英语论文摘要应该如何写？How-to-Write-Abstract？PPT课件

HowtoWriteAbstract,1,.,Whatisabstract?,Basically,anabstractcomprisesoneparagraphwhichdescribesthemaincontentofapaperandappearsattheverybeginningofthepaper.Aselectronicpublicationdatabasesaretheprimarymeansoffindingresearchpapersinmanysubjectareastoday,abstractshavebecomeincreasinglyimportant.Soeverythingrelevanttopotentialreadersshouldbeintheabstract,everythingelsenot.,2,.,STRUCTUREofAbstract,ClassificationofabstractsStructureofaninformativeabstractFeaturesofanabstract,3,.,Structureofabstract|Classificationofabstracts,informativeabstract-theprimaryresearchobjectiveorpurpose-methodemployedinsolvingtheproblems-principalfindingsorresults-majorconclusionsandservesasasubstituteforthefullpaperdescriptiveabstractoutlinesthetopicscoveredinthepaperandislikeatableofcontentsinparagraphform.,4,.,Structureofabstract|,Backgroundwhydoyouwanttodotheresearch?Researchquestionwhatquestionareyoutryingtoanswerandwhatistheresearchtopicofyourpaper?Methodhow(whatmaterial,whatmethod,andwhatprocedures)doyougetanswerstoyourresearchquestion?Resultswhatisyouranswertothequestion?Conclusionswhatimplicationsdoestheanswerimply?,Structureofaninformativeabstract,5,.,Structureofabstract|Featuresofanabstract,Concisewriteeverythingrelevanttothepaperinassimpletermsaspossible.Objectivestatesobjectivelythemainpointsofthepaper.Consistentbeconsistentwiththeotherpartsofthewholepaper,andneverincludewhathasnotbeenmentionedinthepaper.Completecoverallthemainpointsofthepaperandbeaminiatureofthepaper.Briefconveysinasfewwordsaspossibletheessentialinformationcontainedinthebodyofthepaper.,6,.,UsefulEXPRESSIONS,7,.,ToDEFINEthebackgroundandargumentofthepresentstudy,Although(theresearchsubject),(therelatedproblem)isasyetundetermined.(Theresearchsubject),however,(therelatedproblem)remainsunsolved.(Previousstudies)haveexamined,(therelatedproblem)isthat,despite(Problemsincertainresearcharea)are,yet(thepresentsolution)hasfrequentlybeenquestionedbecauseThispaperdescribes/presents(theargument)within(atheoreticalcontext)While(thedebateoncertainresearchsubject)seemsto,(thepresentagreement)isstillproblematic.,8,.,ToSTATEthepurposeofthepresentstudy,ThispaperadvancestheviewthatThearticleadvocates/discusses/develops/focuseson/givesdetailedexplanationfor/investigatesinto/proposes/holdsthat/Thepurpose/intentionofthispaperisTheprimarygoal/aimofthisresearchisTheoverallobjectiveofthisstudyisInthispaper/study,weaimatThework/investigationpresentedinthispaperfocusesonThisresearchisdesignedtodetermine/measure/evaluateTheauthorintends/attemptsooutlinetheframeworkof/obtainsomeknowledgeof,9,.,ToDESCRIBEtheangleofobservingissues,fromtheangleofinthelightofthecontextthatToviewsomethingatadifferentangle/fromvariousanglesFromthepointofviewofFromtheperspectiveof,10,.,ToINTRODUCEthemainparticipantsormaterials,Thepresentstudyhasinvestigatedbyusing/analyzing(participants/materials)Inthisstudy,weinquired/examined/evaluated(participants/materials)Theexperiments/investigationsofthepresentstudyinvolved(participants/materials),11,.,ToDESCRIBEresearchmethodandprocedures,Detailedinformationhasbeenacquiredbytheauthorsusing.SeveralsetsofexperimentshavebeenperformedtotestthevalidityofThetechniquetheauthoradoptedisreferredtoasTheexperimentsconsistedoffoursteps,whicharedescribedinThemethod/approachusedinthepresentstudyisTheexperiment/investigationinthepaperisconductedbyadoptingTheprocedurethepresentstudyfollowedcanbebrieflydescribedasTheexperiment/studyconsistedofthefollowingsteps:IncludedintheexperimentwereBasedontheideathat,weconductedthepresentstudy,categorized,andevaluated,12,.,ToPRESENTresults,findingsandconclusion,Theresultsoftheexperimentindicate/suggestthat;itisalsofoundthatTheresultsareasfollows:Theanalysisofthesamplesindicatesthat.ThedataobtainedseemtobeverysimilarothosereportedearlierbyItisconcludedthat.;theresultsalsoimplythefurtherstudyintoTheinvestigation/experimentvariedbyandtheresultsalsorevealedthatThesefindingsoftheresearchhaveledtheauthortotheconclusionthat,13,.,ToPRESENTresults,findingsandconclusion,Basedon/upontheoutcome/findingsoftheresearch,Thedata/resultsobtainedappearto,thuswemayconcludethatAsaresultofthecurrentexperiments,weconcludethatTheauthorpointsout/recommends/concludesthatInsummingupitmaybestatedthatAllthepreliminaryresultsthrowlightonthenatureofThesefindingsoftheresearchhavenaturallyledtheauthortotheconclusionthat,14,.,SAMPLEAbstracts,15,.,16,.,TheSampleofABSTRACT,Abstract:ThispaperreportsalongitudinalstudyonthechangesinspeakingvocabularybyEnglishmajorsthroughfouryearslearning,whichwasthencomparedwiththenativespeakersperformance./TheEnglishlearnersinvolvedinthestudywere56studentswhowereenrolledinauniversityin2001./Theywereaskedtocompleteanoraltaskbyproducingathree-minutemonologueafterthreeminutespreparationinalanguagelab./Thenativespeakerswere15AmericancollegestudentswhoaccomplishedthesametaskastheEnglishlearners./Thedevelopmentalchangesweremeasuredintermsofthreeindexs:fluency,wordvariationsandlexicalfrequencyprofile./,17,.,TheSampleofABSTRACT,Theperformanceonthethreeindexesonthethreeindexesoftheacrossforyearsandthenativespeakersformaconyinuum./However,YearFourstudentsweresignificantlylowerinfluencyandwordvariationsthannativespeakers,butsimilartothenativespeakersinlexicalfrequencyprofile./TheperiodbetweenYearTwoandYearThreesawthemostnoticeableprogress./Thestudentswithdifferentstartinglevelsofthethreeindexesvariedintermsoftheirchanges./Thelow-levelgroupmadgreaterprogressthanthemiddle-levelgroupwhichproducedslightlyfasterprogressthanthehigh-levelgroup.,18,.,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。,19,.,AnalysistheSAMPLE|,Background,Researchquestion,Method,Results,Conclusions.,Structureofabstract|,20,.,LetsReviewTheSAMPLE,ThispaperreportsalongitudinalstudyonthechangesinspeakingvocabularybyEnglishmajorsthroughfouryearslearning,whichwasthencomparedwiththenativespeakersperformance./TheEnglishlearnersinvolvedinthestudywere56studentswhowereenrolledinauniversityin2001./Theywereaskedtocompleteanoraltaskbyproducingathree-minutemonologueafterthreeminutespreparationinalanguagelab./Thenativespeakerswere15AmericancollegestudentswhoaccomplishedthesametaskastheEnglishlearners./Thedevelopmentalchangesweremeasuredintermsofthreeindexs:fluency,wordvariationsandlexicalfrequencyprofile./Theperformanceonthethreeindexesonthethreeindexesoftheacrossforyearsandthenativespeakersformacontinuum.However,YearFourstudentsweresignificantlylowerinfluencyandwordvariationsthannativespeakers,butsimilartothenativespeakersinlexicalfrequencyprofile.TheperiodbetweenYearTwoandYearThreesawthemostnoticeableprogress./Thestudentswithdifferentstartinglevelsofthethreeindexesvariedintermsoftheirchanges./Thelow-levelgroupmadgreaterprogressthanthemiddle-levelgroupwhichproducedslightlyfasterprogressthanthehigh-levelgroup.,21,.,AnalysistheSAMPLE|,ConciseObjectiveConsistentCompleteBrief,Featuresofanabstract|,22,.,AnalysistheSAMPLE|Featuresofanabstract,ThispaperreportsalongitudinalstudyonthechangesinspeakingvocabularybyEnglishmajorsthroughfouryearslearning,whichwasthencomparedwiththenativespeakersperformance./TheEnglishlearnersinvolvedinthestudywere56studentswhowereenrolledinauniversityin2001./Theywereaskedtocompleteanoralta