科技英语(学生1)ok.doc

专业外语Publishing Research (1a)Parts of a research paperAbstract: provides the reader with a brief preview of your studyIntroduction: provides an orientation for readers, giving the background they need to understand your reportMethod: describes the steps you followed and materials you used in your researchResult: present the findings of your research with brief commentsDiscussion: presents a broad look at your findings and research as a whole.1.Abstract facts Abstracts are found at the beginning of journal articles, research papers, reports, theses, and dissertations. An abstract is a complete but concise and informative account of your work, i.e., a condensation that makes sense without reference to the full document. It is not merely a descriptive guide to the papers content. It is an abbreviated version of the paper (except for very long review-style papers or monographs, in which descriptive abstracts may be used). The purposes of writing an abstract are: 1) To enable readers to quickly and accurately identify the substance of your work and to decide its relevance to their own interests. 2) To advertise your work (to encourage readers to obtain and read the full article. An abstract is not a summary. A summary appears at the end of a piece of work, and is a restatement of the important findings and conclusions. Unlike the abstract, the summary does not include condensations of any other portions including the background, purpose, or methods of the study. With the phenomenon of information overload, many researchers will read only the abstract of your paper. With the advent of abstract databases, many readers will see your abstract separately from the rest of the paper. Therefore, writing an excellent abstract is vital to encourage them to obtain the full paper, read it, and cite it.2. Abstract componentsSample Abstract and its elementsIn many cultures it is standard behavior for people to have a short period of sleep after the noon meal. The aim of our study was to determine if such a sleep period enhances the overall work efficiency of office workers. Two groups participated in the study. One group slept after the noon meal and the other group continued working after the noon meal. Results indicated that those who slept had better overall work efficiency according to the well-known Richards work efficiency scale. The results suggest that employers may benefit by giving their employees the option of sleeping undisturbed after the noon meal. Abstracts (1b)I. Abstract factsThe abstract is by far the most important page in your thesis. Not only does it summarize the whole work, but also it is usually the first part the examiner will read. As with most things in life, first impressions are very, very important! Indeed, the examiner may already have a grade in mind for your thesis having read only the abstract. Despite this, many students write the abstract in a great hurry. Although the abstract must necessarily be written at the end of the research write-up, great care should be given to its construction, for the reasons stated above. The best way to write a good abstract is to revise it several times. Abstracts are found at the beginning of journal articles, research papers, reports, theses, and dissertations. An abstract is a complete but concise and informative account of your work, i.e., a condensation that makes sense without reference to the full document. It is not merely a descriptive guide to the papers content, it is an abbreviated version of the paper (except for very long review-style papers or monographs, in which descriptive abstracts may be used). The purposes of writing an abstract are: 1. To enable readers to quickly and accurately identify the substance of your work and to decide its relevance to their own interests. 2. To advertise your work (to encourage readers to obtain and read the full article. An abstract is not a summary. A summary appears at the end of a piece of work, and is a restatement of the important findings and conclusions. Unlike the abstract, the summary does not include condensations of any other portions including the background, purpose, or methods of the study. With the phenomenon of information overload, many researchers will read only the abstract of your paper. With the advent of abstract databases, many readers will see your abstract separately from the rest of the paper. Therefore, writing an excellent abstract is vital to encourage them to obtain the full paper, read it, and cite it. The essential elements of the structure of an abstract are the background, the problem, the methods, the results, and the implications.II. Abstract componentsSample Abstract and its elementsIn many cultures it is standard behavior for people to have a short period of sleep after the noon meal. The aim of our study was to determine if such a sleep period enhances the overall work efficiency of office workers. Two groups participated in the study. One group slept after the noon meal and the other group continued working after the noon meal. Results indicated that those who slept had better overall work efficiency according to the well-known Richards work efficiency scale. The results suggest that employers may benefit by giving their employees the option of sleeping undisturbed after the noon meal. The length of the abstract should be restricted to the limit set by the journal or relevant academic regulation, often about 250 words (say about 15 sentences). The abstract consists of 5 linked parts background, problem, methods, results, and implications. The proportion of the abstract taken by each part varies considerably. You need to get the attention of the reader with the abstract make them interested in your work.Background: Briefly set up the background and context to the study, its rationale and significance. Within this background, you need to couch the problem.Objectives: Here you need to identify the particular research problem under investigation, the purpose of the study, and any specific research objectives or hypotheses.Methods: Outline the approach you took and the methods you used to investigate the problem. Describe the extent of the study, what you did or measured, and how you did it. Specify the location of the study and when it was performed.Results: Give any important data. Be specific, not vague. Quantify if possible; avoid terms such as most or some if you have the specific numbers. State the major interpretations and findings, how the findings relate to the original research problem, and any limitations/caveats on the results.Implications: Finish by stating the contribution of the work and its implications. There may be implications for associated problems, or for previous studies, e.g., reinterpretation of a previous model may be necessary in the light of your findings. Do your results have general or specific application or relevance?The structure for an abstract described above is appropriate for articles, papers, theses etc. Abstracts for meetings, conferences, and conference proceedings are sometimes more speculative/descriptive in nature and may not follow this structure.In order to become good at writing abstracts, you need to read and examine others abstracts, and practice writing your own. You can read abstracts in journals and theses, and by accessing abstract databases (e.g., Science Citation Index). When reading an abstract, peruse it properly to judge if it is informative and well-written. You will be able to identify both good and bad abstracts. When writing your own, give yourself time to produce revised drafts and try to read it as someone reading it for the first time, i.e., as your audience.III. Abstract verb tensesBackground: Present tensePurpose/objectives: Past tenseMethod: Past tenseResults: Past tenseConclusion/implications: Present tense usually with tentative verbs/Modal auxiliaries (appear, seem, is likely, might, can, may)IV. Abstract tips Make your own work sound interesting and inspiring, after all, if you cant, who can? Avoid long-winded, complex sentences. Use one or more well-developed paragraphs, which are unified, coherent, concise, and able to stand alone. Use the sequence in which the parts of the report/papers are discussed: background, purpose, findings, conclusions, recommendations and follow strictly the chronology of the report/papers. Avoid excessive use of jargon, and exaggerative language Keep within the specified word limit. Most institutions will have their own house rules as to the length of the abstract, but could vary up to 200-600 words. The abstract should stand alone and be able to be understood without reference to citations, Ensure the abstract contains all your key words (for the searchable databases). Add no new information but simply summarize the report/papers. Be intelligible to a wide audience VI. Writing practice对军用飞机发动机的一项基本要求是它们能够在失去油压后继续工作六分钟。这项研究的目的是评价一种新的发动机的添加剂的性能。在恶劣的工作情况下测试了两台发动机。在试验结束时使用新的添加剂的发动机工作状况更好。结果表明新的添加剂会给我们的国家提供军事上的战略优势。 New words: oil pressure, additive, strategicIndicate, describe, presents, suggest, illustrateThe objective of the study/research/paper was to describeThe result indicatedThe result seems to suggest The result is identified as being useful in Publishing research 2aRead the following sample and decide how many elements it has:IntroductionDuring the past few decades, computers have gained enormous popularity in many aspects of the United States culture. One reason for this is that computer technology has been advancing so quickly that even small computers can now perform a large number of useful tasks. Because of this, schools are purchasing more and more microcomputers and incorporating them as teaching tools in many of their courses.Most researches agree that microcomputers will play an important role in the future educational system of the U.S. Griter (1990) and Boyd (1991) suggested that microcomputers would be used much more in private homes, business and schools in the near future. Schaeffer (1989) mentioned three ways in which microcomputers would be used in schools: as the object of study, as a teachers support tool, and as a way to give instruction.Many studies have been conducted which evaluated the effectiveness of microcomputers as a teaching tool. The result of these studies have been mixed. Studies by Bixler (1988) indicated that microcomputers could greatly enhance teaching effectiveness. However, Studies by Schmidt (1986) noted that microcomputers had little or no effect on teaching effectiveness.Although many studies have already been performed, more studies are needed to determine the effects of microcomputer-assisted instruction in various teaching situations.The purpose of this study was to compare microcomputer-assisted instruction with the standard lecture-discussion instruction, and to ascertain if it is cost-effective for agricultural schools to purchase microcomputers and incorporate them into their graduate courses.This research was identified as being useful to agricultural schools in that it provided them with objective facts that can be used to help them decide whether or not to purchase microcomputers. Publishing research 2bRead the following sample and decide how many elements it has:Introduction(Element 1: General statements about a field of research to provide the reader with a setting for the problem to be reported)During the past few decades, computers have gained enormous popularity in many aspects of the United States culture. One reason for this is that computer technology has been advancing so quickly that even small computers can now perform a large number of useful tasks. Because of this, schools are purchasing more and more microcomputers and incorporating them as teaching tools in many of their courses.(Element 2: More specific statements about the aspects of the problem already studied by other researchers)Most researches agree that microcomputers will play an important role in the future educational system of the U/S. Griter (1990) and Boyd (1991) suggested that microcomputers would be sued much more in private homes, business and schools in the near future. Schaeffer (1989) mentioned three ways in which microcomputers would be used in schools: as the object of study, as a teachers support tool, and as a way to give instruction.Many studies have been conducted which evaluated the effectiveness of microcomputers as a teaching tool. The result of these studies have been mixed. Studies by Bixler (1988) indicated that microcomputers could greatly enhance teaching effectiveness. However, Studies by Schmidt (1986) noted that microcomputers had little or no effect on teaching effectiveness.(Element 3: Statements that indicate the need for more investigation)Although many studies have already been performed, more studies are needed to determine the effects of microcomputer-assisted instruction in various teaching situations.(Element 4: Very specific statements giving the purposes/objectives of the writers study.)The purpose of this study was to compare microcomputer-assisted instruction with the standard lecture-discussion instruction, and to ascertain if it is cost-effective for agricultural schools to purchase microcomputers and incorporate them into their graduate courses.(Element 5: Optional statements that give a value or justification for carrying out the study. )This research was identified as being useful to agricultural schools in that it provided them with objective facts that can be used to help them decide whether or not to purchase microcomputers. There are two approaches you can use to write your statement of purpose. Your statement can be oriented towards the report itself or towards the research activity the study. The example below clearly shows both approaches. Note that the statement of purpose is one single sentence. Translation workSiC氧化的稳定性在其材料性能和长期可靠性方面十分重要性。任何SiC抗氧化力的提高都将提升其在商业和军事上应用的前景。Doe et al的早期工作表明aluminum（Al）表面合金会导致 但是，Al在延迟SiC氧化过程的确切作用目前还不得而知。进行这一研究是要研究AI表面合金在SiC氧化行为的作用。使用电子显微镜法来揭示改变SiC表面结构和化学特性过程的复杂性。氧化率是用激光反射来确定。这一工作找出了SiC氧化率和Al浓度之间的相关性。它对Al在提高SiC氧化力的作用方面提出了重要的见解。Stability, alloy, oxidation, concentration, correlation, electron microscopy, Publishing Research 3aWriting METHOD SECTIONA taste test was conducted to determine students preferences and attitudes toward sugar-sweetened and artificially-sweetened beverages. Ten people, five male and five female students, from Science English class 1 were chosen at random to participate in the test. The materials used were thirty straws, two cups, one blindfold, and two containers of Kool-Aid, a popular drink in the United States. One container held four cups of orange Kool-Aid sweetened with one half cup of sugar. The other container held four cups of orange Kool-aid sweetened with 9 packets of Nutrasweet brand artificial sweetener. The steps included in the test were as follows. Ten volunteer students were chosen, five male students and five female students. They were placed into two lines, one for males and the other for females. Alternately, men and women completed the taste test. To complete the test a blindfold was first fastened over the eyes of the tester so that he/she could not see. Then the two cups were filled with beverage, one with artificially-sweetened Kool-Aid and the other with sugar-sweetened Kool-Aid. The tester was then asked three questions from a survey and the answers were tabulated. Next, using a straw, the tester took a sip from each cup. Then the final two questions on the survey were asked and the answers tabulated. Finally, the remaining drink was thrown away, and the next tester came forward to repeat the process. After you finish your reading, decide what are the key elements in Method Section. Publishing Research 3bWriting METHOD SECTIONA taste test was conducted to determine students preferences and attitudes toward sugar-sweetened and artificially-sweetened beverages. Ten people, five male and five female students, from Science English class 1 were chosen at random to participate in the test. The materials used were thirty straws, two cups, one blindfold, and two containers of Kool-Aid, a popular drink in the United States. One container held four cups of orange Kool-Aid sweetened with one half cup of sugar. The other container held four cups of orange Kool-aid sweetened with 9 packets of Nutrasweet brand artificial sweetener. The steps included in the test were as follows. Ten volunteer students were chosen, five male students and five female students. They were placed into two lines, one for males and the other for females. Alternately, men and women completed the taste test. To complete the test a blindfold was first fastened over the eyes of the tester so that he/she could not see. Then the two cups were filled with beverage, one with artificially-sweetened Kool-Aid and the other with sugar-sweetened Kool-Aid. The tester was then asked three questions from a survey and the answers were tabulated. Next, using a straw, the tester took a sip from each cup. Then the final two questions on the survey were asked and the answers tabulated. Finally, the remaining drink was thrown away, and the next tester came forward to repeat the process. After you finish your reading, decide what are the key elements in Method Section. The elements included in the method section and the order in which they appear are not fixed. However, the following list is conventional and provides you with a good model.1. Overview of the experiment: One sentence that briefly tells what was done (like a topic sentence)2. Population: States the people/sub