EnglishAcademicWritingforGraduateStudents东南大学外国语学院制作Unit5Results&DiscussionUnitFiveTounderstandthefunctionandthemajorelementsoftheresultsanddiscussionsection;Tolearnhowtodescribegraphicinformation;Tograspthetipsformakingcomparisonandcontrast;Tolearnhowtopresentthecauseandeffectrelationship;Tolearnhowtostrengthenandweakenaclaim.LearningObjectivesUnitFiveWhatisthefunctionoftheresultsanddiscussionsection?Whatarethemajorelementsincludedintheresultsanddiscussionsection?Howdoyoudescribegraphicinformationintheresultssection?Howdoyoucompareandcontrastthedatapresentedinthegraphs?Howdoyoupresentacauseandeffectrelationship?Howdoyoustrengthenorweakentheclaims?I.Warm-upUnitFive1.Readthefirstparagraphintheresultspartandidentifytheinformationelementsyoufindineachsentenceoftheparagraph.II.SampleReading Sentences Information ElementsSentence1Sentence2Sentence3Sentence4ReviewoftheresearchissueReviewofthemethodReviewofthemethodReviewofthemethodUnitFive2.Someverbscanbeusedtolocatetheresultsoftheresearch,suchas“show”and“indicate”.Readthesecondandthirdparagraphsinthe Results part carefullyandthinkofthequestion:Whichverbsdidtheauthorsuseforlocatingtheresults?1._3._4._5._6._2._discoveredshowsfounddisplayedshoweddemonstratedII.SampleReadingUnitFive3.ReadtheDiscussion partcarefullyandmatchtheinformationelementswiththesentencesfromthissection.Putthecorrectletterbeforethecorrespondingsentence.A.possibleexplanationsforthefinding(s);B.thenewfindingwhichisdifferentfrompreviousstudies;C.areferencetothemainpurpose/researchquestionsofthestudy;D.areviewofthemostrelevant/importantfinding(s);E.thecomparisonwithexpectedresultsandotherstudies;F.asummaryofthefinding(s).II.SampleReadingUnitFive_1.Thefirstresearchquestioninvestigatedhowlearnerschoiceoflanguageforthinkinginfluenceslexicalcollocationproduction._2.StatisticallysignificantresultsrevealedthatlearnersprimarilyusingChinesemingledwithEnglishinthinkinghadthelowestinaccuracyrate,supportingtheassumptionthattypeoflanguageforthinkingdirectlyimpactsorallexicalcollocation._3.ThisfindingaccordswithGohs(2002)assumptionthattranslationasacognitivetacticslowsdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues._4.AnothercrucialimplicationthatmaybedrawnfromourfindingontheeffectoflanguageforthinkingisthatmetacognitiveskilltrainingshouldbeincorporatedintoESL/EFLclassrooms._5.Thisstudyindicatedaninterestingfinding:ThinkingmainlyinEnglishwasnotbeneficialfororalproductionoflexicalcollocations,evenwhenlearnerswereatadvancedlevelofproficiency._6.Tosumup,althoughtaskeffectwasnotsignificant,comparingtheinaccuracyratesinthethreetasksindicatesthatprocessingdemandsoforalelicitationtaskmayinfluencethequalityoftalk,includingcollocationalaccuracy.DCBAEFUnitFiveA.ComparisonandContrasta.Thepurposeofcomparison:toshowsimilaritiesb.Thepurposeofcontrast:toshowdifferencesIII.LanguageFocusUnitFivec.SomekeywordsandexpressionscommonlyusedtoexpresscomparisonorcontrastIII.LanguageFocusWordsandexpressionsshowingcomparisonWordsandexpressionsshowingcontrastliketoosimilarassimilarlybothlikewiseaswellasalsointhesamewayhaveincommonthesameasalthoughyetwhereashoweverbutwhileinsteadunlikeunlessbedifferentfromthereversediffercontrarytoconverselyeventhoughonthecontraryontheotherhandA.ComparisonandContrastUnitFived.Tipsformakingcomparison/contrast1)Notalltheinformationhastobecomparedorcontrastedwitheachother.2)Whencomparingorcontrastinginformationinthegraphs,itisnotnecessarytolayequalemphasisoneverychange.3)Thecomparison/contrastshouldbesupportedbyconcreteandrelevantfactsordata.III.LanguageFocusA.ComparisonandContrastUnitFiveA.Comparisonandcontrast1.Identifythepartswhichusethetechniquesofmakingcomparisonandcontrastinthefollowingsentencesadaptedfromthesampletext.1)Bycontrast,ifalearnerprimarilyresortstohisorherL1,thenoralproductioninEnglishwilldependondirecttranslation,causingagreatdealofL1interferenceatalllinguisticlevels.2)ThisfindingaccordswithGohs(2002)assumptionthattranslationasacognitivetacticslowsdowncognitiveprocessinganddistractslearnersfromsomehelpfullinguisticclues.3)Resultsrevealedahigherinaccuracyrateinpreparedspeechthaninpicture-cuedtasks.III.LanguageFocus_ _UnitFive2.Thefollowingisaresultfromamarketsurveyofpersonalcomputers.Reporttheresult from a university students perspective. First, describe the students needs inpersonalcomputers.Then,compareandcontrastthethreetypesofpersonalcomputersintheitemslistedinthetablebelow.Finally,concludebystatingwhichcomputerseemstobethemostsuitableforthestudentsneedsyouhavedescribed.III.LanguageFocusTypesPrice(yuan)HardDiskScreenSize（inch）PC12850500GB14PC266001000GB15.6PC339201000GB14Note:PC:personalcomputerTable2AmarketsurveyofpersonalcomputersA.ComparisonandcontrastUnitFivePossibleKeys：Nowadays,personalcomputersarecommonlyusedamonguniversitystudentsinresearchworkordealingwithdifferentdocumentsinandoutofclass.Tochooseasuitablepersonalcomputerisnoteasy.Youhavetoconsidermanyfactorssuchasthepriceandthefunctionswhencomparingdifferenttypesofpersonalcomputers.Tomostuniversitystudentswhohavenoincome,itsnecessarytomakeamarketsurveybeforetheirpurchaseofapersonalcomputer.Table2showstheresultfromamarketsurveyofpersonalcomputers.Inthesurvey,threepersonalcomputers,PC1,PC2andPC3,arecomparedwithrespecttothefollowingfactors:price,processorspeed,sizeofharddiskandscreensize.PC1costing2850yuan,isbyfarthecheapestofthethreeandPC2isthemostexpensive.Regardingthesizeofharddisk,PC2hasthesameharddisksizeasPC3,1,000GB,whereasPC1isthesmallestat500GB.Besides,amongthethreetypesofpersonalcomputers,PC2hasthelargestscreen,15.6.ThescreensizeofPC1is14,whichisthesameasthatofPC3.Amongthethreetypesofpersonalcomputers,PC1hastheadvantageinprice.PC2functionsbesthoweveritstooexpensiveformostuniversitystudents.Ingeneral,PC3couldbeagoodchoiceformostuniversitystudentsconsideringitspriceandfunctions.UnitFiveB.Causeandeffect1.Thefollowingsentencesareexcerptedfromthesampletext.Identifythepartswhichshowcausesandeffects.1)Regardinglearnererrors,wefound263incorrectcollocationsamongthe2,491lexicalcollocations,resultinginaninaccuracyrateof10.56.2)Theypossessedlesscapacitytoworkoutlinguisticstructures,whichresultedinmorecollocationalerrorsinpreparedspeech.III.LanguageFocusKeys:263incorrectcollocationsamongthe2,491lexicalcollocations:Showing the causeaninaccuracyrateof10.56:Showing the effectKeys:Theypossessedlesscapacitytoworkoutlinguisticstructures:Showing the causeShowing the effectmorecollocationalerrorsinpreparedspeech:UnitFiveB.CauseandeffectAcause-effectrelationshipisarelationshipinwhichoneevent(thecause)makesanothereventhappen(theeffect).For example:Thedeathratefromcancerisincreasingbecausepeoplearesmokingmore.Theweatherwascold.Therefore,Sallyputonhercoat.Manyhairproblemsresultfromwhatyoueat.Thesportsmeetingwaspostponedbecauseof/duetotherain.III.LanguageFocusUnitFive2.Completethefollowingparagraphbyfillinginmissingcausalwords.Recurringheadachescanhaveinitiatedisruptiveeffectsinapersonslife.Firstly,inmanycases,theseheadachesmakeapersonnauseoustothepointthatheorshemustgotobed.Furthermore,sleepisofteninterrupted(1)_thepain.Disruptedsleepworsensthephysicalandemotionalstateofthesufferer.Forthosewhotrytomaintainanormallifestyle,drugsareoftenreliedontogetthroughtheday.Suchdrugs,ofcourse,(2)_othernegativeeffects.Drugscaninhibitproductivityona job, perhaps even (3)_regular absences. Not only is work affected, but the seeminglyunpredictableoccurrenceoftheseheadaches(4)_disruptioninfamilylife.Theinterruptiontoapersonsfamilylifeisenormous:cancellingplansinthelastminuteandstrainingrelationshipswithfriendsandfamily. Itisnowonderthatmanyofthesepeoplefeeldiscouragedandevendepressed(5)_thecycleofmiseryreoccurringheadachescause.III.LanguageFocusbecause of can lead to causing causes due to B.CauseandeffectUnitFivea.IntroductionofgraphsThedefinitionAgraphisadiagram,usuallyalineoracurve,whichshowshowtwoormoreandsetsofnumbersmeasurementsarerelated.ThetypesGraphsusuallyincludebar/columncharts/graphs,piechartsandlinegraphs.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFiveb.UseofgraphsintheresultssectionPreparethegraphsassoonasallthedataareanalyzedandarrangetheminthesequencethatbestpresentsyourresultsinalogicalway;Describethegraphswellbecausegooddescriptionscanhelpthereadersunderstandyourresearchbetter.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFivec.Usefulwords,phrasesorsentencepatternsindifferentsituationsofgraphicdescriptionIV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive Situations ExpressionsWhenintroducingthegraphicinformation and making a generalstatementThechartshowsthepercentageofTheverticalaxisshowsThehorizontalaxiscomparesWhenreferringtoagraphAscanbeseen/ItcanbeseenfromthegraphAsshowninGraph3,From the graph above, 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(decline,reduction,fall,drop).Therewasasuddenfluctuation.Whendescribingacurveoratrendagradual/slightincrease;asharp/steeprise;thepeakarapid/abruptfall;aslightdip;nochange;slowfallItshowsanupwardtrend.Itshowsadownwardtrend.Whenmakingaconclusiontosumup;inconclusion;ItappearsthatThetwochartsclearlyshowUnitFived.DescriptionofGraphsStep1:Introducethegraphicinformationbrieflyandindicatethemaintrend.Normallyitincludestheplace,time,contentandpurposeofthegraph;Step2:Describetherelevantandmostimportantorsignificantdataandmakesomecomparisonifnecessary;Step3:Summarizethedata/trends.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFivee.Expressionsforhighlightingsignificantdatainatable/chartSomeadjectivessuchas“apparent”,“clear”,“interesting”,“obvious”,“revealing”and“significant”IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFiveItisapparentfromTable2that.Table5isquiterevealinginseveralways.FromChart5wecanseethatExperiment2resultedinthelowestvalueof.Whatisinterestinginthisdataisthat.InFigure10,thereisacleartrendofdecreasing.AsTable2.1shows,therewasagreatdifferencebetweentheexperimentalgroupandthecontrolgroup.AsshowninTable6.3,chunkfrequencyalsohassignificantcorrelationwiththeindicesoforalproficiency.TherewasnoobviousdifferencebetweenMethod1andMethod2.UnitFive1.ThefollowinglinegraphshowsanupwardtrendinthegrowthrateofFordcarproductionin2018.Analyzethelinegraphandfulfillthefollowingtasks.IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive1)Markthefollowingpositionsinthegraph.a.Thebottomofthelineb.Thepeakofthelinec.Thefluctuatingpart2)DescribethegrowthrateofFordcarproductioninthefollowingmonthsrespectively.Trytousethephrasesorsentencepatternsofgraphicdescriptionthatyoulearnedinthissection.a.InJanuary:_b.FromMarchtoApril:_c.FromMaytoSeptember:_d.FromOctobertoDecember:_inJanuaryinDecemberfromMaytoSeptemberInJanuaryof2011,thegrowthrateofcarproductionwasinthebottomofthewholeyear.Itbottomedoutataround1.2%inMarchof2018.Then,thegrowthraterosesharplyfrom1.2%tonearly4.5%inAprilof2018.InthenextfivemonthsfromMaytoSeptemberin2018,therewasafluctuationinthegrowthrateofcarproductionbetween2.8%and4.6%.Itreachedalevelat4.1%inOctoberof2018andthen,itincreasedrapidlyinthegrowthrateofcarproductionandreachedthepeakat6.3%inDecemberof2018.UnitFive3)WhatdoestheoveralllinegraphrevealinthegrowthrateofFordcarproductionin2018?_ThegraphshowsanupwardtrendinthegrowthrateofcarproductionforFordduringtheperiodofJanuaryin2018toDecember2018.Thegraphrevealstwoimportantrisingperiodsduringthewholeyear.UnitFive2.Thefollowingsentencesaretakenfromthesampletext.Underlinetheexpressionsthatareappliedtohighlightthesignificantdataoftheresearch.1)Descriptivestatisticsdemonstratedthatthosewhomainlythoughtintheirnativelanguage(MandarinChinese)producedthehighestinaccuracyrateoflexicalcollocations(M=15.17),followedbythosewhoprimarilythoughtinEnglish(M=12.40)andthoseusingacombination(M=8.44).2)Resultsofaone-wayanalysisofvariance(ANOVA)furtherdisplayedthatthedifferenceamongthesethreegroupsreachedasignificantlevel,F(2,39)=4.07,p0.05._IV.AcademicWritingSkillsA.DescribingthegraphicinformationUnitFive3)TheLSDtestshowedthattheChinese-mingled-with-EnglishgrouphadamarkedlylowerinaccuracyratethantheChineseorEnglishgroups,whilethedifferencebetweentheChineseandEnglishgroupswasnotsignificant.4)StatisticallysignificantresultsrevealedthatlearnersprimarilyusingChinesemingledwithEnglishinthinkinghadthelowestinaccuracyrate,supportingtheassumptionthattypeoflanguageforthinkingdirectlyimpactsorallexicalcollocation.5)Bycontrast,ifalearnerprimarilyresortstohisorherL1,thenoralproductioninEnglishwilldependondirecttranslation,causingagreatdealofL1interferenceatalllinguisticlevels._ _UnitFivea.ThedefinitionClaimsarestatementsaboutideasanddatafromyouandotherpeople.IV.AcademicWritingSkillsB.Strengtheningorweakeningofyourstatementsb.ThefunctionWhentheproofofyourideaordataisclear,youshouldstrengthenyourclaim.Whentheevidenceislesscertain,youshouldlimitorweakenyourclaim.UnitFivec.Expressionsforstrengtheningorweakeningthestatements 1)PossiblewordsforstrengtheningaclaimNouns:certainty,evidence,thefactthatVerbs:show,prove,establish,confirm,conclude,determine,itisclearthat,itisobviousthatAdjectives: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,suggestAdverbs:largely,likely,mainly,maybe,perhaps,possible/possibly,probable/probably,rather,relatively,seemingly,somewhat,sometimesUnitFive1.Thefollowingsentencesaretakenfromthediscussionsectionofaresearchpaper.Underlinetheexpressionsthatareappliedtostrengthenorweakenclaims.Thenmarktheminthebracketsattheendofeachsentence.Thefirstoneisgivenasanexample.1)Weobservedborderlinestatisticallysignificantelevatedrisksfor.(strengthening a claim)2)Weobservedastrongerpositiveassociationfor.(）3)Itispossiblethatthereferentgrouphadasmaller-than-expectedcancerincidencebychance.()4)Weobservedasuggestionofanelevatedriskforadvancedprostatecancerwithbothmeattypes.()_strengthening a claimweakening a claimweakening a claimIV.AcademicWritingSkillsB.StrengtheningorweakeningofyourstatementsUnitFive5)Incontrasttoourfindings,childhoodleukemiahasbeenpositivelyassociatedwithintakeofprocessedmeatsinacase-controlstudy.()6)Associationsbetweensaturatedfatandcancerarelikelytoberelatedtoenergybalanceingeneral,whereasironisthoughttocontributetocarcinogenesisspecificallybygeneratingfreeradicalsandinducingoxidativestress.()7)Thiscouldexplainsomeoftheinconsistenciesintheliteratureasmostpreviousstudieshavenotspecificallyaddressedadvancedprostatecancer.()8)Itlendsstrongsupportto.()9)Wefoundapositiveassociationbetweenredmeatintakespecificallyandcancersoftheesophagusandliver.()_strengthening a claimstrengthening a claim strengthening a claimweakening a claimweakening a claimUnitFive2.Thefollowingsentencesaretakenfromthesampletext.Trytowritedownthereasonswhytheauthorsweakenedtheclaims.1)AnothercrucialimplicationthatmaybedrawnfromourfindingontheeffectoflanguageforthinkingisthatmetacognitiveskilltrainingshouldbeincorporatedintoESL/EFLclassrooms.2)Whenfacingthisdilemma,ourparticipantsseeminglyfocusedonideationalstructures._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 objective.IV.AcademicWritingSkillsUnitFivelFourmajormovestofollow：Move1:Preparetheinformation.Move2:Reportresults.Move3:Commentontheresults.Move4:Summarizetheresultsandthediscussion.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove1:Preparetheinformation.Thefollowingstepsmaybehelpfulforyourpreparation.Step1:Reviewyouresultsandcheckwhethertheyhaveansweredalltheresearchquestions.Step2:Organizeyourresultsinalogicalmanner.Step3:Readtheliteraturereviewsectionagain.Step4:Readtheintroductionsectionagain.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove2:Reporttheresults.Thismoveisthemoveinwhichtheresultsofastudyarepresentednormallywithrelevantevidencesuchasstatisticsandexamples.Inthismove,youneedtoselecttherelevantresults.Youneedtolocatewheretheresultsareandclearlydescribethefindings.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove3:Commentontheresults.Thismoveservesthepurposeofestablishingthemeaningandthesignificanceoftheresearchresultsinrelationtotherelevantfield.Itincludestheinformationandtheinterpretationsthatgobeyondthe“objective”results.Also,itcanincludethecommentsaboutthestrength,limitationsorgeneralizabilityoftheresults.IV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFiveMove4:Summarizetheresultsandthediscussion.Thismoveisoptionalinaresearchpaperduetothelimitedlengthwhileitisamustforadissertationorthesis.Payattentiontothefollowingaspectswhenwriting.ThestructureoftheresultsanddiscussionsectionandthesequenceofthepresentationoftheresultsThechoiceoftheappropriatelanguagestyleintheresultsanddiscussionsectionTherevisionofthedraftofyourworkIV.AcademicWritingSkillsC.OutliningtheResultsandDiscussionSectionUnitFive1.Workingroupsanddiscusswhatotherpreparationsyoucanmakeforwritingtheresultsanddiscussionsectionofyourresearchpaper.(Open-ended)2.Discussthefollowingquestionswithyourclassmates.1)Whichdoyouthinkisthemostimportantmovewhenoutliningtheresultsanddiscussionsection?Why?(Open-ended)2)Whatattentionshouldbepaidtothelanguagestylewhenwritingtheresultsanddiscussionsection?(Open-ended)C.OutliningtheResultsandDiscussionSectionIV.AcademicWritingSkillsThanksSchoolofForeignLanguagesSoutheastUniversity