英語(yǔ)學(xué)術(shù)論文寫(xiě)作第六講課件

1、1Writing English Research PaperBy Li Lei(6)1Writing English Research Pape2Chapter 6: Discussion Section(論文的討論部分)Probably the most difficult part of a paper is the discussion section. We bring everything together in this part by discussing the significance of our findings and its relationship to prev

2、ious research in the area and also the hypotheses we set out with. 2Chapter 6: Discussion Section3Introduction of the Discussion (簡(jiǎn)介)A good deal of the discussion would be explanation of the findings and the factors that may/may not have affected our results.Depending on the number of factors or var

3、iables in the research, we may also have some sub-sections to deal with. The following is an example of a sub-section in the discussion section .3Introduction of the Discussio4 Example 1 There are significant differences, indicated by *, in English and Chinese texts in relation to a number of featur

4、es. The main reason for the differences relate to the number of clauses in the nine English texts, a range of 32 to 75, as compared to the nine translations in Chinese, a range of 45 to 79. The average clause number in Chinese is 60.88 per text, in English it is 47.33. The crucial(決定性) question is “

5、 what happens to the English Clause when it is translated into Chinese?” A general answer is that in many cases the English 4 Example 1 There are si5Example 1Clause is rendered(重新措辭) into more than one clause in Chinese, each with its own Theme. Let us see how this is done in a few examples from the

6、 two data sets. All Themes are underlined. The numbers preceding each example correspond to the number of text (given first) and the number of clause Theme( given next) if the English clause is rendered into more than one clause in Chinese , this is shown by the third number.5Example 1Clause is rend

7、ered(重6In the above example, the authors start with a statement about “ significant differences” between the two texts and give an explanation “ main reason” for the findings. More detail is provided in subsequences about the number of clauses. Later on an important question is asked and answered. T

8、he authors support their conclusion by providing some examples and finally describe/ explain the format and the numbering system(標(biāo)記系統(tǒng)) of the given instances. Analysis example 16In the above example, the aut7Analysis example 1In example 2, an explanation is given first and in Example 3, it is claime

9、d that the results “ support” and “ confirm(證實(shí))” a point of “view” and some “ observations” by others.Example 2: An explanation for the abundance of phrases recalled by the subjects may be language processingExample 3: The findings support an idiomatic(慣用) view of language and confirm the observatio

10、ns of many linguistic that delexical chunk(非語(yǔ)言組塊) is a prominent(重要) feature in modern language use.7Analysis example 1In example 8Describing , elaborating(闡述), comparing, constructing, explaining, etc, are some language functions used in the Discussion section. This section may also contain example

11、s used in previous sections or refer to new sources to confirm/ support the findings of the new paper. This is shown in the following examples. The content of discussion section (討論部分的內(nèi)容)8Describing , elaborating(闡述),9Example 4-5 4: As for delexical chunks such as “ make love” and “make a difference

12、”, which have meaning which are different from the words combined, it is obvious that they should best be learned as whole.5: This is true not only secondary school students but also of students who pursue their academic study in the tertiary(第三) sector.9Example 4-5 4: As for delexi10Analysis exampl

13、e 4-5In Example 4, it is suggested that certain language chunks(語(yǔ)言組塊) should be learned as wholes and in Example 5, the author provides support for her viewpoint by giving another reference in the discussion section.10Analysis example 4-5In Examp11The language of discussion section(討論部分的語(yǔ)言)Because o

14、f the multifunctional nature of the discussion section, young researchers find it a difficult to complete this section. Like in the other section, the use of an appropriate verb is probably a main cause of concern. The following is a list of some very frequent verbs( content words only) that researc

15、hers use. They all come from the first paragraph of a discussion section of a published paper.11The language of discussion s12Example 6 a listReported, show, characterized, suggests, used, intended, contradict(反駁), suggest, prevail(說(shuō)服), focused, enables, speculate(推斷), maintain, compared, claimed, s

16、hows, tend, represent12Example 6 a listReported, s13Summary Writing the discussion section of a research paper is a complex task for both young researchers and others with some experience in the field. The writers have to discuss the significance of their findings and relate it to other points of vi

17、ew, theories, or previous research in the field. Rhetorical functions(修辭手段) such as describing, analyzing, explaining, comparing, contrasting, supporting, claiming, etc, are frequently used in this section. A good discussion section collates(綜合對(duì)照) the necessary information given in the other sections of the paper in order to build a case for supporting th