《学术论文写作》课件 English Academic Writing 12

1、Chapter 12Abstract1. Definition of AbstractAn abstract is a stand-alone statement that briefly presents the objective, methods, results, and conclusions that has a brief, non-repetitive style. It is the first source of information for a would-be reader. The abstract usually consists of the subject m

2、atter, the purpose of the study, the method of the research, some important findings, the implications, and a conclusion. The abstract summarizes the study for people who would like to spend no more than a few minutes on the paper. The development of an abstract should follow the completion of the p

3、aper, otherwise, you can not make the completeness of the abstract from your unfinished paper, for which you still need to add to until the fulfillment of the paper writing. Typically, an informative and appropriate abstract can generate the following questions in 100-250 words ,and answering these

4、questions concisely and exactly will form an qualified abstract.1. Why did you do this study or project? 2. What did you do and how? 3. What did you find? 4. What do your findings mean? If your paper is about a new method or apparatus, the last two questions might be changed to: 5. What are the adva

5、ntages (of the method or apparatus)? 6. How well does it work?ClassificationIndicative Abstracts Informative Abstracts Indicative Abstractsdescribe or indicate what the paper does; abound in sentence patterns such as is discussed or has been investigated”;only serve as a tool for data selection;are

6、usually very short for their limited purpose.Informative abstractsinform the reader of what the paper says; present the essential arguments and findings of the original;satisfy twin objectives: aid in judging document relevance and selection or rejection, and act as a substitute for the work itself;

7、 tend to be lengthier than other abstracts.Indicative-informational Abstract It presents the essential arguments and findings of the original informatively, but treat those aspects of the document that are of minor significance indicatively. Useful expressionsTo DESCRIBE the angle of observing issue

8、s from the angle of in the light of the context thatTo view something at a different angle/from various anglesFrom the point of view ofFrom the perspective ofTo INTRODUCE the main participants or materialsThe present study has investigated by using/analyzing (participants/materials)In this study, we

9、 inquired/examined/evaluated (participants/materials)The experiments/investigations of the present study involved (participants/materials) This study, using Chinese version of Oxfords( 1990b) Strategy Inventory for Language Learning( SILL), investigated the strategy application of 264 preparatory un

10、dergraduates in Hubei Institute for Nationalities. The researchers examined the relationship between gender and proficiency and the self-reported language learningstrategy ( LLS) application of these subjects. To DESCRIBE research method and proceduresDetailed information has been acquired by the au

11、thors using.Several sets of experiments have been performed to test the validity ofThe technique the author adopted is referred to asThe experiments consisted of four steps, which are described inThe method/approach used in the present study isThe experiment/investigation in the paper is conducted b

12、y adoptingThe procedure the present study followed can be briefly described asThe experiment/study consisted of the following steps: Included in the experiment wereBased on the idea that, we conducted the present study, categorized, and evaluatedwe have carried out an experiment of “think-aloud” for

13、 the study the learning strategies of n-v conversion in which six English-major subjects are chosen from the School of Foreign Languages of Hubei University for Nationalities To PRESENT results, findings and conclusionThe results of the experiment indicate/suggest that; it is also found thatThe resu

14、lts are as follows: The analysis of the samples indicates that.The data obtained seem to be very similar o those reported earlier byIt is concluded that.; the results also imply the further study intoThe investigation/experiment varied by and the results also revealed thatThese findings of the resea

15、rch have led the author to the conclusion thatTo sum up, our study on the metonymical motivation and the learning strategies of n-v conversion shows that metonymy is the most fundamental motivation of n-v conversion, and that the grasp of metonymical knowledge will contribute to learners acquisition

16、 of denominal verb. Meanwhile, we also find, according to the research results, that the re-organization of conceptual structure is an important way to the learning of denominal verbs. The Sample of ABSTRACTThe performance on the three indexes on the three indexes of the across for years and the nat

17、ive speakers form a conyinuum. /However , Year Four students were significantly lower in fluency and word variations than native speakers ,but similar to the native speakers in lexical frequency profile. /The period between Year Two and Year Three saw the most noticeable progress. /The students with

18、 different starting levels of the three indexes varied in terms of their changes. /The low-level group mad greater progress than the middle-level group which produced slightly faster progress than the high-level group.The Translation of the SAMPLE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

19、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。Analysis

20、 the SAMPLE|Background, Research question, Method, Results, Conclusions. Structure of abstract | Lets Review The SAMPLE This paper reports a longitudinal study on the changes in speaking vocabulary by English majors through four years learning, which was then compared with the native speakers perfor

21、mance./ The English learners involved in the study were56 students who were enrolled in a university in 2001./They were asked to complete an oral task by producing a three-minute monologue after three minutes preparation in a language lab./ The native speakers were 15 American college students who a

22、ccomplished the same task as the English learners./The developmental changes were measured in terms of three indexs: fluency ,word variations and lexical frequency profile. /The performance on the three indexes on the three indexes of the across for years and the native speakers form a continuum. Ho

23、wever, Year Four students were significantly lower in fluency and word variations than native speakers, but similar to the native speakers in lexical frequency profile. The period between Year Two and Year Three saw the most noticeable progress. /The students with different starting levels of the th

24、ree indexes varied in terms of their changes. /The low-level group mad greater progress than the middle-level group which produced slightly faster progress than the high-level group.6th-8ththe result9th-10ththe conclusionAnalysis the SAMPLE | Features of an abstract This paper reports a longitudinal

25、 study on the changes in speaking vocabulary by English majors through four years learning, which was then compared with the native speakers performance./ The English learners involved in the study were56 students who were enrolled in a university in 2001./They were asked to complete an oral task by producing a three-minute monologue after three minutes preparation in a language lab./ The native speakers were 15 American college students who accomplished the same task as the English learners./The developmental changes were measured in terms of