学术英语如何写好摘要How-to-Write-an-Abstract

,HowtoWriteanAbstract,I.DefinitionofabstractII.FunctionofabstractIII.ContentsofabstractIV.SuggestionsforabstractwritingV.Keywordswriting,contents,I.Whatisanabstract?,Abstractisashortdescriptionoftheentirepaperthatappearsrightatthebeginningofthebodypartanditisoftenregardedasthemostimportantcomponentinaresearchpaper.,II.Whatisthefunctionofanabstract?,Anabstractisusedbypotentialreaders（潜在读者）todetermineitsrelevancetotheirinterestandfinallytodecidewhetherornothe/sheneedstoreadtheentirepaper.,III.Contentsofabstract,Topicspecification主题说明Backgroundinformation背景信息Purposestatement目的陈述Methodologyanddata方法与数据Results/findings研究结果Implication/Conclusion结论,The3KeyElementsinanAbstract,A.Thestatementofpurposeaboutyourresearch;B.Themethodofyourresearch;C.Theconclusionofyourresearch.,STRUCTUREofAbstract,ClassificationofabstractsStructureofaninformativeabstractFeaturesofanabstract,Classificationofabstracts,informativeabstract-theprimaryresearchobjectiveorpurpose-methodemployedinsolvingtheproblems-principalfindingsorresults-majorconclusionsandservesasasubstituteforthefullpaperdescriptiveabstractoutlinesthetopicscoveredinthepaperandislikeatableofcontentsinparagraphform.,Structureofaninformativeabstract,Backgroundwhydoyouwanttodotheresearch?Researchquestionwhatquestionareyoutryingtoanswerandwhatistheresearchtopicofyourpaper?Methodhow(whatmaterial,whatmethod,andwhatprocedures)doyougetanswerstoyourresearchquestion?Resultswhatisyouranswertothequestion?Conclusionswhatimplicationsdoestheanswerimply?,Featuresofanabstract,Concisewriteeverythingrelevanttothepaperinassimpletermsaspossible.Objectivestatesobjectivelythemainpointsofthepaper.Consistentbeconsistentwiththeotherpartsofthewholepaper,andneverincludewhathasnotbeenmentionedinthepaper.Completecoverallthemainpointsofthepaperandbeaminiatureofthepaper.Briefconveysinasfewwordsaspossibletheessentialinformationcontainedinthebodyofthepaper.,UsefulEXPRESSIONS,ToDEFINEthebackgroundandargumentofthepresentstudyAlthough(theresearchsubject),(therelatedproblem)isasyetundetermined.(Theresearchsubject),however,(therelatedproblem)remainsunsolved.(Previousstudies)haveexamined,(therelatedproblem)isthat,despite(Problemsincertainresearcharea)are,yet(thepresentsolution)hasfrequentlybeenquestionedbecause,Thispaperdescribes/presents(theargument)within(atheoreticalcontext)While(thedebateoncertainresearchsubject)seemsto,(thepresentagreement)isstillproblematic.,ToSTATEthepurposeofthepresentstudy,ThispaperadvancestheviewthatThearticleadvocates/discusses/develops/focuseson/givesdetailedexplanationfor/investigatesinto/proposes/holdsthat/Thepurpose/intentionofthispaperisTheprimarygoal/aimofthisresearchis,TheoverallobjectiveofthisstudyisInthispaper/study,weaimatThework/investigationpresentedinthispaperfocusesonThisresearchisdesignedtodetermine/measure/evaluateTheauthorintends/attemptsooutlinetheframeworkof/obtainsomeknowledgeof,ToDESCRIBEtheangleofobservingissues,fromtheangleofinthelightofthecontextthatToviewsomethingatadifferentangle/fromvariousanglesFromthepointofviewofFromtheperspectiveof,ToINTRODUCEthemainparticipantsormaterials,Thepresentstudyhasinvestigatedbyusing/analyzing(participants/materials)Inthisstudy,weinquired/examined/evaluated(participants/materials)Theexperiments/investigationsofthepresentstudyinvolved(participants/materials),ToDESCRIBEresearchmethodandprocedures,Detailedinformationhasbeenacquiredbytheauthorsusing.SeveralsetsofexperimentshavebeenperformedtotestthevalidityofThetechniquetheauthoradoptedisreferredtoasTheexperimentsconsistedoffoursteps,whicharedescribedinThemethod/approachusedinthepresentstudyisTheexperiment/investigationinthepaperisconductedbyadopting,TheprocedurethepresentstudyfollowedcanbebrieflydescribedasTheexperiment/studyconsistedofthefollowingsteps:IncludedintheexperimentwereBasedontheideathat,weconductedthepresentstudy,categorized,andevaluated,ToPRESENTresults,findingsandconclusion,Theresultsoftheexperimentindicate/suggestthat;itisalsofoundthatTheresultsareasfollows:Theanalysisofthesamplesindicatesthat.Thedataobtainedseemtobeverysimilarothosereportedearlierby,Itisconcludedthat.;theresultsalsoimplythefurtherstudyintoTheinvestigation/experimentvariedbyandtheresultsalsorevealedthatThesefindingsoftheresearchhaveledtheauthortotheconclusionthat,IV.Suggestionsforabstractwriting,A.Inwritingyourabstract,theheadingsofoutline,tableofcontents,introductionpartandconclusionpartareusefulsectionsforyoutoconsult;B.Yourabstractmaycontainonlyoneortwoparagraphswithin200words.,C.Whenyouintroducethepurposeofyourresearch,simplepresenttenseiscommonlyused;whenyoudescribethemethodsofresearchortheresults,pasttenseisthebestchoice.D.Whenwritingabstract,trytousemorepassiveverbstodownplaytheauthorandemphasizetheinformation.,E.Usingsomespecialverbsandexpressionswhenwritingyourabstractsuchasdiscuss,aim,attempt,intend,explore,examine,dealwith,focusonwhenyouintroducethepurpose;indicate,offer,show,reveal,prove,demonstrate,contribute,bringabout,whenmakingconclusion.,F.Avoidusingthefirstperson“I”or“we”,butmorethirdpersonasthesubjectinanabstractsuchas“theauthor”,“theresearcher”,“thepaper”,“thestudy”,etc.,ExamplesTheauthortellsaboutThewriterdescribesThispaperexploresThepresentstudyevaluatesThisthesisdealswith,G.Avoidusingabbreviationsandsymbols.Followconventionalgrammarandpunctuationrules.Theexclamationmarkisneverusedandthequestionmarkisseldomusedinanabstract.,Samplesoftense,voice,subjectandverbsusedinabstracts,Thispaperanalyzesvariouspossiblefactorswhichaffectsthedevelopmentofreadingability.Theemphasisofthisstudyliesinspecifyingtheproblemsandtheircausesintheprocedureof,Theauthorcollectedaconsiderableamountofdataanddidsomeresearchintothedesignofreadingcomprehensionexercises.ItwasrecommendedthatSampleswereanalyzedand,V.KeywordsWriting,A.Thefunctionofkeywordsistofacilitatetheinformationretrieval（信息检索）andstressthethemeofthepaper;B.Keywordsareusuallyintheformofnounsornounphrases;,C.Thenumberofkeywordsforapapershouldbelimitedto4astheaverageandingeneral,thereshouldbeatleast2andatmost8keywords;D.Thekeywordsofapaperusuallycomefromthetopicand/ortheabstractwheretheyarecommonlycontained;,E.Usecommaorsemicolontoseparatethekeywords,andlargerseparationorspacecanalsobeusedinsteadofthosetwokindsofpunctuation.,Conclusion,摘要是整个论文的缩影,读者可以通过它看到论文的梗概;关键词则是这个缩影的“主线条”,读者从中可以找到论文的主题.,摘要虽然放在论文正文之前,然而撰写摘要必须在论文正文完成之后才能进行;摘要必须忠实于论文的内容,反映论文的主题,勾划出论文的主要观点;摘要必须文字精炼,简明扼要.,TheSample1ofABSTRACT,Thispaperreportsalongitudinalstudy（纵向调查）onthechangesinspeakingvocabularybyEnglishmajorsthroughfouryearslearning,whichwasthencomparedwiththenativespeakersperformance./TheEnglishlearnersinvolvedinthestudywere56studentswhowereenrolledinauniversityin2001./Theywereaskedtocompleteanoraltaskbyproducingathree-minutemonologueafterthreeminutespreparationinalanguagelab./Thenativespeakerswere15AmericancollegestudentswhoaccomplishedthesametaskastheEnglishlearners./Thedevelopmentalchangesweremeasuredintermsofthreeindexs:fluency,wordvariationsandlexicalfrequencyprofile./,Theperformanceonthethreeindexesonthethreeindexesoftheacrossforyearsandthenativespeakersformaconyinuum./However,YearFourstudentsweresignificantlylowerinfluencyandwordvariationsthannativespeakers,butsimilartothenativespeakersinlexicalfrequencyprofile./TheperiodbetweenYearTwoandYearThreesawthemostnoticeableprogress./Thestudentswithdifferentstartinglevelsofthethreeindexesvariedintermsoftheirchanges./Thelow-levelgroupmadgreaterprogressthanthemiddle-levelgroupwhichproducedslightlyfasterprogressthanthehigh-levelgroup.,TheTranslationoftheSAMPLE,摘要:本研究采用英语专业学生四年的口语跟踪语料，用流利度、词汇多样性与词频广度三个指标分析词汇的使用，并与美国大学生的语料进行比较，旨在揭示其变化的趋势与特点。学习者语料来源于2001年入学的56名英语专业学生，他们每天在语言实验室里完成一篇议论文文体的口头作文。本民族语语料源于15名美国大学生，其口头作文的要求同于中国大学生，研究结果表明，学习者总体样本在流利度、词汇多样性和词频广度上的发展呈上升趋势，与本族语大学生的表现形成连续体。四年级学生在流利度和词汇多样性方面显著低于本族语大学生，但在词频广度上的差别与本族语大学生的差异不具有统计意义。2-3年纪是三个指标变化的最佳时段。三个指标起点不同的组别，进行轨迹不完全相同。低起点组明显进步显著大于中起点组，中起点组稍高于高起点组。,AnalysistheSAMPLE,Background,Researchquestion,Method,Results,Conclusions.,LetsReviewTheSAMPLE1,ThispaperreportsalongitudinalstudyonthechangesinspeakingvocabularybyEnglishmajorsthroughfouryearslearning,whichwasthencomparedwiththenativespeakersperformance./TheEnglishlearnersinvolvedinthestudywere56studentswhowereenrolledinauniversityin2001./Theywereaskedtocompleteanoraltaskbyproducingathree-minutemonologueafterthreeminutespreparationinalanguagelab./Thenativespeakerswere15AmericancollegestudentswhoaccomplishedthesametaskastheEnglishlearners.,Thedevelopmentalchangesweremeasuredintermsofthreeindexs:fluency,wordvariationsandlexicalfrequencyprofile./Theperformanceonthethreeindexesonthethreeindexesoftheacrossforyearsandthenativespeakersformacontinuum.However,YearFourstudentsweresignificantlylowerinfluencyandwordvariationsthannativespeakers,butsimilartothenativespeakersinlexicalfrequencyprofile.TheperiodbetweenYearTwoandYearThreesawthemostnoticeableprogress./,Thestudentswithdifferentstartinglevelsofthethreeindexesvariedintermsoftheirchanges./Thelow-levelgroupmadgreaterprogressthanthemiddle-levelgroupwhichproducedslightlyfasterprogressthanthehigh-levelgroup.,AnalysistheSAMPLE,ThispaperreportsalongitudinalstudyonthechangesinspeakingvocabularybyEnglishmajorsthroughfouryearslearning,whichwasthencomparedwiththenativespeakersperformance./TheEnglishlearnersinvolvedinthestudywere56studentswhowereenrolledinauniversityin2001./Theywereaskedtocompleteanoraltaskbyproducingathree-minutemonologueafterthreeminutespreparationinalanguagelab./Thenativespeakerswere15AmericancollegestudentswhoaccomplishedthesametaskastheEnglishlearners./Thedevelopmentalchangesweremeasuredintermsofthreeindexs:fluency,wordvariationsandlexicalfrequencyprofile./,Theperformanceonthethreeindexesonthethreeindexesoftheacrossforyearsandthenativespeakersformacontinuum.However,YearFourstudentsweresignificantlylowerinfluencyandwordvariationsthannativespeakers,butsimilartothenativespeakersinlexicalfrequencyprofile.TheperiodbetweenYearTwoandYearThr