教你写英文论文-课件

Writingfor

ScienceJournalsContentsChapter1

Introduction:

GeneralRemarksChapter2

Introduction:

TheExperimentalResearchReportChapter3

Introduction:EstablishingaContextChapter4

Introduction:ReviewingPreviousResearchChapter5

Introduction:AdvancingtoPresentResearchContentsChapter6MethodChapter7MaterialsChapter8ResultsChapter9DiscussionChapter10AbstractOutlineWhentoWriteEssenceofanArticleWhattoWriteEssentialsofanArticlePreparingtoWriteWritingFormatWritingTipsTheReviewProcessAbstractWritingWhentoWrite?Anarticleisanarticleif:ItmakesacontributionHaveIdiscoveredsomethingnew?HaveIadvancedthestateoftheart?Willpeoplewanttocitemypaper?Avoidthe“thin-section”or“LPU”(LeastPublishableUnit)approach.TheLeastPublishableUnitSyndrome

(“QuantitynotQuality”)1idea4journalpapers16extendedabstracts64technicalreports“Publicationpyramidofsuccess”AfterD.A.PattersonWhentoWrite?Anarticleisanarticleif:ItmakesacontributionHaveIdiscoveredsomethingnew?HaveIadvancedthestateoftheart?Willpeoplewanttocitemypaper?Avoidthe“thin-section”or“LPU”approach.Avoidthe“KitchenSink”approach(toobroad).TheresultsaresupportedbysolidevidenceExperimental,Statistical,etc.OtherscanreplicatetheresultsWhattoWrite?Anarticlemustcontainexplanationsof:ItsimportanceWhyyoushouldreadthis?Needsclearunderstandingandstatementoftheresearchissuesinthefield.ThescientificbasisfortheworkE.g.,followsasconsequenceofexistingtheory,understandingofphysicalprocesses,etc.ResearchmethodologyandexperimentaldesignAnalysisandresultsConclusions(implications)PreparingtoWrite

(StrategicSuggestions)StudythejournalLookatbackissuesHavearticlesappearedonrelatedtopics?StudyreferencesinrelatedarticlesLookforeditorialstatementsStudylength,format,andotherrequirementsin“InstructionstoAuthors”E.g.,Color?CanIaffordthepagecharges?WritingFormatGeneralPrinciple:MaketheEditorHappy!!Ifformatisrigidlyspecified,useit!Ifnot,formatshouldfollowfromessenceandessentials:AbstractAclearstatementofproblem,methods,andresultsWritingFormatGeneralPrinciple:MaketheEditorHappy!Ifformatisrigidlyspecified,conform.Ifnot,shouldfollowfromessenceandessentials:AbstractAclearstatementofproblem,methods,andresultsIntroductionContext:Relationofyourworktoprevious,whyimportant(verification),whatquestionswillbeaddressedTheoretical/ScientificBasisMethodologyResultsConclusionsWritingTipsGeneralPrinciple:MaketheEditorHappy!!Don’twriteamysterynovelAvoidtheurgetocomplicateWatchlength(toolongortooshort?)UseactivevoiceNo:“ItisseeninTable5”Yes:“Table5shows”Limit“while”and“since”toappropriateuseNo:“Whileothershavefound…”Yes:“Althoughothershavefound…”Qualify“this”whenreferringtoprevioussentencesNo:“Thisaccountsfor…”Yes:“Thisreductioninsoilmoistureaccountsfor…”WritingTipsPayattentiontoParagraphStructureTopicsentence

Inselectingageneralapproachforusabilityengineering,wefirstconsideredtheworkofGabbardetal.(1999),whichwasrecommendedbySlocumetal.(2001)aspotentiallyappropriateforabroadrangeofgeovisualizationapplications.

Gabbardetal.’sapproachinvolvesfourmajorsteps:ananalysisofpotentialusertaskspriortosoftwaredevelopment,anevaluationofthesoftwarebyusabilityexperts,havingactualusersworkwithabroadrangeofsoftwarefunctions,andacomparativeevaluation…WritingTipsPayattentiontoParagraphStructureTopicsentencePutreferencestofiguresandtablesearlyinparagraphReferringtoaFigure

Asaresult,wedecidedtoimplementthesix-stepprocessshowninFigure2.Webeganbydevelopingasoftwareprototypelargelybasedonthethirdauthor’sdomainexpertiseinwaterbalancemodelsandclimatology.Becausewefeltthethatresultingsoftwaremightbebiasedtowardthethirdauthor’sinterests,weaskeddomainexpertstoevaluatethesoftwareinstep2.Ourthinkingwasthatthedomainexpertsmightsuggestanumberoftasksthatwehadnotthoughtofimplementing…WritingTipsPayattentiontoParagraphStructureTopicsentencePutreferencestofiguresandtablesearlyinparagraphBecarefulhowothers’workischaracterizedUse%-signsintableentries(notincaptions)EffectiveFiguresGraphicelementsAxes(titlesandunits)LongcaptionsarebetterthanlongdescriptionsintextWritingTips

(TacticalSuggestions,Continued)WritingTips

(TacticalSuggestions,Continued)StepsinManuscriptProduction:Prepare1outlinePrepareParagraphMapPseudo-code:topicsentences,hand-drawnfiguresandcaptions,tableplaceholdersWriteDraftSpellandgrammarcheckReadoutloudRepeat(3)-(5)Showtocolleague(s)Repeat(3)-(5)WritingTips

(TacticalSuggestions,Continued)WhyGuess?ConsulttheExperts:RobertWeissberg,andSuzanneBuker,WritingUpResearch,PrenticeHall,Inc1990.StrunkandWhite,TheElementsofStyle,4thed.,AllynandBacon,1999Flower,ProblemSolvingStrategiesforWriting,4th

ed.,Heinle,1997Tufte,VisualDisplayofQuantitativeExplanation,2ndEd.,GraphicsPress,2003(andotherTuftebooks)Otherarticlesastemplatesandexamples

TheReviewProcessGeneralPrinciple:KeeptheEditorHappy!He/shehasinvestedinyouShowtimeliness&good-faithefforttofollowUnderstandtheEditor’sroleUnderstandtheReviewer’sroleKnowthat:Nearlyallarticlesrequirerevision,andusuallytworeviewcyclesReviewersoftenwanttohelpSomereviewersseemunkindSomereviewersareunkindRegardlessyoucanbenefitTheReviewProcessDonottakecriticismpersonallyTakecriticismandsuggestionsasasignofinterest(worsecanhappen)DoyourbesttofollowreviewerandeditorsuggestionsIfyoumustdisagree,explainwhy(ventingdoesn’thelp)Assumetheeditorwantstobepartofthenegotiation(seekadvice)DescribechangesmadeinacoverlettertoeditorAbstract

OverviewTheabstractisactuallythe

first

sectionina

report,comingafterthetitleandbeforetheintroduction.Theabstractprovidesthereaderwithabriefpreviewofyourstudybaseoninformationfromtheothersectionsofthereport.Theabstractisoftenthelastpartofthereporttobewritten.OrderoftypicalelementsincludedinanabstractB=

some

backgroundinformationP=

the

principalactivity

(orpurpose)ofthestudyandits

scopeM=

someinformationaboutthe

methodology

usedinthestudyR=

themostimportant

results

ofthestudyC=

astatementof

conclusion

orrecommendationExercise:Analysis(identifyB,P,M,R,C)Typebehaviorsbychildren,socialcomparison,andstandardsofself-evaluation1TypeAbehavior,anestablishedriskfactorcoronaryheartdisease,ischaracterizedbyextremesofcompetitiveachievementstriving,impatience,hostility,andaggression.

2Aspartofanefforttounderstandtheoriginsofthisbehaviorpattern,thepresentstudyassessedtheimpactofperformancestandardsonthesocialbehaviorofTypeAandTypeBchildren.

3Childrenperformedafive-trialtask.4Halfweregivenanexplicitstandardwithwhichtocomparetheirownperformance;(continue……)halfweregivennostandard.5After5trials,allsubjectswereinformedthattheirtotalscorerepresentedthemiddlescoreofthewholegroupandwereaskedtoselectonescoreforfurthercomparison.6Resultsshowednosignificantdifferencesamonggroupsonthefrequencyofcomparison.

7Incontrast,theresultsdidshowthatregardlessofthepresenceorabsenceofanexplicitstandard,TypeAchildrenchosetoevaluatetheirperformanceagainstthetopscore,whereasTypeBchildrenchosetodosoonlyintheabsenceofanexplicitstandard.

8TheimplicationsoftheseresultsforunderstandingthechildhoodantecedentsofTypeAbehaviorarediscussed.

OrderofinformationelementsinreducedabstractsP+M=purposeandmethodofthestudy

R=results

C=conclusionsandrecommendations**optionalExercise:Analysis

ThereadabilityofindividualincometaxinstructionbookletsinsouthCarolinaandothersoutheasternstates

1Todeterminetheunderstandabilityofindividualincometaxbooklets,aReadingEasescorewascalculatedforthe1977Federalincometaxreturnform1040andtaxformsofninesoutheasternstates.2TheinstructionbookletsofallstatesexceptVirginiawerefoundtobeatareadinglevelhigherthanthemedianeducationalleveloftheaveragecitizen-taxpayerinthosestates.3TheSouthCarolinabookletwasthreegradelevelsabovethemedianeducationlevelforthestate.

(Continue…)

4TheFederalinstructionbookletwaseasiesttoread,fallingfourgradelevelsbelowthemedianeducationlevelofU.S.citizens.5Ifanequitablestateincometaxsystemistobemaintained,actionsmustbetakentoreducethedisparitybetweenmedianeducationlevelsandthereadabilityofstateincometaxinstructionbooklets.Question:Whichelementsareincludedinsentence1?Whichelementisrepresentedbythemostnumberofsentences?Whichelementisrepresentedbythefinalsentence?Whichelementhasbeeneliminated?Exercise:Arrangement

ThedecentralizationofAmericaneconomiclife:anincomeevaluationThisinvestigationprovidesanationalanalysisofthesegrowthpatternsbyexaminingthebehaviorofthreevariables:changeinpercapitaincome,populationdeconcentration,andgrowthineconomicproductivity.Theresultssuggestthatthepresenceorabsenceofuniquesetsofindustryfactors

canbeusedtoexplaingrowthvariationinboththecenterandtheperipheryoftheindustrializedregion.C.NationaleconomicanddemographicgrowthpatternsintheUnitedStatesduringthedecadeoftheseventiesshowmarkeddeparturesfromwhathadoccurredinprevioustimes.D.Resultsoftheanalysisshowedthataprocessofdecentralizationoccurred,bestdescribedbycenter-peripheryconcepts.Exercise:Arrangement

ThedecentralizationofAmericaneconomiclife:anincomeevaluationThisinvestigationprovidesanationalanalysisofthesegrowthpatternsbyexaminingthebehaviorofthreevariables:changeinpercapitaincome,populationdeconcentration,andgrowthineconomicproductivity.Theresultssuggestthatthepresenceorabsenceofuniquesetsofindustryfactorscanbeusedtoexplaingrowthvariationinboththecenterandtheperipheryoftheindustrializedregion.C.NationaleconomicanddemographicgrowthpatternsintheUnitedStatesduringthedecadeoftheseventiesshowmarkeddeparturesfromwhathadoccurredinprevioustimes.D.Resultsoftheanalysisshowedthataprocessofdecentralizationoccurred,bestdescribedbycenter-peripheryconceptsAbstract:VerbTenseB:Backgroundinformation(presenttense)Example:Oneofthebasicprinciplesofcommunicationisthatthemessageshouldbeunderstoodbytheintendedaudience.P:Principalactivity(pasttense/presentperfecttense)Example:Inthisstudythereadabilityoftaxbookletsfromninestateswasevaluated.Example:Netenergyanalysishavebeencarriedoutforeighttrajectorieswhichconvertenergysourceintoheateddomesticwater.M:Methodology(pasttense)Example:Childrenperformeda5-trialtask.R:Results(pasttense)Example:Olderworkerssurpassedyoungeronesinbothspeedandskilljobs.C:Conclusions(presenttense/tentativeverbs/modalauxiliaries)Example:Theresultssuggestthatthepresenceofuniquesetsofindustryfactorscanbeusedtoexplainvariationineconomicgrowth.Abstract:VerbTenseExercise:Fill-inModelstudyofanchoredpavement

1Roadwaysconstructedofconventionalpavement___subjecttodeformationsafterprolongeduse.2Alaboratorymodelstudyofananchoredpavement___carriedout.3Theobjectiveofthestudy___toinvestigateconstructionproblemsandtodevelopspecificationsforafull-scaletest.4Thestudy___1/20-scaleanchoredpavementandconventionalslabsofsimilardimensions.

(continue……)5Themodeltestresultswere___with