研究生英语学术写作
新时代研究生学术英语综合教程1第八单元
第一节研究生学术英语写作概述1.1 研究生学术英语的重要性在当今信息爆炸的时代，学术英语已经成为研究生必备的一项能力，研究生需要用英语进行文献检索、写作发表学术论文、参加国际学术会议等活动，因此具备良好的学术英语能力是非常重要的。
1.2 研究生学术英语写作的特点研究生学术英语写作与普通英语写作有着明显的区别。
研究生论文要求严谨、规范、逻辑性强，需要运用大量的学术词汇和专业术语，因此研究生学术英语写作具有一定的专业性和技术性。
1.3 研究生学术英语写作的要求研究生学术英语写作要求文风严谨、思路清晰、逻辑严密、用词准确。
同时要求文章结构合理，论据充分，表达清晰流畅。
第二节研究生学术英语写作的基本步骤2.1 选题与立意研究生学术英语写作的第一步是选题与立意。
选题要有研究的价值和意义，符合自己的研究方向和兴趣爱好；立意要明确，不能偏离选题的研究范围，要确定写作的主题和内容。
2.2 文献检索与资料搜集研究生学术英语写作需要对相关的文献进行检索和阅读，积累资料和信息。
可以通过图书馆的文献资源、网络数据库、学术期刊等途径进行文献检索，获取论文所需的资料。
2.3 论文大纲的编写研究生学术英语写作需要先制定一份论文的大纲，包括概述、文献综述、研究方法、研究成果和结论等部分。
大纲的编写要突出主题，融合论文的整体思路和框架。
2.4 正式写作在完成以上准备工作后，就可以开始进行正式的写作了。
要遵循学术写作的规范，注重论据的支撑和数据的真实性，还要注意用词的准确性和表达的流畅性。
2.5 修改与润色写作完成后，还需要进行修改和润色。
修改要从论文的结构、内容、语言等方面入手，保障论文思路清晰，表达准确，逻辑严密，字里行间都能体现出严谨的学术态度。
第三节研究生学术英语写作的语言要求3.1 语法准确在学术英语写作中，语法错误是严重影响论文质量的因素之一。
研究生在写作时要注意句子结构的合理性、时态的使用准确性、句子成分的搭配等方面的问题，保证语法的准确性。
研究生学术英语读写教程unit5
Unit 5: Academic WritingAcademic writing is an essential skill for graduate students. Whether it's writing research papers, essays, or dissertations, the ability to conveyplex ideas in a clear and organized manner is crucial for success in academia. In this unit, we will delve into the keyponents of academic writing, including structure, language, and style, and offer practical tips for developing your skills in this area.1. Understanding the Structure of Academic WritingAcademic writing typically follows a specific structure that includes an introduction, body, and conclusion. The introduction should provide background information on the topic and clearly state the purpose of the paper. The body should present evidence, arguments, and analysis to support the m本人n thesis, while the conclusion should summarize the key points and reiterate the significance of the research. Understanding and following this structure is essential for producing coherent and persuasive academic writing.2. Developing an Academic Writing StyleAcademic writing requires a formal and objective tone. This means avoiding colloquial language, personal opinions, and emotional language. Instead, focus on using clear, precise, and formal language to convey your arguments and ideas. Additionally, pay attention to the use of citations and referencing to acknowledge the sources of your information and evidence. Developing a strong academic writing style takes practice, but it is a crucial skill for graduate students to master.3. Using Language Effectively in Academic WritingIn academic writing, it is important to use language that is precise and unambiguous. Avoid vague or ambiguous language, as this can weaken the clarity and effectiveness of your writing. Additionally, pay attention to the use of transitions and cohesive devices to ensure smooth and logical connections between ideas. By using language effectively, you can enhance the coherence and flow of your academic writing.4. Incorporating Research and EvidenceAcademic writing is heavily reliant on research and evidence tosupport arguments and cl本人ms. As a graduate student, it is important to develop strong research skills and the ability to critically evaluate sources. This includes identifying reliable and credible sources, synthesizing information from multiple sources, and effectively integrating evidence into your writing. By incorporating research and evidence, you can strengthen the validity and persuasiveness of your academic writing.5. Editing and Revising Academic WritingEffective academic writing is the result of careful editing and revision. After drafting your paper, take the time to review and revise it for clarity, coherence, and organization. Pay attention to the overall structure and flow of the paper, as well as the language, style, and tone. Additionally, proofread your work for grammar, punctuation, and spelling errors. By editing and revising your academic writing, you can ensure that it meets the highest standards of clarity and accuracy.ConclusionAcademic writing is a fundamental skill for graduate students, and mastering this skill is key to success in academia. Byunderstanding the structure of academic writing, developing a formal and objective writing style, using language effectively, incorporating research and evidence, and editing and revising your work, you can produce high-quality academic writing that is clear, coherent, and persuasive. With practice and dedication, you can continue to refine your skills in academic writing and excel in your academic pursuits.。
新时代研究生学术英语综合教程1第七单元
第七单元：学术英语写作学术英语写作在研究生阶段是非常重要的一门课程，它不仅是对学术研究能力的检验，更是研究生学术水平的重要体现。
本单元将以学术英语写作为主题，通过教学实践、案例分析、论文写作等方式，帮助研究生全面掌握学术英语写作的基本知识和技巧。
本单元的内容主要包括以下几个方面：一、学术写作基础知识在学术英语写作的基础知识部分，我们将着重讲解学术写作的基本定义、特点、结构要素，以及写作过程中的注意事项等。
通过对学术写作基础知识的讲解，帮助学生建立起对学术写作的整体认识，为后续的学习打下坚实的基础。
二、学术写作技巧在学术写作技巧部分，我们将结合具体的写作案例，系统地介绍学术写作的常用技巧，包括逻辑思维、论证方法、文献引用等方面的技巧。
还会通过实例分析，讲解如何进行学术写作中的概念定义、论据引用、论证分析等环节，帮助学生全面掌握学术写作的具体技巧。
三、学术写作范例分析在学术写作范例分析部分，我们将选择一些优秀的学术论文，对其写作结构、论证方法、语言表达等方面进行深入分析。
通过对范例的详细分析，让学生了解学术写作的优秀范例，激发学生的学习兴趣，帮助他们更好地理解学术写作的要求和标准。
四、论文写作实践在论文写作实践环节，我们将给予学生一定的写作任务，要求他们根据所学知识和技巧，完成一篇学术论文的写作。
在写作过程中，老师会给予指导和帮助，引导学生合理组织论文结构，严谨论证观点，选用恰当的学术词汇，提高学术论文的写作水平。
本单元的学习目标是培养学生的学术写作能力，帮助他们掌握学术写作的基础知识和技巧，提高学术写作的实际操作能力。
通过本单元的学习，相信学生们会对学术写作有更深入的理解，并在以后的学术研究中能够更加游刃有余地运用学术英语写作的技巧。
学术写作是研究生阶段非常重要的一门课程，不仅是对学术研究能力的检验，更是研究生学术水平的重要体现。
为了更好地掌握学术英语写作的基本知识和技巧，我们将深入探讨学术写作的核心要素和实际运用技巧，帮助研究生们提高学术写作的水平。
新时代研究生学术英语第四单元作文
新时代研究生学术英语第四单元作文In the fast-paced and ever-evolving world of higher education, the role of academic English has become increasingly significant. Especially for graduate students, proficiency in this language is not just a prerequisite for successful research but also a key to unlocking the doors of global opportunities. The fourth unit of "New Era Graduate Academic English" highlights the nuances and complexities of this language, emphasizing its application in various academic contexts.Firstly, the unit focuses on the evolving nature of academic English. With the advent of new technologies and the expansion of the global knowledge base, the language of academia is constantly evolving. Terms and concepts that were once niche or specific to a particular field are now becoming more mainstream, crossing disciplinary boundaries. This shift requires graduate students to be not just passive learners of language but active participants in its evolution.Secondly, the unit delves into the importance ofcritical thinking in academic writing. Academic English isnot just about grammar and vocabulary; it's about expressing ideas clearly, critically, and persuasively. Graduate students are expected to analyze complex issues, synthesize information from multiple sources, and present their findings in a coherent and logical manner. This requires a high level of critical thinking skills, which the unit helps develop through various exercises and assignments.Moreover, the unit emphasizes the role of cultural awareness in academic communication. Academic English is not just a language; it's a cultural construct. Understanding the cultural backgrounds and contexts of different academic communities is crucial for effective communication. Graduate students need to be aware of the nuances of academic writing in different cultures, from the choice of words to the structure of arguments.Lastly, the unit covers the practical application of academic English in research papers and presentations. It provides guidelines on how to structure a research paper, choose appropriate language, and present findings effectively. This is invaluable for graduate students whoare embarking on their research journeys and aim to publish their work in international journals or present their research at international conferences.In conclusion, the fourth unit of "New Era Graduate Academic English" provides a comprehensive and holistic approach to academic writing. It equips graduate students with the language skills, critical thinking abilities, and cultural awareness necessary for success in the global academic arena. By mastering these skills, graduatestudents can not only excel in their academic careers but also contribute to the evolving narrative of academic English in the new era.**新时代研究生学术英语的演变：研究生的视角**在高等教育快速变革和发展的世界中，学术英语的作用变得日益重要。
研究生英语学术演讲稿范文
研究生英语学术演讲稿范文Ladies and gentlemen, good morning. It is my great honor to stand here and share my research with you today. The topic of my presentation is the impact of artificial intelligence on the future of work.As we all know, artificial intelligence, or AI, has been developing rapidly in recent years, and its impact on the job market has become a hot topic of discussion. Many people are concerned that AI will replace human workers, leading to widespread unemployment. However, I believe that the situation is not so pessimistic.Firstly, AI has the potential to create new job opportunities. While it is true that some jobs may be automated, AI also has the potential to create new industries and professions. For example, the development of AI technology will require a large number of engineers, programmers, and data analysts. In addition, AI can also be used to improve efficiency and productivity in existing industries, creating new demand for skilled workers.Secondly, AI can complement human workers and improve the quality of work. Rather than replacing human workers, AI can be used to assist them in their jobs. For example, AI can be used to analyze large amounts of data and provide valuable insights, allowing human workers to make better-informed decisions. In addition, AI can be used to automate routine tasks, allowing human workers to focus on more creative and complex aspects of their work.Thirdly, the impact of AI on the job market will depend on how it is implemented and regulated. It is important for policymakers and industry leaders to consider the potential impact of AI on the job market and take steps to ensure that the benefits of AI are shared equitably. This may involve implementing training programs to help workers acquire the skills needed to work alongside AI, as well as implementing regulations to ensure that AI is used in a way that benefits society as a whole.In conclusion, while the development of AI will undoubtedly have a significant impact on the job market, I believe that it is not a cause for alarm. By taking a proactiveapproach to the implementation and regulation of AI, we can ensure that it creates more opportunities than challenges for the future of work. Thank you for your attention.。
新时代研究生学术英语期末考试作文
新时代研究生学术英语期末考试作文精选英文新时代研究生学术英语期末考试作文：Title: Navigating the Frontiers of Knowledge: The Role of Graduate Students in the New Era of Academic EnglishIn the dawn of the new era, where technology intertwines seamlessly with every facet of human endeavor, the realm of academic research has undergone a paradigm shift. As graduate students embarking on this exhilarating journey of intellectual exploration, mastering the nuances of academic English becomes paramount in navigating the frontiers of knowledge. This essay delves into the significance of academic English for contemporary graduate students, the challenges we face, and the strategies we can adopt to excel in this increasingly globalized and interconnected academic landscape.The Significance of Academic EnglishAcademic English, a precise and rigorous form of communication, serves as the lingua franca of scientific discovery and scholarly discourse. It enables researchers from diverse linguistic and cultural backgrounds to collaborate effectively, sharing ideas, theories, and empirical findings without barriers. In the new era, where research is increasingly interdisciplinary and international, fluency in academic English is not merely a skill; it is a gateway to accessing the vast ocean of knowledge, participating in global debates, and contributing meaningfully to the advancement of human understanding.Challenges Faced by Graduate Students1. Cultural and Linguistic Diversity: Graduate classrooms and research teams oftencomprise individuals from diverse linguistic and cultural backgrounds, posing challenges in terms of comprehension and expression.2. Technical Precision: The demand for accuracy and precision in academic writing, especially in fields such as science, technology, engineering, and mathematics (STEM), can be daunting for non-native speakers.3. Rapidly Evolving Fields: Keeping abreast of the latest terminology and discursive conventions in rapidly evolving disciplines can be challenging.4. Publication Pressures: The pressure to publish in high-impact journals, often in English, adds another layer of complexity to the graduate student experience.Strategies for Excellence1. Immersive Learning: Engage actively in English-speaking academic environments, such as attending international conferences, workshops, and seminars. This immersion helps develop a nuanced understanding of academic discourse and enhances linguistic proficiency.2. Targeted Language Practice: Utilize resources specifically designed for academic English, including writing centers, online courses, and style guides. Focus on mastering grammar, vocabulary, and citation styles relevant to your field.3. Collaborative Learning: Form study groups with peers from different linguistic backgrounds. This not only facilitates language exchange but also encourages cross-cultural understanding and perspective-taking.4. Mentorship and Networking: Seek out mentors and establish professional networks with senior scholars who can provide guidance on academic writing, publication strategies,and navigating the academic ecosystem.5. Critical Reading and Writing: Cultivate a habit of critically reading and analyzing academic texts. This will not only improve your comprehension skills but also inform your own writing style, ensuring clarity, coherence, and adherence to discipline-specific conventions.6. Embracing Technology: Leverage technological tools, such as grammar-checking software, citation managers, and online databases, to streamline your research and writing processes.ConclusionIn conclusion, the new era of academic research demands that graduate students not only possess deep domain knowledge but also excel in academic English. By embracing challenges head-on, adopting effective strategies, and continuously refining our linguistic skills, we can confidently navigate the frontiers of knowledge, contributing to the global conversation and advancing the boundaries of human understanding. As we embark on this journey, let us remember that academic English is not just a means to an end; it is the very language of discovery, innovation, and collaboration that unites us in our quest for truth and wisdom.中文对照翻译：标题：探索知识前沿：研究生在学术英语新时代的作用在新时代的黎明，技术与人类努力的各个方面无缝交织，学术研究领域发生了范式转变。
研究生学术英语写作教程
Unit 5 Reporting ResultsObjectives:-Understand the function and the major elements of the results section; -Learn the major steps to deal with the results section; -Use the tips for describing graphic information; -Grasp the tips for making comparison and contrast;-Learn the skills for choosing appropriate graphs and making graphs.Contents:- Teacher ‟s introduction;- Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors;- Language focus: graphic description; comparison and contrast;-Writing practice: using graphs and describing graphs (tables and charts);- Rewriting practice: grasping the major moves for outlining the results section; - Classroom extension: descriptions of data and graphs when reporting results.1. Reading Activity1.1 Pre-reading TaskDo you know how to report the results of your research? The standard approach to the results section of a research paper is to present the results with thestatisticaltechniques such as tables and charts. This does not mean that you do not need any text to describe data presented in graphs.Think about the following questions before reading the text and then have a discussion with your classmates.1. What is the function of the results section?2. What are the major elements included in the results section?3. What are the major steps for you to deal with the results section?4. How do you describe graphic information in the results section?5. How do you compare and contrast the data presented in graphs?The following is part of the results section of a research paper which investigated how EFL learners‟ type s of language for thinking influence their lexical collocational errors in speech.1.2 Reading PassageResultsTypes of Language for Thinking and Lexical Collocational Errors1One key issue in this study was whether a learner‟s type of language for thinking influences lexical collocational production. 2This issue was explored by examining one retrospective report on the qu estionnaire, ……When tape recording, what language did you mainly use for inner speech?‟‟ 3Based on their responses, the 42 participants were classified into four language groups: Chinese, English, Chinese mingled with English, and other languages. 4The par ticipants‟ inaccuracy rates were compared, which were obtained by dividing the number of errors by the overall number of lexical collocations they produced individually, among the language groups.The preliminary analysis discovered that the 42 participants produced a total of 2,491 lexical collocations, and each participant created approximately 29 lexical collocations per minute. Regarding learner errors, 263 incorrect collocations were found among the 2,491 lexical collocations, resulting in an inaccuracy rate of 10.56. To report the effect of language for thinking on the production of lexical collocations in speech, Table 1 records the fact that 5 students stated that their type of language for thinking was for the most part Chinese. As Table 1 shows, 17 mainly used English for thinking, 20 primarily thought in Chinese mingled with English, and none thought in other languages. The inaccuracy rate of oral lexical collocations in each language group was calculated by dividing the total number of lexical collocational errors by the total number of lexical collocations produced. Descriptive statistics demonstrated that those who mainly thought in their native language (Mandarin Chinese) produced the highest inaccuracy rate of lexical collocations (M=15.17), followed by those who primarily thought in English (M=12.40) and those using a combination (M=8.44).Results of a one-way analysis of variance (ANOVA) further displayed that the difference among these three groups reached a significant level, F(2,39)=4.07, p<.05. This result supports the notion that EFL learners‟ type of language for thinking appreciably influences their oral production of lexical collocations.To probe intergroup differences, the Fisher Least Significant Difference (LSD) posthoc test was adopted, which aims at discerning whether the comparison between groups reaches the significance level. The LSD test showed that the Chinese-mingled-with- English group had a markedly lower inaccuracy rate than the Chinese or English groups, while the difference between the Chinese and English groups was not significant. Thinking in both Chinese and English was more beneficial and effective to the EFL learners‟ oral production of lexical collocations.Table 1: Types of Language for Thinking and Inaccuracy Rates of Lexical CollocationsNote: Mean shows the average inaccuracy rate of collocati ons in each group.*P<.05(Hung-ChunWang & Su-Chin Shih, 2011) 1.3 Reading Comprehension1.3.1 Read the first paragraph and identify the information elements you find in each sentence of the text.1.3.2 Some verbs can be used to locate the results of the research, such as “show”and “indicate”. Read the second and third paragraphs carefully and think of the question: Which verbs did the authors use for locating the results?1.3.3 Read the second and third paragraphs carefully and think of the question: What is the function of the last sentence in the 2nd and 3rd paragraph s respectively?2Language Focus2.1 Graphic descriptionThe results section clearly presents the findings of your study. It is usually presented both in graph and text. First, prepare the graphs as soon as all the data are analyzed and arrange them in the sequence that best presents your results in a logical way. Then, as the results section is text-based section, the description of graphs is of great importance in paper writing. Good descriptions can help the readers understand your research better while using a single sentence pattern to describe the statistical and graphic information in a research paper will make your readers feel too bored and lose interest in reading on, so we need to pay more attention to the language use when describing the statistical and graphic information.Here we will introduce some useful words, phrases or sentence patterns which can be used in different situations of graphic description.If you need to highlight significant data in a table/chart, you may use some adjectives such as “apparent”, “clear”, “interesting”, “obvious”, “revealing”and “significant” to make your viewpoint known and meanwhile attract readers‟ attention.The following sentence patterns are useful for you when you report significant results or findings.1. It is apparent from Table 2 that...2. Table 5 is quite revealing in several ways.3. From Chart 5 we can see that Experiment 2 resulted in the lowest value of ...4. What is interesting in this data is that ...5. In Figure 10, there is a clear trend of decreasing ...6. As Table 2.1 shows, there was a great deal of difference between theexperimental group and the control group.7. As shown in Table 6.3, chunk frequency also has significant correlation withthe indices of oral proficiency.8. There was no obvious difference between Method 1 and Method 2.2.1.1 The following table lists results of a questionnaire concerning students‟interestand performance in class.Question 1: Y ou are very interested in the English writing course.□Strongly agree □agree □I don‟t know □disagree □strongly disagr ee Question 2: Y ou are active in group discussion in the classroom.□Strongly agree □agree □I don‟t know □disagree □strongly disagr eeNote: N=number; P=percentageNow you are required to report results from the interview. The following sentence patterns may be used in your report.1. Of all the subjects, 70 completed and returned the questionnaire form.2. The majority of respondents felt that …3. Over a half of those surveyed indicated that …4. A small number of respondents …5. A minority of participants (%) indicated ...6. In response to Question 1, most of those surveyed indicated that ...7. The overall response to this question was very positive.8. It is apparent from the table above that...____________________________________________________________________ 2.1.2 The following line graph shows an upward trend in growth rate of Ford car production during the period from January to December 2011.Look at the line graph carefully first and then do the following exercises.A. Mark the following places in the graph.a) The bottom of the line;b) The peak of the line;c) The fluctuating part.B. Describe the growth rate of Ford car production in the following months respectively. Try to use the phrases or sentence patterns of graphic description you learned in this section.a) In January: _________________________________________________________.b) From March to April:_________________________________________________.c) From May to September:______________________________________________.d) From October to December:___________________________________________.C. What does the overall line graph reveal in the growth rate of Ford car production during the period from January to December 2011?__________________________.2.2 Comparison and contrastWhen you are writing the reports section, you need to do much more than just give data. What you should always try to do is to convey more information with the data. Comparing and contrasting is a common way to deal with the data. The purpose of comparison is to show similarities while contrast is used to show differences. Through comparison or contrast between two or more things, the reader can understand them better.Here are some key words commonly used to express comparison or contrast.Note: Comparison and contrast is often used in graph description. Here are some points for you to pay special attention to.1) Not all the information has to be compared or contrasted with each other. It is common to introduce the most significant or important information and compare or contrast it. If necessary, you must make some calculation before comparing or contrasting the data.2) When comparing or contrasting information in the graphs, it is not necessary to lay equal emphasis on every change. Just give stress to those dramatic changes or to those that are of special interest to you, or those that you want your readers to pay more attention to and ignore the less important parts.3) The comparison/contrast should be supported by concrete and relevant facts or data.2.2.1 The tables below are the results of a research which examines the average marks scored by boys and girls of different ages in several school subjects. Write a report for a university lecturer describing the information below.You should write a minimum of 150 words.Boys:Girls:3.Writing Practice3.1 Using graphsGraphs are commonly used in reporting the results of your research. A graph is a diagram, usually a line or a curve, which shows how two or more sets of numbers and measurements are related. Graphs usually include bar/column charts/graphs, pie charts, line graphs and tables.Generally speaking, bar charts are diagrams with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. However, they more clearly show the relationship of different parts of the sample to each other. They do not clearly show the parts in relation to the whole. The following bar chart shows the teachers with master‟s degree or above in Northwestern College according to gender.A pie chart is a circle divided into segments. Pie charts can be used to show the sizes of various parts of the results in relation to each other and in relation to the whole sample. They are usually used to show percentages. The following pie chart shows the percentage of living costs per month in a family.A line graph is a type of graph displaying information as a series of data points connected by continuous lines. It can show a pattern or trend which usually takes place over a period of time. The following line graphshows the change of annual income of an average family in a certain city in China. .A table is a set of facts and figures arranged in columns and rows. A table is a very useful way of organizing numerical information. Tables are efficient, enablingthe researcher to present a large amount of data in a small space. They can show exact numerical values and present quantitative data. They emphasize the discrete rather than the continuous. Here is a table which shows the percentage of the use of transportation vehicles in Northwestern College.Table Use of transportation vehicles in Northwestern CollegeTurn the table above into other graphs for your different research purposes.3.2 Describing a graphThe description of graphs is of great importance in paper writing because it can help the readers understand your research better. How do you describe a graph? Here are the major steps for you to follow:Step 1: Introduce the graphic information briefly and indicate the main trend.Normally it includes the place, time, content and purpose of the graph.Step 2: Describe the relevant and most important or significantdata and makesome comparison if necessary. Words and expressions for describing a curve or a trend are very useful in presenting graphic information.Step 3: Summarize the data/trends.3.2.1 The line graph below shows the sales amount of an online shop from Monday to Friday . Match the descriptive statements with the graph. Which are the correct statements describing the graph?A. The sales amount increased sharply from Monday to Tuesday .B. The sales amount reached a peak on Friday .C. There was a fluctuation in the sales amount.D. The sales amount dropped drastically from Wednesday to Thursday .3.2.2 Write a short passage describing the sales amount of an online shop from Monday to Friday with the information presented in the graph above.3.3 Describing a tableThe table below shows the results of the interviews on the teaching language(s) used by English teachers in class. Answer the following questions first and then according to the answers, describe the information in the table. Pay attention to the use of different sentence patterns when reporting the data.T able 1 T eaching l anguage(s) used by English teachers in classQuestions:1. What does the table show us?2. How many teaching languages are mentioned in the table?3. What language is used most frequently by English teachers in class?4. Do English teachers in class often use Chinese?5. In summary, what impression do you have on the teaching language(s) used by English teachers in class?3.4 Describing chartsThe following is a result from a market survey of personal computers. Report the result from a university student‟s perspective. First, describe the student‟s needs in personal computers. Then, compare and contrast the three types of personal computers in the items listed in the table below. Finally, conclude by stating which computer seems to be th e most suitable for the student‟s needs you have described.Table 2 A market survey of personal computers4. Writing project4.1 Get prepared for writing the results sectionBefore you write the Results Section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.1. Read the literature review section and the method section carefully and rethink about the research questions;2. Review you results and check whether they have answered all the research questions;3. Organize your results in a logical manner (For example, according to priority of the appearance of research questions);4. Prepare tables and/or other diagrams;5. Select appropriate language style and pay attention to the use of grammar;Work in groups and discuss what other preparations you can make for writing the results section of your research paper.4.2 Outlining the results sectionWhen outlining a results section, there are usually four major moves to follow.Move 1: Preparing informationThis move functions as a reminder and connector between the method section and the results section, as it provides relevant information for the presentation of results. It provides a review of issues mentioned in the method section, the location of tables or graphs where results are displayed and a general preview of the section. However, it is not obligatory because there are also results sections that do not have this move.Move 2: Reporting resultsMove 2 is the core element. It is the move in which the results of a study are presented, normally with relevant evidence such as statistics and examples. In this move, the authors need to locate where the results are and clearly describe the findings of the study both in diagrams and text.Move 3: Commenting on resultsThis move serves the purpose of establishing the meaning and significance of the research results in relation to the relevant field. It includes information and interpretations that go beyond the “objective” results. This can involve how the results can be interpreted in the context of the study, how the findings contribute to the field (often involving comparison with related literature), what underlying reasons may account for the results, or comments about the strength, limitations or generalizability of the results. As indicated by the frequency of moves and steps, this section is highly cyclical.Move 4: Summarizing resultsIn this move, the major results obtained are summarized in order to help readers understand the research better. This move is optional in a research paper due to the limited length while it is a must for a dissertation or thesis.Now, you are required to outline the results section of a research paper entitled Astudy of the effect of Chinese language on English writing with the moves given below.4.3 Drafting your results sectionBegin your writing now with the information you have just obtained from your survey.5. Final ChecklistHere are some useful questions to ask yourself about writing the results section of your paper:。
研究生学术英语读写教程unit10
研究生学术英语读写教程unit10Unit 10: Writing a Research Paper IntroductionIntroduction:In this unit, we will focus on writing the introductory section of a research paper. The introduction is an important part of a research paper because it provides background information on the topic being studied, explains the significance of the research, and outlines the objectives or hypotheses of the study.1. Background InformationThe first part of the introduction should provide some background information on the topic being studied. This can include a brief history of the subject, a description of previous research on the topic, or an overview of the current state of knowledge in the field.Example: "Over the past decade, there has been increasing interest in the use of mindfulness-based interventions for the treatment of mental health disorders. Mindfulness involves paying attention to one"s thoughts, feelings, and sensations in the present moment, without judgment or distraction. Previous studies have shown promising results for the use of mindfulness-basedinterventions in the treatment of anxiety, depression, and other mental health disorders."2. Significance of the ResearchThe second part of the introduction should explain why the research is important and significant. This can include discussing the practical or theoretical implications of the research, outlining any gaps in knowledge that the research aims to fill, or explaining how the research willcontribute to the field.Example: "Despite the growing interest in mindfulness-based interventions, there is still much to learn about their effectiveness, particularly in the context ofspecific mental health disorders. This study aims to investigate the efficacy of a mindfulness-basedintervention for individuals with social anxiety disorder, with the goal of improving our understanding of the potential benefits of mindfulness-based treatments for this population."3. Objectives or HypothesesThe final part of the introduction should outline the objectives or hypotheses of the study. This can include stating the research questions that the study aims toanswer, outlining the specific goals of the research, or presenting the hypotheses that the study will test.Example: "The primary objective of this study is to determine whether a mindfulness-based intervention is effective in reducing symptoms of social anxiety disorder. Secondary objectives include examining the relationship between adherence to the intervention and treatment outcomes, and exploring potential mediators or moderators of treatment effects. We hypothesize that participants who receive the mindfulness-based intervention will demonstrate significant reductions in social anxiety symptoms compared to those in a waitlist control group."Conclusion:In this unit, we have discussed the key components of an introduction for a research paper. By providing background information, explaining the significance of the research, and outlining the objectives or hypotheses, the introduction sets the stage for the rest of the paper and helps to engage the reader. Remember to keep your introduction concise and focused, and to use clear and precise language to convey your ideas.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
6. 宣讲
1）考虑你的书面文字材料的总体格式 2） 校对疏忽大意所造成的语法错误 3） 即便是你已经检查了你的文本材料， 也 要检查其中的词汇拼写错误
第二章: 学术写作的两个基本结构
（1）泛论-特指(GS) （2）问题-过程-解决方法(PS) 1.泛论-特指文本写作 for three reasons GS文本通常以下列一种形式开始 1. 简短或拓展定义 2. 对比或比较定义 3. 一般化或目标性陈述 4. 事实陈述
F. 在定义中不要使用when 和where
2) 拓展定义 拓展定义通常以一个泛论开始 --- 一个句子定义， 然后随着额外信息的给出变得更加具体。 Key to Exercise on P. 25 1. components and type 2. example 3. history 4. application 拓展定义也可包括过程分析或因果及其它特色如 罕见性、成本 Key to Exercise on P. 27 4-1-7-2-5-6-3
4. precipitation which results from —> precipitation resulting from 5. This sentence cannot be reduced. 6. flute that is pitched an octave higher ---> flute pitched an octave higher 7. a process that involves the selective transport—> a process involving the selective transport 8. a celestial body which has approximately the same mass —> a celestial body with approximately the same mass
(3) 词或词形变换 在下列情况下，你可以减少关系代词 A. 定语从句含有动词have。这时关系代词和ave 都省略掉，用with代替。 B. 定义从句含有主动态状态动词。(这时关系代 词省略掉，动词变成-ing形式；但be和have除 外。) C. 定语从句含有的情态助动词不可省略
Key to Exercise on P. 23 1. metal that is often used —> metal often used 2. device that is capable of —> device capable of 3. roof which is on top of —> roof on top of
Key to Exercise A: P.18
1. 1) Meetings of tourism and its importance a. Size of meetings b. Locations of meetings 2) Importance of meetings tourism in postindustrial urban renewal a. Growth in the meetings tourism market in the U.S. b. Growthrtance of meetings tourism in comparison to leisure tourism in Europe
7. These special tax laws have been enacted in six mid western states: Illinois, Iowa, Indiana, Ohio, Michigan, and Minnesota. 8. Little research has been done on the use of oil palm shell as coarse aggregate in the production of concrete. 5. 表达连贯 Key to Exercise on P. 12 For example; because; because of this; so that; more…than…; However
3) 竞争性定义 竞争性定义承认一些不同的定义，然后向读者 陈述清晰你所采纳的定义。 4) 对比性定义 Key to Exercise on P. 29 The former deals with a right that grants…while the latter is concerned with a copyright– a form of protection that… Key to Exercise on P. 29 The whole passage seems like neither a competing nor a contrastive definition. Instead, it’s an extended definition.
1) 连接词与词组 Key to Exercise on P. 13 A. sentence 2: For example sentence 4: While / Although sentence 6: therefore ; hence / thus B. sentence 2: however ; thus sentence 3: while / whereas sentence 4: Although / Even though sentence 6: For example
4. Recent research has shown that the arms are commonly used for protection during a fall to the ground 5. To date, no comprehensive study has examined the role of smiling in gaining the initial trust of individual. 6. Some studies have concluded that bamboo could be more widely used than it is now as a construction material.
第二部分: 学术英语写作
第一章: 学术写作的六个考虑因素
audience、purpose and strategy、 organization、style、flow、presentation
4. 文体特征
学术写作的突出特征就是选用更加正式的 词汇 1) 动词 学术英语写作中通常使用单一动词
3) 正规的语法风格 (1) 一般来讲避免使用略缩词 (2) 使用更为适宜的正规的否定形式 (3) 限制使用多个词连用的表达法 (4) 避免向读者说“你” (5) 使用直接引语时需谨慎 (6) 将副词放于动词词组内 (7) 考虑是否该使用割裂不定式 (8)目的是为了有效地使用词汇
D. 关系代词前有介词时，这类定语从句不删 减
E. Whereby常用于正式写作中来代替by which, by means of which, through which
Key to Exercise on P. 24 1. with 2. in 3. to 4. from 5. in 6. around 7. in 8. in
1) 正式的句子定义
(1)
a single verb phrase a class term or restrictive clause
正式的句子定义要素 常见的超级坐标词/类标词有：class word technique, method, process, device, system (2) 删除 在下列情况下，你可以减少限制性关系代词 A. 定语从句仅有关系代词、to be动词、一个 或 多个介词短语 B. 定语从句由被动态动词加上一些额外的信息 C. 定语从句含有关系代词、以-ble结尾的形容 词和额外的信息
2) this + 总结性词汇 Key to Exercise on P. 15 1. b. d. 2. a. 3. d. Key to Exercise on P. 15 1. view 2. finding 3. problem 4. process 5. disruption
6. situation 7. method / approach 8. conclusion 9. phenomenon 10. trend / tendency
Contents
Part I and Part II
Exam
卷面80%， 平时成绩：20%
Examination for Post Graduate English in Academic Writing
Part I. Multiple Choice 40% A: Academically acceptable sentence B: Syntactically or grammatically correct sentence C: Academically unacceptable or syntactically /grammatically incorrect sentence D: Common basic and academic writing knowledge test Part II: Cloze 15% Part III: Passage in logical order 30% Part IV: English Writing 15%
3. S5: In other words S6: therefore S7: on the other hand S8: for example S9: In other words S16: For instance The purpose is either for explanation / exemplification or to indicate contrasts among the competing theories. 4. There are a number of possibilities: perhaps a discussion of the writer's own theory of humor in which flaws in the other theories are presented. Perhaps an expansion of one of the theories; most likely an analysis of a humorous situation 'play, hook, movie, or something else), using each of the competing theories or demonstrating how they do not always work.