研究⽣学术英语写作教程Unit5ReportingResults
Unit 5 Reporting Results
水样白带Objectives:
-Understand the function and the major elements of the results ction;
-Learn the major steps to deal with the results ction;
-U the tips for describing graphic information;
-Grasp the tips for making comparison and contrast;
-Learn the skills for choosing appropriate graphs and making graphs.
紧致抗皱护肤品排行榜Contents:
MyDoom- Teacher’s introduction;
- Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors;
- Language focus: graphic description; comparison and contrast;
-Writing practice: using graphs and describing graphs (tables and charts);
- Rewriting practice: grasping the major moves for outlining the results ction;
- Classroom extension: descriptions of data and graphs when reporting results.
1.Reading Activity
1.1 Pre-reading Task
Do you know how to report the results of your rearch? The standard approach to the results ction of a rearch paper is to prent the results with the statistical
techniques such as tables and charts. This does not mean that you do not need any text to describe data prented in graphs.
Think about the following questions before reading the text and then have a discussion with your classmates.
1. What is the function of the results ction?
2. What are the major elements included in the results ction?
3. What are the major steps for you to deal with the results ction?
4. How do you describe graphic information in the results ction?
5. How do you compare and contrast the data prented in graphs?
The following is part of the results ction of a rearch paper which investigated how EFL learners’ type s of language for thinking influence their lexical collocational errors in speech.
1.2 Reading Passage
Results
Types of Language for Thinking and Lexical Collocational Errors
1One key issue in this study was whether a learner’s type of language for thinking influences lexical collocational production. 2This issue was explored by examining one retrospective report on the qu estionnaire, ‘‘When tape recording, what language did you mainly u for inner speech?’’ 3Bad on their respons, the 42 participants were classified into four language groups: Chine, English, Chine mingled with English, and other languages. 4The par ticipants’ inaccuracy rates were compared, which were obtained by dividing the number of errors by the overall number of lexical collocations they produced individually, among the language groups.
The preliminary analysis discovered that the 42 participants produced a total of 2,491 lexical collocat
ions, and each participant created approximately 29 lexical collocations per minute. Regarding learner errors, 263 incorrect collocations were found among the 2,491 lexical collocations, resulting in an inaccuracy rate of 10.56. To report the effect of language for thinking on the production of lexical collocations in speech, Table 1 records the fact that 5 students stated that their type of language for thinking was for the most part Chine. As Table 1 shows, 17 mainly ud English for thinking, 20 primarily thought in Chine mingled with English, and none thought in other languages. The inaccuracy rate of oral lexical collocations in each language group was calculated by dividing the total number of lexical collocational errors by the total number of lexical collocations produced. Descriptive statistics demonstrated that tho who mainly thought in their native language (Mandarin Chine) produced the highest inaccuracy rate of lexical collocations (M=15.17), followed by tho who primarily thought in English (M=12.40) and tho using a combination (M=8.44).产后减肥
Results of a one-way analysis of variance (ANOVA) further displayed that the difference among the three groups reached a significant level, F(2,39)=4.07, p<.05. This result supports the notion that EFL learners’ type of language for thinking appreciably influences their oral production of lexical collocations.
To probe intergroup differences, the Fisher Least Significant Difference (LSD) posthoc test was adop
治失眠良方ted, which aims at discerning whether the comparison between groups reaches the significance level. The LSD test showed that the Chine-mingled-with- English group had a markedly lower inaccuracy rate than the Chine or English groups, while the difference between the Chine and English groups was not significant. Thinking in both Chine and English was more beneficial and effective to the EFL learners’ oral production of lexical collocations.
玻璃毛细管Table 1: Types of Language for Thinking and Inaccuracy Rates of Lexical Collocations
Note: Mean shows the average inaccuracy rate of collocations in each group.
六一儿童节祝福语*P<.05
(Hung-ChunWang & Su-Chin Shih, 2011) 1.3 Reading Comprehension
1.3.1 Read the first paragraph and identify the information elements you find in each ntence of the text.
1.3.2 Some verbs can be ud to locate the results of the rearch, such as “show”and “indicate”. Read the cond and third paragraphs carefully and think of the question: Which verbs did the authors u for locating the results?
1.3.3 Read the cond and third paragraphs carefully and think of the question: What is the function of the last ntence in the 2nd and 3rd paragraph s respectively?
2Language Focus
2.1 Graphic description
The results ction clearly prents the findings of your study. It is usually prented both in graph and text. First, prepare the graphs as soon as all the data are analyzed and arrange them in the quence that best prents your results in a logical way. Then, as the results ction is text-bad ction, the description of graphs is of great importance in paper writing. Good descriptions can help the readers understand your rearch better while using a single ntence pattern to describe the statistical and graphic information in a rearch paper will make your readers feel too bored and lo interest in reading on, so we need to pay more attention to the language u when describing the statistical and graphic information.
Here we will introduce some uful words, phras or ntence patterns which can be ud in different situations of graphic description.
If you need to highlight significant data in a table/chart, you may u some adjectives such as “apparent”, “clear”,“interesting”, “obvious”, “revealing”and “significant” to make your viewpoint known and meanwhile attract readers’ attention. The following ntence patterns are uful for you when you report significant results or findings.恋雨
1. It is apparent from Table
2. Table 5 is quite revealing in veral ways.
3. From Chart 5 we can e that Experiment 2 resulted in the lowest value of ...
4. What is interesting in this data is that ...
5. In Figure 10, there is a clear trend of decreasing ...
6. As Table 2.1 shows, there was a great deal of difference between the
experimental group and the control group.
7. As shown in Table 6.3, chunk frequency also has significant correlation with
the indices of oral proficiency.
8. There was no obvious difference between Method 1 and Method 2.
2.1.1 The following table lists results of a questionnaire concerning students’ interest
and performance in class.
Question 1: You are very interested in the English writing cour.
□Strongly agree □agree □I don’t know □disagree □strongly disagr ee Question 2: You are active in group discussion in the classroom.
□Strongly agree □agree □I don’t know □disagree □strongly disagr ee
Note: N=number; P=percentage
Now you are required to report results from the interview. The following ntence patterns may be ud in your report.
1. Of all the subjects, 70 completed and returned the questionnaire form.
2. The majority of respondents felt that …
3. Over a half of tho surveyed indicated that …
4. A small number of respondents …
5. A minority of participants (%) indicated ...
6. In respon to Question 1, most of tho surveyed indicated that ...
7. The overall respon to this question was very positive.
8. It is apparent from the table
____________________________________________________________________ 2.1.2 The following line graph shows an upward trend in growth rate of Ford car production during the period from January to December 2011.
Look at the line graph carefully first and then do the following exercis.
A. Mark the following places in the graph.
a) The bottom of the line;
b) The peak of the line;
c) The fluctuating part.
B. Describe the growth rate of Ford car production in the following months respectively. Try to u the phras or ntence patterns of graphic description you learned in this ction.
a) In January: _________________________________________________________.
b) From March to April:_________________________________________________.
c) From May to September:______________________________________________.
d) From October to December:___________________________________________.
C. What does the overall line graph reveal in the growth rate of Ford car production during the period from January to December 2011?__________________________.
