研究生学术英语写作教程Unit6key
研究生学术英语6-9单元作文
研究生学术英语6-9单元作文Academic writing is a fundamental aspect of the research student experience, as it allows for the clear and concise communication of complex ideas and findings. In the context of research student academic English, units 6-9 focus on various elements of effective academic writing, including the organization and structure of research papers, the use of appropriate language and tone, and the effective incorporation of sources and citations.One of the key elements covered in these units is the structure and organization of a research paper. A well-structured paper can help to guide the reader through the author's argument and findings, making the content more accessible and easier to understand. Unit 6 explores the typical structure of a research paper, including the introduction, literature review, methodology, results, and discussion sections. Students learn how to effectively structure each section to present their research in a logical and coherent manner.The introduction section is particularly important, as it sets the stage for the rest of the paper. In this section, the author must clearlyarticulate the research question or problem being addressed, provide relevant background information, and outline the scope and objectives of the study. Effective introductions are concise yet informative, and they help to engage the reader and pique their interest in the research.The literature review section is another crucial component of a research paper. In this section, the author must demonstrate their familiarity with the existing body of research on the topic and identify any gaps or limitations in the current understanding. This section requires the careful selection and synthesis of relevant sources, as well as the ability to critically analyze and evaluate the existing literature.The methodology section is where the author outlines the research methods and procedures used in the study. This section must be detailed and precise, providing the reader with a clear understanding of how the research was conducted and the rationale behind the chosen methods. Effective methodology sections also address any potential limitations or biases in the research design.The results section is where the author presents the findings of the study. This section must be organized in a clear and logical manner, with the use of appropriate visual aids such as tables and figures to help the reader understand the data. The author must also bemindful of the language and tone used in this section, ensuring that the presentation of the results is objective and impartial.Finally, the discussion section is where the author interprets the findings of the study and discusses their implications. This section requires the author to critically analyze the results, identify any limitations or alternative explanations, and situate the findings within the broader context of the existing literature. Effective discussion sections also suggest avenues for future research and highlight the practical or theoretical significance of the study.Throughout the research paper, the author must also be mindful of the language and tone used. Academic writing requires a formal and objective style, with the use of appropriate vocabulary and sentence structure. Unit 7 explores the use of academic language, including the use of precise and concise language, the avoidance of colloquialisms and contractions, and the appropriate use of passive voice and hedging language.The effective incorporation of sources and citations is another key element of academic writing. Unit 8 focuses on the use of in-text citations and reference lists, providing guidance on the appropriate use of different citation styles (e.g., APA, MLA, Chicago) and the effective integration of source material into the text. Proper citation and referencing not only demonstrate the author's familiarity withthe existing literature but also help to ensure the integrity and credibility of the research.Finally, unit 9 explores the importance of proofreading and editing in the academic writing process. Effective proofreading and editing can help to identify and correct errors in grammar, spelling, and punctuation, as well as improve the overall clarity and coherence of the writing. This process is essential for ensuring that the final research paper is of the highest quality and effectively communicates the author's ideas and findings.In conclusion, the research student academic English units 6-9 provide a comprehensive overview of the key elements of effective academic writing. By mastering these skills, research students can develop the necessary competencies to produce high-quality research papers that effectively communicate their ideas and findings to the academic community. Through a focus on organization, language, citation, and proofreading, research students can enhance their academic writing abilities and contribute to the advancement of knowledge in their respective fields.。
研究生学术英语第六单元
研究生学术英语第六单元摘要：一、引言1.研究生学术英语的重要性2.第六单元的主题概述二、学术英语写作技巧1.清晰表达观点2.逻辑结构严谨3.语言精准且专业4.善于利用文献和案例支撑论点三、本单元重点语法现象1.动词时态和语态2.名词性从句3.情态动词的用法4.虚拟语气的运用四、实践练习1.分析并改进给出的学术英语段落2.撰写一篇符合学术英语要求的短文五、总结与展望1.回顾本单元所学内容2.学术英语写作能力的提升对研究生的意义3.鼓励持续学习和实践正文：一、引言随着全球化的发展，研究生学术英语的重要性日益凸显。
在日常学术研究和国际交流中，良好的学术英语能力成为必备技能。
本文以研究生学术英语第六单元为切入点，对其中的学术英语写作技巧进行探讨，以期帮助读者提升学术英语写作水平。
二、学术英语写作技巧1.清晰表达观点在学术英语写作中，首先要做到清晰表达自己的观点。
文章应围绕主题展开，避免跑题。
此外，观点应具有创新性，能引起读者的兴趣。
2.逻辑结构严谨一篇优秀的学术英语文章应具备严谨的逻辑结构。
作者需注意段落间的过渡和逻辑关系，使文章条理清晰。
3.语言精准且专业在学术英语写作中，语言的精准性和专业性至关重要。
作者应尽量避免使用非学术性词汇和表达，以彰显专业素养。
4.善于利用文献和案例支撑论点学术英语写作中，作者应充分利用文献和案例来支撑自己的论点。
这既体现了作者的研究深度，也为读者提供了更多的思考空间。
三、本单元重点语法现象1.动词时态和语态在学术英语写作中，正确使用动词时态和语态至关重要。
作者应根据事实发生时间选择合适的时态，并根据句子主语和动作关系使用正确的语态。
2.名词性从句名词性从句在学术英语中具有重要作用。
作者要学会使用名词性从句来表示因果关系、阐述观点等，使文章更具说服力。
3.情态动词的用法情态动词在学术英语中有着特定用法。
作者应掌握其用法，以恰当表达自己对观点的把握程度。
4.虚拟语气的运用虚拟语气在学术英语写作中具有重要意义。
研究生学术英语第六单元
研究生学术英语第六单元（实用版2篇）目录（篇1）1.研究生学术英语课程概述2.第六单元主题及内容3.单元重点词汇与短语4.单元重点语法与写作技巧5.练习与作业正文（篇1）1.研究生学术英语课程概述研究生学术英语课程是为了帮助研究生提高其学术英语能力，以便更好地在学术研究和国际交流中运用英语。
该课程内容涵盖听力、口语、阅读和写作等各个方面，旨在培养学生在实际学术语境中运用英语的能力。
2.第六单元主题及内容第六单元的主题为“科研伦理与学术诚信”，内容涉及科研伦理的基本原则、学术诚信的重要性、避免抄袭的方法等方面。
通过本单元的学习，学生将更好地了解科研伦理和学术诚信的相关知识，并在实际学术写作中运用这些知识。
3.单元重点词汇与短语本单元的重点词汇和短语包括：- research ethics（科研伦理）- academic integrity（学术诚信）- plagiarism（抄袭）- citation（引文）- peer review（同行评议）4.单元重点语法与写作技巧本单元的重点语法包括：- 动词时态：过去时、现在时、将来时- 语态：主动语态、被动语态- 虚拟语气写作技巧方面，本单元将教授如何正确引用文献、避免抄袭、使用恰当的引文格式等。
目录（篇2）1.研究生学术英语的重要性2.第六单元的主要内容3.单元内容的实际应用4.学习研究生学术英语的建议正文（篇2）1.研究生学术英语的重要性在当今全球化的背景下，英语已经成为学术交流的主要语言。
对于研究生来说，学术英语能力显得尤为重要。
它能帮助研究生更好地阅读、理解和撰写专业领域的文章，提升自己在国际学术界的竞争力。
同时，学术英语也是研究生未来职业发展的一项重要技能。
2.第六单元的主要内容本单元的主题是研究生学术英语，旨在帮助学生提高学术英语阅读、写作和口语表达能力。
第六单元具体包括以下几个部分：（1）学术英语的特点：包括词汇丰富、句式复杂、逻辑严密等；（2）学术英语阅读技巧：如快速浏览、寻找主题句、理解专业词汇等；（3）学术英语写作技巧：如何撰写文献综述、提出论点、组织段落、引用参考文献等；（4）学术英语口语表达：如何进行有效的学术讨论、报告和演讲等。
新时代研究生学术英语综合教程1第六单元
新时代研究生学术英语综合教程1第六单元全文共3篇示例，供读者参考篇1Title: New Era Research Postgraduate Academic English Comprehensive Course 1 - Unit SixIntroduction:Unit Six in the New Era Research Postgraduate Academic English Comprehensive Course 1 focuses on advanced academic writing skills and strategies. This unit aims to help postgraduate students improve their writing proficiency through analyzing and practicing various text types and genres commonly found in academic research.Unit content:The unit is divided into four sections, each focusing on a different aspect of academic writing.1. Writing a literature review: In this section, students learn how to critically analyze and synthesize existing literature on a specific topic. They are taught how to identify gaps in researchand develop a comprehensive literature review that contributes new insights to the field.2. Writing an empirical research report: Students are guided through the process of conducting empirical research and writing up their findings. They learn how to structure a research report, present data using tables and figures, and interpret their results.3. Writing a research proposal: This section covers the essential components of a research proposal, including the introduction, literature review, methodology, and timeline. Students learn how to justify the significance of their research, outline their research design, and plan their research schedule.4. Writing a conference abstract: The final section focuses on preparing and presenting research at academic conferences. Students learn how to write a concise and compelling abstract that highlights the key findings of their research and attracts potential conference attendees.Key features:- Authentic academic texts: Unit Six includes a range of authentic academic texts, such as research articles, literature reviews, research reports, and conference abstracts. These textsprovide students with examples of well-written academic writing and help them understand the conventions of different text types.- Language focus: The unit also focuses on developing students' academic vocabulary, grammar, and sentence structure. Students learn how to use academic language appropriately, avoid common errors, and express complex ideas clearly and concisely.- Practice activities: Throughout the unit, students engage in a variety of writing tasks and exercises to reinforce their learning. These activities include analyzing sample texts, brainstorming ideas, drafting outlines, revising drafts, and peer reviewing each other's work.Conclusion:Overall, Unit Six of the New Era Research Postgraduate Academic English Comprehensive Course 1 provides postgraduate students with the essential skills and strategies needed to excel in academic writing. By mastering advanced writing techniques and practicing different text types, students can enhance their research capabilities and produce high-quality academic work.篇2Title: Comprehensive Review of Unit 6 in the New Era Research Graduate Academic English Course 1Unit 6 in the New Era Research Graduate Academic English Course 1 focuses on Academic Writing. This unit introduces students to the structure and organization of academic writing, as well as strategies for developing and communicating ideas effectively. The unit covers various types of academic writing, such as essays, reports, and research papers, and provides guidelines for students to follow when writing in a formal, academic style.Key topics covered in Unit 6 include understanding the purpose and audience of academic writing, developing a clear thesis statement, organizing ideas logically, using appropriate evidence to support arguments, and formatting citations and references. The unit also emphasizes the importance of revising and editing written work to ensure clarity, coherence, and conciseness.In addition to learning about the principles of academic writing, students are also given practical exercises and assignments to apply these skills in their own writing. They areencouraged to analyze and evaluate sample texts, write their own essays and reports, and peer review the work of their classmates.Overall, Unit 6 in the New Era Research Graduate Academic English Course 1 provides a comprehensive overview of academic writing for graduate students, equipping them with the knowledge and skills needed to excel in their academic and professional pursuits.篇3The sixth unit of the New Era Research Graduate Academic English Comprehensive Course 1 focuses on Academic Writing, which is a fundamental skill for graduate students to master in order to excel in their academic pursuits. This unit covers various aspects of academic writing such as argumentation, organization, coherence, and citation.Argumentation is a key component of academic writing as it involves presenting a clear and logical argument supported by evidence. In this unit, students will learn how to develop a strong thesis statement, provide evidence to support their claims, and counter opposing viewpoints effectively.Organization is another important aspect of academic writing that is covered in this unit. Students will learn how to structure their papers in a way that is clear and easy to follow. This includes creating an introduction that presents the thesis statement, body paragraphs that support the thesis with evidence, and a conclusion that summarizes the main points and restates the thesis.Coherence is also essential in academic writing as it involves connecting ideas and arguments in a logical and smooth manner. In this unit, students will learn how to use transition words and phrases to guide the reader through their argument and maintain coherence.Additionally, citation is crucial in academic writing as it acknowledges the sources of information and ideas used in the paper. Students will learn how to properly cite sources in their papers using the APA or MLA citation styles.Overall, the sixth unit of the New Era Research Graduate Academic English Comprehensive Course 1 provides students with the necessary skills and knowledge to excel in academic writing. By mastering argumentation, organization, coherence, and citation, students will be able to produce high-qualityacademic papers that demonstrate their critical thinking and research skills.。
学术综合英语 研究生教材课件U6
泰斗，名人，杰出人物 放松，变松 婚姻的 蓝宝石婚 障碍 神圣的 与„„相容的 痛苦 抵押
Part A Part B
Pre-listening
Task 1 Listen and Take Notes
Listening
Task 2 Listen for Details
Listen to a passage and try to get its main ideas by taking notes. Fill in the blanks according to your notes. 1. The main topic of this listening material is the __________________ the future of marriage .
Part A Part B
Pre-listening
Background Information
Listening
New Words and Expressions
luminary loosen matrimonial Sapphire Anniversary hurdle sacred compatible with agony mortgage
Part A Part B
Pre-listening
Task 1 Listen and Take Notes
Listening
Task 2 Listen for Details
ห้องสมุดไป่ตู้
2. Based on the listening material you’ve just heard, tick (√) the right box. For √ Against Not Given
学术英语(社科)_Unit 6
Unit 6 Journalism and
Text A
Journalists
Difficultห้องสมุดไป่ตู้sentences
• There’s an undeniable element of ego in journalism, and an equally undeniable element of self-sacrifice. (Para.3)
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Unit 6
Journalism and Text A
Journalists
Critical reading and thinking of Text A
Analyze the text by asking the following questions:
7. What advice do the authors give on how to be successful in journalism? Use an example to illustrate it. (Para.10)
• There’s a touch of truth to this. (Para.8)
→ This (journalism is a glamorous life) is true to a certain extent.
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Unit 6 Journalism and
Text A
Journalists
→ To succeed as a journalist, you must have great confidence about yourself, and at the same time be ready of self-sacrifice.
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.。
学术英语写作Unit-6.Introduction
9
➢Background (sentences 1-4) ➢Literature Review (sentences 5-6) ➢Unresolved Question (sentence 7) ➢The Present Paper (sentences 8-10)
In sentence 6 the writer provides a brief overview of key research projects in this area.
In sentence 7 the writer describes a gap in the research.
In sentence 8 the writer describes the paper itself. In sentence 9 the writer gives details about the
Unit 6 How to Write the Introduction
1
Teaching Procedures
1
Lead-in
2
Sample Analysis
Building a Model
4
Grammar and Writing Skills
2
Lead-in 1. What information should be contained in the Introduction?
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➢ The Present Paper
8. The present paper presents a set of criteria for selecting such a component. 9. On the basis of these criteria it then describes the preparation of a set of polymer blends using PLA and a hydro-carbon rubber (PI). 10. This combination of two mechanistically distinct polymerizations formed a novel polymer in which the incorporation of PI significantly increased flexibility .
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Unit 6Keys for 1.3.1Keys for 1.3.22.1.1Cause: ironEffect: carcinogenesis2.1.31. Firstly;2.Furthermore;3. because of;4. can lead to;5. causing;6. cause;7. due to2.1.4Notes into a Causal ParagraphThere are several factors to be taken into account when studying why some plants become weak or die. One reason is lack of water. Dryness in the soil causes the leaves to wilt, and may give rise to the death of the plant. On the other hand, too much water may result in the leaves drooping, or becoming yellow. While sunshine is necessary for plants, if it is too strong, the soil may be baked and the roots killed. However, if there is no light, the leaves will become pale and the stems thin. Consequently the plant may die.Keys for 2.2.1Examples of strengthening a claim:We observed borderline statistically significant elevated risks for …It lends strong support to …We observed a stronger positive association for …We found a positive association between red meat intake specifically and cancers of the esophagus and liver,…In contrast to our findings, childhood leukemia has been positively associated with intake of processed meats in a case-control study.Examples of weakening a claim:Our study suggests a threshold effect for red meat intake on esophageal cancer risk,…It is possible that the referent group had a smaller-than-expected cancer incidence by chance.We observed a suggestion of an elevated risk for advanced prostate cancer with both meat types. This could explain some of the inconsistencies in the literature as most previous studies have not specifically addressed advanced prostate cancer.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.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.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.A decrease in the consumption of red and processed meat could reduce the incidence of cancer at multiple sites.Keys for 2.3In our study, zinc supplementation did not result in a significant reduction in overall mortality in children aged 1–48 months in a population with high malaria transmission. However, there was a suggestion that the effect varied by age, with no effect on mortality in infants, and a marginally significant 18% reduction of mortality in children 12–48 months of age (p=0·045). This effect wasmainly a consequence of fewer deaths from malaria and other infections. Any effect on mortality in this trial was in addition to a possible effect of vitamin A supplementationKeys for 3.2Even though Arizona and Rhode Island are both states of the U.S., they are strikingly different in many ways. For example, the physical size of each state is different. Arizona is large, having an area of 114,000 square miles, whereas Rhode Island is only about a tenth of the size, having an area of only 1,214 square miles. Another difference is in the size of the population of each state. Arizona has about four million people living in it, but Rhode Island has less than one million. The two states also differ in the kinds of natural environment that each has. For example, Arizona is a very dry state, consisting of large desert areas that do not receive much rainfall every year. However, Rhode Island is located in a temperate zone and receives an average of 44 inches of rain per year. In addition, while Arizona is a landlocked state and thus has no seashore, Rhode Island lies on the Atlantic Ocean and does have a significant coastline.Keys for 3.3The following is taken from a discussion section of a research paper.DiscussionA thorough analysis of both ‘worst’ and ‘best’ rankings shows that the onsite containment technique leads to the best LCA result in the light of the taken hypotheses. Unlike other treatment techniques, onsite containment requires not only few materials (geosynthetics only) but also small-scale excavation works. Actually the more a technique includes heavy technical operations involving materials and equipment, the worse the result of LCA is. This is the case for bio-leaching and offsite landfilling, which include, on the one hand, setting up the bio-leaching device, the treatment of leachates with lime, disposal of waste and cleaning of the site, and on the other hand, removal of soil and the transportation of huge quantities of materials over large distances.As mentioned above, besides the LCA, it is necessary to take into account the ability of techniques to substitute for each other as well as the environmental burdens which may be associated with them. Viewed in this light, it is worth noticing that bio-leaching and offsite landfilling provide complete remediation of the site, contrary to other treatment techniques. Bio-leaching consists of a real onsite decontamination of the polluted soil, which enables bequeathing of a clean site to coming generations. Nevertheless, in addition to a bad LCA result, this emergent technique is still poorly known and its efficiency is not quite proven for large-scale applications as yet. As regards offsite landfilling, if the site is left usable without any risk, the huge quantities of non-stabilized waste, which have to be disposed of in landfill, may disturb the organization of local waste management. This point emphasizes the bad result of LCA.In return, if the favorable LCA result of onsite containment is due to light treatment operations, this very thing brings environmental issues up into the long term. Indeed, only setting-up of awater-resistance device entails onsite storage of huge quantities of non-stabilized soil, meaning that the initial problem is actually postponed, but not solved.As regards liming, which gives intermediate LCA results, an embankment of stabilized soil plays an important part in site rehabilitation. Indeed, in the absence of embankment, liming offers no chanceof reuse for the whole site, whereas the site becomes partly reusable when an embankment of limed soil is achieved. However, stabilization provided by the liming technique is not reliable in the long term and it cannot be assured that the site will be safe for coming generations.To conclude, with the view to treating the site contaminated by sulfur in the short-term, the LCA has been a useful tool in determining the most environmentally friendly technique: onsite containment has been revealed to offer the best resource productivity.On the basis of these interesting results, it would be useful to take into account a wider range of environmental flows in order to get a more exhaustive inventory. And furthermore, a more conventional LCA format could be achieved by using impact categories (global warming, acidification…) as inputs in the multicriteria analysis, instead of environmental flows.Life Cycle Assessment (LCA)。