学术论文写作-Unit5

•Tounderstandthefunctionandthemajorelementsoftheresultsanddiscussionsection;•Tolearnhowtodescribegraphicinformation;•Tograspthetipsformakingcomparisonandcontrast;•Tolearnhowtopresentthecauseandeffectrelationship;•Tolearnhowtostrengthenandweakenaclaim.LearningObjectives•Whatisthefunctionoftheresultsanddiscussionsection?•Whatarethemajorelementsincludedintheresultsanddiscussionsection?•Howdoyoudescribegraphicinformationintheresultssection?•Howdoyoucompareandcontrastthedatapresentedinthegraphs?•Howdoyoupresentacauseandeffectrelationship?•Howdoyoustrengthenorweakentheclaims?I.Warm-up1.Readthefirstparagraphintheresultspartandidentifytheinformationelementsyoufindineachsentenceoftheparagraph.II.SampleReadingSentencesInformationElementsSentence1Sentence2Sentence3Sentence4ReviewoftheresearchissueReviewofthemethodReviewofthemethodReviewofthemethod2.Someverbscanbeusedtolocatetheresultsoftheresearch,suchas“show”and“indicate”.ReadthesecondandthirdparagraphsintheResultspartcarefullyandthinkofthequestion:Whichverbsdidtheauthorsuseforlocatingtheresults?1.______________________3.______________________4._______________________5.______________________6._______________________2._______________________discoveredshowsfounddisplayedshoweddemonstratedII.SampleReading3.ReadtheDiscussionpartcarefullyandmatchtheinformationelementswiththesentencesfromthissection.Putthecorrectletterbeforethecorrespondingsentence.A.possibleexplanationsforthefinding(s);B.thenewfindingwhichisdifferentfrompreviousstudies;C.areferencetothemainpurpose/researchquestionsofthestudy;D.areviewofthemostrelevant/importantfinding(s);E.thecomparisonwithexpectedresultsandotherstudies;F.asummaryofthefinding(s).II.SampleReading___1.Thefirstresearchquestioninvestigatedhowlearners’choiceoflanguageforthinkinginfluenceslexicalcollocationproduction.___2.StatisticallysignificantresultsrevealedthatlearnersprimarilyusingChinesemingledwithEnglishinthinkinghadthelowestinaccuracyrate,supportingtheassumptionthattypeoflanguageforthinkingdirectlyimpactsorallexicalcollocation.___3.ThisfindingaccordswithGoh’s(2002)assumptionthattranslationasacognitivetacticslowsdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues.___4.AnothercrucialimplicationthatmaybedrawnfromourfindingontheeffectoflanguageforthinkingisthatmetacognitiveskilltrainingshouldbeincorporatedintoESL/EFLclassrooms.___5.Thisstudyindicatedaninterestingfinding:ThinkingmainlyinEnglishwasnotbeneficialfororalproductionoflexicalcollocations,evenwhenlearnerswereatadvancedlevelofproficiency.___6.Tosumup,althoughtaskeffectwasnotsignificant,comparingtheinaccuracyratesinthethreetasksindicatesthatprocessingdemandsoforalelicitationtaskmayinfluencethequalityoftalk,includingcollocationalaccuracy.DCBAEFA.ComparisonandContrasta.Thepurposeofcomparison:toshowsimilaritiesb.Thepurposeofcontrast:toshowdifferencesIII.LanguageFocusc.SomekeywordsandexpressionscommonlyusedtoexpresscomparisonorcontrastIII.LanguageFocusWordsandexpressionsshowingcomparisonWordsandexpressionsshowingcontrastliketoosimilarassimilarlybothlikewiseaswellasalsointhesamewayhave…incommonthesameasalthoughyetwhereashoweverbutwhileinsteadunlikeunlessbedifferentfromthereversediffercontrarytoconverselyeventhoughonthecontraryontheotherhandA.ComparisonandContrastd.Tipsformakingcomparison/contrast1)Notalltheinformationhastobecomparedorcontrastedwitheachother.2)Whencomparingorcontrastinginformationinthegraphs,itisnotnecessarytolayequalemphasisoneverychange.3)Thecomparison/contrastshouldbesupportedbyconcreteandrelevantfactsordata.III.LanguageFocusA.ComparisonandContrastA.Comparisonandcontrast1.Identifythepartswhichusethetechniquesofmakingcomparisonandcontrastinthefollowingsentencesadaptedfromthesampletext.1)Bycontrast,ifalearnerprimarilyresortstohisorherL1,thenoralproductioninEnglishwilldependondirecttranslation,causingagreatdealofL1interferenceatalllinguisticlevels.2)ThisfindingaccordswithGoh’s(2002)assumptionthattranslationasacognitivetacticslowsdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues.3)Resultsrevealedahigherinaccuracyrateinpreparedspeechthaninpicture-cuedtasks.III.LanguageFocus_________________________2.Thefollowingisaresultfromamarketsurveyofpersonalcomputers.Reporttheresultfromauniversitystudent’sperspective.First,describethestudent’sneedsinpersonalcomputers.Then,compareandcontrastthethreetypesofpersonalcomputersintheitemslistedinthetablebelow.Finally,concludebystatingwhichcomputerseemstobethemostsuitableforthestudent’sneedsyouhavedescribed.III.LanguageFocusTypesPrice(yuan)HardDiskScreenSize（inch）PC12850500GB14PC266001000GB15.6PC339201000GB14Note:PC:personalcomputerTable2AmarketsurveyofpersonalcomputersA.ComparisonandcontrastPossibleKeys：Nowadays,personalcomputersarecommonlyusedamonguniversitystudentsinresearchworkordealingwithdifferentdocumentsinandoutofclass.Tochooseasuitablepersonalcomputerisnoteasy.Youhavetoconsidermanyfactorssuchasthepriceandthefunctionswhencomparingdifferenttypesofpersonalcomputers.Tomostuniversitystudentswhoh