最新研究生学术英语写作教程Unit-5-Reporting-Results

Unit 5 Reporting Results

Objectives:

-Understand the function and the major elements of the results section; -Learn the major steps to deal with the results section; -Use the tips for describing graphic information; -Grasp the tips for making comparison and contrast;

-Learn the skills for choosing appropriate graphs and making graphs.

Contents:

- 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 section; - 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 research? The standard approach to the results section of a research paper is to present the results with the statistical

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techniques such as tables and charts. This does not mean that you do not need any text to describe data presented 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 section?

2. What are the major elements included in the results section? 3. What are the major steps for you to deal with the results section? 4. How do you describe graphic information in the results section? 5. How do you compare and contrast the data presented in graphs?

The following is part of the results section of a research paper which investigated how EFL learners’ types 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

1

One key issue in this study was whether a learner’s type of language for thinking influences lexical collocational production. 2 This issue was explored by examining one retrospective report on the questionnaire, ‘‘When tape recording, what language did you mainly use for inner speech?’’ 3Based on their responses, the 42 participants were classified into four language groups: Chinese, English, Chinese mingled with English, and other languages. 4The participants’ 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 collocations, 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 Chinese. As Table 1 shows, 17 mainly used English for thinking, 20 primarily thought in Chinese 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 those who mainly thought in their native language (Mandarin Chinese) produced the highest inaccuracy rate of lexical collocations (M=15.17), followed by those who primarily thought in English (M=12.40) and those using a combination (M=8.44).

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Results of a one-way analysis of variance (ANOVA) further displayed that the difference among these 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 adopted, which aims at discerning whether the comparison between groups reaches the significance level. The LSD test showed that the Chinese-mingled-with- English group had a markedly lower inaccuracy rate than the Chinese or English groups, while the difference between the Chinese and English groups was not significant. Thinking in both Chinese and English was more beneficial and effective to the EFL learners’ oral production of lexical collocations.

Table 1: Types of Language for Thinking and Inaccuracy Rates of Lexical Collocations

Group Chinese (CH) English (EN) Chinese mingled with English (CE) Others N 5 17 20 0 M (%) 15.17 SD (%) 5.48 F 4.07* Comments CH>CE* EN>CE* 12.40 8.44 6.72 4.32

Note: Mean shows the average inaccuracy rate of collocations in each group.

*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 sentence of the text. Sentences Sentence 1 Sentence 2 Sentence 3 Sentence 4 精品文档

Elements 精品文档

1.3.2 Some verbs can be used to locate the results of the research, such as “show” and “indicate”. Read the second and third paragraphs carefully and think of the question: Which verbs did the authors use for locating the results?

Paragraphs Verbs locating the results In the 2nd paragraph In the 3rd paragraph

1.3.3 Read the second and third paragraphs carefully and think of the question: What is the function of the last sentence in the 2nd and 3rd paragraphs respectively? Sentences Function Last sentence in the 2nd paragraph Last sentence in the 3rd paragraph

2 Language Focus

2.1 Graphic description

The results section clearly presents the findings of your study. It is usually presented both in graph and text. First, prepare the graphs as soon as all the data are analyzed and arrange them in the sequence that best presents your results in a logical way. Then, as the results section is text-based section, the description of graphs is of great importance in paper writing. Good descriptions can help the readers understand your research better while using a single sentence pattern to describe the statistical and graphic information in a research paper will make your readers feel too bored and lose interest in reading on, so we need to pay more attention to the language use when describing the statistical and graphic information.

Here we will introduce some useful words, phrases or sentence patterns which can be used in different situations of graphic description.

Situations Expressions When introducing the The chart shows the percentage of … graphic information and The vertical axis shows … making a general statement The horizontal axis compares … As can be seen/It can be seen from the graph … 精品文档

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When referring to a graph As can be seen/It can be seen from Graph 3,… As shown in Graph 3,… From the graph above, it may/can be seen/ concluded / shown/ estimated/ calculated / inferred that… The graph shows/presents/provides that… The graph below /The pie chart above shows/ illustrates… According to Table 1,… There was a minimal (slight, slow, gradual, steady) rise. When describing a graph There was a rapid increase. There was a (an) marked (large, dramatic, steep, sharp, abrupt) decrease (decline, reduction, fall, drop). There was a sudden fluctuation. There was no change. convex/concave; top/bottom; a slope/ peak / plateau a gradual/slight increase; a sharp/steep rise; the peak When describing a curve or a rapid/abrupt fall; a slight dip; no change; slow fall a trend It shows an upward trend. It shows a downward trend. to sum up; in conclusion; When making a conclusion It appears that… The two charts clearly show… If you need to highlight significant data in a table/chart, you may use some adjectives such as “apparent”, “clear”, “interesting”, “obvious”, “revealing” and “significant” to make your viewpoint known and meanwhile attract readers’ attention.

The following sentence patterns are useful for you when you report significant results or findings.

1. It is apparent from Table 2 that...

2. Table 5 is quite revealing in several ways.

3. From Chart 5 we can see 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

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and performance in class.

Question 1: You are very interested in the English writing course.

□Strongly agree □agree □I don’t know □ disagree □strongly disagree

Question 2: You are active in group discussion in the classroom.

□Strongly agree □agree □I don’t know □ disagree □strongly disagree

Table 1 Data concerning the students’ interest and participation Item strongly agree N 1 2 35 28 P 50% 40% N 25 28 P 35.7% 40% N 2 3 P 2.9% 4.3% N 5 7 P 7.1% 10% agree I don’t know disagree strongly disagree N 3 4 P 4.3% 5.7% Note: N=number; P=percentage

Now you are required to report results from the interview. The following sentence patterns may be used 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 those surveyed indicated that … 4. A small number of respondents …

5. A minority of participants (%) indicated ...

6. In response to Question 1, most of those surveyed indicated that ... 7. The overall response to this question was very positive. 8. It is apparent from the table above that...

____________________________________________________________________

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.

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The growth rate of Ford car production7%6%5%4%3%2%1%0%0.2%6.3%5.5%4.1%4.5%2.8%2.6%1.2%0.3%3.3%3.1%4.6%JanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoborNovemberDecember

Look at the line graph carefully first and then do the following exercises.

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 use the phrases or sentence patterns of graphic description you learned in this section.

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?__________________________.

2.2 Comparison and contrast

When you are writing the reports section, you need to do much more than just give data. What you should always try to do is to convey more information with the data. Comparing and contrasting is a common way to deal with the data. The purpose of comparison is to show similarities while contrast is used to show differences. Through comparison or contrast between two or more things, the reader can understand them better.

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Here are some key words commonly used to express comparison or contrast. Words and expressions showing Words and expressions showing comparison contrast like, too although, yet similar as, similarly whereas, however both, likewise but, while as well as, also instead, unlike in the same way unless, be different from have … in common the reverse, differ, the same as contrary to, conversely even though, on the contrary on the other hand Note: Comparison and contrast is often used in graph description. Here are some points for you to pay special attention to.

1) Not all the information has to be compared or contrasted with each other. It is common to introduce the most significant or important information and compare or contrast it. If necessary, you must make some calculation before comparing or contrasting the data.

2) When comparing or contrasting information in the graphs, it is not necessary to lay equal emphasis on every change. Just give stress to those dramatic changes or to those that are of special interest to you, or those that you want your readers to pay more attention to and ignore the less important parts.

3) The comparison/contrast should be supported by concrete and relevant facts or data.

2.2.1 The tables below are the results of a research which examines the average marks scored by boys and girls of different ages in several school subjects. Write a report for a university lecturer describing the information below. You should write a minimum of 150 words. Boys:

Subject /Age Math 63 65 69 67 Science 70 72 74 73 Geography Languages 63 68 70 62 60 60 58 Sports 71 74 75 78 7 10 13 15 精品文档

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Girls:

Subject /Age Math 65 68 Science 69 73 70 72 Geography Languages 62 62 62 67 65 75 Sports 65 62 60 7 10 13 15

3. Writing Practice

3.1 Using graphs

Graphs are commonly used in reporting the results of your research. A graph is a diagram, usually a line or a curve, which shows how two or more sets of numbers and

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measurements are related. Graphs usually include bar/column charts/graphs, pie charts, line graphs and tables.

Generally speaking, bar charts are diagrams with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. However, they more clearly show the relationship of different parts of the sample to each other. They do not clearly show the parts in relation to the whole. The following bar chart shows the teachers with master’s degree or above in Northwestern College according to gender.

Teachers with master degree or above according to gender50403020100Year 1990Year 2000Year 201085173122MaleFemale46

A pie chart is a circle divided into segments. Pie charts can be used to show the sizes of various parts of the results in relation to each other and in relation to the whole sample. They are usually used to show percentages. The following pie chart shows the percentage of living costs per month in a family.

Others, 9%Entertainment, 6%The percentage of living costsFood, 36%FoodTransportationLodgingEntertainmentOthersLodging, 31%Transportation, 18%

A line graph is a type of graph displaying information as a series of data points connected by continuous lines. It can show a pattern or trend which usually takes place over a period of time. The following line graph shows the change of annual income of an average family in a certain city in China. .

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The change of annual income of an average family8000060000Yuan40000200000Year 1990Year 2000Year 2010

A table is a set of facts and figures arranged in columns and rows. A table is a very useful way of organizing numerical information. Tables are efficient, enabling the researcher to present a large amount of data in a small space. They can show exact numerical values and present quantitative data. They emphasize the discrete rather than the continuous. Here is a table which shows the percentage of the use of transportation vehicles in Northwestern College.

Table Use of transportation vehicles in Northwestern College

Year Bikes Buses Cars 1992 63% 36% 1% 2002 48% 46% 6% 2012 31% 42% 27%

Turn the table above into other graphs for your different research purposes.

3.2 Describing a graph

The description of graphs is of great importance in paper writing because it can help the readers understand your research better. How do you describe a graph? Here are the major steps for you to follow:

Step 1: Introduce the graphic information briefly and indicate the main trend.

Normally it includes the place, time, content and purpose of the graph.

Step 2: Describe the relevant and most important or significant data and make

some comparison if necessary. Words and expressions for describing a curve or a trend are very useful in presenting graphic information.

Step 3: Summarize the data/trends.

3.2.1 The line graph below shows the sales amount of an online shop from Monday to Friday. Match the descriptive statements with the graph. Which are the correct statements describing the graph?

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Sales amount in the working days1200010000800067573218499956Yuan6000400020000MondayTuesday Wednesday ThursdayFriday

A. The sales amount increased sharply from Monday to Tuesday. B. The sales amount reached a peak on Friday. C. There was a fluctuation in the sales amount.

D. The sales amount dropped drastically from Wednesday to Thursday.

3.2.2 Write a short passage describing the sales amount of an online shop from Monday to Friday with the information presented in the graph above.

3.3 Describing a table

The table below shows the results of the interviews on the teaching language(s) used by English teachers in class. Answer the following questions first and then according to the answers, describe the information in the table. Pay attention to the use of different sentence patterns when reporting the data.

Table 1 Teaching language(s) used by English teachers in class

Choices Almost English Mainly English Mainly Chinese Almost Chinese Total 精品文档

Frequency 6 13 1 0 20 Percent 30% 65% 5% 0% 100.0 精品文档

Questions:

1. What does the table show us?

2. How many teaching languages are mentioned in the table?

3. What language is used most frequently by English teachers in class? 4. Do English teachers in class often use Chinese?

5. In summary, what impression do you have on the teaching language(s) used by English teachers in class?

3.4 Describing charts

The following is a result from a market survey of personal computers. Report the result from a university student’s perspective. First, describe the student’s needs in personal computers. Then, compare and contrast the three types of personal computers in the items listed in the table below. Finally, conclude by stating which computer seems to be the most suitable for the student’s needs you have described.

Table 2 A market survey of personal computers

Types Price (yuan) Processor Speed PC 1 2850 2.0 GHz PC 2 6600 3.6 GHz PC 3 3920 3.2 GHz (Note: PC: personal computer)

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Hard Disk 320 GB 500 GB 500 GB Screen Size 14\" 15.6\" 14\" 精品文档

4. Writing project

4.1 Get prepared for writing the results section

Before you write the Results Section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.

1. Read the literature review section and the method section carefully and rethink about the research questions;

2. Review you results and check whether they have answered all the research questions;

3. Organize your results in a logical manner (For example, according to priority of the appearance of research questions);

4. Prepare tables and/or other diagrams;

5. Select appropriate language style and pay attention to the use of grammar; Work in groups and discuss what other preparations you can make for writing the results section of your research paper.

4.2 Outlining the results section

When outlining a results section, there are usually four major moves to follow.

Move 1: Preparing information

This move functions as a reminder and connector between the method section and the results section, as it provides relevant information for the presentation of results. It provides a review of issues mentioned in the method section, the location of tables or graphs where results are displayed and a general preview of the section. However, it is not obligatory because there are also results sections that do not have this move.

Move 2: Reporting results

Move 2 is the core element. It is the move in which the results of a study are presented, normally with relevant evidence such as statistics and examples. In this move, the authors need to locate where the results are and clearly describe the findings of the study both in diagrams and text.

Move 3: Commenting on results

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This move serves the purpose of establishing the meaning and significance of the research results in relation to the relevant field. It includes information and interpretations that go beyond the “objective” results. This can involve how the results can be interpreted in the context of the study, how the findings contribute to the field (often involving comparison with related literature), what underlying reasons may account for the results, or comments about the strength, limitations or generalizability of the results. As indicated by the frequency of moves and steps, this section is highly cyclical.

Move 4: Summarizing results

In this move, the major results obtained are summarized in order to help readers understand the research better. This move is optional in a research paper due to the limited length while it is a must for a dissertation or thesis.

Now, you are required to outline the results section of a research paper entitled A study of the effect of Chinese language on English writing with the moves given below.

Move 1: Preparatory information Move 2: Reporting results Move 3: Commenting on the results Move 4: m Summarizing results

4.3 Drafting your results section

Begin your writing now with the information you have just obtained from your survey.

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5. Final Checklist

Here are some useful questions to ask yourself about writing the results section

of your paper:

1. Does the results section deal with the topic that was set? 2. Is everything in the results section relevant to the method section and the research questions? 3. Is the data logically and clearly organized? 4. Have you described the statistical and graphic information in an academic way? 5. Have you presented the major significant findings? 6. Have you stated the locations of the results and findings? 7. Have you compared or contrasted the data presented in the graphs you made? 8. Is there a clear distinction between your findings and those of other authors? 9. Have you acknowledged all the information you have referred to? 10. Are the grammar, punctuation and spelling correct and acceptable? 精品文档