学术英语写作Unit-8Results课件.ppt

1、2Option 1Option 2Option 3Option 4ResultsorData AnalysisResultsorData AnalysisResults and DiscussionResultsorData AnalysisDiscussionDiscussionDiscussion and Conclusion(s)Conclusion(s)Conclusion(s)3 Function Content Grammar and Writing Skills4 The function of the Results section is to present the resu

2、lts,in an orderly and logical sequence using both illustrative materials(Tables and Figures)and text.5 Why is it necessary to use text to describe the results since detailed data usually appear in tables or figures?You must communicate your own understanding and interpretation of the results to your

3、 readers.6 Words have surprising power,and can encourage people to form strong impressions.As can be seen in the figure,the two curves are very similar.As can be seen in the figure,the two curves are noticeably different.7 This section contains some comments on what you found or observed rather than

4、 just a description of your findings and observations.8 In the Results section,do not just present data,but summarize and interpret their meaning for the reader by presenting them as results.Only data that have been interpreted will be meaningful for your readers.Data are values derived from scienti

5、fic experiments(concentration,absorbance,mean,percent increase).Results interpret data(e.g.,“Absorbance increased when samples were incubated at 25 instead of at 15).9 Example a)Heart rate was 100 beats per minute after digitalis was added(Fig.3).b)Heart rate increased to 100 beats per minute after

6、digitalis was added(Fig.3)c)Heart rate increased from 60 to 100 beats per minute after digitalis was added(Fig.3).101.Tense a)Present simple b)Past simple111)The variation in the temperature of the samples over time is shown in Figure 2.2)Figure 2 shows the variation in the temperature of the sample

7、s over time.3)As Figure 2 shows,the temperature increased rapidly.(The temperature increased rapidly,as shown in Figure 2.)4)The temperature increased rapidly(see Figure 2)12 5)We found that the pressure increased as the temperature rose,which indicated that temperature played a significant role in

8、the process.6)We found that the pressure increases as the temperature rises,which indicates that temperature plays a significant role in the process.13 a)Sequence b)Frequency c)Quantity d)Causality14 a)Sequence Time sequence means how long each step took and where it occurred in the sequence.You can

9、not use only then or next.15 At the beginning the temperature was stable,as predicted.The temperature increased to 49 and then dropped to 30.The temperature increased to 49 but soon dropped to 30.The temperature increased to 49 and later dropped to 30.The temperature dropped sharply when we reduced

10、the pressure.At the end there was a noticeable drop in temperature.16 The words and phrases that communicate sequence can be divided into eight groups.1)The first group contains words and phrases which refer to events that occurred before you began your experiment/simulation or before you began obse

11、rving your results:It was apparent beforehand that a reduction in temperature would be a desirable outcome.17 2)The second group marks the beginning of the experiment/simulation or the first result you are describing:At the beginning the temperature was stable,as predicted.3)The third group obtains

12、words/phrases which tell you the order in which events occurred but do not give any information about the time sequence:The temperature increased to 49 and then dropped to 30.18 4)The fourth group is used to communicate that there was a short period of time between two events:The temperature increas

13、ed to 49 but soon dropped to 30.5)The fifth group communicates that the period of time between events was long,or that the event occurred near the end of the sequence:The temperature increased to 49 and later dropped to 30.19 6)The sixth group is extremely useful and important.It contains words and

14、phrases that are used to communicate that events occurred at the same time or almost at the same time,or during the same period,and therefore the items in this group are sometimes used to communicate a possible causal relationship between events:The temperature dropped sharply when we reduced the pr

15、essure.20 7)The seventh group marks the end of the sequence of events:At the end there was a noticeable drop in temperature.8)The last group refers to events that occurred after you finished your experiment/simulation or after you finished observing the results:At the end there was a noticeable drop

16、 in temperature but it was decided afterwards to omit it from the input data.21afterafterwardsasas soon asat firstat that pointat the beginningat the endat the same timeat the startbeforehandbefore longearliereventuallyfinallyfirstlyformerlyimmediatelyin advancein the beginningin the meantimein the

17、endinitiallyjust thenlastlylaterlater onmeanwhilenextoriginallypreviouslyprior tosecondlyshortly aftersimultaneouslysoonstraight awaysubsequentlythento begin withto start withtowards the enduponwhenwhile22 It is important to communicate clearly how often a particular event or result occurred.Note th

18、at frequency language is often used in a subjective way:if something is said to occur frequently,this could be in relation to how often it was expected to occur.23 As can be seen in Fig.1,the effect occurred in 23%of cases.The effect was seen frequently.The effect was seen occasionally.241).each/eve

19、ry time without exception on each/every occasion always invariably2)habitually as a rule generally normally usually3)regularly repeatedly4)frequently often commonly5)more often than not6)as often as not(neural frequency)7)sometimes on some occasions at times 8)occasionally now and then from time to

20、time 9)rarely seldom infrequently10)hardly ever barely ever almost never scarcely ever11)on no occasion not once at no time never25 Quantity language can be used to replace numbers(many)or it can be used to comment on numbers(as many as 45).You can describe your results in numbers or percentages but

21、 those numbers or percentages are already visible to your reader in the graph or table:your reader needs to know what the number or quantities mean in order to understand them.26 For example,if the table or graph of your results shows that the effect you were looking for occurred in 23%of cases,you

22、can communicate this as a strong result(in as many as 23%of cases)or a weak result(in only 23%of cases).As can be seen in Fig.1,the effect occurred in 23%of cases.27 The words and phrases that communicate quantity can be divided into five groups.1)The first group contains words and phrases which mak

23、e the size/quantity look big:A considerable amount of residue remained in the pipe.2)The second group contains words or phrases which make the size/quantity look small:Barely 23%of the residue remained in the pipe.28 3)The third group is used to emphasize how big/small/high/low the size/quantity is:

24、The amount that remained was even higher/even lower than predicted.4)The fourth group is used to communicate that the size/quantity is similar/close to another.Almost all/Almost half of the residue remained in the pipe.29 5)The fifth group is useful when you need to say something about quantity but

25、you do not want to commit yourself to an interpretation of how big or small it was:Some of the residue remained in the pipe.30a great deal(of)a fewa littlea number(of)appreciableappreciably(high/lower)approximatelyas many asas few asat leastbarelybelowby farclose(to)considerableconsiderably(high/low

26、er)even(higher/lower)exceptionally(high/low)extremely(high/low)fairly(high/low)far(high/low)fewfewer(than)greater(than)hardlyin some casesjustjust(over/under)31lesslittlemarginalmarginally(higher/lower)markedmarkedlymoderatemore(than)mostmuchnearlynegligiblenoticeablenoticeablynumerousonlyover(half/

27、25%)particularlyplentypracticallyquitereasonablyrelativelysignificantlyslightsmallso(high/low)somesomewhatsubstantialsubstantiallyto some extentunderupwards ofvirtuallywell(under/over)32 This section is designed to provide you with a variety of language options to represent your understanding of the

28、 relationship between the events you observed.X produced y.X originated in y.X is linked to y.33 Some verbs/phrases communicate a clear/strong causal connection.cause,produce,be due to Some refer to a partial cause.be a factor in,contribute to34 Some refer to the initial or first cause in a causal c

29、hain.originate in initiate There are also verbs and phrases which communicate a weak causal connection.be related to link35(be)a/the cause of(be)a/the consequence of(be)a factor in(be)a/the result of(be)due toaccompany/(be)accompaniedaccount for/(be)accounted foraffect/(be)affectedarise fromascribe

30、to/(be)ascribed toassociate/(be)associatedattribute to/(be)attributed tobring about/(be)brought aboutcause/be caused bycome from connect to/(be)connected tocontributecreate/(be)createdderive/(be)derivegive rise togenerate/(be)generated influence/(be)influencedinitiate/(be)initiatedlink/(be)linkedori

31、ginate inproduce/(be)producedrelate/(be)relatedresult from result instem from yieldtrigger/(be)triggered36 Causal statements such as x caused y are risky because they may be disproved at a later stage.1)to weaken the causal verb x was linked to y.37 2)to add a frequency qualifier:x often caused y.x

32、commonly caused y.x rarely caused y.38 3)to add a quantity qualifier:x caused y in many cases.x caused y in some cases/to some extent.x caused y in virtually all cases.39 4)to add a modal verb:x may have caused y.x might have caused y.40 You can use more than one in a sentence,depending on how weak

33、you want your claim to be but be careful;if you add too many,the sentence may not mean very much at all:The evidence points to the possibility that in many cases,x can contribute to certain types of y.41 It appears that It can/may be inferred/assumed that It is(very/highly/extremely)probable/likely

34、that It is(widely/generally)accepted that It is/may be thought/recognized/believed/felt that It is/may/can be assumed that It seems(very/highly)probable/likely that It seems(likely)that It would seem/appear that42 The evidence points to the likelihood/probability that The evidence suggests that Ther

35、e is a clear/good/definite strong possibility that There is evidence to indicate that This implies/seems to imply/may imply that There seems to be/is a tendency to It is thought/said/recognized that43Figure 1:contains corresponds(to)demonstrates displays illustrates lists presents provides reports represents reveals shows summarizes