial cancer; this association was not attenuated by adjustment for known risk factors, such as body mass index or menopausal hormone therapy, or by fine controlfor smoking, which has been inversely associated with this malignancy. Previous studies have reported null or positive relations between red meat and endometrial cancer. We also observed inverse associations between processed meat intake and leukemia and melanoma. In contrast to our findings, childhood leukemia has been positively associated with intake of processed meats in a case-control study.Previous studies of meat intake and prostate cancer are conflicting. Some studies have reported null findings, and others suggest positive associations. Despite finding no association between red or processed meat intake and overall prostate cancer risk, we observed a suggestion of an elevated risk for advanced prostate cancer with both meat types. If the relation of meat intake to prostate cancer is confined to advanced disease, this could explain some of the inconsistencies in the literature as most previous studies have not specifically addressed advanced prostate cancer.With regard to breast cancer, a pooled analysis of eight cohort studies found no association with red meat intake; however, the two most recent prospective studies found positive associations for both red and processed meat, specifically for estrogen and progesterone receptor–positive breast cancers in premenopausal women. Although breast cancer risk related to meat intake did not appear to differ by menopausal status in our study, we had very few premenopausal cases (n = 94) and lacked information on hormone receptor status for a large number of cases.Both red meat, regardless of processing procedure, and processed meat can be linked to carcinogenesis by different mechanisms; for example, they are both sources of saturated fat and iron, which have independently been associated with carcinogenesis. Associations between saturated fat and cancer are likely to be related to energy balance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress. Most recently, dietary fat was positively associated with breast cancer, and iron intake was positively associated with liver and colorectal cancers.This study was primarily limited by its relatively small sample size. An earlier start in data collection would have increased the time needed to survey more participants. Ideally, the number of participant would have been more evenly distributed across gender/year in population. A larger sample with diversity would have benefited our results. Other limitations of this study included some degree of possible measurement errors, although we attempted at minimizing the error in measurement and the measurement data compared very favorably to other researches. In conclusion, a diet high in red or processed meat was associated with an elevated risk of both colorectal and lung cancer; in addition, red meat was associated with an elevated risk of esophageal and liver cancer. A decrease in the consumption of red and processed meat could reduce the incidence of cancer at multiple sites.1.3Reading Comprehension1.3.1What are the results discussed?1.3.2Decide how many elements this sample includes and how they function.2Language Focus2.1 Cause and effect2.1.1 Read the following sentence from the text, and see the causal relations.Associations between saturated fat and cancer are likely to be related to energybalance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress.2.1.2 Using signal words for causal relations.Emphasising causegiving rise tobringingaboutIf people smoke more, the death rate from cancer will increase.Additionally, you should be careful when using commas. Conjunctions such as therefore, consequently, as a result, and for this reason are usually followed by a comma, as in these examples:The weather was cold; therefore, Sally closed the window.The weather was cold. Therefore, Sally put on her coat.The weather was cold. Consequently, Sally put on her scarf.A blizzard hit the town. As a result, the schools were closed.2.1.3 Causal markersComplete the following paragraph by filling in missing causal words.Recurring headaches can have initiate disruptive effects in a person'slife. __(1)___, in many cases, these headaches make a person nauseous to the point that he or she must go to bed. ___(2)___, sleep is often interrupted ___(3)___ the pain. Disrupted sleep worsens the physical and emotional state of the sufferer. For those who try to maintain a normal lifestyle, drugs are often relied on to get through the day. Such drugs, of course, ___(4)___ other negative effects. Drugs can inhibit productivity on a job, perhaps even ___(5)___regular absences. Not only is work affected, but the seemingly unpredictable occurrence of these headaches ___(6)___ disruption in family life. The interruption to a person's family life is enormous: cancelling plans in the last minute and straining relationships with friends and family. It is no wonder that many of these people feel discouraged and even depressed ___(7)___ the cycle of misery reoccurring headaches cause.2.1.4Notes into a Causal ParagraphTurn the following notes into a paragraph of cause and effect.•Lack of water dryness in the soil leaves wilt death of plant.•Too much water leaves droop or become yellow death of plant.•Too strong sun baked soil roots killed death of plant.•Lack of light pale leaves & thin stems death of plant.2.2Strengthening or weakening of your statementsThe discussion sections of a research paper focus on making claims and then adding support for those claims. What are claims? Claims are statements about ideas and data from you and other people. Here is an example of a claim.Example:Basic claim: An increase in smoking among teenagers caused long-term health problems.When the proof of your idea or data is clear, you should strengthen your claim. When the evidence is less certain, you should limit or weaken your claim. Below are some examples of strengthening and limiting the above claim.Examples of Stronger Claims:Increase: a sharp increaseCaused: undeniably caused, clearly caused, undoubtedly caused, must have caused, etc. long-term health problems, widespread long-term health problemsYou could also add expressions to the beginning of the sentence:It is clear that an increase . . .A great deal of evidence leads us to conclude that an increase . . .We must conclude that an increase . . .Examples of Limited Claims:Increase: A probable increaseCaused: may have caused, seemed to have caused, contributed to, was one cause of, etc.Again, you could also add expressions to the beginning of the sentence:We have reason to believe that an increase . . .It is possible that an increase . . .2.2.1 Read the sample discussion section and look for expressions of strengthening or weakening claims.2.2.2 Strengthening or weakening of your claimsLearn the following words for strengthening or weakening a claim.Strengthening a claimNouns: certainty, evidence, the fact thatAdverbs: very, pretty, quite, clearly, obviously, undoubtedly, certainly, of course, indeed, inevitably, invariably, always, literallyAdjectives: key, central, crucial, basic, fundamental, major, principal, essential, significantVerbs: show, prove, establish, confirm, conclude, determine, it is clear that, it is obvious thatWeakening a claimVerbs: appear , argue, doubt, estimate, seen (as), seem, speculate, suggest Adverbs: largely, likely, mainly, maybe, perhaps, possible/possibly, probable/probably, rather, relatively, seemingly, somewhat, sometimesThe following text comes from an article testing the benefits of providing children under 4 years old with zinc dietary supplements. It comes from the very beginning of the discussion section, where the authors summarize the findings they have already presented in the results section. Try to fill the following blanks with a variety of expressions to show the strength or weakness of each claim.In our study, zinc supplementation did not result in a ________ reduction in ________ mortality in children aged 1–48 months in a population with high malaria transmission. However, __________ the effect varied by age, with no effect on mortality in infants, and a __________18% reduction of mortality in children 12–48 months of age (p=0·045). This effect was __________ a consequence of fewer deaths from malaria and other infections. Any effect on mortality in this trial was in addition to a __________ effect of vitamin A supplementation . . .3Writing Practice3.1Writing comparison and contrastA contrast paragraph discusses the difference between at least two things. The following is a table of differences between the two states of Arizona and Rhode Island. Write a text about the following table.States Arizona Rhode IslandPhysical size 114000 square miles 1214 square milesPopulation 4 million Less than 1 millionNatural environments Dry, large desert area Temperate zone, an average of 44inches of rain per yearlandscape Landlocked, no seashore Lies on the Atlantic Ocean,coastline3.2Writing a short discussion textWrite about the three different ways of dealing with polluted land according to the table information below.4. Writing Project4.1 Before writing a discussion section to explain your results from the research, first think about the follow questions:Do your results provide answers to your testable hypotheses? If so, how do you interpret your findings?Do your findings agree with what others have shown? If not, do they suggest an alternative explanation or perhaps an unforeseen design flaw in your experiment (or theirs?)Regarding your conclusion, what is your new understanding of the problem you investigated and outlined in the Introduction?If warranted, what would be the next step in your study?4.2 Work as a team.4.3 Go back to your questionnaires and results gathered respectively from Units 4 and5. Your discussion is based upon the data you collected.4.4 When you finish your writing, pool your pieces of work to polish.4.5 Present your discussion in class.5. Final ChecklistHere is a final checklist for the discussion section. Use it to check what you have written in the previous task.。
如何写作学术论文的结果与讨论部分
如何写作学术论文的结果与讨论部分学术论文的结果与讨论部分是整个研究的核心，也是读者最关注的部分之一。
在这一部分中，研究者需要对实验结果进行客观分析，提出合理的解释，并将其与前人研究进行对比。
本文将探讨如何撰写学术论文的结果与讨论部分。
一、结果部分在结果部分，研究者应该清晰地呈现实验结果，包括数据、图表和统计分析。
首先，应该按照实验设计的顺序，逐一呈现各项实验结果。
数据可以通过表格或者图表的形式展示，以便读者更直观地理解。
同时，应该注意数据的准确性和一致性，确保结果的可信度。
其次，研究者需要对结果进行描述和解读。
在描述结果时，应该避免冗长和复杂的叙述，而是以简洁明了的语言进行阐述。
同时，还应该注意使用科学术语和专业术语，以确保读者能够准确理解研究结果。
在解读结果时，研究者应该提供合理的解释，并与理论框架进行连接，以便读者能够更好地理解研究的意义和贡献。
最后，研究者还应该对结果进行统计分析。
统计分析可以帮助研究者验证研究假设的有效性，并评估结果的可靠性。
在统计分析中，研究者可以使用各种统计方法，如t检验、方差分析等，以便得出准确的结论。
同时，还应该注意结果的显著性水平，以便读者能够更好地理解结果的可靠性。
二、讨论部分在讨论部分，研究者需要对结果进行深入分析，并将其与前人研究进行对比。
首先，研究者应该对结果进行全面的解读，包括结果的意义、影响和潜在问题等。
在解读结果时，研究者应该提供充分的理论依据，并结合实际情况进行分析。
同时，还可以提出一些可能的解释和假设，以便引发读者的思考和讨论。
其次，研究者需要将自己的研究结果与前人研究进行对比。
这可以帮助读者更好地理解研究的创新性和贡献。
在对比分析中，研究者可以指出自己的研究与前人研究的异同之处，并提供合理的解释。
同时，还可以指出自己的研究在理论和实践上的局限性，并提出未来研究的方向和建议。
最后，研究者还应该对结果的可靠性和一般性进行讨论。
在讨论可靠性时，研究者可以提供一些可能的偏差和误差，并提出相应的控制措施。
论文中结果与讨论部分的写作技巧
论文中结果与讨论部分的写作技巧结果与讨论部分是学术论文的核心部分之一，它涵盖了研究结果的呈现和对这些结果的深入分析与解释。
本文将介绍一些论文中结果与讨论部分的写作技巧，旨在帮助读者了解如何准确、清晰地表达研究结果，并从中得出有效的结论和讨论。
一、结果的呈现在结果部分，首先需要明确列出所得到的数据、实验结果或者调查问卷的回答结果等。
为了清晰地表达，可以采用表格、图表或者统计数据的方式来展示结果。
同时，结果的呈现需要遵守一定的规范和格式。
以下是一些常用的技巧：1. 使用表格或图表：通过绘制表格或图表，可以将数据以直观的方式展示出来，以增强读者对结果的理解。
确保表格和图表清晰易读，并添加必要的标题和注释以便理解。
2. 简洁明了：结果部分需要简洁明了地呈现出研究数据，不要包含冗长无用的信息。
确保数据准确无误，并用简洁的语言描述。
3. 按照逻辑顺序排列：根据研究目的和方法设定的次序，按照逻辑顺序呈现结果，使读者能够清晰地跟随研究过程。
二、结果的解释与分析在结果呈现之后，讨论部分是对结果进行解释和分析的地方。
这一部分需要深入理解和解释结果，以及将其与前人研究进行比较和对比。
以下是一些指导原则：1. 结果解读：明确解读你的结果，阐明你的数据支持或不支持你的假设或研究问题。
使用清晰的逻辑进行论述，将结果与研究目标联系起来。
2. 结果与文献比较：将你的结果与前人的研究成果进行比较和对比。
指出你的结果相似或不同于其他研究，解释可能的原因，并讨论对该领域的贡献。
3. 结果的限制：诚实地讨论你的研究结果的局限性。
例如，样本大小、数据收集方法或者实验设计的限制等。
这有助于读者对你的研究结果有一个全面的了解，并提醒他们在理解和解释结果时要谨慎。
4. 未来研究的建议：根据你的研究结果，提出未来研究的建议和方向。
指出你的研究的局限性，进一步探讨可以改进和扩展的方面，以促进该领域的发展。
总结：结果与讨论部分是学术论文中一个重要且关键的部分。
手把手教你写好英文论文——结果与讨论
手把手教你写好英文论文——结果与讨论格式和风格要投其所好我们一直在强调要了解自己投搞的期刊，但是总有许多作者不重视这一点。
其实我们只要好好看看期刊上的文章结构，就能了解自己应该怎样准备论文稿。
BioTechniques杂志要求来稿将结果部分和讨论部分结合起来写，为什么呢？这是因为杂志关注的主要是技术进步和改良。
在描述结果的时候很容易过渡到研究的重要性和应用价值，这样的结构看起来更为顺畅。
这一点和那些关注基础研究的杂志并不相同。
让我们来做个小测验，猜一猜以下三段话哪些来自于结果部分，哪些来自讨论部分：1． “In order to show that the microsatellite regions that were sequenced were also useful for the development of polymorphic markers, we synthesized primers flanking 29 microsatellite regions in F. circinatum. Of these, 19 produced single amplicons, and their application on a set of only eight F. circinatum isolates showed that 13 primer pairs targeted polymorphic microsatellite loci (Table 2).”2． “The results of this study clearly demonstrate that sequencing essentially all enriched PCR amplification products for microsatellite regions using 454 genome sequencing technology represents a superior alternative to conventional screening of clone libraries using Sanger sequencing. ”3． “At the time of this study, the cost of generating the 1692 unique sequences that were obtained for F. circinatum through pyrosequencing would have been 62% greater if Sanger sequencing was employed. When only amplifiable micro-satellites are considered, pyrosequencing resulted in a 276% cost reduction per microsatellite. ”答案是，这三段话都是从讨论部分摘取的。
SCI论文写作之ResultsDiscussion结构设计
SCI论文写作之ResultsDiscussion结构设计撰文：王海燕所属专栏：研之成理写作实验室前言：一个清晰明了的文章结构就是把你想要展示的信息展示给审稿人，让他跟着你的文章结构走，认同你的思路。
之前讲过有种方法是总分总的方法。
这里本期内容主要介绍Results& Discussion写作中的一种重要的方法来解决逻辑结构的问题，即：以提出问题，解决问题的方法，循序渐进地展开。
这种方法可以使文章条理清楚，思路清晰。
下面我选取一篇经典的文献(Maria R. Lukatskaya etal., Science, 2013, 341, 1502.)为例，简单做下介绍，希望能够让大家有所收获。
解析：A. 为了分享的完整性，我大概先复述下这篇文章讲了什么内容。
本文证明了Li+,Na+, Mg2+, K+, NH4+, and Al3+阳离子可以自发地或者电化学插入到2DTi3C2的层间。
利用这一电化学插层反应，可以提供高的电容性能，同时扩展了2D碳化物和碳氮化物在储能方面的应用。
B. Results &Discussion结构设计：段与段之间的衔接文章首先探究了大量的盐，碱，酸在Ti3C2Ti X中的插层反应。
指出在大多数盐的作用下，Ti3C2Ti X的层间距变大，证明离子自发的插层作用。
这一段叙述实验，告诉大家本文研究的对象。
该段的写作方式是总分式。
然后接下来的一段指出并不是所有的盐插层的效果都是一样的。
例如高pH的KOH,NH4OH, NaOH, LiOH 等插层后，层间距的变化会更大。
而实验发现如果在这些金属的硫酸盐作用下，层间距只有很小的变化。
而在醋酸和硫酸下，层间距却没有变化。
这一段提出了疑问，可以激发读者继续看的欲望。
该段的写作方式是总分式。
因而下一段说明为了证实是阳离子还是阴离子插层到了Ti3C2Ti X 层间，因此作者探究了三种不同大小的阴离子钠盐和三种不同阳离子的硫酸盐的中的插层反应。
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The approach taken in this chapter can be easily adapted to the choice you make.
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If you decide to combine your presentation of results with your discussion of those results,you will most likely devide your results into meaningful sections (e.g. according to research questions/hypotheses,thematic or methodological foci) and present your discussion of each section of results immediately after each section or part section of results that has been presented.The same approach would apply if you decided to combine your discussion of results and your conclusion.
Some theses combine their presentation and discussion of results or findings in a single chapter.In contrast,some theses combine the discussion of results and conclusion in one chapter.
Frequently Asked Questions
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Introduction
In this chapter,we will be considering the discussion of results as a separate chapter from the presentation of results and conclusion chapters.
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The approach that is taken is often determined by discipinary preference and the type of thesis that is being written.
A discussion with your supervisor will assist you in arriving at the option best suited to the research you are reporting.
Chapter 7 Discussion of Results
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Introduction The Functions of a Thesis Discussion of Results Sample Analysis of a Masters Thesis Discussion of Results
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Considering now the discussion of results as a single chapter,we begin with a consideraton of the purpose and functions of the chapter before looking at a range of move and sub-move options that might be considered.
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What is meant by discussing a result? When you discuss a result,you should go beyond the result and express your own opinions about the result,i.e.your personal speculation on the reasons for a result,your judgement on its significance,implications,and the possiபைடு நூலகம்le direction for future research,etc.
The chapter will again conclude with a discussion of some key lingustic features of discussion chapters,some answers to frequently asked questons,further activities and suggestions for further reading.
The advantages of haing a combined chapter ： ?it can avoid restating the results when you discuss them. ?it is much easier for the reader to follow the development of the thesis.