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ObjectivesandOutcomesLearnhowtowritearesearchreport,whichincludes:1.TitleandAuthor2.AbstractandKeywords3.Introduction4.Methods5.Results6.Discussiono

rconclusions7.Acknowledgements8.References9.AppendixesOverviewAresearchreportisapaperwrittenbyaresearcherorresearcherstodescribeastudythathasbeen

completed.Thepurposeofthereportistoexplaintootherstheobjectives,methods,andfindingsofthestudy.Thedissertationo

rgraduationthesisthatyouaregoingtowritebelongstothiskindofwriting.Therefore,youneedtolearnhowtowritetheresearchreport.Theorganizational

formatforallresearchreportsisbasicallythesame,regardlessofthefieldofstudyinwhichtheauthorisworking.1.TitleandAuthor2.AbstractandKeywords3.Intr

oduction4.Methods5.Results6.Discussion/Conclusions7.Acknowledgements(optional)8.References9.Appendixes(optional)I.TitleandAuthor1.Inc

ludeAllKeyInformationintheTitleThetitleofaresearchpapershouldbe:•consistentwiththecontentsofthearticle;•highlyrepresentativeofthecentr

alideaofthepaper.Thetitlegenerallyincludesinformationonthefollowingaspects.Informationelementsinthetitle:•Theindependentanddependentvariablesi

nvolved相关的自变量和因变量:medicine&patients;price&sales•Thesubjects研究对象:customers;patients;animals•Theconditionofsubjects条件•Theexperimentalapproach研究方法P

ractice:Readthefollowingtitlesandtellwhatinformationelementsareineachtitle.(1)EffectsofCross-borderE-commerceonPettyCommodi

tySalesfromSmallFactoriesinYiwu•(independentvariable+dependentvariable+condition)•跨境电商对义乌小企业小商品销量的影响(2)ApplicationofCooperationPrincip

lestoEnglishforBusinessCommunication•(approach+subjects+conditions)•合作原则在商务英语中的应用(3)MicrovascularPressuresMeasured

byMicropunctureinLungsofNewbornInfants•(variables+approach+conditions+subjects)•使用微刺法对新生儿肺中微脉管压的测量2.MaketheTitleConcreteinMeaning•Makesu

rethatthetitlecontainsalltheinformationrelevanttoyourreaders.•Usespecificwordstoexpressthemeaningofthetitleconcretely

.•Keepthekeywordsinthetitleforpaperretrieval.•Titlesthataretoogeneralcancausedifficultiesinon-linesearching.Comparethefollowing

pairsofexamplesandseethedifferences.Example1:(1)ResearchintoComputerPrices•(toogeneral)•电脑价格研究(2)Comput

erPricesinRelationtoItsSalesinBeijingAreasintheLastFiveYears•(independentvariable+dependentvariable+condition)(concrete)•近五年

北京地区电脑价格与其销量的关系Example2:(1)AntibioticTreatmentofRespiratoryInfections•(toogeneral)•对上呼吸感染的抗生素治疗(1)Efficacyof

GatifloxacinandMoxifloxacininSinusitisinAdults•(concrete)•莫西沙星治疗成人上呼吸道感染的功效3.AvoidWastingWordsIfatitleistoolong,i

twouldbedifficultforreaderstocatchthemeaningofthecontentandrememberit.Tobebriefandconcise,omitthephrasesthatdonotexpresssu

bstantialmeaninginthetitle.E.g.•inthetreatmentof•studieson•reportofacaseof•investigationon•somethoughtson•aresearchofExamples:(1)Studiesonthe

EfficacyofGatifloxacinandMoxifloxacininSinusitisinAdults:aMulticenter,RandomizedDouble-blindTrial•(redundant)•对加替沙星和莫西沙星治疗成人鼻窦炎的功效的研究：一项多中心的双盲法随机试验

。(2)GatifloxacinandMoxifloxacininSinusitisinAdults:aMulticenterDouble-blindTrial.•(concise)•加替沙星和莫西沙星对鼻窦炎的

疗效：一项多中心的双盲法试验Titlesofexperimentalresearchreportsareusuallyintheformofnounphrases,butnotinsentencesorquestions.Thisisbecausesentences

alwayscontainwordsofgrammaticalfunctionsandpunctuations(Whendoes…?Shouldthe…?Isthere…?),whichmaketitlesredundant.4.AvoidAbbreviationsinT

itlesMostjournalswillnotallowanyabbreviationsinthetitleexceptthoseforInternationalSystemofUnitsofmeasurement(SIunits国际单位制).E.g.IBM:(Internation

alBusinessMachines;Internationalballisticmissile）•Abbreviationscouldleadtothepaperbeingmissedinon-linesearches.•Theycanbeconfusingtoreadersun

familiarwiththesubject.5.AuthorTherearetworeasonsforidentifyingwhatauthororgroupconductedtheresearch.•Correspondence:Readerswouldknowwhomtocallwith

questions.•CelebrityandResponsibility:Thepaperpublicationisregardedasanormforvaluingtheprofessionallevelo

ftheresearcherandtheinstitutionconcerned.Ifanyconsequenceshouldarisefromthepublicationofthepaper,itistheauthorthattakestherespons

ibilityforit.Theprofessionaltitle,administrativerankoracademicdegreesuchas“Professor”,“ChiefManager”,or“Doctor”,etc,areprefe

rablyomittedbeforethenameofanauthor.Iftheremustbeatitleincluded,itcanbeputwithacommaafterthename.Forexample:HaipingWang,Profes

sorDepartmentofBiochemistry,BeifangUniversityBeijing,100871,thePeople’sRepublicofChinaDifferentjournalsmayhavedifferentrequ

irementsontheformatofthetitleandauthor.II.AbstractandKeywords1.Abstract•Goodabstractshelpthereaderdecidewhethertoreada

reportentirelyandfacilitatethereadingofthereport.•Thetypeofabstractusedinresearchreportsistheinformativeabstract.•RefertoUnit14fordetails

oftheinformativeabstract.2.KeywordsKeywordsarethemostimportantwordsandphrasesrepresentativeofthethemeoftheresearchreport

andfrequentlyusedinthepaper.关键词是代表研究报告主题的最重要的词语。Thefunctionofkeywordsistofacilitatetheinformationretrievalandemphasizethegistofthepaper.关键

词的作用是有利于信息检索和强调文章要点。Thekeywordsofapaperusuallycomefromthetitleandtheabstract.关键词通常来源于标题和摘要。Keywordsshouldbespeci

ficinmeaning.Avoidusingwordsthataretoogeneralinmeaning(suchasstudy,research,investigation)askeywordsbecausetheymayca

usedifficultyininformationretrieval.Keywordsareusuallyintheformofnouns,notverbs,adverbsoradjectives.Forexample,

use“infiltration”insteadof“infiltrate”;“education”insteadof“educate”.Thenumberofkeywordsislimitedaccordingtotherequireme

ntofthejournal.Majorsectionsoftheresearchreport:➢Introduction➢Methods➢Results➢Discussion/ConclusionsThemajorsectionsformthebodyoft

heresearchreport.Ⅲ.IntroductionTheintroductionisthefirstmajorsectionoftheresearchreport.Itservesasadirectiontoreaders,givingthemtheo

utlooktheyneedtounderstandthedetailedinformationcominginlatersections.Theintroductiongenerallyconsistsoffivepartsinsequence.1.Background:Gene

ralstatementsaboutafieldofresearchtoprovidethereaderwithasettingfortheproblemtobereported2.Literaturereview:Morespecificsta

tementsabouttheaspectsoftheproblemalreadystudiedbyotherresearchers3.Researchquestion:Statementsindicatingthespecificsubareathatneedstobefurtherinvest

igated4.Purpose:Specificstatementsgivingthepurposesorobjectivesofthestudy5.Value:Statementsprovidingajustificationforcond

uctingthestudy.(Optional)1.BackgroundThebackgroundoftheintroductionprovidesreaderswiththeparticulartopicofyourresearchinrelationtoagenera

lareaofstudy.Itfollowsafunneltypeofdescriptioninthreesteps:(1)Beginwithacceptedstatementsoffactsrelatedtoyourgeneralarea.(2)Withinthegeneralar

ea,identifyonesubareathatincludesyourtopic.(3)Indicateyourtopic.GeneralareaFreshwaterisafundamentalrequi

rementinourdailylives.Astheworldpopulationandindustrialpollutionincrease,ithasbecomequiteclearthatthee

arth’soncebountifulresourcesaredwindling.However,water,oneofthemostpreciousofresources,canbeendlesslyrecycled.Sub-areaTher

eareseveralmethodsthatcanbeusedtotreatandrecyclewaste-water.Someofthemostintriguingincludeusingplantlifetocleansewateraswellasprovidefoodsourcefora

nimalsorotherformsofenergy.TopicSeveralwater-plantsarebeinginvestigated,butduckweed,averyuniquetypeofwate

r-plant,maybeveryusefulinrecyclingwaste-water.Example1:Waste-watertreatmentbyusingduckweed2.Literatu

reReviewAfterintroducingthetopicofyourstudyinthepartofthebackground,youneedtoexplainthepresentsituationofthestudyonthi

stopic.Theliteraturereviewisalooking-backonthefindingsbyotherresearchersthathavebeenpublishedinyourfieldofstudy.Literatur

ereviewhasthreefunctions:•Providingthebackgroundinformationneededtounderstandyourstudy.•Demonstratingyourfamiliaritywiththeimport

antresearchthathasbeencarriedoutinyourarea.•Establishingyourstudyasonelinkinachainofresearchesinyourfieldandbuildingcredibilityforyourresearchbys

howingthatyourstudyisdirectlyconnectedtoacceptedresearchdonepreviously.Inliteraturereview,youneedtoincorporatetheideasfromothersinyourwri

ting.Dependingondifferentpurposesandcontent,citationsinaliteraturereviewcanbearrangedinseveraldifferentways.•Or

derofCitations•VerbTenseinCitations1.OrderofCitationsYoucanarrangetheminorderfromgeneraltospecific—thatis,fromthosemostdistant

lyrelatedtoyourstudytothosemostcloselyrelatedtoit,asinexample1.Inaliteraturereviewdescribingthehistoryofresearchinanarea,youmayarrangeyourci

tationsinchronologicalorder—whathappenedfirstismentionedfirst,asinexample2.Ifyouhavealargenumberofcitationstoincludeinyourl

iteraturereview,youcangroupthemaccordingtothedifferentapproachestotheresearchproblemtakenbydifferentauthors.Thecit

ationswithineachgroupcanthenbeorderedchronologicallyorfromgeneraltospecific,asinexample3.Mosteducator

sinChinaseemtoagreethatthemicrocomputerwillplayanimportantroleinteaching.Wang(1994)andTaylor(1990)predictedasignificantin

creaseinthenumberofcomputersinbothschoolsandhomesinthenearfuture.Stickel(1992)identifiedthreetypesofmicrocomputeruseinclassrooms:astheobjec

tofacourse,asasupporttool,andasameansofprovidinginstruction.LiandHuang(1995)reportedfourusesofmicrocomputersinteachingmed

icine:drillandpractice,tutorial,simulation,andproblemsolving.Example1CitationsArrangedintheOrderfromGeneraltoSpecificThestudyofconsumercomplainingbe

haviorhasprogressedsteadilyovertheyears.BarnumandLevinson(1996)foundthatdissatisfiedconsumerschoosetoseekredress,

engageinnegativeword-of-mouthbehavior,orexitbasedupontheperceivedlikelihoodofsuccessfulredress;FraserandBrown(2000)reportedthat

dissatisfiedconsumers’reactionsarebasedupontheirattitudetowardcomplaining;Gerson(2004)statedthatthei

rreactionsarebasedupontheinvariabilityandcontrollabilityoftheproblem;andHoupandLannon(2005)discoveredth

attheirreactionsarebaseduponthelevelofproductimportance.Consumerswhoaredissatisfiedwithaproductthattheyfeelisimpo

rtantaremorelikelytoseekredress(Pattow2010).Example2CitationsinChronologicalOrderTheCETisestablishedonthetesttheoriesofstructurali

sm(Liu2003:131),whichdivideslanguageintodiscretepointsandteststhemintheformofmultiple-choicequestions.Itsadvantagesareitsconvenienceformachinegrading

,itsobjectiveness,anditswidecoverageoflanguageknowledge.However,thediscrete-pointtestviewslanguageabilityasadiscretesystem(Li20

02:34),andthusdivideslanguageintoseparatelanguagepoints,suchasgrammarandvocabulary,andteststhemseparately.Theproblemistha

tlanguageincommunicationisinasyntheticformsincephonetics,grammar,andvocabularyareintegratedasawhole.Therefore,byfocusingontestingstudents’r

eceptiveabilitywhileneglectingtheirproductiveability,themultiple-choicetestcannotreflectstudents’commun

icativecompetenceobjectively(Hanetal.2004:18).Example3CitationsArrangedAccordingtoDifferentAspectsoftheIssue2.VerbTensesinCitations.Beginnerswil

lfinditisdifficulttodecidethetenseofcitations.Thetensechoiceofcitationsisrelatedtothefocusofthecitationinthesentenceinthr

eeways:•Informationprominent•Weakauthorprominent•Authorprominent(1)InformationprominentWhenthefocusofy

ourcitationisontheinformation,youshouldwritethecitationinthepresenttense.Thepresenttenseisusedwhentheinformationyouarecitingisgenerallyacceptedasf

act.E.g.①TheCETisbasicallyestablishedonthetesttheoriesofstructuralism结构主义测试理论(Liu2003:131).②Consumerswhoaredissatisfiedwithapr

oductthattheyfeelisimportantaremorelikelytoseekredress(Pattow2010).对产品不满意的消费者如果认为该产品很重要，则更有可能寻求赔偿。(2)WeakauthorprominentWhenthefocusofyourcitati

onisontheresearchareaofseveralauthors,youshouldusethepresentperfecttenseinthesentence.E.g.③Quiteafewinvestigatorshavestudiedtheconsumercompla

iningbehaviorovertheyears(Pattow2010;HoupandLannon2005;Gerson2004;FraserandBrown2000).④Severalresearchershavestudied

therelationshipbetweenspiralbacteriaandgastritis螺旋菌与胃炎的关系(Andrews1996;Nicholson1994,Taylor1989;Howren19

85).(3)AuthorprominentWhenthefocusofyourcitationisontheauthor,thatis,whenyouusethenameoftheauthorasthesubjectofthesentence,youshoulduse

thesimplepasttenseinitspredicate.E.g.⑤FraserandBrown(2000)reportedthatdissatisfiedconsumers’reactionsarebasedontheirattitudestowardcomplaining.

⑥Stickel(1992)statedthattherewerethreetypesofmicrocomputeruseinclassrooms.Tensesinsubordinateclauses:Althoughthesimplepasttenseisusedint

hemainclauseoftheauthorprominentsentences,thetensesusedintheobjectclausetoreportthefindingsarediffere

nt.•Ifthefindingsofthestudyaregenerallyacceptedasfact,presenttenseisused(E.g.5).•Ifthefindingsofthestudyarelimitedtot

hatstudybutnotacceptedastrueinallcases,pasttenseisadopted(E.g.6).3.ResearchQuestionThepurposeofresea

rchquestionistosumuptheliteraturereviewandpointoutasubareathatisnottreatedinthepreviousliterature,butthatisimportantfromviewofyourwork.Usuallyt

hispartisaccomplishedinonlyoneortwosentences.Therearethreealternativesyoucanchoosefrominstatingyourresearchquestion.(1)Indicatingthatthep

reviousliteratureisinadequatebecauseanimportantaspectoftheresearchareahasbeenignoredbyotherauthors.Example:Manydemographicfactorsaffec

tingfood-buyingdecisions,includingage,education,incomeandexperience,havebeenstudied.However,religionisaspecializ

edfactoraboutwhichlittleisknown.(2)Indicatingthatthereisanunresolvedconflictamongtheauthorsofpreviousstudiesconcerningtheresearchtopic.Example:

StudiesbyJackson(1985)andTaylor(1992)indicatedsuperiorresultswiththecommunicativeapproachwhilestudiesbyEllis(1983),Howren(1990)a

ndKemble(1994)indicatedlittleornosignificanteffect.Therefore,morestudiesneedtobeconductedtoascertaintheeffectsofthecommunica

tiveapproachinteachingvarioussubjectsinavarietyoflearningsituations.(3)Indicatingthatanexaminationoft

hepreviousliteraturesuggestsanextensionofthetopic,orraisesanewdirectionnotpreviouslystudiedbyothersinyourfield.Example:Whilemos

toftheliteratureonbusinessriskandriskresponsetreatsonlyproductionandpricerisk,weintendtointroducethenotionoffi

nancialriskintothedecision-makingprocess.Theresearchquestiongenerallyconsistsofthreeparts:SignalWordMissi

ngInformationResearchTopicHowever,littleinformationisavailableonfinancialriskinthedecision-makingprocess.Butfe

wstudieshavereportedontheeffectsofthecognitivestrategytraininginlanguagelearning.4.PurposeThestatementofpurposefollowstheresea

rchquestiondirectly.Itanswerstheneedexpressedinthequestionforadditionalresearchinyourareaofstudy.Youmaywritethestatementofpurposefromoneof

thefollowingtwoorientations:•theperspectiveofthereportitself;•theperspectiveoftheresearchactivity.(1)TheReportPerspectiv

eInthereportperspective,thepaperorreportservesasthesubject(orpartofthesubject)ofthesentence.Thepresentorfuturetenseis

usuallyusedinthiskindofstatement.E.g.•Thepurposeofthispaperistodeterminewhetherthecognitivestrategytrainingcanimprovestudents’l

earningability.•Thisthesiswilldealwiththeimplementationandoperationofanautomaticmeasurementsystemappr

opriateforclassroomandlaboratorydemonstrations.(2)TheResearchPerspectiveIntheresearchperspective,thestatementofpurposereferstotheresearchactivi

tyratherthanthereport.Thepasttenseisusuallyusedinthiskindofstatement.E.g.•Theobjectiveofthisresearchwastogivethemostd

irectanswerpossibletothequestionofhowlongadvertisingaffectssales.•Theaimofourexperimentwastodetermineifan

imperfectlisteningtypewriterwouldbeusefulforcomposingletters.5.ValueThestatementofvaluejustifiesyourr

esearchonthebasisofitspotentialbenefitorsignificancetootherresearchersinthefieldortopeopleworkinginpracticalsituations.Itcanbewrittenfro

mtwoalternativeperspectives:valueinpracticeorvalueintheory.Youmaywritethestatementfromtheperspectiveofthepracticalbenefits

thatmayresultfromapplyingthefindingsofyourresearch.•Theresultsofthisstudycouldbeusefultoeducatorsresponsibleforplanningcourseworki

nforeignlanguageeducation.•Thisresearchmayprovideanalternativeapproachtoperformingdelicatebrainsurgery.Youmaywriteastatementofvaluethatemphasiz

esthetheoreticalimportanceofyourstudy.Inthisway,youcontributetotheknowledgeinyourspecificareaofresearch.•Bothofthefactorsunderinvestigationinth

isstudymaybeofimportanceinexplainingtheetiologyofthisdisease.•Theresultsofthisstudymaysuggestaneedforabroaderhypothesisforf

urtherresearchintothegreen-houseeffectontheenvironment.Thestatementofvalueshouldbewrittenwithtentativenessormodestyonthepartoftheauthor.Usemodalauxil

iaries,suchas“may”or“could”,asisshownintheaboveexamples.Thestatementofvalue,however,isnotincludedineve

ryintroduction.Itisusuallyincludedinstudents’theses,dissertations专题（学位）论文,orthesisproposals论文开题报告.Itisalsocommonlyus

edinresearchreportswrittentodescribeaprojectfundedbyoutsidesources.Ⅳ.MethodThemethodsectionmainlydescribestheprocedurey

oufollowedinconductingyourresearchandthematerialsyouusedateachstep.Ifthereaderswanttoknowhowthemethodsof

yourresearchmayhaveinfluencedyourresults,oriftheyareinterestedinreplicatingyourresearch,theymustexamineyourmethodcarefully.Thusthissectionis

usuallylongandindetail.1.InformationElementsThemainpartsofthemethodsectionareproceduresandmaterials,whichdescribesthestepsusedinyourstudy

andthematerialsemployedateachstep.However,otherelementsarealsocommonlydescribedinthissection.Thefollowingli

stpresentsthecommonelementsinthemethodsection.AListofElementsintheMethodSection•OverviewoftheResearch/StudyDesign(E

.g.descriptiveorexperimentalresearch,qualitativeorquantitativeanalysis,casestudy,trendstudy.SeeAppendix1)•SubjectsorSamples(people

,animals,things)•SamplingTechnique(E.g.randomsampling;systematicsampling)•Procedures(stepsinconductingtheresearch)•Materials（equ

ipment,substance,teachingmaterialsandexampapers,questionnaire,interviewquestions,etc.）•RestrictionsorLimitingConditions(E.g.below10oC)•Statis

ticalTreatment(methodsofcalculation,E.g.SPSS)Example:InformationElementsinaMethodSectionResearchOverviewThestudywasconductedasathree-gro

upcontrolledexperimentfollowingthestatic-groupcomparisondesign.Itinvolvedtheuseofthreeexperimentalgroups,inclu

dingGroupA,acontrolgroup;GroupB,atreatmentgroupconsistingofbeginner-levelmicrocomputerusers;andGroupC,atreatmentgroupconsistingofintermediate-level

microcomputerusers.SamplingtechniqueTherandomsamplingoftheparticipantswasconductedthattheparticipantsrepresentedasampleofstudentsinfinancial

education.Therefore,thefindingsandimplicationsofthestudyshouldbegeneralizedtotheextentthatfuturegroupsofstude

ntsaresimilartotheparticipants.Population(Subjects)The30studentsdesignatedasthecontrolgroupweretaughtusingalecture-dis

cussiontechnique.Theother60studentsweredividedintotwotreatmentgroupstoreceivemicrocomputer-assistedinstruction.Studentswiththeabilitytorunandeditsof

twareprogramswereassignedtotheintermediate-levelgroup,andtheremainingstudentswereassignedtothebeginnersgr

oup.ProceduresTheclassescomprisingthecontrolgroupwereorganizedintotwo-hourclasssessionsinthreeconsecutivedays.Thewrittenevaluationwasgiv

enduringthefirsthourofthefourthday.Thetreatmentgroupsweregiventhreedaystocompletethetask,wereaskedtokeeparecordoftheamou

ntoftimeused,andweregiventhewrittenevaluationduringaone-hourtimeperiodofthefourthday.MaterialsThematerialsusedinteachinge

xportquotationandcontractwiththelecture-discussionmethodwerethebasisforwritingacomputerteachingprogram.StatisticalTreatment

Nullhypothesesweredevelopedtotesttheresearchquestionsofthestudy.Analphalevelof.05wasusedintestingthehypotheses.APearsoncorrelationcoefficientwasuse

dtoascertaintherelationshipbetweentimespentonmicrocomputer-assistedinstructionandstudentperformance.Theda

tawereanalyzedwiththestandardstatisticalanalysissystemSPSS.2.ChoiceofVerbTensesThemethodsyouusedincarryingout

yourstudyareusuallywritteninthesimplepasttense.However,ifyourstatementisagenerallyacceptedfactortruth,itshouldbewritteninpresenttense.Examples:•

Thoseinterviewedinthestudywere18Chinese-speakingstudentsattendingclassesattheUniversityofPortsmouth.(specificreference

)•AllstudentswhoapplyforadmissiontotheUniversityofPortsmouthtaketheIELTSTest.(generalreference)Ifyouuseequipmentinyourstudyw

hichisconventionalinyourfieldandfamiliartomostresearchers,youshoulddescribeitwiththepresenttense.Examples:•A

typicalrefrigeratorincludesacompressor,acondenserandanevaporator.典型的冰箱包括一个压缩机、一个冷凝器和一个蒸发器。•Theheateresse

ntiallyconsistsofabundleofparalleltubes,theendsofwhichexpandintotubesheets.加热器包括一束平行的管子，管子的末端伸入管板。Ifyouusespeciallydesignedmaterialswhichmaynotb

efamiliartootherworkersinyourfield,youshoulddescribeitinthepasttense.Ifyoumodifiedacommondeviceinaspecialwayforyourstudy,youshouldalsodescribei

tinthepasttense.Thefollowingareexamples:•Thesapofthemosaicdiseasedtobaccoplantwasextractedbycrushing

theplantwithamincer,whichwasspecificallydesignedforthispurpose.•Thenewreactorwasmoreheavilyequippedthantheothersfortestingpurposes.Morecadmiumrods

wereinstalledinordertobeintroducedintocavitiesinthereactortoarrestreactionsbyabsorbingneutrons.Thiswastopreventthereactorbecomingunstable.Ⅴ

.ResultsTheresultssectionisthe“core”oftheresearchreport.Readersexpecttheresultstoprovidethemwithenoughdatatodrawtheirownconclusionsaboutt

heanswertothequestionposedintheintroduction.Thissectionpresentsthefindingsofthestudyinbothfiguresandtext:•

Figures(tables,graphs,anddiagrams)presenttheresearchfindingsinnumericaltermsordata.•Thetextinterpretsthedataandhelpsthereadertofocusonthemostimport

antaspectsoftheresults.1.InformationElementsTheresultssectionusuallyconsistsofthreekindsofinformation.（1）Locationofdata:statementsthatspecifyt

hefigure(s)wheretheresultscanbefound.（2）Results:statementsthatexplainthemeaningofdataorotherfindings.（3）Interpretation:statementsthatgivereasonsforc

ertainresultsorexplaintheirsignificance.Example:MajorInformationElementsinResultsLocationofDataMeanscoresandgeneralresultsofthetestfromeachof

thethreegroupsarepresentedinTable1.2,andtheresultsoftheanalysisofvariancetestarereportedinTable1.3.ResultsTheFvalueo

f8.17,reportedinTable1.3,indicatedasignificantdifferenceingroupmeanscores.TheresultoftheScheffetestshowedthattherewasasignificantdi

fferencebetweenthecontrolgroupandeachoftheCAIgroups.TherewasnotasignificantdifferencefoundbetweenthetwoCAIgroups.Thetestscoresfromthecontrolgroupwe

rehigherthanthosefromeithertreatmentgroup.Interpreta-tionThesefindingsindicatethatthelecture-discussio

napproachwasmoreeffectivethanthecomputer-assistedinstruction(CAI)inteachingtheapplicationofprinciplesandconcep

tsoffinance.2.LocationofDataBeforedescribingthedataobtained,youshouldfirsttellthereaderwheretheyare.Thestatementofdatalocationt

ellswhichfigure(table,graph,ordiagram)containsthedatamentionedinthetext.Thepresenttenseshouldbeusedtolocatedatain

afigure.E.g.•Resultsofthet-testsarepresentedinTable3.•Figure2summarizesthetestresultsoncontaminatedwaters.•Table5presentsthed

ataforworkersholdingskilljobs.3.ResultsandDataResultsaredifferentfromdataalthoughweoftensimplyrefertodataasresults.•Da

taarefactsinaformofnumbersobtainedfromexperimentsandobservations.•Resultsaregeneralstatementsthatinterpretdata.Ifdatastandalone,re

adersmaynotunderstandthemeaningreflectedbythem.Thereforeresultsmustbestatedtoexplainthemeaningofthedata.Examplesshowingdifferencesbetween

dataandresults(1)Inthe20controlsubjects,themeanrestingbloodpressurewas85±5(SD)mmHg.Inthe30tennisplayers,themeanrestingbloodpressurewas

94±3mmHg.(2)Themeanrestingbloodpressurewashigherinthe30tennisplayersthaninthe20controlsubjects[94±3(SD)vs.85±5mmHg,P<0.02].(3)Themeanr

estingbloodpressurewas10%higherinthe30tennisplayersthaninthe20controlsubjects[94±3(SD)vs.85±5mmHg,P<0.02].•E.g.(1)isastatementofdata.Itsimplygivest

hedatawithnoresult,whichmakesreaderswonderaboutthemeaningofthecomparison.•E.g.(2)isavaguestatementoftheresult.Itstatestheresult,presen

tsthedataaftertheresult,andaddsaPvaluetoprovideevidencethatthedifferencewasnotlikelytohaveoccurredbychance.However,itfailstopresentthedegreeo

fthedifferenceincomparison.•E.g.(3)isaspecificstatementoftheresult.Thestatement“was10%higher”givesaclearerideaofthedegreeofthediff

erenceincomparisonthanE.g.(2).4.TypesofResultsTherearegenerallythreedifferenttypesofresultsthatyoumayneedtoreport,depending

onthekindofstudyyouconduct.•Comparison•Tendency•RelationshipButonethingisthesame—alwaysusingpasttenseinreportingresults.(1)

ComparisonResultsofthistypeinvolveacomparisonamonggroups,oftenoneormoreexperimentalgroupswithacontrolgroup.Inthesecases

thestatementsareoftenwrittenwithexpressionsofcomparativeorsuperlativedegrees.•Meantimetorecoverywassig

nificantlyfasterinthetreatmentgroupthanintheplacebogroup(6.5vs.14.1days,p<0.05).•Thehighestincidenceofhepatitiswasfoundamo

ngpeopleinthenorthpartofthestate.(2)TendencyResultsofthistypeshowthetendencyofavariabletofluctuateovertime.Toreportsuchresul

ts,youshoulduseverbsandexpressionsofvariationinyourstatements.Thecommonlyusedsentencepatternisasfollows:Variable+V

erborVerbPhraseofVariation+TimePeriod变量+表示变化的动词+时间段Examplesshowingthetendency:•Theoilpricesshowedatendencytoincrease/decrease(ortendtoincrease/d

ecline)overthefive-yearperiod.•Theconcentrationofchlorineintheatmosphereincreased(ordecreased,orremainconstant)overtheperiods

tudied.(3)RelationshipResultsofthistypeshowtherelationshipofonevariablewithanother,orrelationshipsamongvariables.Useve

rbsofcorrelationorassociationinreportingsuchresults.E.g.•Theoccurrenceoftheepidemicwascorrelatedwith(ornegativelycorrelatedwith,orassocia

tedwith,orrelatedto)thelocalclimate.•Therewasasignificantpositive(ornegative)relationshipbetweenstudents’priorexperienceofthematerialandthei

rtestscores.5.InterpretationofResultsAlthoughthemoregeneralcommentsonresultsarereservedforthesectionofdiscussion,itisoccasionallynecessaryfo

ryoutoincludeabriefinterpretationofthestatisticalanalysis.Thissavesworkforthereader,andhelpsthemtodistinguishtheke

ypointsinyourpaper.Wheninterpretingyourresults,younormallyusethepresenttenseandmodalauxiliaries.Examples:•Thefindingthatbacteriawerepresent

inalmostallpatientswithactivechronicgastritismaybeanimportantfactorintheetiologyofthedisease.•Theseresultsindicate

thate-commerceoffersdistinctadvantagesoverconventionalcommerceinthebookmarket.Youmayalsousetentativeverbsint

hepresenttenseinsteadofmodalauxiliariestogeneralizefromresults.Examples:•Itappears(seems,islikely)thatchildrenwhodis

playlearningproblemsaredependingononlyonecerebralhemisphere.•Theseresultssuggestthatthefinalpurifiedprotei

nintheformofacrystalisjustthetobaccomosaicvirus.Wheninterpretingyourresults,youshouldchoose“provingwords”carefully.“Prove”isthes

trongestwordforyourfindings,butitcanrarelyusedunlessyouareabsolutelysureofyourfindings.Herearesomeothersindescendingorderofstrength

.Choosetheonethatmatchesthestrengthofyourconclusions.•show•demonstrate•indicate•suggest•imply.Ⅵ.DiscussionThelastmajorsectionoftheresearchr

eportisusuallytitleddiscussion(sometimescalled“conclusions”).Inthissection,youtakeabroadlookatyourfindingsandyou

rstudyasawhole.Youtrytointerpretthefindingsbyanalyzingtheirfacts,underlyingcauses,effectsandimplicationsinamoregeneralview.1.InformationElementsThek

indsofinformationinthediscussionsectionarenotfixed.Itdependsmainlyonthefindingsofyourstudy.Youmayincludevariouselementsofinformation,dependi

ngontheproblemsencountered,resultsobtained,possibleapplications,andfurtherresearchneeded.Theconventionalorderofthissectionisfromspecificresults

togeneralimplications.Alistofconventionalelementsinthediscussionsection•Areferencetothepurposeorhypothesisofthestudy•Ana

nswertotheresearchquestiondevelopedintheIntroduction•Areviewofthemostimportantfindings,whetherornottheysupportyouroriginalhypothesis•Compari

sonwiththeresultsofotherstudies•Possibleexplanationsfororspeculationsaboutthefindings•Limitationsofthestudy•Implicationsof

thestudy(intheoryorinpractice)•RecommendationsforfutureresearchandpracticalapplicationsReadthefollowing

discussionsectionfromaresearchreportinthefieldofeducation.Inthisstudytheteachingresultsofthetraditionallecture-discussionappro

achandthecomputer-assistedinstructionwerecompared.Noticetheinformationelementsthatareincludedinthisexampleandtheorderofinforma

tion.InformationElementsinaDiscussionSectionReferencetotheoriginalhypothesisWedevelopedfollowingnullhypothesestotesttheresearchquestionsofth

estudy:1)therewouldbenosignificantdifferenceamonggroupmeanscores;2)therewouldbenosignificantrelationshipbetweentheamountoftim

eutilizedbythestudentswithcomputer-assistedinstructionandstudents’testscores.AnswertotheresearchquestionThefindingsofourstudyind

icatethatourfirsthypothesiswasrejected;oursecondhypothesis,however,wasnotrejected.FindingssupportingtheanswerThefollowing

conclusionsaresubjecttotheconditionsandlimitationsofthisstudy:(a)thelecture-discussionapproachwasmoreeff

ectivethanthecomputer-assistedinstructioninteachingtheapplicationofprinciplesandconceptsinmedicine;(b)theamountoftimespentbystudents

subjectedtothecomputer-assistedinstructiondidnotsignificantlyaffecttheirscoreswhengivenfreedomtoselecttheamount

oftimespent.ExplanationforfindingsandcomparisonwithotherstudiesThefindingsindicatethatthelecture-discussionmethodofteach

ingwasmoreeffectivethanthecomputer-assistedtechniqueinteaching.ThisconfirmstheearlierstudiesbyJefferson,(1985),Gless(1987)andHowren(1988).Thepossibl

eexplanationisthatthestudentsinthecontrolgroupweretaughtmorepersonallyandsystematicallyduringregularhourswhilethetreatmentgroupsparticipatedduringl

aboratorytimeattheirownsweetwill.LimitationsandcomparisonwithotherstudiesSincemanystudiesindicatedtha

tstudentsusingcomputer-assistedinstructionhavegenerallyperformedaswellorbetterthanstudentsundertraditionallecture-discussioninstruction(Taylor1986,Ho

rne1988&Clark1989),thedifferenceinperformancefoundinthisstudyshouldbecarefullyevaluated.Thefindingsmighthave

beendifferentifallstudentshadspentaminimumof12hoursusingthecomputerprogram.Inaddition,themethodologicalp

roblemsintheresearchdesignlimitourinterpretations.RecommendationforfurtherresearchFurtherstudiesshouldcomparegroupsusin

gamixoftraditionalinstructionandcomputer-assistedinstruction,andshouldrequireboththecontrolandthetreatmentgroupstospendaspecificamoun

toftimeontheteachingcourse.Thechallengeformedicaleducatorsistobetterutilizethecapabilitiesofcomputer-assistedin

structioninthelearningenvironment.ReferencetotheoriginalhypothesisWedevelopedfollowingnullhypothesestot

esttheresearchquestionsofthestudy:1)therewouldbenosignificantdifferenceamonggroupmeanscores;2)therewouldbenos

ignificantrelationshipbetweentheamountoftimeutilizedbythestudentswithcomputer-assistedinstructionandstudents’testsco

res.AnswertotheresearchquestionThefindingsofourstudyindicatethatourfirsthypothesiswasrejected;oursecondhypothesis,

however,wasnotrejected.DiscussionfromUsingComputersinTeachingFindingssupportingtheanswerThefollowingconclusionsaresubjecttotheconditionsan

dlimitationsofthisstudy:(a)thelecture-discussionapproachwasmoreeffectivethanthecomputer-assistedinstructioninteachingthea

pplicationofprinciplesandconceptsoffinance;(b)theamountoftimespentbystudentssubjectedtothecomputer-assistedinstructiondidnotsign

ificantlyaffecttheirscoreswhengivenfreedomtoselecttheamountoftimespent.Explanationforfindingsandcomparisonwithotherstudies

Thefindingsindicatethatthelecture-discussionmethodofteachingwasmoreeffectivethanthecomputer-assistedtechniquei

nteaching.ThisconfirmstheearlierstudiesbyJefferson,(1985),Gless(1987)andHowren(1988).Thepossibleexplanationisthatthe

studentsinthecontrolgroupweretaughtmorepersonallyandsystematicallyduringregularhourswhilethetreatmentgroupsparticipatedduringlaboratorytimeat

theirownwill.LimitationsandcomparisonwithotherstudiesSincemanystudiesindicatedthatstudentsusingcompute

r-assistedinstructionhavegenerallyperformedaswellorbetterthanstudentsundertraditionallecture-discussioninstruction(Taylor1986,Horne1988&Clark1989),th

edifferenceinperformancefoundinthisstudyshouldbecarefullyevaluated.Thefindingsmighthavebeendifferentifallstudentshadspentaminimumof12hoursusing

thecomputerprogram.Inaddition,themethodologicalproblemsintheresearchdesignlimitourinterpretations.Recommen

dationforfurtherresearchFurtherstudiesshouldcomparegroupsusingamixoftraditionalinstructionandcomputer-assistedinstruction,andshou

ldrequireboththecontrolandthetreatmentgroupstospendaspecificamountoftimeontheteachingcourse.Thechallengeforeducatorsoffinanceistobetterut

ilizethecapabilitiesofcomputer-assistedinstructioninthelearningenvironment.2.VerbTensesandSentencePatternsTheverb

tensesusedinthediscussionsectiondependonthetypeofinformationyouwanttopresent.Thefollowingexamplesillustratethemos

tcommonlyusedtensesandsentencepatternsforeachkindofinformationelementsinthissection.(1)Whenreferringtothepurposeorhypoth

esisofthestudy,youshouldusethesimplepasttense.E.g.•Thisresearchattemptedtoassesstheapplicationofcognitivestrategiesint

eaching.•Inlinewiththehypothesis,weassumedthatphysicaldecrementswouldbemoreapparentinspeedjobsthaninskilljobs.•Itwasanticipate

dthatcomputer-assistedinstructionwouldperformaswellasorbetterthanlecture-discussioninstruction.(2)Inreviewingimportantfindings,yo

ushouldusuallyusethesimplepasttense.E.g.•TheStudents’experiencewiththemicrocomputerhadnoeffectontheirte

stscores.•Thespiralbacilliwerepresentinalmostallpatientswithactivechronicgastritis,duodenalulcer,orgastriculcer.(3)Inexplainingpossi

blereasonsforthefindings,youmayusethepasttense,presenttense,ormodalverbsdependingontheconditionoftheexplanation.①Iftheexplanationf

orthespecificfindingsisrestrictedtoyourstudy,usepasttense.E.g.•Itispossiblethatmicrobialactivitycausedsomeinfectionintherightlungofthepa

tients.•Itappearsthatthemicrocomputer-assistedlearningmoduleswereaseasyforthebeginnerstouseasfortheintermed

iate-levelusers.②Ifitreferstoageneralcondition,youshouldchoosepresenttense.Youmayalsousemodalauxiliariestoemphasizethespeculativenatureofthese

statements.E.g.•Theseresultscanbeexplainedbyassumingthatwomenaregenerallymorecarefulindelicateworkthanmen.•Onereasoncouldbethatskillsande

xperienceincreasewithage.(4)Inexplainingthelimitationsofthefindings,youmayusethepasttense,presenttense,ormod

alauxiliaries,dependingonwhetherthelimitationisrestrictedtoyourstudy(past)orwhetheritreferstoageneralcondition(present).E.

g.•Thesampleusedinourexperimentwasquitesmall.(restrictedtothestudy)•Theteachingexperimentsonothersubjectsmayproducediff

erentresults.(generalcondition)(5)Incomparingyourfindingstothoseofotherresearchers,commonlyusethepresenttense.E.g.•Ourresultsareinsubstantiala

greementwiththoseofGless(2001).•ThisconfirmsearlierfindingsbyTaylorandEble(1996)formedicalinsurancein

theUnitedStates.(6)Inexplainingimplications,usethesimplepresenttense,modalauxiliaries,ortentativeverbs.E.g.•Itappearsthatthecurvedbacillibe

haveasanimportantfactorintheetiologyofthesediseases.•Thisstudysuggeststhatmanagementbyobjectives(MBO)mayhaveafavorableimp

actonperformanceandsatisfactioninpublicsectoragencies.(7)Inexplainingrecommendationsandapplicationsofyourstudy,usethesimplepresentte

nseandmodalauxiliaries.E.g.•Theapproachoutlinedinthisstudyshouldbereplicatedinotherlaboratories.•Werec

ommendthatmoreforethoughtandplanningberequiredbeforethetrainingreceivedindevelopedcountriescanbeoptimally

appliedinlessdevelopedcountries.•Clearly,thistechniquehaspromiseasatoolinevaluatingwaterqualities.GuidelinesforVerbTensesinaResearchPape

r:TensesApplicationsThepresenttenseGeneralconditionsGenerallyacceptedfactsThepasttenseStatementsrestrictedtotheresearchitself(pur

poses,methods,results)Thepresenttense(modalauxiliariesandtentativeverbs)Interpretationofyourfindingsandyourstudyasawhole;(causes;reasons;compariso

n;limitation;implication;recommendation)VII.AcknowledgementsAcknowledgementsaremainlyusedtoexpresstheauthor’sindebtednesstothoseotherthanauth

orswhohavehelpedintheresearchbyofferinganyusefulmaterials,specimen,technicalknow-how,suggestions,orfinancialaidtoth

eauthor.Thissectionusuallyconsistsoftwoparts:•Acknowledgementofpersonalorinstitutionalassistance•Acknowledgementoffinancia

lsupportfromdifferentsources1.AcknowledgementsofPersonalandInstitutionalAssistanceThefollowingareexamp

lesofacknowledgementstopersonalandinstitutionalassistance.Thearrangementusuallyfollowstheorderthatthosewhomadegreatercontribu

tioncomebeforethosewhomadelesscontribution,andindividualscomebeforeinstitutions.•WearegratefultoDr.ZhangDongfortechnicalassistance.•Other

researcherswhocontributedtothisstudywere:LiWeiping,MD,HeJian,MS,andWangYun,MS.•TheauthorwishestoexpresshismostsincereappreciationtoProfessorZ

haoMingyue,whoreadthemanuscriptcarefullyandgavevaluableadvice.TremendousthanksareowedtoDr.LuYingforhelpingtheauthorwiththesta

tisticalanalysis.TheauthorisalsoindebtedtoBeijingFriendshipHospitalforofferingsomespecimens.2.AcknowledgementstoFinancialSupportThefollowinga

reexamplesandcommonlyusedpatternsforacknowledgementstofinancialsupport.•ThisstudywassupportedbytheUnitedNa

tionsEducational,Scientific,andCulturalOrganization.•TheauthorisgratefultotheNationalNaturalScienceFoundationof

Chinaforitsfinancialsupportforthisproject.•WethanktheNationalSocialScienceFoundationofChinaforprovidingthefinancialsupport.NotesonAckn

owledgements:•Thewordingandexpressionsusedinanacknowledgementshouldbeappropriate.Eitherunderstatementoroverstat

ementshouldbeavoided.•Itisadvisablenottomentiontoomanypersonswhohavemadeinsignificantorverygeneralhelptotheresearch.Forexample,

typistsorillustratorsarenotmentioned.•Theauthorshouldnotifytheaddresseeoftheacknowledgementandobtainhisorherpermissionb

eforepublication.VIII.ReferencesAreferenceisanoteinaresearchreportreferringthereadertoanothersource.Thepurposesofreferencesinexperiment

alresearchpapersaretogivecredittotheideasandfindingsofothersandtodirectreaderstosourcesoffurtherinformation.Fordetailsofin-textc

itationsandreferencelists,refertothesectionofDocumentingYourSourcesinChapter7.IX.AppendixesAppendixesareusedtoincludeinformationthatwouldbetoo

lengthyorinterruptiveifplacedinthebodyofthereport.Theyaregenerallyfulltextsofquestionnaires,surveys,orotherdatacollectiondocumentsusedintheresearc

h.Itistheusualpracticetosubmitappendixestothejournaltogetherwithyourreport,eventhroughtheywillnotbepu

blished.Appendixescanhelpeditorsorreviewerstojudgewhetheryourfindingsarevalid.X.SummaryThemajorpartsofanexperimenta

lresearchreportwehavelearntinthisunit:•Title•Keywords•Introduction•Methods•Results•DiscussionorConclusionReview:•Informa

tionelementsincludedineachpart•Orderoftheinformationelements•Commonlyusedsentencepatternsforeachelement•Commonlyusedvocabularyandthechoiceoftens

esinthesentences