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1、EnglishAcademicWritingforGraduateStudents东南大学外国语学院制作Unit5Results&DiscussionUnitFiveTounderstandthefunctionandthemajorelementsoftheresultsanddiscussionsection;Tolearnhowtodescribegraphicinformation;Tograspthetipsformakingcomparisonandcontrast;Tolearnhowtopresentthecauseandeffectrelationship;Tolearnho
2、wtostrengthenandweakenaclaim.LearningObjectivesUnitFiveWhatisthefunctionoftheresultsanddiscussionsection?Whatarethemajorelementsincludedintheresultsanddiscussionsection?Howdoyoudescribegraphicinformationintheresultssection?Howdoyoucompareandcontrastthedatapresentedinthegraphs?Howdoyoupresentacausean
3、deffectrelationship?Howdoyoustrengthenorweakentheclaims?I.Warm-upUnitFive1.Readthefirstparagraphintheresultspartandidentifytheinformationelementsyoufindineachsentenceoftheparagraph.II.SampleReading Sentences Information ElementsSentence1Sentence2Sentence3Sentence4ReviewoftheresearchissueReviewofthem
4、ethodReviewofthemethodReviewofthemethodUnitFive2.Someverbscanbeusedtolocatetheresultsoftheresearch,suchas“show”and“indicate”.Readthesecondandthirdparagraphsinthe Results part carefullyandthinkofthequestion:Whichverbsdidtheauthorsuseforlocatingtheresults?1._3._4._5._6._2._discoveredshowsfounddisplaye
5、dshoweddemonstratedII.SampleReadingUnitFive3.ReadtheDiscussion partcarefullyandmatchtheinformationelementswiththesentencesfromthissection.Putthecorrectletterbeforethecorrespondingsentence.A.possibleexplanationsforthefinding(s);B.thenewfindingwhichisdifferentfrompreviousstudies;C.areferencetothemainp
6、urpose/researchquestionsofthestudy;D.areviewofthemostrelevant/importantfinding(s);E.thecomparisonwithexpectedresultsandotherstudies;F.asummaryofthefinding(s).II.SampleReadingUnitFive_1.Thefirstresearchquestioninvestigatedhowlearnerschoiceoflanguageforthinkinginfluenceslexicalcollocationproduction._2
7、.StatisticallysignificantresultsrevealedthatlearnersprimarilyusingChinesemingledwithEnglishinthinkinghadthelowestinaccuracyrate,supportingtheassumptionthattypeoflanguageforthinkingdirectlyimpactsorallexicalcollocation._3.ThisfindingaccordswithGohs(2002)assumptionthattranslationasacognitivetacticslow
8、sdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues._4.AnothercrucialimplicationthatmaybedrawnfromourfindingontheeffectoflanguageforthinkingisthatmetacognitiveskilltrainingshouldbeincorporatedintoESL/EFLclassrooms._5.Thisstudyindicatedaninterestingfinding:ThinkingmainlyinEngli
9、shwasnotbeneficialfororalproductionoflexicalcollocations,evenwhenlearnerswereatadvancedlevelofproficiency._6.Tosumup,althoughtaskeffectwasnotsignificant,comparingtheinaccuracyratesinthethreetasksindicatesthatprocessingdemandsoforalelicitationtaskmayinfluencethequalityoftalk,includingcollocationalacc
10、uracy.DCBAEFUnitFiveA.ComparisonandContrasta.Thepurposeofcomparison:toshowsimilaritiesb.Thepurposeofcontrast:toshowdifferencesIII.LanguageFocusUnitFivec.SomekeywordsandexpressionscommonlyusedtoexpresscomparisonorcontrastIII.LanguageFocusWordsandexpressionsshowingcomparisonWordsandexpressionsshowingc
11、ontrastliketoosimilarassimilarlybothlikewiseaswellasalsointhesamewayhaveincommonthesameasalthoughyetwhereashoweverbutwhileinsteadunlikeunlessbedifferentfromthereversediffercontrarytoconverselyeventhoughonthecontraryontheotherhandA.ComparisonandContrastUnitFived.Tipsformakingcomparison/contrast1)Nota
12、lltheinformationhastobecomparedorcontrastedwitheachother.2)Whencomparingorcontrastinginformationinthegraphs,itisnotnecessarytolayequalemphasisoneverychange.3)Thecomparison/contrastshouldbesupportedbyconcreteandrelevantfactsordata.III.LanguageFocusA.ComparisonandContrastUnitFiveA.Comparisonandcontras
13、t1.Identifythepartswhichusethetechniquesofmakingcomparisonandcontrastinthefollowingsentencesadaptedfromthesampletext.1)Bycontrast,ifalearnerprimarilyresortstohisorherL1,thenoralproductioninEnglishwilldependondirecttranslation,causingagreatdealofL1interferenceatalllinguisticlevels.2)Thisfindingaccord
14、swithGohs(2002)assumptionthattranslationasacognitivetacticslowsdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues.3)Resultsrevealedahigherinaccuracyrateinpreparedspeechthaninpicture-cuedtasks.III.LanguageFocus_ _UnitFive2.Thefollowingisaresultfromamarketsurveyofpersonalcompute
15、rs.Reporttheresult from a university students perspective. First, describe the students needs inpersonalcomputers.Then,compareandcontrastthethreetypesofpersonalcomputersintheitemslistedinthetablebelow.Finally,concludebystatingwhichcomputerseemstobethemostsuitableforthestudentsneedsyouhavedescribed.I
16、II.LanguageFocusTypesPrice(yuan)HardDiskScreenSize（inch）PC12850500GB14PC266001000GB15.6PC339201000GB14Note:PC:personalcomputerTable2AmarketsurveyofpersonalcomputersA.ComparisonandcontrastUnitFivePossibleKeys：Nowadays,personalcomputersarecommonlyusedamonguniversitystudentsinresearchworkordealingwithd
17、ifferentdocumentsinandoutofclass.Tochooseasuitablepersonalcomputerisnoteasy.Youhavetoconsidermanyfactorssuchasthepriceandthefunctionswhencomparingdifferenttypesofpersonalcomputers.Tomostuniversitystudentswhohavenoincome,itsnecessarytomakeamarketsurveybeforetheirpurchaseofapersonalcomputer.Table2show
18、stheresultfromamarketsurveyofpersonalcomputers.Inthesurvey,threepersonalcomputers,PC1,PC2andPC3,arecomparedwithrespecttothefollowingfactors:price,processorspeed,sizeofharddiskandscreensize.PC1costing2850yuan,isbyfarthecheapestofthethreeandPC2isthemostexpensive.Regardingthesizeofharddisk,PC2hasthesam
19、eharddisksizeasPC3,1,000GB,whereasPC1isthesmallestat500GB.Besides,amongthethreetypesofpersonalcomputers,PC2hasthelargestscreen,15.6.ThescreensizeofPC1is14,whichisthesameasthatofPC3.Amongthethreetypesofpersonalcomputers,PC1hastheadvantageinprice.PC2functionsbesthoweveritstooexpensiveformostuniversity
20、students.Ingeneral,PC3couldbeagoodchoiceformostuniversitystudentsconsideringitspriceandfunctions.UnitFiveB.Causeandeffect1.Thefollowingsentencesareexcerptedfromthesampletext.Identifythepartswhichshowcausesandeffects.1)Regardinglearnererrors,wefound263incorrectcollocationsamongthe2,491lexicalcollocat
21、ions,resultinginaninaccuracyrateof10.56.2)Theypossessedlesscapacitytoworkoutlinguisticstructures,whichresultedinmorecollocationalerrorsinpreparedspeech.III.LanguageFocusKeys:263incorrectcollocationsamongthe2,491lexicalcollocations:Showing the causeaninaccuracyrateof10.56:Showing the effectKeys:Theyp
22、ossessedlesscapacitytoworkoutlinguisticstructures:Showing the causeShowing the effectmorecollocationalerrorsinpreparedspeech:UnitFiveB.CauseandeffectAcause-effectrelationshipisarelationshipinwhichoneevent(thecause)makesanothereventhappen(theeffect).For example:Thedeathratefromcancerisincreasingbecau
23、sepeoplearesmokingmore.Theweatherwascold.Therefore,Sallyputonhercoat.Manyhairproblemsresultfromwhatyoueat.Thesportsmeetingwaspostponedbecauseof/duetotherain.III.LanguageFocusUnitFive2.Completethefollowingparagraphbyfillinginmissingcausalwords.Recurringheadachescanhaveinitiatedisruptiveeffectsinapers
24、onslife.Firstly,inmanycases,theseheadachesmakeapersonnauseoustothepointthatheorshemustgotobed.Furthermore,sleepisofteninterrupted(1)_thepain.Disruptedsleepworsensthephysicalandemotionalstateofthesufferer.Forthosewhotrytomaintainanormallifestyle,drugsareoftenreliedontogetthroughtheday.Suchdrugs,ofcou
25、rse,(2)_othernegativeeffects.Drugscaninhibitproductivityona job, perhaps even (3)_regular absences. Not only is work affected, but the seeminglyunpredictableoccurrenceoftheseheadaches(4)_disruptioninfamilylife.Theinterruptiontoapersonsfamilylifeisenormous:cancellingplansinthelastminuteandstrainingre
26、lationshipswithfriendsandfamily. Itisnowonderthatmanyofthesepeoplefeeldiscouragedandevendepressed(5)_thecycleofmiseryreoccurringheadachescause.III.LanguageFocusbecause of can lead to causing causes due to B.CauseandeffectUnitFivea.IntroductionofgraphsThedefinitionAgraphisadiagram,usuallyalineoracurv
27、e,whichshowshowtwoormoreandsetsofnumbersmeasurementsarerelated.ThetypesGraphsusuallyincludebar/columncharts/graphs,piechartsandlinegraphs.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFiveb.UseofgraphsintheresultssectionPreparethegraphsassoonasallthedataareanalyzedandarrangetheminthes
28、equencethatbestpresentsyourresultsinalogicalway;Describethegraphswellbecausegooddescriptionscanhelpthereadersunderstandyourresearchbetter.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFivec.Usefulwords,phrasesorsentencepatternsindifferentsituationsofgraphicdescriptionIV.AcademicWritin
29、gSkillsA.DescribingthegraphicinformationUnitFive Situations ExpressionsWhenintroducingthegraphicinformation and making a generalstatementThechartshowsthepercentageofTheverticalaxisshowsThehorizontalaxiscomparesWhenreferringtoagraphAscanbeseen/ItcanbeseenfromthegraphAsshowninGraph3,From the graph abo
30、ve, it may/can be seen/ concluded / shown/estimated/calculated/inferredthatThegraphbelow/Thepiechartaboveshows/illustratesAccordingtoTable1,WhendescribingagraphTherewasaminimal(slight,slow,gradual,steady)rise.Therewasarapidincrease.Therewasa(an)marked(large,dramatic,steep,sharp,abrupt)decrease(decli
31、ne,reduction,fall,drop).Therewasasuddenfluctuation.Whendescribingacurveoratrendagradual/slightincrease;asharp/steeprise;thepeakarapid/abruptfall;aslightdip;nochange;slowfallItshowsanupwardtrend.Itshowsadownwardtrend.Whenmakingaconclusiontosumup;inconclusion;ItappearsthatThetwochartsclearlyshowUnitFi
32、ved.DescriptionofGraphsStep1:Introducethegraphicinformationbrieflyandindicatethemaintrend.Normallyitincludestheplace,time,contentandpurposeofthegraph;Step2:Describetherelevantandmostimportantorsignificantdataandmakesomecomparisonifnecessary;Step3:Summarizethedata/trends.IV.AcademicWritingSkillsA.Des
33、cribingthegraphicinformationUnitFivee.Expressionsforhighlightingsignificantdatainatable/chartSomeadjectivessuchas“apparent”,“clear”,“interesting”,“obvious”,“revealing”and“significant”IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFiveItisapparentfromTable2that.Table5isquiterevealingins
34、everalways.FromChart5wecanseethatExperiment2resultedinthelowestvalueof.Whatisinterestinginthisdataisthat.InFigure10,thereisacleartrendofdecreasing.AsTable2.1shows,therewasagreatdifferencebetweentheexperimentalgroupandthecontrolgroup.AsshowninTable6.3,chunkfrequencyalsohassignificantcorrelationwithth
35、eindicesoforalproficiency.TherewasnoobviousdifferencebetweenMethod1andMethod2.UnitFive1.ThefollowinglinegraphshowsanupwardtrendinthegrowthrateofFordcarproductionin2018.Analyzethelinegraphandfulfillthefollowingtasks.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive1)Markthefollowingpo
36、sitionsinthegraph.a.Thebottomofthelineb.Thepeakofthelinec.Thefluctuatingpart2)DescribethegrowthrateofFordcarproductioninthefollowingmonthsrespectively.Trytousethephrasesorsentencepatternsofgraphicdescriptionthatyoulearnedinthissection.a.InJanuary:_b.FromMarchtoApril:_c.FromMaytoSeptember:_d.FromOcto
37、bertoDecember:_inJanuaryinDecemberfromMaytoSeptemberInJanuaryof2011,thegrowthrateofcarproductionwasinthebottomofthewholeyear.Itbottomedoutataround1.2%inMarchof2018.Then,thegrowthraterosesharplyfrom1.2%tonearly4.5%inAprilof2018.InthenextfivemonthsfromMaytoSeptemberin2018,therewasafluctuationinthegrow
38、thrateofcarproductionbetween2.8%and4.6%.Itreachedalevelat4.1%inOctoberof2018andthen,itincreasedrapidlyinthegrowthrateofcarproductionandreachedthepeakat6.3%inDecemberof2018.UnitFive3)WhatdoestheoveralllinegraphrevealinthegrowthrateofFordcarproductionin2018?_Thegraphshowsanupwardtrendinthegrowthrateof
39、carproductionforFordduringtheperiodofJanuaryin2018toDecember2018.Thegraphrevealstwoimportantrisingperiodsduringthewholeyear.UnitFive2.Thefollowingsentencesaretakenfromthesampletext.Underlinetheexpressionsthatareappliedtohighlightthesignificantdataoftheresearch.1)Descriptivestatisticsdemonstratedthat
40、thosewhomainlythoughtintheirnativelanguage(MandarinChinese)producedthehighestinaccuracyrateoflexicalcollocations(M=15.17),followedbythosewhoprimarilythoughtinEnglish(M=12.40)andthoseusingacombination(M=8.44).2)Resultsofaone-wayanalysisofvariance(ANOVA)furtherdisplayedthatthedifferenceamongthesethree
41、groupsreachedasignificantlevel,F(2,39)=4.07,p0.05._IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive3)TheLSDtestshowedthattheChinese-mingled-with-EnglishgrouphadamarkedlylowerinaccuracyratethantheChineseorEnglishgroups,whilethedifferencebetweentheChineseandEnglishgroupswasnotsignific
42、ant.4)StatisticallysignificantresultsrevealedthatlearnersprimarilyusingChinesemingledwithEnglishinthinkinghadthelowestinaccuracyrate,supportingtheassumptionthattypeoflanguageforthinkingdirectlyimpactsorallexicalcollocation.5)Bycontrast,ifalearnerprimarilyresortstohisorherL1,thenoralproductioninEngli
43、shwilldependondirecttranslation,causingagreatdealofL1interferenceatalllinguisticlevels._ _UnitFivea.ThedefinitionClaimsarestatementsaboutideasanddatafromyouandotherpeople.IV.AcademicWritingSkillsB.Strengtheningorweakeningofyourstatementsb.ThefunctionWhentheproofofyourideaordataisclear,youshouldstren
44、gthenyourclaim.Whentheevidenceislesscertain,youshouldlimitorweakenyourclaim.UnitFivec.Expressionsforstrengtheningorweakeningthestatements 1)PossiblewordsforstrengtheningaclaimNouns:certainty,evidence,thefactthatVerbs:show,prove,establish,confirm,conclude,determine,itisclearthat,itisobviousthatAdject
45、ives:key,central,crucial,basic,fundamental,major,principal,essential,significantAdverbs:very,pretty,quite,clearly,obviously,undoubtedly,certainly,ofcourse,indeed,inevitably,invariably,always,literally2)PossiblewordsforweakeningaclaimVerbs:appear,argue,doubt,estimate,seen(as),seem,speculate,suggestAd
46、verbs:largely,likely,mainly,maybe,perhaps,possible/possibly,probable/probably,rather,relatively,seemingly,somewhat,sometimesUnitFive1.Thefollowingsentencesaretakenfromthediscussionsectionofaresearchpaper.Underlinetheexpressionsthatareappliedtostrengthenorweakenclaims.Thenmarktheminthebracketsattheen
47、dofeachsentence.Thefirstoneisgivenasanexample.1)Weobservedborderlinestatisticallysignificantelevatedrisksfor.(strengthening a claim)2)Weobservedastrongerpositiveassociationfor.(）3)Itispossiblethatthereferentgrouphadasmaller-than-expectedcancerincidencebychance.()4)Weobservedasuggestionofanelevatedri
48、skforadvancedprostatecancerwithbothmeattypes.()_strengthening a claimweakening a claimweakening a claimIV.AcademicWritingSkillsB.StrengtheningorweakeningofyourstatementsUnitFive5)Incontrasttoourfindings,childhoodleukemiahasbeenpositivelyassociatedwithintakeofprocessedmeatsinacase-controlstudy.()6)As
49、sociationsbetweensaturatedfatandcancerarelikelytoberelatedtoenergybalanceingeneral,whereasironisthoughttocontributetocarcinogenesisspecificallybygeneratingfreeradicalsandinducingoxidativestress.()7)Thiscouldexplainsomeoftheinconsistenciesintheliteratureasmostpreviousstudieshavenotspecificallyaddress
50、edadvancedprostatecancer.()8)Itlendsstrongsupportto.()9)Wefoundapositiveassociationbetweenredmeatintakespecificallyandcancersoftheesophagusandliver.()_strengthening a claimstrengthening a claim strengthening a claimweakening a claimweakening a claimUnitFive2.Thefollowingsentencesaretakenfromthesampl
51、etext.Trytowritedownthereasonswhytheauthorsweakenedtheclaims.1)AnothercrucialimplicationthatmaybedrawnfromourfindingontheeffectoflanguageforthinkingisthatmetacognitiveskilltrainingshouldbeincorporatedintoESL/EFLclassrooms.2)Whenfacingthisdilemma,ourparticipantsseeminglyfocusedonideationalstructures.
52、_B.StrengtheningorweakeningofyourstatementsPossible keys： The authors weakened the claims because they explained the possible reasons for the results they got from their research. They were not certain about the reasons/causes. At this moment, they preferred to weaken the claims for keeping objectiv
53、e.IV.AcademicWritingSkillsUnitFivelFourmajormovestofollow：Move1:Preparetheinformation.Move2:Reportresults.Move3:Commentontheresults.Move4:Summarizetheresultsandthediscussion.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove1:Preparetheinformation.Thefollowingstepsmaybehel
54、pfulforyourpreparation.Step1:Reviewyouresultsandcheckwhethertheyhaveansweredalltheresearchquestions.Step2:Organizeyourresultsinalogicalmanner.Step3:Readtheliteraturereviewsectionagain.Step4:Readtheintroductionsectionagain.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove2
55、:Reporttheresults.Thismoveisthemoveinwhichtheresultsofastudyarepresentednormallywithrelevantevidencesuchasstatisticsandexamples.Inthismove,youneedtoselecttherelevantresults.Youneedtolocatewheretheresultsareandclearlydescribethefindings.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectio
56、nUnitFiveMove3:Commentontheresults.Thismoveservesthepurposeofestablishingthemeaningandthesignificanceoftheresearchresultsinrelationtotherelevantfield.Itincludestheinformationandtheinterpretationsthatgobeyondthe“objective”results.Also,itcanincludethecommentsaboutthestrength,limitationsorgeneralizabil
57、ityoftheresults.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove4:Summarizetheresultsandthediscussion.Thismoveisoptionalinaresearchpaperduetothelimitedlengthwhileitisamustforadissertationorthesis.Payattentiontothefollowingaspectswhenwriting.Thestructureoftheresultsanddis
58、cussionsectionandthesequenceofthepresentationoftheresultsThechoiceoftheappropriatelanguagestyleintheresultsanddiscussionsectionTherevisionofthedraftofyourworkIV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFive1.Workingroupsanddiscusswhatotherpreparationsyoucanmakeforwritingther
59、esultsanddiscussionsectionofyourresearchpaper.(Open-ended)2.Discussthefollowingquestionswithyourclassmates.1)Whichdoyouthinkisthemostimportantmovewhenoutliningtheresultsanddiscussionsection?Why?(Open-ended)2)Whatattentionshouldbepaidtothelanguagestylewhenwritingtheresultsanddiscussionsection?(Open-ended)C.OutliningtheResultsandDiscussionSectionIV.AcademicWritingSkillsThanksSchoolofForeignLanguagesSoutheastUniversity
